Gotowa bibliografia na temat „University of Louisville (Belknap Campus)”

Abstract Statistical modelling procedures (feature selection in conjunction with multiple linear regressions) were applied to determine the performance of a suite of stormwater green infrastructures (GIs) installed at the Belknap Campus of the University of Louisville. Two separate multiple linear regression models (MLRMs) were developed and calibrated to estimate the reductions of the flow regime parameters (flow volume and peak flow rates) within the down-gradient combined sewer system (CSS). The developed MLRMs showed that wet-weather-related CSS flow was mitigated post implementation of the stormwater GIs. At the down-gradient combined sewer flow-monitoring site, the average reduction rates of flow volume and the peak flow were estimated to be 22 and 63% per rainfall event, respectively. Unlike the black-box nature of most machine-learning techniques, the MLRM has the advantage of showing the unique statistical relationship between the rainfall features and the investigated CSS flow parameters. The results from this study indicate that proper statistic modelling can be applied effectively to evaluate the hydrological performance of stormwater management practices when lacking instrumentation and having limited drainage or sewer information.

While state and local governments are required to complete a Hazard Mitigation Plan under the dictates of the Disaster Mitigation Act of 2000 (DMA 2000), universities are not required by that law to perform a similar planning and mitigation activity. FEMA's Disaster Resistant University (DRU) program was intended to encourage and promote mitigation among institutions of higher learning. The University of Louisville received a DRU planning grant under the second, and what was to be the last round of grants, of the program, as it was phased out as a designated set-aside of planning and mitigation funding for universities. This paper describes the University of Louisville approach to creating a University Hazard Mitigation Plan and the unique elements of conducting a risk assessment and vulnerability analysis for the campus that mirrors similar efforts in state and local hazards planning. The project has been a collaborative effort on the part of the practitioner unit on campus responsible for day-to-day emergency preparedness and safety (the Department of Environmental and Health Safety) and one of the university's research units, the Center for Hazards Research and Policy Development (CHR), an active research unit performing theoretical and applied hazards research projects at the local, regional and national level. The project has been successful in creating a method of risk assessment and classifying the exposure of structures and population. Key challenges have been access to data from various sources within the university and the ability to assess structural integrity from existing building inventory data. This paper concludes by identifying the need for meaningful risk assessment and more robust exposure models, and further suggests research issues that if addressed, would improve university disaster resilience.

Thomas Verner Moore (1877-1969) was one of the most prominent Catholic psychologists and psychiatrists of the first half of the 20th century. Born in Louisville, Kentucky, to a Presbyterian father and a Catholic mother, and raised as a Catholic, he entered the Congregation of the Missionary Priests of St. Paul the Apostle—the order called the “Paulists”—in 1896 and was ordained in 1901. The Paulist novitiate, located on the campus of the Catholic University of America, founded in 1887, provided Moore with the opportunity to study the “new psychology,” that is, experimental psychology, with Edward Aloysius Pace (1861-1938), who was a priest, a psychologist, and a Thomistic philosopher of renown. After Moore earned a doctorate in psychology in 1903 under Pace, he studied with Wilhelm Wundt, a leading light in experimental psychology, in Leipzig. Moore began teaching at the Catholic University in 1910. He met with the psychologist Lightner Witmer to discern how to establish a child clinic. To do so, he needed an MD, and he returned to Germany to study with Emil Kraepelin, the “grandfather” of the DSM. He also studied with Oswald Külpe, another leading experimentalist. The outbreak of World War I cut his stay short. Upon his return to Washington, he completed an MD under Adolf Meyer, at Johns Hopkins University. Moore then opened a clinic at Providence Hospital, Washington, in 1916. He served in the Armed Forces in World War I as a psychiatrist. In the 1920s, he left the Paulists and established a Benedictine Abbey, St. Anselm's, in Washington. He was a friend of Charles Spearman, who developed factor analysis, and Moore did statistical studies, including those investigating psychiatric categories. He taught several generations of graduate students, many of whom went on to establish psychology departments at Catholic colleges. When he retired from teaching, he entered the Carthusian order. He died in Spain in 1969.

Abstract A regional campus graduate communicates in this piece her experience during the initial period of the COVID 19 pandemic. Her words highlight the importance of the “sense of place” that is the unifying theme of this rural regional campus.1 She worked 3 years in our college rural scholar program and ultimately wrote the best summary of the community aspect of this experience.2 She then completed our prematriculation and preclinical programs, and graduated from our clinical campus in 2015. She then completed an OB/Gyn residency at Geisenger, and returned home to practice, where she serves as a key faculty for our clerkship. William J. Crump, M.D. Associate Dean, University of Louisville SOM Trover Campus

Purpose The purpose of this study is to use the optimization modeling method to explore whether there is an ideal arrangement of course enrollments that can yield optimal parking demand and supply on college campuses. Design/methodology/approach Using the University of Louisville as a case study, this study deploys a three-step analytical process to examine the correlation between parking demand and course enrollment, estimate parking demand based on course enrollment with regression analyses and embed this estimated relationship in an optimization model that minimizes on-campus parking demand and supply. Findings The correlation analyses suggest significant correlations between course enrollments and on-campus parking. The correlation patterns are different between students and university employees. The optimization results indicate that coupling parking supply and course scheduling decisions can reduce parking supply by 30%. Originality/value Voluminous studies on sustainable campus transportation have focused on transportation demand management strategies. The relationship between course-scheduling and parking demand was not explicitly accounted for in most studies. This study's results reveal that parking demand on campus depends on the number of courses offered across time. Thus, factoring and optimizing course schedules in campus parking decisions remains a viable and essential option to reduce on-campus parking demand.

Background: The University of Louisville School of Medicine is the pilot site for the eQuality project, an initiative to integrate training for providing care to lesbian, gay, bisexual, and transgender (LGBT) patients into the standard medical school curriculum. Inspired by and in support of this School of Medicine initiative, Kornhauser Health Sciences Library staff have developing our own initiative. Because of past and current lack of competent provider training and the resulting need for patients to be knowledgeable self-advocates, however, our initiative was broadened to include the goal of providing LGBT individuals in our communities—both on campus and in the broader public—with the resources and tools that they need to access information about their own health.Case Presentation: This paper describes the development of that twofold initiative and the tangible methods used in its implementation, including collection development, interdepartmental collaboration, electronic resource guide creation, and community engagement through outreach.Conclusions: Outcomes of the initiative to date will also be discussed, along with plans for further development.

