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Objective: The purpose of the study was to clarify, through the lenses of experts and frontline publishers, ethical dilemmas related to the use of artificial intelligence (AI) in research writing. Method: We conducted a rapid review of expert opinions and publishers' policy statements on ethical considerations in using AI for research writing. We included articles published in journals indexed by academic databases that met the criteria. We also included the policy statements and guidelines of seven reputable publishers. Result: The use of AI in scientific writing is acceptable, contingent on addressing ethical considerations bordering on plagiarism, transparency, and disclosure. While AI should not be listed as an author or coauthor on its own, its use in the development of the work deserves acknowledgment. Authors must substantially rephrase AI-generated content in their own words, properly citing sources to avoid claims of plagiarism. Transparency regarding AI usage and oversight of AI-generated drafts are necessary, as there are risks related to inaccuracy and bias if AI is not supervised by human experts. Conclusion: AI can be deployed to support research writing, provided users carefully abide by ethical standards that uphold academic integrity. Implications: The findings offer valuable guidance for researchers, students, and emerging publishers on how AI's capabilities can be ethically and responsibly leveraged in academic writing. By establishing clear principles, the study equips these stakeholders with the means to incorporate AI judiciously into their knowledge production practices.

Bibliometric portraits of a single journal appear to be rarely taken in the field of applied linguistics. Viewed from the angles of publication, citation, and indexation, one of the journals worth a bibliometric portrait is the "Indonesian Journal of Applied Linguistics." Casting local and regional concerns on the global applied linguistics, the journal has ranked among the big five Open Access Journals in the Asiatic region since its foundation in 2011. Capturing a corpus of 426 documents by 824 authors from 144 organizations through two free bibliometric tools, i.e. "Publish or Perish" and "VOSviewer," this study portrays the journal from 2011 to 2020 through the lens of "Microsoft Academic," one of the largest yet free academic search engines and bibliographic databases. The portrait exhibits the journal's scientific productivity and quality, including the most prolific authors and their affiliations. It also depicts the co-authorship, keyword co-occurrence, self-citation, and bibliographic coupling. How some aspects such as the relative dominance of authors from the university publishing house has evolved before and after the Scopus indexation provide a more vivid portrait of the journal. It could provide not only retrospective but also prospective insights into the ongoing contribution of the journal to the big enterprise of applied linguistics.

More university presses and academic libraries have started to collaborate in the scholarly publishing field, and it becomes important to investigate how this message of collaboration has been delivered to the academic community, since this community includes both creators and users of scholarly works. This study collects 23 news articles on the collaboration between university presses and academic libraries from the formal news sites of the affiliated institutions and then conducts content analysis on these articles, focusing on their content coverage and purposes. These news articles covered topics including the background and benefits of collaboration, how the collaboration worked/would work, and how libraries and presses can contribute to the collaboration. The analysis reveals that these news articles aim not only to inform their readers about the collaboration, but also to provide rationales to the collaboration. The news articles also demonstrate an unbalanced depiction between press and library by focusing more on the press, and this study interprets this phenomenon as a result of two assumptions held by the news articles: the audience's unfamiliarity with the press and more challenging financial viability issues the press encountered.

Emily Hockley, of Cambridge University Press, and Margaret Bartley, of Bloomsbury Publishing, highlight the way that working directly with scholars, students and digital resources creators, through partnerships and collaborative relationships, has helped to frame the current form of their respective online platforms. While the focus of the debate is on subscription-based services I also highlight the fact that in the future it may be increasingly difficult to contain copyright restricted materials within the current structures. I suggest that resource creation is heading in three divergent directions, commercial subscription-based, free, publicly funded resources and copyright irreverent audience generated sites.

This article presents one substantive and illustrative school case study to explore in depth practitioners' engagement with Pathways--an online school improvement resource provided by the Oxford University Press (OUP). Launched in 2013, the 'four-step system' comprises the following phases: 'audit', 'strategic planning', 'take action' and 'evaluate impact' and aims to support primary schools through a range of whole school improvement and teaching and learning tasks. The wider research project studied primary school practitioner perceptions and attitudes towards Pathways and both collective and individual improvement practice via an embedded multimethod case study comprising a purposive sample of five primary schools that signed up to use Pathways. It followed the evolution of Pathways using a 'design-based research' (DBR) framework that focuses on bridging the realms of academia and more practical contexts, and promoting research impact through user engagement and active participation. The growth and use of Pathways by schools was investigated through the theoretical lenses of the Dynamic Approach to School Improvement (DASI) and Guskey's five-level model of Continuing Professional Development (CPD) evaluation (2002). The Pathways research and case study in this article focus uniquely on how "teaching practitioners" engage with and perceive technology in their school improvement practice and professional development experiences in one particular school context. Pathways tools seemed to offer opportunities for teachers to work collaboratively, individually and autonomously--with their work being partially 'mediated' by Pathways itself, and specific 'hospitable conditions' cultivated by senior leadership such as professional support and trust.

