Effective use of excess capacity for low carbon urban transport futures

A reduction in emissions from transport is essential and requires a system wide approach, inclusive of technological and behavioural changes. Defining capacity in urban transport as the space through which transport demand can be met, the research explores where there is excess capacity in the system and how this could be used to reduce emissions. Capacity may be physical capacity in the roadspace or seats within vehicles, or temporal capacity, where there are fluctuations in the use of the system, such as peak and off-peak flows. This is complementary to the International Energy Agency (IEA)’s definition of urban transport energy efficiency as maximising travel activity whilst minimising energy consumption through a range of approaches and techniques. This paper proposes that interventions designed to enable behavioural change could reduce emissions by changing the way that the urban transport system is used. Drawing on the literature, this work demonstrates how effective use of excess capacity might be facilitated through measures such as smarter choices programmes and the application of intelligent transport systems (ITS). Case studies are provided as examples of ways that urban transport infrastructure can be adapted for more efficient use, including shared space projects and the ‘complete streets’ policy in New York City. The paper concludes by presenting the potential impacts of effective use of excess capacity for reducing urban transport emissions as demonstrated through the case studies

Vocation, Belongingness, and Balance: A Qualitative Study of Veterinary Student Well-Being

An elevated risk for suicide among veterinarians has stimulated research into the mental health of the veterinary profession, and more recently attention has turned to the veterinary student population. This qualitative study sought to explore UK veterinary students' perceptions and experiences of university life, and to consider how these may affect well-being. Semi-structured interviews were conducted with 18 students from a single UK school who were purposively selected to include perspectives from male, female, graduate-entry, standard-entry (straight from high school), and widening participation students across all 5 years of the program. Three main themes were identified: a deep-rooted vocation, navigating belongingness, and finding balance. Participants described a long-standing goal of becoming a veterinarian, with a determination reflected by often circuitous routes to veterinary school and little or no consideration of alternatives. Although some had been motivated by a love of animals, others were intrinsically interested in the scientific and problem-solving challenges of veterinary medicine. Most expressed strong feelings of empathy with animal owners. The issue of belongingness was central to participants' experiences, with accounts reflecting their efforts to negotiate a sense of belongingness both in student and professional communities. Participants also frequently expressed a degree of acceptance of poor balance between work and relaxation, with indications of a belief that this imbalance could be rectified later. This study helps highlight future avenues for research and supports initiatives aiming to nurture a sense of collegiality among veterinary students as they progress through training and into the profession

Common Genetic Variants Explain the Majority of the Correlation Between Height and Intelligence : The Generation Scotland Study

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Maximum (prior) brain size, not atrophy, correlates with cognition in community-dwelling older people: a cross-sectional neuroimaging study

<p>Abstract</p> <p>Background</p> <p>Brain size is associated with cognitive ability in adulthood (correlation ~ .3), but few studies have investigated the relationship in normal ageing, particularly beyond age 75 years. With age both brain size and fluid-type intelligence decline, and regional atrophy is often suggested as causing decline in specific cognitive abilities. However, an association between brain size and intelligence may be due to the persistence of this relationship from earlier life.</p> <p>Methods</p> <p>We recruited 107 community-dwelling volunteers (29% male) aged 75–81 years for cognitive testing and neuroimaging. We used principal components analysis to derived a 'general cognitive factor' (g) from tests of fluid-type ability. Using semi-automated analysis, we measured whole brain volume, intracranial area (ICA) (an estimate of maximal brain volume), and volume of frontal and temporal lobes, amygdalo-hippocampal complex, and ventricles. Brain atrophy was estimated by correcting WBV for ICA.</p> <p>Results</p> <p>Whole brain volume (WBV) correlated with general cognitive ability (g) (r = .21, P < .05). Statistically significant associations between brain areas and specific cognitive abilities became non-significant when corrected for maximal brain volume (estimated using ICA), i.e. there were no statistically significant associations between atrophy and cognitive ability. The association between WBV and g was largely attenuated (from .21 to .03: i.e. attenuating the variance by 98%) by correcting for ICA. ICA accounted for 6.2% of the variance in g in old age, whereas atrophy accounted for < 1%.</p> <p>Conclusion</p> <p>The association between brain regions and specific cognitive abilities in community dwelling people of older age is due to the life-long association between whole brain size and general cognitive ability, rather than atrophy of specific regions. Researchers and clinicians should therefore be cautious of interpreting global or regional brain atrophy on neuroimaging as contributing to cognitive status in older age without taking into account prior mental ability and brain size.</p

A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI-led, school-led and partnership within a partnership

Something Happened in the Room: Conceptualizing Intersubjectivation

A panel convened around the idea of intersubjectivation, loosely conceived as a process of actively, consciously, and reciprocally adjusting the structures and power dynamics of our social relations, thereby mutually (and consensually) reconfiguring our subjectivities and, over time, our wider cultures. Through a series of explorations of how one may elicit, reach, or realize a shared sense of intersubjectivity, the panel reflected on and challenged conceptions of the human subject as unitary, discretely embodied, economically accountable, and objectively measurable by a proscribed set of validating criteria. Speakers invited, allowed, or insisted upon the (re)presentation of hidden, unrecognized, or misconstrued aspects of subjectivities: their own or other people’s. While considering varied examples, variously presented, of the process we came to call intersubjectivation, something happened in the room: feeling intensified… shifted… becoming more… an enhanced sense of intimacy perhaps… affectively charged empathic stillness … sensations of interconnection. And we became. Using recollections and reflections from those present, this paper attempts a representation of what happened in the room, intangible yet perceptible—precious and alive—in hope of building understanding of how intersubjectivation may be conceptualized and achieved, whether actively intended or obliquely manifested through some peripheral, perhaps-parallel perhaps-integral, process. </jats:p

Something Happened in the Room: Conceptualizing Intersubjectivation

A panel convened around the idea of intersubjectivation, loosely conceived as a process of actively, consciously, and reciprocally adjusting the structures and power dynamics of our social relations, thereby mutually (and consensually) reconfiguring our subjectivities and, over time, our wider cultures. Through a series of explorations of how one may elicit, reach, or realize a shared sense of intersubjectivity, the panel reflected on and challenged conceptions of the human subject as unitary, discretely embodied, economically accountable, and objectively measurable by a proscribed set of validating criteria. Speakers invited, allowed, or insisted upon the (re)presentation of hidden, unrecognized, or misconstrued aspects of subjectivities: their own or other people’s. While considering varied examples, variously presented, of the process we came to call intersubjectivation, something happened in the room: feeling intensified… shifted… becoming more… an enhanced sense of intimacy perhaps… affectively charged empathic stillness … sensations of interconnection. And we became. Using recollections and reflections from those present, this paper attempts a representation of what happened in the room, intangible yet perceptible—precious and alive—in hope of building understanding of how intersubjectivation may be conceptualized and achieved, whether actively intended or obliquely manifested through some peripheral, perhaps-parallel perhaps-integral, process