« As the French Book Seyeth »

Sir Thomas Malory’s Morte Darthur (Winchester MS, circa 1469 ; Caxton’s printing, 1485) is a late medieval English Arthuriad that persistently defers to the authenticity and authority of its French ancestors. In fact, Malory revels in such deference : no fewer than ninety-eight times he refers to « books » that he purportedly translates. Often he refers only to « the book », but when – thirty-nine times – he specifies the language or source of the book, it is, with only one exception, « the F..

Boom and chassis articulation joints

The primary goal of our design project was to develop articulation joints for the chassis and boom of the proof-of-concept lunar vehicle. This is an ongoing project and the work of previous student groups was extensively reviewed. Some of the ideas generated are variations of past proposals. Although the project is funded by NASA/USRA, it is totally a student design effort

Resourcing and recognition: Academics\u27 perceptions of challenges experienced embedding work-integrated learning in the curriculum

This paper explores academics\u27 perceptions of work-integrated learning (WIL) resourcing provisions and challenges at one institution to better envisage institutional support for WIL. The study draws on the WIL Curriculum Classification Framework to unpack how support and resourcing aligns to different modes of WIL. This study reports on the perceptions of 95 academics from a range of disciplines, teaching a variety of WIL activities. Findings are organized under core resourcing challenges: workload and recognition; developing WIL; administering and scaling WIL; sustainable management of industry relationships, and; other support requirements. Findings suggest mixed perceptions on WIL resourcing, space for more WIL integration in subjects, and consensus on the under-recognition of WIL work. Findings highlight the invisibility of academics\u27 efforts to embed WIL in curriculum, showing clashes in workload modelling and WIL practices. The study has implications for institutional WIL resourcing and recommends more coherent policies for recognition of WIL work

Operationalising the Recovery College model with people living with dementia: a realist review

© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/Objectives Post-diagnostic support is a significant factor for facilitating personal recovery following a diagnosis of dementia, but access is often inconsistent and insufficient. Recovery Colleges offer peer-led, co-produced courses that can support people to have meaningful lives and have been adapted for use in the context of dementia. A realist review was conducted to understand the application and sustainability of Recovery College dementia courses. Methods An iterative, five-step process combined literature published to 2023 with knowledge from stakeholders with lived and professional experience of dementia involved with Recovery College dementia courses (PROSPERO registration CRD42021293687). Results Thirty-five documents and discussions with 19 stakeholders were used to build the initial programme theory comprising of 24 context-mechanism-outcome configurations. Reoccurring factors included: attending to aspects of co-production and course delivery to ensure they promoted inclusion and were not compromised by organisational pressures; how stigma impacted access to course opportunities; and embedding personal recovery principles throughout course development to be relevant for people living with dementia and those who support them. Conclusion People struggling to reconcile their future alongside dementia need practical and emotional support to access and benefit from Recovery College dementia courses, ways to achieve this will be explored through a realist evaluation.Peer reviewe

Scholarly Communications Task Force Report to the Faculty Senate

Reports the work of the 2004/2005 Oregon State University Faculty Senate Task Force on Scholarly Communication. Report: Determines the current practices that impede an open and sustainable system of scholarly communication, citing data where necessary to substantiate the findings; 2. Determines actions that OSU faculty members, as authors, readers, reviewers, editors, society members, advisory board members and faculty members, who are dependent on scholarly communication for professional advancement, can take to contribute to an open and sustainable system of scholarly communication; 3. Determines a few of these actions that are likely to have the greatest positive impact towards creation of an open and sustainable system of scholarly communication; 4. Proposes a framework for communicating these findings to the OSU faculty.Keywords: Scholarly communication, Scholarly publishin