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Across our global cities, a diverse range of plants and dietary ingredients nourish people and enliven tables, kitchens, markets, gardens, bodies, hearts, and souls. The global presence of nutritious, delicious and culturally significant foods -- such as amaranth, bitter melon, chayote squash, daikon radish, eddo, fenugreek, gongura, hakurei turnip, ivy gourd, jute leaves, kai lan, lady finger, Malabar spinach, Napa cabbage, okra, pak choi, quince, rakkyo, shiitake, tamarind, urad bean, verdolaga, winter melon, xa lach xoong, zucchini blossoms -- emerges from the lived histories, recipes, kitchens, and gardens of the world's migrants. The diversity of foods in our modern world is directly due to the cultures, histories, ecohealth actions, and growing spaces connected to migrants. Yet, the wider significance of the migrant foodscapes of global cities such as Toronto (Canada) and London (UK) for the Anthropocene era's food sovereignty, agro-biodiversity, community health, and sustainability, is yet to be fully understood. With over a billion people on the move, international migration and migrants constitute a continuing flashpoint for debate. In current public discourse, migrants are celebrated at times, but more often, blamed and stigmatized for social ills, particularly at times of perceived crisis. This is a crucial moment in world history, as global migration increases due to climate change and geopolitics, and as cities grapple with meeting Sustainable Development Goals. With this unique Canada-UK opportunity to mobilize and disseminate scholarship toward enhanced academic and public policy knowledge outcomes, this collaborative, transnational program will mobilize, synthesize, and disseminate interdisciplinary, community-based research on how migrant foodscapes, especially the ethnocultural food gardens and connected community socio-ecological actions of urban migrants, contribute to the sustainable development of global cities and communities. Ours is a culturally, linguistically, racially, and gender diverse Canada-UK team that works at the interdisciplinary intersections of food and environmental studies, cultural studies, area studies, health, and sustainability studies. Team members have extensive experience training students and emerging scholars in participatory research approaches, social sciences and humanities research methods, multi-media research and digital humanities, in mentoring toward professional networking, and in nurturing them in community-engaged activities. This grant will enable training and mentoring opportunities for numerous students, both those directly involved with knowledge mobilization, and those who indirectly benefit from its outcomes. Future leaders will benefit from this exposure to equity-driven social policy in practice, via the program's inclusive lens on diverse urban communities that are often invisibilized. This is a transnational opportunity for emerging scholars (Yue, Elton, Rohel) to collaborate internationally with senior/mid-career scholars (Bender, Pilcher, Sharma, Song). The team is formed by experts from multiple universities, including UCL, University of Toronto, Metropolitan University of Toronto and Durham University. Team members have a strong history of engagement on transdisciplinary scholarly collaborations, and in community partnerships toward public policy outcomes. Together, they leverage this knowledge synthesis opportunity on cultures and histories to train future generations for both countries, produce academic scholarship, foster future collaboration and diverse community ties.

Unmanned systems are growing fast, and there is an urgent need to improve the robustness and efficiency of such systems. Quadrotors are one prime example, which can be used in a variety of different domains. This includes infrastructure inspection, disaster management, search and rescue, precise agriculture, and package delivery. The government has shown a huge interest in autonomous vehicles. The release of the Future of Transport: rural strategy highlights the opportunities for drones to make deliveries in rural or isolated towns and to help reduce pollution. Furthermore, reports have shown the self-driving vehicle industry to be worth nearly £42 billion by 2035. Autonomous vehicles rely on highly accurate localization and mapping techniques which can be very difficult in cluttered and dynamic scenes. Dead-reckoning based methods which rely on previous estimates work in these scenarios but fall victim to propagated error which leads to inaccuracies in the long run. This has led to research in the loop closure which utilizes previously seen landmarks to re-localize the vehicle. The most common form of self-localization within autonomous vehicles comes from Simultaneous Localization and Mapping, which is a technique that utilizes detected landmarks and control inputs to estimate the position and orientation of the vehicle within a generated map. The assumption of static landmarks however still provides an issue within the previously mentioned dynamic environments, as static landmarks are needed to be filtered from dynamic landmarks. Dynamic-SLAM methods modify the existing method by providing this filtering technique but still lack robustness when dynamic objects fill up the majority of the environment. We hope to tackle this problem using data-driven approaches. Reinforcement learning has been shown as a viable solution for navigation within mapless and dynamic environments. We hope to train the reinforcement learning agent, through a series of simulation environments, the ability to navigate in a dynamic and cluttered environment using onboard camera depth sensors. Building on work already done but that would not have been able to take place during the PhD. An experimental quadrotor has already been developed and we hope to utilize this within Ryerson University's drone arena to validate the proposed hypothesis. The key outputs of this project will be the development of reinforcement learning techniques to navigate within a mapless environment to aid with the mapping process in a dynamic scene. This novel technique provides an alternative solution to the current advances in dynamic-SLAM. We hope that reinforcement learning-based techniques will improve dynamic-SLAM's ability to be utilized. Furthermore, such a technical solution can be easily applied to industrial applications and is supposed to, in practice, fill the gap between autonomous control and popular artificial intelligence techniques We believe that the proposed research brings the strength of robotics research from our partners in Canada to significantly improve the accessibility of AI techniques in autonomous robotics, and further strengthen the UK's role as the global leader in the creation of industrial autonomy solutions. Such a role aligns with the current UK research roadmap, with at least £800 million to ensure the UK can gain a competitive advantage in the creation of artificial intelligence and industrial autonomy.

