The framing of options for retirement: Experimental tests for policy. ESRI WP604, December 2018

We hypothesise and confirm a substantial framing effect in relation to whether people opt for an annuity on retirement. Two laboratory experiments were conducted in collaboration with a national pensions regulator. Individuals demanded a higher annuity rate when pensions were initially conceived of as an accumulated lump sum – a “nest egg” or “pension pot” – than when they were initially conceived of as retirement income. The effect was recorded using both a matching and a choice procedure. Effect sizes implied more than a doubling of demand for annuities at market rates. While mindful of the need for caution in generalising from hypothetical laboratory studies, the findings have potentially strong policy implications. The framing of pension products in marketing materials and disclosures may have substantial effects on financial risks borne in later life

Development of a Hydrogeological Model of the Borrowdale Volcanics at Sellafield

International audienceThis work has arisen out of recent developments within the radioactive waste research programme managed by Her Majesty's Inspectorate of Pollution, UK (HMIP)*, to develop an integrated flow and transport model for the potential deep radioactive waste repository at Sellafield. One of the largest sources of uncertainty in model predictions, is the characterisation of the hydrogeological properties of the underlying strata, in particular, of the Borrowdale Volcanic Group (BVG) within which the repository is to be located. Analysis of the available borehole data (that released by the proponent company, Nirex, by December 1995) for the BVG formation has indicated a dual regime consisting of flow within faults and flow within the matrix (or an equivalent porous medium containing micro-fractures). Significant relationships between permeability, depth and the presence and orientation of faults have been identified; they account for a variation of up to 6 orders of magnitude in mean permeability measurements. This can be explained in part by the effect of the orientation of the current maximum principal stress directions within the BVG: however, it is likely that permeability is also dependent on the existence of fracture families, which cannot be effectively identified from the data currently available. These analyses have enabled considerable insight to be gained into the dominant features of flow within the BVG. The conceptual hydrogeological model derived here will have a significant effect on the outcome and reliability of future radionuclide transport predictions in the Sellafield area

Interventions to increase physical activity in disadvantaged communities: A review of behavioural mechanisms. ESRI Working Paper No. 646 December 2019

Physical inactivity is now a significant driver of health and social inequalities among socioeconomically disadvantaged communities and poses a major challenge to policymakers, worldwide. Although a vast amount of research has focused on designing and evaluating interventions to increase physical activity, there remains little consensus on which interventions are likely to work. In this narrative review, we build on previous reviews by not only examining what interventions tend to work but by trying to understand why certain interventions tend to work, while others do not, through the lens of behavioural science. We present a behavioural framework through which the existing body of physical activity research could be viewed, in order to identify potentially effective mechanisms that would be likely to work in their intended domain. Our analysis finds that while there is evidence that the physical and educational environment matter for increasing levels of physical activity, interventions are more likely to be successful where they involve a social component. We conclude that a behaviourally informed physical activity intervention would thus employ a set of focused educational and socially-mediated behavioural mechanisms, within an appropriate physical environment

Motivating social distancing during the Covid-19 pandemic: An online experiment. ESRI Working Paper No. 658 April 2020

Social distancing during the COVID-19 pandemic will save lives. We tested communication strategies to promote social distancing via an online experiment (N = 500) commissioned by Ireland’s Department of Health. A control group saw a current informational poster. Two treatment groups saw similar posters with messages that highlighted: (i) the risk of transmission to identifiable persons vulnerable to COVID-19; (ii) the exponential nature of transmission. We then measured judgements of behaviours previously identified by focus groups as “marginal” (meaning that people were not sure whether they were advisable, such meeting others outdoors, or visiting parents). We recorded intention to undertake behaviours and stated acceptability of behaviours. Our hypotheses, that both treatments would increase participants’ caution about marginal behaviours, were preregistered (i.e. lodged with an international organisation for open science before data collection). Results confirmed the hypotheses. The findings suggest that the thought of infecting vulnerable people or large numbers of people can motivate social distancing. This has implications for communications strategies. The stud

Cystic fibrosis mice carrying the missense mutation G551D replicate human genotype phenotype correlations

We have generated a mouse carrying the human G551D mutation in the cystic fibrosis transmembrane conductance regulator gene (CFTR) by a one-step gene targeting procedure. These mutant mice show cystic fibrosis pathology but have a reduced risk of fatal intestinal blockage compared with 'null' mutants, in keeping with the reduced incidence of meconium ileus in G551D patients. The G551D mutant mice show greatly reduced CFTR-related chloride transport, displaying activity intermediate between that of cftr(mlUNC) replacement ('null') and cftr(mlHGU) insertional (residual activity) mutants and equivalent to approximately 4% of wild-type CFTR activity. The long-term survival of these animals should provide an excellent model with which to study cystic fibrosis, and they illustrate the value of mouse models carrying relevant mutations for examining genotype-phenotype correlations

