A Collective: Working Towards a Better Place

This body of work, A Collective: Working Towards a Better Place, is comprised of points along my timeline that embody the way I have come to connect with people face to face. I realized these connections are important for our well-being. I took a step back and pondered the individuals and places that have influenced me in the past to create three series, The Family Table, Conversations over Coffee, and Post Soccer Game Refreshments. This led me to consider how I could create opportunities to work within my community to help build a positive space. Working within the ECU ceramics community guided me to the participation of Stone Soup. Further investigation inspired me to created Community Lunch, an event to bring people together and contribute to a cause

Self-aligned 0.12mm T-gate In.53Ga.47As/In.52Al.48As HEMT Technology Utilising a Non Annealed Ohmic Contact Strategy

An InGaAs/InAlAs based HEMT structure, lattice matched to an InP substrate, is presented in which drive current and transconductance has been optimized through a double-delta doping strategy. Together with an increase in channel carrier density, this allows the use of a non-annealed ohmic contact process. HEMT devices with 120 nm standard and self-aligned T-gates were fabricated using the non-annealed ohmic process. At DC, self-aligned and standard devices exhibited transconductances of up to 1480 and 1100 mS/mm respectively, while both demonstrated current densities in the range 800 mA/mm. At RF, a cutoff frequency f/sub T/ of 190 GHz was extracted for the self-aligned device. The DC characteristics of the standard devices were then calibrated and modelled using a compound semiconductor Monte Carlo device simulator. MC simulations provide insight into transport within the channel and illustrate benefits over a single delta doped structure

Asymmetric effects of a modelled tidal turbine on the flow and seabed

The extraction of power from the flow of water has become an important potential source of clean energy. In spite of significant interest in the interaction between energy extraction devices and water currents, comparatively little work has focused on flow asymmetry. Indeed, unusual wake behaviour and limits of turbine array efficiency have typically been attributed to boundary effects rather than the particular turbine geometry. The aim of the present study was to reveal the asymmetries in the hydrodynamic wake and the interactions with the sediment bed due to the presence of a hydrokinetic turbine. We combined: (i) computational fluid dynamics simulations; (ii) optical flow measurements from a series of flume experiments above a fixed rough bed; and (iii) acoustic measurements from a further series of flume experiments above a mobile sand bed. Results showed flow asymmetry due to the presence of the rotor which appeared to be related to the development of the wake and potentially to the gyre of the blades. Suspended sediments in the flume also exhibited asymmetrical characteristics due to the flow asymmetry. This imbalance in the flow field and sediment transport may decrease energy extraction efficiency in turbine arrays and also could have important environmental consequences

Laboratory study on the effects of hydro kinetic turbines on hydrodynamics and sediment dynamics

© 2018 The Authors The need for hydrokinetic turbine wake characterisation and their environmental impact has led to a number of studies. However, a small number of them have taken into account mobile sediment bed effects. The aim of the present work is to study the impact of the presence of a horizontal-axis three-bladed turbine with the flow and a mobile sediment bed. We use a series of laboratory experiments with a scaled modelled turbine installed in a flume with a mobile sandy bed at the bottom. Acoustic instruments were used to monitor flow, suspended sediment and bed behaviour. Results show a velocity decrease of about 50% throughout the water column and no flow recovery after a distance of 15 rotor diameters. Clearly visible ripples in the absence of the model turbine were replaced by horseshoe-shaped scour pit in the near wake region, and a depositional heap in the far wake. Suspended sediment differences were recorded in the streamwise direction with a possible effect of the wake as far as 15 rotor diameters. These results imply potentially important effects on the efficiency of turbine arrays, if the flow were to be lower than expected, on turbine foundations and modify coastal sediment transport

A retrospective study of macropod progressive periodontal disease ("lumpy jaw") in captive macropods across Australia and Europe: using data from the past to inform future macropod management

