Women in Business symposium

General note: Title and date provided by Bettye Lane.

Education - research - practice

Through this paper we will look at links between architecture education, research and practice, using a current project as a vehicle to cover aspects of building, pilot and live project. The first aspect, the building project consists of the refurbishment and extension of a Parnell Cottage for a private client and is located near Cloyne, in East Cork, Ireland. The pilot project falls within the NEES Project, investigating the use of materials and services based on natural or recycled materials to improve the energy performance of new and existing buildings. The live project aims to hold a series of on site workshops and seminars for students of Architecture, Architects and interested parties, demonstrating the integration of the NEES best practice materials and techniques within the built project. The workshops, seminars and key project documents will be digitally recorded for dissemination through a web based publication. The small scale of the building project allowed for flexibility in the early conceptual design stages and the integration of the research and educational aspects.

Wounds that heal and wounds that don't - The role of the IL-33/ST2 pathway in tissue repair and tumorigenesis

IL-33 is a member of the IL-1 family of cytokines. IL-33 is predominantly located within the nucleus of cells where it plays a role in gene regulation. Given the right combination of signals and cellular damage, stored IL-33 is released from the cell where it can interact with its receptor ST2, triggering danger-associated responses and act as a cellular "alarmin". Whilst IL-33/ST2 signalling has been shown to induce potent pro-inflammatory responses that can be detrimental in certain disease states, a dichotomous, protective role of IL-33 in promoting wound healing has also emerged in multiple tissues types. This review will explore the current literature concerning this homeostatic role of IL-33/ST2 in tissue repair and also review its role in uncontrolled wound responses as seen in both fibrosis and tumorigenesis.

Coccolithophore biomineralization: New questions, new answers.

Coccolithophores are unicellular phytoplankton that are characterized by the presence intricately formed calcite scales (coccoliths) on their surfaces. In most cases coccolith formation is an entirely intracellular process - crystal growth is confined within a Golgi-derived vesicle. A wide range of coccolith morphologies can be found amongst the different coccolithophore groups. This review discusses the cellular factors that regulate coccolith production, from the roles of organic components, endomembrane organization and cytoskeleton to the mechanisms of delivery of substrates to the calcifying compartment. New findings are also providing important information on how the delivery of substrates to the calcification site is co-ordinated with the removal of H(+) that are a bi-product of the calcification reaction. While there appear to be a number of species-specific features of the structural and biochemical components underlying coccolith formation, the fluxes of Ca(2+) and a HCO3(-) required to support coccolith formation appear to involve spatially organized recruitment of conserved transport processes.

Coccolithophore biomineralization: New questions, new answers.

Coccolithophores are unicellular phytoplankton that are characterized by the presence intricately formed calcite scales (coccoliths) on their surfaces. In most cases coccolith formation is an entirely intracellular process - crystal growth is confined within a Golgi-derived vesicle. A wide range of coccolith morphologies can be found amongst the different coccolithophore groups. This review discusses the cellular factors that regulate coccolith production, from the roles of organic components, endomembrane organization and cytoskeleton to the mechanisms of delivery of substrates to the calcifying compartment. New findings are also providing important information on how the delivery of substrates to the calcification site is co-ordinated with the removal of H(+) that are a bi-product of the calcification reaction. While there appear to be a number of species-specific features of the structural and biochemical components underlying coccolith formation, the fluxes of Ca(2+) and a HCO3(-) required to support coccolith formation appear to involve spatially organized recruitment of conserved transport processes.

Content and methodology of predoctoral Geriatric Dentistry teaching in Europe

Objectives: To explore the content and methodology of predoctoral Geriatric Dentistry teaching amongst European dental schools.
Methods: The study was conducted by the European College of Gerodontology (ECG) Education Committee. Αn electronic questionnaire has been developed with close and open-ended items, including information on the prevalence and institutional anchorage of Gerodontology programs, the educators, the content and the methodology of teaching. An electronic mail, including a hyperlink to the questionnaire, was sent to 216 dental schools in 39 European countries (Winter/ Spring 2016). The Deans were asked to either answer themselves, or forward the link to faculty members with knowledge on Gerodontology teaching at their respective schools. Repeated reminders or telephone calls were used for non-respondents and personal networks were exploited to identify potential contact persons.
Results: Until August 2016, 121 dental schools from 29 countries responded to the survey (response rate 56%, EU response rate: 60%). Gerodontology was included in the predoctoral curricula of 86% of the respondents and was compulsory in 68%. The course was mainly offered in senior students and was interdisciplinary in 30% of the schools, delivered mainly by dentists (79%), physicians (21%), psychologists (10%), and nurses (5%). It was conducted as an independent lecture series in 40% of the schools and a course director was assigned in 44% of the respondents. When embedded in other disciplines, these were mainly Prosthodontics (31%). The content included a large number of items, such as epidemiology of oral health, medical problems in old age, prosthodontic management, xerostomia, and caries risk assessment. Lectures were the most common teaching format (69%), followed by small group seminars (27%). The most common types of educational material used were scientific articles (48%), printed textbooks (44%), lecture notes (40%) and e-learning material (21%). Clinical training was offered by 64% of the respondents, within the dental school clinics (49%) and/or in outreach locations (40%).
Conclusion: Amongst the respondent European dental schools (66%) there is an increasing number that teach Gerodontology at a pre-doctoral level with significant variations in content and methodology. Official guidelines and the dissemination of the ECG pre-doctoral curriculum guidelines might help to increase the prevalence and improve the status of Gerodontology teaching in Europe.

