This entry describes the smart systems, digital services and Web 3.0 technologies that constitute Smart Libraries and Library 3.0, and explores the roles that virtual spaces and physical places have in this next generation of libraries. Key points include that the Smart Library and Library 3.0 are increasingly user-centric and focused on personalization and content creation as well as collections, and that physical library spaces are becoming much more informal and socially orientated but remain crucially significant. The entry concludes by considering implications of smart services and new digital technologies for library professionals and outlines some projections for the future.

In place of unidirectional transmission of information, discourse on feedback advocates approaches that are more dialogic and promote student agency. The design review is a signature feedback method in architectural education. Although the review's format involves verbal interaction between students and reviewers regarding the students' design projects, there are differing views over the extent to which it aligns with a dialogic feedback ethos. This study analyses the talk between students and reviewers during design review sessions, using four established potentialities for student learning in dialogic feedback and applying interaction analysis to understand the conversational exchanges taking place. The findings reveal that contributions by reviewers dominated the sessions. However, they also posed questions, were willing to listen and employed talk strategies that build trust. Students responded to questions, but rarely took the initiative in their session. In considering implications for learning, several strategies to curate more student-centred dialogue are identified, especially around ways that elicit students' engagement and nurtures their active reflection, critical thinking and feedback seeking, to harness latent interactional opportunities. These could apply to the design review or similar feedback methods based on student presentations.

Various aspects of power system flexibility are evaluated within the multi-country study framework of IEA Wind Task 25. Grid components and actions which have been adopted for enhancing flexibility in different areas, countries, regions are addressed, as well as how Transmission System Operators, Independent System Operators, Utilities intend to manage variable generation in their operating strategies. A visual assessment to evaluate the diversity of flexibility sources, called a “flexibility chart”, is further developed to illustrate several flexibility parameters (e.g., hydropower, pumped hydro, gas turbine, combined heat and power, interconnection and battery) in a polygonal radar (fan-shaped) chart. This enhanced version of the Flexibility Chart is an “at-a-glance” and “easy-to-understand” tool to show how to estimate the potential of flexibility resources in a given country or area, and is accessible for non-technical experts. The Flexibility Chart 2.0 is also a useful tool to compare the past and future flexibility of a system. Comparing the historical change of flexibility resources may not only be helpful to discuss energy policy in regions with high installed variable renewable generation, but also to contribute to the discussion in other regions where renewables have not been widely adopted yet.

Osteomyelitis in adult horses, often associated with trauma or iatrogenic infection following surgery, usually presents as a focal area of infected bone. Diffuse osteomyelitis, affecting both the cortex and medulla, along the full length of a bone is encountered less frequently and treatment of such infections is not well reported in horses. The 2-year-old Warmblood mare in this case was diagnosed with diffuse osteomyelitis affecting the 4th metacarpal bone with concurrent unicortical fracture of the third metacarpal bone following traumatic injury. Computed tomography (CT) aided diagnosis in this case, providing critical additional detail to that obtained with radiography and ultrasound. This case highlights the value of CT in the diagnosis of diffuse osteomyelitis. This is the first reported case of diffuse osteomyelitis caused by Clostridium perfringens in horses. Successful treatment in this case consisted of surgical debridement of the associated abscess, followed by systemic and locoregional antimicrobial therapies.

Energy production and consumption activities account for 76% of global greenhouse gas (GHG) emissions, according to the Historical GHG Emissions database by Climate Watch. Power and heat plants cause 42% of energy-related GHG emissions, while other sectors, like transport, other energy use in buildings, and industry, cause 22%, 8%, and 24% of energy-related GHG emissions, respectively.