"portal: Libraries and the Academy" has as its mission to address library and information services in a campus-wide context, focusing on librarians' engagement with learning services, joint technology initiatives, cross-disciplinary and cross-functional research, faculty partnerships, and scholarly publishing and public policy, but encouraging research that results from innovative collaborations or that shows the integrative potential of libraries with other campus units has been challenging. Fostering writing that brings together authors from different disciplines or academic functions, however, derives directly from the shared thinking and leadership that goes into creating a campus project or organization. At every turn, we talk about needing such projects to reshape our universities to meet pedagogical demands and resource challenges, but it is still surprisingly difficult to bring such initiatives to fruition in an ongoing way. How can we incentivize sustainable innovation within our existing traditional academic environments? In 2016, three separate national, invitational gatherings highlighted and sought to expand campus and scholarly collaborations on new models of information services that can advance research and teaching in today's interdisciplinary and multi-institutional contexts. The three meetings discussed in this article include the following: (1) Academic Art Museum and Library Summit; (2) Publishers Reporting to Libraries (P2L) Summit; and (3) Open Scholarship Initiative. The meetings had distinctive emphases--museums, university presses, and scientific publishing--and libraries had a leading role in all three. The author was present at all three and offers summaries of the presentations and the issues addressed.

This article presents an interview with Christie Henry. She joined Princeton University Press as Director in 2017, from the University of Chicago Press where she was editorial director for sciences, social sciences, and reference publishing. She is a long-term leader in the world of university publishing, and has held a number of community roles, most recently as chair of the AUPresses Task Force on Gender Equity and Cultures of Respect. She is also on the boards of The Association of American Publishers, Rutgers University Press, and Codon Learning. She answers questions about her skills and experiences in the field of scholarly publishing. She also gives advice to those who would be interested in pursuing a career in the field. [Interviewed by Don Ambrose.]

In this article, the authors report since the early 1980s, the profession has seen plenty of changes in the arena of digital scholarly publishing: during this time, while the specific challenges have seldom remained the same, the presence and the pressures of rapid technological change endure. In fact, as an editorial team that has, in part, focused on digital publishing, they have come to recognize "change" as a constant companion that serves to shape their scholarly lives in exciting, albeit unpredictable, ways. In this essay, the authors map some of the major publishing challenges that have presented themselves to the field over last thirty years and speculate on possible challenges that might characterize the future scholarly publishing in composition studies. They hasten to point out that their view is only one snapshot of current and past digital publishing contexts and that others in this section of "Composition Studies" present valuable perspectives to add to their own.

An increasing number of higher education institutions worldwide are requiring submission of electronic theses and dissertations (ETDs) by graduate students and are subsequently providing open access to these works in online repositories. Faculty advisors and graduate students are concerned that such unfettered access to their work could diminish future publishing opportunities. This study investigated social sciences, arts, and humanities journal editors' and university press directors' attitudes toward ETDs. The findings indicate that manuscripts that are revisions of openly accessible ETDs are always welcome for submission or considered on a case-by-case basis by 82.8 percent of journal editors and 53.7 percent of university press directors polled.

The existence of a ubiquitous and cheap worldwide communications network that increasingly makes documents easily and freely available will require a transformation of academic library collecting practice. It will be driven by a number of specific developments including: the digitization of content; the development of print repositories; the development of e-readers and print-on-demand publishing; the growth of open access; challenges to establish academic publishing organizations; and the growth of new forms of scholarship based on openness and social productivity. If academic libraries are to be successful, they will need to: deconstruct legacy print collections; move from item-by-item book selection to purchase-on-demand and subscriptions; manage the transition to open access journals; focus on curating unique items; and develop new mechanisms for funding national infrastructure.

