This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.\ud \ud Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1er cycle au sein de leur institution

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Jean Bourdichon (1457-1521) was an important French painter and manuscript illuminator of the late 15th century. To examine the evolution of Bourdichon's palette and technique over the course of his career, eight illustrations from three manuscripts (of the form known as a book of hours) dating from the early 1480s to 1515 were studied using Raman microspectroscopy in conjunction with X-ray fluorescence spectroscopy. Results reveal that Bourdichon routinely used complex pigment mixtures, employing over 12 pigments and colorants to achieve a variety of hues and subtle tonal effects. Moreover, Bourdichon's palette remained remarkably consistent throughout his career, with only subtle changes in his use of pigments. The pigments identified in Bourdichon's works in this study are typical of those found in 15th century manuscript illumination and include: vermilion, red lead, lead-tin yellow (type I), iron earths, malachite, copper sulfate, ultramarine, azurite, lead white and carbon-based black along with metallic gold and silver. Additionally, previously unknown as a manuscript pigment, bismuth black (granular elemental bismuth) was found in all of Bourdichon's works in this study. The discovery of bismuth black in Bourdichon's manuscript illuminations from a book of hours dating to the early 1480s may represent one of the earliest documented uses of this material as an artist's pigment.

The stability of scores over time of the GRE8 General Test verbal, quantitative, and analytical measures were studied using data from the self-selected group of repeaters. Overall, in these analyses the new-format GRE verbal measure demonstrated the greatest stability over time and the new-format analytical measure the least. EXECUTIVE SUMMARYIn October 1981 the Graduate Record Examinations Program introduced a new version of the General Test that differed from the previous version in three major ways. A change in timing was designed to reduce the speededness of the verbal and analytical measures and to allow the addition of several quantitative items. Although the content of the verbal and quantitative measures remained essentially the same, the analytical measure was significantly revised by deleting two item types that had shown a short-term (within test form) practice effect and a susceptibility to coaching. Also. the analytical measure was rescaled. In addition to these changes. the scoring for all three measures was changed from "formula scoring" (subtracting a fraction of the number of incorrect responses from the number of questions answered correctly) to "rights scoring" (counting only the number of questions answered correctly). Instructions to the examinees were correspondingly changed: Examinees were advised to answer every question.The purpose of this investigation was to examine the impact revising the format of the GRE~General Test had on the stability over time of the verbal, quantitative, and analytical scores. The investigation involved the use of scores from the self-selected group of repeaters who took the GRE General Test twice between October 1980 and June 1982. The intervals between administrations were either two, four, six, or eight months. These examinees can be divided into three groups: those who took the old-format test twice, those who took the new-format test twice. and those who took the old-format test first and the new-format test last. Some of the examinees who took the newformat test twice received the same edition of the test each time. Unless explicitly stated to the contrary. these same-edition repeaters were removed from all analyses.The following major findings were noted.• In general, the average score gain for repeaters taking the new-format GRE General Test twice is about 27 points on the verbal measure, 30 points on the quantitative measure, and 22 points on the analytical measure.• Large gains. 100 or more points, are most common on the analytical measure (16% of all repeaters), next most common on the quantitative measure (13% of all repeaters). and least common on the verbal measure (9% of all repeaters).• Large decreases, more than 100 points. are most common on the analytical measure (6% of all repeaters), next most common on the quantitative measure (2% of all repeaters), and least common on the verbal measure (1% of all repeaters).iii • Even after the lower reliability of the analytical measure Is taken into account, the variability of the difference s...

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