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Shifting Borders exhibits 'traces' of human mobility across millennia: of exploratory journeys, forced migrations, exilic arrivals at foreign lands and artistic schematizations of them based on memory and experience. The traces assume the form of maps, passports, photographs of people and locations, as well as actual diaries of movement produced by those who move or by institutions who regulate their movements. Crafted as a form of pilgrimage to these stories, the exhibition transcends binary understandings of hospitality as an inviolable norm and/or a secular pact conforming with the commercial rules of catering for strangers. Instead, the presentation of items in clusters produces variations of story-telling as a tribute to the presence of human otherness. Featuring styles of inscription and creative staging of particular mobility events, Shifting Borders showcases forms of movement vis-à-vis ('psychic centres'): homes and homelands, memories of uprooting but also the excitement of travel and exploration in and of unknown territories. The exhibition's simulation of such movements transforms artistic pilgrimage to a method of awakening conscience in regard to offering hospitality to others. The exhibition is hosted in the Parkinson Building, one of the heritage buildings of the University of Leeds, as part of the Brotherton Collections, curated by the University's Libraries. Its rhizomatic story-telling of imaginaries of movement and homemaking reflects the overlapping biographies of its physical location: Leeds as a multicultural city with diverse migrant, exiled and diasporic communities, but also one of the foremost creative cities in the United Kingdom, and the University of Leeds as a pedagogical hub that hosts very diverse student populations from around the world. [ABSTRACT FROM AUTHOR]

The history of British universities before 1945 remains poorly understood. In particular, the factors shaping new academic developments, especially in the humanities, are under-researched. This paper looks at the development of teaching and research in the Modern Languages at the University of Leeds during the First World War, a period that was pivotal in the creation of new departments and programmes in many universities. Using extensive archival sources, the paper examines the pressures that led to the creation of new departments and the interplay of local and national influences that stimulated such change. Tensions are identified, such as that between employers urging an emphasis on the spoken language necessary for trade and commerce, and an 'academic' perspective that favoured more linguistic study and work on literature or history. Other factors, such as funding issues, institutional leadership, links with other educational institutions, staffing and student recruitment are also considered. In conclusion, the paper sheds light not only on developments in the Modern Languages, but also on the working of universities in the first half of the twentieth century. [ABSTRACT FROM AUTHOR]

Inequalities in mental health treatment access and outcomes for minority ethnic and religious groups in the UK have been recognized for more than a decade; however, work to address these at an operational level is still emerging. In recognition of the need for culturally adapted therapies, researchers at the University of Leeds developed and piloted an adapted therapy for Muslim clients, based on behavioural activation (BA), an existing evidence-based psychosocial treatment for depression. Therapists and supervisors at Touchstone, Leeds have been trained to deliver the culturally adapted approach, which supports Muslim clients who choose to use 'positive religious coping' as a resource for health. This paper describes the key elements of the intervention and how it is being delivered in practice to increase service uptake and recovery in Muslim communities. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of the University of Leeds Italian Cinemas/Italian Histories (#ICIH) workshop held in Leeds, England on March 22-23, 2016. Particular focus is given to cultural critic Ruth Ben-Ghiat's keynote address on the weight of history in the Italian cinema. Other topics discussed at the workshop include coexistence of various temporalities in Italian immigration films and the link between historicity and historical films.

The article offers information on several events of the Royal Microscopical Society (RMS) from June to October 2013. It states that the UK Scanning Probe Microscopy (SPM) 2013 meeting will be held in Leeds, England from June 26-27. It mentions that the Electron Microscopy Summer School course will be held at the University of Leeds, in Leeds, England from July 8-12. It adds that the Flow Cytometry Course will be held at the University of York in York, England from September 16-20.

This paper looks at factors influencing the development of information literacy (IL) teaching within UK Higher Education (HE). It includes a review of recent literature on the current HE climate, curricula developments and the scope and breadth of IL. Using the experience at Leeds University Library as a case study, the paper outlines the development of a new strategy to deliver IL teaching and support to students. It describes the process of developing an academic skills strategy, which places IL within a broader range of academic skills, with the aim of contributing to the overall learning development of students. The case study describes the implementation of the strategy and the key stakeholders involved in this, including faculty team librarians , academic skills development officers and academic staff. The paper concludes that there were significant external and internal developments which had an impact on the direction taken by the strategy, specifically in embedding IL within an academic skills framework. In looking at the broad picture and by providing a case study from one of the few UK HE libraries to have progressed the academic skills agenda, it is hoped that the issues raised in the paper allow for reflection of the position of IL at the current time by all those involved in ensuring the acquisition of these skills by students. [ABSTRACT FROM AUTHOR]

