Feature: the academic book of the future: practice-as-research by Rebecca Lyons

The Academic Book of the Future is a two-year project funded by the AHRC in association with the British Library, with a core Project team of academics from University College London and King’s College, London. The Project investigates the academic book and its possible futures, as well as its current and emerging contexts and communities. The Project has already published one output, The Academic Book of the Future, a Palgrave Pivot reviewed on LSE Review of Books, and has another currently in progress – an experimental BOOC (Book as Open Online Content) in collaboration with UCL Press. In this article, the Project’s Research Associate Rebecca Lyons reflects upon the two publications and the process of undertaking Practice-as-Research

The Academic Book of the Future: exploring academic practices and expectations for the monograph.

What does the future hold for academic books? Rebecca Lyons introduces The Academic Book of the Future, a two-year project funded by the AHRC in collaboration with the British Library in which a cross-disciplinary team from University College London and King’s College London explores how scholarly work in the Arts and Humanities will be produced, read, shared, and preserved in coming years, and investigates key questions around the changing state and modern contexts of the academic book

Examining the Impact of Error Encouragement on Training Outcomes

Error management training has been praised as an effective strategy for facilitating adaptive transfer. However, potential variations have not yet been examined to determine if an alternative format may be equally or more effective. As standard practice, error-related instructions in error management training encourage learners to make errors and to view these errors as learning opportunities. Also, an overwhelming majority of research on this topic has focused learner development of procedural computer software skills. The empirical literature provides little guidance in terms of the boundaries within which error management training is an effective training approach. The purpose of this research was to examine the relative effectiveness of a modified error management training approach for influencing adaptive transfer in contrast to both standard error management training and error avoidant training. The modified error management approach encouraged learners to do their best to avoid errors, but maintained traditional instructions to learn from errors. The effectiveness of these three training conditions for promoting adaptive transfer was examined in two studies. The first study applied the error strategies to a complex decision-making task, and the second study compared the strategies relative effectiveness for a fine motor skills task. Study 1 results indicated that both error management training approaches were associated with higher adaptive learning compared to an error avoidant training approach. Error management and the modified error management did not significantly differ. In Study 2, error management training and error avoidant training both demonstrated greater adaptive transfer than did the modified approach. The mediating roles of metacognition and emotion regulation were examined, but unsupported, in both studies. Implications for future research and organizational practice are discussed

Rebecca Ann Lyons and Dana LaNisa Jones in a Joint Senior Recital

This is the program for the joint senior recital of lyric-soprano Rebecca Ann Lyons and pianist Dana LaNisa Jones. Retha Kilmer accompanied Lyons. The recital took place on November 6, 1984, in the Mabee Fine Arts Center Recital Hall

The fate of minor alkali elements in the chemical evolution of salt lakes

Alkaline earth elements and alkali metals (Mg, Ca, Na and K) play an important role in the geochemical evolution of saline lakes as the final brine type is defined by the abundance of these elements. The role of major ions in brine evolution has been studied in great detail, but little has been done to investigate the behaviour of minor alkali elements in these systems despite their similar chemical affinities to the major cations. We have examined three major anionic brine types, chloride, sulphate, and bicarbonate-carbonate, in fifteen lakes in North America and Antarctica to determine the geochemical behaviour of lithium, rubidium, strontium, and barium. Lithium and rubidium are largely conservative in all water types, and their concentrations are the result of long-term solute input and concentration through evaporation and/or sublimation. Strontium and barium behaviours vary with anionic brine type. Strontium can be removed in sulphate and carbonate-rich lakes by the precipitation of carbonate minerals. Barium may be removed in chloride and sulphate brines by either the precipitation of barite and perhaps biological uptake

Social media platforms as complex and contradictory spaces for feminisms: Visibility, opportunity, power, resistance and activism

YesThis special issue on feminisms and social media is published at a unique point in time, namely when social media platforms are routinely utilised for communication from the mundane to the extraordinary, to offer support and solidarity, and to blame and victimise. Collectively, social media are online technologies that provide the ability for community building and interaction (Boyd & Ellison, 2007), allowing people to interact, share, create and consume online content (Lyons, McCreanor, Goodwin, & Moewaka Barnes, 2017). They include such platforms as Twitter, Facebook, YouTube, Tinder, and Snapchat among others

Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs

Teachers’ perception of self-efficacy may have a significant impact on their ability to accept the challenges inherent in including children with autism in their classrooms. The Nominal Group Technique (NGT) was used to identify perceived challenges and needs of 31 graduate students in a university course of which 14 of the 23 students were actively teaching in rural schools located in southeast Alabama. Five faculty members used the resulting NGT data to draft six recommendations for improving the teacher preparation program at Troy University