Educational crowdsourcing to support the learning of computer programming

Technology has been used in the last three decades to support teaching and learning. However, educational software has frequently been under investigation to check the validity of their benefits. There is a demand for increasingly intelligent pedagogically-grounded computer technology. In this paper, we discuss adaptive, crowd sourced, and primarily educational technology; targeted at software development students. The proposed technology caters for either individual or group learning. It differentiates itself from other tutoring and programming support technologies as it will continually monitor and assess students’ performance in each phase of the educating process. It will also guide them in their learning through interactive feedback and adaptive curriculum delivery that suits both their current levels of learning and preferred learning styles. Keywords: Technology and Education; Coding; Teaching and Learning; Computer Programming; Adaptive Software

An open learning system for special needs education

The field of special needs education in case of speech and language deficiencies has seen great success, utilizing a number of paper-based systems, to help young children experiencing difficulty in language acquisition and the understanding of languages. These systems employ card and paper-based illustrations, which are combined to create scenarios for children in order to expose them to new vocabulary in context. While this success has encouraged the use of such systems for a long time, problems have been identified that need addressing. This paper presents research toward the application of an Open Learning system for special needs education that aims to provide an evolution in language learning in the context of understanding spoken instruction. Users of this Open Learning system benefit from open content with novel presentation of keywords and associated context. The learning algorithm is derived from the field of applied computing in human biology using the concept of spaced repetition and providing a novel augmentation of the memorization process for special needs education in a global Open Education setting

The use of serious gaming for Open Learning environments

The extensive growth of Open Learning has been facilitated through technological innovation and continuous examination of the global Open Education development. With the introduction of compulsory computing subjects being incorporated into the UK school system in September 2014, the challenge of harnessing and integrating technological advances to aid children's learning is becoming increasingly important, referring to £1.1 million being invested to offer training programs for teachers to become knowledgeable and experienced in computing. From the age of 5, children will be taught detailed computing knowledge and skills such as; algorithms, how to store digital content, to write and test simple programs. Simultaneously, as the Internet and technology are improving, parents and teachers are looking at the incorporation of game based learning to aid children’s learning processes in more exciting and engaging ways. The purpose of game-based learning is to provide a better engagement, and in turn, an anticipated improvement in learning ability. This paper presents a research based on the investigation of properly combining the advantages of serious games and Open Learning to enhance the learning abilities of primary school children. The case study and the adequate evaluation address a learning environment in support of a history subject matter

Distributed expertise: Qualitative study of a British network of multidisciplinary teams supporting parents of children with chronic kidney disease

© 2014 The Authors. Background: Long-term childhood conditions are often managed by hospital-based multidisciplinary teams (MDTs) of professionals with discipline specific expertise of a condition, in partnership with parents. However, little evidence exists on professional-parent interactions in this context. An exploration of professionals' accounts of the way they individually and collectively teach parents to manage their child's clinical care at home is, therefore, important for meeting parents' needs, informing policy and educating novice professionals. Using chronic kidney disease as an exemplar this paper reports on one aspect of a study of interactions between professionals and parents in a network of 12 children's kidney units in Britain. Methods: We conducted semi-structured, qualitative interviews with a convenience sample of 112 professionals (clinical-psychologists, dietitians, doctors, nurses, pharmacists, play-workers, therapists and social workers), exploring accounts of their parent-educative activity. We analysed data using framework and the concept of distributed expertise. Results: Four themes emerged that related to the way expertise was distributed within and across teams: (i) recognizing each other's' expertise, (ii) sharing expertise within the MDT, (iii) language interpretation, and (iv) acting as brokers. Two different professional identifications were also seen to co-exist within MDTs, with participants using the term 'we' both as the intra-professional 'we' (relating to the professional identity) when describing expertise within a disciplinary group (for example: 'As dietitians we aim to give tailored advice to optimize children's growth'), and the inter-professional 'we' (a 'team-identification'), when discussing expertise within the team (for example: 'We work as a team and make sure we're all happy with every aspect of their training before they go home'). Conclusions: This study highlights the dual identifications implicit in 'being professional' in this context (to the team and to one's profession) as well as the unique role that each member of a team contributes to children's care. Our methodology and results have the potential to be transferred to teams managing other conditions