The process and outcomes of the design studio are extensively communicated through visual means. However, notwithstanding such tangible manifestations of learning, design education is characterised by dialogue, the discussions in studio between tutors and students and between the students themselves. As such, it aligns strongly with socio-constructivism, where learning is co-constructed and negotiated through a social process of collaborative dialogue. This article evaluates the impact of the transition from studio-based encounters to virtual learning on a pedagogy that revolves around dialogic interaction, the dynamics of which arguably become distinctly different online. Utilising a combination of reflecting on teaching practices and research literature, this article explores the effects of a variety of signature elements on architectural pedagogy through which dialogic learning occurs, such as one-to-one tutorials (desk crits), group tutorials and design reviews (crits or juries). Socio-constructivism suggests that dialogue and co-construction are key processes for learning; the question is: was this effectively replicated in a virtual format? Post-lockdown, some institutions are retaining elements of virtual teaching alongside face-to-face through a blended learning approach. The article considers the implications of this for creative disciplines. In the return to face-to-face teaching after the prolonged hiatus created by the pandemic, some students have very little experience of studio culture; the article discusses the potential consequences and opportunities that this presents. Learning from the experiences of remote teaching during the pandemic, the article concludes by suggesting qualities that might be embedded within both physical and virtual creative learning spaces to facilitate more compassionate and engaging dialogic learning.

Increasingly, attention is being turned toward the actions of students in relation to feedback. This paper presents the outcomes of a questionnaire study researching what undergraduate and postgraduate architecture students perceive as the purpose of feedback, how they use feedback on their coursework, and what makes them more likely to act on it. An overarching theme in their conception of feedback's purpose was that of a guide for improving coursework and learning. Two key dimensions that facilitated use over the longer term were feedback being generative and informing their working methods. The study revealed students engaging in a range of strategies with both formative and summative feedback to prioritise their next work; these could form the basis of facilitating wider adoption of these methods across the student body. There were similarities, but also substantial differences, between how undergraduate and postgraduate students reported perceiving and utilising feedback, which may have impact on feedback provision to enhance uptake and use. Whereas undergraduate students saw feedback's purpose in terms of directing improvement, postgraduates were more likely to see their own role in the process. Postgraduates were more likely to question feedback's validity over the longer term.

Test systems are important tools and benchmark for power system research. Currently, there is a lack of standard test systems for modern transmission expansion planning (TEP) research, especially under high variable renewable energy (VRE) penetrations. This article describes a 38-bus test system named the HRP-38 system dedicated to TEP. “HRP” stands for high renewable penetration. The objective of establishing such a system is to provide a consistent platform for different TEP methods to be tested and compared. The test system considers high VRE penetration of more than 30% energy share, which will be an important feature in many power systems in the future. Both AC and DC candidate lines are given to provide sufficient transmission planning alternatives. The complexity of the test system is well balanced considering calculation tractability and the ability to test the performance of the TEP planning model. The network topology, generation mix and load characteristics are described in detail. Year-round time series of VRE (wind power and PV) output and load curves for each bus are provided to facilitate a detailed evaluation of the transmission grid configuration under high VRE penetration. Finally, four benchmark results with different optimization settings are provided for the HRP-38 system.

Pedagogic discourse on feedback has shifted away from teachers' actions towards how it is used by students to improve their work and learning strategies. In architecture programmes feedback occurs through a combination of methods; this paper presents the outcomes of a questionnaire study researching undergraduate and postgraduate students' perceptions of which they considered most and least useful, and how they could be enhanced. With increased attention on dialogic approaches to feedback, the study provides insight into students' views of the relative utility of several dialogic feedback methods. Key themes that emerged which affect feedback utility are the environment in which feedback takes place, feedback discourse and message content. Although the signature pedagogy is centred on verbal dialogue, the perceived value of that dialogue varied significantly; some methods were considered much more useful, others left students uncertain and seeking greater clarification within the feedback message. The study suggests contact time be considered qualitatively as well as quantitatively. Another significant finding is students' desire for more visual feedback, which may be salient to disciplines across the art and design subject area. Other implications for practice are discussed.