When the news broke in the "New York Times" in August 2009 that Yale University Press had decided to remove twelve Danish cartoon images of the prophet Mohammed from "The Cartoons That Shook the World," a forthcoming book by Brandeis political scientist Jytte Klausen, the author felt that the American Association of University Professors (AAUP) had only three or four hours to issue a statement if they wanted to shape the story as it spread through the media. As AAUP president at the time, he believed it should be treated as a story about a major university that violated an author's academic freedom. He knew that the story was likely to veer off in a different direction. Conservative bloggers and media outlets would immediately brand it as a story about political correctness--about liberal faculty and administrators afraid to offend Muslim religious sensibilities. In this article, the author contends that getting AAUP values into the media requires quick action and strong statements. Extended deliberation produces better results, but it is not flawless, and it is not always practical. Limiting ourselves to occasions when we can spend a year or two mulling matters over makes us largely irrelevant in a world of rapid information and opinion flow. The simple truth is that higher education--and thus the country at large--will benefit from wider dissemination of AAUP values. Shared governance is not perfect, but it is far better than administrative fiat. Academic freedom is about as close to a supreme value as higher education is likely to find. The job of getting those principles widely known and accepted is well worth risk and struggle. It means we must compete against unsympathetic groups and constituencies in the press and throughout the public sphere. The more publicly outspoken AAUP of recent years has taken on that task with notable success.

The present study addresses the question whether accentuation and prosodic phrasing can have a similar function, namely, to group words in a sentence together. Participants listened to locally ambiguous sentences containing object- and subject-control verbs while ERPs were measured. In Experiment 1, these sentences contained a prosodic break, which can create a certain syntactic grouping of words, or no prosodic break. At the disambiguation, an N400 effect occurred when the disambiguation was in conflict with the syntactic grouping created by the break. We found a similar N400 effect without the break, indicating that the break did not strengthen an already existing preference. This pattern held for both object- and subject-control items. In Experiment 2, the same sentences contained a break and a pitch accent on the noun following the break. We argue that the pitch accent indicates a broad focus covering two words [see Gussenhoven, C. On the limits of focus projection in English. In P. Bosch & R. van der Sandt (Eds.), "Focus: Linguistic, cognitive, and computational perspectives". Cambridge: University Press, 1999], thus grouping these words together. For object-control items, this was semantically possible, which led to a "good-enough" interpretation of the sentence. Therefore, both sentences were interpreted equally well and the N400 effect found in Experiment 1 was absent. In contrast, for subject-control items, a corresponding grouping of the words was impossible, both semantically and syntactically, leading to processing difficulty in the form of an N400 effect and a late positivity. In conclusion, accentuation can group words together on the level of information structure, leading to either a semantically "good-enough" interpretation or a processing problem when such a semantic interpretation is not possible.

Previous research has documented how political scientists evaluate and rank scholarly journals, but the evaluation and ranking of scholarly book publishers has drawn less attention. In this article, we use data from a survey of 603 American political scientists to generate a ranking of scholarly publishers in political science. We used open-ended questions to ask respondents to identify those scholarly publishers (1) to which they would submit "a very strong book manuscript" in their area of expertise, and (2) that they "read regularly or otherwise rely for the best research" in their area of expertise. Based on these results, we created rankings of scholarly presses based on publication and reading preferences. We find that certain high-profile university presses constitute a clear first tier in American political scientists' preference orderings, followed by a mix of university and commercial presses that represent the second tier and beyond. Moreover, we confirm the validity of our approach by comparing the results of our rankings (based on open-ended questions) with results from previous research based on respondents' evaluations and derived from close-ended lists of scholarly presses. Our results demonstrate that the rankings of scholarly publishers are similar for both approaches. These rankings can be used to guide political scientists as they decide where to send their best book-length work.

This study is a comparison of AUPress with three other traditional (non-open access) Canadian university presses. The analysis is based on the rankings that are correlated with book sales on Amazon.com and Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each press. The results of one-way ANOVA analyses show that there is no significant difference in the ranking of printed books sold by AUPress in comparison with traditional university presses. However, AUPress, can demonstrate a significantly larger readership for its books as evidenced by the number of downloads of the open electronic versions. (Contains 8 tables.)

