cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Session 65: Counting fears: unravelling the origins of math phobia and its degree-wide impact
Creators: name: McCabe, Philippa
name: Burrell, Helen
Publisher: name: Student Experience Proceedings
Year: 2024

description: People have a marmite attitude to maths – they love or hate it. This can impact their ability to do anything from simple sums/budgeting to more technical calculations e.g. statistics. With 40% of school children saying they did not enjoy learning maths, this poses a real concern for the future of STEM subjects. Additionally, the percentage of students passing GCSE Maths at grade 4 or above has dropped from 74.6% in 2020 to 70.2% in 2023.


From conversations within 6101FSBMOL advanced forensic methods, we are being told some are struggling with maths components despite support being offered in the module. There is a clear divide between those students who are comfortable with maths and those who are not. On average there is a 19% difference (range 14% to 23%) in the maths component between Forensic Science and Forensics, Policing and Investigation students from 2020-2023.


By understanding when someone is first exposed to opinion shaping views or experiences about maths, we can try to remove barriers set by those maths phobic students, taking steps to make the subject matter less daunting. Knowing how much of a barrier is in place will enable us to better utilise resources such as the Academic Achievement Unit.


Only through shifting perception can we make maths more accessible. Doing this will make a difference to the lives of those impacted and help foster a community of ‘we can’ instead of ‘I can’t’. This inclusive change will transform opinions about deep rooted insecurities that have far reaching implications both in education and life beyond LJMU.


Our hope is to highlight when someone decided how they feel about maths and what we can do at a university level to help take the courageous step towards changing their opinion and opening a door to a life free from maths phobia.


Attending this session will enhance staff's ability to guide students effectively and assist decision-makers in organising support by grasping the problem's scope and identifying areas requiring attention.


Counting fears: unravelling the origins of math phobia and its degree-wide impact PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 64: “If I only knew then what I know now”. Listening to the voices of departing students
Creators: name: Turnbull, Wayne
name: Altham, Steven
name: Brady, Cathy
name: Melvin, Janine
name: Parker, Sara
name: Porter, Janette
Publisher: name: Student Experience Proceedings
Year: 2024

description: Within the Faculty of Arts, Professional and Social Studies, the Student Experience Team has been actively listening to and engaging with the Student Voice. Two research projects, both focussing on the experiences of final year students, demonstrate how reflection can inform and enrich not only the experience of leavers but also of subsequent cohorts.
48
At enrolment we promote the message to new students that engagement is a pre-requisite of their success. There is no more compelling narrative with which to inform new students than through the experience of former students who previously ‘wore their shoes’. The APS Student Experience Team has commissioned final year undergraduate students to run a research project to capture the reflections of 2024 leavers on the question of what advice they would give to their ‘former selves’ about their engagement with the University. In this session we will summarise the outcomes of the research project via a discussion of prevailing themes and consider how best to use this material in scaffolding support and advice for new students.


Following this we will be showcasing the findings of a survey of LJMU graduates who experienced an international trip as part of their time at LJMU. The respondents are reflecting on how they benefitted in terms of their career journey since graduating by assessing to what extent they were able to develop ‘Graduate Skills and Attributes’ during their international experience. They are also evaluating the activities they took part in to prepare for international experience, and the Guidance and Support that they received from LJMU. The purpose of this is to help LJMU academic and professional service staff to improve the provision of preparatory activities and to tailor the support that is given to individual students.


“If I only knew then what I know now”. Listening to the voices of departing students & Developing Global Citizens ​Insights from LJMU Graduates PowerPoints. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 63: The use of VLE assessments in the presence of AI technology
Creators: name: Kara-Mohamed, Mohamed
Publisher: name: Student Experience Proceedings
Year: 2024

description: The emergence of AI technology, including ChatGPT, creates a challenge for academic practitioners. It requires educators to take extra care when designing assessments and drafting the policies and procedures for these assessments in order to protect the integrity of these assessments. This is especially true when an educator wants to use the modern Virtual Learning Environments (VLE)-based online assessments. With the new AI technology, these online assessments, such as Canvas online quizzes, can be compromised easily and students start to feel that these assessments are an easy way to gain marks with less efforts and less preparation. This presentation shares with colleagues some of the measures that have been taken to protect the integrity of VLE assessments for a level 4 module (Mechatronics 1) of the Mechanical/Marine Engineering programmes. This includes innovative and creative ways of setting and writing Canvas quizzes assessment in the existence of AI technology while at the same time minimising the possible academic misconduct cases and ensure that students are assessed to the best of their abilities. The results of the study include two cohorts for the academic years 2022/2023 and 20232024, and they are of interest to the whole education community. These findings contribute to LJMU's 2030 strategy by fostering positive change within the education community, including both staff and students. This presentation gives an opportunity for sharing best practices and listening to colleagues for constructive feedback on how to improve VLE assessments further. Importantly, it aims to dispel concerns about compromising these valuable assessment tools, making them accessible for use by colleagues across the institution and beyond LJMU. By fostering a collaborative environment, we hope to contribute to the continual improvement of education practices and uphold the standards of academic integrity.


