Search results

This chapter discusses how the authors, both faculty members who primarily instruct doctoral students, participated in a two-year faculty fellowship to build the internal capacity of university instructors to use anti-racist pedagogy within a unique undergraduate program at their university. The fellowship was organized as an action research study and evaluated using critical ethnographic methods. We explore and analyze the various ways that ethnographic methods allowed for inductive processing and contextualized sense-making by leveraging our insider perspectives. We were able to reveal hidden university dynamics through our critical reflections related to responses and processing of campus incidents of antisemitism, union protests, sexual assaults, and racism. We, the faculty fellows, facilitated professional development sessions anchored in an anti-racist pedagogical framework that would guide our pedagogical approach and introduced consultancy protocols and feedback surveys for instructors to receive additional support. These tools offered insights on how many instructors in the AUx program initiated pedagogical support and thought partnership from the fellows. In addition, the survey collected key information regarding the type of support that participants preferred to guide the facilitation of subsequent professional development sessions. Integrating ethnographic and action research strategies revealed a sobering understanding of the complex bureaucratic nature of university programs, particularly how they facilitate instructor recruitment, professional development, curriculum development, and affinity spaces.

The foundation collection of the printed books now forming the Library of the British Museum was that of Sir Hans Sloane. This comprised about 40,000 volumes. To it was added in 1759 the Royal collection, begun in the time of Henry VII and inherited by George II from his predecessors on the throne.

The experimental parliamentary subsidy on knights' fees and freehold incomes from lands and rents of 1431 was the only English direct lay tax of the Middle Ages which broke down. As such, this subsidy has a clear historiographical significance, yet previous scholars have tended to overlook it on the grounds that parliament's annulment act of 1432 mandated the destruction of all fiscal administrative evidence. Many county assessments from 1431–1432 do, however, survive and are examined for the first time in this article as part of a detailed assessment of the fiscal and administrative context of the knights' fees and incomes tax. This impost constituted a royal response to excess expenditures associated with Henry VI's “Coronation Expedition” of 1429–1431, the scale of which marked a decisive break from the fiscal-military strategy of the 1420s. Widespread confusion regarding whether taxpayers ought to pay the feudal or the non-feudal component of the 1431 subsidy characterized its botched administration. Industrial scale under-assessment, moreover, emerged as a serious problem. Officials' attempts to provide a measure of fiscal compensation by unlawfully double-assessing many taxpayers served to increase administrative confusion and resulted in parliament's annulment act of 1432. This had serious consequences for the crown's finances, since the regime was saddled with budgetary and debt problems which would ultimately undermine the solvency of the Lancastrian state.

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.

“WHAT a place to be in, is an old library! It seems as though all the souls of all the writers, that have bequeathed their labours to these Bodleians, were reposing here, as in some dormitory or middle state. I do not want to handle, to profane the leaves, their winding sheets… I seem to inhale learning, walking amid their foliage.” Thus wrote Charles Lamb, of the Bodleian Library, which is the largest library to bear the name of a private benefactor, and amongst British libraries, is second only in importance to the British Museum.

THE first library in connection with an English University was founded at Oxford by Richard d'Aungerville, better known as Richard de Bury, Bishop of Durham. At the time of its foundation it was considered one of the best collections of books in England. It was housed in Durham College—now Trinity—and the donor drew up copious rules for its management and preservation. It appears that this library was destroyed in the days of Edward VI.

GLASGOW was later by about one hundred and thirty years than some of the Scotch towns in establishing a printing press. Three hundred years ago, though Glasgow contained a University with men of great literary activity, including amongst others Zachary Boyd, there does not appear to have been sufficient printing work to induce anyone to establish a printing press. St. Andrews and Aberdeen were both notable for the books they produced, before Glasgow even attempted any printing.

THE following abstract in tabular form has been prepared by some junior members of the Islington Public Libraries staff for the use of candidates in Section V. of the Library Association Examination. It does not pretend to do more than set out the chief provisions of the various Public Libraries Acts in a clear manner, as an aid to the memorization of the principal powers and duties conferred upon library authorities. The whole of the Acts can be purchased through any bookseller for 1s. 4½d., and every student of librarianship is advised to procure them.