Breaking patterns of conflict in Northern Ireland: new perspectives

Central to reaching peace and settlement in Northern Ireland was a sequence of British–Irish intergovernmental discussions and negotiations, dating from the beginning of the 1980s. British and Irish state cooperation and intervention has remained central to the stability of the settlement reached in 1998. The motives of state actors, however, have been unclear, and the role of the state in the political process has been the subject of some scholarly controversy. This paper looks at the types of evidence that can help to resolve such questions. It focuses on the value of elite interviews, arguing that they can constitute an important and irreplaceable body of evidence when used critically, but it also highlights the risks of excessive reliance on this type of source. It goes on to describe a major research project in University College Dublin whose aim was to record the experiences and interpretations of the actors who engaged in British–Irish negotiations over the last four decades. It discusses the resulting elite interviews and witness seminars and the methodological and ethical difficulties encountered. It describes how these were overcome, and outlines the conditions of confidentiality imposed.

Justified assessments of service provider reputation

Abstract Reputation, influenced by ratings from past clients, is crucial for providers competing for custom. For new providers with less track record, a few negative ratings can harm their chances of growing. In the JASPR project, we aim to look at how to ensure automated reputation assessments are justified and informative. Even an honest balanced review of a service provision may still be an unreliable predictor of future performance if the circumstances differ. For example, a service may have previously relied on different sub-providers to now, or been affected by season-specific weather events. A common way to ameliorate the ratings that may not reflect future performance is by weighting by recency. We argue that better results are obtained by querying provenance records on how services are provided for the circumstances of provision, to determine the significance of past interactions. Informed by case studies in global logistics, taxi hire, and courtesy car leasing, we are going on to explore the generation of explanations for reputation assessments, which can be valuable both for clients and for providers wishing to improve their match to the market, and applying machine learning to predict aspects of service provision which may influence decisions on the appropriateness of a provider. In this talk, I will give an overview of the research conducted and planned on JASPR. Speaker Biography Dr Simon Miles Simon Miles is a Reader in Computer Science at King's College London, UK, and head of the Agents and Intelligent Systems group. He conducts research in the areas of normative systems, data provenance, and medical informatics at King's, and has published widely and manages a number of research projects in these areas. He was previously a researcher at the University of Southampton after graduating from his PhD at Warwick. He has twice been an organising committee member for the Autonomous Agents and Multi-Agent Systems conference series, and was a member of the W3C working group which published standards on interoperable provenance data in 2013.

ImageLearn - Decoding Britain's Landscape

Abstract Ordnance Survey, our national mapping organisation, collects vast amounts of high-resolution aerial imagery covering the entirety of the country. Currently, photogrammetrists and surveyors use this to manually capture real-world objects and characteristics for a relatively small number of features. Arguably, the vast archive of imagery that we have obtained portraying the whole of Great Britain is highly underutilised and could be ‘mined’ for much more information. Over the last year the ImageLearn project has investigated the potential of "representation learning" to automatically extract relevant features from aerial imagery. Representation learning is a form of data-mining in which the feature-extractors are learned using machine-learning techniques, rather than being manually defined. At the beginning of the project we conjectured that representations learned could help with processes such as object detection and identification, change detection and social landscape regionalisation of Britain. This seminar will give an overview of the project and highlight some of our research results.

Why Cyber Security is Hard

Abstract There has been a great deal of interest in the area of cyber security in recent years. But what is cyber security exactly? And should society really care about it? We look at some of the challenges of being an academic working in the area of cyber security and explain why cyber security is, to put it rather simply, hard! Speaker Biography Keith Martin Prof. Keith Martin is Professor of Information Security at Royal Holloway, University of London. He received his BSc (Hons) in Mathematics from the University of Glasgow in 1988 and a PhD from Royal Holloway in 1991. Between 1992 and 1996 he held a Research Fellowship at the University of Adelaide, investigating mathematical modelling of cryptographic key distribution problems. In 1996 he joined the COSIC research group of the Katholieke Universiteit Leuven in Belgium, working on security for third generation mobile communications. Keith rejoined Royal Holloway in January 2000, became a Professor in Information Security in 2007 and was Director of the Information Security Group between 2010 and 2015. Keith's research interests range across cyber security, but with a focus on cryptographic applications. He is the author of 'Everyday Cryptography' published by Oxford University Press.

