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The University of Bedfordshire is a rapidly expanding university in the south of England with four campuses across Bedfordshire and Buckinghamshire. There are campuses in Bedford and Luton, the two largest towns in Bedfordshire, England. A campus in Aylesbury, Buckinghamshire is for students studying Nursing and Midwifery. A further campus in Milton Keynes, Buckinghamshire, teaches business studies, electronic engineering, and telecommunications.It has approximately 24,000 students. Nearly 3,000 international students study with the university. The university was created by the merger of the University of Luton and the Bedford campus of De Montfort University in August 2006 following approval by the Privy Council. In 2012 it achieved FairTrade status.The University entered the Research Assessment Exercise in 2008 and achieved a GPA of 2.087 with 34.7% world-leading or internationally excellent. The top units of assessment were in Communication, Cultural and Media Studies, Social Work Social Policy and Administration and English Language and Literature. Wikipedia.

Ramanathan U.,University of Bedfordshire
Expert Systems with Applications | Year: 2014

In the past few decades several supply chain management initiatives such as Vendor Managed Inventory, Continuous Replenishment and Collaborative Planning Forecasting and Replenishment (CPFR) have been proposed in literature to improve the performance of supply chains. But, identifying the benefits of collaboration is still a big challenge for many supply chains. Confusion around the optimum number of partners, investment in collaboration and duration of partnership are some of the barriers of healthy collaborative arrangements. To evolve competitive supply chain collaboration (SCC), all SC processes need to be assessed from time to time for evaluating the performance. In a growing field, performance measurement is highly indispensable in order to make continuous improvement; in a new field, it is equally important to check the performance to test conduciveness of SCC. In this research, collaborative performance measurement will act as a testing tool to identify conducive environment to collaborate, by the way of pinpointing areas requiring improvements before initializing collaboration. We use actual industrial data and simulation to help managerial decision-making on the number of collaborating partners, the level of investments and the involvement in supply chain processes. This approach will help the supply chains to obtain maximum benefit of collaborative relationships. The use of simulation for understanding the performance of SCC is relatively a new approach and this can be used by companies that are interested in collaboration without having to invest a huge sum of money in establishing the actual collaboration. © 2013 Elsevier Ltd. All rights reserved. Source

Medina A.,University of Bedfordshire
Journal of the Royal Society, Interface / the Royal Society | Year: 2013

The objective of this study was to integrate data on the effect of water activity (a(w); 0.995-0.93) and temperature (20-35 °C) on activation of the biosynthetic FUM genes, growth and the mycotoxins fumonisin (FB1, FB2) by Fusarium verticillioides in vitro. The relative expression of nine biosynthetic cluster genes (FUM1, FUM7, FUM10, FUM11, FUM12, FUM13, FUM14, FUM16 and FUM19) in relation to the environmental factors was determined using a microarray analysis. The expression was related to growth and phenotypic FB1 and FB2 production. These data were used to develop a mixed-growth-associated product formation model and link this to a linear combination of the expression data for the nine genes. The model was then validated by examining datasets outside the model fitting conditions used (35 °C). The relationship between the key gene (FUM1) and other genes in the cluster (FUM11, FUM13, FUM9, FUM14) were examined in relation to aw, temperature, FB1 and FB2 production by developing ternary diagrams of relative expression. This model is important in developing an integrated systems approach to develop prevention strategies to control fumonisin biosynthesis in staple food commodities and could also be used to predict the potential impact that climate change factors may have on toxin production. Source

Brake D.R.,University of Bedfordshire
Journal of Computer-Mediated Communication | Year: 2014

Despite considerable interest in online content creation there has been comparatively little academic analysis of the distribution of such practices, both globally and among social groups within countries. Drawing on theoretical frameworks used in digital divide studies, I outline differences in motivation, access, skills, and usage that appear to underlie and perpetuate differences in online content creation practices between social groups. This paper brings together existing studies and new analyses of existing survey datasets. Together they suggest online content creators tend to be from relatively privileged groups and the content of online services based on their contributions may be biased towards what is most interesting or relevant to them. Some implications of these findings for policymakers and researchers are considered. © 2013 International Communication Association. Source