This paper explores an approach to creating an online tutorial to support postgraduate distance learners in the School of Geography at the University of Leeds. The process used by the author, the faculty team librarian for geography, is described through the planning and design stages, to development and application, and finally evaluation and future uses of the tutorial. The aim of the tutorial was to provide a resource students could use to improve and develop their information literacy (IL) and academic skills, addressing the process of producing a written assignment, from planning, to selecting search tools and techniques, to reading and critical thinking, through to writing up and referencing. In planning and designing the tutorial, the content covered in the face-to-face workshop for postgraduate students on finding, managing and evaluating information was reviewed, and information on library support for distance learners added. To accommodate differing learning styles, and encourage learning by doing, activities such as drag-and-drop exercises, quizzes and videos were used. A learning technologist was consulted for advice on look and feel, navigation and techniques to improve interactivity. The tutorial was made available via the virtual learning environment (VLE) and students were encouraged by their tutor to look at the tutorial and fill in a short feedback survey. Obtaining qualitative feedback from students in an online environment proved challenging, and ultimately was a major limitation in providing a thorough evaluation of the tutorial. There were also difficulties in obtaining quantitative data on use of the tutorial. With little evidence of whether the tutorial had been helpful to students, or had enabled them to improve their IL skills, decisions as to its continuation had to be made based on feedback from academic staff and the perceived benefits, identified by library staff, of reusing the tutorial as a resource to support face-to-face workshops. While not every IL practitioner will have access to the software used (Articulate), or have the assistance of a learning technologist, the principles of developing online tutorial learning materials, the advice from the learning technologist, and the explanation of limitations and lessons learned will be of interest to any library professional or IL practitioner wishing to create online learning resources. [ABSTRACT FROM AUTHOR]

In 2009, a group of students and faculty from the University of Leeds created the Really Open University (ROU) in an effort to 'transform' the U.K. system of higher education; rather than 'reproducing] the elite of society', the ROU believes higher education must be open and accessible to everyone. Their answer to the austerity: Transform the university. Create an educational system that is free and open to all. Forty years ago across the Atlantic, a group of women with a similar vision started the Cambridge Women's School (CWS) in Cambridge, Massachusetts. The CWS turned out to be the longest-running US free school of its kind, and throughout its history, organizers strove to create a site for learning that reflected the interests and needs of a range of women. Wanting the School to provide a more inclusive and accessible education than the academe, the largely white, middle-class women who ran the CWS tried to attract local women of varying races, ages, sexualities, and education backgrounds. Despite this democratic vision, however, the CWS continuously struggled to attract a student body that was not largely white and middle-class. Why? What stunted the CWS's attempts at inclusivity? This paper explores these questions and asks how contemporary projects, such as the ROU, might learn from the 'coarse offerings' of the CWS, its uneven attempts to create inclusive educational experiences. [ABSTRACT FROM AUTHOR]

The article discusses the satirical poem "An allusion to Tacitus," by English poet John Wilmot, referred to throughout the article as Rochester due to his peerage title 2nd Earl of Rochester. A history of the publication of the manuscripts containing the poem is provided. The discovery of the satire in the Brotherton Collection at Leeds University in Leeds, England, and at the Beinecke Library at Yale University in New Haven, Connecticut is discussed. Ascriptions headed to the various manuscripts of the poem are described.

This article describes a training exercise in which students who are new to systemic practice but have some experience in therapeutic work in other modalities were invited to experience reflecting practice. The students were asked to follow a role-played therapy session by offering reflections on the connections felt to a 'family' member. The students stood beside the 'family member', reflected on the problems and accounted for the connections felt in terms of particular resonances felt. The students thus experienced a therapeutic use of self congruent with the reflecting team approach and the therapeutic position adopted in reflecting practice. [ABSTRACT FROM AUTHOR]

