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As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area.

Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM).

A theoretical model is presented.

The theoretical model has still to be tested.

The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engagement lifecycle, students are more likely to be engaged and committed to completing an online course.

The paper uses existing theory to potentially improve completion rates on online courses.

The paper is original in that it combines existing socio-technical theory from the informations systems domain with that of educational pedagogy to inform good practice.

The chapter evaluates the value of practice-based teaching and learning on a UK postgraduate unit and describes the development of conceptual models for the student practice-based experience.

Student experience is explored through the use of an in-depth case study. Student understanding is explored through an exit survey of students.

Student experience of the unit was positive and negative. Positive experiences stem from good client communications, a motivated student team, and the buzz of a real project. Positive experiences appear to lead to a perception of pride in outcomes and personal transferrable skills. Negative experiences stem from the lack of life experience, language difficulties, client unavailability, lack of subject knowledge, and literature gaps which left students feeling ill-equipped to deal with the international group context. Negative experiences lead to stress and poor group development.

The study is based on a single simple case. The methodology has sought to reduce problems with internal validity and bias. The data collection and analysis methods are repeatable and we encourage other academics to test our conceptual models and conclusions.

Conceptual models for positive and negative experience are proposed.

The study suggests there is a balance to be sought between providing a positive student experience and practical learning. Practice-based learning adds significant value to the student in terms of improved understanding of hard and soft tools, but may need to be based upon positive and negative experience.

Aslib is most fortunate this year to have secured the services as President of Sir Lindor Brown, Waynflete Professor of Physiology in the University of Oxford and Biological Secretary of the Royal Society. It will be remembered that Sir Lindor gave the opening address at the International Conference on Scientific Information held in Washington in November 1958, and that he has been Chairman of the Consultative Committee for the National Lending Library for Science and Technology since its formation.

Before leaving the subject of the relations of the Public Analyst to the Medical Officer of Health it is desirable to refer to a matter which sometimes gives rise to difficulties and to disagreements between the two officers. Apparently by a legal oversight the duty of looking after the water supply of a district is allotted to the Medical Officer—but there is nothing to show in what way and to what extent he is to be personally occupied in carrying out this task. It also happens that water is specifically excluded from the scope of the Sale of Food and Drugs Acts, and, in view of these circumstances, some Medical Officers have adopted the idea that their duties are not to be limited to administrative work in this connection, but that it is also incumbent on them to make the necessary analyses; while in other, and perhaps more frequent instances the local autherities, particularly in country districts, deliberately place that burden on the shoulders of the Medical Officer when arranging the conditions of his appointment.

The modern human rights movement, like American bioethics, was born from the devastation of World War II. The multinational trial of the major Nazi war criminals at Nuremberg following World War II was held on the premise that there is a higher law of humanity (derived from natural law rules based on an understanding of the essential nature of humans), and that individuals may be properly tried for violating that law. Universal criminal law includes crimes against humanity, such as murder, genocide, torture, and slavery. Obeying the orders of superiors is no defense: the state cannot shield its agents from prosecution for crimes against humanity.

THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties. Anything that Mr. Jast has to say is said with originality even if the subject is not original; his quality has always been to give an independent and novel twist to almost everything he touches. We think our readers will find this to be so when he touches the important question of “The Library and Leisure.”

This chapter draws on qualitative data and observations from a range of projects seeking to use football to support mental health recovery. The authors conceptualize recovery as a fluid ongoing process that while supporting individuals to manage and deal with mental illness, may not result in the reduction or remission of clinical symptoms.

The research discussed in the chapter is drawn from interviews with male participants aged 18–40 years, who participated in four different football and mental health projects.

The chapter outlines three key ways in which participants perceived that football contributes positively to their recovery. Participants discuss football as providing a “safe space,” free from stigma, and as a setting where they can develop productive and engaging social relationships with medical professionals, support staff, coaches, and peers. Finally, they perceive football as a context in which they can begin to rework and redefine their identities, to move away from identities constructed around illness and vulnerability.

The chapter concludes by considering both the value and limitations of football as a mechanism for supporting recovery.