Domeier, Norman / Christian Mühling (Hrsg.), Homosexualität am Hof. Praktiken und Diskurse vom Mittelalter bis heute (Geschichte und Geschlechter, 74), Frankfurt a. M. / New York 2020, Campus, 401 S. / Abb., € 39,95. (Martin Dinges, Stuttgart) Hengerer, Mark / Nadir Weber (Hrsg.), Animals and Courts. Europe, c. 1200 – 1800, Berlin / Boston 2020, de Gruyter Oldenbourg, VII u. 434 S. / Abb., € 89,95. (Stefano Saracino, Jena / München) Baumann, Anette / Alexander Jendorff / Frank Theisen (Hrsg.), Religion – Migration – Integration. Studien zu Wechselwirkungen religiös motivierter Mobilität im vormodernen Europa, Tübingen 2019, Mohr Siebeck, VIII u. 312 S. / € 54,00. (Bettina Braun, Mainz) Dirmeier, Artur / Mark Spoerer (Hrsg.), Spital und Wirtschaft in der Vormoderne. Sozial-karitative Institutionen und ihre Rechnungslegung als Quelle für die Sozial- und Wirtschaftsgeschichte (Studien zur Geschichte des Spital-‍, Wohlfahrts- und Gesundheitswesens, 14), Regensburg 2020, Pustet, 308 S. / Abb., € 34,95. (Peter Rauscher, Wien) Raffa, Guy P., Dante’s Bones. How a Poet Invented Italy, Cambridge / London 2020, The Belknap Press of Harvard University Press, VIII u. 370 S. / Abb., $ 28,95. (Arne Karsten, Wuppertal) Backes, Martina / Jürgen Dendorf (Hrsg.), Nationales Interesse und ideologischer Missbrauch. Mittelalterforschung in der ersten Hälfte des 20. Jahrhunderts. Vorträge zum 75jährigen Bestehen der Abteilung Landesgeschichte am Historischen Seminar der Albert-Ludwigs-Universität Freiburg (Freiburger Beiträge zur Geschichte des Mittelalters, 1), Ostfildern 2019, Thorbecke, 268 S. / Abb., € 28,00. (Bernd Schneidmüller, Heidelberg) Page, Sophie / Catherine Rider (Hrsg.), The Routledge History of Medieval Magic (Routledge Histories), London / New York 2019, Routledge, XVII u. 550 S. / Abb., £ 175,00. (Rita Voltmer, Trier) Ziegler, Tiffany A., Medieval Healthcare and the Rise of Charitable Institutions. The History of the Municipal Hospital (The New Middle Ages), Cham 2018, Palgrave Macmillan, VI u. 155 S., € 58,84. (Artur Dirmeier, Regensburg) Speich, Heinrich, Burgrecht. Von der Einbürgerung zum politischen Bündnis im Spätmittelalter (Vorträge und Forschungen, Sonderband 59), Ostfildern 2019, Thorbecke, 419 S. / Abb., € 52,00. (Gabriel Zeilinger, Rostock) Harry, David, Constructing a Civic Community in Late Medieval London. The Common Profit, Charity and Commemoration, Woodbridge 2019, The Boydell Press, XI u. 216 S., £ 75,00. (Jens Röhrkasten, Dresden) Carr, Mike, Merchant Crusaders in the Aegean, 1201 – 1352 (Warfare in History), Woodbridge 2019, The Boydell Press, XII u. 196 S. / Abb., £ 19,99. (Kristjan Toomaspoeg, Lecce) Dokumente zur Geschichte des Deutschen Reiches und seiner Verfassung 1340 – 1343, Bd. 7, Teil 2, bearb. v. Michael Menzel (Monumenta Germaniae Historica. Constitutiones et acta publica imperatorum et regum, 7.2), Wiesbaden 2019, Harrassowitz, XLIV und 404 S., € 120,00. (Andrea Stieldorf, Bonn) Flemmig, Stephan, Zwischen dem Reich und Ostmitteleuropa. Die Beziehungen von Jagiellonen, Wettinern und Deutschem Orden (1386 – 1526) (Quellen und Forschungen zur sächsischen und mitteldeutschen Geschichte, 44), Stuttgart 2019, Steiner, 706 S., € 116,00. (Julia Burkhardt, München) Hagemann, Manuel, Herrschaft und Dienst. Territoriale Amtsträger unter Adolf II. von Kleve (1394 – 1448) (Schriften der Heresbach-Stiftung Kalkar, 17), Bielefeld 2020, Verlag für Regionalgeschichte, 912 S., € 49,00. (Benjamin Müsegades, Heidelberg) Traxler, Christina, Firmiter velitis resistere. Die Auseinandersetzung der Wiener Universität mit dem Hussitismus vom Konstanzer Konzil (1414 – 1418) bis zum Beginn des Basler Konzils (1431 – 1449) (Schriften des Archivs der Universität Wien, 27), Göttingen 2019, V&R unipress / Vienna University Press, 547 S., € 70,00. (Blanka Zilynská, Prag) Chronik des Konstanzer Konzils 1414 – 1418 von Ulrich Richental. Historisch-kritische Edition, 3 Bde., Bd. 1: A-Version; Bd. 2: K-Version; Bd. 3: G-Version, eingel., komm. u. hrsg. v. Thomas M. Buck (Konstanzer Geschichts- und Rechtsquellen, 49.1 – 3), Ostfildern 2020, Thorbecke, 461 S.; 415 S.; 433 S., € 145,00. (Christof Rolker, Bamberg) Šmahel, František, Die Basler Kompaktaten mit den Hussiten (1436). Untersuchung und Edition (Monumenta Germaniae Historica. Studien und Texte, 65), Wiesbaden 2019, Harrassowitz, XXII u. 226 S., € 45,00. (Dušan Coufal, Prag) Decembrio, Pier Candido, Lives of the Milanese Tyrants, hrsg. v. Massimo Zaggia, ins Englische übers. u. mit einer Einleitung versehen v. Gary Ianziti (The I Tatti Renaissance Library, 88), Cambridge / London 2019, Harvard University Press, LIII u. 339 S., £ 19,95. (Tobias Daniels, Zürich) Thomas von Kempen, Dialogus noviciorum / Novizengespräche, hrsg. v. Nikolaus Staubach / Stefan Sudmann, Münster 2020, Aschendorff, 472 S., € 69,00. (Julia Becker, Heidelberg) Kempf, Charlotte K., Materialität und Präsenz von Inkunabeln. Die deutschen Erstdrucker im französischsprachigen Raum bis 1500 (Forum historische Forschung. Mittelalter, 1), Stuttgart 2020, Kohlhammer, 583 S. / Abb., € 89,00. (Christoph Reske, Mainz) Gammerl, Benno / Philipp Nielsen / Margrit Pernau (Hrsg.), Encounters with Emotions. Negotiating Cultural Differences since Early Modernity, New York / Oxford 2019, Berghahn, VI u. 308 S. / Abb., £ 92,00. (Kim Siebenhüner, Jena) Dierksmeier, Laura, Charity for and by the Poor. Franciscan-Indigenous Confraternities in Mexico, 1527 – 1700, Norman / San Diego 2020, University of Oklahoma Press / The Academy of American Franciscan History, XVI u. 222 S. / Abb., $ 55,00. (Tobias Winnerling, Düsseldorf) Strunck, Christina (Hrsg.), Faith, Politics and the Arts. Early Modern Cultural Transfer between Catholics and Protestants (Wolfenbütteler Forschungen, 158), Wiesbaden 2019, Harrassowitz in Kommission, 391 S., € 88,00. (Bernd Roeck, Zürich) Glück, Helmut / Mark Häberlein / Andreas Flurschütz da Cruz (Hrsg.), Adel und Mehrsprachigkeit in der Frühen Neuzeit. Ziele, Formen und Praktiken des Erwerbs und Gebrauchs von Fremdsprachen (Wolfenbütteler Forschungen, 155), Wiesbaden 2019, Harrassowitz in Kommission, 259 S. / Abb., € 58,00. (Martin Wrede, Grenoble) Scholz, Luca, Borders and Freedom of Movement in the Holy Roman Empire (Studies in German History), Oxford 