Journal articles on the topic 'American journal of science and arts'

The field of performing arts medicine has grown significantly over the last few decades. While we still have a long way to go before we can confidently state that we know how to prevent and treat the maladies that interfere with artistic performance, we are making progress on several fronts. In preparation for giving one of the keynote addresses at the 2015 University of South Florida--Performing Arts Medicine Association Conference titled Caring for Artists and Arts that Heal, I reviewed the types of articles that have been published in Medical Problems of Performing Artists over the last 10 years. I also did a comparison of those articles to articles published in the Journal of Dance Medicine and Science and in the American Journal of Sports Medicine. In this editorial, I will present my findings.

In 1965, Daniel Patrick Moynihan, then an official in the Johnson administration, published The Negro Family: The Case for National Action, better known as the Moynihan Report. He was influenced by his participation in two conferences organized by the American Academy of Arts and Sciences in the mid-1960s, as well as two issues of its journal Dceda-lus, on the topic of “The Negro American.” Arguing that the “damaged” family structure of African Americans would impede efforts to achieve full racial equality in the United States, the Moynihan Report launched an explosive debate that helped fracture a fragile liberal consensus on civil rights. Geary examines the report alongside the Dcedalus project, establishing its roots in the racial liberalism of the mid-1960s and connecting it to efforts by liberals to address the socioeconomic dimensions of racial inequality. He considers the close relationship between scholarship and public policy that existed at the time and reflects on the ways liberal ideas about race have changed in the decades since.

Equity and the dissemination of knowledge remain major challenges in science. Peer-reviewed journal publications are generally the most cited, yet certain groups dominate in archaeology. Such uniformity of voice profoundly limits not only who conveys the past but also what parts of the material record are narrated and/or go untold. This study examines multiple participation metrics in archaeology and explores the intersections of gender and occupational affiliation in peer-reviewed (high time cost) and non-peer-reviewed (reduced time cost) journals. We find that although women and compliance archaeologists remain poorly represented in regional and national peer-reviewed journals, they are much more active in unrefereed publications. We review feminist and theoretical explanations for inequities in science and argue that (1) the persistent underrepresentation of women and of compliance professionals in archaeological publishing are structurally linked processes and (2) such trends can be best understood in light of the existing structure of American archaeology and the cost-benefit realities of publishing for people in various sectors of the discipline. We suggest that nonrefereed venues offer a pathway to multivocality and help to address epistemic injustices, and we discuss methods for widening the current narrow demographic of men and academics who persist in dominating discourses.

While it is not the practise of the Journal of American Studies to have editorials, this issue marks an exception. We celebrate the 50th anniversary of the founding of the British Association for American Studies (BAAS), the academic organization which sponsors the Journal, and whose members receive the Journal as one of the benefits of membership. Most practitioners of American studies in the United Kingdom belong to the BAAS, giving it a truly interdisciplinary membership united by interest in the United States as a site of academic study. Members are drawn principally from the ranks of historians, litterateurs, political scientists and analysts of popular culture, along with some geographers, sociologists and economists. Its annual conference draws participants from many nations and at all levels of the academic hierarchy.

This article continues NTQ's explorations, commenced in NTQ18 (1989) and NTQ23 (1990), of the interactions between theatrical performance and emerging views of nature coming out of the ‘new sciences’. Here, Michael Vanden Heuvel argues that analogies between quantum science and performance are productive mainly in reference to work which investigates the nature of perception, and which foregrounds the spectator's awareness of the ‘event-ness’ of theatrical performance. Models drawn from the new science of ‘chaotics’, on the other hand, appear more applicable to performances which seek to move beyond phenomenology into the sphere of cultural discourse. He offers as an example of this ‘post-quantum’ theatre the work of the renowned New York collective the Wooster Group, whose performances create a dialogics between order and disorder which acts to map dynamic interactions between hegemony and difference in American culture. Michael Vanden Heuvel is Assistant Professor of English and Interdisciplinary Humanities at Arizona State University. His Performing Drama/Dramatizing Performance: Alternative Theatre and the Dramatic Text was published by the University of Michigan Press in 1991, and he has written articles and reviews for Theatre Journal and Contemporary Literature.

