Phil Jones

Research paradigms are only starting to emerge in relation to art and design practice. Consequently, research design in this domain often employs perspectives and methods developed in other disciplines. This paper traces the development of a proposal that combines theories from cognitive linguistics with graphic design practice. It describes the resulting challenges to and transformations of my long-held assumptions and understanding about graphic design and the communication process. It also outlines the way in which semantic analysis (a method from cognitive linguistics) will be used in conjunction with different forms of visualisation--with visualisation used as a method to generate data for analysis as well as to present findings. Finally, it argues for an engagement by designers with conceptual metaphor theory and conceptual blending theory, as a way to facilitate reflection on design practice

Using state-of-the-art observational datasets and results from a large archive of computer model simulations, a consortium of scientists from 12 different institutions has resolved a long-standing conundrum in climate science—the apparent discrepancy between simulated and observed temperature trends in the tropics. Research published by this group indicates that there is no fundamental discrepancy between modeled and observed tropical temperature trends when one accounts for: the uncertainties in observations; and the statistical uncertainties in estimating trends from observations. These results refute a recent claim that model and observed tropical temperature trends “disagree to a statistically significant extent”. This claim was based on the application of a flawed statistical test and the use of older observational datasets.

The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to understand how to continue crucial research in schools and other learning communities. This article therefore focuses specifically on research ethics in educational and social science during the pandemic of 2020–2022. The research involved interviews and workshops with University College London (UCL) academics, professional staff and graduate students and encompassed those involved in reviewing ethics applications, researchers dealing with ethics in projects that continued despite disruptions caused by COVID-19, and successful research projects specifically designed to study the effects of COVID-19 in various contexts. The article discusses some of the crucial knowledge and practical experiences that were accumulated. The operational and epistemological lessons learned from this particular institution may have wider relevance to research ethics processes in higher education environments where academics and students are grappling with post-COVID-19 ethical dilemmas and inform broader debates about how research institutions can build institutional knowledge to improve practices of ethics review at the times of health emergencies in future. Our evidence points to the significance of inter- and multidisciplinary, collaborative approaches that flatten institutional hierarchies and to the crucial role played by professional staff. In addition, we argue that ethics review processes must be underpinned by critical debates about wider issues of unequal power relationships between research partners, the nature of knowledge production, ownership and utilisation. To enhance equity and epistemic justice in research practices, ethics education should be an ongoing integral part of research ethics within research institutions.