Macropod Progressive Periodontal Disease (MPPD) is a well-recognised disease that causes high morbidity and mortality in captive macropods worldwide. Epidemiological data on MMPD are limited, although multiple risk factors associated with a captive environment appear to contribute to the development of clinical disease. The identification of risk factors associated with MPPD would assist with the development of preventive management strategies, potentially reducing mortality. Veterinary and husbandry records from eight institutions across Australia and Europe were analysed in a retrospective cohort study (1995 to 2016), examining risk factors for the development of MPPD. A review of records for 2759 macropods found incidence rates (IR) and risk of infection differed between geographic regions and individual institutions. The risk of developing MPPD increased with age, particularly for macropods >10 years (Australia Incidence Rate Ratio (IRR) 7.63, p < 0.001; Europe IRR 7.38, p < 0.001). Prognosis was typically poor, with 62.5% mortality reported for Australian and European regions combined. Practical recommendations to reduce disease risk have been developed, which will assist zoos in providing optimal long-term health management for captive macropods and, subsequently, have a positive impact on both the welfare and conservation of macropods housed in zoos globally

The pharmacological regulation of cellular mitophagy

Small molecules are pharmacological tools of considerable value for dissecting complex biological processes and identifying potential therapeutic interventions. Recently, the cellular quality-control process of mitophagy has attracted considerable research interest; however, the limited availability of suitable chemical probes has restricted our understanding of the molecular mechanisms involved. Current approaches to initiate mitophagy include acute dissipation of the mitochondrial membrane potential (ΔΨm) by mitochondrial uncouplers (for example, FCCP/CCCP) and the use of antimycin A and oligomycin to impair respiration. Both approaches impair mitochondrial homeostasis and therefore limit the scope for dissection of subtle, bioenergy-related regulatory phenomena. Recently, novel mitophagy activators acting independently of the respiration collapse have been reported, offering new opportunities to understand the process and potential for therapeutic exploitation. We have summarized the current status of mitophagy modulators and analyzed the available chemical tools, commenting on their advantages, limitations and current applications

The history of language learning and teaching in Britain

This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how languages have been taught (and why); and the emergence of the modern infrastructure of language teaching policy and practice. I conclude with case study of the contribution of Walter Rippmann, a key figure, in the period 1895 to ca. 1920, a time of professionalisation of language teaching and of efforts towards innovation and change, which set the agenda for many of the major developments of the twentieth century, including a call for scientifically based language teaching and a greater emphasis on the spoken language

Introduction: building the history of language learning and teaching (HoLLT)

The papers presented in this issue are the result of a workshop held at the University of Nottingham in December 2012 as part of an Arts and Humanities Research Council research network Towards a History of Modern Foreign Language Teaching and Learning (2012–14) intended to stimulate historical research into language teaching and learning. This, the first workshop in the programme, focused on exchanging information on the history of language learning and teaching (HoLLT) across the different language traditions, for it had become clear to us that scholars working within their own language disciplines were often relatively unaware of work outside these. We hope that this special issue — with overview articles on the history of English, French, German, and Spanish as second/foreign languages — will help overcome that lack of awareness and facilitate further research collaboration. Charting the history of language teaching and learning will, in turn, make us all better informed in facing challenges and changes to policy and practice now and in the future. It is instructive in the current climate, for example, to realize that grave doubts were held about whether second foreign languages could survive alongside French in British schools in the early twentieth century (McLelland, forthcoming), or to look back at earlier attempts to establish foreign languages in primary schools (Bayley, 1989; Burstall et al., 1974; Hoy, 1977). As we write, language learning in England is undergoing yet more radical change. Language teaching for all children from the age of seven is being made compulsory in primary schools from 2014, while at Key Stage 3 (up to age 16), where a foreign language has not been compulsory since 2002, the most recent programme of study for England has virtually abandoned the recent focus on intercultural competence and now requires learners to ‘read great literature in the original language’,1 a radical change in emphasis compared to the previous half-century, which seems to reflect a very different view of what language learning is for. We seem to be little closer in 2014 than we were at the dawn of the twentieth century to answering with any certainty the questions that lie at the very foundations of language teaching: who should learn a foreign language, why learners learn, what they need to learn, and what we want to teach them — answers that we need before we can consider how we want to teach. The research programme begun under our research network is intended to help us to take ‘the long view’ on such questions