Profile: Lisa Hansel is the director of communications for the Core Knowledge Foundation, a nonprofit dedicated to the idea that every child should learn a core of content that spans language arts and literature, history and geography, mathematics, science, music, and the visual arts. Prior to joining the Foundation in 2013, she was the editor of American Educator, the quarterly journal of educational research and ideas published by the American Federation of Teachers. In that role, she often published articles jointly with E. D. Hirsch Jr., and Daniel T. Willingham that explained why reading comprehension, critical thinking, and problem solving depend on relevant prior knowledge—and why, as a result, all students need a rigorous, coherent, grade-by-grade curriculum that builds broad knowledge. Lisa has a B. S. in Psychology from Washington and Lee University and an Ed. D. in Education Policy from George Washington University, where she was also an adjunct Professor and the writer and editor for the National Clearinghouse for Comprehensive School Reform. To learn more about Core Knowledge, please see www.coreknowledge.org and blog.coreknowledge.org. She expressed her views regarding the Core Knowledge and Common Core Curriculum.

Many new, or processual, archaeologists of the 1960s argued that Americanist archaeology became scientific only in the 1960s. The hypothesis that the rate of publication of archaeological research in Science and Scientific American increased after about 1965, as new archaeologists sought to demonstrate to their peers and other scientists that archaeology was indeed a science, is disconfirmed. The rate of archaeological publication in these journals increased after 1955 because the effort to be more scientific attributed to the processualists began earlier. Higher publication rates in both journals appear to have been influenced by an increased amount of archaeological research, a higher rate of archaeological publication generally, and increased funding. The hypothesis that editorial choice has strongly influenced what has been published in Science is confirmed; articles focusing on multidisciplinary topics rather than on narrow archaeological ones dominate the list of titles over the period from 1940 through 2003.

This essay focusses on references to the sixteenth-century black poet and scholar Juan Latino in African American journals in the 1920s–1940s. Although Juan Latino is largely forgotten in the present day, publications such as the Journal of Negro History and the New Negro referred to the poet as an important figure in the intellectual history of the African diaspora. My essay posits Juan Latino (both the historical figure and an early modern play about him) as an alternative exemplar of blackness in early modern Europe to that found in Othello. By turning to Juan Latino instead of to Othello, scholars in the 1920s–1940s were able to suggest a transnational and transhistorical black diasporic identity linked with African American solidarity with the Republican cause in the Spanish Civil War.

Robert Adams celebrated his 70th birthday on July 23, 1996. Forty years ago American Antiquity published his first journal article, which helped launch a remarkable career. Adams has influenced not only fundamental aspects of social evolutionary theory and archaeological reconnaissance surveys but also the structure of support for science in the United States and abroad. At the 1996 meetings of the Society for American Archaeology, Adams was awarded the Distinguished Service Medal. This essay traces the intellectual influences on Adams, the progress of his fieldwork, and the exposition and development of his ideas in his monographs and major essays. The significance of his work is assessed, and a bibliography of his principal archaeological writings is included.

Although this issue is the first to appear during my tenure as Editor of the Journal of American Studies, an expression of gratitude to Jay Kleinberg for ten years of unstinting effort on behalf of the Journal of American Studies, first as Associate Editor (1996–2001) and as Editor (2001–6) is in order. The present issue is one that has taken shape in the period of transition from her Editorship to mine, and her contribution to it has been considerable. I am sure that readers will share with me in thanking Jay for her hard work over the past decade, and in wishing her the very best for future endeavours.

The Bulletin of the British Association for American Studies (1956–66) provided a valuable platform for many British pioneers in the study of American history, politics and literature, and laid the ground for a more professional and permanent American studies journal when the field had become well established in this country. Here I have both attempted to analyse the Bulletin's content and commented on the professional background and intellectual interest of its contributors, including the very limited number of women whose work appeared in its pages.

This article aims to elaborate a systematic literature review (SLR) on the subject of experiments in behavioral finance, including papers published between 2014 and 2018. Methodology involved the careful selection of articles published in Web of Science and Scopus databases, and bibliometric analysis was applied. Final sample included 60 articles, the Journal of Behavioral Finance was the most productive journal and the majority of the 152 authors worked in the Americas. For cocitation, important authors, such as Kahneman and Tversky and Barber and Odean were among the most cited and with greater relational ties. For bibliographic coupling, Bursztyn et al. and Bigelow et al. were the most cited, whereas Kadous et al. presented more relational ties. The research contribution lies in the application of the SLR to a growing research area, allowing to know the most relevant subjects, articles, journals, authors, and countries in the area nowadays.

The title says the contrary of what Hippocrates (around 400 BC) stated in his famous aphorism: life is short, art is long. This aphorism has been commented upon from Seneca's time till a recently created column on the “uncertain art” of medicine in the journal “The American Scholar”. In modern times, more and more evidence has come up to show that nowadays, as a beneficent result of scientific progress, man's lifespan has been extended considerably, and the arts (in the old sense of the word, including most sciences) have often been shortened - but not in all cases. Thus, the advantages of the “longevity program” on one side and those of the “acceleration program” on the other side of the old asymmetry of life and art are asymmetrically distributed themselves.

