Reminiscences of peace and war,

Mode of access: Internet.

My day; reminiscences of a long life,

Mode of access: Internet.

Establishing a zone where technology innovation is supported

Learning technologies are now a ubiquitous force in the higher education sector however we continue to pursue more inventive ways to use them for teaching and learning. Many teaching academics that seek to be innovative do not have access to a supportive technology innovation zone. The aim of this study was to investigate the articulated staff development needs of academics involved in a faculty based technology innovation project and create the conditions that would cultivate innovation. The study sought to find out how academics perceived they might best be assisted through their technology innovation process so that participants’ needs were incorporated into planning. A questionnaire was used to elicit background information about the academics’ experience, skills and self diagnosed skill deficits in this context. Participants were also requested to provide information about how they thought they would best acquire the skills given their time and other resource constraints. A modified Delphi Technique was utilised to achieve some consensus on what academics required to support technology innovation. Complemented by an enabling and empowering team based approach, the academics were provided with an innovation zone to achieve significant goals for the project.

The Comedies of Aristophanes /

Each play has special t.p.

Aristophanous Eirēnē. The peace of Aristophanes. Acted at Athens at the great Dionysia, B.C. 421. The Greek text revised; with a translation into corresponding metres, and original notes.

Edited and translated by Benjamin Bickley Rogers.

Portraitures of Julius Caesar; a monograph

Mode of access: Internet.

Atlantis found, and other verse /

Poems.

The battle of Harlem Heights /

"Dr. Emmet's rejoinder, reprinted from the Magazine of History, January, 1907": [4] p. at end.

Nine Greek dramas /

The house of Atreus (Aeschylus) tr. by E.D.A. Morshead.- Prometheus bound (Aeschylus) tr. by E.H. Plumptre.- Oedipus, the king (Sophocles).- Antigone (Sophocles) tr. by E.H. Plumptre.- Hippolytus (Euripides).- The Bacchae (Euripides) tr. by Gilbert Murray.- The frogs (Aristophanes) tr. by B.B. Rogers.

Unlucky for Some : 13 poems by Roger McGough

Inspired by and featuring the poetry of Roger McGough (by permission of the author), Unlucky for Some is a spare, minimalistic work about homelessness, mental illness and class division performed entirely in slow motion. This multimedia work also utilised prerecorded and live feed video and music, and experimented with synchronous and asynchonous live and mediatised performance.

Tiede ja tutkijan sosiaalinen vastuu : Joseph Ben-Davidin, Roger Sperryn ja Knut Erik Tranøyn käsitykset tieteestä ja tutkijan sosiaalisesta vastuusta

Science and the Scientist's Social Responsibility. Joseph Ben-David's, Roger Sperry's and Knut Erik Tranøy's Views of Science and the Scientist's Social Responsibility The aim of the study was to investigate, whether or not there is any connection between Jewish sociologist Joseph Ben-David's, American neuroscientist Roger Sperry's and Norwegian philosopher Knut Erik Tranøy's views of science and views of the scientist's social responsibility. The sources of information were their writings concerning this topic. Ben-David has a classical view of science. He thinks that the Mertonian norms of scientific activity, first written in 1942, are still valid in modern science. With the help of these norms Ben-David defends the view that science is morally neutral. Ben-David thinks that a scientist has a limited social responsibility. A scientist only reports on the new results, but he is not responsible for applying the results. In any case Ben-David's ideas are no longer valid. Sperry has a scientistic view of science. According to Sperry, science is the source of moral norms and also the best guide for moral action. The methods of natural sciences "show" how to solve moral problems. A scientist's personal views of science and social responsibility are not important. However Sperry's view is very problematic on the ethical side. Tranøy stresses the scientist's social responsibility. A scientist has common norms with the society from with he or she comes. This is why a scientist has the right, and also the responsibility, to discuss social and ethical questions between science and society. Tranøy's view has some ethical and practical problems, but it is valid in principle. Finally, Ben-David's, Sperry's and Tranøy's views of both science and the scientist's social responsibility have a connection: the view of science corresponds to the certain view of scientist's social responsibility. The result of this study is: Ben-David's, Sperry's and Tranøy's view of science have an ethical starting point as its fundamental presupposition, which include certain views of scientific knowledge, good and the scientist's ethical responsibilities. The connection between Ben-David's, Sperry's and Tranøy's views of science and views of the scientist's social responsibility means that their views of epistemology, meta-ethics and the scientist's ethical responsibilities have a connection to their views of the scientist's social responsibility. The results of this study can help the scientific community to organize the social responsibility of a scientist and deepen the conversation concerning the scientist's social responsibility.

Alfonso Henriques y Roger II de Sicilia, dos vidas paralelas : de condes a reyes: una clave para la comprensión del nacimiento del Reino de Portugal

Resumen: Este trabajo busca comparar los dos procesos de independencia de los condados de Sicilia y de Portugal. Las similitudes y diferencias, como las estrategias comunes para alcanzar el reconocimiento de la Cristiandad como nuevos reinos, forman parte de este trabajo que parte del parentesco dinástico entre las dos casas de Hauteville y de Borgoña, desde finales del siglo XI y la primera mitad del XII.