An appreciative inquiry to midwifery education in Aotearoa

Background: Education is a transformative process, that promotes both self and professional development, and has rewards and challenges (Griffiths, 2012). For women, choosing a career pathway that gives meaning and purpose is an integral element of their decision making (Elley-Brown, 2015). The themes from our literature review identify midwifery educators as helping to sustain the profession by inspiring others, and promoting self and professional development through higher education. The role of the educator is identified as highly relational and often assumes an advisory and mentoring role (Elly-Brown, 2015). Midwifery educators promote growth and development of the profession (Albarran & Rosser, 2014). When considering recruitment of students into midwifery as a profession and midwives into education, it was clear that this is strongly linked to internal drivers; these include the feeling of making a difference, inspiring educational role models, having particular attributes, and encouragement from others (Albarran, & Rosser, 2014; Crowther, Hunter, McAra-Couper, Warren, Gilkison, Hunter, Fielder, & Kirkam, 2016; Doherty, M, 2010; Elley-Brown, 2015; Gilkison, Pairman, McAra-Couper, Kensington, & James, 2016; Gui, Barriball, & While, 2009). The credibility and impact of midwifery teachers was explored by Fraser, Avis & Mallik (2013) who found that teachers were valued for their unique and crucial role in the support of student’s application of knowledge into practice. Briscoe & Clarke, (2018) also commented that midwifery education needs to be dynamic and responsive to societal changes, showing authenticity within a curriculum that is evidence-based and supports students to reach their full potential as a health professional. Reciprocity of relationship between women and midwives, midwifery colleagues, students and teachers are also valued (Crowther, Hunter, McAra-Couper, Warren, Gilkison, Hunter, Feilder, Kirkham, 2016). He aha te mea nui? He tāngata, He tāngata, He tāngata! What is the greatest thing? It is people, it is people, it is people

Charles William Dyson Perrins as a Collector of Medieval and Renaissance Manuscripts c. 1900-1920

The manuscript collection of Charles Dyson Perrins is well known among scholars, in large part due to the publication of an imposing and detailed catalogue by George Warner in 1920. Perrins has become associated with spending large sums of money on manuscripts and the account of his purchase of the Gorleston Psalter following a visit to a bookshop in search of something to read on the train is a legend of the trade. The first sale of his manuscripts after his death in 1958 achieved a record total. However, like most early twentieth-century collectors, Perrins’ catalogue only contains a selection of the manuscripts that passed through his hands. Reconstructing the larger collection therefore sheds light on the choices made in creating and publishing parts of his manuscript collection. Perrins began collecting manuscripts as an extension of his interest in early printed books and maintained a strong interest in late medieval and renaissance manuscripts. The influence of a small group of collectors and scholars, and in particular Sydney Cockerell, helped shape Perrins’ manuscript collection and publicise it through its use as the basis for the Burlington Fine Arts Club exhibition of illuminated manuscripts in 1908 and the creation of monographs on particular volumes as well as the 1920 catalogue. In contrast, only part of the printed collection ever received a published catalogue. Cockerell may also have been involved in Perrins’ decision to sell some of his manuscripts, anonymously, in 1907. These decisions have had significant consequences for the long-term ownership of and scholarship on these manuscripts, and provide a case study of the impact of early twentieth-century collectors on the development of the study of medieval books

The Western Manuscript Collection of Alfred Chester Beatty (ca. 1915–1930)

Alfred Chester Beatty and his wife Edith were amongst the last figures of a generation of London-based collectors who created major collections of medieval manuscripts between c. 1915 and c. 1930. In shaping his collection, Beatty benefitted from the advice and example offered by older collectors, in particular Sydney Cockerell and Henry Yates Thompson, and from the skills of those who worked in museums, notably Eric Millar. This period saw major developments in the study of medieval manuscripts. Much of this work was rooted in connoisseurship and concentrated on grouping books by region, artist and date. Trained by Cockerell and others, Beatty worked to develop connoisseurial skills in order to build a collection that could rival those in museums. The publication of catalogues of a selection of his books, and the sale of part of his collection in 1932-1933, helped to draw attention to the manuscripts that he considered to be of the finest quality. At the same time, the rejection of volumes from the collection, which were often never publicly linked to his name, helped to establish the collection’s reputation for excellence and to consolidate contemporary ideas about a canon of illuminated manuscripts that were to have an important influence on both twentieth-century collecting and scholarship

Leveraging natural language processing for comprehensive studies of science student projects