The use of VLE assessments in the presence of AI technology PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 61: Muslim students and the paradox of in(visibility)
Creators: name: Tamea, Lila
Publisher: name: Student Experience Proceedings
Year: 2024

description: At nearly 4 million (6.5%) of the population, Muslims are considered one of the largest minority groups in England and Wales. Still yet, there appears to be both a lack of recognition and understanding about Muslims as a community - in education and society as a whole. Why are they, compared to other religious groups, the least likely to go to university, the worst performing at university, and the least likely to go on to graduate level employment / further study?


Building on Nabi’s work on institutional islamophobia (Nabi, 2011), this paper examines the way institutional islamophobia operates within higher education to orchestrate what she terms the Paradox of (In)visibility. It explores the way in which Muslims are simultaneously invisible and hyper-visible, through the existence - and non-existence - of equality initiatives and policy apparatus concerning them on campus. Muslim hypervisibility within higher education policy can, in one way, be illustrated today through the industrialised, regulator-enforced surveillance of Muslims on campus (ie. the Prevent Strategy), where more religiously observing or politically active Muslims are deemed suspect, troublesome or problematic. Muslim invisibility however, can be illustrated by the way that the regulator (and the institutions it regulates) monitor - or fail to monitor – religious inequity, where we find an overall absence of recognition and action toward the Muslim ‘gaps’ aforementioned.


This presentation therefore explores the unmattering of Muslims in higher education discourse; how Muslims often feel ignored, with their needs circumvented through a smokescreen of ‘neutral’ secularism. I argue that this paradox of non/recognition is a symptom of systemic and institutional islamophobia, contributing to a harmful environment for Muslims on campus. I propose that by positively recognising Muslims on campus, through institutional data monitoring, equality initiatives and provision-making, we can work to better facilitate and support Muslim students to succeed.


Muslim students and the paradox of in(visibility) document.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 62: Person-centred communities of practice: challenging hegemonic notions of education and learning
Creators: name: Wood, Freya
name: Evans, Deborah
name: Blundell, Peter
Publisher: name: Student Experience Proceedings
Year: 2024

description: Communities and groups based on person-centred theoretical principles are often a core part of counselling and psychotherapy training within this modality, yet these groups have not been considered through the communities of practice concept. A community of practice (CoP) can be defined as a group of people who share a common goal or area of interest that they would like to learn how to do better through regular interaction as a group. There has been no exploration undertaken that investigates the impact of these groups when they are run alongside, rather than as part of, the curriculum. This presentation shares staff and students’ experiences of facilitating multiple communities of practice for trainee person-centred/experiential therapists that focused specifically on critical thinking skills. These communities were established with support from the Curriculum Enhancement Student Internship Grant and was attended by students from across three-year groups on an MA in Counselling and Psychotherapy Practice. This presentation will be delivered by students who were interns on the project and the presentation will outline how the community was established on each occasion; share facilitators’ experiences, as well as feedback from group attendees; it will reflect on learning from the community and offer some tentative suggestions for anyone thinking about setting up their own community of practice. This project centres the idea of student-centred learning as a way of challenging hegemonic notions of education and learning within Higher Educational settings. These ideas could be useful for other facilitators or students wishing to set up and facilitate other communities of practice, in counselling and psychotherapy training, or other disciplines.


