The Day Roads Became Rivers: A GIS-Based Assessment of Flash Floods in Worcester

In the last 4 years Worcester, UK has been hit by several intense convective rainstorms, which caused flash floods outside of existing surface drainage networks. This paper addresses two questions related to such events: Firstly to what extent can the occurrence of flash flood flow accumulation can be determined using only commonly available data and tools, assuming the rainfall events caused mainly surface runoff due to their tropical intensity and the relatively impermeable urban catchment surface? Secondly, are the flood in-cidents in Worcester aggravated by roads serving as preferential flow paths under these conditions? The as-sessment results indicated that roads do not have an influence on the flow path of flash flood rainfall in Worcester. Flow accumulation calculated with a 10m DEM, corresponds well with reported flood incidents. This basic assessment method can be used to inform the implementation of non structural flood mitigation and public awareness.

Energy Management in UK Non-Domestic Buildings - a New Perspective to Provoke Reduced Carbon Emissions

Politicians, industry and the public generally accept the need for energy consumption to be cut to deliver climate change mitigation measures essential for us to avoid climate disaster. For non-domestic fuel users current energy policy has attempted to drive this through rational economic responses to energy cost pressures. This reliance on voluntary action has created an “Energy Inconsistency”, that is a marked difference between energy opportunities that have been proven technically viable, financially rational and retrofit feasible and those actually adopted. Other factors must therefore be involved to influence what appear to be simple carbon and cost saving opportunities. This paper presents a new approach to energy efficiency and consumption in non-domestic buildings, viewing attitudes and behaviours of building owners and users as the key driver of energy consumption. A new framework is proposed as a method to examine the impact of building ownership on the users’ and owners’ abilities to improve energy efficiency and consumption and identify opportunities to overcome the barriers inherent in these ownership structures.

Widening Access to Higher Education through Partnership Working

This chapter considers the policy and practice of partnership working amongst educational organisations and related service providers as a means of promoting social inclusion in higher education (HE). It draws on an empirical study of partnership working in an area of England which has low levels of participation in HE, consistently performs poorly in national measures of educational achievement, and contains pockets of severe economic and social deprivation. The empirical research focuses on the work of senior managers from seventeen organisations who formed a sub-regional partnership as a strategy to raise aspirations, widen participation in HE and promote social inclusion.

Virtual Worlds for Learning

This chapter examines four papers that have been influential in the use of virtual worlds for learning, but also draws on a range of other research and literature in order to locate virtual world learning across the landscape of higher education. Whilst there is sometimes a misconception that research into learning in virtual worlds is very new, the field began to develop in the late 1990’s and has continued since then. Typical examples of the first iterations of virtual worlds include Second Life, Active Worlds, and Kaneva, which have been available for up to 20 years. The second generation is currently being developed, examples being High Fidelity and Project Sansar. The chapter reviews the literature in this field and suggests central themes that emerge are: Socialisation; Presence and immersion in virtual world learning; Learning collaboratively and Trajectories of participation

The Design and Development of Educational Immersive Environments: From Theory to Classroom Deployment

Computer game technology is poised to make a significant impact on the way our youngsters will learn. Our youngsters are ‘Digital Natives’, immersed in digital technologies, especially computer games. They expect to utilize these technologies in learning contexts. This expectation, and our response as educators, may change classroom practice and inform curriculum developments. This chapter approaches these issues ‘head on’. Starting from a review of the current educational issues, an evaluation of educational theory and instructional design principles, a new theoretical approach to the construction of “Educational Immersive Environments” (EIEs) is proposed. Elements of this approach are applied to development of an EIE to support Literacy Education in UK Primary Schools. An evaluation of a trial within a UK Primary School is discussed. Conclusions from both the theoretical development and the evaluation suggest how future teacher-practitioners may embrace both the technology and our approach to develop their own learning resources.

A City's Toys: Theatre in Birmingham 1914-1918

This chapter provides a wide-ranging account of theatre in Birmingham, the UK’s second largest city. As a vital centre for the production of mass armaments and vehicles essential for the war effort, Birmingham was home to a rapidly expanding and socially diverse population. I show how theatres overcame wartime constraints to reflect that diversity with examples drawn from the popular entertainment provided by the city’s music halls, variety and melodrama theatres contrasted with the more decorous touring plays, musicals and spectacular home-grown pantomimes enjoyed at the prestigious Theatre Royal and Prince of Wales. The dogged attempts by the recently-established Birmingham Repertory Theatre to sustain an artistically and intellectually ambitious programme of new and classic drama also reveal a more complex response to the effects of war.

