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THE training model to be discussed is based on an integrated set of manual and mechanised indexing systems, all handling the same body of information from a limited subject field. By extending the scope of the model's operations to include prior and subsequent activities like the selection and abstracting of the documents to be indexed, and the preparation and dissemination of material through the use of the indexes, the model may be used for a wide range of documentation training, principally at three levels: demonstration by the lecturer to the students; use by the students in the retrieval and dissemination of information; and development by the students through the selection and abstracting of documents, the indexing and storage of information and ultimately the use of feedback from the dissemination stage to improve the systems.

Through consultation with people living with dementia and carers, this paper aims to identify skills that patients and carers feel need to be developed in the workforce. This work is part of a project to develop competencies for the West Midlands dementia workforce.

People living with a dementia and carers were contacted through cafés, a carers' group and memory group, and two people contributed interviews to the analysis. All materials were analysed qualitatively using thematic analysis.

Feedback was received from 69 individuals. In total, six major themes were identified: knowledge about dementia, person centred care, communication, relationships, support and helping people engage in activities.

It is argued that people living with dementia and carers bring unique and valuable perspectives to an analysis of the skills of the dementia workforce, which grounds the required skills in the relationship between the worker and the person and family they are working with. This different emphasis needs to be considered and addressed throughout dementia training and education.

LIBRARIANS in Britain stand at the threshold of great possibilities. Having passed through the ages of the ecclesiastical library, the rich collector's private library, the academic institutional library, and the rate‐supported public library—all general libraries —they have reached the age of the special library. The next will be that of the co‐ordinated, co‐operative library service.

There is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be difficult both to teach and assess. This paper aims to describe a performance assessment method to assess and measure these skills in a uniquely concurrent way – the General Education Foundation Skills Assessment (GEFSA).

The GEFSA framework comprises a scenario/case describing an unresolved contemporary issue, which engages student groups in online discussions, and a task-specific analytic rubric to concurrently assess the extent to which students have attained the targeted foundation skills. The method was applied in three semesters – during 2016 and 2017. These students were non-native English speaking students in a General Education program at a university in the UAE.

Results obtained from the rubric for each foundation skill were analyzed and interpreted to ensure robustness of method and tool usability and reliability, provide insight into, and commentary on, the respective skill attainment levels and assist in establishing realistic target ranges for General Education student skill attainment. The results showed that the method is valid and provides valuable data for curriculum development.

This is the first method in published literature that directly assesses the foundation skills for General Education students simultaneously, thus providing educators with valuable data on the skill level of the students. Additionally, repeated use of the method is a valuable way of teaching skills.

The aim of this publication is to list the catalogues of the Department of Manuscripts which are in regular use. Catalogues which have been superseded by later publications are not normally included, since whatever their historical or bibliographical interest they are no longer everyday working tools. To save space in cross‐reference, the catalogues, etc., here listed have been numbered serially in Clarendon type, thus: 31. This numeration has no other significance.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.

Industry and academia around the world stress the importance of professional skills (also known as soft skills, generic skills, or transferable skills) so it is necessary to be able to assess students’ attainment of these skills. An innovative method was developed in the USA for assessment of these skills in an engineering program (Ater Kranov, Hauser, Olsen, & Girardeau, 2008); this method was based around student discussion of an open-ended, unresolved, discipline-related problem, held face-to-face and subsequently analyzed using a rubric. In the research project described here, the method was adapted for the United Arab Emirates by writing appropriate scenarios for computing students, by modifying the rubric and by running the discussion on an online discussion board. The primary aims were to determine the feasibility of adapting the method and to examine its suitability. The results of the study showed that the method can be adapted and employed very successfully with UAE students. This paper presents the method, its adaptation and implementation, and the results obtained.