Person-centred communities of practice: challenging hegemonic notions of education and learning PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 60: The disutility of ‘disabled’ as a category in HE analytics: an LJMU case study
Creators: name: Wilshaw, Alex
Publisher: name: Student Experience Proceedings
Year: 2024

description: HEIs are striving to understand the experiences and outcomes of their students, particularly those with Equality of Opportunity Risk Register characteristics such as having a disability. Studies have demonstrated that disabled students have worse outcomes than their non-disabled peers, and Access and Participation Plans (APP) aim at reducing the attainment gap and providing support services for such students. However, the use of ‘disabled’ as an analytical unit is brutish and arbitrary. The category encapsulates a range of ‘disabilities’, each of which presents a unique set of challenges. From dyslexia to neurodiversity, or physical and sensory disabilities to psychiatric disorders, how can one category appropriately reflect the diversity of the disabled community? It cannot. The category is so generalised that analytical results lack nuance for different disabilities and the challenges they present for students, set within the context of their areas of study and the differing associated skills required. An analysis comparing the outcomes of 23,000 students from LJMU reveals that for Award GPA, on average, ‘disabled’ students do not underperform compared to their non-disabled peers at LJMU. However, this is not true at the level of specific disability types, masked by the ‘disabled’ umbrella. Those stating Physical Disabilities underperform, those indicating Mental Health and ASD outperform, and those with SLDs (e.g. dyslexia, ADHD) perform in-line with non-disabled peers. Inversely, students registering Mental Health and ASD were far less likely to complete their studies than others. This type of specific, targeted analysis demonstrates that we need to be looking in more detail at our data, to avoid drawing inaccurate conclusions. This has implications for how we support the disabled community and the diversity within it, develop our APP, and identify and provide responsive support to those who may be at greater risk, particularly considering their specific disability type and disciplinary context.


The disutility of ‘disabled’ as a category in HE analytics: an LJMU case study PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Attentional bias effects following trauma exposure: comparison of emotional Stroop and emotional lexical decision task paradigms
Creators: name: Cox, Michelle
Publisher: name: Swinburne
Year: 2024

description: Attentional bias effects for threat and emotional words were investigated, using both the emotional Stroop and emotional lexical decision paradigms. Twenty-eight controls and twenty-eight survivors of sexual assault participated in this study, which comprised three key comparisons. First, key predictions of the threat and emotionality hypotheses were compared, in particular specific and general threat effects, and positive and negative emotionality effects. Second, two separate group comparisons were conducted, specifically controls versus survivors of sexual assault overall, and a matched subset of controls versus PTSD positive survivors of sexual assault versus PTSD negative survivors of sexual assault. Third, performance on the emotional Stroop task and emotional lexical decision task paradigms were compared directly. Slowed colour naming responses (i.e. interference) were observed for both threat effects and emotionality effects in the emotional Stroop task. For the emotional lexical decision task, slowed lexical decisions (i.e. interference) were observed for threat effects, whereas speeded lexical decisions (i.e. facilitation) were observed for emotionality effects. The findings of the current study indicate that threat and emotionality effects may co-exist in both control and survivor populations. The relationship between the presence or absence of PTSD symptoms and threat and emotionality effects requires further investigation with larger sample sizes. There may be a relationship between the presence of PTSD symptoms and specific threat effects, however the findings of the current study for general threat information were inconclusive. No relationship was evident between the presence of absence of PTSD symptoms and positive or negative emotionality effects. The current findings suggest that the emotional Stroop task may be better suited to quantifying threat effects but not emotionality effects, whereas the emotional lexical decision task appears to be able to quantify both threat and emotionality effects.
Session: 59 Supporting students from diverse communities
Creators: name: Thomason, Billie-Gina
Publisher: name: Student Experience Proceedings
Year: 2024

description: The Inclusion Team based in Student Advice and Wellbeing support specific groups of students and help them transition into university. These groups include members of the trans and non-binary community, those who are care leavers, care experienced or estranged and living independently. We also support members of the Gypsy, Traveller, Romani, Showmen and Boaters and Young Adult Carers and work with local charities and organisations to support them in their university transition.


In my new role as a Student Inclusion Adviser working with Phil Bakstad, I have been keen to build meaningful relationships and connections within these communities. By offering opportunities for meetups in a safe space other members of the community can come together and support one another. This paper will explore the importance of coming together and how staff can support diverse student groups, helping them to navigate their new experience and time at university – all over a cup of tea and a piece of cake.


