Unifying prospective and retrospective interval-time estimation: a fading-gaussian activation-based model of interval-timing

Hass and Hermann (2012) have shown that only variance-based processes will lead to the scalar growth of error that is characteristic of human time judgments. Secondly, a major meta-review of over one hundred studies (Block et al., 2010) reveals a striking interaction between the way in which temporal judgments are queried and cognitive load on participants’ judgments of interval duration. For retrospective time judgments, estimates under high cognitive load are longer than under low cognitive load. For prospective judgments, the reverse pattern holds, with increased cognitive load leading to shorter estimates. We describe GAMIT, a Gaussian spreading-activation model, in which the sampling rate of an activation trace is differentially affected by cognitive load. The model unifies prospective and retrospective time estimation, normally considered separately, by relating them to the same underlying process. The scalar property of time estimation arises naturally from the model dynamics and the model shows the appropriate interaction between mode of query and cognitive load

Mycorrhizas and biomass crops: opportunities for future sustainable development

Central to soil health and plant productivity in natural ecosystems are in situ soil microbial communities, of which mycorrhizal fungi are an integral component, regulating nutrient transfer between plants and the surrounding soil via extensive mycelial networks. Such networks are supported by plant-derived carbon and are likely to be enhanced under coppiced biomass plantations, a forestry practice that has been highlighted recently as a viable means of providing an alternative source of energy to fossil fuels, with potentially favourable consequences for carbon mitigation. Here, we explore ways in which biomass forestry, in conjunction with mycorrhizal fungi, can offer a more holistic approach to addressing several topical environmental issues, including ‘carbon-neutral’ energy, ecologically sustainable land management and CO2 sequestration

Qualitative impact assessment of land management interventions on ecosystem services (‘QEIA’). Report-2: integrated assessment

This project assessed the impacts of 741 potential land management actions, suitable for agricultural land in England, on the Farming & Countryside Programme’s Environmental Objectives (and therefore Environment Act targets and climate commitments) through 53 relevant environmental and cultural service indicators. The project used a combination of expert opinion and rapid evidence reviews, which included 1000+ pages of evidence in 10 separate reports with reference to over 2400 published studies, and an Integrated Assessment comprising expert-derived qualitative impact scores. The project has ensured that ELM schemes are evidence-based, offer good value for money, and contribute to SoS priorities for farming

Qualitative Impact Assessment of Land Management Interventions on Ecosystem Services (“QEIA”). Report-1: Executive Summary: QEIA Evidence Review & Integrated Assessment

The focus of this project was to provide an expert-led, rapid qualitative assessment of land management interventions on Ecosystem Services (ES) proposed for inclusion in Environmental Land Management (ELM) schemes. This involved a review of the current evidence base for 741 land management actions on 33 Ecosystem Services and 53 Ecosystem Service indicators by ten teams involving 45 experts drawn from the independent research community in a consistent series of Evidence Reviews covering the broad topics of: • Air quality • Greenhouse gas emissions • Soils • Water management • Biodiversity: croplands • Biodiversity: improved grassland • Biodiversity: semi-natural habitats • Biodiversity: integrated systems-based actions • Carbon sequestration • Cultural services (including recreation, geodiversity and regulatory services). It should be noted that this piece of work is just one element of the wider underpinning work Defra has commissioned to support the development of the ELM schemes

Qualitative impact assessment of land management interventions on Ecosystem Services (‘QEIA’). Report-2: Integrated Assessment

The focus of this project was to provide an expert-led, rapid qualitative assessment of land management interventions on Ecosystem Services (ES) proposed for inclusion in Environmental Land Management (ELM) schemes. This involved a review of the current evidence base for 741 land management actions on 33 Ecosystem Services and 53 Ecosystem Service indicators by ten expert teams drawn from the independent research community in a consistent series of ten Evidence Reviews covering the broad topics of; • Air quality • Greenhouse gas emissions • Soils • Water management • Biodiversity: croplands • Biodiversity: improved grassland • Biodiversity: semi-natural habitats • Biodiversity: integrated systems-based actions • Carbon sequestration • Cultural services (including recreation, geodiversity and regulatory services) These reviews were undertaken rapidly at Defra’s request by ten teams involving 45 experts who together captured more than 2,400 individual sources of evidence. This was followed by the Integrated Assessment (IA) reported here to provide a more accessible summary of these evidence reviews with a focus on capturing the actions with the greatest potential magnitude of change for the intended ES, and their potential co-benefits and trade-offs for the other ES

Improving the student experience

Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students’ engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them

Course Designer

A resource for all course designers involved in course validation and/or re-approval. 6 Sections: Introduction and Resources, Course Vision and Values, Defining Course Aims, Crafting Learning Outcomes, Designing Inclusive Assessment and Course Structure