Context Although there are increasing numbers of studies of outcomes of high-fidelity patient simulators, few contrast their instruction with that provided by equivalent low-fidelity, inexpensive simulators. Further, examination of decays in learning and application (transfer) to real patient problems is rare. In this study, we compared the effects of training using a high-fidelity heart sound simulator (Harvey) and a low-fidelity simulator (a CD) on recognition of both simulated heart sounds and those in actual patients. Methods A pilot study with 10 students was conducted to show the feasibility of the methods and some evidence of modality-specific learning (the Harvey-trained group scored 72% correct on Harvey and 36% correct on CD test examples; the CD-trained group scored 60% correct on both CD and Harvey test examples). A main study was then initiated involving 37 Year 3 medical students from the University of Leeds. They received 1 hour of common instruction, after which one group received 3 hours of specific instruction on Harvey. The second group received 3 hours of instruction using a CD. Six weeks later, both groups were tested blind with real patients with stable heart sounds. Stations were observed by an examiner who scored communication skills and examination skills using 5-point scales. Results The Harvey-trained group was slightly but not significantly better than the CD-trained group at identifying heart sounds (3.11 versus 2.47, respectively; P = 0.06). However, there was no difference between the Harvey and CD-trained groups in diagnosis (2.94 versus 2.84, respectively), communication skills (18.9 versus 19.6, respectively) or examination skills (17.4 versus 17.5, respectively). Conclusions The study found little evidence that students trained with a high-fidelity simulator were more able to transfer skills to real patients than a control group. Although there was some suggestion that the Harvey-trained group was better at recognising heart sounds, there was no difference between groups in diagnostic accuracy or clinical skills. [ABSTRACT FROM AUTHOR]

The article relates the visit made by the practice development unit accreditation programme team of the Centre for the Development of Healthcare Policy and Practice at the University of Leeds in England at Glasheen Hostel and at the John Bermingham Day Centre in Cork, Ireland. It describes the pictures that hang in the hostel and in the day centre. Comments on the pictures are presented. The pictures were painted by Kathleen Mullane, with the help of her art therapist.

The article presents information on the School of History at the University of Leeds. It focuses on the school's reputation for promoting innovative research on the history of Northern England, and its publication of the journal "Northern History," beginning in 1966. Several contributions by faculty members to the study of Northern English history are described, including John Chartres' research on licorice and gin, and Malcolm Chases' studies of the Labour movement. Interdisciplinary initiatives which link aspects of local English history to broader demographic studies are also noted.

The author reflects on the conference in which he administered at the University of Leeds in England to generate an interdisciplinary dialogue between performance and literature scholars. He describes that the event turned out to be a great deal less interdisciplinary as the response from English scholars to submit papers wasminimal. Moreover, the conference turned out to be an intra-disciplinary snapshot of the state of theater and performance scholarship in Great Britain.

Universities are beginning to recognize that failing to engage with local communities can result in decreased public confidence, decreased credibility, and the slow uptake and implementation of research. This has led to significant interest in the concept and practices of public engagement, particularly within science. This article presents a case study of a biomedical public engagement project at the University of Leeds, United Kingdom. The authors discuss how the project has highlighted the barriers and facilitators to engaging the adult public with biomedical research and university communities. [ABSTRACT FROM AUTHOR]

The article highlights the manuscript in Leeds University Library Special Collections indexed as Brotherton Collection MS 29. It notes that the manuscript's most celebrated item is the "Anonimalle Chronicle, part of a long French prose history of Great Britain from Noah to 1381. It says that the history of the manuscript has been carefully studied, and as a result, historians found that the manuscript was written in St. Mary's Abbey, York in the second half of the 14th century.

The article reviews conferences including "Moving Image Archiving and the Academy," which took place on March 15, 2008 at the University of Leeds in Leeds, England, the annual Association for Recorded Sound Collections conference in Palo Alto, California, which took place from March 26, 2008 to March 29, 2008, and the "Strategies for Sustainable Access and Creative Reuse of Images and Sounds Online" conference, which was held in Amsterdam, Netherlands, from April 11, 2008 to April 12, 2008.

