A review of the generic design assessment (GDA) dialogue pilot (2015) for new nuclear build in the UK: lessons for engagement theory and practice.

We have discussed previously that a community led, asset based approach is required to achieve any sense of how social sustainability can be defined in a community setting within the context of energy developments. Our approach aims to initiate a lasting change within ‘energy’ communities through building social capital; focusing on community assets not deficits to define their social priorities. Through deliberation, we develop an understanding of social sustainability so that a community is well placed to enter discussions with government and industry regarding large energy developments that will directly affect them. We review the 2015 Generic Design Assessment (GDA) Public Dialogue Pilot process for potential new nuclear reactors in the UK. We examine the aims of the dialogue, giving particular attention to a comparison between the national sampling of citizens for the GDA and the local community, deliberative approach we have proposed previously. We find an ongoing tension between ‘national’ engagement processes (such as the GDA Public Dialogue Pilot process) and the specific requirements of those energy communities that live adjacent or close to energy infrastructure, manifested here by a conflict between the requirements of the convenor and those of participants regarding priority issues for discussion. We also reveal a paradox; despite participant preference for a remote, internet-based engagement process, they agreed that face to face contact is a priority to encourage trust building between participants and the convenor of the process – a desired outcome of the process. The GDA Public Dialogue Pilot process has demonstrated that stakeholders are willing to engage with and be more directly involved in local energy-related decisions that affect them directly, provided there is opportunity to discuss locally-relevant and site-specific issues in addition to those of a broader nature. There exists a disparity and conflict between ‘national’ engagement processes and the ‘local’ priorities of those energy communities that are adjacent or close to energy infrastructure. In this process and others, we have seen an imbalance between the requirements of the convenor and those of participants regarding priority issues for discussion. This continues to be a persistent challenge for those convening stakeholder engagement events where the scope and context is not primarily site-specific. However, it is encouraging that convenors and participants alike continue to be willing to work towards resolving this

Enabling Distributed Collaboration among Heterogeneous Devices

ABSTRACT In this paper we describe a new class of collaborative scientific applications that incorporate heterogeneous devices, such as shared supercomputing or visualization resources, personal computers, and mobile devices, present some classes of collaboration tasks that could profitably make use an application infrastructure that connects heterogeneous devices, and identify some particular applications that fall into these classes. We also describe in greater detail one potential application, natural science field research that employs sensor networks. We also discuss some of the problems that need to be addressed in building an application that allows such heterogeneous device collaboration and some benefits to digital science that could be realized by building collaborative applications in this fashion

Population genetics in compressible flows

We study competition between two biological species advected by a compressible velocity field. Individuals are treated as discrete Lagrangian particles that reproduce or die in a density-dependent fashion. In the absence of a velocity field and fitness advantage, number fluctuations lead to a coarsening dynamics typical of the stochastic Fisher equation. We then study three examples of compressible advecting fields: a shell model of turbulence, a sinusoidal velocity field and a linear velocity sink. In all cases, advection leads to a striking drop in the fixation time, as well as a large reduction in the global carrying capacity. Despite localization on convergence zones, one species goes extinct much more rapidly than in well-mixed populations. For a weak harmonic potential, one finds a bimodal distribution of fixation times. The long-lived states in this case are demixed configurations with a single boundary, whose location depends on the fitness advantage.Comment: 10 pages, 5 figures, submitte

The Design and Evaluation of a Large-Scale Real-Walking Locomotion Interface

Redirected Free Exploration with Distractors (RFED) is a large-scale real-walking locomotion interface developed to enable people to walk freely in virtual environments that are larger than the tracked space in their facility. This paper describes the RFED system in detail and reports on a user study that evaluated RFED by comparing it to walking-in-place and joystick interfaces. The RFED system is composed of two major components, redirection and distractors. This paper discusses design challenges, implementation details, and lessons learned during the development of two working RFED systems. The evaluation study examined the effect of the locomotion interface on users’ cognitive performance on navigation and wayfinding measures. The results suggest that participants using RFED were significantly better at navigating and wayfinding through virtual mazes than participants using walking-in-place and joystick interfaces. Participants traveled shorter distances, made fewer wrong turns, pointed to hidden targets more accurately and more quickly, and were able to place and label targets on maps more accurately, and more accurately estimate the virtual environment size

Playful teaching between freedom and control: exploring the magic circle in higher education

Within higher education today, a culture is emerging characterized by fear of failure, avoidance of risk-taking, extrinsic motivation, and goal-oriented behavior – what we call a ‘gameful approach’ to HE. This paper uses the concept of ‘the magic circle’ – a central metaphor within game studies and play culture – to explore an alternative more ‘playful approach’ to teaching and learning. Here, we highlight the potentials of playful teaching through adopting a ‘lusory attitude’ oscillating between free-form play and rule-bound systems. This development of a more playful approach to HE is promising as it invites for a different type of teaching and learning environment, providing a safe educational space, in which mistake-making is not only encouraged, but engrained into the system. Taking up a ‘lusory attitude’ in the magic circle can create freedom, support playfulness and intrinsic motivation, and make HE emerge as an open educational process rather than as high-score assessment product

Coxsackievirus B3 Inhibits Antigen Presentation In Vivo, Exerting a Profound and Selective Effect on the MHC Class I Pathway

Many viruses encode proteins whose major function is to evade or disable the host T cell response. Nevertheless, most viruses are readily detected by host T cells, and induce relatively strong T cell responses. Herein, we employ transgenic CD4+ and CD8+ T cells as sensors to evaluate in vitro and in vivo antigen presentation by coxsackievirus B3 (CVB3), and we show that this virus almost completely inhibits antigen presentation via the MHC class I pathway, thereby evading CD8+ T cell immunity. In contrast, the presentation of CVB3-encoded MHC class II epitopes is relatively unencumbered, and CVB3 induces in vivo CD4+ T cell responses that are, by several criteria, phenotypically normal. The cells display an effector phenotype and mature into multi-functional CVB3-specific memory CD4+ T cells that expand dramatically following challenge infection and rapidly differentiate into secondary effector cells capable of secreting multiple cytokines. Our findings have implications for the efficiency of antigen cross-presentation during coxsackievirus infection

Playful learning in higher education: developing a signature pedagogy

Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the ‘magic circle’. This approach stimulates intrinsic motivation and educational drive, creates safe spaces for academic experimentation and exploration, and promotes reflective risk-taking, ideation and participation in education. We present a model of playful learning, drawing on notions of signature pedagogies, field literature, and two qualitative studies on learner conceptions of enjoyment and reasons for disengagement. We highlight the potential of this approach to invite a different mind-set and environment, providing a formative space in which failure is not only encouraged, but a necessary part of the learning paradigm

Economic considerations for moving beyond the Kato-Katz technique for diagnosing intestinal parasites as we move towards elimination

While the need for more sensitive diagnostics for intestinal helminths is well known, the cost of developing and implementing new tests is considered relatively high compared to the Kato-Katz technique. Here, we review the reported costs of performing the Kato-Katz technique. We also outline several economic arguments we believe highlight the need for further investment in alternative diagnostics, and considerations that should be made when comparing their costs. In our opinion, we highlight that, without new diagnostic methods, it will be difficult for policy makers to make the most cost-effective decisions and that the potentially higher unit costs of new methods can be outweighed by the long-term programmatic benefits they have (such as the ability to detect the interruption of transmission)