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Abstract Public engagement with research (PEwR) has become increasingly integral to research practices. This paper explores the process and outcomes of a collaborative effort to address the ethical implications of PEwR activities and develop tools to navigate them within the context of a University Medical School. The activities this paper reflects on aimed to establish boundaries between research data collection and PEwR activities, support colleagues in identifying the ethical considerations relevant to their planned activities, and build confidence and capacity among staff to conduct PEwR projects. The development process involved the creation of a taxonomy outlining key terms used in PEwR work, a self-assessment tool to evaluate the need for formal ethical review, and a code of conduct for ethical PEwR. These tools were refined through iterative discussions and feedback from stakeholders, resulting in practical guidance for researchers navigating the ethical complexities of PEwR. Additionally, reflective prompts were developed to guide researchers in planning and conducting engagement activities, addressing a crucial aspect often overlooked in formal ethical review processes. The paper reflects on the broader regulatory landscape and the limitations of existing approval and governance processes, and prompts critical reflection on the compatibility of formal approval processes with the ethos of PEwR. Overall, the paper offers insights and practical guidance for researchers and institutions grappling with ethical considerations in PEwR, contributing to the ongoing conversation surrounding responsible research practices.

There is constant pressure on field archaeologists to be familiar with the core concepts of a diverse range of specialist disciplines. Soils and sediments are an integral part of archaeological sites, and soil and sedimentary analyses applied to archaeological questions are now recognised as an important branch of geoarchaeology. However, the teaching of soils in archaeology degrees is variable and many archaeologists complain they lack the confidence and skills to describe and interpret properly the deposits they excavate. SASSA (Soil Analysis Support System for Archaeologists) is a free-to-use, internet-based system designed to familiarise archaeologists with the concepts and possibilities offered by the scientific study of soils and sediments associated with archaeological sites. The aims of SASSA are: ◦To provide soils training specifically for archaeologists, suitable for either a university or workplace setting. ◦To provide a freely accessible soils and archaeology knowledge base for archaeologists working in either the office or the field. ◦To support archaeologists describing and interpreting soils in the field. ◦To enhance understanding of the types of archaeological questions that soil analysis can help to address. ◦To initiate dialogue between archaeologists, geoarchaeologists, and soil scientists in order to encourage the thoughtful application of soil analyses to archaeological questions. SASSA consists of two core components: a knowledge base and a field tool. The 'front-end' of the website is the knowledge base; this uses wiki technology to allow users to add their own content and encourage dialogue between archaeologists and geoarchaeologists. The field tool uses an XML data structure and decision-tree support system to guide the user through the process of describing and interpreting soils and sediments. SASSA is designed for use on both 'static' (PC) and 'mobile' (PDA and laptop) hardware in order to provide in situ field support as well as office-based 'reference book style' help. This article presents SASSA as a user might experience it, and discusses the computing technology used to construct the system.

Se recapitula la teoria de la autoridad de los enunciados en primera persona que el cartesianismo establecio ligando las bases del estudio de la cognicion con la filosofia y el razonamiento. Mostrando los limites que distintos autores han encontrado en esta tesis, el autor aboga de todos modos por la autoridad que el uso de la primera persona imprime a su lenguaje, tambien marcado por los factores sociales del lenguaje y otros elementos externos centrados en la cooperacion y rasgos culturales de los hablantes.