Supporting students from diverse communities PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
A A new diploid cytotype of Agrimonia pilosa (Rosaceae)
Creators: name: Mitrenina, Elizaveta
name: Skaptsov, Mikhail
name: Kutsev, Maksim
name: Kuznetsov, Alexander
name: Ikeda, Hiroshi
name: Erst, Andrey
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: A new diploid cytotype of Agrimonia pilosa Ledebour (Rosaceae) collected in China has been revealed. Karyotype formula is 2n = 2x = 16 = 14m + 2sm. Previously, chromosome numbers in A. pilosa established by other researchers were 2n = 28; 56; 70 with basic chromosome number x = 7. All the other members of genus Agrimonia Linnaeus have the same basic chromosome number. In the meanwhile, some members of fam. Rosaceae have different basic chromosome numbers: x = 8 (e.g., in genera Amygdalus L., Aphanes L., Cerasus Mill., etc.), x = 9 (e.g., in genera Adenostoma Hook. & Arn., Chamaebatia Benth., etc.), x = 17 (e.g., in genera Amelanchier Medik., Chaenomeles Lindl., etc.). We suppose that the new basic chromosome number x = 8 was revealed in Agrimonia pilosa collected in China.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Session 58: Decolonising maths for a globalised world
Creators: name: Siekmann, Ivo
name: Ortega, Sandra
name: Baker, James
Publisher: name: Student Experience Proceedings
Year: 2024

description: "Applying Mathematics to the things that matter to you" - with this motto, a group of students and lecturers have set out on a journey to decolonise the maths curriculum. The group has been transforming LJMU’s mathematics programme by...


1. ... researching the life of mathematicians from various backgrounds.
2. ... integrating interesting applications of mathematics to important current problems such as climate
change, racial bias in machine learning algorithms, and healthcare inequalities for minority groups.
3. ... exploring the different roles that mathematics plays in different cultures.


The students will showcase work carried out during a curriculum enhancement project. They will touch on topics such as mathematical modelling of climate change, assessment of credit risk in traditional Somalian culture, and the Arabic roots of algebra, as well as identifying the relationship between economic indicators and the crime rates in different suburbs of a city.


This work is student-focused and inclusive, underpinned by LJMU’s core values. It supports the LJMU strategy by a) promoting excellent Education and Student Experience for our mathematics students, b) promoting curiosity and creativity to develop impactful examples inspired by Research and Knowledge Exchange and to infuse them in the mathematics curriculum, and c) embedding views from different cultures, and increasing awareness and visibility with a wider community of students, enabling Place and Partnership.


Our students will present steps towards a curriculum that better reflects how mathematics…


1. … is practised in different cultures
2. … can be applied to address the challenges of a globalised world.


After this talk, delegates will...


1. ... know how a student-centred effort for decolonisation can be implemented.
2. ... be aware of topics that can be included in a curriculum towards the goal of decolonisation.


We expect that our student-led decolonisation effort can be easily transferred to other disciplines.


Decolonising maths for a globalised world PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 57: A case study on level 5 student engagement and participation in a core: new ideas
Creators: name: Stirk, Sarah
name: Lawrence, Fleur
Publisher: name: Student Experience Proceedings
Year: 2024

description: This session will explore the impact that different teaching patterns may have on student engagement and participation. On the Law degree in 2023-24, we selected two level 5 core modules; one in semester 1 (Equity and Trusts) and one in semester 2 (Land law) to contrast and explore what impacts the lecture and seminar teaching patterns and preparation activities had on students engagement and participation. In the Equity module, the teaching pattern was a ‘2-hour lecture, 2 hour seminar no preparation’ model whereas in Land law, a traditional ‘2 hour lecture one hour seminar with preparation’ model was employed.


This case study will discuss the attendance patterns and engagement in sessions across the semester for both modules as well as student survey feedback. It will also look at overall attainment in both modules to further explore the links between engagement, participation and attainment. We hope the session will provide time for reflection on the traditional teaching models and for exploring new methods and student expectations when delivering core modules.


A case study on level 5 student engagement and participation in a core: new ideas PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 56: Providing AI guidance through COMPASS: did students take the right direction?
Creators: name: Denton, Phil
Publisher: name: Student Experience Proceedings
Year: 2024

description: Technological advancements in generative artificial intelligence (AI) have exacerbated longstanding assessment challenges within higher education. Against this fluid backdrop, some fundamental things apply as time goes by. Firstly, the definition of cheating remains unchanged: students who deviate from the published permissions for an assessment should expect an academic misconduct investigation. Secondly, we continue to set authentic assessments framed within meaningful contexts and these will evolve as AI becomes ubiquitous within society. Thirdly, conveying unfamiliar concepts using metaphor is known to influence thinking in profound ways.


