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In 2009 Tim Bussey and Lisa Saksida commercialised novel apparatus and control software for computer-automated behavioural testing of rats and mice, reducing the time and user-hours required to generate data; and yielding improved performance levels and opportunities for translation whilst also reducing variability. The apparatus is sold with a battery of purpose-designed cognitive tests that parallel those used to assess cognition in patients (e.g., CANTAB). This has had impact as follows: (1) sales: over 400 units; (2) preclinical research: because of its potential for translation of the tasks, the apparatus is influencing how pharmaceutical companies conduct CNS research; (3) spinoff industry: contract research organisations now include touchscreen-based cognitive assays in their services.
World-leading primate research by the `Origins of Mind' group led to the creation of the University's £1.6M `Living Links to Human Evolution' Research Centre, intentionally located in Edinburgh Zoo where it has pioneered unique public engagement and science education using a range of materials and activities. The research has thus impacted on: i) society and culture: since 2008, around 250,000 visitors per year have engaged with live, on-going science and multiple associated legacy resources and activities; ii) educational practitioners and school children, through classes in the Centre and internet teacher packs that integrate with Scottish Highers; and iii) commercial income to the Zoo.
We set up one of Britain's first online recording projects (www.harlequin-survey.org) to track the spread and study the effects of an invasive alien species (IAS), the harlequin ladybird. We used this as a model to develop a recording programme for other IAS (www.nonnativespecies.org/recording/). The main areas of impact are: (i) Informing conservation policy through collecting and analysing wildlife data (e.g. GB non-natives surveillance and monitoring system stemmed from our work; long-term trends data used to address Convention on Biological Diversity targets); (ii) Utilizing `citizen science' and (iii) Changing public attitudes to IAS (e.g. by engaging the public, changing the way that IAS are recorded; educating and training the public).