2020, Oxford University Press, VI u. 266 S., £ 60,00. (Tobias Schenk, Wien) Füssel, Marian (Hrsg.), Wissensgeschichte (Basistexte Frühe Neuzeit, 5), Göttingen 2019, Steiner, 300 S. / Abb., € 28,00. (Kristina Hartfiel, Düsseldorf) Friedrich, Markus / Jacob Schilling (Hrsg.), Praktiken frühneuzeitlicher Historiographie (Cultures and Practices of Knowledge in History / Wissenskulturen und ihre Praktiken, 2), Berlin / Bosten 2019, de Gruyter Oldenbourg, VIII u. 445 S. / Abb., € 79,95. (Helmut Zedelmaier, München) Stockhorst, Stefanie, Ars Equitandi. Eine Kulturgeschichte der Reitlehre in der Frühen Neuzeit, Hannover 2020, Wehrhahn, 359 S. / Abb., € 34,00. (Jürgen Overhoff, Münster) Frohnapfel-Leis, Monika, Jenseits der Norm. Zauberei und fingierte Heiligkeit im frühneuzeitlichen Spanien (Hexenforschung, 18), Bielefeld 2019, Verlag für Regionalgeschichte, 263 S. / Abb., € 29,00. (Sarah Masiak, Detmold) Kamp, Jeannette, Crime, Gender and Social Control in Early Modern Frankfurt am Main (Crime and City in History, 3), Leiden / Boston 2020, Brill, XII u. 335 S. / Abb., € 121,00. (Matthias Schnettger, Mainz) Liapi, Lena, Roguery in Print. Crime and Culture in Early Modern London (Studies in Early Modern Cultural, Political and Social History, 33), Woodbridge 2019, The Boydell Press, IX u. 194 S. / Abb., £ 65,00. (Birgit Näther, Berlin) Ritsema van Eck, Marianne P., The Holy Land in Observant Franciscan Texts (c. 1480 – 1650). Theology, Travel, and Territoriality (The Medieval Franciscans, 17), Leiden / Boston 2019, Brill, XI u. 260 S. / Abb., € 132,00. (Mirko Breitenstein, Dresden) Bowd, Stephen D., Renaissance Mass Murder. Civilians and Soldiers during the Italian Wars, Oxford / New York 2018, Oxford University Press, X u. 288 S., £ 65,00. (Christian Jaser, Klagenfurt) Schulte, Daniela, Die zerstörte Stadt. Katastrophen in den schweizerischen Bilderchroniken des 15. und 16. Jahrhunderts (Medienwandel – Medienwechsel – Medienwissen, 41), Zürich 2020, Chronos, 246 S. / Abb., € 48,00. (Stephanie Armer, Eichstätt) Deiters, Maria / Ruth Slenczka (Hrsg.), Häuslich – persönlich – innerlich. Bild und Frömmigkeitspraxis im Umfeld der Reformation, Berlin / Boston 2020, de Gruyter, XIV u. 423 S. / Abb., € 99,95. (Gregor Rohmann, Frankfurt a. M.) Christ-von Wedel, Christine, Die Äbtissin, der Söldnerführer und ihre Töchter. Katharina von Zimmern im politischen Spannungsfeld der Reformationszeit, unter Mitarbeit v. Irene Gysel / Jeanne Pestalozzi / Marlis Stähli, Zürich 2019, Theologischer Verlag Zürich, 356 S. / Abb., € 33,90. (Bettina Braun, Mainz) Grochowina, Nicole, Reformation (Seminar Geschichte), Berlin / Boston 2020, de Gruyter Oldenbourg, X u. 220 S. / Abb., € 24,95. (Tobias Jammerthal, Neuendettelsau) Behringer, Wolfgang / Wolfgang Kraus / Roland Marti (Hrsg.), Die Reformation zwischen Revolution und Renaissance. Reflexionen zum Reformationsjubiläum (Kulturelle Grundlagen Europas, 6), Berlin 2019, Lit, 350 S. / Abb., € 39,90. (Martina Fuchs, Wien) Greiling, Werner / Thomas T. Müller / Uwe Schirmer (Hrsg.), Reformation und Bauernkrieg (Quellen und Forschungen zu Thüringen im Zeitalter der Reformation, 12), Wien / Köln / Weimar 2019, Böhlau, 474 S. / Abb., € 55,00. (Ulrich Bubenheimer, Reutlingen) Werz, Joachim, Predigtmodi im frühneuzeitlichen Katholizismus. Die volkssprachliche Verkündigung von Leonhard Haller und Georg Scherer in Zeiten von Bedrohungen (1500 – 1605) (Reformationsgeschichtliche Studien und Texte, 175), Münster 2020, Aschendorff, X u. 606 S. / graph. Darst., € 77,00. (Kai Bremer, Osnabrück) Freitag, Werner / Wilfried Reininghaus (Hrsg.), Beiträge zur Geschichte der Reformation in Westfalen, Bd. 2: Langzeitreformation, Konfessionskultur und Ambiguität in der zweiten Hälfte des 16. Jahrhunderts. Beiträge der Tagung am 27. und 28. Oktober 2017 in Lemgo (Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 47), Münster 2019, Aschendorff, 391 S. / Abb. / CD-ROM, € 44,00. (Andreas Rutz, Dresden) Cordes, Jan-Christian, Politik und Glaube. Die Reformation in der Hansestadt Lüneburg (Veröffentlichungen der Historischen Kommission für Niedersachsen und Bremen, 304), Göttingen 2020, Wallstein, 758 S., € 49,00. (Olaf Mörke, Kiel) Hough, Adam G., The Peace of Augsburg and the Meckhart Confession. Moderate Religion in an Age of Militancy (Routledge Research in Early Modern History), New York / London 2019, Routledge, X u. 341 S. / Abb., £ 115,00. (Marion Bechtold-Mayer, Darmstadt) Francisco de Vitoria, De iustitia / Über die Gerechtigkeit, Teil 3, hrsg., eingel. u. ins Deutsche übers. v. Joachim Stüben, mit einer Einleitung v. Tilman Repgen (Politische Philosophie und Rechtstheorie des Mittelalters und der Neuzeit. Reihe I: Texte, 5), Stuttgart-Bad Cannstatt 2020, Frommann-Holzboog, LI u. 242 S., € 168,00. (Nils Jansen, Münster) Overell, M. Anne, Nicodemites: Faith and Concealment between Italy and Tudor England (St Andrews Studies in Reformation History), Leiden / Boston 2019, Brill, XII u. 218 S., € 125,00. (Andreas Pietsch, Münster) Schultz, Jenna M., National Identity and the Anglo-Scottish Borderlands, 1552 – 1652 (Studies in Early Modern Cultural, Political and Social History, 32), Woodbridge 2019, The Boydell Press, XVII u. 326 S. / Karten, £ 70,00. (Iris Fleßenkämper, Münster) Heinemann, Julia, Verwandtsein und Herrschen. Die Königinmutter Catherine de Médicis und ihre Kinder in Briefen 1560 – 1589 (Pariser Historische Studien, 118), Heidelberg 2020, Heidelberg University Publishing, 517 S. / Abb., € 49,90. (Katrin Keller, Wien) Malettke, Klaus, Katharina von Medici. Frankreichs verkannte Königin, Paderborn 2020, Schöningh, VIII u. 403 S. / Abb., € 78,00. (Katrin Keller, Wien) Haar, Christoph Ph., Natural and Political Conceptions of Community. The Role of the Household Society in Early Modern Jesuit Thought, c. 1590 – 1650 (Jesuit Studies, 17), Leiden / Boston 2019, Brill, VI u. 314 S., € 132,00. (Nils Jansen, Münster) Senning, Calvin F., Spain, Rumor, and Anti-Catholicism in Mid-Jacobean England. The Palatine Match, Cleves, and the Armada Scares of 1612 – 1613 and 1614 (Routledge Research in Early Modern History), New York / London 2019, Routledge, XI u. 254 S. / Abb., £ 120,00. (Alexander Schunka, Berlin) Saito, Keita, Das Kriegskommissariat der bayerisch-ligistischen Armee