Surface activation and direct bonding of semiconductor wafers

An apparatus for surface activation treatment of a substrate 101 comprises first and second electrodes 102, 103 for generating a plasma, and a substrate mount disposed perpendicular to the electrodes 102, 103. The electrodes 102, 103 define a plasma generation region 100 which is separated from the substrate mount. At least one of the electrodes 102, 103 has perforations which allow active neutral species generated in the plasma to diffuse on to substrate 101 to treat the substrate surface whilst restraining charged species of the plasma. A method of pre-bonding treatment of one or more substrates 101 comprises exposing the surface of the one or more substrates 101 to active neutral species created locally by non-equilibrium electrical discharges. The apparatus and methods disclosed reduce substrate surface damage by using indirect plasma exposure

3D virtual geology field trips: opportunities and limitations

As a part of The OpenScience Laboratory, (http://www.open.ac.uk/blogs/openscience/), an initiative of The Open University (OU) and The Wolfson Foundation, we are developing a 3D simulation of a Geology field trip based around Skiddaw in the Lake District, using the Unity 3D software (http://unity3d.com/). We are using digital data and imagery to reconstruct the landscape faithfully enough to provide a real sense of presence for the user. The application will be based around a 10km x 10km low/medium detail model of the terrain and LiDAR data around Skiddaw, with overlaid aerial photography, and including walls, trees, buildings etc. The Skiddaw field trip in the Lake District is an integral part of Earth science teaching at the OU; students carry out a real field trip and can also learn about it through DVD activities. The primary objective of developing an authentic 3D interactive simulation has been to provide an immersive experience to the users through sense of space. The virtual embodiment in the form of avatars and the multi-user environment will help give a sense of co-presence and provide opportunities for collaborative learning. The interactions and the learning activities within the 3D environment are designed to mirror the experience of a real field trip. We aim to have an operational 3D virtual geology trip by the time of the Conference in April 2013. During the workshop and through demonstration of the 3D field trip, we plan to address: comparison of the 3D experience with 2D virtual field trips; the role that a 3D virtual geology field trip can play in terms of preparation and reflection before and after a real field trip; and whether and how a 3D simulation helps in gaining geological fieldwork skills and what are the limitations of 3D virtual geology field trips

Pedagogical advantages of 3D virtual field trips and the challenges for their adoption

In a six-month long Innovate UK-funded project (November 2015 – April 2016), we investigated the feasibility of creating a sustainable national 3D ‘virtual field-trips’ (VFT) software service, to support and deliver field trip-based education through a virtual channel in schools and higher education institutions (HEIs). The idea of a 3D VFT service emerged from Virtual Skiddaw App, the 3D virtual geology fieldtrip, of The Open University’s (OU) Open Science Laboratory . In the feasibility project, we (at the OU) (co-investigator) along with Daden (project-lead) and Design Thinkers, UK (co-investigator) we looked into the technical, pedagogical, commercial and service design aspects of the 3D VFT service. In this presentation, we focussed on the pedagogy strand of this feasibility project: pedagogical advantages of 3D VFTs, and the challenges for their adoption in schools and HEIs. We discussed the following: pedagogical underpinnings of 3D virtual environments and 3D VFTs in disciplines such as geology, biology, environmental science/studies and geography which are founded on field observations, exploration and enquiry; potential of integrating VFTs within the curricula in schools and in HEIs; perceptions of educators, students and assessment bodies towards 3D VFTs, and virtual fieldwork, in general; we used the Virtual Skiddaw App in workshops and presentations to illustrate the concept of a 3D VFT; views of stakeholders towards the 3D VFT service: advantages, challenges and their requirements from this service. Our empirical investigations have been user-centred – focussing on the stakeholders and particularly, the end-users such as educators, students and fieldwork specialists, and we have interacted with them via interviews, service design workshops, demonstrations and a survey to elicit their perceptions and requirements