In this article, I discuss how the space of the classroom is a contested object that is constituted by historical, cultural, political, social, psychological, and discursive practices (Lefebvre in The production of space, Blackwell, Oxford, UK, 1991). I then employ Deleuze and Guattari's notion of "assemblage" to characterize the ways in which educational spaces cohere "content and affect" quoted in Puar (Terrorist assemblages: Homonationalism in queer times, Duke University Press, Durham, 2007, 193) into discursive figures of the heteronormative and racialized national "family." Finally, I argue that in order to advance contemporary theorizing on safe space we might consider shifting the metaphor of the classroom (and/or schooling) as a situation of home (in loco parentis) to that of a metaphor of camp. As a discursive practice, "camp" is like "home" in that it has multiple associations of past histories. However, the advantage of the metaphor of classroom as camp allows for a more capacious range of past histories of association, from recreation to temporary inhabitation to forced relocation, thus foregrounding the innate political implications of theorizing space. Moreover, the metaphor of camp implies transience (whether real or imaginary) while keeping in mind the partial and situated nature of particular places and spaces. Foregrounding the transient component/feature of safe space allows us to make visible and explore the possibilities and limitations of conceptualizing relations of power as circuitous, contested and performative through competing claims to particular places as objects of safety.

America's university presses are situated within a network of over one hundred universities, learned societies, and scholarly associations. According to a pamphlet put out by the American Association of University Presses, these presses "make available to the broader public the full range and value of research generated by university faculty." "University presses are based at a wide array of educational institutions," the essay goes on, "and thus promote a diversity of scholarly perspectives." Requiring large subsidies to stay in operation, most presses are in business for scholarly, rather than financial, reasons. While some exist to enhance the prestige of their university, most presses view the dissemination of knowledge as their "raison d'etre". In large measure because of their charter to generate and disseminate knowledge, the federal government grants university presses not-for-profit status. This paper surveys the works of the prestigious Yale University Press and concludes that it is more concerned with purveying the progressive, left-wing opinions of its authors, and less with demanding fealty to facts and scholarly standards--a policy scarcely in keeping with the principles of the press's idealistic founding. (Contains 13 footnotes.)

Purpose: The purpose of this paper is to suggest that the "skills" or "employability" agenda which has long been anathema to the Humanities disciplines need not be the threat it appears to represent. This paper aims to examine the concept of realistic work environments and their focus, not only the provision of hard and soft skills, but also the democratic and transformational power they provide for the students who work in them. Design/methodology/approach: The paper will focus on the challenges of running a realistic work environment and the issues this raises for both the facilitator and the students. Working with the authors own experience and a framework of models such as situated learning and student-centred learning, the challenge and excitement of working with an informal mixed curriculum and forms of assessment that measure reflective and experiential learning is discussed. Findings: Applying the Rogerian person-centred approach to self-transformation and to learning, it is argued that these situated learning spaces provide real opportunities for growth and development and that the shared sense of responsibility provides students with an opportunity to develop and transform in ways that are often hard to realise in the delivery of traditional Humanities modules. Originality/value: Whilst Humanities subjects aim, in theory at least, to provide a developmental bridge between being and becoming, so too do employability skills, and it is in the developmental dimension that the two can meet and work well together. With this in mind the audience is encouraged to think about the challenges facing the Humanities in the burgeoning knowledge economy.

This research investigated the current copyright policies of 21 education journals published by academic societies, universities and university presses, and commercial publishers. For the sample I chose only journals with a copyright policy on the journal or publisher web site, and I then analyzed the content of the policies in order to answer three research questions. (1) What is the nature of copyright for education journals? (2) What evidence exists for the adoption of various copyright innovations (e.g., use of Creative Commons, shared copyright)? (3) Is innovation widespread or limited to certain types of journals? The findings indicate that 16 journals (76%) had traditional "transfer of copyright" policies. However, five journals (24%) offered a range of innovations, including shared copyright, author-retained copyright, first publication rights, and use of Creative Commons licensing.

This article talks about Mormonism, which has been sensationalized more often than most other religions. Since before the 2002 Winter Olympics in Salt Lake City and through Mitt Romney's run for the U.S. Presidency, an unprecedented number of news stories have been published about the Mormon faith. Historian Richard Bushman has termed the last decade a "perfect storm of publicity about Mormonism." Yet, despite the flood of media attention, many Americans remain unaware that the term Mormon is the "unofficial" name for the Salt Lake City-headquartered Church of Jesus Christ of Latter-day Saints (LDS). And it does not help matters that LDS Church members are often interchangeably referred to as Latter-day Saints, or, simply, Saints. Recent popular titles about splinter groups from the original LDS Church--e.g., Carolyn Jessop and Laura Palmer's Escape (Broadway, 2007)--as well as reports about the Fundamentalist LDS of Texas, who are not Mormons, have contributed to additional confusion about Mormons' identities, practices, and beliefs. Here, the authors provide a brief history of the Mormons and present a list of resources, with more on the web, that bring to the religion collections. The authors include resources written by both believers and nonbelievers and advise librarians to collect across the spectrum of viewpoints. These resources include works of scripture, doctrinal overviews, contemporary views, and history. Some of these are recommended as core resources for all libraries.