Brown W.M.,University of Bedfordshire
British Journal of Sports Medicine | Year: 2015

Background Epigenetics is the study of processes - beyond DNA sequence alteration - producing heritable characteristics. For example, DNA methylation modifies gene expression without altering the nucleotide sequence. A well-studied DNA methylation-based phenomenon is genomic imprinting (ie, genotypeindependent parent-of-origin effects). Objective We aimed to elucidate: (1) the effect of exercise on DNA methylation and (2) the role of imprinted genes in skeletal muscle gene networks (ie, gene group functional profiling analyses). Design Gene ontology (ie, gene product elucidation)/ meta-analysis. Data sources 26 skeletal muscle and 86 imprinted genes were subjected to g:Profiler ontology analysis. Meta-analysis assessed exercise-associated DNA methylation change. Data extraction g:Profiler found four muscle gene networks with imprinted loci. Meta-analysis identified 16 articles (387 genes/1580 individuals) associated with exercise. Age, method, sample size, sex and tissue variation could elevate effect size bias. Data synthesis Only skeletal muscle gene networks including imprinted genes were reported. Exerciseassociated effect sizes were calculated by gene. Age, method, sample size, sex and tissue variation were moderators. Results Six imprinted loci (RB1, MEG3, UBE3A, PLAGL1, SGCE, INS) were important for muscle gene networks, while meta-analysis uncovered five exerciseassociated imprinted loci (KCNQ1, MEG3, GRB10, L3MBTL1, PLAGL1). DNA methylation decreased with exercise (60% of loci). Exercise-associated DNA methylation change was stronger among older people (ie, age accounted for 30% of the variation). Among older people, genes exhibiting DNA methylation decreases were part of a microRNA-regulated gene network functioning to suppress cancer. Conclusions Imprinted genes were identified in skeletal muscle gene networks and exercise-associated DNA methylation change. Exercise-associated DNA methylation modification could rewind the 'epigenetic clock' as we age. Source

Casey A.,University of Bedfordshire
Physical Education and Sport Pedagogy | Year: 2014

Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.Purpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers' perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners' interpreted this type of change in practice.Data collection: Papers were selected by searching EBSCO databases with the identifiers "Instructional Models", "Sport Education", "Teaching Games for Understanding" and their hybrids, "Cooperative learning", "Teaching Personal and Social Responsibility", "Personalised System of Instruction" "Peer Teaching Model" and "Inquiry Teaching." These were chosen as they match the seven innovative models in Metzler's (2010) compendium of instructional models. Further articles were obtained through the citations and references in the original documents.Data analysis: Analysis of the 45 papers followed a systematic process of inductive analysis and constant comparison. The categories, which emerged from the analysis, were based upon the researcher's perceptions of findings and revealed five key findings/themes; (i) change for teachers, (ii) difficultly and time, (iii) diversification in the teacher's role, (iv) evidence of effectiveness and (iv) university/teacher collaboration.Findings: While changes in attitude, positive feelings, efficacy, enthusiasm and vigour were reported by teachers, there was also an acknowledgement that they lacked experience in using MBP which made them feel like they were 'beginning teachers' again. For some the conceptual shift was too much and they deliberately returned to their old pedagogies. For others, the change occurred slowly but gradually over the course of the intervention. When professional learning was part of the relationship between the teachers and researchers, then these returns to old practices was not reported. However, it was acknowledged that to engage with MBP required greater effort on behalf of the teacher and that to feel comfortable could take upwards of two years. Change was a difficult undertaking, but when 'evidence' of success was used to support the teachers' learning then they felt more confident in their decisions. The biggest factor in engendering change was the sustained support offered through collaborative partnerships between schools and universities. These supportive relationships allowed the teachers to continually reconsider their practice with the help of experienced colleagues.Conclusions: While MBP has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of MBP need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach. © 2012 Association for Physical Education. Source

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