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The recent National Students Survey showed that feedback to students was an ongoing problem in Higher Education. This paper reports on the extension of our past research into the provision of automated feedback for objective testing. In the research presented here, the system has been further developed for marking practical and essay questions and providing automated feedback. Recent research at the University of Hertfordshire was able to show that learners and tutors accept and value our automated feedback approach based on objective tests and Computer Adaptive Testing. The research reported in this paper is an important extension to this work. The automated feedback system developed for objective testing has been extended to include practical testing and essay type questions. The automated feedback system, which can be used within any subject area, is based on a simple marking scheme created by the subject tutor as a text file according to a simple template. Marks for each option and a set of feedback statements are held within a database on a computer. As marks are awarded for each question by the teacher an individual feedback file is created automatically for each learner. Teachers may also add and modify comments to each learner and save additional feedback to the database for later use. Each individual feedback file was emailed automatically to learners. The development of the system is explained in the paper and testing and evaluation with 350 first year (1 final practical test), 120 second year (1 written and 1 practical tests) and 100 final year (1 final practical test) undergraduate Computer Science students is reported. It was found that the time to mark practical and essay type tests was reduced by more than 30% in all cases compared to previous years. More importantly it was possible to provide good quality individual feedback to learners rapidly. Feedback was delivered to all within three weeks of the test submission date. In end of module tests it was very beneficial indeed as it had proven difficult to provide feedback in the past after modules had ended. Examples of the feedback provided are presented in the paper and the development of the system using a user-centred approach based on student and staff evaluation is explained. The comments of staff teaching on these modules and a sample of students who took part in this series of evaluations of the system are presented. The results of these evaluations were very positive and are reported in the paper, showing the changes that were made to the system at each iteration of the development cycle. The provision of fast effective feedback is vital and this system was found to be an important addition to the tools available. (Contains 8 tables and 4 figures.)

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including "powerful knowledge" as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its "powerful knowledge". Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.

Bioinformatics--the so-called shotgun marriage between biology and computer science--is an interdiscipline. Despite interdisciplinarity being seen as a virtue, for having the capacity to solve complex problems and foster innovation, it has the potential to place projects and people in anomalous categories. For example, valorised "outputs" in academia are often defined and rewarded by discipline. Bioinformatics, as an interdisciplinary bricolage, incorporates experts from various disciplinary cultures with their own distinct ways of working. Perceived problems of interdisciplinarity include difficulties of making explicit knowledge that is practical, theoretical, or cognitive. But successful interdisciplinary research also depends on an understanding of disciplinary cultures and value systems, often only tacitly understood by members of the communities in question. In bioinformatics, the "parent" disciplines have different value systems; for example, what is considered worthwhile research by computer scientists can be thought of as trivial by biologists, and "vice versa." This paper concentrates on the problems of reward and recognition described by scientists working in academic bioinformatics in the United Kingdom. We highlight problems that are a consequence of its cross-cultural make-up, recognising that the mismatches in knowledge in this borderland take place not just at the level of the practical, theoretical, or epistemological, but also at the cultural level, too. The trend in big, interdisciplinary science is towards multiple authors on a single paper; in bioinformatics this has created "hybrid" or "fractional" scientists who find they are being positioned not just in-between established disciplines but also in-between as middle authors or, worse still, left off papers altogether.

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.

Purpose: The purpose of this paper is to consider the under-representation of women in computing, information technology (IT) and information systems in most Western countries. This under-representation can only be detrimental to society. Design/methodology/approach: The authors discuss recently published studies on the under-representation of women in this field, and the lack of career progression for women, particularly in positions of senior responsibility. The results of a survey conducted in the UK, Greece, Malaysia and China are presented, and similarities as well as differences are identified. Malaysia and China are included as the under-representation is much less in the Asian countries. Findings: The authors identify the main reasons for the under-representation and lack of career progression, and study the effect of national culture on the formation of strategy and of practice in the four countries. Research limitations/implications: The survey respondents are mainly female students studying computing/IT at degree level. In the next phase of the research, the survey will include both male and female students, lecturers and employees within the IT sector. The research will be extended into a longitudinal study, in order to monitor trends. Originality/value: The UK Government is currently undertaking a number of initiatives to improve the representation of women in information and communication technologies. For those initiatives to be successful, the cultural issues identified in the paper need to be considered. (Contains 7 tables.)

