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Dublin, Ireland

Located in the centre of Dublin, Ireland's capital city, Dublin Institute of Technology is one of the largest higher education institutions in Ireland. It has been ranked in top 100 universities globally under 50 years old. Though instated in its present form in 1992, the institution can trace an unbroken history back to the establishment in 1887 of the first technical education institution in Ireland. It is recognised particularly for degree and postgraduate programmes in Architecture, Engineering, Science, Marketing, Hospitality, Music, Optometry, Pharmaceuticals, Construction, Digital Media and Journalism. Alumni of the Dublin Institute of Technology include many of Ireland's leading writers, artists and politicians. Wikipedia.


Yetisen A.K.,University of Cambridge | Naydenova I.,Dublin Institute of Technology | Da Cruz Vasconcellos F.,University of Cambridge | Blyth J.,University of Cambridge | Lowe C.R.,University of Cambridge
Chemical Reviews | Year: 2014

A study is conducted to establish a theoretical framework for holographic sensing, define terminology in holographic sensing, demonstrate how holographic sensing fits into the existing body of sensing mechanisms, and highlight gaps in the previous research. The study aims at integrating and summarizing what is known in holographic sensing, identifying where the major questions remain, and enabling others in the field to be able to replicate the existing experimental setups for fabricating and interrogating holographic sensors. It scope consists of the latest techniques for producing holographic sensors, and their potential applications in research, industrial settings, and among the public. The study also discusses the need for optical sensing, the fundamentals of holography, the origins of holographic sensors, holographic media and materials, fabrication techniques, sensing capabilities, readouts, and relevant theoretical studies. Source


Meaney S.,Dublin Institute of Technology
Frontiers in Genetics | Year: 2014

Although best known as a risk factor for cardiovascular disease, cholesterol is a vital component of all mammalian cells. In addition to key structural roles, cholesterol is a vital biochemical precursor for numerous biologically important compounds including oxysterols and bile acids, as well as acting as an activator of critical morphogenic systems (e.g. the Hedgehog system). A variety of sophisticated regulatory mechanisms interact to coordinate the overall level of cholesterol in cells, tissues and the entire organism. Accumulating evidence indicates that in additional to the more 'traditional' regulatory schemes, cholesterol homeostasis is also under the control of epigenetic mechanisms such as histone acetylation and DNA methylation. The available evidence supporting a role for these mechanisms in the control of cholesterol synthesis, elimination, transport and storage are the focus of this review. © 2014 Meaney. Source


Battard N.,Dublin Institute of Technology
Technovation | Year: 2012

This article argues that research groups dedicated to nanoscience and nanotechnology are considered as technological hubs where scientists with multiple backgrounds converge in order to conduct research at the nanoscale (a billionth of a metre). Scientific production is therefore challenged as multiple ways of thinking, practices and knowledge participate in the creation of new outcomes. Through an exploratory and inductive study, I show that these technological hubs develop a specialisation based on internal competencies and stock of knowledge. The specialisation enables laboratories to position themselves as an expert among other laboratories as well as making them more visible in order to attract funding. However, multidisciplinary research is hindered by knowledge and practices that are inherited from established scientific disciplines. The lack of standards and clear definition of the area of nanoscience and nanotechnology leads young scientists, PhD students particularly, to experience a misalignment between their research, their supervision, and the outcomes they have to produce. © 2011 Elsevier Ltd. All rights reserved. Source


Kearney J.,Dublin Institute of Technology
Philosophical Transactions of the Royal Society B: Biological Sciences | Year: 2010

A picture of food consumption (availability) trends and projections to 2050, both globally and for different regions of the world, along with the drivers largely responsible for these observed consumption trends are the subject of this review. Throughout the world, major shifts in dietary patterns are occurring, even in the consumption of basic staples towards more diversified diets. Accompanying these changes in food consumption at a global and regional level have been considerable health consequences. Populations in those countries undergoing rapid transition are experiencing nutritional transition. The diverse nature of this transition may be the result of differences in socio-demographic factors and other consumer characteristics. Among other factors including urbanization and food industry marketing, the policies of trade liberalization over the past two decades have implications for health by virtue of being a factor in facilitating the 'nutrition transition' that is associated with rising rates of obesity and chronic diseases such as cardiovascular disease and cancer. Future food policies must consider both agricultural and health sectors, thereby enabling the development of coherent and sustainable policies that will ultimately benefit agriculture, human health and the environment. © 2010 The Royal Society. Source


Donnelly R.,Dublin Institute of Technology
Computers and Education | Year: 2010

This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions. © 2009 Elsevier Ltd. All rights reserved. Source

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