Elucidating molecular connetion between IAHSP onset and Alsin protein by means of Homology Modelling and Molecular Dynamics

The Infantile-onset Ascending Hereditary Spastic Paralysis (IAHSP) is an incurable rare neurodegerative disease related to a mutation-driven aberrant behaviour of the Alsin protein. The lack of information on Alsin atomic structure limits a complete understanding on pathology mechanisms. In this work, molecular modelling techniques have been applied to shed lights on Alsin folding dynamics and misfunction induced by aberrant mutations.

A Sociological Framework to Reduce Aberrant Behaviour of School Students Through Increasing School Connectedness

A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton’s insights into anomie and Bernstein’s theory of cultural transmission (which focuses on schools’ instructional methods and students’ internalization of schools’ values). A seven-category classification system identifies students’ risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools’ role in aspiration realization; responses to schools’ instructional methods; and internalization of schools’ values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students’ perceptions regarding their school’s educational outcomes, degree of acceptance at school, and their school’s values. We then consider student dispersal across schools, and how age may affect students’ categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences.

Remote delivery of FDS examinations

The challenge of COVID-19 meant that there was an imperative to provide an alternative to face-to-face delivery for those trainees who required examination in autumn 2020 to progress within, or exit from specialty training programmes. Written examinations were most easily adaptable to online delivery, with established platforms readily available for this purpose. The key consideration related to invigilation of candidates in a remote context. Candidates were invigilated through a combination of their webcams and mobile phones, to ensure that any potentially aberrant behaviour was identifiable. Oral elements proved to be more complicated to implement remotely. As a consequence, it was necessary for Examinations Directorate staff to explore ways of accommodating the oral assessment delivery requirements within existing videoconferencing software used by the College. The experience of remote delivery appears to have been a very positive one, for both candidates and examiners, due in part to the significant training provided for both groups prior to each examination to ensure effective delivery. Attention is now turning to the question of future delivery of examinations; some recent initiatives, such as the online delivery of written examinations, appear to be appropriate for retention in perpetuity. A final consideration is the impact of remote examination delivery on assessment of international candidate cohorts. Remote delivery appears to be the most efficient and sustainable mode of overseas examination delivery, and ensures that prestigious College qualifications become more accessible than ever to those overseas.