This paper describes a mechanism developed by the authors to gather student feedback from formative revision Multiple Choice Questionnaires (MCQs) within an on-line learning system. The MCQs provided first year Computer Science students with instant formative feedback, while data was also gathered about student responses, such as the percentage opting for each answer and the time taken to answer the question. We measured how students were using our on-line learning system; whether they were in fact "workers" who provided answers to the MCQs, were "lurkers" who did not provide answers but asked for solutions or "shirkers", who did not access the site at all! The data indicates that the time taken to answer a harder question was less than that of an easier question suggesting that the workers turned into lurkers strategically when they thought they could not answer successfully. It was not however clear whether the lurker suddenly finding an easier question would change back into a worker. Future work to encourage the shirkers to participate is also discussed.

Drawing on the experiences of a novel collaborative project between sociologists and computer scientists, this paper identifies a set of challenges for fieldwork that are generated by this "wild interdisciplinarity. Public Access Wi-Fi Service" was a project funded by an 'in-the-wild' research programme, involving the study of digital technologies within a marginalised community, with the goal of addressing digital exclusion. We argue that similar forms of research, in which social scientists are involved in the deployment of experimental technologies within real world settings, are becoming increasingly prevalent. The fieldwork for the project was highly problematic, with the result that few users of the system were successfully enrolled. We analyse why this was the case, identifying three sets of issues which emerge in the juxtaposition of interdisciplinary collaboration and wild setting. We conclude with a set of recommendations for projects involving technologists and social scientists.

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (i.e. no examination).

Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.

Bioinformatics - the so-called shotgun marriage between biology and computer science - is an interdiscipline. Despite interdisciplinarity being seen as a virtue, for having the capacity to solve complex problems and foster innovation, it has the potential to place projects and people in anomalous categories. For example, valorised 'outputs' in academia are often defined and rewarded by discipline. Bioinformatics, as an interdisciplinary bricolage, incorporates experts from various disciplinary cultures with their own distinct ways of working. Perceived problems of interdisciplinarity include difficulties of making explicit knowledge that is practical, theoretical, or cognitive. But successful interdisciplinary research also depends on an understanding of disciplinary cultures and value systems, often only tacitly understood by members of the communities in question. In bioinformatics, the 'parent' disciplines have different value systems; for example, what is considered worthwhile research by computer scientists can be thought of as trivial by biologists, and vice versa. This paper concentrates on the problems of reward and recognition described by scientists working in academic bioinformatics in the United Kingdom. We highlight problems that are a consequence of its cross-cultural make-up, recognising that the mismatches in knowledge in this borderland take place not just at the level of the practical, theoretical, or epistemological, but also at the cultural level too. The trend in big, interdisciplinary science is towards multiple authors on a single paper; in bioinformatics this has created hybrid or fractional scientists who find they are being positioned not just in-between established disciplines but also in-between as middle authors or, worse still, left off papers altogether. [ABSTRACT FROM AUTHOR]

The paper proposes a novel index to classify how well UK Computer Science courses articulate cybersecurity-related content through their course/module pages. The aim of this work is to raise awareness among British Universities to pay more attention to include and standardize cybersecurity content in computer science courses. Our results show that 80% of analyzed courses scored 1 or 2-stars on a 5-Stars scale. The results also suggest the need for a formal delivery of cybersecurity content from the first year of the courses and possibly in a collaborative manner with the British Computer Society (BCS). To emphasize cybersecurity education in mitigating security lapses, the analogy is: it is better if most people know how to use a match than to train many fire-fighters. [ABSTRACT FROM AUTHOR]

Using the InCites tool of Thomson Reuters, this study compares normalized citation impact values calculated for China, Japan, France, Germany, United States, and the UK throughout the time period from 1981 to 2010. InCites offers a unique opportunity to study the normalized citation impacts of countries using (i) a long publication window (1981 to 2010), (ii) a differentiation in (broad or more narrow) subject areas, and (iii) allowing for the use of statistical procedures in order to obtain an insightful investigation of national citation trends across the years. Using four broad categories, our results show significantly increasing trends in citation impact values for France, the UK, and especially Germany across the last thirty years in all areas. The citation impact of papers from China is still at a relatively low level (mostly below the world average), but the country follows an increasing trend line. The USA exhibits a stable pattern of high citation impact values across the years. With small impact differences between the publication years, the US trend is increasing in engineering and technology but decreasing in medical and health sciences as well as in agricultural sciences. Similar to the USA, Japan follows increasing as well as decreasing trends in different subject areas, but the variability across the years is small. In most of the years, papers from Japan perform below or approximately at the world average in each subject area. [ABSTRACT FROM AUTHOR]