It was within this climate that the Faculty of Science developed its protocol for communicating AI permissions in assessment (COMPASS) in summer 2023. Contemporaneous guidance from Monash University advised assessors to select one of four distinct AI conditions; these were assigned to the four cardinal points within COMPASS; N, S, E and W. The most restrictive and permissive directions are N (No AI tools) and E (Every AI tool may be used), respectively. The other directions provide opportunities for nuance; S (Some AI tools) and W (Ways of using AI tools), both having associated caveats. The Monash AI acknowledgement template, that students use to disclose their AI usage, was adopted within COMPASS. The option of a null declaration was added, enabling students to explicitly confirm that they did not use AI. This presentation will report on the outcomes of a Spring 2024 survey of staff and students who were invited to share their perceptions of COMPASS.


Lodge, J.M. et al (2023) Assessment reform for the age of Artificial Intelligence, TEQSA.
Monash University (2023) Policy and practice guidance around acceptable and responsible use of AI technologies


Providing AI guidance through COMPASS: did students take the right direction PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 53: Assessments don’t have to be essays – using live events to demonstrate learning
Creators: name: McNicholl, Andy
name: Makin, Valerie
Publisher: name: Student Experience Proceedings
Year: 2024

description: Whilst the essay has long been a staple in higher education for assessing students' understanding and critical thinking skills, this session will highlight the benefit of looking at alternative forms of assessment. Lecturers from the Events Management degree programme will look at how traditional assessments may not always be the best route, especially for vocational degrees. Instead, they will show how students on their programme produce a real live event, going through every element, from concept and theming, to staging and evaluation. Yes, an actual event – not a case study, a simulation or a virtual reality experience! The presentation highlights how this type of practical assessment not only offers an excellent learning experience evidenced in consistently high module evaluations, but also enhances students’ employment prospects, through offering a real-world opportunity to engage with all aspects of event planning and production. Community is very much at the heart of this assessment as it takes our students out of the classroom and into the wider City, liaising with a range of stakeholders from venues and industry suppliers, to local charities that all profits from the events are donated to. It can show first hand to these potential employers the abilities and creativity of our talented students.


Assessments don’t have to be essays – using live events to demonstrate learning PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Temporal Analysis of Al-Induced Programmed Cell Death in Barley (Hordeum vulgare L.) Roots
Creators: name: Huri Gölge, Büşra
name: Vardar, Filiz
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Aluminum (Al) is the third most elements found in the earth crust and Al toxicity is one of the most dangerous toxicants in terms of plants. As soil acidity increases due to a number of environmental factors, Al becomes soluble and transforms into toxic forms. In the present study, barley (Hordeum vulgare L.) roots were exposed to 100 µM AlCl3 solution for short (1/2, 1, 2, 3, 4, 5, 6 and 7 h) and long (24, 48, 72 and 96 h) term to reveal time dependent programmed cell death evidences. At the end of time periods, Al+3 accumulations, loss of plasma membrane integrity and lipid peroxidation increased time dependently. On the other hand, increase in caspase-1 like enzyme activities were observed in Al toxicity beginning from ½ h. Similar to apoptosis seen in animals, cytochrome c release from mitochondria to cytoplasm was also determined quantitatively. As a result of our research, increase of cytochrome c release from mitochondria to cytoplasm was time dependent which is one of the indicators of programmed cell death. Finally, under Al stress, genomic DNA fragmentation was measured by Flow Cytometry, and it was determined that DNA fragmentation was visible at first hours, but it was more significant after long term application in barley roots. In conclusion; the presented study highlights the adverse effects of Al on barley roots and importance of clarifying the relationship between Al toxicity and time dependent programmed cell death mechanism.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Session 55: Digital forensics and cyber-crime taxonomy
Creators: name: Done, Holly
name: Mac Dermott, Áine
Publisher: name: Student Experience Proceedings
Year: 2024

description: This presentation outlines our LJMU Teaching and Learning Academy (TLA) funded project "Digital Forensics and Cyber Crime Taxonomy." Our investigation focuses on the development of an inclusive curriculum for cyber security education and application of student and staff voices to enhance the university experience. Drawing upon the insights collected from focus group discussions (both academic staff and students) and the resultant project deliverables, our project seeks to enrich the pedagogy of cyber security education. Our approaches are designed to foster the development of students' problem-solving and analytical skills.


Through the integration of student reflections, our efforts are directed towards fostering a learning environment that is conducive to diverse learner needs and promotes a nuanced understanding of the subject matter. Thus, our project strives to elevate the efficacy of cyber teaching and learning through the provision of comprehensive instructional resources tailored to the cyber security education.