Shakespeare and the Re/Vision of Indian Heritage in the Postcolonial British Context

As part of the 2012 World Shakespeare Festival, the Royal Shakespeare Company staged a production of Much Ado About Nothing set in India. Shakespeare’s Messina in sixteenth century Italy was transposed to twenty-first century Delhi and with a company of actors who were all of Indian heritage. The casting of individual British Asian actors in mainstream UK productions of Shakespeare is no longer unusual. What was unprecedented here, however, was that not only was the entire cast ‘Asian’ but the director was not, as is standard practice, a leading member of the white British theatrical establishment. Instead the director, Iqbal Khan, is the son of a Pakistani father who migrated to England in the 1960s. I use the term ‘Indian heritage’ with great caution conscious that what began under the British Raj in nineteenth century India led through subsequent economic imperatives and exigencies, and political schism to a history of migratory patterns which means that today’s British Asian population is a complex demographic construct representing numerous different languages and cultural and religious affiliations. The routes which brought those actors to play imagined Indian Shakespeare in Stratford-upon-Avon in July 2012 were many and various. I explore in this chapter the way in which that complexity of heritage has been brought to bear on the revisioning of Shakespeare by British Asian theatre makers operating outside the theatrical mainstream. In general because of the social, economic and institutional challenges facing British Asian theatre artists, the number of independent professional companies is comparatively small and for the most part, their work has focused on creating drama which interrogates thorny questions of identity formation and contemporary cultural practices within the ‘new’ British Asian communities. Nevertheless for artists born and/or educated in the UK the Western classical canon, including of course Shakespeare, is as much part of their heritage as the classical Indian narratives and performance traditions which so powerfully evoke collective memories of the lost ‘home’ of their elders. By far the most consistent engagement with Shakespeare has been seen in the work of Tara Arts which was the first British Asian theatre company set up in 1977. The artistic director Jatinder Verma brings his own ‘transformed and translated’ heritage as an East African-born, Punjabi-speaking, English-educated, Indian migrant to the UK to plays as diverse as A Midsummer Night’s Dream, Troilus and Cressida , The Tempest and The Merchant of Venice. I discuss examples of Tara productions in the light of the way Shakespeare’s plays have been used to forge both creative synergies between parallel cultures and provide a means of addressing the ontological ruptures and dislocations associated with the colonial past.

The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

Monitoring Infection Risk for Air and Soil Borne Fungal Plant Pathogens using Antibody and DNA Techniques and Mathematical Models describing Environmental Parameters

Economic losses resulting from disease development can be reduced by accurate and early detection of plant pathogens. Early detection can provide the grower with useful information on optimal crop rotation patterns, varietal selections, appropriate control measures, harvest date and post harvest handling. Classical methods for the isolation of pathogens are commonly used only after disease symptoms. This frequently results in a delay in application of control measures at potentially important periods in crop production. This paper describes the application of both antibody and DNA based systems to monitor infection risk of air and soil borne fungal pathogens and the use of this information with mathematical models describing risk of disease associated with environmental parameters.

Genetic Modification of Disease Resistance: Fungal and Oomycete Pathogens

Development of recombinant DNA technology allowed scientists to manipulate plant genomes, making it possible to study genes and exploit them to modify novel agronomic traits. Here, we review the current and future potential of genetic modification (GM) strategies used to increase the resistance of plants to oomycete and fungal pathogens. Numerous resistance genes (R-genes) have been cloned, and under laboratory conditions, transgenic plants have given promising results against some important plant pathogens. However, only a few have so far been deployed as commercial crop plants.GMof plants to disrupt pathogenicity, such as by inhibiting or degrading pathogenicity factors, especially by necrotrophic pathogens, has also been exploited. The potential to engineer plants for the production of antimicrobial peptides or to modify defense-signaling pathways have been successfully demonstrated under laboratory conditions. The most promising current technology is genome editing, which allows researchers to edit DNA sequences directly in their endogenous environment. The potential of this approach is discussed in detail and examples where broad-spectrum resistance has been achieved are given.

Fungal and Oomycete Diseases

Fungal and oomycete pathogens are the causal agents of many important plant diseases. They affect crops that are staple foods for humans and livestock and are responsible for significant economic losses every year. This in turn generates a global social impact. Although fungi and oomycetes evolved separately, they share similar strategies and weaponry to attack plants. Here we review the challenges to global food security posed by these pathogens, current technologies used for detection and diagnostics, the latest understanding of pathogens' strategies to colonize plants, and current and future control measures. Genomic sequences of several important fungal and oomycete pathogens, as well as many crop plants, are now available and are helping to increase understanding of host–pathogen interactions. Recent developments in this field are discussed.