Abstract: The proposed article has been developed as a result of a research project funded by Marie Curie Programme and performed under the Economics, Policy and Appraisal Training Site in Institute for Transport Studies, University of Leeds. The article presents an analysis of the current charges for the use of rail infrastructure. The results of this analysis are used to evaluate the pricing principles and approaches to charging infrastructure costs in Bulgaria. The deficiencies of the existing infrastructure charging system are discussed and appropriate measures for their overcoming are outlined. The paper gives an outline for the way ahead and suggests a model for rail infrastructure costs estimation which will be developed on the basis of the opportunities for transferability of scientific methodology for infrastructure charging assessed according to the UNITE research project performed with participation of the ITS. [Copyright &y& Elsevier]

At the end of April 2004, the first author of this article gave a talk entitled Racial Conflict Revisited, as the Inaugural Public Lecture of the Racist Futures programme based in the Centre for Ethnicity and Racism Studies at the University of Leeds. In early July 2005, three young men caught a train from Leeds to London, where they were joined by a collaborator, and rapidly became the prime suspects in the 7/7 suicide bombings of the London underground and bus system. What, if anything, does the latter event tell us about the evolving pattern of conflict in the twenty-first century? In this analysis we seek to explore the complexities of ethnic and racial divisions in the contemporary global environment, looking backwards to the forces unleashed by the end of the Cold War, and forward to the probable challenges of the next two decades, that will undoubtedly be linked to the so-called "War on Terror". [ABSTRACT FROM AUTHOR]

Accessible summary • This paper is about a workshop held by researchers from the University of Leeds. • The researchers looked at one area to see if people were doing things about health that the Government said they should in Valuing People. • The research found out that there is still a lot of work to do in the area to meet these targets. People came to a workshop to talk about this. They thought that: • Learning disability services should lead the way and draw up a plan about what needs to happen. • People who run health services should make sure they set targets for GPs and hospitals that fit in with the plan. • Government should make sure that the targets they set for GPs also fit in with Valuing People targets. • This research is important because it can show what helps health services improve for people with learning disabilities and what gets in the way. Research at the University of Leeds has evaluated how well changes to healthcare proposed in the Government White Paper Valuing People ( Department of Health 2001 ) were being implemented in one locality and their impact on people with learning disabilities. The project had a developmental aspect and incorporated two workshops over the course of the study to disseminate preliminary findings. These were used to help key stakeholders evaluate progress and to inform discussions about what should happen next in the fieldwork area. This paper discusses recommendations from the first research workshop at which preliminary findings from the study were presented. The workshop involved health and social care providers and managers, people with learning disabilities, voluntary and community organizations. It gives an overview of local issues relevant to the White Paper health targets and highlights those that need to be resolved before these targets can be achieved. These issues are likely to be replicated in other areas of England and Wales and have implications for leadership, strategy, the allocation of resources and structures of accountability in health and social care agencies. [ABSTRACT FROM AUTHOR]

The article shares the author's insights on the effectiveness of Life Cycle module as an integrated and interactive learning for medical students at the University of Leeds in England. Life Cycle is a 10-week module which is part of the new medical curriculum for third year medical students. It sets out to explore the key events of life in the context of modern-day science. Its goals include helping students understand the basic mechanisms in reproduction, growth, development, ageing and death.

The article presents the experience of the author as faculty member of the Bacteriology Department of the University of Leeds' School of Medicine in Leeds, England. The discovery of several metabolic pathways complicated the work of the author as teacher of bacterial metabolism. The author had to design an integrated picture of metabolic pathways.

The article describes the experiences of the authors about community involvement in undergraduate medical education. The authors teach at the School of Medicine in the University of Leeds in Leeds, England. The School provides medical students to enhance their appreciation of the important social and cultural dimensions of health.

The article presents information about the partnership between the University of Bradford in Bradford, England, and the University of Leeds in Leeds, England, to widen the participation of students entering medical education. The University of Leeds has started a four-year Clinical Sciences programme with multiple entry and exit points. In the year 2001, forty seats in the MB/ChB course at Leeds were reserved for students transferring from a new Clinical Sciences course at Bradford.

Although English intellectual life frequently operates according to a story that stresses openness to ideals and thinkers from abroad, it is also the case that not all arrivals are equally welcomed. That was the fate that befell Zygmunt Bauman when he took up the Chair of Sociology at the University of Leeds in 1971. His first publication after his arrival was the English language translation of Klasa—ruch—elita: Studium socjologiczne dziejów angieskiego ruchu robotniczego, which had been originally published in Poland in 1960. The book was subjected to a hostile review by E. P. Thompson, and this paper seeks to understand the stakes of the attack. It is contended that Thompson's review, along with his Open Letter to Leszek Kolakowski, reflects quite how open English intellectual life can be. This essay consequently looks in two directions; it is a specific analysis of the early English reception of Bauman's work and also more generally a study of the parameters of the English intellectual idiom. [ABSTRACT FROM AUTHOR]