A brief communication appearing in this journal ranked UK-based LIS and (some) IR academics by their h-index using data derived from the Thomson ISI Web of Science™ (WoS). In this brief communication, the same academics were re-ranked, using other popular citation databases. It was found that for academics who publish more in computer science forums, their h was significantly different due to highly cited papers missed by WoS; consequently, their rank changed substantially. The study was widened to a broader set of UK-based LIS and IR academics in which results showed similar statistically significant differences. A variant of h, hmx, was introduced that allowed a ranking of the academics using all citation databases together. [ABSTRACT FROM AUTHOR]

This special issue contains four papers selected from the 26th UK Performance Engineering Workshop (UKPEW), which was held during 8–9 July 2010 in the Department of Computer Science at the University of Warwick. UKPEW is the leading UK forum for the presentation of work relating to all aspects of performance modelling and the analysis of computer and telecommunication systems. This year's selected papers demonstrate the variety of topics on offer at UKPEW: performance issues in cloud computing, energy-aware routing in packet networks, source location privacy and multi-hop ad hoc networks for wireless networks. [ABSTRACT FROM AUTHOR]

This special issue includes research papers related to a workshop held at the Royal Society on 21st of September 2010, honouring Erol Gelenbe on his 65th birthday. The workshop brought together some 40 participants including some of Erol's former and current PhD students, colleagues and friends with whom he has interacted over the years, both in Europe and the USA. The papers focus on probability models in computer science, at the core of the field of computer performance engineering, which Erol pioneered. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue in order to bring it to a wider readership. The Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the Department of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM AUTHOR]

The design of any robotic system requires input from engineers from a variety of technical fields. This paper describes a project-based module, Biologically-Inspired Robotics, that is offered to Electronics and Computer Science students at the University of Southampton, U.K. The overall objective of the module is for student groups to investigate the interface between robotics and biology and develop a system (either hardware or software) to illustrate biological principles. This paper discusses the details of the implementation and delivery of the module, together with evaluation feedback. A number of the robotic systems developed by project groups are presented in order to illustrate the diversity and quality of the systems that have been developed. [ABSTRACT FROM PUBLISHER]

Automatic grading is not a new approach but the need to adapt the latest technology to automatic grading has become very important. As the technology has rapidly became more powerful on scoring exams and essays, especially from the 1990s onwards, partially or wholly automated grading systems using computational methods have evolved and have become a major area of research. In particular, the demand of scoring of natural language responses has created a need for tools that can be applied to automatically grade these responses. In this paper, we focus on the concept of automatic grading of short answer questions such as are typical in the UK GCSE system, and providing useful feedback on their answers to students. We present experimental results on a dataset provided from the introductory computer science class in the University of North Texas. We first apply standard data mining techniques to the corpus of student answers for the purpose of measuring similarity between the student answers and the model answer. This is based on the number of common words. We then evaluate the relation between these similarities and marks awarded by scorers. We consider an approach that groups student answers into clusters. Each cluster would be awarded the same mark, and the same feedback given to each answer in a cluster. In this manner, we demonstrate that clusters indicate the groups of students who are awarded the same or the similar scores. Words in each cluster are compared to show that clusters are constructed based on how many and which words of the model answer have been used. The main novelty in this paper is that we design a model to predict marks based on the similarities between the student answers and the model answer. We argue that computational methods be used to enhance the reliability of human scoring, and not replace it. Humans are required to calibrate the system, and to deal with situations that are challenging. Computational methods can provide insight into which student answers will be found challenging and thus be a place human judgement is required. [ABSTRACT FROM AUTHOR]

