The role of perineuronal nets in the anterior bed nucleus of the stria terminalis in regulating emotional behaviour and neuronal transmission

Anxiety disorders are the most common mental health disorders suffered globally, affecting upwards of 300 million people. Despite the prevalence of anxiety disorders, the currently available therapies lack efficacy, with only 50-85% of patients experiencing at least a 50% improvement in symptoms, and can cause adverse reactions. As such, greater insight into the molecular underpinnings of anxiety disorders is essential to provide a rationale for novel effective treatments. Exposure to severe or prolonged stress promotes the development of anxiety, through aberrant changes to neuronal plasticity in the cortex, hippocampus and amygdala, three well-characterised brain regions involved in the stress response. However, the role of the bed nucleus of the stria terminalis (BNST), uniquely placed to modulate the stress response, in anxiety disorders is not fully understood. Here, I investigated the role of specialised organisations of extracellular matrix, perineuronal nets (PNNs), within the BNST in regulating emotional behaviour and neuronal transmission in relation to stress. The experimental work presented in this thesis characterises the spatiotemporal development of PNNs in the anterior BNST and identifies the anteromedial BNST as the region with densest PNN expression. Morphological studies determine that the structure of PNNs in the anteromedial BNST is the most vulnerable seven days following exposure to repeated restraint stress, a period which coincides with increased anxiety-like behaviour in the elevated plus maze and changes to plasticity of BNST neurons. However, such behavioural changes cannot be recapitulated by PNN degradation, suggesting that PNN alterations are highly specific following stress. Altogether these experiments provide evidence of a relationship between stress and PNNs in the BNST and open an avenue for future research, which may one day inform discovery of novel therapeutics for anxiety disorders.Leverhulme Trus

Policy Learning and the Development of Renewable Energy Policy in the United Kingdom

Despite the UK’s abundance of renewable energy sources and the imperative for renewable energy to make a significant contribution to addressing the problems of climate change and fossil-fuel dependency, renewable energy capacity in the UK has developed slowly compared with some other EU states. The UK has introduced a succession of policies to promote renewable energy, but so far these have failed to meet national and EU targets. This signals the need for detailed examination of the reasons for these ‘failures’ and, in particular, the extent, nature and constraints on ‘policy learning’ within UK renewable energy policy. Policy learning has emerged in recent years as an innovative way of exploring the roles of knowledge acquisition and use in policy change. This study examines the contribution of policy learning to the development of UK renewable energy policy. It is argued that interpreting UK renewable energy policy development through the lens of policy learning yields fresh perspectives on why policies develop in certain directions and not others. In so doing, it critically examines problems caused by failings in policy learning and identifies options for the further promotion of renewable energies in the UK. The study distinguishes four different forms of policy learning: technical, conceptual, social and political. Little research has been conducted on the characteristics of these different learning types, the conditions under which they occur, the psychological, institutional and cultural factors that stimulate or constrain learning, and how they interact to shape policy change. The study utilises a qualitative methodology to analyse and explain changes in UK renewable energy policy over the past 20 years. The main methods employed are content analysis of policy documents (including legislative acts and instruments, consultations and select committee reports); and semi-structured interviews with key stakeholders from government, industry, NGOs, academia and the media. It is argued in the thesis that UK energy policy has tended to become ‘locked’ into low-level forms of technical learning because current government learning mechanisms do not challenge the parameters of existing policy and, thus, fail to stimulate broader processes of conceptual and social learning that might encourage more radical policy change. These forms of policy learning are particularly constrained by hierarchical institutional structures that hinder communication and learning between policy areas. Furthermore, the current style of policy making for renewable energy in the UK privileges the interests of incumbent energy companies, giving them the ability to filter or block new ideas that do not align with their commercial interests. Political learning was shown to operate alongside other types of policy learning and to take multiple forms but focused predominantly on political risk management rather than political innovation: thus, it tended to narrow rather than extend the parameters of debate. These findings were used to develop a model of policy learning in UK renewable energy policy. This was used to conceptualise relationships between different learning types, highlight specific barriers to policy learning, and illustrate dynamics of policy learning and change that might be extended to other policy areas and countries. Finally, it is argued that many of the barriers identified might be overcome by fostering more evidence-based policy making and learning mechanisms that engage with a broader range of stakeholders to stimulate more pluralistic government processes

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Policy learning and the development of renewable energy policy in the United Kingdom

Despite the UK’s abundance of renewable energy sources and the imperative for renewable energy to make a significant contribution to addressing the problems of climate change and fossil-fuel dependency, renewable energy capacity in the UK has developed slowly compared with some other EU states. The UK has introduced a succession of policies to promote renewable energy, but so far these have failed to meet national and EU targets. This signals the need for detailed examination of the reasons for these ‘failures’ and, in particular, the extent, nature and constraints on ‘policy learning’ within UK renewable energy policy. Policy learning has emerged in recent years as an innovative way of exploring the roles of knowledge acquisition and use in policy change. This study examines the contribution of policy learning to the development of UK renewable energy policy. It is argued that interpreting UK renewable energy policy development through the lens of policy learning yields fresh perspectives on why policies develop in certain directions and not others. In so doing, it critically examines problems caused by failings in policy learning and identifies options for the further promotion of renewable energies in the UK. The study distinguishes four different forms of policy learning: technical, conceptual, social and political. Little research has been conducted on the characteristics of these different learning types, the conditions under which they occur, the psychological, institutional and cultural factors that stimulate or constrain learning, and how they interact to shape policy change. The study utilises a qualitative methodology to analyse and explain changes in UK renewable energy policy over the past 20 years. The main methods employed are content analysis of policy documents (including legislative acts and instruments, consultations and select committee reports); and semi-structured interviews with key stakeholders from government, industry, NGOs, academia and the media. It is argued in the thesis that UK energy policy has tended to become ‘locked’ into low-level forms of technical learning because current government learning mechanisms do not challenge the parameters of existing policy and, thus, fail to stimulate broader processes of conceptual and social learning that might encourage more radical policy change. These forms of policy learning are particularly constrained by hierarchical institutional structures that hinder communication and learning between policy areas. Furthermore, the current style of policy making for renewable energy in the UK privileges the interests of incumbent energy companies, giving them the ability to filter or block new ideas that do not align with their commercial interests. Political learning was shown to operate alongside other types of policy learning and to take multiple forms but focused predominantly on political risk management rather than political innovation: thus, it tended to narrow rather than extend the parameters of debate. These findings were used to develop a model of policy learning in UK renewable energy policy. This was used to conceptualise relationships between different learning types, highlight specific barriers to policy learning, and illustrate dynamics of policy learning and change that might be extended to other policy areas and countries. Finally, it is argued that many of the barriers identified might be overcome by fostering more evidence-based policy making and learning mechanisms that engage with a broader range of stakeholders to stimulate more pluralistic government processes.EThOS - Electronic Theses Online ServiceGBUnited Kingdo