This presentation would be interesting to staff and students interested in learning more about using reference models, flowcharts, and taxonomies to explain the intricacies of cyber-attacks and to lead learners to giving more in-depth responses. Utilizing flowcharts offers the advantage of visually mapping out processes, enhancing clarity; having prompts and questions at each stages helps develop the level of detail in responses.


Digital forensics and cyber-crime taxonomy PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Clethodim induced pollen sterility and meiotic abnormalities in vegetable crop Pisum sativum L.
Creators: name: Siddiqui, Sazada
name: Al-Rumman, Sulaiman
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Pesticides are highly noxious materials.Their poisonousness might not be unequivocally precise to the target entities but can unfavorably disturb various procedures in the non-target host plants. In the present study, the effect of application of clethodim on pollen sterility and meiotic anomalies of Pisum sativum L are studied. Pisum sativum L seeds are treated with different concentrations of clethodim varying from 0.01%, 0.02%, 0.03%, and 0.04% for exposure time of 1 hour and their effect on pollen sterility and chromosomal anomalies were investigated. The outcomes reveal that treatment of clethodim on Pisum sativum L seeds induces pollen sterility (PS) and chromosomal anomalies (CA) in a dose-dependent manner. Also in clethodim treated seeds, an elevation in the proportion of abnormal meiotic phases were observed which was time and concentration dependent. Secondary association (SeA), precociuos separation (PS), clumped nuclei (CNu) were reported in metaphase I & II, stickiness (Stc), bridges (Br) and laggards (Lg) in anaphase I & II. The results of the present study reveal that frequently used herbicide clethodim has a substantial cytotoxic effect on meiotic cells of Pisum sativum L.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Reproducibility is reproduction and preservation
Creators: name: Hartgerink, Chris H.J.
Publisher: name: figshare
Year: 2013
Subjects: subject: Statistics
subject: FOS: Mathematics

description: This is a piece I wrote after having some thoughts on the topic of reproducibility. Just wanted to put it out there and see whether people agree. I am interested whether people are actually thinking about the long-term effects of reproducibility, because often we are just talking about short-term effects.
Cytogenetic effects of C6H4 (CH3)2 (xylene) on meristematic cells of root tips of Vicia faba L. and mathematical analysis
Creators: name: Alaca, Cihangir
name: Özdemir, Ali
name: Bozdağ, Bahattin
name: Özdemir, Canan
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Xylene is a readily flammable and poisonous liquid with a chemical formula of C6H4 (CH3)2. It is used as raw material or auxiliary raw material in many industrial products such as dye, pencil, agricultural chemicals, rubber, fiber, glue and diaper. In this study, cytogenetic effects of xylene, on the meristematic cells of root tips of Vicia faba L. used as food have been investigated. For this purpose, the seeds of the plant have been treated with xylene solutions prepared in different concentrations for different time periods. Chromosomes at the root tips have been looked and the effect of xylene has been determined. The abnormalities as chromosome breaking, chromosome dispersion, bridge chromosome, chromosome adherence, ring chromosome have been observed. Abnormalities have been seen at each treatment depended on the time periods. The environment where xylene, a carcinogenic substance, is present at 100 ppm or more than 435 mg/m3 in air is harmful to human health. In addition to these visible damages of xylene in the study, possible damages on chromosomes carrying genetic codes of living beings to future generations have been investigated and mathematical analyzes has been made. The results obtained have been evaluated statistically.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
High genetic diversity and presence of genetic structure characterise the endemics Ruta corsica and Ruta lamarmorae (Rutaceae)
Creators: name: Meloni, Marilena
name: Dettori, Caterina Angela
name: Reid, Andrea
name: Bacchetta, Gianluigi
name: Hugot, Laetitia
name: Conti, Elena
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Corsica and Sardinia form one of the areas with highest biodiversity in the Mediterranean and are considered one of the priority regions for conservation in Europe. In order to preserve the high levels of endemism and biological diversity at different hierarchical levels, knowledge of the evolutionary history and current genetic structure of Corso-Sardinian endemics is instrumental. Microsatellite markers were newly developed and used to study the genetic structure and taxonomic status of Ruta corsica and Ruta lamarmorae, rare endemics of Corsica and Sardinia, respectively, and previously considered a single species. Our analyses identified high levels of genetic variation within each species (P=0.883, He=0.543 for R. corsica; P=0.972, He=0.627 for R. lamarmorae). Intrinsic traits of the species (hermaphroditism, proterandry and polyploidy) and island-dependent factors (i.e. age, origin and history of the islands) might explain the detected high levels of genetic variation. We discovered differentiation between R. corsica and R. lamarmorae, and genetic structure within each species, which are consistent with the observation of low dispersal ability for both species. Our genetic results support the recent taxonomic classification of R. corsica and R. lamarmorae as separate species and suggest that they diverge at only few loci. One R. corsica population (SA) strongly differed from all other studied populations and appeared to be the product of hybridization between the two species in STRUCTURE analyses. Our results provide important insights for the conservation of the two rare endemics. Further genetic analyses are recommended for R. lamarmorae and for population SA (R. corsica).
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Genetic diversity, population structure and chromosome numbers in medicinal plant species Stellaria media L. VILL.
Creators: name: Mehri, Shahram
name: Shirafkanajirlou, Hassan
name: Kolbadi, Iman
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Stellaria media L. VILL., is known under the name of chickweed, it is an annual plant in the family Caryophyllaceae. Stellaria media is distributed in the all regions of Iran and has been introduced to many habitats of the world. S. pallida is very similar to S. media. This plant is considered to be as a herbal remedy and is used in folk medicine. Stellaria media is edible and nutritious. In the present study, we used morphological and ISSR data for this species. For this, 43 morphological characteristics, including 16 qualitative and 26 quantitative. AMOVA and Gst analyses showed that the populations of this species are genetically differentiated. Nm analysis revealed very low value of genetic diversity among the studied population and mantel test indicated isolation by distance occurred among them. The present study showed that the studied populations of S. media are differentiated in morphological characteristics and genetic content. In general, species relationships obtained from morphological and molecular data were largely congruent.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Karyotypic investigation concerning five Bromus Species from several populations in Iran
Creators: name: Sadeghian, Sara
name: Riasat, Mehrnaz
name: Hatami, Ahmad
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Karyotypes of five taxa (fourteen populations) of the genus Bromus from different geographic origins is presented: B. scoparius, B. japonicus, B. madritensis, B. rubens and B. tomentellus. The ploidy levels were different. B. scoparius and B. japonicus were found 2n=2x=14, B. madritensis and B. rubens were found 2n=4x=28 and B. tomentellus were found 2n=6x=42. Detailed karyotype analysis allows us to group the different populations and to postulate relationships among them.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Session 52: Towards an understanding of how students’ express ideas around participation and engagement in their own learning
Creators: name: Carey, Phil
name: Boerkamp, Fenna
Publisher: name: Student Experience Proceedings
Year: 2024