This paper intends to explore the impact of Information technology (IT) development on the legal concept of `signatures'. To what extent and in which way does it impact on the legal concept of `signatures'? This paper attempts to examine this issue from an international and comparative perspective. It was found that IT development has different levels of impact on the legal concept of `signatures' in different jurisdictions. In the Common Law system such as the UK and the US, it does not change the legal concept of `signatures'. However, it does put the legal concept on such an important position. On the contrary, IT development changes the legal concept of `signatures' in the Civil Law system such as Germany and China. [ABSTRACT FROM AUTHOR]

This paper aims to enrich our understanding of the history and substance of cybernetics. It reviews the work of three British cyberneticians — W. Ross Ashby, Stafford Beer and Gordon Pask — paying attention particularly to the materiality of their practice — the strange and fascinating devices and systems that were at the heart of their work — and to the worldly projects they pursued — scientific, technological, artistic, organizational, political and spiritual. Connections are drawn between cybernetics and recent theoretical work in science and technology studies, in the hope of illuminating key features of both. The paper concludes by suggesting that the antidisciplinary impulse of contemporary science studies might find inspiration in the work of cyberneticians — that theory does not have to remain confined to the realm of theory. [ABSTRACT FROM AUTHOR]

This paper reports on research in progress that reviews the skills used by library and information science (LIS) professionals and how to record them in a manner that encourages continuing professional and personal development. A portfolio was developed by the learning and teaching support network for information and computer sciences (LTSN-ICS) in conjunction with the Chartered Institute for Library and Information Professionals (CILIP) and academic departments in the United Kingdom (UK). The portfolio was evaluated at pilot sites in UK LIS schools by surveying the progress of those students who took part. Evaluation of the participants indicates that the portfolio is a useful tool in the personal and professional development of LIS students. The general consensus among students themselves is that the portfolio provides a tool to help them plan their future professional development. Further evaluation is planned in 2003/2004 with LIS professionals to enable both the professional body and the LTSN-ICS to determine the appropriateness of the portfolio as a tool for continuing personal and professional development. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue in order to bring it to a wider readership. The Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the Department of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM PUBLISHER]

This practice analysis considers the extent to which mental health occupational therapists utilize standardized assessments and other tools within local electronic clinical records. There is further analysis of a clinical dataset from a single service that highlights limitations in its use to inform cost effectiveness evaluation. The paper highlights the opportunity for the profession to promote greater consistency across clinical datasets at a time when many electronic record systems are being updated. This will require a collaborative approach to allow cross-organizational benchmarking and to adopt a set of variables and other outcome measures in order to successfully undertake economic evaluation. [ABSTRACT FROM AUTHOR]

Research has shown that e-learning games do not have the same level of appeal to girls, as they do to boys; particularly in the crucial 11-14 age group. In the United Kingdom, this is typically when they start to make subject choices that impact their future studies and careers. Given the shortage of females who choose computer science as a career, this study explores how e-learning games can be designed to be motivationally appealing to young learners. It further explores the role of game representations and its appeal to this age group. This empirical study addresses the research question: "Can we develop e-learning games which appeal and motivate girls of age 11-14 to study computer science concepts?" Two e-learning games were developed: one included game representations such as game colour, graphics, character, age appropriateness, storyline, number of players, violence, identified as appealing to young females and the other game included antithetical or neutral representations. The two developed prototypes were used to explore key e-learning game representations as used to teach computer science concepts. A total of 304 participants, comprising of 152 girls and 152 boys from a combination of same sex and mixed secondary schools in Southeast England, engaged with both experimental games. The experiment also elicited information on how learners interact with these games and the resulting game appeal, motivation and learning. The insight gained from the analysis of data captured during the experiments, provide the evidence to demonstrate that inclusive e-learning games which motivate and appeal to girls of age 11-14 can be developed. This can have a positive influence on their willingness to use such games to learn computer science concepts. This implies that the study found positive outcomes related to e-learning game appeal, motivation and the learning of girls of this age group. A follow-up longitudinal study could investigate the impact of significant e-learning game representations that appeal to the target group. This could provide additional evidence on the changes in the appeal of the investigated significant game representations over time, due to the influence of other factors such as socio-economic and socio-cultural differences. This understanding can further enhance inclusive e-learning strategies to improve diversity in computer science education and consequently the career pipeline. [ABSTRACT FROM AUTHOR]