Examining interaction within STEM Web Broadcasts

This project is investigating the impact of web-broadcasts on learning. Web-broadcasts stream live content alongside interactive tools (widgets) to support the learning process and promote interaction between the presenters and viewers. Interaction is crucial to maximise student learning. Empirical data suggest that synchronous methods add value to student learning through real-time discussion, instantaneous feedback and connectedness with others (Martin, Parker & Deale, 2012; Giesbers, Rienties, Tempelaar & Gijselaers, 2014), and can assist in the overall social aspect of learning (Witton, 2017). However, others (Hrastinski, 2008), point to the potential lack of reflection that synchronicity has on complex concepts. Nevertheless, an agreed consensus in the field is that collaborative learning activities and participation maximise learning opportunities and are more likely linked to student success. Therefore, this project hypothesizes that participation with synchronous technologies increases engagement and therefore enhances learning. This project will investigate (i) the ways in which collaboration happens between students and presenters, (ii) the impact of synchronicity on learning tasks and (iii) the perceptions of stakeholders (i.e. students, lecturers, and production teams). Research design will include observations on teaching practice and technological logistics; surveys to measure attitudes; interaction data to analyse the target, frequency, and types of interaction; and trialing interventions to test procedures of instructional strategies. The project contributes to the field of STEM distance education. Systematic evaluation will assess the effectiveness and lead to recommendations for improving web-broadcasts. The outcomes will: inform students on meaningful practice and future learning opportunities, help lecturers understand which instructional methods are more effective and provide insights for lecturers planning new modules and those producing/directing the broadcasts

Fractionating the unitary notion of dissociation:disembodied but not embodied dissociative experiences are associated with exocentric perspective-taking

It has been argued that hallucinations which appear to involve shifts in egocentric perspective (e.g., the out-of-body experience, OBE) reflect specific biases in exocentric perspective-taking processes. Via a newly devised perspective-taking task, we examined whether such biases in perspective-taking were present in relation to specific dissociative anomalous body experiences (ABE) - namely the OBE. Participants also completed the Cambridge Depersonalization Scale (CDS; Sierra and Berrios, 2000) which provided measures of additional embodied ABE (unreality of self) and measures of derealization (unreality of surroundings). There were no reliable differences in the level of ABE, emotional numbing, and anomalies in sensory recall reported between the OBE and control group as measured by the corresponding CDS subscales. In contrast, the OBE group did provide significantly elevated measures of derealization ("alienation from surroundings" CDS subscale) relative to the control group. At the same time we also found that the OBE group was significantly more efficient at completing all aspects of the perspective-taking task relative to controls. Collectively, the current findings support fractionating the typically unitary notion of dissociation by proposing a distinction between embodied dissociative experiences and disembodied dissociative experiences - with only the latter being associated with exocentric perspective-taking mechanisms. Our findings - obtained with an ecologically valid task and a homogeneous OBE group - also call for a re-evaluation of the relationship between OBEs and perspective-taking in terms of facilitated disembodied experiences

Kanuka honey versus aciclovir for the topical treatment of herpes simplex labialis : a randomised controlled trial

Objective To compare New Zealand medical grade kanuka honey with topical aciclovir for the treatment of herpes simplex labialis. Design Prospective parallel randomised controlled open-label superiority trial. Setting 76 community pharmacies across New Zealand between 10 September 2015 and 13 December 2017. Participants 952 adults randomised within the first 72 hours of a herpes simplex labialis episode. Interventions Random assignment 1:1 to either 5% aciclovir cream or medical grade kanuka honey (90%)/glycerine (10%) cream, both applied five times daily. Outcome measures The primary outcome was time from randomisation to return to normal skin (stage 7). Secondary outcomes included time from randomisation to stage 4 (open wound), time from stage 4 to 7, maximal pain, time to pain resolution and treatment acceptability. Results Primary outcome variable: Kaplan-Meier-based estimates (95% CI) for the median time in days for return to normal skin were 8 (8 to 9) days for aciclovir and 9 (8 to 9) for honey; HR (95% CI) 1.06 (0.92 to 1.22), p=0.56. There were no statistically significant differences between treatments for all secondary outcome variables. No related serious adverse events were reported. Conclusion There was no evidence of a difference in efficacy between topical medical grade kanuka honey and 5% aciclovir in the pharmacy-based treatment of herpes simplex labialis

How big is your bubble? : characteristics of self-isolating household units ('bubbles') during the COVID-19 Alert Level 4 period in New Zealand : a cross-sectional survey

