A post-Brexit agreement for research and innovation Outcomes from a simulated negotiation process. Bruegel Special Report 28 January 2020

The UK will leave the European Union on 31 January 2020. Negotiators and commentators have spent more than three years discussing the terms on which the UK will withdraw, but comparatively little attention has been paid to the future relationship between the UK and the EU after Brexit at a sectoral level. Withdrawing is merely the first stage of the process, and the UK and the EU will soon begin to think about negotiating a new relationship and decide which issues to prioritise. Research and innovation is one of the key areas in which the UK and the EU will need to establish a post-Brexit relationship. Over the past two decades, the UK and the EU have been at the forefront of that enterprise through the development of the European Research Area (ERA). Together, European nations have created a world-leading research base. Six of the world’s top twenty universities are in the ERA, and Europe produces a third of the world’s scientific publications with just 7% of the global population. A new post-Brexit relationship on research and innovation will need to be negotiated to ensure we sustain and grow this valuable and mutually beneficial partnership. Research and innovation are critical to achieving lasting competitiveness and economic development, especially with the dominance of the USA and the rising challenge of China in this field. An early agreement providing for cooperation on research and innovation would reflect the economic and social importance of research and innovation to the people of the UK and the EU. This report sets out what the Wellcome Trust and Bruegel have learned from a project to simulate a negotiation process between the UK and EU to create a post-Brexit research and innovation agreement. Our negotiating scenario assumed that the UK had left the EU with a withdrawal agreement, and that the negotiation was taking place during a ‘standstill’ transition period. Our exercise demonstrated that it is possible to reach agreement among experts on the terms of an EU-UK research and innovation deal. However, the project also revealed that some elements of an agreement may be harder to negotiate than expected. A shared purpose and belief in the importance of research and innovation is not enough to see a deal come to fruition. It is also necessary to overcome a number of political and technical challenges that are spelled out in this report. The process must start now to ensure an agreement is reached as soon as possible. We hope that this report will provide inspiration and guidance for that process

MATCH: Memphis Alternative Transportation Community Hub

Can effective transit community hub design change perception of alternative transportation?The objective of this thesis is to successfully design a transit community hub that reintroduces the importance of multi modal transportation as a social and experiential process by which healthy integrated communities are created. The design solution to this thesis question is not necessarily the only solution, however, it is the best solution based on the research conducted

Risky Driving in Adolescents and Young Adults with Childhood ADHD: Mediation by ADHD Symptoms, Irritability, and Conduct Problems at Follow-up

As driving is a task that requires vigilance and planful behavior, adolescents and young adults with a history of attention deficit hyperactivity disorder (ADHD) are an important population to study in regard to risky driving behaviors. This study provides a comprehensive examination of risky driving behaviors- beyond tickets and accidents and including alcohol-impaired driving- in a large sample of adolescents and young adults diagnosed in childhood with ADHD and demographically similar community controls without childhood ADHD. Self-report of citations and accidents, alcohol impaired driving, and risky driving behaviors (speeding, following too closely, etc.) were examined, in relation to the presence or absence of a childhood diagnosis of ADHD, potential age related interactions, and the self- and parent-report of current levels of hyperactivity-impulsivity, inattention, irritability, and conduct problems. Results indicate that probands were more likely than controls to have ever driven without a license, to receive more traffic citations, and to be involved in more accidents; there was a trend toward more license suspensions in the ADHD group. No group differences were found for the risky driving and alcohol-impaired driving scales. Multiple regression revealed that hyperactivity-impulsivity was associated with risky driving above and beyond the contribution of conduct problems, while irritability at follow-up was significantly associated with alcohol-impaired driving. In addition, exploratory mediational analyses indicated that hyperactivity-impulsivity and irritability at follow-up (when tested separately) were significant mediators of the association between childhood ADHD and number of tickets and accidents. Findings inconsistent with previous literature are explained in terms of the validity of self-report in the ADHD population, the nature of the proband sample, and potential measurement bias. The unique contributions of hyperactivity-impulsivity, inattention, irritability, and conduct problems are discussed

Sleep Deprivation (The Effects of Sleep Deprivation on Salivary Immunoglobulin A

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Making academia more accessible

Academia can be a challenging place to work and academics who have a disability, neurodiversity or chronic illness are further disadvantaged, as non-stereotypical ways of working are not necessarily supported or catered for. The remit of this paper is to provide practical ideas and recommendations to address accessibility issues in events and conferences as a first step to improving existing working conditions. We start with providing a brief overview of and background to the issues of ableism, disabilities, chronic illnesses and neurodiversities in academia. We then offer a detailed description of the organisational and developmental strategies relating to the Ableism in Academia conference to practically demonstrate how accessibility can be achieved. Despite vast literature available on theorisations of reasonable adjustments and some individual handbooks on conference accessibility, noted the absence of a systematic write-up of a case study that would demonstrate the thought processes required for the organisation of a fully accessible and inclusive event. This paper provides almost a step-by-step rationale and rundown of the decisions that had to be taken in order to facilitate an accessible event. After a brief consideration of challenges we encountered along the way, we share personal reflections regarding the event and future developments

Implementing Discovery at the University of North Alabama

Collier Library, the main library at the University of North Alabama (UNA), provides the campus community with access to over 150 electronic resources. With so many available options, our students often overlook valuable databases. Analysis of usage statistics had shown that some of our most expensive databases had the highest cost per retrieval. Therefore, finding a product that would encourage users to utilize the full range of available databases became a top priority. In the summer of 2010, the Collier Library staff began to seriously investigate the discovery tool marketplace. We felt that the “single search box” concept of discovery tools and their ability to allow users to seamlessly search multiple databases would be the ideal way to expose students to the range of available databases. We believed that this exposure would increase database use and thus decrease the cost per use. Following discussion and review, the library licensed EBSCO’s Discovery Service (EDS) in late 2010. After months of preparation, setup, and testing, the library launched EDS in spring 2011

Did It Help?: The Effects of Research Consultations on the Quality of Sources Used in an Undergraduate Class

Do individual research consultations with a librarian affect the quality of sources undergraduates cite in research papers? This presentation will examine the results of a study conducted to assess that very question. The study compared the quality of citations used by two sections of an upper-level education class. The same instructor taught both sections during two different semesters with the same assignment criteria. Students in one section participated in research consultations with a librarian. Members of the other class did not meet with a librarian. This research provided data for librarians to show their value to both teaching faculty and administrators.https://ir.una.edu/libfacpresentation/1042/thumbnail.jp

Source Evaluation and the Alabama Virtual Library

Presentation highlighting the evaluation of sources in popular culture, transferring that background to database searching, specifically focused on primary and secondary education students, given at the Alabama School Library Association District 1 Fall Conference.https://ir.una.edu/libfacpresentation/1017/thumbnail.jp

Teaching Information Literacy Skills to Sophomore-Level Biology Majors

Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner

Action learning: engaging the budding entrepreneur

Building on the discussion of what Action Learning is and who action learners are, this paper presents an analysis of learning on an undergraduate Enterprise Development Degree. Implicit in much of the literature is the expectation that action learners are practicing managers and so less attention has been given to exploring Action Learning in other learning communities. This paper discusses the interests and experiences of participants on a degree programme for developing entrepreneurs, which requires learning from action and for action. Cycles of Action Research are used to inform, what action learning might be in this context, who can engage and benefit from this approach, and the ongoing development of the programme