Abstract: In this paper we discuss the redesign of a support management system deployed in a small and medium sized enterprise (SME) in the UK. The original system was not fulfilling its needs as it had not captured work practices in a way that was recognizable to the users. The advantages of the redesign included: improved usefulness; improved efficiency and productivity; reduced learning time; improved usability; and increased acceptance among users. The system is used to support complex and distributed cooperative activities taking place in an SME. We evaluated the current system and analysed work practices using a user-centred design and evaluation philosophy. In this paper we discuss how user needs are incorporated into the enhanced design of the support management system. The user-centred design techniques used in this research include interviews, questionnaires, observations and user tests. We present comparative evaluation results that show significant improvement in performance of user tasks using the redesigned support management system. The contribution of this paper is the presentation of a case study to show how a user-centred design and evaluation philosophy can lead to better requirements capture resulting in systems that more accurately capture the users’ conceptual models. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue, in order to bring the content to a wider readership. This issue's Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the School of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM PUBLISHER]

A survey using a scenario-based questionnaire format has provided insight into the perceptions of U.K academics who teach programming on computing courses. This survey across various higher education (HE) institutions investigates what academics feel constitutes source-code plagiarism in an undergraduate context. Academics' responses on issues surrounding source-code reuse and acknowledgement are discussed. A general consensus exists among academics that a "zero tolerance" plagiarism policy is appropriate; however, some issues concerning source-code reuse and acknowledgement raised controversial responses. This paper discusses the most important findings from the survey and proposes a definition of what can constitute source-code plagiarism from the perspective of U.K. academics who teach programming on computing courses. [ABSTRACT FROM AUTHOR]

Taverna is a workflow workbench developed as part of the UK's myGrid project. Taverna's provenance model captures both internal provenance locally generated in Taverna and external provenance gathered from third-party data providers. This model also supports overlaying secondary provenance over the primary logs and lineage. This design is motivated by the particular properties of bioinformatics data and services used in Taverna. A Semantic Web of provenance, Ouzo, is built to combine the above different provenance by means of semantic annotations. This paper shows how Ouzo can be mined by a provenance usage component, Provenance Query and Answer (ProQA). ProQA supports provenance retrievals as well as provenance abstraction, aggregation, and semantic reasoning. ProQA is implemented as a suite APIs which can be deployed as provenance services to compose system provenance workflows that analyse experiment results using the provenance records. We show how these features of Taverna's provenance support us in answering the questions from the provenance challenge workshop and a set of additional provenance queries. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Enterprise Resource Planning (ERP) systems are widely used by many of the top recruiters of computer science and business school graduates, providing significant business benefits when implemented effectively. While ERP concepts are taught within Universities from a theoretical point of view, few students have any hands-on experience of using an ERP system when they graduate. As a result, there is a significant gap between the way in which ERP concepts are applied in practice and the way in which they are taught in Universities. This paper describes the adoption of new, innovative material during 2006 which enhances two postgraduate courses taught at a leading UK management school and provides students with hands-on experience with an ERP system. It is argued here that this enhances their student experience, improves their employability and increases their 'readiness' for industry, thereby contributing to aligning the objectives of higher education institutions and practitioners. The paper also describes how a number of challenges to incorporating the new material within existing course structures were overcome, providing guidance for fellow academics embarking on similar ventures. Issues discussed include: coping with the uncertainty of new material, maintaining academic integrity and encouraging critical self reflection and learning. [ABSTRACT FROM AUTHOR]

The article reports on the on-line availability of a 40-year archive of international computer science research from the British Computer Society (BCS) and Oxford University Press. It states that all papers published between 1958 and 1997 can now be accessed free of charge through the web site of the company. It adds that only subscribers can access full papers published since 1997.