Objective To characterise the self-isolating household units (bubbles) during the COVID-19 Alert Level 4 lockdown in New Zealand. Design, setting and participants In this cross-sectional study, an online survey was distributed to a convenience sample via Facebook advertising and the Medical Research Institute of New Zealand's social media platforms and mailing list. Respondents were able to share a link to the survey via their own social media platforms and by email. Results were collected over 6 days during Alert Level 4 from respondents living in New Zealand, aged 16 years and over. Main outcomes measures The primary outcome was the mean size of a self-isolating household unit or bubble. Secondary outcomes included the mean number of households in each bubble, the proportion of bubbles containing essential workers and/or vulnerable people, and the mean number of times the home was left each week. Results 14 876 surveys were included in the analysis. The mean (SD) bubble size was 3.58 (4.63) people, with mean (SD) number of households 1.26 (0.77). The proportion of bubbles containing one or more essential workers, or one or more vulnerable persons was 45.3% and 42.1%, respectively. The mean number of times individual bubble members left their home in the previous week was 12.9 (12.4). Bubbles that contained at least one vulnerable individual had fewer outings over the previous week compared with bubbles that did not contain a vulnerable person. The bubble sizes were similar by respondent ethnicity. Conclusion In this New Zealand convenience sample, bubble sizes were small, mostly limited to one household, and a high proportion contained essential workers and/or vulnerable people. Understanding these characteristics from a country which achieved a low COVID-19 infection rate may help inform public health interventions during this and future pandemics

Doing cold smarter

Cold has been much neglected in the energy debate. Governments are developing strategies and policies to green everything from electricity to transport to heat, but the energy and environmental impacts of cooling have so far been largely ignored. This is a serious oversight, since making things cold is energy intensive and can be highly polluting, and demand for cooling in all its forms is booming worldwide – especially in developing countries. According to one projection, by the end of this century global demand for air conditioning alone could consume the equivalent of half our worldwide electricity generation today – and most of the increase will come in developing markets. The ‘greening’ of cold is clearly an urgent global problem – but it may also offer Britain a massive business opportunity. Cold may have been ignored but is vitally important to many aspects of modern life. An effective cold chain, for example, is essential for tackling problems such as food waste, food security, water conservation and public health. Cooling is also critical for many less obvious but essential functions: data centres couldn’t operate without it, nor for example MRI scanners in medicine or superconductors in power electronics. Cooling also provides modern levels of comfort in hot countries – and can make the difference between some regions being habitable or not. At the same time, vast amounts of cold are wasted – for instance during the regasification of LNG – which could in principle be recycled to satisfy some of this demand and start to reduce the environmental damage caused by cooling. Such a system-level approach – which starts by asking what energy services we need, and what is the least damaging way to provide them, rather than accepting existing practices as a fait accompli – has recently been coined the ‘Cold Economy’. It is clear the Cold Economy could unleash a wide range of innovative clean cold technologies and provide energy resilience, economic growth and environmental benefits, but there is an urgent need to develop a system-level analysis of this problem and the potential solutions to inform both industry and policymakers. The Birmingham Policy Commission: Doing Cold Smarter was convened to start this work

An archaeal family-B DNA polymerase variant able to replicate past DNA damage: occurrence of replicative and translesion synthesis polymerases within the B family

A mutant of the high fidelity family-B DNA polymerase from the archaeon Thermococcus gorgonarius (Tgo-Pol), able to replicate past DNA lesions, is described. Gain of function requires replacement of the three amino acid loop region in the fingers domain of Tgo-Pol with a longer version, found naturally in eukaryotic Pol zeta (a family-B translesion synthesis polymerase). Inactivation of the 3'–5' proofreading exonuclease activity is also necessary. The resulting Tgo-Pol Z1 variant is proficient at initiating replication from base mismatches and can read through damaged bases, such as abasic sites and thymine photo-dimers. Tgo-Pol Z1 is also proficient at extending from primers that terminate opposite aberrant bases. The fidelity of Tgo-Pol Z1 is reduced, with amarked tendency tomake changes at G:C base pairs. Together, these results suggest that the loop region of the fingers domain may play a critical role in determining whether a family-B enzyme falls into the accurate genome-replicating category or is an errorprone translesion synthesis polymerase. Tgo-Pol Z1 may also be useful for amplification of damaged DNA