description: Module evaluation is an opportunity for students to evaluate their learning experience in specific modules. This can help module leaders and/or teams to understand what aspects of the module are working and what may warrant revision. Evaluation approaches that rely on dialogue and discussion can be particularly useful in providing rich information on the student experience. However, anonymous surveys support the collection of information from a wider range of students. They also facilitate benchmarking and comparison over time that can support evidence-based decision making. As such, module evaluation is a key feature of most universities’ student feedback mechanisms (Tschirhart & Pratt-Adams, 2019). However, evaluation surveys can appear overly transactional, with a focus on how students receive or respond to teaching, information and support, as opposed to how they engage with the module. Tutors will rightly point out that a student’s judgement of how challenging a module is, for example, should be considered alongside the effort that they put in. This begs the question of how module evaluation questions can be framed to encourage students to recognise their participation in their own learning. Developing survey items to address this requires an appreciation of how students articulate ideas around participation and engagement. To understand that better, this year’s module LJMU evaluation survey included an additional, open-text question, ‘How would you describe the effort you have put into studying this module?’ There were in the region of 20,000 responses to this question, providing a significant bank of data. This presentation will offer an analysis of this. Alongside considering how such insight can help shape future survey items, the presentation will explore how effort can be expressed as both a positive and negative concept. In addition, analysis suggests that the concept of effort may differ with respect to specific student characteristics including level of study and subject area.


Tschirhart, C., & Pratt-Adams, S. D. (2019). Closing the loop: An evaluation of student-led module feedback at one UK higher education institution. International Journal for Students as Partners, 3(2), 78-90.


Towards an understanding of how students’ express ideas around participation and engagement in their own learning PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 51: Artificial Intelligence in the classroom: insights from realworld experiences
Creators: name: Kontovas, Christos
Publisher: name: Student Experience Proceedings
Year: 2024

description: In today's digital era, the integration of artificial intelligence (AI) into the educational landscape has become increasingly prevalent. This presentation discusses the transformative role of AI, particularly the utilisation of natural language processing (NLP) software, with a focus on its application within the classroom environment. Drawing from first-hand experiences during the previous two academic years, this presentation sheds light on the dynamic interplay between AI, lecturers, and students.