Student research projects are a crucial part of the Australian and New South Wales (NSW) High School Curriculum. In NSW, the extension science course offered for the Higher School Certificate is an example of an extensive project performed by students. The objective of the course is to provide students the opportunity to authentically apply scientific research skills. Extension science and related courses for high school students are commonly assessed through scientific reports submitted as a final summative assessment (Science Extension | NSW Education Standards, n.d.). This gives rise to large volumes of disparate data which can potentially be analysed for insights to improve science teaching and learning. Understanding these insights are especially important for priority groups to increase accessibility and equity and reduce academic attainment gaps in science. Previous research analysing student projects has been limited to studying small numbers of projects, due to the availability of data and the time taken for manual data analysis. This also limits analyses to single diversity variables, such as ethnicity (Carlone & Johnson, 2007). There is an opportunity to be realised in the data from student projects that may inform how teachers can better cater for the needs of students in various priority groups moving forward. This study outlines a method to address this research gap, by employing artificial intelligence (AI) capabilities, particularly natural language processing (NLP) techniques, to examine large sets of science high school students' final project reports such as those retained by student science fairs. A range of AI techniques have been evaluated to enable us to process and analyse sizable datasets to explore the rich information they contain. NLP techniques have been developed to classify and analyse projects along various dimensions, such as the alignment with the Field of Research (FoR) codes, the research themes. The dimensions identified will then be analysed and correlated with demographics relating to priority groups. These methods are informing the development of a reliable and repeatable AI-powered framework to analyse research themes, amongst other variables contained within science students’ final project reports. The goal of this framework is to inform the learning design of science projects to increase accessibility, student engagement and inclusion. REFERENCES Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237  Science Extension | NSW Education Standards. (n.d.). Retrieved 22 May 2023, from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/science-extension-syllabus

The Trade in Rare Books and Manuscripts Between Britain and America c. 1890-1929: Constructing Cultural Histories

This Element examines the trade in rare books and manuscripts between Britain and America during a period known as the “Golden Age” of collecting. Through analysis of contemporary press reports, personal correspondence, trade publications and sales records, this study contrasts American and British perspectives as rare books passed through the commercial market. The aim is to compare the rhetoric and reality of the book trade in order to assess its impact on emerging cultural institutions, contemporary scholarship and shifting notions of national identity. By analysing how markets emerged, dealers functioned and buyers navigated the market, this Element interrogates accepted narratives about the ways in which major rare book and manuscript collections were formed and how they were valued by contemporaries

The Purchase of the Life of St Cuthbert for the Nation: Art, History and Politics c. 1903-1920

This essay examines the circumstances in with a twelfth-century illuminated manuscript containing an account of the Life of St Cuthbert was acquired by the British Museum

THE ECONOMICS OF THE MANUSCRIPT AND RARE BOOK TRADE, ca. 1890–1939

The market for rare books has been characterized as unpredictable, and driven by the whims of a small number of rich individuals. Yet behind the headlines announcing new auction records, a range of sources make it possible to analyze the market as a whole. This book introduces the economics of the trade in manuscripts and rare books during the turbulent period ca. 1890–1939. It demonstrates how surviving sources, even when incomplete and inconsistent, can be used to tackle questions about the operation of the rare book trade, including how books were priced, profit margins, accounting practices, and books as investments, from the perspectives of both dealers and collectors

Financial viability of electric vehicle lithium-ion battery recycling

Economically viable electric vehicle lithium-ion battery recycling is increasingly needed; however routes to profitability are still unclear. We present a comprehensive, holistic techno-economic model as a framework to directly compare recycling locations and processes, providing a key tool for recycling cost optimization in an international battery recycling economy. We show that recycling can be economically viable, with cost/profit ranging from (−21.43 - +21.91) $·kWh(−1) but strongly depends on transport distances, wages, pack design and recycling method. Comparing commercial battery packs, the Tesla Model S emerges as the most profitable, having low disassembly costs and high revenues for its cobalt. In-country recycling is suggested, to lower emissions and transportation costs and secure the materials supply chain. Our model thus enables identification of strategies for recycling profitability

Protective Effects of Melatonin on the Skin: Future Perspectives

When exposed to hostile environments such as radiation, physical injuries, chemicals, pollution, and microorganisms, the skin requires protective chemical molecules and pathways. Melatonin, a highly conserved ancient molecule, plays a crucial role in the maintenance of skin. As human skin has functional melatonin receptors and also acts as a complete system that is capable of producing and regulating melatonin synthesis, melatonin is a promising candidate for its maintenance and protection. Below, we review the studies of new metabolic pathways involved in the protective functions of melatonin in dermal cells. We also discuss the advantages of the topical use of melatonin for therapeutic purposes and skin protection. In our view, endogenous intracutaneous melatonin production, together with topically-applied exogenous melatonin and its metabolites, represent two of the most potent defense systems against external damage to the skin.Part of this review was co-funded by the Spanish Ministry of the Economy and Competitiveness, the FEDER Regional Development Fund (nos. SAF2013-49019 and SAF2017-85903), the Charles III Institute (no. CB/10/00238), and the Economy, Innovation, Science and Employment Council of the Junta de Andalucía (CTS-101). JF and LM are FPU (Professional University formation) Fellows of the Spanish Ministry of Education, Culture and Sport