(Ill-Legal) Lust is a battle field: HIV risk, socio-sexuality and criminality

This paper examines the criminalisation of HIV infection. HIV transmission offences exist in all Australian states and territories, but the bulk of prosecutions have occurred in Victoria. This paper outlines criminal legal responses to the virus in that state with an overview of the legislation and case law. Victoria has several HIV specific and nonspecific offences which may be applied to situations of HIV infection risk. It is the HIV non-specific offences which have been successfully used to prosecute HIV infection risks. The case law outlines several instances where HIV positive bodies have been charged with offences for placing others at risk of HIV infection. These charges have been applied in several cases regardless of whether the complainants seroconvert. Those charged have been same-sex desiring men or African-born men who engaged in sex with Caucasian women. There are marked differences in the sentences which have been applied to these defendants, which are based on the sexuality of the defendant and complainant. This demonstrates the heterosexist and Eurocentric character of the performance of these laws. These offences do not operate in isolation to sociality, rather this area of law embodies many cultural panics about the Other. HIV transmission offences signal socio-legal panics about sexuality, race/ethnicity and disease, situating certain bodies at greater risk of crimino-legal punishment.This conference has been generously sponsored by the School of Social and Political Sciences and the Sydney Law School, University of Sydney, in collaboration with the School of Law, University of Western Sydne

Attentional modulation of neural sound tracking in children with and without dyslexia

Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech perception difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of auditory attention to reading development. To date, it is unclear whether non-speech selective attention and its underlying neural mechanisms are impaired in children with dyslexia and to which extent these deficits relate to individual reading and speech perception abilities in suboptimal listening conditions. In this EEG study, we assessed non-speech sustained auditory selective attention in 106 7-to-12-year-old children with and without dyslexia. Children attended to one of two tone streams, detecting occasional sequence repeats in the attended stream, and performed a speech-in-speech perception task. Results show that when children directed their attention to one stream, inter-trial-phase-coherence at the attended rate increased in fronto-central sites; this, in turn, was associated with better target detection. Behavioural and neural indices of attention did not systematically differ as a function of dyslexia diagnosis. However, behavioural indices of attention did explain individual differences in reading fluency and speech-in-speech perception abilities: both these skills were impaired in dyslexic readers. Taken together, our results show that children with dyslexia do not show group-level auditory attention deficits but these deficits may represent a risk for developing reading impairments and problems with speech perception in complex acoustic environments

Sea breeze thunderstorms in the eastern Iberian Peninsula. Neighborhood verification of HIRLAM and HARMONIE precipitation forecasts

In this study we investigated sea breeze thunderstorms with intense convective activity (i.e., heavy rainfall, hail and gusty winds) that occurred over the eastern Iberian Peninsula (Spain) and were missed by the operational HIRLAM model. We used two grid-spacing setups (5.0. km and 2.5. km) of the hydrostatic HIRLAM model, and the non-hydrostatic spectral HARMONIE suite (2.5. km), to simulate isolated convection associated with sea breezes. The overall aim is to estimate the ability of these three experimental setups, in particular the HARMONIE model as the forthcoming operational numerical weather prediction in most European Weather Services, to correctly simulate convective precipitation associated with sea breezes. We evaluated high-resolution gridded precipitation forecasts from HIRLAM and HARMONIE suites for 15 sea breeze thunderstorms against high-density gridded raingauge measurements applying different neighborhood verification techniques. The results indicate that higher horizontal resolutions of HIRLAM and HARMONIE models succeeded in predicting the occurrence of these missed sea breeze thunderstorms, the HARMONIE suite being the most capable of providing good estimates of accumulated precipitation in convective events in terms of space and time. Advances in quantitative precipitation forecasting of locally driven convection could have practical applications for nowcasting dangerous sea breeze convective phenomena. © 2014 Elsevier B.V.The authors wish to acknowledge the editor and two anonymous reviewers for their detailed and helpful comments to the original manuscript. This research was undertaken in the frame of the BEST/2010/014 (GV), the JAE-DOC043 (CSIC; European Social Fund, FSE) and the JCI-2011-10263 grants. This research was supported by the projects CGL2011-27574-C02-02 and CGL2011-27536/HID, financed by the Spanish Commission of Science and Technology, and FEDER; ACQWA (FP7-ENV-2008-1-212250), financed by the European Commission; “Efecto de los escenarios de cambio climático sobre la hidrología superficial y la gestión de embalses del Pirineo Aragonés”, financed by “Obra Social La Caixa”; and CTTP1/12 “Creación de un modelo de alta resolución espacial para cuantificar la esquiabilidad y la afluencia turística en el Pirineo bajo distintos escenarios de cambio climático”, financed by the “Comunidad de Trabajo de los Pirineos”. The authors would like to thank the AEMET, CEAM, CHE, CHJ, IVIA, METEOCLIMATIC, SIAM, SIAR and SMC for raingauge data; and to José-Antonio García-Moya and Estrella Gutiérrez-Marco (AEMET) for providing the HIRLAM 6.1.2 outputs.Peer Reviewe

Higher education level teaching of (master's) programmes in sustainable development : analysis of views on prerequisites and practices based on a worldwide survey

The concept of sustainable development (SD) has highly been debated since it was presented 25 years ago, with 'hard science' approaches on one side and more process-oriented approaches on the other side. Academic teaching in SD has emerged in response to this in very different contexts, partly mirroring this academic debate. Some master's programmes in SD take a strong science approach, while other programmes focus on the process of implementing sustainability projects, sometimes connected with forms of action research and teaching. In this article, we identify diverse views on the concept of SD as well as views on most relevant modes of teaching. We discuss core competencies required for sustainability professionals in their working practices and we organise them in three main clusters: Know, Interact and Be (KIB). The article presents the results of a worldwide survey, which addresses these visions on the concept of SD, the capabilities needed for 'sustainable development professionals' and the teaching approach needed. The analysis is based on the responses of 54 lecturers and 287 students active in 34 SD master's programmes on all continents. The results of this worldwide survey are discussed. We observe in practice some gaps between preferences and practice. Looking at what both lecturers and students see as essential topics to address, some topics get relatively less attention (like the population issue). The identified core competencies (KIB) are supported and all addressed in practice, while the 'Be' competencies receive relatively less attention. Suggested consequences for academic teaching include a further matching of programmes with perceived needs and bridging the gap between the experienced teaching approaches in practice with such identified needs