während des Dreißigjährigen Krieges (Herrschaft und soziale Systeme in der Frühen Neuzeit, 24), Göttingen 2020, V&R unipress, 346 S. / graph. Darst., € 50,00. (Michael Kaiser, Bonn) Hämmerle, Tobias E., Flugblatt-Propaganda zu Gustav Adolf von Schweden. Eine Auswertung zeitgenössischer Flugblätter der Königlichen Bibliothek zu Stockholm, Marburg 2019, Büchner-Verlag, 577 S. / Abb., € 45,00. (Michael Kaiser, Bonn) Hennings, Jan, Russia and Courtly Europe. Ritual and the Culture of Diplomacy, 1648 – 1725 (New Studies in European History), Cambridge [u. a.] 2016, Cambridge University Press, XII u. 297 S. / Abb., £ 70,99. (Martina Winkler, Kiel) Bell, David A. / Yair Mintzker (Hrsg.), Rethinking the Age of Revolutions. France and the Birth of the Modern World, New York 2018, Oxford University Press, XXIX u. 287 S. / Abb., £ 64,00. (Volker Depkat, Regensburg) Vallance, Edward (Hrsg.), Remembering Early Modern Revolutions. England, North America, France and Haiti (Remembering the Medieval and Early Modern Worlds), London / New York 2019, Routledge, XI u. 222 S., £ 90,00. (Volker Depkat, Regensburg) Mokhberi, Susan, The Persian Mirror. French Reflections of the Safavid Empire in Early Modern France, New York 2019, Oxford University Press, XI u. 223 S. / Abb., £ 47,99. (Markus Friedrich, Hamburg) Fulda, Daniel (Hrsg.), Aufklärung fürs Auge. Ein anderer Blick auf das 18. Jahrhundert, Halle 2020, Mitteldeutscher Verlag, 247 S. / Abb., € 38,00. (Denise Schlichting, Osnabrück) Müller, Miriam, Der sammelnde Professor. Wissensdinge an Universitäten des Alten Reichs im 18. Jahrhundert (Wissenschaftskulturen. Reihe I: Wissensgeschichte, 1), Stuttgart 2020, Steiner, 268 S. / Abb., € 44,00 (Bernhard Homa, Hannover) Schläwe, Elisabeth, Ins Gedächtnis geschrieben. Leben und Schreiben der Eleonora Wolff Metternich zur Gracht (1679 – 1755) (Transgressionen, 1), Stuttgart 2020, Steiner, 218 S. / Abb., € 52,00. (Melanie Greinert, Kiel) Fingerhut-Säck, Mareike, Das Gottesreich auf Erden erweitern. Einführung und Festigung des Pietismus durch das Grafenpaar Sophie Charlotte und Christian Ernst zu Stolberg-Wernigerode in seiner Grafschaft (1710 – 1771) (Studien zur Geschichte und Kultur Mitteldeutschlands, 5), Halle a. d. S. 2019, Mitteldeutscher Verlag, 410 S. / Abb., € 54,00. (Thomas Dorfner, Aachen / Erfurt) Ihle, Stefan, Die Entführung des Johann Wilhelm Pfau in Halle 1734. Eine Studie zur Rivalität zweier anhaltischer Landesfürsten (Forschungen zur hallischen Stadtgeschichte, 28), Halle 2021, Mitteldeutscher Verlag, 214 S. / Abb., € 24,00. (Barbara Stollberg-Rilinger, Berlin) Klesmann, Bernd, Die Notabelnversammlung 1787 in Versailles. Rahmenbedingungen und Gestaltungsoptionen eines nationalen Reformprojekts (Beihefte der Francia, 83), Ostfildern 2019, Thorbecke, 569 S., € 67,00. (Martin Wrede, Grenoble) Quaasdorf, Friedrich, Kursachsen und das Ende des Alten Reichs. Die Politik Dresdens auf dem Immerwährenden Reichstag zu Regensburg 1802 bis 1806 (Schriften zur sächsischen Geschichte und Volkskunde, 63), Leipzig 2020, Leipziger Universitätsverlag, 449 S., € 55,00. (Dorothée Goetze, Bonn)

Leeuwen, Richard van, Narratives of Kingship in Eurasian Empires, 1300 – 1800 (Rulers and Elites, 11), Leiden / Boston 2017, Brill, VI u. 278 S. / Abb., € 109,00; als E-Book: Open Access. (Tobias Winnerling, Düsseldorf) Kruijtzer, Gijs / Thomas Ertl (Hrsg.), Law Addressing Diversity. Pre-Modern Europe and India in Comparison (13th–18th Centuries), Berlin / Boston 2017, de Gruyter Oldenbourg, VIII u. 220 S., € 59,95. (Anna Dönecke, Bielefeld) Blockmans, Wim / Mikhail Krom / Justyna Wubs-Mrozewicz (Hrsg.), The Routledge Handbook of Maritime Trade around Europe 1300 – 1600 (Routledge History Handbooks), London / New York 2017, Routledge, XIX u. 502 S. / Abb., £ 185,00. (Patrick Schmidt, Rostock) Pohl-Zucker, Susanne, Making Manslaughter. Process, Punishment and Restitution in Württemberg and Zurich, 1376 – 1700 (Medieval Law and Its Practice, 22), Leiden / Boston 2017, Brill, X u. 335 S., € 105,00; als Brill MyBook € 25,00. (Gerd Schwerhoff, Dresden) „… da ist Im gnedigklich geholffen worden“. Spätmittelalterliche und frühneuzeitliche Mirakelberichte aus Geisenfeld, hrsg. v. Marianne Heimbucher / Richard Kürzinger (Abensberger Beiträge zur bayerischen Kulturgeschichte, 3), Regensburg 2018, Pustet, 167 S. / Abb., € 19,95. (Doris Gruber, Wien) Schneidmüller, Bernd / Stefan Weinfurter / Michael Matheus / Alfried Wieczorek (Hrsg.), Die Päpste. Amt und Herrschaft in Antike, Mittelalter und Renaissance (Die Päpste, 1), Regensburg 2016, Schnell & Steiner, 504 S. / Abb., € 39,95. (Klaus Herbers, Erlangen) Zimmermann, Norbert / Tanja Michalsky / Alfried Wieczorek / Stefan Weinfurter (Hrsg.), Die Päpste und Rom zwischen Spätantike und Mittelalter. Formen päpstlicher Machtentfaltung (Die Päpste, 3), Regensburg 2017, Schnell & Steiner, 320 S. / Abb., € 29,95. (Klaus Herbers, Erlangen) Freund, Stephan / Klaus Krüger, Kaisertum, Papsttum und Volkssouveränität im hohen und späten Mittelalter. Studien zu Ehren von Helmut G. Walther (Jenaer Beiträge zur Geschichte, 12), Frankfurt a. M. [u. a.] 2017, Lang, 166 S. / Abb., € 39,95. (Manuel Kamenzin, Bochum) Kopp, Vanina, Der König und die Bücher. Sammlung, Nutzung und Funktion der königlichen Bibliothek am spätmittelalterlichen Hof in Frankreich (Beihefte der Francia, 80), Ostfildern 2016, Thorbecke, 396 S. / Abb., € 59,00. (Georg Jostkleigrewe, Münster) Jullien, Eva, Die Handwerker und Zünfte der Stadt Luxemburg im Spätmittelalter (Städteforschung. Reihe A: Darstellungen, 96), Köln / Weimar / Wien 2017, Böhlau, 320 S. / graph. Darst., € 40,00. (Markus Gneiß, Wien) Wallnöfer, Adelina, Die politische Repräsentation des gemeinen Mannes in Tirol. Die Gerichte und ihre Vertreter auf den Landtagen vor 1500 (Veröffentlichungen des Südtiroler Landesarchivs, 41), Innsbruck 2017, Universitätsverlag Wagner, 550 S. / Abb., € 49.00. (Christoph Haidacher, Innsbruck) Selart, Anti / Matthias Thumser (Hrsg.), Livland – eine Region am Ende der Welt? Forschungen zum Verhältnis zwischen Zentrum und Peripherie im späten Mittelalter / Livonia – a Region at the End of the World? Studies on the Relations between Centre and Periphery in the Later Middle Ages (Quellen und Studien zur baltischen Geschichte, 