Student Journey Work: the contribution of academic libraries to student transition and success -a review Scope and IntroductionThis review identifies and draws on accounts of recent practice (published within the last threefour years) which describe library innovations taking place nationally and internationally. Rather than an in-depth review the article identifies and explores notable examples of projects, services, and approaches that are extending the traditional function of the academic library. Consequently reports that focus on the entire student journey that also demonstrate an understanding of the complex nature of the student experience are included, whilst more traditional working is excluded -important though this is. Taki g a esea h i fo ed p a ti e perspective is fundamental to enhancing services (Weaver and Levy, 2008), and for accountability, (Haddow, 2010, 40), hence exemplars have been selected with this in mind. Interventions that span boundaries between professional services and pan-university for the benefit of student transition are a particular feature. The context and rationale for this approach is next outlined.Academic Libraries are facing unprecedented demands. The changing higher education (HE) environment, technology, (social media, mobile technology, ubiquitous internet) open access and global economic uncertainty is bringing opportunities and challenges of a scale not experienced previously. (Jubb, 2010;Harper and Corrall, 2011;Deiss and Petrowski, 2009; Nicholas et al, 2010; Gwyer, 2010, Weaver, 2012. The pace of change and the rising expectations of students from their university/college education has been well documented and has resulted in many innovations and in the UK, government legislation reforming student finance in 2010 (Great Britain, Browne, 2010) has led to a heightened sense of what really makes up the modern student experience and value for money in 2013. Student tuition fees in the UK of up to £9,000 per year, position students more as customers than ever before, placing students in more control over their experience; the student voice is being heard by HE policy makers, including academic librarians, which is in turn leading to new services and engagements.Higher education institutions (HEIs) in the UK were the subject of the influential Diamond Report published by Universities UK (the body representing all UK universities) in 2011. The report provides case studies of notable academic libraries who have used various methodologies to make efficiencies, (University of St Andrews -LEAN project), federal library services (University of London) and also made wide ranging recommendations for increasing shared services and further efficiencies in operations and services. (Universities UK, 2011). Coupled with increased internationalisation, marketisation and competition, universities and colleges are being run more like businesses than ever before with consequences and opportunities for academic library leaders. (Moropa, 2010).These changes are cultural, complex and far ...

A seminar and workshop were conducted to train students in the indications, techniques and hazards of common diagnostic and therapeutic procedures in general medicine. Cadavers were utilized to teach the techniques of thoracentesis, pleural biopsy, chest-tube insertion, bone marrow biopsy and aspiration, paracentesis, percutaneous liver biopsy and arthrocentesis. The use of cadavers was realistic and provided standardized instruction to each student. The method gave students an opportunity to become familiar with equipment, techniques, indications and hazards of each procedure prior to actual performance. It is readily adapted to a wide variety of additional procedures.

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. Editorial correspondence: as above Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the Learning Gateway -a case study AbstractThe paper will explore the relationship between the creation of a physical learning space and the changing conceptions of learning and teaching that are being instigated by a building, designed from the outset, with student learning in mind. The Learning Gateway has been created to support students and the development of a new curriculum as St Martin's reshapes itself in the context of the emerging University for Cumbria. At one level, this use of the "estate" and the "ICT infrastructure" as a way to combine physical and online environments is becoming more common in the sector; the Learning Gateway at St Martin's is indeed an example of such a new learning environment. However the above description conceals the complex change process that is at work and the new relationships that are emerging -some of which challenge the established cultures around pedagogy, learning and teaching support, and studentship. The College's Change Academy project has interfaced with the Learning Gateway's creation and is yielding new insights into changing conceptions and roles required to ensure that the Learning Gateway delivers its true potential. The implications for Library and Information professionals wishing to remain at the forefront of learning and teaching developments are explored.