It's always been about the links

Abstract The World Wide Web Consortium, W3C, is known for standards like HTML and CSS but there's a lot more to it than that. Mobile, automotive, publishing, graphics, TV and more. Then there are horizontal issues like privacy, security, accessibility and internationalisation. Many of these assume that there is an underlying data infrastructure to power applications. In this session, W3C's Data Activity Lead, Phil Archer, will describe the overall vision for better use of the Web as a platform for sharing data and how that translates into recent, current and possible future work. What's the difference between using the Web as a data platform and as a glorified USB stick? Why does it matter? And what makes a standard a standard anyway? Speaker Biography Phil Archer Phil Archer is Data Activity Lead at W3C, the industry standards body for the World Wide Web, coordinating W3C's work in the Semantic Web and related technologies. He is most closely involved in the Data on the Web Best Practices, Permissions and Obligations Expression and Spatial Data on the Web Working Groups. His key themes are interoperability through common terminology and URI persistence. As well as work at the W3C, his career has encompassed broadcasting, teaching, linked data publishing, copy writing, and, perhaps incongruously, countryside conservation. The common thread throughout has been a knack for communication, particularly communicating complex technical ideas to a more general audience.

Exploring the Success of Student Experiential Learning through Entrepreneurial Opportunities

Academic literature has increasingly recognized the value of non-traditional higher education learning environments that emphasize action-orientated experiential learning for the study of entrepreneurship (Gibb, 2002; Jones & English, 2004). Many entrepreneurship educators have accordingly adopted approaches based on Kolb’s (1984) experiential learning cycle to develop a dynamic, holistic model of an experience-based learning process. Jones and Iredale (2010) suggested that entrepreneurship education requires experiential learning styles and creative problem solving to effectively engage students. Support has also been expressed for learning-by-doing activities in group or network contexts (Rasmussen and Sorheim, 2006), and for student-led approaches (Fiet, 2001). This study will build on previous works by exploring the use of experiential learning in an applied setting to develop entrepreneurial attitudes and traits in students. Based on the above literature, a British higher education institution (HEI) implemented a new, entrepreneurially-focused curriculum during the 2013/14 academic year designed to support and develop students’ entrepreneurial attitudes and intentions. The approach actively involved students in small scale entrepreneurship activities by providing scaffolded opportunities for students to design and enact their own entrepreneurial concepts. Students were provided with the necessary resources and training to run small entrepreneurial ventures in three different working environments. During the course of the year, three applied entrepreneurial opportunities were provided for students, increasing in complexity, length, and profitability as the year progressed. For the first undertaking, the class was divided into small groups, and each group was given a time slot and venue to run a pop-up shop in a busy commercial shopping centre. Each group of students was supported by lectures and dedicated class time for group work, while receiving a set of objectives and recommended resources. For the second venture, groups of students were given the opportunity to utilize an on-campus bar/club for an evening and were asked to organize and run a profitable event, acting as an outside promoter. Students were supported with lectures and seminars, and groups were given a £250 budget to develop, plan, and market their unique event. The final event was optional and required initiative on the part of the students. Students were given the opportunity to develop and put forward business plans to be judged by the HEI and the supporting organizations, which selected the winning plan. The authors of the winning business plan received a £2000 budget and a six-week lease to a commercial retail unit within a shopping centre to run their business. Students received additional academic support upon request from the instructor, and one of the supporting organizations provided a training course offering advice on creating a budget and a business plan. Data from students taking part in each of the events was collected, in order to ascertain the learning benefits of the experiential learning, along with the successes and difficulties they faced. These responses have been collected and analyzed and will be presented at the conference along with the instructor’s conclusions and recommendations for the use of such programs in higher educations.

The MOOC Dashboard: Visualising MOOC data for everyone

Abstract Massive Open Online Courses (MOOCs) generate enormous amounts of data. The University of Southampton has run and is running dozens of MOOC instances. The vast amount of data resulting from our MOOCs can provide highly valuable information to all parties involved in the creation and delivery of these courses. However, analysing and visualising such data is a task that not all educators have the time or skills to undertake. The recently developed MOOC Dashboard is a tool aimed at bridging such a gap: it provides reports and visualisations based on the data generated by learners in MOOCs. Speakers Manuel Leon is currently a Lecturer in Online Teaching and Learning in the Institute for Learning Innovation and Development (ILIaD). Adriana Wilde is a Teaching Fellow in Electronics and Computer Science, with research interests in MOOCs and Learning Analytics. Darron Tang (4th Year BEng Computer Science) and Jasmine Cheng (BSc Mathematics & Actuarial Science and starting MSc Data Science shortly) have been working as interns over this Summer (2016) as have been developing the MOOC Dashboard.

Enabling Provenance on the Web: Standardization and Research Questions

Provenance is a record that describes the people, institutions, entities, and activities, involved in producing, influencing, or delivering a piece of data or a thing in the world. Some 10 years after beginning research on the topic of provenance, I co-chaired the provenance working group at the World Wide Web Consortium. The working group published the PROV standard for provenance in 2013. In this talk, I will present some use cases for provenance, the PROV standard and some flagship examples of adoption. I will then move on to our current research area aiming to exploit provenance, in the context of the Sociam, SmartSociety, ORCHID projects. Doing so, I will present techniques to deal with large scale provenance, to build predictive models based on provenance, and to analyse provenance.