27), Köln / Weimar / Wien 2017, Böhlau, 519 S. / Abb., € 65,00. (Dennis Hormuth, Marburg) Förster, Ulrike, Selbstverständnis im Spannungsfeld zwischen Diesseits und Jenseits. Die Lübecker Ratsherrenwitwen Telse Yborg (gest. vor 1442), Wobbeke Dartzow (gest. 1441/42) und Mette Bonhorst (gest. 1445/46) (Kieler Werkstücke. Reihe E: Beiträge zur Sozial- und Wirtschaftsgeschichte, 13), Frankfurt a. M. [u. a.] 2017, Lang, 262 S., € 55,95. (Rolf Hammel-Kiesow, Lübeck) Elvert, Jürgen, Europa, das Meer und die Welt. Eine maritime Geschichte der Neuzeit, München 2018, Deutsche Verlags-Anstalt, 591 S. / Abb., € 45,00. (Wolfgang Reinhard, Freiburg i. Br.) Trakulhun, Sven, Asiatische Revolutionen. Europa und der Aufstieg und Fall asiatischer Imperien (1600 – 1830) (Globalgeschichte, 29), Frankfurt a. M. / New York 2017, Campus, 396 S. / Abb., € 45,00. (Nadine Amsler, Frankfurt a. M.) Meier, Johannes, Bis an die Ränder der Welt. Wege des Katholizismus im Zeitalter der Reformation und des Barock, Münster 2018, Aschendorff, 368 S. / Abb., € 29,80. (Wolfgang Reinhard, Freiburg i. Br.) Meier, Johannes, Die Stimme erheben. Studien zur Kirchengeschichte Lateinamerikas und der Karibik, hrsg. v. Annegret Langenhorst / Christoph Nebgen / Veit Straßner (Studies in the History of Christianity in the Non-Western World, 30), Wiesbaden 2018, Harrassowitz, 324 S., € 49,00. (Wolfgang Reinhard, Freiburg i. Br.) Hacke, Daniela / Paul Musselwhite (Hrsg.), Empire of the Senses. 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Diseases in Dissections in Early Modern Europe (The History of Medicine in Context), London / New York 2018, Routledge, IX u. 236 S. / Abb., £ 115,00. (Robert Jütte, Stuttgart) Bičevskis, Raivis / Jost Eickmeyer / Andris Levans / Anu Schaper / Björn Spiekermann / Inga Walter (Hrsg.), Baltisch-deutsche Kulturbeziehungen vom 16. bis 19. Jahrhundert. Medien – Institutionen – Akteure, Bd. 1: Zwischen Reformation und Aufklärung (Akademiekonferenzen, 28), Heidelberg 2017, Universitätsverlag Winter, 508 S. / Abb., € 52,00. (Heiko Droste, Stockholm) Hacke, Daniela, Konfession und Kommunikation. Religiöse Koexistenz und Politik in der Alten Eidgenossenschaft – Die Grafschaft Baden 1531 – 1712, Köln / Weimar / Wien 2017, Böhlau, 579 S., € 70,00. (Thomas Kirchner, Aachen) Imbruglia, Girolamo, The Jesuit Missions of Paraguay and a Cultural History of Utopia (1568 – 1789) (Studies in Christian Mission, 51), Leiden / Boston 2017, Brill, VII u. 323 S. / Abb., € 133,00. (Wolfgang Reinhard, Freiburg i. Br.) Jerše, Sašo, Im Schutz und Schirm des Reiches. Spielräume der Reichspolitik der innerösterreichischen Landstände im 16. Jahrhundert (Veröffentlichungen der Kommission für Neuere Geschichte Österreichs, 110), Wien / Köln / Weimar 2016, Böhlau, 290 S., € 48,00. (William D. Godsey, Wien) Eine Währung für das Reich. Die Akten der Münztage zu Speyer 1549 und 1557, hrsg. v. Oliver Volckart (Deutsche Handelsakten des Mittelalters und der Neuzeit, 23), Stuttgart 2017, Steiner, CII u. 445 S., € 78,00. (Sebastian Steinbach, Heidelberg) Walter, Peter / Günther Wassilowsky (Hrsg.), Das Konzil von Trient und die katholische Konfessionskultur (1563 – 2013). Wissenschaftliches Symposium zum Anlass des 450. Jahrestages des Abschlusses des Konzils von Trient, Freiburg i. Br. 18.–21. September 2013 (Reformationsgeschichtliche Studien und Texte, 163), Münster 2016, Aschendorff, X u. 569 S. / Abb., € 69,00. (Markus Friedrich, Hamburg) Iwanov, Iwan A., Die Hanse im Zeichen der Krise. Handlungsspielräume der politischen Kommunikation im Wandel (1550 – 1620) (Quellen und Darstellungen zur hansischen Geschichte. Neue Folge, 61), Köln / Weimar / Wien 2016, Böhlau, 419 S. / Faltkarte, € 55,00. (Ole Meiners, Lübeck) Spierling, Karen E. / Erik A. de Boer / R. Ward Holder (Hrsg.), Emancipating Calvin. Culture and Confessional Identity in Francophone Reformed Communities. Essays in Honor of Raymond A. Mentzer, Jr. (Brill’s Series in Church History and Religious Culture, 76), Leiden / Boston 2018, Brill, XXX u. 306 S. / Abb., € 89,00. (Volker Reinhardt, Fribourg) Tammen, Annika, Frühmoderne Staatlichkeit und lokale Herrschaftsvermittlung. Normgebung und Herrschaftspraxis im Herzogtum Holstein des 17. und 18. Jahrhunderts (IZRG-Schriftenreihe, 18), Bielefeld 2017, Verlag für Regionalgeschichte, 408 S. / Abb., € 34,00. (Stefan Brakensiek, Essen) Goudriaan, Elisa, Florentine Patricians and Their Networks. Structures behind the Cultural Success and the Political Representation of the Medici Court (1600 – 1660) (Rulers and Elites, 14), Leiden / Boston 2017, Brill, XVIII u. 479 S. / Abb., € 179,00; € 25,00 als Brill MyBook. (Volker Reinhardt, Fribourg) Harrison, Thomas, The Ark of Studies, hrsg. v. Alberto Cevolini (De diversis artibus, 102), Turnhout 2017, Brepols, XIII u. 142 S. / Abb., € 60,00. (Markus Friedrich, Hamburg) Die „litterae annuae“ der Gesellschaft Jesu von Glückstadt (1645 bis 1772), der „Catalogus mortuorum“ (1645 – 1799) und der „Liber benefactorum“ (1676 – 1727) der Glückstädter katholischen Gemeinde, 2 Halbbde., hrsg. v. Christoph Flucke / Martin J. Schröter (Quellen und Forschungen zur Geschichte Schlesweg-Holsteins, 125), Münster 2017, Aschendorff, 922 S. / Abb., € 49,00. (Markus Friedrich, Hamburg) Bevilacqua, Alexander, The Republic of Arabic Letters. Islam and the European Enlightenment, Cambridge / London 2018, Belknap Press of Harvard University Press, XV u. 340 S. / Abb., $ 35,00. (Lars Behrisch, Utrecht) Rus, Dorin-Ioan, Wald- und Ressourcenpolitik im Siebenbürgen des 18. Jahrhunderts (Neue Forschungen zur ostmittel- und südeuropäischen Geschichte, 9), Frankfurt a. M. [u. a.] 2017, Lang, 460 S. / Abb., € 82,95. (Elisabeth Johann, Wien) Affolter, Andreas, Verhandeln mit Republiken. Die französisch-eidgenössischen Beziehungen im frühen 18. Jahrhundert (Externa, 11), Köln / Weimar / Wien 2017, Böhlau, 455 S., € 70,00. (Lothar Schilling, Augsburg) Lacher, Reimar F., „Friedrich, unser Held“. Gleim und sein König (Schriften des Gleimhauses Halberstadt, 9), Göttingen 2017, Wallstein, 167 S. / Abb., € 19,90. (Wolfgang Burgdorf, München) Schönfuß, Florian, Mars im hohen Haus. Zum Verhältnis von Familienpolitik und Militärkarriere beim rheinischen Adel 1770 – 1830 (Herrschaft und soziale Systeme in der Frühen Neuzeit, 22), Göttingen 2017, V&R unipress, 478 S. / Abb., € 65,00. (Horst Carl, Gießen)

