scholarly journals Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside

RSC Advances ◽  
2021 ◽  
Vol 11 (55) ◽  
pp. 34870-34897
Author(s):  
Eloise Bevan ◽  
Jile Fu ◽  
Mauro Luberti ◽  
Ying Zheng

The latest research and development in hydrothermal carbonisation (HTC) processes are reviewed and the feasibility of application to small towns in the UK is assessed.

RSC Advances ◽  
2021 ◽  
Vol 11 (54) ◽  
pp. 33938-33938
Author(s):  
Eloise Bevan ◽  
Jile Fu ◽  
Ying Zheng

Retraction of ‘Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside’ by Eloise Bevan et al., RSC Adv., 2020, 10, 31586–31610, DOI: 10.1039/d0ra04607h.


RSC Advances ◽  
2020 ◽  
Vol 10 (52) ◽  
pp. 31586-31610
Author(s):  
Eloise Bevan ◽  
Jile Fu ◽  
Ying Zheng

Hydrothermal carbonization: a great technology converting biomass waste to energy.


2020 ◽  
Vol 4 (2) ◽  
pp. 6
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin

<p>In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.</p><p><br />This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.</p>


2020 ◽  
Vol 27 (4) ◽  
pp. 6-38
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin

In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.


2021 ◽  
Vol 13 (24) ◽  
pp. 13817
Author(s):  
Erica Russell ◽  
Ian Christie

The crisis of climate disruption and shortcomings in top-down approaches has focused attention on the effectiveness of governance to achieve climate goals. New sub-national governance models such as business alliances, city networks and NGO coalitions have emerged; such institutional ‘re-making’ is often motivated by frustration at national inaction, and by a belief thatlocal actors offer an effective ‘bottom-up’ approach. Literature on the emergence of climate-led multi-level and polycentric governance focuses primarily on cities; the role of urban-rural counties and of the micro-level of local government, and the challenges and opportunities before them, is less well studied. This paper draws on work in progress in a study exploring progress, challenges and failings in UK climate governance across multiple levels of county-based government: Surrey, an area of towns, peri-urban districts and countryside, is offered as a case study, with a focus on micro-level action in small towns and parishes. We find that despite a lack of national government orchestration or sub-regional frameworks, climate action is occurring voluntarily at all levels of governance. However, the nature of action is variable and irregular and there is little evidence as yet to demonstrate effectiveness. A fragmented form of multi-level governance is observed, with limited upward flows of ideas and no indication of national interest in micro-local climate lessons and experience. We identify the importance of ‘wilful actors’ and the need for greater coordination, information- and knowledge-sharing networks to achieve effective institutional ‘remaking’ for climate action.


2018 ◽  
Vol 119 (1/2) ◽  
pp. 101-108 ◽  
Author(s):  
Maria Mawson ◽  
Amy C. Haworth

Purpose This paper aims to outline work to support the employability agenda in the Library at the University of Sheffield, set in the context of debates about the nature of employability, employability skills and information literacy in the workplace. Design/methodology/approach The paper starts with a brief review of literature on employability and student skills in the UK higher education sector, the place of information literacy as an employability attribute and information literacy in the workplace. It goes on to outline work done in the Library at the University of Sheffield to support the employability agenda. This includes the development of a commercial awareness workshop in collaboration with other services and the incorporation of student and alumni voices in an employability guide. Findings The literature reviewed highlights the differences between information literacy in the workplace and academia. This could present challenges and opportunities in promoting information literacy as an employability attribute. The case study highlights the benefits of working in collaboration with students and services beyond the library in the employability arena. Originality/value The approaches taken in Sheffield may be of interest to other institutions looking to develop support for the employability agenda.


2021 ◽  
pp. 1-16
Author(s):  
Anthony J. Culyer ◽  
Kalipso Chalkidou

Abstract Research and Development (R&D) in health and health care has several intriguing characteristics which, separately and in combination, have significant implications for the ways in which it is organised, funded and managed. We review the characteristics, some of which apply under most circumstances and others of which may be context-specific, explore their implications for the organisation and management of health-related R&D, and illustrate the main features from the UK experience in the 1990s.


2021 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.


2021 ◽  
Vol 8 (1) ◽  
pp. 205395172199040
Author(s):  
Nicola Jayne Bingham ◽  
Helena Byrne

In this contribution, we will discuss the opportunities and challenges arising from memory institutions' need to redefine their archival strategies for contemporary collecting in a world of big data. We will reflect on this topic by critically examining the case study of the UK Web Archive, which is made up of the six UK Legal Deposit Libraries: the British Library, National Library of Scotland, National Library of Wales, Bodleian Libraries Oxford, Cambridge University Library and Trinity College Dublin. The UK Web Archive aims to archive, preserve and give access to the UK web space. This is achieved through an annual domain crawl, first undertaken in 2013, in addition to more frequent crawls of key websites and specially curated collections which date back as far as 2005. These collections reflect important aspects of British culture and events that shape society. This commentary will explore a number of questions including: what heritage is captured and what heritage is instead neglected by the UK Web archive? What heritage is created in the form of new data and what are its properties? What are the ethical issues that memory institutions face when developing these web archiving practices? What transformations are required to overcome such challenges and what institutional futures can we envisage?


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