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This paper seeks to present recent work demonstrating the feasibility of Microbots' mobility in rough terrain. Microbots are a new search and rescue concept based on the deployment of teams of small spherical mobile robots. In this concept, hundreds to thousands of cm‐scale, sub‐kilogram Microbots are released over a search site such as collapsed building rubble or caves. Microbots use hopping, bouncing, and rolling to infiltrate subterranean spaces in search of possible survivors.

The feasibility of the Microbot mobility concept is evaluated through laboratory prototypes and mobility simulations.

Experimental studies have demonstrated the feasibility of using dielectric elastomer actuators (DEAs) to generate autonomous hops. High‐efficiency hydrogen fuel cells were shown to be able to power DEAs. Simulation results show that Microbots of proper diameter and hop height can successfully traverse very rough terrains.

The implication of this research is that small hopping robots are appropriate for certain search and rescue missions. The limitation of the research to date is that issues of control, path planning, and communication have not yet been addressed.

Key technologies of the Microbot mobility, that use high‐energy‐density micro fuel cells combined with low cost and lightweight DEAs, are feasible. These technologies have the potential to make a significant impact on the search and rescue robots.

These results suggest that a team of Microbots‐based DEAs and micro fuel cells can be a useful and effective tool for search and rescue operations.

In this chapter, I explore embodiment as a multi-modal pedagogy for teacher education. I begin with a theoretical exploration of the concepts of embodiment and embodied pedagogy across a range of cultural, philosophical and research traditions and their significance in considering powerful pedagogies for contemporary teacher education. I then go on to present a lived example of ‘the image of the images’ as a drama-based embodied pedagogy for pre-service teacher reflection. Drawing on my research in Australia with a group of pre-service teachers, I unpack the potential benefits of embodied reflection as a pedagogical strategy for engaging pre-service teachers in deep, collaborative reflection on learning to teach. Finally, I offer suggestions for adapting and applying this pedagogical approach across different teacher education contexts.

THE difficulty of obtaining information on the library laws of other countries and our own colonies has for long proved a stumbling‐block to students of librarianship in England; and it is for their benefit, and under pressure of a constant demand for this kind of information, that these imperfect notes are now printed. It is very difficult to keep this particular kind of matter up to date, and for any notifications of inaccuracies I shall be deeply grateful.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.

The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic.

An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms.

Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software.

Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

The purpose of this paper is to investigate the effects of choice on the development and maintenance of a fruit consumption behaviour and if behaviour change was underpinned by habit strength.

A 2×2×3 mixed model experimental design was used. The independent variables were pictorial cue and fruit consumption manipulated on two levels: choice and no choice, across three-time points: baseline, post-intervention (after two weeks) and follow-up (one week later). Participants (n=166) completed demographics, the self-report habit index and fruit intake at all three-time points.

All participants showed significant increases in fruit consumption and habit strength at post-intervention and follow-up. However, participants provided neither choice of cue nor fruit showed a significant decrease in consumption at follow-up.

Fruit consumption can be significantly increased with a relatively simple intervention; choice seems to have an effect on behaviour maintenance, providing no choice negatively effects behaviour maintenance post-intervention. This may inform future interventions designed to increase fruit and vegetable consumption.

The intervention that the authors designed and implemented in the current study is the first of its kind, where choice was manipulated in two different ways and behaviour was changed with a simple environmental cue intervention.

What a difference a few years make! In the fall 1982 issue of Reference Services Review I described forty reference monographs and serial publications on photography. That article concluded with these words, “a careful reader will be aware that not one single encyclopedia or solely biographical source was included…this reviewer could find none in print…A biographical source proved equally elusive” (p.28).

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.

Reviews recent interlending and document supply literature. Looks at the areas of aggregators, intermediaries, end users, statistics, e‐books, copyright, consortia, licensing and conventional issues.