Intergenerational redistribution in the Great Recession

In this paper we construct a stochastic overlapping-generations general equilibrium model in which households are subject to aggregate shocks that affect both wages and asset prices. We use a calibrated version of the model to quantify how the welfare costs of severe recessions are distributed across different household age groups. The model predicts that younger cohorts fare better than older cohorts when the equilibrium decline in asset prices is large relative to the decline in wages, as observed in the data. Asset price declines hurt the old, who rely on asset sales to finance consumption, but benefit the young, who purchase assets at depressed prices. In our preferred calibration, asset prices decline more than twice as much as wages, consistent with the experience of the US economy in the Great Recession. A model recession is approximately welfare-neutral for households in the 20–29 age group, but translates into a large welfare loss of around 10% of lifetime consumption for households aged 70 and over.

Does science need computer science?

IBM Hursley Talks Series 3An afternoon of talks, to be held on Wednesday March 10 from 2:30pm in Bldg 35 Lecture Room A, arranged by the School of Chemistry in conjunction with IBM Hursley and the Combechem e-Science Project.The talks are aimed at science students (undergraduate and post-graduate) from across the faculty. This is the third series of talks we have organized, but the first time we have put them together in an afternoon. The talks are general in nature and knowledge of computer science is certainly not necessary. After the talks there will be an opportunity for a discussion with the lecturers from IBM.Does Science Need Computer Science?Chair and Moderator - Jeremy Frey, School of Chemistry.- 14:00 "Computer games for fun and profit" (*) - Andrew Reynolds - 14:45 "Anyone for tennis? The science behind WIBMledon" (*) - Matt Roberts - 15:30 Tea (Chemistry Foyer, Bldg 29 opposite bldg 35) - 15:45 "Disk Drive physics from grandmothers to gigabytes" (*) - Steve Legg - 16:35 "What could happen to your data?" (*) - Nick Jones - 17:20 Panel Session, comprising the four IBM speakers and May Glover-Gunn (IBM) - 18:00 Receptio

OER in and as MOOCs

This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators involved in their production. The overarching aim of this study is to address the question: How does MOOC-making with Open Educational Resources (OER) influence educators’ Open Educational Practices (OEP)? The authors were interested to know why UCT educators wanted to make MOOCs, whether they adopted OER, whether their practices become more open after making a MOOC, and in which ways. Drawing on Beetham et al. (2012) and Hodgkinson-Williams (2014), an analytic framework of OEP was developed comprising three dimensions: legal, pedagogical and financial. The research methodology is qualitative, using semi-structured interviews and data from MOOC discussion forums. Six MOOC lead educators were interviewed at three intervals: before their MOOCs ran, immediately after their MOOC’s first run, and six to 10 months later. Transcripts were coded using OEP concepts. The findings offer insights into the relationships between educators’ motivations for making MOOCs, their MOOC design tools, the OEP that can be identified and the contradictions they experienced in making MOOCs. Despite the challenges that educators faced, they largely achieved their purposes of making MOOCs and manifested legal, pedagogical and financial dimensions of OEP. The impact on educators’ open practices was observed in several subsequent projects after the MOOCs were first run. Tensions involved in making MOOCs, adopting OER and enacting OEP point to how educators could be better supported to become more open in their educational practices. No negative experiences were attributed to the creation of OER and, indeed, MOOC-making with OER appeared to be conducive to OER adoption in general. However, more time would be needed to conclude whether these educators could become OER advocates or could function autonomously in creating and sharing OER

MOOCs, openness and changing educator practices: an Activity Theory case study

The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question is how do educators’ practices change or not change when using - or not using - OER in and as a MOOC? We are interested in whether and why educators adopt open practices in their MOOCs. We employ an Activity Theory (AT) conceptual framework as a heuristic tool to track and thickly describe educators’ practices and perceptions. This frame enables us to locate educators’ practices - in a context of mediating nodes, i.e., tools/artefacts, rules, divisions of labour, and community – as they strive towards and consider their object. The object upon which the educators act is the development of a new interdisciplinary field. We focus on the role of two mediating artefacts introduced into the activity system, namely Creative Commons (CC) licenses and the ‘MOOC design’. We describe how the open aspect of these artefacts mediate and affect educator’s perceptions, attitudes and educational practices in the context of their object-directed activity system. We draw predominantly on semi-structured interviews with the MOOC lead educators and the MOOC learning designers. Interviews were conducted at two time intervals, before and after the MOOC has run. From this we craft two activity systems. We have categorised our findings according to Beetham et al’s dimensions of open practices. Further, two broad themes emerged from the data analysis. These are Affordances of the MOOC and Reflection on educational practice

An Empirical Study of Link Quality Assessment in Wireless Sensor Networks applicable to Transmission Power Control Protocols

Transmission Power Control (TPC) protocols are poised for wide spread adoption in Wireless Sensor Networks (WSNs) to address energy constraints. Identifying the optimum transmission power is a significant challenge due to the complex and dynamic nature of the wireless transmission medium and this has resulted in several previous TPC protocols reporting poor reliability and energy efficiency in certain scenarios. In line with current studies, this study presents an empirical characterisation of the transmission medium in typical WSN environments. Through this, the sources of link quality degradation are identified and extensive empirical evidence of their effects are presented. The results highlight that low power wireless links are significantly affected by spatio-temporal factors with the severity of these factors being heavily dependent on environment

Benthic polychaete diversity patterns and community structure in the Whittard canyon system and adjacent slope (NE Atlantic)

We examined deep-sea macrofaunal polychaete species assemblage composition, diversity and turnover in the Whittard Canyon system (NE Atlantic; 3500 m water depth). Replicate Megacore samples were collected from three of the canyon branches and one site on the continental slope to the west of the canyon, all at c. 3500 m water depth. A total of 110 polychaete species were recorded. Paramphinome jeffreysii was the most abundant species (2326 ind m-2) followed by Aurospio sp. B (646 ind m-2), Opheliidae sp. A (393 ind m-2), Prionospio sp. I (380 ind m-2), and Ophelina abranchiata (227 ind m-2). Species composition varied significantly across all sites. From west to east, the dominance of Paramphinome jeffreysii increased from 12.9 % on the slope to 39.6 % in the Eastern branch. Ordination of species composition revealed that the Central and Eastern branches were most similar, whereas the Western branch and slope sites were more distinct. High abundances of P. jeffreysii and Opheliidae sp. A characterised the Eastern branch of the canyon and may indicate an opportunistic response to a possible recent input of organic matter inside the canyon. Species diversity indices were higher on the slope than inside the canyon, and the slope site had higher species evenness. Within the canyon, species diversity between branches was broadly similar. Our data does not suggest that the Whittard Canyon makes a substantial contribution to the regional diversity of soft-bottom benthic polychaetes

Impact of sublethal levels of environmental pollutants found in sewage sludge on a novel Caenorhabditis elegans model biosensor

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