Using matrix norms to estimate the direction of arrival of planar waves on an ULA

SEAD method estimates the direction-of-arrival angles on an uniformly linear array based on the difference between the two largest singular values, what is called differential spectrum. Although it presented an outstanding performance, the ability to indicate the source positions was not elucidated yet. Inspired by the differential spectrum formulation we derived a total differential spectrum and found out that the matrix norm induced by the vector 2-norm of a modified spatial covariance matrix can be used to estimate the direction-of-arrival of multiple plane waves. Indeed we show that matrix norms are estimators and we propose their use instead of the singular value decomposition in SEAD-based methods. We present a general mathematical expression in order to explicit the operating principles of the proposed methods. Consequently, we were able to explain how the relation between the arriving and the search angles produces the larger peaks on the differential spectrum. To evaluate the important role played by matrix norms, a thousand experiments were carried out. They showed that the proposed approach proved to be as accurate as the previous SEAD-based methods, while providing a significant reduction on runtime. It also outperformed well-established methods like MODEX regarding the estimation error.     

Trainees' perspectives on the assessment and self‐assessment of surgical skills

Self‐assessment is argued to be valuable educationally and is being advocated through policies for wider adoption within medical practice. However, students are often reluctant to self‐assess and little research has examined the reasons for this. This study explored the perceptions of trainees and postgraduates on assessment and self‐assessment of surgical skills. Data were collected through semi‐structured interviews conducted with six trainees and postgraduate students in Oral Surgery. They had previously been assessed, and self‐assessed themselves for the first time, while surgically removing a mandibular third molar tooth. Assessments were judged against both an objective checklist scale and a global rating scale. Eight themes were identified and trainees’ comments on these themes analysed. The themes identified were assessment and stress, pressure to over‐ or under‐score, the impact of self‐assessment on learning, reflection and performance, confidence and the necessity of preparation, acceptability of the scales and criteria used, feedback, and the acceptability of self‐assessment. In conclusion we need to instil in our trainees a culture whereby they feel capable of and comfortable making judgements about their own performance and giving and receiving constructive assessment from their peers.     

An ensemble-based likelihood ratio approach for family-based genomic risk prediction

Objective

As one of the most popular designs used in genetic research, family-based design has been well recognized for its advantages, such as robustness against population stratification and admixture. With vast amounts of genetic data collected from family-based studies, there is a great interest in studying the role of genetic markers from the aspect of risk prediction. This study aims to develop a new statistical approach for family-based risk prediction analysis with an improved prediction accuracy compared with existing methods based on family history.

Methods

In this study, we propose an ensemble-based likelihood ratio (ELR) approach, Fam-ELR, for family-based genomic risk prediction. Fam-ELR incorporates a clustered receiver operating characteristic (ROC) curve method to consider correlations among family samples, and uses a computationally efficient tree-assembling procedure for variable selection and model building.

Results

Through simulations, Fam-ELR shows its robustness in various underlying disease models and pedigree structures, and attains better performance than two existing family-based risk prediction methods. In a real-data application to a family-based genome-wide dataset of conduct disorder, Fam-ELR demonstrates its ability to integrate potential risk predictors and interactions into the model for improved accuracy, especially on a genome-wide level.

Conclusions

By comparing existing approaches, such as genetic risk-score approach, Fam-ELR has the capacity of incorporating genetic variants with small or moderate marginal effects and their interactions into an improved risk prediction model. Therefore, it is a robust and useful approach for high-dimensional family-based risk prediction, especially on complex disease with unknown or less known disease etiology.

     

MAKING THE PROCESS AND CRITERIA OF TERTIARY SCIENCE PROJECT ASSESSMENT MORE EXPLICIT

This paper describes the development of an Assessment Guide for Honours projects in a wide range of sciences. The guide was intended to aid assessment of the projects, assist the Honours Board in classifying students, and make the criteria for assessment more public and explicit. A relatively simple analysis of the use of the guide by Supervisors and Assessors suggests that these aims are being realised.     

The development of ICT across the curriculum in Irish schools: A historical perspective

This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.     

Research into demand for counselling/therapeutic provision in a group of primary schools

A questionnaire survey was conducted among a group of primary schools in south‐east England to try to establish what level of demand there would be for a counselling/educational therapy service, and whether headteachers would be prepared to allocate the required funding. The research shows that there is a significant number of children who could benefit from such a service and that there is some willingness to make funds available for this although, not surprisingly, there was a good deal of reservation about how much money could be allocated.     

Play and Problem‐solving in a New Light

This article presents a model of children's play, explored from an evolutionary perspective. Surprisingly, an evolutionary approach has only recently been introduced into this field, especially as far as learning is concerned, and is virtually unknown in educational studies. However, such an approach seems entirely reasonable if one accepts that cognitive activities are a product of evolution and selection. Moreover, there is some urgency in stressing the contribution biological sciences can make to the study of children's early development, since there exists an enormous amount of research of immediate relevance to educators that has apparently been ignored.     

Insights from Educational Psychology Part 12: Interventions and Collaborations

ABSTRACT

Educational interventions are manipulations implemented to change students’ thoughts, emotions, or behaviors. Brief, easily implemented interventions have been shown to have long-lasting positive effects if they cause students to change recursive psychological processes. Successful interventions require a deep understanding of both theories of psychological processes and specific contexts. One size cannot fit all, and seemingly minor variations in an intervention can result in unexpected effects. Collaboration with faculty and others who support student learning can benefit all parties involved.     

The effectiveness of online instructional videos in the acquisition and demonstration of cognitive,affective and psychomotor rehabilitation skills

The use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.