In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al.; Griffin). This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population.Literature ReviewCaptions have been found to be of benefit for a number of different groups considered at-risk. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).For students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al.; Maiorana-Basas and Pagliaro; Marschark et al.).The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova; Evmenova and Behrmann). This includes students with autism spectrum disorder (ASD) (Knight et al.; Reagon et al.) and students with dyslexia (Alty et al.; Beacham and Alty). While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown).The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet; Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013).In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012; Schmidt and Haydu, 1992). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al.; Griffin). For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them.MethodologyIn 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform—Echo360. As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. The students were provided access to an online training module, developed specifically for this study, to explain the use of this system.Enrolled Curtin students, both on-campus and online, Open Universities Australia (OUA) students studying through Curtin online, teaching staff, and disability officers were then invited to participate in a survey and interviews. The study sought to gain insights into students’ use of both recorded lectures and captioned video at the time of the survey, and their anticipated future usage of these services (see Kent et al.).A total of 50 students—of 539 enrolled across the different instances of the three units—completed the survey. In addition, five follow-up interviews with students, teaching staff, and disability support staff were conducted once the surveys had been completed. Staff interviewed included tutors and unit coordinators who taught and supervised units in which the lecture captions were provided. The interviews assessed the awareness, use, and perceived validity of the captions system in the context of both learning and teaching.ResultsA number of different questions were asked regarding students’ demographics, their engagement with online unit materials, including recorded lectures, their awareness of Echo360’s lecture captions, as well as its additional features, their perceived value of online captions for their studies, and the future significance of captions in a university context.Of the 50 participants in the survey, only six identified themselves as a person with a disability—almost 90 per cent did not identify as disabled. Additionally, 45 of the 50 participants identified English as their primary language. Only one student identified as a person with both a disability and coming from a NESB.Engagement with Online Unit Materials and Recorded LecturesThe survey results provide insight into the ways in which participants interact with the Echo360 lecture system. Over 90 per cent of students had accessed the recorded lectures via the Echo360 system. While this might not seem notable at first, given such materials are essential elements of the units surveyed, the level of repeated engagement seen in these results is important because it indicates the extent to which students are revising the same material multiple times—a practice that captions are designed to facilitate and assist. For instance, one lecture was recorded per week for each unit surveyed, and most respondents (70 per cent) were viewing these lectures at least once or twice a week, while 10 per cent were viewing the lectures multiple times a week. Over half of the students surveyed reported viewing the same lecture more than once. Out these participants, 19 (or 73 per cent) had viewed a lecture twice and 23 per cent had viewed it three times or more. This illustrates that frequent revision is taking place, as students watch the same lecture repeatedly to absorb and clarify its contents. This frequency of repeated engagement with recorded unit materials—lectures in particular—indicates that students were making online engagement and revision a key element of their learning process.Awareness of the Echo360 Lecture Captions and Additional FeaturesHowever, while students were highly engaged with both the online learning material and the recorded lectures, there was less awareness of the availability of the captioning system—only 34 per cent of students indicated they were aware of having access to captions. The survey also asked students whether or not they had used additional features of the Echo360 captioning system such as the search function and downloadable lecture transcripts. Survey results confirm that these features were being used; however, responses indicated that only a minority of students using the captions system used these features, with 28 per cent using the search function and 33 per cent making use of the transcripts. These results can be seen as an indication that additional features were useful for revision, albeit for the minority of students who used them. A Curtin disability advisor noted in their interview that:transcripts are particularly useful in addition to captions as they allow the user to quickly skim the material rather than sit through a whole lecture. Transcripts also allow translation into other languages, highlighting text and other features that make the content more accessible.Teaching staff were positive about these features and suggested that providing transcripts saved time for tutors who are often approached to provide these to individual students:I typically receive requests for lecture transcripts at the commencement of each study period. In SP3 [during this study] I did not receive any requests.I feel that lecture transcripts would be particularly useful as this is the most common request I receive from students, especially those with disabilities.I think transcripts and keyword searching would likely be useful to many students who access lectures through recordings (or