In the early years of the twentieth century, two outspoken and brilliant American economists, Thorstein Veblen and Irving Fisher, offered sharply-contrasting visions of how the discipline of economics should be transformed. Each taught at a leading university and had added prominence as a journal editor, but pursued economic inquiry in ways alien to senior colleagues at his university and in the profession at large. Despite the gulf separating their approaches to economics, they had been doctoral students of the same mentor, William Graham Sumner of Yale, and had each been deeply influenced by Sumner. This paper uses the exchange on neoclassical capital theory between Veblen and Fisher in the Political Science Quarterly in 1908 and 1909 to illuminate their approaches to economics and to question why the American economics profession came to follow Fisher's path–even though Veblen, unlike Fisher, attracted devoted disciples and was considered in American social thought (excepting academic economists) as the standard-bearer of “the New Economics.” Despite Veblen's antipathy to those aspects of Fisher's work that became dominant in mainstream economics, there was a close affinity between Veblen's Theory of Business Enterprise (1904) and Fisher's debt-deflation theory of depressions, which remained (until very recently) outside the mainstream and has been taken up by such heterodox economists as Hyman Minsky.

Biologist and botanist Reginald Gates is mainly remembered as a staunch scientific conservative, a defender of racial theory and fierce opponent of racial mixing. In post-war Britain and America, Gates's racial views made him something of a pariah. This article explores Gates's post-war career as a micro-historical analysis of racial science and society after the Second World War. It examines the relationship between scientific racists and segregationists in the US, especially concerning the Brown ruling and the establishment of the Mankind Quarterly journal, arguing that science in this period was subsumed into politics as protagonists on both sides of the segregation debate used science to justify ideological positions.

The blending of oral traditions, visual arts, and music has influenced how Southern writers shape their region's narrative voice. In the South, writing and storytelling intersect. Mark Twain introduced readers to these storytellers in “Adventures of Huckleberry Finn.” Twain blends both black and white voices within Huck's consciousness and awareness – in Huck's speech and thoughts – and in his dialogues with Jim. A narrative link exists between the South's visual artists and writers; Southern writers, after all, live in the most closely seen region in America. The spiritual, gospel, and rock and roll are musical genres that Southern writers love – although jazz, blues, and ballads might have the most influence on their work. Southern poets and scholars have produced anthologies, textbooks, and literary journals that focus on the region's narrative voice and its black and white literary traditions. Southern writers have created stories that touch the heart and populate American literature with voices of the American South. Future Southern writers will continue to embrace the region as a place where oral, visual, and musical traditions are interwoven with literature.

Nearly fifty years ago, the American Academy organized a conference and two issues of its journal Dcedalus on the topic of “The Negro American.” The project engaged top intellectuals and policy-makers around the conflicts and limitations of mid-1960s liberalism in dealing with race. Specifically they grappled with the persistent question of how to integrate a forced-worker population that had been needed but that was socially undesirable once its original purpose no longer existed. Today racism has been discredited as an idea and legally sanctioned segregation belongs to the past, yet the question the conference participants explored - in essence, how to make the unwanted wanted - still remains. Recent political developments and anticipated demographic shifts, however, have recast the terms of the debate. Gerald Early, guest editor for the present volume, uses Barack Obama's election to the presidency as a pretext for returning to the central question of “The Negro American” project and, in turn, asking how white liberalism will fare in the context of a growing minority population in the United States. Placing his observations alongside those made by John Hope Franklin in 1965, Early positions his essay, and this issue overall, as a meditation on how far we have come in America to reach “the age of Obama” and at the same time how far we have to go before we can overcome “the two worlds of race.”

The exceptional character of the United States' political culture has been and continues to be hotly contested. In the late nineteenth century, commentators framed radical ideologies as “un-American” and they subsequently entered the political lexicon as alien to American ideals and values. However, far less scholarly attention has been given to alternative definitions of “un-American” activity that emerged in the late nineteenth century. This article examines the charges made by contemporaries against the “un-American” town of Pullman and of George Pullman's patronage of his town and its workers. Through a close reading of Addams's critique of Pullman as “A Modern Lear” as well as other narratives and counternarratives contained within contemporary speeches, pamphlets, and newspaper and journal articles, this essay will demonstrate the flexible nature of the charge of “un-Americanism” in the crisis years of the 1890s. In that decade, the character of the modern nation was still highly contested and although the conservative, anti-union view won the immediate Pullman battle, it did not do so without a fight and it did not ultimately succeed in defining the character of the modern nation.

