Border Carbon Adjustments and the Potential for Protectionism

Balancing legitimate fears that carbon leakage could undermine the impact of any global climate change agreement are countervailing fears that leakage will be the excuse for protectionism in the guise of “Border Carbon Adjustments”. This would have dangers for the world trading system, risking disputes due to ambiguities in the details of WTO rules over what types of border measures are potentially and actually admissible. Even with good quality data, there is considerable potential for judgemental discretion, and hence opportunistic manipulation, in estimating the carbon charges to levy on an imported product. This is even with agreement on whether to use importer or exporter coefficients. A clear distinction needs to be made between environmental and competitiveness motives for border adjustments. The key argument is that the traditional symmetry between origin based taxes (production) and other charges and those based on the destination (consumption) principle breaks down in the case of carbon charges. This paper explores the potential for regional agreements to ensure origin as the basis for carbon levies in the aftermath of the Copenhagen Accord, while recognising the challenges that this poses for the mutual recognition of emissions regimes in particular.Competitiveness, carbon leakage, cap-and-trade (C&T), trade policy, WTO and regionalism.

Mersenne Numbers: consolidated results

This document provides and comments on the results of the Lucas-Lehmer testing and/or partial factorisation of all Mersenne Numbers Mp = 2^p-1 where p is prime and less than 100,000. Previous computations have either been confirmed or corrected. The LLT computations on the ICL DAP is the first implementation of Fast-Fermat-Number-Transform multiplication in connection with Mersenne Number testing. This paper championed the disciplines of systematically testing the Mp, and of double-sourcing results which were not manifestly correct. Both disciplines were adopted by the later GIMPS initiative, the 'Great Internet Mersenne Prime Search, which was itself one of the first web-based distributed-community projects

Making the voice matter in English Studies Teaching

This introduction frames the guest edition of the journal on ‘Oracy and English Studies’. The pieces in this special forum explore how a renewed focus on speaking can re-imagine what it means to ‘do English’. We are two university-level teachers, one from Classics, one from English, eager to explore the potential of this idea. We have brought together a series of short provocations from leading UK-based practitioners both within and beyond the subject area: including a speech-writer, university teachers of Shakespeare and contemporary poetry, charity leaders, and political communication specialists. Their pieces reflect on classroom practices including reading aloud and vocalization, impersonation, the analysis of political speeches and argumentation, or getting students to interrogate their attitudes to their own voices. In each case, our contributors have been asked to respond to the concept from educational theory known as ‘oracy’ (simply put, ‘listening and speaking skills’). English studies clearly need to grapple with this suddenly ubiquitous concept. Not just for its political resonances, but because it is rich in implications for teachers of English at all levels, and deserves greater recognition and interrogation beyond the world of education

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Towards a Theoretical Understanding of the Robustness of Variational Autoencoders

We make inroads into understanding the robustness of Variational Autoencoders (VAEs) to adversarial attacks and other input perturbations. While previous work has developed algorithmic approaches to attacking and defending VAEs, there remains a lack of formalization for what it means for a VAE to be robust. To address this, we develop a novel criterion for robustness in probabilistic models: $r$-robustness. We then use this to construct the first theoretical results for the robustness of VAEs, deriving margins in the input space for which we can provide guarantees about the resulting reconstruction. Informally, we are able to define a region within which any perturbation will produce a reconstruction that is similar to the original reconstruction. To support our analysis, we show that VAEs trained using disentangling methods not only score well under our robustness metrics, but that the reasons for this can be interpreted through our theoretical results.Comment: 8 page

Recent high school graduates support mandatory cardiopulmonary resuscitation education in Australian high schools

Objective: To evaluate recent high school graduates\u27 opinions on mandatory cardiopulmonary resuscitation (CPR) training in the high school curriculum as a solution to improving bystander CPR rates. Methods: Participants completed questionnaires assessing their CPR training history during their high school education, their willingness to learn CPR during their high school years and their opinion on making CPR training mandatory for high school curricula. Results: Of the 178 participants in this study, 60% had undertaken CPR training during their high school education. Of those who had not undertaken CPR training, 75% reported that they would have been willing to learn CPR had they been provided with the opportunity. A total of 97% of participants were in support of mandatory CPR training in high school education. Conclusion: Implementing mandatory CPR training in high school education would be embraced by students. Implications for public health: Findings of this study support our recommendation to implement mandatory CPR training in the high school curriculum. This will likely increase the number of bystanders in the community who would spontaneously administer CPR, thereby improving outcomes for patients experiencing out‐of‐hospital cardiac arrest

The challenge in preparing for and facilitating cultural change in teacher education : the West Partnership experience

The recommendations of the Donaldson Report on teacher education, Teaching Scotland’s Future (2011) have provided the impetus for the establishment of partnerships between all stakeholders in Teacher Education across the country. Each Teacher Education institution has moved forward in establishing new and strengthening existing partnership arrangements with local authorities and schools. The West Partnership Project was formed by the Universities of Glasgow and Strathclyde and nine local authorities to progress the relevant recommendations. West Partnership is unique in the Scottish context because it is a partnership which involves the work of two teaching institutions as well as nine authorities; using government funding a small project team was formed in August 2014. The team concluded that to deliver on the cultural, as well as practical changes accepted and proposed in TSF, they would need to use the partnership as the vehicle to facilitate these long term sustainable changes to teacher education. A strategic vision for the partnership based on pilot evaluations, changes already implemented and interviews with a variety of stakeholders was developed and a conference of interested delegates arranged. Subsequent project strands have been set up to progress action points from the conference with the intention of moving forward in areas such as professional learning, particularly in the context of coaching and mentoring and exploring how to facilitate the joint work of tutors and schools. Through continued networking with a range of colleagues across the country, raising awareness of the Partnership across LAs and schools and by raising awareness of our approach with policy makers, we would hope to inform and influence