who access recordings even after attending the lecture in person).However, the one student who was interviewed preferred the keyword search feature, although they expressed interest in transcripts as well:I used the captions keyword search. I think I would like to use the lecture transcript as well but I did not use that in this unit.In summary, while not all students made use of Echo360’s additional features for captions, those who did access them did so frequently, indicating that these are potentially useful learning tools.Value of CaptionsOf the students who were aware of the captions, 63 per cent found them useful for engaging with the lecture material. According to one of the students:[captions] made a big difference to me in terms on understanding and retaining what was said in the lectures. I am not sure that many students would realise this unless they actually used the captions…I found it much easier to follow what was being said in the recorded lectures and I also found that they helped stay focussed and not become distracted from the lecture.It is notable that the improvements described above do not involve assistance with hearing or language issues, but the extent to which captions improve a more general learning experience. This participant identified themselves as a native English speaker with no disabilities, yet the captions still made a “big difference” in their ability to follow, understand, focus on, and retain information drawn from the lectures.However, while over 60 per cent of students who used the captions reported they found them useful, it was difficult to get more detailed feedback on precisely how and why. Only 52.6 per cent reported actually using them when accessing the lectures, and a relatively small number reported taking advantage of the search and transcripts features available through the Echo360 system. Exactly how they were being used and what role they play in student learning is therefore an area to pursue in future research, as it will assist in breaking down the benefits of captions for all learners.Teaching staff also reported the difficulty in assessing the full value of captions—one teacher interviewed explained that the impact of captions was hard to monitor quantitatively during regular teaching:it is difficult enough to track who listens to lectures at all, let alone who might be using the captions, or have found these helpful. I would like to think that not only those with hearing impairments, but also ESL students and even people who find listening to and taking in the recording difficult for other reasons, might have benefitted.Some teaching staff, however, did note positive feedback from students:one student has given me positive feedback via comments on the [discussion board].one has reported that it helps with retention and with times when speech is soft or garbled. I suspect it helps mediate my accent and pitch!While 60 per cent claiming captions were useful is a solid majority, it is notable that some participants skipped this question. As discussed above, survey answers indicate that this was because these 37 students did not think they had access to captions in their units.Future SignificanceOverall, these results indicate that while captions can provide a benefit to students’ engagement with online lecture learning material, there is a need for more direct and ongoing information sharing to ensure both students and teaching staff are fully aware of captions and how to use them. Technical issues—such as the time delay in captions being uploaded—potentially dissuade students from using this facility, so improving the speed and reliability of this tool could increase the number of learners keen to use it. All staff interviewed agreed that implementing captions for all lectures would be beneficial for everyone:any technology that can assist in making lectures more accessible is useful, particularly in OUA [online] courses.it would be a good example of Universal Design as it would make the lecture content more accessible for students with disabilities as well as students with other equity needs.YES—it benefits all students. I personally find that I understand and my attention is held more by captioned content.it certainly makes my role easier as it allows effective access to recorded lectures. Captioning allows full access as every word is accessible as opposed to note taking which is not verbatim.DiscussionThe results of this research indicate that captions—and their additional features—available through the Echo360 captions system are an aid to student learning. However, there are significant challenges to be addressed to make students aware of these features and their potential benefits.This study has shown that in a cohort of primarily English speaking students without disabilities, over 60 per cent found captions a useful addition to recorded lectures. This suggests that the implementation of captions for all recorded lectures would have widespread benefits for all learners, not only those with hearing or language difficulties. However, at present, only “eligible” students who approach the disability office would be considered for this service, usually students who are D/deaf or hard of hearing. Yet it can be argued that these benefits—and challenges—could also extend to other groups that are might traditionally have been seen to benefit from the use of captions such as students with other disabilities or those from a NESB.However, again, a lack of awareness of the training module meant that this potential cohort did not benefit from this trial. In this study, none of the students who identified as having a disability or coming from a NESB indicated that they had access to the training module. Further, five of the six students with disabilities reported that they did not have access to the captions system and, similarly, only two of the five NESB students. Despite these low numbers, all the students who were part of these two groups and who did access the captions system did find it useful.It can therefore be seen that the main challenge for teaching staff is to ensure all students are aware of captions and can access them easily. One option for reducing the need for training or further instructions might be having captions always ON by default. This means students could incorporate them into their study experience without having to take direct action or, equally, could simply choose to switch them off.There are also a few potential teething issues with implementing captions universally that need to be noted, as staff expressed some concerns regarding how this might alter the teaching and learning experience. For example:because the captioning is once-off, it means I can’t re-record the lectures where there was a failure in technology as the new versions would not be captioned.a bit cautious about the transcript as there may be problems with students copying that content and also with not viewing the lectures thinking the transcripts are sufficient.Despite these concerns, the survey results and interviews support the previous findings showing that lecture captions have the potential to benefit all learners, enhancing each student’s existing capabilities. As one staff member put it:in the main I just feel [captions are] important for accessibility and equity in general. Why should people have to request captions? Recorded lecture content should be available to all students, in whatever way they find it most easy (or possible) to engage.Follow-up from students at the end of the study further supported this. As one student noted in an email at the start of 2017:hi all, in one of my units last semester we were lucky enough to have captions on the recorded lectures. They were immensely helpful for a number of reasons. I really hope they might become available to us in this unit.ConclusionsWhen this project set out to investigate the ways diverse groups of students could utilise captioned lectures if they were offered it as a mainstream learning tool rather than a feature only disabled students could request, existing research suggested that many accommodations designed to assist students with disabilities actually benefit the entire cohort. The results of the survey confirmed this was also the case for captioning.However, currently, lecture captions are typically utilised in Australian higher education settings—including Curtin—only as an assistive technology for students with disabilities, particularly students who are D/deaf or hard of hearing. In these circumstances, the student must undertake a lengthy process months in advance to ensure timely access to essential captioned material. Mainstreaming the provision of captions and transcripts for online lectures would greatly increase the accessibility of online learning—removing these barriers allows education providers to harness the broad potential of captioning technology. Indeed, ensuring that captions were available “by default” would benefit the educational outcomes and self-determination of the wide range of students who could benefit from this technology.Lecture captioning and transcription is increasingly cost-effective, given technological developments in speech-to-text or automatic speech recognition software, and the increasing re-use of content across different iterations of a unit in online higher education courses. At the same time, international trends in online education—not least the rapidly evolving interpretations of international legislation—provide new incentives for educational providers to begin addressing accessibility shortcomings by incorporating captions and transcripts into the basic materials of a course.Finally, an understanding of the diverse benefits of lecture captions and transcripts needs to be shared widely amongst higher education providers, researchers, teaching staff, and students to ensure the potential of this technology is accessed and used effectively. Understanding who can benefit from captions, and how they benefit, is a necessary step in encouraging greater use of such technology, and thereby enhancing students’ learning opportunities.AcknowledgementsThis research was funded by the Curtin University Teaching Excellence Development Fund. Natalie Latter and Kai-ti Kao provided vital research assistance. 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A 12′ by 24′ passive solar test building has been constructed on the campus of the University of Louisville. The building envelope is comprised of structural insulated panels (SIPs), 12″ thick, (R-value of 45 ft2F/Btu) for the floor and walls and 16″ (R-63) for the roof. The building is divided into two symmetrical rooms with a 12″ SIPs wall separating the rooms. All joints between panels are caulked to reduce infiltration. Each room contains one window (R-9) on the north side wall, and two windows (also R-9) facing south for ventilation and daylighting, but which will also provide some direct gain heating. The south wall of each room features an opening that will accommodate a passive solar heating system so that performance of two systems can be compared side-by-side. The overhang above the south openings is purposely left short to accommodate an awning to provide adjustable shading. The calculated loss coefficient (UA) for each room of the building is 6.07 W/K. Each room is also equipped with a data acquisition system consisting on an SCXI 1600 16 bit digitizer and an SCXI 1102B isolation amplifier with an SCXI 1303 thermocouple module. Pyranometers are placed on the south wall and the clerestory wall to measure insolation on the solar apertures. For initial tests, one room is equipped with an original heat pipe system previously tested in another building, while the other is equipped with a modified heat pipe system. Changes to the modified system include copper absorbers versus aluminum, an adiabatic section constructed of considerably less thermally-conductive DPM rubber than the copper used for the original design, and one of the five condenser sections of the heat pipes is exposed directly to the room air to provide early-morning heating. Experimental results will be compared to simulations with as-built building characteristics and actual weather data. Previous simulations with a load to collector ratio of 10 W/m2K, a defined room comfort temperature range between 65°F to 75°F, and TMY3 weather data for Louisville, KY, showed that the modified heat pipe wall design improves annual solar fraction by 16% relative to the original design.