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The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.

The development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.

The instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.

TANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.

Several existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.

Students will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.

This research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.

Once more Christmas has come and gone and we are swinging away into the future under the auspices of the New Year 1915. Surely so dark, so dreadful a festive season cannot be recalled by any of us. Yet the unity of our peoples, the good comradeship of all classes of the community, the glad surrender of personal service and goods for the common weal, have given us heart to go forward, believing with stronger confidence than ever in the righteousness of our cause, and welding together of the various parts of our Dominions into an United Empire.

The Banff National Park is the most famous of Canada. The development of the recent years has been considered as to fast and to massive. The author analyses the key factors of success of the park development. He describes the new strategic park policy which takes into account the carrying capacity and the protection of the great nature and landscape.

The term “medical” will be interpreted broadly to include both basic and clinical sciences, related health fields, and some “medical” elements of biology and chemistry. A reference book is here defined as any book that is likely to be consulted for factual information more frequently than it will be picked up and read through in sequential order. Medical reference books have a place in public, school, college, and other non‐medical libraries as well as in the wide variety of medical libraries. All of these libraries will be considered in this column. A basic starting collection of medical material for a public library is outlined and described in an article by William and Virginia Beatty that appeared in the May, 1974, issue of American Libraries.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

The Third Annual Report of the Carnegie United Kingdom Trust, for the year ending 31st December, 1916, has just been issued, and we suppose is now in the hands of most librarians. It is a record of great and important activity which is being pursued on catholic and well considered lines. With what is the outstanding feature of the report, the attempt to revivify a purely English School of Music, while we welcome it gladly, we are not concerned, except in so far as it suggests the establishment of a large central lending library for music, which would lend copies to small choirs, orchestras and similar bodies, for trial and performance; and all librarians will be interested in the decision to publish, after the War, the church music composed in the Tudor and Elizabethan periods, which is being edited by the organist of Westminster Cathedral, Dr. Terry. A library edition will be printed five years hence to serve as a classical record, and the more important works will be printed in an inexpensive form for wider circulation. Anyone who has studied the history of music will know that in the Elizabethan period the English were the most musical people in the world, and this work will do much to establish that fact, and to inspire modern musicians, with all their present day resources, to develop on more distinctly national lines.

It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.

The Fortieth Annual Report of the National Central Library once again records a year of great activity in the various departments of the Library and continued expansion of the resources available by the addition of new names to the list of ‘outlier libraries’ and by wider international contacts.