Despite arguments for the relative ease of learning common noun meanings, semantic development continues well past the early years of language acquisition even for names of concrete objects. We studied evolution of the use of common nouns during later lexical development. Children aged 5-14 years and adults named common household objects and their naming patterns were compared. Children showed a gradual convergence to the adult categories through addition of new words to the vocabulary as well as extended reorganizations of existing categories. Different theories of early lexical development make competing proposals about the differences in featural knowledge that result in discrepancies from adult word use. To evaluate these theories with respect to later lexical development, we used features collected from adults and children to predict the naming patterns of the different age groups. Consistent with [Mervis, C. B. (1987). Child-basic object categories and early lexical development. In U. Neisser (Ed.), "Concepts and conceptual development: ecological and intellectual factors in categorisation" (pp. 201-233). Cambridge: Cambridge University Press], children gradually learned to attend to the adult feature sets and to assign the features the appropriate weights. A sorting task showed that, furthermore, evolution of general conceptual knowledge as well as word-specific knowledge contributes to the convergence. We discuss implications for developing a theory of later lexical development.

Much of the current North American academic crisis of publishing, tenure, and promotion is both the cause and the effect of this fetishization dominant in the humanities: that of the grand narrative of knowledge-production, respectably bound with a spine. Short works will get one only so far, no matter how many of them one produces, or how well. If full-length novels have the commercial capital of being able to command some attention in a quickly shrinking print market, monographs published by university presses aspire to nowhere near such capital in an age of decreasing library purchases and the continual reduplication of available knowledges by academic presses just to respond to this outsourcing of tenure/promotion evaluation to them by university departments. In this article, the author presents his views on this fetishization in the humanities and calls for the need to be weaned from the illusion of fullness and completion in the production of knowledge whenever these are signalled by a single binding spine. At the same time, continued production of books that have truly earned their full length need not be discouraged. The only loss might be the occasional fragmentation of intellectual egos, rooted in the cultural capital of The Book, from the traditional, spine-bound text of 250 pages or so. (Contains 1 note.)

Princeton University Press recently published the American moral philosopher Harry Frankfurt's book "On Bullshit", which quickly made the New York Times best seller list. Originally published in the journal "Raritan" in 1986, Frankfurt's book has been heralded as an important theoretical development in the study of what he (and society) colloquially refer to as "bullshit." Frankfurt formally defines BS as a situation where ones inclination and obligation to speak about a topic or concept far exceeds one's knowledge of the topic, which most certainly has been a rising problem for a number of reasons over the past 20 years. However, Frankfurt's book, which purports to be a moral victory of sorts, and despite its popularity, is not only severely flawed and outdated from an educational, cognitive, and philosophical perspective, but it is also highly oppressive in several different but very important ways. Because this book and its main arguments are being cited favorably in a number of different academic circles (including the science education community), this paper highlights the limitations and flaws of this book and develops a counter-argument and model of BS that has important implications for science, mathematics, philosophy, and educational theory and research.

In this interview Charles Henry, publisher of the Rice University Press (RUP), discusses RUP's rebirth as a fully digital university press. Henry addresses the circumstances that led to this decision, and he further outlines the RUP business model whereby the press will publish its own titles--both digitally and in print-on-demand--while collaborating with other presses to publish works that would otherwise have been deemed too expensive to print. Henry proposes that the digitization of academic publishing will provide more cost-effective ways of disseminating valuable scholarship while simultaneously opening vital new venues for academic writers to reach readers. In describing Connexions, RUP's open-source technological platform, Henry also explains how other presses may adopt this technology if they are willing to allow free and open access to their titles under a Creative Commons license. After commenting on the need for universities to abandon the privileging of print media, Henry discusses the response the RUP initiative has received in the academic community, and he provides further information on upcoming developments at the press.

