Design skills for environmental risk communication. Design in and design of an interdisciplinary workshop

Effective environmental risk management and risk reduction requires an inherently interdisciplinary and cross-sector approach to communication design. The challenging global impact of this area can only be addressed by increasing skills capacity in communication design across disciplines, a challenge which itself requires the design and delivery of new expert training. This paper reports on the design of and findings from an interdisciplinary, problem-based workshop to build risk communication skills, held at the World Bank’s Understanding Risk 2018 conference, Mexico City. The workshop combined high competence interdisciplinary participants (including designers) with detailed real-world scenarios in a 24-hour ‘pressure cooker’ working environment, designed by a team of interdisciplinary young professionals. The results show engagement from participants across the disciplines involved, who produced outcomes with a community education and user-centred focus. The workshop highlighted that more direct, critical, engagement from the design community is needed in educating about, and delivering, environmental risk communication

Interdisciplinary pressure cooker: environmental risk communication skills for the next generation

This article presents a “pressure cooker” approach for building interdisciplinary risk communication capacity in young professionals via an intensive 24 h workshop. The event successfully brought together 35 participants from around the world to work on real-world environmental hazard/risk communication challenges for two areas in Mexico. Participants worked in interdisciplinary teams, following a three-step iterative process, with support from mentors and a range of specialists to develop risk communication outputs. Feedback surveys indicate that the workshop met its goal of improving participants' knowledge of risk communication and interdisciplinary working. The workshop resulted in an interdisciplinary community of researchers and practitioners, including organisers, participants and supporting specialists, which was still active after the event. It is recommended that such interdisciplinary workshops are used to build the capacity to tackle complex challenges, such as risk communication, but they require further testing. Insights into the design and implementation of such interdisciplinary workshops are given (e.g. team design, use of preparatory materials, and engagement of specialists and local stakeholders are presented), including critiques of challenges raised by the workshop participants. Guidance is provided to those interested in applying a pressure cooker approach and further adaptations of the approach are welcomed

Designed Co-spontaneity: A New Model for Facilitating Pedagogic Practice

This paper presents a conceptual model for a design thinking approach to achieving co-spontaneity in higher education contexts, particularly within ‘meetings’, (i.e., lectures, tutorials, and tutor-student feedback sessions). The model re-evaluates these meetings as an essential part of ideation and exploration—rather than as a barrier—in spaces where uncertainty can be embraced. Uncertainty is often seen as a factor to be reduced or avoided, especially in teaching, but is here viewed as essential to bringing about engaging staff-student experiences through strategically designed spontaneity for all participants. In support of this approach, the literature and reflection on practice are presented as challenges to complacency on the part of educators, championing instead the need to embrace uncertainty in design-led classrooms as desirable for both, teaching and teaching planning. The model thus proposes that spontaneity be ‘co-collaborative’ and not simply imposed upon students as yet another activity demanding compliance. Reflections from practice with this model are grouped around three themes: (i) barriers from academic culture, often on the part of staff; (ii) barriers from academic literacy, often on the part of students; and (iii) assumptions, applicable to all. By positioning these reflections alongside contexts drawn from literature around meetings, uncertainty, and risk in higher education, our four-zone model presents a continuum—from absolute control to absolute chaos. The model does not attempt to provide definitive answers to uncertainty, but instead offers a reflective tool to support, and even embrace, the benefits of uncertainty and spontaneity in teaching and planning for staff and students of design

tert-Butyl­dimethyl­silanol hemihydrate

The crystal structure of the title compound, C6H16OSi·0.5H2O, reveals an asymmetric unit containing two mol­ecules of the silanol and a single water mol­ecule. There is evidence of hydrogen bonding between the three mol­ecules in the asymmetric unit. The H atoms of the silanol OH groups and the water H atoms are each disordered equally over two positions

trans-Bis(1,1,1,5,5,5-hexa­fluoro­pentane-2,4-dionato-κ2 O,O′)bis­(4-methyl-1,2,3-selenadiazole-κN 3)copper(II)

In the title compound, [Cu(C5HF6O2)2(C3H4N2Se)2], the CuII atom (site symmetry ) is coordinated by two O,O′-bidentate 1,1,1,5,5,5-hexa­fluoro-2,4-penta­nedione (hp) ligands and two 4-methyl-1,2,3-selenadiazole mol­ecules, resulting in a slightly distorted trans-CuN2O4 octa­hedral geometry in which the cis angles deviate by less than 3° from 90°. The selenadiazole plane is canted at 73.13 (17)° to the square plane defined by the penta­nedionate O atoms. The F atoms of one of the hp ligands are disordered over two sets of sites in a 0.66 (3):0.34 (3) ratio. There are no significant inter­molecular inter­actions in the crystal

A New NO-Releasing Nanoformulation for the Treatment of Pulmonary Arterial Hypertension

Pulmonary arterial hypertension (PAH) is a chronicand progressive disease which continues to carry an unacceptablyhigh mortality and morbidity. The nitric oxide (NO) pathwayhas been implicated in the pathophysiology and progressionof the disease. Its extremely short half-life and systemiceffects have hampered the clinical use of NO in PAH. In anattempt to circumvent these major limitations, we have developeda new NO-nanomedicine formulation. The formulationwas based on hydrogel-like polymeric composite NO-releasingnanoparticles (NO-RP). The kinetics of NO release fromthe NO-RP showed a peak at about 120 min followed by asustained release for over 8 h. The NO-RP did not affect theviability or inflammation responses of endothelial cells. TheNO-RP produced concentration-dependent relaxations of pulmonaryarteries in mice with PAH induced by hypoxia. Inconclusion, NO-RP drugs could considerably enhance thetherapeutic potential of NO therapy for PAH

The gas-phase structure of the decasilsesquioxane Si₁₀O₁₅H₁₀

International audienc

Understanding representations of uncertainty, an eye-tracking study – Part 1: The effect of anchoring

Geoscience communicators must think carefully about how uncertainty is represented and how users may interpret these representations. Doing so will help communicate risk more effectively, which can elicit appropriate responses. Communication of uncertainty is not just a geosciences problem; recently, communication of uncertainty has come to the forefront over the course of the COVID-19 pandemic, but the lessons learned from communication during the pandemic can be adopted across geosciences as well. To test interpretations of environmental forecasts with uncertainty, a decision task survey was administered to 65 participants who saw different hypothetical forecast representations common to presentations of environmental data and forecasts: deterministic, spaghetti plot with and without a median line, fan plot with and without a median line, and box plot with and without a median line. While participants completed the survey, their eye movements were monitored with eye-tracking software. Participants' eye movements were anchored to the median line, not focusing on possible extreme values to the same extent as when no median line was present. Additionally, participants largely correctly interpreted extreme values from the spaghetti and fan plots, but misinterpreted extreme values from the box plot, perhaps because participants spent little time fixating on the key. These results suggest that anchoring lines, such as median lines, should only be used where users should be guided to particular values and where extreme values are not as important in data interpretation. Additionally, fan or spaghetti plots should be considered instead of box plots to reduce misinterpretation of extreme values. Further study on the role of expertise and the change in eye movements across the graph area and key is explored in more detail in the companion paper to this study (Williams et al., 2023; hereafter Part 2).</p