AHRC: Natalie Ilsley: AH/L503903/1 This 3-month project will be realized at Ryerson University in Toronto, under the supervision of Professor Irene Gammel. The project aims to contribute to the study of trauma by using resilience as an analytical lens. It will offer theoretical and context-informed understandings of marginalized narratives by drawing on my expertise in the arts, humanities and the political sciences. The project will, therefore, generate fresh theoretical understandings of trauma and resilience thinking; facilitate analysis and enrich awareness of marginalized narratives as cultural and literary responses to global pandemics; and enhance the capacity for interdisciplinary research and collaborations in the UK and Canada. The expected outcomes are as follows: a co-written journal article, a virtual network for postgraduates and early career researchers, and a series of creative outputs.

CONTEXTEuropean health care faculties have embraced simulation as a new pedagogy, offering learners a safe environment to apply knowledge, advance their skills and reflect on clinical decision-making. In this pioneering stage the European focus was mainly on developing high-fidelity simulation using manikins in a laboratory setting with hands-on or in-person experience in a clinical scenario and a debriefing session.COVID-19 frequently suspends all hands-on teaching activities, including simulation. In the past months of “remote emergency teaching” little attention could be paid to a quick and sudden shift for hands-on simulation sessions. In this new era, a worthy online alternative needs to be offered to teachers and students to safeguard simulation pedagogy as critical educational component in practice-oriented curricula.OBJECTIVESENVISION is a two-year strategic partnership with the objective to build digital education readiness of European faculty and students in accessible online virtual gaming simulation to replace or supplement hands-on simulation activities. In close collaboration with educational experts and a digital technology provider a high quality, inclusive digital education methodology will be created and used safeguarding the best practice standards of simulation. PARTICIPANTSENVISION starts as a consortium of seven partners of five European Countries and one consortium of nursing faculties in partner country Canada. European educational experts-Arteveldehogeschool (AHS), Belgium, Ghent: University of Applied Sciences;-Andragoski zavod Ljudska univerza Velenje (AZ LUV), Slovenia, Velenje: adult education provider;-Universiteit Gent, (UGent), Belgium, Ghent: Research University;-Universitat Rovira I Virgili (URV), Spain, Tarragona: Comprehensive University;-Oulu University of Applied Sciences (OUAS), Finland, Oulu: one of the largest Universities of Applied Sciences in Finland.Digital technology provider-Joubel: company behind H5P, which makes it easy for everyone to create and share interactive content with a great user experience, both for content creators and content consumers.Partner Country: -The Ryerson, Centennial, George Brown Collaborative Nursing Degree Program, Ryerson University, Canada, Toronto: world leader in the development and research in Virtual Gaming Simulation.ACTIVITIESEnvision will implement two generations of virtual gaming simulation (VGS), to be used in remote, blended and in-class teaching. VGS is a web-based and open access educational resource providing an enjoyable and engaging learning tool that promotes clinical reasoning and knowledge acquisition and enhances self-efficacy. Technology requirements are low: an internet connection is the only requirement. In VGS standardized patients are used to act out simulated clinical scenario’s. Film clips provide realistic images of the clinical scene fortifying the fidelity of the simulation. These videos using live actors are combined with interactive gaming elements to heighten learner engagement.A VGS can be played anywhere and anytime with repetitive play facilitating skill development. The VGS-platform creates possibilities to integrate the other effective parts of simulation: pre-briefing and debriefing. In that context, a European digital technology framework will be created to integrate all the main components of prebriefing, scenario and debriefing in the VGS. Teachers and students will be supported in their digital education readiness for the use and creation of VGS by two guidelines for use and creation of VGS.METHODOLOGY As overall strategy, the Technological Pedagogical Content Knowledge (TPACK)-framework (Koehler & Mishra, 2006) will be used to share knowledge and create innovative solutions in this relatively new educational field. At the heart of the TPACK model, is the complex interplay of three primary forms of knowledge: Content, Pedagogy and Technology. We use this framework to assembly VGS-TPACK-teams who will use a train-the-trainer concept to become a champion in the use and creation of VGS.IMPACTOn its completion, ENVISION will have made the first European VGS on health care topics relevant for European health care education. This will be embedded in an open access educational resource with guidelines on the use and the creation of VGS, creating the term ‘ENVISION’ or ‘European Network on VIrtual Simulation Online’. VGS can replace or supplement the hands-on simulation activities as it can be used in remote learning and integrated in blended learning. ENVISION is supported by a strong north-south and west-east axis to cover dissemination and offer students international learning experiences from different health care settings in an era where learning mobility can be limited.