Background: Virtual reality (VR) and augmented reality (AR) have recently become popular research themes. However, there are no published bibliometric reports that have analyzed the corresponding scientific literature in relation to the application of these technologies in medicine.Objective: We used a bibliometric approach to identify and analyze the scientific literature on VR and AR research in medicine, revealing the popular research topics, key authors, scientific institutions, countries, and journals. We further aimed to capture and describe the themes and medical conditions most commonly investigated by VR and AR research.Methods: The Web of Science electronic database was searched to identify relevant papers on VR research in medicine. Basic publication and citation data were acquired using the "Analyze" and "Create Citation Report" functions of the database. Complete bibliographic data were exported to VOSviewer and Bibliometrix, dedicated bibliometric software packages, for further analyses. Visualization maps were generated to illustrate the recurring keywords and words mentioned in the titles and abstracts.Results: The analysis was based on data from 8399 papers. Major research themes were diagnostic and surgical procedures, as well as rehabilitation. Commonly studied medical conditions were pain, stroke, anxiety, depression, fear, cancer, and neurodegenerative disorders. Overall, contributions to the literature were globally distributed with heaviest contributions from the United States and United Kingdom. Studies from more clinically related research areas such as surgery, psychology, neurosciences, and rehabilitation had higher average numbers of citations than studies from computer sciences and engineering.Conclusions: The conducted bibliometric analysis unequivocally reveals the versatile emerging applications of VR and AR in medicine. With the further maturation of the technology and improved accessibility in countries where VR and AR research is strong, we expect it to have a marked impact on clinical practice and in the life of patients. [ABSTRACT FROM AUTHOR]

This paper offers a critical analysis of the UK coalition Government's educational computing policies. It argues that such policies must be viewed in relation to the broader ideological intent underpinning their development and the neo liberal orientation that seeks to further privatise and marketise education. In examining the related justificatory discourse, it is argued that the ideological origins of policy direction are masked through the use of selective and questionable 'evidence', which facilitates the further encroachment of vested industry interests. Furthermore, the symbolic re-presentation and repositioning of technology in schools through the disapplication of ICT Programmes of Study and a new emphasis on the teaching of computer science, not only diverts the purpose of education and educational technology further toward the needs of industry but may also lead to computer science being constructed as an elitist and selective subject. This is likely to have profound implications in terms of equality, with schools, individuals and groups who have less economic, social and cultural capitals being most at risk of a new form of digital exclusion. Similarly, in Higher Education, policy changes are in danger of excluding disadvantaged groups. Here too, technology is becoming an increasingly central tenet in the drive toward new forms of privatisation and marketisation. Educational technology therefore is an important site of struggle, where there is both the need and opportunities to challenge the increasingly prevalent profit and loss motives of business, and to also promote wider values associated with equality and social justice. [ABSTRACT FROM AUTHOR]

The author discusses the importance of research networks to be trained in information technology (IT). He states that Great Britain has effective research network focused on supporting applied clinical research but feels that computerized data will help researchers identify eligible cases for studies. Data extraction for research trials is complex therefore, research networks should be linked to informatics centers and those engaged in research should be trained in clinical informatics.

Computing, Computer Science and Information Science are the nearest UK equivalents of the European Informatics degree. Informatics is a term more often associated with research or multidisciplinary applications of Computing. Barely five percent of UK departments concerned with the discipline actually use the word Informatics in their title, and potential students searching the application clearing house for university undergraduate courses would not find Informatics in its subject index. However the components of European understanding of the Informatics discipline are widely researched, taught and studied throughout UK Higher Education. If we are to support mobility of study in Europe or to successfully pursue international educational collaboration, then understanding the realisation of the discipline in the UK and how it relates to understanding in other countries, is important and necessary to support constructive future discussion, planning and action. This paper presents data collected via surveys of existing practice, individual interviews and group discussions. It summarises and analyses the structure of current practice, and draws on current debate and technological trends to suggest future direction of our fields of study in the short and medium term. [ABSTRACT FROM AUTHOR]

Research activities related to social informatics (SI) are expanding, even as community fragmentation, topical dispersion, and methodological diversity continue to increase. Specifically, the different understandings of SI in regional communities have strong impacts, and each has a different history, methodological grounding, and often a different thematic focus. The aim of this article is to connect three selected perspectives on SI—intellectual (regional schools of thought), methodological, and thematic—and introduce a comparative framework for understanding SI that includes all known approaches. Thus, the article draws from a thematic and methodological grounding of research across schools of thought, along with definitions that rely on the extension and intension of the notion of SI. The article is built on a paralogy of views and pluralism typical of postmodern science. Because SI is forced to continually reform its research focus, due to the rapid development of information and communication technology, social changes and ideologies that surround computerization and informatization, the presented perspective maintains a high degree of flexibility, without the need to constantly redefine the boundaries, as is typical in modern science. This approach may support further developments in promoting and understanding SI worldwide. [ABSTRACT FROM AUTHOR]

