Multispectral Recovery of a Fragment of Richard FitzRalph’s Summa de Questionibus Armenorum from University of Rochester, D.460 1000-03

Multispectral imaging—the process of obtaining image data from a range of both visible and invisible wavelengths—is a new frontier in medieval studies, raising the possibility of recovering damaged or palimpsested texts that have been illegible for centuries. In this paper we show the remarkable results of applying this technology to University of X, MS D.460 1000-003, a previously unidentified single-folio fragment that was gifted to the university in 1968. Formerly used as a limp vellum binding for a seventeenth-century volume, the text has become so worn that it is all but completely unreadable to the naked eye. The fragment has consequently received little scholarly attention prior to our investigation. Our team recovered nearly all of the lost text and identified the fragment as an excerpt from Richard FitzRalph’s Summa de Questionibus Armenorum. Although this text survives in 45 other manuscripts and fragments, our discovery is highly significant because the Rochester fragment is the only copy of any of FitzRalph’s works in a non-European collection. Moreover, the fragment, whose handwriting dates to no later than 1370, may be the oldest extant copy of the Summa by at least half a decade. We present the process of this discovery, our conclusions about the text, and the potential for multispectral imaging to unlock new information hidden in known but understudied fragments held in archival collections around the world

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

All's well that begins Wells: Celebrating 60 years of Animal Behaviour and 36 years of research on anuran social behaviour

The scientific study of frogs and toads as important systems in behavioural ecology traces its roots to an influential review published in this journal 36 years ago (Wells 1977a, ‘The social behaviour of anuran amphibians’, Animal Behaviour, 25, 666–693). In just 28 pages, Wells summarized the state of knowledge on important behaviours associated with anuran breeding and introduced an evolutionary framework ‘for understanding the relationship between social behaviour and ecology’ (page 666) that was largely lacking in earlier treatments of this group. Not only is Wells's review one of the most cited papers ever published in Animal Behaviour, it is also responsible for setting broad research agendas and shaping much of our current thinking on social behaviour in an entire order of vertebrates. As such, it is entirely appropriate that we honour Wells's review and its contributions to the study of animal behaviour in this inaugural essay celebrating 12 papers selected by the community as the most influential papers published in the 60-year history of Animal Behaviour. In our essay, we place Wells's review in historical context at the dawn of behavioural ecology, highlight the field's progress in answering some major research questions outlined in the review, and provide our own prospectus for future research on the social behaviour of anuran amphibians. Highlights ► This essay celebrates Kent Wells's (1977, Animal Behaviour, 25, 666–693) paper, ‘The social behaviour of anuran amphibians’. ► We place the article in historical context and outline its major contributions. ► We discuss progress on anuran social behaviour since its publication in 1977. ► We provide our own prospectus on the future of anuran behavioural ecology

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts