The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

He was born in Rome, and as a young man was chosen by the Emperor Constantine to assist in the foundation of his new capital at Byzantium. An outbreak of leprosy in the new City became so severe that the Emperor ordered that all lepers, whatever their rank, be driven from the city or drowned in the sea. Zoticus, moved by compassion for these people, went to the Emperor and asked him for a large amount of gold to buy gems and pearls to enhance the glory of the city, 'For, as Your Majesty knows, I am well-qualified in this field.' The Saint then used the gold to ransom all those being led into exile or to drowning, and to establish for them a camp on the hill of Olivet on the opposite shore of the Bosphorus. There he brought the sick and provided for their care.   In 337 Constantius, an Arian heretic, took the throne upon the death of his father. Some of Zoticus' enemies at court, seeing an opportunity, denounced Zoticus to the new Emperor, saying that he not only held subversive views, but had misappropriated public money. When he learned of these charges, Zoticus presented himself to the Emperor, finely dressed, and offered to take Constantius to see the gems and pearls that he had bought on his behalf. When they reached the hill of Olivet, Constantius was astonished to see a company of lepers coming to greet him with lighted candles, honoring and praising him and their patron Zoticus. Then the holy Zoticus said to the Emperor, 'These are the precious stones and brilliant pearls that give luster to the crown of the heavenly Kingdom that you will inherit by their prayers. I bought them for the salvation of your soul.'   Instead of being grateful, the heartless Emperor ordered that Zoticus be tied behind wild mules and dragged until dead. The mules ran down the hill, breaking the Saint's body upon the rocks and brush. Then, of their own accord, they returned to the top of the hill, still dragging the body, and, like Balaam's ass (Numbers ch. 22), spoke and proclaimed that the Martyr must be buried on that hill. The astonished and repentant Emperor ordered the Martyr buried with honor, and commanded that a hospital for lepers be built there, staffed by the best physicians and caretakers.   Saint Zoticus is also called Orphanotrophos, 'Cherisher of Orphans,' because in later years a large orphanage was added to the leprosarium. The orphanage included a general hospital and a home for the aged. The Saint was honored throughout Byzantine history as the patron of the orphanage.

These seven holy Bishops give a vivid picture of the dangers endured by those who traveled to proclaim the Gospel of Christ in the early centuries of the Church. All seven were sent as missionary bishops to Cherson on the Black Sea, and all seven died there as Martyrs. Hermon, Bishop of Jerusalem, first sent Ephraim and Basileus; Basileus raised the son of the prince of Cherson to life, after which many believed and were baptized. The unbelievers, though, bound him by the feet and dragged him through the streets until he died. Ephraim was beheaded when he refused to make sacrifice to the idols. Eugenios, Agathodoros, and Elpidios were then sent by the Bishop of Jerusalem; they were beaten to death with rods and stones. Aetherius was sent during the reign of Constantine the Great, and was able to govern the Church in freedom and peace, and to build a church in Cherson. Capito, the last to be sent, brought the Gospel to the fierce Scythians. To prove the power of his God, they asked him to go into a burning furnace, saying that if he was not consumed, they would believe. Putting all his trust in God, the holy Bishop vested himself, made the sign of the Cross, and entered the furnace. He stood in the flames, fervently praying, for an hour, and came out untouched. The spectators cried out 'There is one God, the great and powerful God of the Christians, who keeps His servant safe in the burning furnace!', and all those in the town and the surrounding countryside were baptized. This miracle was spoken of at the Council of Nicea (325). Later, Scythian unbelievers captured Capito and drowned him in the River Dnieper.   The Prologue says that Aetherios ended his life in peace; the Great Horologion, that he was drowned. All these holy missionaries labored around the beginning of the fourth century.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

He was born in Rome, and as a young man was chosen by the Emperor Constantine to assist in the foundation of his new capital at Byzantium. An outbreak of leprosy in the new City became so severe that the Emperor ordered that all lepers, whatever their rank, be driven from the city or drowned in the sea. Zoticus, moved by compassion for these people, went to the Emperor and asked him for a large amount of gold to buy gems and pearls to enhance the glory of the city, 'For, as Your Majesty knows, I am well-qualified in this field.' The Saint then used the gold to ransom all those being led into exile or to drowning, and to establish for them a camp on the hill of Olivet on the opposite shore of the Bosphorus. There he brought the sick and provided for their care.   In 337 Constantius, an Arian heretic, took the throne upon the death of his father. Some of Zoticus' enemies at court, seeing an opportunity, denounced Zoticus to the new Emperor, saying that he not only held subversive views, but had misappropriated public money. When he learned of these charges, Zoticus presented himself to the Emperor, finely dressed, and offered to take Constantius to see the gems and pearls that he had bought on his behalf. When they reached the hill of Olivet, Constantius was astonished to see a company of lepers coming to greet him with lighted candles, honoring and praising him and their patron Zoticus. Then the holy Zoticus said to the Emperor, 'These are the precious stones and brilliant pearls that give luster to the crown of the heavenly Kingdom that you will inherit by their prayers. I bought them for the salvation of your soul.'   Instead of being grateful, the heartless Emperor ordered that Zoticus be tied behind wild mules and dragged until dead. The mules ran down the hill, breaking the Saint's body upon the rocks and brush. Then, of their own accord, they returned to the top of the hill, still dragging the body, and, like Balaam's ass (Numbers ch. 22), spoke and proclaimed that the Martyr must be buried on that hill. The astonished and repentant Emperor ordered the Martyr buried with honor, and commanded that a hospital for lepers be built there, staffed by the best physicians and caretakers.   Saint Zoticus is also called Orphanotrophos, 'Cherisher of Orphans,' because in later years a large orphanage was added to the leprosarium. The orphanage included a general hospital and a home for the aged. The Saint was honored throughout Byzantine history as the patron of the orphanage.

These seven holy Bishops give a vivid picture of the dangers endured by those who traveled to proclaim the Gospel of Christ in the early centuries of the Church. All seven were sent as missionary bishops to Cherson on the Black Sea, and all seven died there as Martyrs. Hermon, Bishop of Jerusalem, first sent Ephraim and Basileus; Basileus raised the son of the prince of Cherson to life, after which many believed and were baptized. The unbelievers, though, bound him by the feet and dragged him through the streets until he died. Ephraim was beheaded when he refused to make sacrifice to the idols. Eugenios, Agathodoros, and Elpidios were then sent by the Bishop of Jerusalem; they were beaten to death with rods and stones. Aetherius was sent during the reign of Constantine the Great, and was able to govern the Church in freedom and peace, and to build a church in Cherson. Capito, the last to be sent, brought the Gospel to the fierce Scythians. To prove the power of his God, they asked him to go into a burning furnace, saying that if he was not consumed, they would believe. Putting all his trust in God, the holy Bishop vested himself, made the sign of the Cross, and entered the furnace. He stood in the flames, fervently praying, for an hour, and came out untouched. The spectators cried out 'There is one God, the great and powerful God of the Christians, who keeps His servant safe in the burning furnace!', and all those in the town and the surrounding countryside were baptized. This miracle was spoken of at the Council of Nicea (325). Later, Scythian unbelievers captured Capito and drowned him in the River Dnieper.   The Prologue says that Aetherios ended his life in peace; the Great Horologion, that he was drowned. All these holy missionaries labored around the beginning of the fourth century.

The two saints were brothers, born in Thessalonica. St Methodius, the elder brother, served as a soldier for ten years before becoming a monk. Cyril was librarian at the Hagia Sophia in Constantinople; then he too became a monk.   Their first missionary work was not among the Slavs: When the king of the Khazars (a Mongol people who then inhabited much of what is now Russia) petitioned the Emperor Michael to sent teachers to instruct his people, the Emperor chose Cyril and Methodius as his emissaries. They converted the Khazar king to the Christian faith, along with many of his nobles and commoners.   When King Rostislav of Moravia likewise sought teachers of the Christian faith, Cyril and Methodius were again sent forth. This time they devised an alphabet for the Slavic language and used it to translate many of the Greek service books into the language of the people. (In theory, the Orthodox people have always been privileged to hear the Church's services in their own tongue, though often attachment to dead languages has prevented this ideal from becoming reality.) Both brothers were repeatedly attacked by Germanic priests of the region, who opposed the use of the common tongue in the liturgy. At different times, both brothers were forced to appeal for exoneration and protection to the Pope of Rome, who supported them warmly each time.   After the two Saints reposed, attacks on their work continued, and their disciples were eventually driven from Moravia. The disciples, fleeing southward, found a warmer welcome among the southern Slavic peoples, and their work bore much fruit in Bulgaria (including modern-day Serbia) and other countries. And, of course, the alphabet that they devised, called Cyrillic after St Cyril, remains the standard alphabet of both the Slavonic service books of the Church and the Slavic languages of today.

Fr. Nicholas Belcher, Dean of Students at Hellenic College Holy Cross and assistant priest at St. George Antiochian Orthodox Church in West Roxbury, MA, leads a College Conference East workshop, discussing cultural conceptions of salvation and the beginning of the Orthodox perspective.

The interviewer is Jonathan Bush, OCF Regional Representative for the South along with his friend Bekah. The subject of the interview is "What is a vocation?"

Elissa talks about the new hymnology program at her parish in Austih, TX, and then discusses the Cherubic Hymn.

Fr. Michael encourages us to trust that God, as our coach, will teach us to float and to swim, knowing that He is our teacher, and His hands are beneath us.

Fr. Tom Hopko continues his informative series on the Names of Jesus by exploring the term "Rabbi" or "Teacher" when referring to Jesus.

Fr. John discusses the life and activities of St. Pulcheria, as well as how the Trisagion came into Orthodox worship.

Fr. Ted reminds us that parents are children's first and primary teachers. Therefore, Orthodoxy should be lived out at home in order to become a part of a child's life.

Fr. Ted reminds us of the important role of parents and godparents as the "Good Teachers" of the faith in the lives of our children.

Fr. David Thatcher joins Fr. Evan Armatas as guest co-host to take questions about church structure, the Gospel message, disillusionment, and more.

Fr. David Thatcher is the co-host with Fr. Evan Armatas tonight. They take on some knotty questions that take some time to answer including the dilemma of an Orthodox mom and her out of wedlock pregnant daughter. They also address the question of Yoga and the first of the 55 maxims of Fr. Thomas Hopko - Be always with Christ.

Fr. Gregory Hallam gives the sermon for Sunday, May 12, 2019.

Following his visit to the Holy Land, Fr. Lawrence Farley offers some of his impressions of the Holy Sepulchre.

This is the second in Fr. Thomas Hopko's series of three lectures for CrossRoad. Fr. Tom discusses the Lord as the Messiah who saves us from ignorance, foolishness, and insanity.

An interview with the newly appointed Executive Director of Orthodox Christian Fellowship

Bobby Maddex interviews Stacey Anderson, an Orthodox Christian living in the Highlands of Scotland who is working on an interesting art project related to Fr. Thomas Hopko of blessed memory.

Fr. Pat explains that the teaching given by Christ is inseparable from the salvation given by Christ.

Fr. Pat discusses three points related to the Feast of All Saints.

A homily on Matthew 25:31-46

“Be imitators of me, as I am of Christ.” (1 Corinthians 11:1) What this Episode is About: The Pharisee fasted, prayed, and gave to the poor. He did all the right things we're supposed to do. So what exactly did he do wrong? The Triodion Period begins with the Parable of the Publican and Pharisee to ground us in the righteousness of God rather than our own pride and delusion. Because, like the Pharisee, we don't always see ourselves clearly. We can easily lead ourselves astray. Self-deception happens when we turn inward, trusting in ourselves and our own abilities to evaluate our own righteousness, especially against the perceived lack of righteousness (or even just rightness) in others. And the antidote to this self-deception is to turn to someone outside of us who can redirect our hearts and minds toward the One who Is. Not a false teacher, but a true teacher. Just like Saint Paul guided Saint Timothy. As always, we've prepared a FREE downloadable workbook to help you act on what you'll learn: https://mailchi.mp/goarch/bethebee165

He told a Fine Gael party gathering that he would not employ some teachers to "get things done".

Teachers are leaving Guernsey after the end of a rental allowance, a scrutiny meeting hears.

1. Haute-Savoie Trois enfants tués à Taninges : qui est Deborah Pel, la mère de famille recherchée  Le Dauphiné Libéré
2. Ce que l’on sait de la mère de famille recherchée après des infanticides en Haute-Savoie  Le HuffPost
3. Triple infanticide en Haute-Savoie : institutrice, dépressive... que sait-on de Déborah, la mère de famille en fuite  Midi Libre
4. Trois enfants retrouvés morts, la mère de famille recherchée : ce que l’on sait du triple infanticide en Haute-Savoie  France 3 Régions
5. Triple infanticide en Haute-Savoie : institutrice, dépressive… Que sait-on sur la mère de famille toujours recherchée ?  Sud Ouest

Vous n'avez pas eu le temps de lire Le Canard enchaￜnￜ, Mediapart, Le Monde, Arrￜt sur images et tous les autres titres de presse ? On s'en charge pour vous.

Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.

Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.). Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.

Aim/Purpose: This paper describes the context, development, implementation, and the potential transferability of an integrated online research environment that allows its users to conduct all aspects of research online. Background: While the content of most traditional courses can be delivered online and learning outcomes can be achieved by adopting equivalents to face-to-face pedagogic approaches, certain courses, such as those that require a substantial research component, present significant constraints for delivery online. To overcome these limitations, Australia’s largest university developed and implemented a Research Portal. Methodology: The development team conducted a functional requirements analysis, identified the components that would be necessary to meet user needs, and reviewed existing solutions. The Monash University Psychology Research Portal was designed, tested, developed, tested for user experience, implemented, and reviewed. The Research Portal is structured according to the usual research sequence and provides users with access to supporting information and integrated capacities including research supervision, participant acquisition, and data collection, analysis, and storage. Contribution: This integrated online research environment is equivalent to and, in some ways, superior to an on campus/non-online research capacity. Findings: The usage of the Research Portal has grown rapidly and has satisfied the requirements and met the research needs of students of an online course that includes a research project, providing a common, ubiquitously accessible, and integrated online research environment. Recommendations for Practitioners: Further refinement, personalization, and expanded implementation and dissemination of the Research Portal components are required. The formation of networks and working partnerships to operate, maintain, and promote Research Portal initiatives is recommended to reduce operational costs, increase access, and create an impact. Impact on Society: The Research Portal is an efficient resource that provides easy access to a standard interface at any time and from anywhere and can potentially be used by other online research courses, as well as by online and non-online researchers.

Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM.

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.

The paper describes the investigations and outcomes of the JISC-funded Kindura project, which is piloting the use of hybrid cloud infrastructure to provide repository-focused services to researchers. The hybrid cloud services integrate external commercial cloud services with internal IT infrastructure, which has been adapted to provide cloud-like interfaces. The system provides services to manage and process research outputs, primarily focusing on research data. These services include both repository services, based on use of the Fedora Commons repository, as well as common services such as preservation operations that are provided by cloud compute services. Kindura is piloting the use of the DuraCloud2, open source software developed by DuraSpace, to provide a common interface to interact with cloud storage and compute providers. A storage broker integrates with DuraCloud to optimise the usage of available resources, taking into account such factors as cost, reliability, security and performance. The development is focused on the requirements of target groups of researchers.