John R. Womersley's career epitomized how numerical and statistical methods came into widespread use from the 1930s, in Britain as in other Western countries. As an applied mathematician and then a manager of mathematicians and statisticians, in war and in peacetime, Womersley and his career reflect the major trends in British applied mathematics, statistics, and automated computation in the middle decades of the 20th century. Womersley made both significant scientific contributions in applied mathematics and managerial contributions to computer innovation. He was also involved at the beginning of electronic computers. [ABSTRACT FROM PUBLISHER]

Background: There is interest in expanding ART to prevent HIV transmission, but in the group with the highest levels of ART use, men-who-have-sex-with-men (MSM), numbers of new infections diagnosed each year have not decreased as ARTcoverage has increased for reasons which remain unclear. Methods: We analysed data on the HIV-epidemic in MSM in the UK from a range of sources using an individual-based simulation model. Model runs using parameter sets found to result in good model fit were used to infer changes in HIV-incidence and risk behaviour. Results: HIV-incidence has increased (estimated mean incidence 0.30/100 person-years 1990–1997, 0.45/100 py 1998–2010), associated with a modest (26%) rise in condomless sex. We also explored counter-factual scenarios: had ART not been introduced, but the rise in condomless sex had still occurred, then incidence 2006–2010 was 68% higher; a policy of ART initiation in all diagnosed with HIV from 2001 resulted in 32% lower incidence; had levels of HIV testing been higher (68% tested/year instead of 25%) incidence was 25% lower; a combination of higher testing and ART at diagnosis resulted in 62% lower incidence; cessation of all condom use in 2000 resulted in a 424% increase in incidence. In 2010, we estimate that undiagnosed men, the majority in primary infection, accounted for 82% of new infections. Conclusion: A rise in HIV-incidence has occurred in MSM in the UK despite an only modest increase in levels of condomless sex and high coverage of ART. ART has almost certainly exerted a limiting effect on incidence. Much higher rates of HIV testing combined with initiation of ART at diagnosis would be likely to lead to substantial reductions in HIV incidence. Increased condom use should be promoted to avoid the erosion of the benefits of ART and to prevent other serious sexually transmitted infections. [ABSTRACT FROM AUTHOR]

E-health is concerned with promoting the health and wellbeing of individuals, families and communities, and improving professional practice through the use of information management and information and communication technology. In autumn 2010 the RCN, supported by an information technology consultancy, carried out a survey of members' views on e-health to assess their involvement in, and readiness for, e-health developments and their knowledge of its benefits. A total of 1,313 nurses, midwives, healthcare support workers and pre-registration students from across the UK responded. This article describes ways in which nurse managers can influence the successful implementation of the survey recommendations. INSET: UK programmes for IT and e-health. [ABSTRACT FROM AUTHOR]

Reports on a news service introduced by the British Computer Society on its Web site in January 2006.

Background Routinely collected general practice computer data are used for quality improvement; poor data quality including inconsistent coding can reduce their usefulness. Objective To document the diversity of data entry systems currently in use in UKgeneral practice and highlight possible implications for data quality. Method General practice volunteers provided screen shots of the clinical coding screen they would use to code a diagnosis or problem title in the clinical consultation. The six clinical conditions examined were: depression, cystitis, type 2 diabetes mellitus, sore throat, tired all the time, and myocardial infarction. We looked at the picking lists generated for these problem titles in EMIS, IPS, GPASS and iSOFT general practice clinical computer systems, using the Triset browser as a gold standard for comparison. Results A mean of 19.3 codes is offered in the picking list after entering a diagnosis or problem title. EMIS produced the longest picking lists and GPASS the shortest, with a mean number of choices of 35.2 and 12.7, respectively. Approximately threequarters (73.5%) of codes are diagnoses, one-eighth (12.5%) symptom codes, and the remainder come from a range of Read chapters. There was no readily detectable consistent order in which codes were displayed. Velocity coding, whereby commonly-used codes are placed higher in the picking list, results in variation between practices even where they have the same brand of computer system. Conclusions Current systems for clinical coding promote diversity rather than consistency of clinical coding. As the UKmove s towards an integrated health IT system consistency of coding will become more important. A standardised, limited list of codes for primary care might help address this need. [ABSTRACT FROM AUTHOR]