Several books published by university presses serve no purpose besides credentialing professors, but since the collapse of the US academic job market in the early 1970s, it is mandatory for professors to be published. However, it appears to be time, particularly for the younger academics, to abandon the genteel pose of being aloof from the sordid marketplace and start writing books that more people will want to buy as something besides remainders.

The Curry Report (Policy Commission on the Future of Farming and Food, Farming and Food: A Sustainable Future (Curry Report), Cabinet Office, London, 2002) recently recommended that farmers 'reconnect' with their consumers, their markets and the food chain. In terms of livestock production this process of reconnection may not be so straightforward, firstly, because of the productive paradoxes upon which livestock production is built, and secondly, because the nature of people's relationships with livestock is complex, ambiguous and dynamic. This paper uses ethnographic data to illustrate sociologically the paradoxical nature of commercial and hobby livestock production in the context of Northeast Scotland. Producers of livestock have contradictory productive roles: as empathetic carers and economic producers of 'sentient commodities'. The attitudes, feelings and behaviours of those working with livestock cannot be isolated from the position of both humans and animals in the division of labour (breeding, storing and finishing) and the socio-economic context in which commercial and hobby livestock production occurs. For example, those working with breeding animals tend to express varying degrees of emotional attachment whilst those preparing livestock for slaughter express varying degrees of emotional detachment. Any animal, however, that deviates from the routine process of production can stand out from the herd, become individually recognised, have more meaning to the worker, and thus become more than 'just an animal'. I will also draw on the work of Merton (Sociological Ambivalence and Other Essays, The Free Press, New York, 1976), Digard (Relationships between humans and domesticated animals, Interdisciplinary Science Reviews 19(3) (1994) 231) and Kopytoff (The cultural biography of things: commoditisation as process, In: A. Appadurai (Ed.), The Social Life of Things: Commodities in Cultural Perspective, Cambridge University Press, Cambridge, 1986, pp. 64-91) to provide an emerging framework to understand the variable characteristics of people's relationships with their animals, and to account for and capture their contradictory and unstable elements.

The present study compares the processing of unambiguous restrictive and non-restrictive relative clauses (RCs) within both a null context and a supportive discourse using a self-paced reading methodology. Individuals read restrictive RCs more slowly than non-restrictive RCs in a null context, but processed restrictive RCs faster than non-restrictive RCs in supportive context, resulting in an interaction between context and RC type. These results provide evidence for two theoretical points. First, principles analogous to those in referential theory [Altmann G. T. M., & Steedman, M. (1988). Interaction with context during human sentence processing. Cognition, 30, 191-238; Crain, S., & Steedman, M. (1985). On not being led up the garden path: The use of context by the psychological parser. In D. Dowty, L. Karttunnen, A. Zwicky (Eds.), Natural language parsing. Cambridge, UK: Cambridge University Press] apply not only in resolving ambiguity but also in processing unambiguous sentences. Second, the discourse context can guide and facilitate interpretive processing. This result suggests that intrasentential factors such as syntax are not autonomous from contextual processing, contrary to the modularity hypothesis [Fodor, J. A. (1983). Modularity of mind. Cambridge, MA: MIT Press].

This study compares the ways in which mothers with two different levels of education adjust to their 3-to-5 year-old children's cognitive and language comprehension skills when engaged in different tasks, such as doing jigsaw puzzles, seriation and laying a table. The children were divided into groups with a low and a high level of development, as measured by Raven's Matrices and the Reynell Language Comprehension Scale. Using Wertsch's model [Wertsch J. (1985). Vygotsky and the social formation of the mind. Cambridge: Harvard University Press] as our basis, we analysed the cognitive demands contained in the mothers' speech (abbreviation and referential perspective). The results indicated that mothers of both educational levels adjusted their speech to their children's level of development. However, more educated mothers were more demanding and challenging with both low- and high-skilled children, using more abbreviated directives and a higher level of referential expressions. There were small differences between the task effects on the groups.

The blurb is a paratextual element which has not previously been subjected to systematic analysis. We describe the nature and purpose of this publishing epiphenomenon, highlight some of the related marketing issues and ethical concerns and provide a statistical analysis of almost 2000 blurbs identified in a sample of 450 non-fiction books. (Contains 5 tables and 3 figures.)

