Protein synthesis in Plasmodium falciparum gametocytes cultured in vitro

Imperial Users onl

Accounting for multivariate probabilities of failure in vertical seawall reliability assessments

The aim of this paper is to appraise the current knowledge on seawall performance and reliability, and to make the case for improved reliability assessments of vertical seawalls, which are used here as a representative for coastal flood defences. In order to achieve this aim, a brief introduction to flood risk management is first given. Then, vertical seawalls are introduced, and their most prominent failure modes are discussed. Reliability analysis is introduced within the context of flood risk management. More specifically, the fragility curve approach that is currently in use in industry is described, and its limitations are discussed. Finally, it is argued that recent advances in multivariate extreme value models would enable improvements to the approaches currently applied in practice. It is stressed that future risk assessment models of coastal flood defences ought to include multiple failure modes and their interactions, a thorough analysis of the model uncertainties, and potential computational costs, in view of providing practitioners with an improved and functional risk assessment tool. Carter, Magar, Simm, Gouldby & Walli

Fractional Brownian motion with Hurst index H=0 and the Gaussian Unitary Ensemble

The goal of this paper is to establish a relation between characteristic polynomials of N×N GUE random matrices H as N→∞, and Gaussian processes with logarithmic correlations. We introduce a regularized version of fractional Brownian motion with zero Hurst index, which is a Gaussian process with stationary increments and logarithmic increment structure. Then we prove that this process appears as a limit of DN(z)=−log|det(H−zI)| on mesoscopic scales as N→∞. By employing a Fourier integral representation, we use this to prove a continuous analogue of a result by Diaconis and Shahshahani [J. Appl. Probab. 31A (1994) 49–62]. On the macroscopic scale, DN(x) gives rise to yet another type of Gaussian process with logarithmic correlations. We give an explicit construction of the latter in terms of a Chebyshev–Fourier random series

Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork

This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show that through the use of the affective domain (Krathwohl’s taxonomy) and applying cyclic experiential learning (Kolb) combined with critical reflection (Mezirow), students demonstrate progression and, in some cases, regression along Krathwohl’s taxonomy

Unravelling the geographical palimpsest through fieldwork: discovering a sense of place

Fieldwork enables students to gain a greater understanding of the people and places that they encounter. Urban areas are popular destinations for fieldwork because they present a landscape that is in a continual state of change. Yet, as this article indicates, the past is ever present in the urban landscape as each place can be regarded as a palimpsest, where layers of history, geography, culture and politics co-exist. Through active participation in fieldwork, students have the potential to unravel this palimpsest and discover a deeper sense of that place. The example used here reflects upon urban fieldwork in Barcelona as experienced by a group of undergraduate students who, as they carry out and reflect upon their field work, benefit from gaining a sense of place informed by a range of geographical processes and meanings. The article concludes with a series of suggestions for those embarking on fieldwork and wishing to unravel the geographical palimpsest

Communities of/for learning: enhancing student engagement in changing HE environments

The shifting environment of HE has undoubtedly led to changes in the relationships between students and their learning. The neoliberal agenda, full-fee student fees in the UK, performance league tables, and changes in the (part-time) work-study balance are some of the influences on students’ perceptions of study and expectations of educational experience. The idea of Communities of Learning involves encouraging better student engagement through creating a sense of community and identity, with the result that students are more willing to share and co-operate with their studies, contribute more readily to university life, and which could include co-partnership in course design or staff research. This introduction will briefly review the opportunities and challenges of creating Communities of/for Learning to enhance student engagement. The paper will review the forms and characteristics of such communities and their relationships to infrastructure of learning spaces. It will also start to examine the efforts to create Communities of Learning which involve the creation of learning and support environments, and adopting appropriate learning and teaching strategies, in order to stimulate Communities for Learning, whereby students take possession and responsibility of their own (and others’) learning. Which teaching and learning strategies encourage a sense of community, and what opportunities and challenges exist? As tutors, can we create learning environments that foster Communities for Learning, and find ways to better support Communities of Learning that evolve, with student partnership, into Communities with Learning

The emotional geographies of place: developing innovative learning and teaching strategies for international fieldwork

Students experience a wide range of experiences and emotions when doing short international field courses. Based on a study of a Geography field trip to Barcelona, Spain, this paper examines the influences on the affective domain and the consequent impacts on students’ engagement with learning, as well as performance. Innovative learning and teaching strategies, such as co-production of the field trip, teaching of student peers and self-reflection, can be utilised to help students to make sense of their field encounters and positionality as well as developing a richer sense of place. Finally, the application of these approaches to affiliated subjects will be discussed