Firstly, I will highlight students' perspectives - both the uses and misuses of AI, especially in student learning and assignments preparation. The latter is a particularly important area to explore, as AI holds the potential for misuse and raises ethical considerations. Through reflections on real-world encounters in my modules, the presentation will navigate the ethical dimensions of AI implementation in education, addressing challenges related to academic integrity. These considerations indeed prompt educators to reconsider traditional assignment formats, such as reports, and explore alternative design approaches.


The second part will focus on educators. The presentation will underscore the symbiotic relationship between AI and educators, emphasising how AI-powered language models can serve as invaluable tools in content creation and assessment design. Based on my own experiences, I will showcase the use of AI for designing assignments, particularly quizzes, and explore its potential applications in automatic grading.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Fringe spacing and phase of interfering matter waves
Creators: name: Vainio, O.
name: Vale, Christopher
name: Davis, M. J.
name: Heckenberg, N. R.
name: Rubinsztein-Dunlop, H.
Publisher: name: Swinburne
Year: 2024

description: We experimentally investigate the outcoupling of atoms from Bose-Einstein condensates using two radio-frequency (rf) fields in the presence of gravity. We show that the fringe separation in the resulting interference pattern derives entirely from the energy difference between the two rf fields and not the gravitational potential difference between the two resonances. We subsequently demonstrate how the phase and polarization of the rf radiation directly control the phase of the matter wave interference and provide a semiclassical interpretation of the results.
Session 50: School of Education Little Book of Hope
Creators: name: Malone, Elizabeth
name: Wood, Peter
name: Bresnahan, Sophie
name: Berry, Jamie
name: Owen-McVey, Aaliyah
Publisher: name: Student Experience Proceedings
Year: 2024

description: This presentation presents a curriculum enhancement project which aimed to illuminate what students found difficult and how they overcame their challenges. By sharing and providing examples of what helped it is hoped that this will equip our students with positive strategies for ‘when the going gets tough’. In this way, instead of simply telling students to ‘be more resilient’ or encouraging them to ‘just keep going’ we can illuminate and share real-life, tangible examples of what students who have come before did.


Our presentation is Student-Centric Focused: enhancing their experience, and promoting a stronger sense of LJMU community. It shows Excellence in Teaching and Learning contributing to a culture of continuous improvement. Diversity and Inclusion: Our research captures a diverse range of student experiences, contributing to a more inclusive LJMU community. Enhancing Resilience and Well-being: directly supports LJMU's commitment to nurturing resilient and well-equipped graduates, fostering community resilience through shared experiences and strategies.


Furthermore, our presentation offers our LJMU colleagues practical insights for curriculum enhancement through Informed Decision-Making: (student challenges and effective strategies for overcoming them). LJMU staff can use this information to make more informed decisions about curriculum design, student support services. Curriculum Improvement: LJMU staff can use this information to refine and adapt the curriculum, ensuring it remains responsive to the evolving needs of students. Promoting a Positive Learning Environment: Strategies shared in the presentation can be incorporated into teaching practices.


In summary, this presentation is a valuable resource for LJMU staff and students, providing actionable insights, fostering a culture of resilience and innovation.


School of Education Little Book of Hope PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 49: Associate Deans for Diversity and Inclusion: local approaches to embedding inclusion
Creators: name: Bakstad, Phil
name: Ralebitso-Senior, Komang
name: Lee, Denise
name: Durowoju, Olatunde
name: Downes, Graham
Publisher: name: Student Experience Proceedings
Year: 2024

description: Positioning a commitment to inclusion and diversity as core to our University’s values reflects LJMU’s history within the Liverpool City Region and our future aspirations for our students, staff and partners. To support this, six Associate Deans for Diversity and Inclusion were appointed in 2023 across our five faculties and Professional Services, providing local leadership for the D&I agenda.


This session will explore how the six AD:DIs have applied area-specific knowledge, networks and best practice to key strategic priorities such as the Access and Participation Plan, Athena Swan and Race Equality Charter. In addition, the team will discuss recent achievements and future developments in the D&I space with a particular focus on shared learning across the University.
description: Student Experience Proceedings, 2024: Students at the Heart Conference