Academic libraries, university presses, and commercial ventures are embracing print-on-demand publishing to improve services as well as reduce costs. The concept dates to the early 1990s, but problems with the technology coupled with a lack of interest by libraries and book vendors hindered its popularity. Today, print-on-demand remains ideal for institutional repositories and digital collections, as well as for collection development. It is especially popular for users with print preferences. Many publishers and librarians believe print-on-demand holds more promise for libraries than electronic books. (Contains 38 notes.)

Sociometric status classifications of 205 youths (average age 11.3 years) were assessed on three occasions with 1-year intervals, using the current nomination methods and a two-dimensional rating-based procedure (SSrat). The goal of the study was to compare the stability of the methods involved. Preliminarily, it is shown that (a) the data allowed the stabilities of the different systems to be interpreted as test-retest reliabilities, and (b) usual practice of implementing a uniform cutoff limit for all sociometric categories without further justification was inadvisable. Consequently, the reliability of the various methods was established with varying cutoff limits. The rating-based systems were shown to yield classifications with test-retest reliability over 0.50, considerably higher than the nomination methods. We also demonstrated that the rating scale system provides the opportunity to monitor the choice of more appropriate cutoff criteria. As for theoretical implications, the present study provides support for Coie's theory [Coie, J.D., 1990. Toward a theory of peer rejection. In S.R. Asher, J.D. Coie. Peer rejection in childhood. New York: Cambridge University Press, pp. 365-401] of acquiring peer status as a stabilizing process. It also shows that the relatively low test-retest reliability of the nomination procedures employed may, in part, be responsible for the lack of empirical support for Coie's view in previous studies.

This paper reports on the results of a move analysis [Swales, J. (1990). "Genre analysis." Cambridge: Cambridge University Press] of 60 biochemistry research articles. First, a corpus was systematically compiled to ensure that it represents core journals in the focused discipline. Then, coding reliability analysis was conducted to demonstrate that, given a set of coding protocols and systematic training and practice, two individuals could agree upon move boundaries. Finally, move analysis of the corpus was conducted. Based on the findings of the analysis, a two-level rhetorical structure ("moves" and "steps") is proposed for these texts. This structure consists of 15 distinct moves: three moves for the Introduction section, four for the Methods section, four for the Results section, and four for the Discussion section. This study captures a basic yet complete and representative template of rhetorical organization for structuring biochemistry research articles. The template is useful particularly to native and non-native scientists not only allowing them to better understand published research articles but also facilitating the process of writing research articles for publication.

Librarians, university press publishers, and scholars, find themselves at an unusually stimulating and challenging time in the history of these respective professions. The forces of technology, and privatization are changing the nature of their work environment, even as their fundamental mission remains, for now, the same. Committed as they both are to the world of ideas and the life of the mind, it is imperative that they come together in these uncertain times, that they each draw on distinct expertise to craft a new model or models, however haltingly at first, rather than allowing the winds of change, and unbridled commercialism, to drive them apart.

Using data from a community sample of 1218 boys and girls (mean age at the first wave was 15.5 years), this longitudinal study examined several covariates -- adjustment problems, poor academic achievement, negative life events, and unsupportive family environments -- of distinctive trajectories of juvenile delinquency. Latent growth mixture modeling analysis revealed 6 trajectory groups: rare offenders, moderate late peakers, high late peakers, decreasers, moderate-level chronics, and high-level chronics. Several factors discriminated between more normative groups and high-level chronic offenders, including poor academic achievement, unsupportive family environments, life events, and substance use, whereas almost no differences were found between groups with more serious offending trajectories. Overall, there was more specificity in correlates of distinctive offending trajectories than expected by general theories of crime (e.g., Gottfredson, M. R., and Hirschi, T., 1990. A General Theory of Crime. Stanford University Press, Stanford, CA).

In replication and continuation of a 1998 study by the author to establish a rank order of the most prestigious FLT journals, this paper presents a tabulation of the frequency with which FLT journals were selected between 1996 and 2002 for presentation in "Language Teaching", the international abstracting journal compiled with the assistance of the London-based "Centre for Information on Language Teaching and Research" (CILT) and published by Cambridge University Press. Whereas the previous study detailed the ranking of more than 60 journals, this presentation restricts itself to the 12 most frequently cited journals and discusses gains and losses during the 7-year-period of observation.

Explores how budget cuts for libraries, university presses, journals, and the arts have combined to threaten the infrastructure on which professors and students depend. Includes sidebars on Appalachian State University's library, the Stanford and State University of New York (SUNY) presses, and the University of Iowa's history department. (EV)