Anatomy of a buzzword: the emergence of ‘the water-energy-food nexus’ in UK natural resource debates

The existence of a water-energy-food ‘nexus’ has been gaining significant attention in international natural resource policy debates in recent years. We argue the term ‘nexus’ can be currently seen as a buzzword: a term whose power derives from a combination of ambiguous meaning and strong normative resonance. We explore the ways in which the nexus terminology is emerging and being mobilised by different stakeholders in natural resource debates in the UK context. We suggest that in the UK the mobilisation of the nexus terminology can best be understood as symptomatic of broader global science-policy trends, including an increasing emphasis on integration as an ideal; an emphasis on technical solutions to environmental problems; achievement of efficiency gains and ‘win-wins’; and a preference for technocratic forms of environmental managerialism. We identify and critique an ‘integrative imaginary’ underpinning much of the UK discourse around the concept of the nexus, and argue that attending to questions of power is a crucial but often underplayed aspect of proposed integration. We argue that while current efforts to institutionalise the language of the nexus as a conceptual framework for research in the UK may provide a welcome opportunity for new forms of transdisciplinary, they may risk turning nexus into a ‘matter of fact’ where it should remain a ‘matter of concern’. In this vein, we indicate the importance of critique to the development of nexus research

Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue

In this paper we examine the ethical dimensions of researching the mobile, ubiquitous and immersive dimensions of technology enhanced learning (MUITEL), with a particular focus on learning in informal settings. We begin with an analysis of the interactions between mobile, ubiquitous and immersive technologies and the wider context of the digital economy. In this analysis we identify social, economic and educational developments that blur boundaries: between the individual and the consumer, between the formal and the informal, between education and other forms of learning. This leads to a complex array of possibilities for learning designs, and an equally complex array of ethical dimensions and challenges. We then examine the recent literature on the ethical dimensions of TEL research, and identify key trends, ethical dilemmas, and issues for researchers investigating MUITEL in informal educational settings. We then present a summary of research dialogue between the authors (as TEL researchers) to illuminate these MUITEL research challenges, indicating new trends in ethical procedure that may offer inspiration for other researchers. We conclude with an outline, derived from the foregoing analysis, of ways in which ethical guidelines and processes can be developed by researchers - through interacting with participants and other professionals. We conclude that ethical issues need to remain as open questions and be revisited as part of research practices. Because technologies and relationships develop, reassessments will always be required in the light of new understandings. We hope this analysis will motivate and support continued reflection and discussion about how to conduct ethically committed MUITEL research