Developing students' evaluative judgement – the capability to make decisions about quality in their own work and that of others – is a key skill, one required both during their time at university and for lifelong learning in an increasingly uncertain employment landscape. This chapter critically appraises two strategies for nourishing such judgement that have been trailed in an undergraduate architecture programme and that are particularly suited to design-related disciplines: student peer review and using exemplar work as a medium through which to discuss standards and dimensions of quality. It is argued that nurturing evaluative judgement should be an explicit learning objective in higher education and not a tacit process where it is assumed that students will develop this capability through osmosis.

Purpose Community libraries now constitute a significant proportion of library provision in the UK; however, there is relatively little research on how the transfer to this model has affected those libraries and the wider balance of provision. The purpose of this paper is to broaden the discourse and understanding about the impact of changing libraries to community models. Design/methodology/approach The paper provides a qualitative evaluation of all the libraries transferred to community-managed models within a large city council region in the UK. Structured research visits were made to appraise each library. These are discussed in the context of published literature and data, both specific to the study area and nationally. Findings Transferring the management of libraries to community organisations is often reactive and perceived with negative associations. This study uncovers increases in use and diversification of services following transfer; however, support from the local authority and the previous experience of managing organisations are significant factors. The paper also reveals how the successful transfer of a library to a community organisation led to more being moved out of local authority control, but that the support they receive from the local authority can be inconsistent between them. Originality/value The paper provides a study of community-managed libraries across a large city council area, affording an in-depth understanding of their impact on overall provision over one region. It will be of value to those involved in library management and service provision at both local and strategic levels, including local authorities and community groups considering library transfer.

For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established framework of learning space principles. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design.

The growing popularity of digital media has led to a fundamental reevaluation of the role of libraries as they strive to maintain their relevance to their patrons' changing needs.This is having a significant impact on their design and space use requirements, including a reduction in the areas dedicated to book stacks.However, recent research suggests that the trend toward digital may be changing with a resurgence of physical media.Is there risk of losing the essential qualities that make libraries such distinct and appealing places as stacks are replaced by more informal spaces and increasingly diverse activities?This paper discusses trends in library design, investigates the long-term effects of adopting new activities, and considers the extent to which these should replace books.Referring to recent research on reading habits and to examples of contemporary library architecture, it cautions against the wholesale relegation or removal of physical books for a number of reasonsnot least because buildings evolve much more slowly than digital technologies and once adaptations are made they are likely to be long-lived.

Megalocytiviruses, such as infectious spleen and kidney necrosis virus (ISKNV), induce lethal systemic diseases in both ornamental and food fish species. In this study, we investigated an epizootic affecting Nile tilapia Oreochromis niloticus cultured in the US Midwest. Diseased fish displayed lethargy, gill pallor, and distension of the coelomic cavity due to ascites. Histopathological examination revealed a severe systemic abundance of intravascular megalocytes that were especially prominent in the gills, kidney, spleen, liver, and intestinal submucosa. Transmission electron microscopic examination revealed abundant intracytoplasmic polygonal virions consistent with iridovirus infection. Comparison of the full-length major capsid protein nucleotide sequences from a recent outbreak with a remarkably similar case that occurred at the same facility many years earlier revealed that both epizootics were caused by ISKNV. A comparison of this case with previous reports suggests that ISKNV may represent a greater threat to tilapia aquaculture than previously realized.

This chapter discusses how digital media are influencing the architectural design of libraries and the contribution they make towards the civic fabric of our towns and cities. It explores how digital media collections can change the way users occupy space within libraries, and what the broader implications of this are on library design, as well as the role libraries have as cultural buildings. Reference is made to new and refurbished libraries as well as a broad church of recent research. Several hypotheses for concepts in future library design are proposed.

Amphileptus branchiarum is a protozoan parasite of fish in North America, Europe and Asia. In North America (Arkansas) it usually occurs on the gills of cyprinids from July to October. It seldom causes disease epizootics but may be responsible for epithelial hyperplasia and cell displacement in branchial tissue.