In connection with the centenary of K.Ya. Kondratyev, the academician of the USSR and RAS, the article examines the scientific path of the outstanding geophysicist, the man who, being a student of the Physics Department of LSU, became an ordinary participant in the second world war and after severe injuries, finished his studies, worked his way from the assistant to the University rector, becoming a scientist whose works were highly appreciated in the world scientific community and are still in demand today. K.Ya. Kondratyev was one of the first to use remote sensing methods of the Earth and atmosphere from manned spaceships, his contribution to the implementation of both national and international research complex experiments, to the consideration of the problems of modern climate change, global ecology and the development of the strategy of global EcoDynamics being great. K.Ya Kondratyev was awarded the State prize of the USSR, was a co-author of scientific discovery "the Phenomenon of vertically-ray structures of day radiation of the upper atmosphere of the Earth”, listed in the State register of discoveries of the USSR under No. 106 with priority from May 19, 1971, was a winner of the Honorary award and was awarded the Grand gold medal of the World Meteorological Organization. He was awarded the Simons Gold medal of the Royal meteorological society of Great Britain. K.Ya Kondratyev was elected an Honorary member of the American Meteorological Society (USA), Royal Meteorological Society (UK), Academy of Natural Sciences "Leopoldina" (Germany), foreign member of the American Academy of Arts and Sciences (USA), member of the International Academy of Astronautics, an honorary doctor of the universities of Lille (France, Budapest (Hungary), Athens (Greece). For many years he has an editor of the "Earth Research from Space" journal, a member of the editorial boards of "Optics of atmosphere and ocean" and "Izvestiya of the Russian geographical society" journals, a member of the editorial boards of foreign journals of "Meteorology and Atmospheric Physics" (Austria), "Idojaras" (Hungary), "II Nuovo Cimento C", "Italy", "Atmosfera" (Mexico), "Energy and Environment" (UK). His scientific and literary heritage consists of 120 monographs and more than 1,500 scientific articles published in the leading scientific journals in Russia and abroad

This paper explores the relationship between gender identity and patterns of authorship in peer-reviewed journals as a lens for examining gendered knowledge production and the current status and visibility of men and women in American archaeology. Drawing on feminist theory and the feminist critique of science, I examine how gender imbalance and a lack of diversity continue to affect the work that archaeologists produce. The evaluation of publishing trends serves as a means to investigate knowledge valuation/validation in archaeology and lends insight into the control over archaeological narratives. Analysis of publicacion rates from 1990–2013 in a number of prestigious archaeology research journals (including American Antiquity) as well as smaller-scale regional journals reveals that strong gender differences persist in one of the major ways that data are disseminated to the American archaeological community. I suggest that these patterns are likely a result of authorial behavior, rather than editorial or reviewer bias, and conclude with a discussion of future directions for practitioners to pursue research on gender equity in the discipline.

AbstractThe Balkan Journal of Medical Genetics (BJMG) is an international, open access journal that publishes scientific papers covering different aspects of medical genetics. It is published by the Macedonian Academy of Sciences and Arts twice a year in both printed and electronic versions. BJMG is covered by many abstracting and indexing databases, including PubMed Central and Thomson Reuters.Although there are many journals in the field of medical genetics, only a few come from regions outside Western Europe and North America. Being one of these few journals, BJMG aims to promote genetics and research on this topic in the Balkan countries and beyond. BJMG's ultimate goal is to raise the scientific quality and metrics of the journal and provide a better place for BJMG in the community of scientific journals.

Objective – To determine journal expenditure at nine colleges and universities using three pricing models, and to investigate the impact of an open access pricing model on journal costs according to institution type. Design – Cost analysis of three pricing models for journals. Setting – Nine college and university libraries in the United States. Subjects – 349 journal titles indexed by the Science Citation Index from four subject fields (general biology, cell biology, organic chemistry, and applied physics). Methods – Institutions included in the study were selected from America’s Best Colleges (2004) on the basis of type of institution and quality ratings. Stratified sampling was used to randomly select an institution from the top 25% (Tier 1) and bottom 25% (Tier 4) from four institutional categories (doctoral national universities, master’s universities, bachelor’s liberal arts colleges, and bachelor’s comprehensive colleges). An additional institution was selected from Tier 1 of the doctoral universities category to ensure both a large and small institution was represented in the sample. Institutional access to the 349 journals was determined by searching the nine institutions’ library catalogues between August and October 2004. Print, online and combined print/online access was identified for each title at each institution. A component of the pricing models (below) included costs incurred when academics at the institutions published articles in some journals. To arrive at an estimate of these fees, articles published by authors at each institution were identified in the journal titles. All articles in the 349 titles by staff (first author only) at the nine institutions were costed at the lowest rate listed and assigned as journal expenditure for the institution. The cost analysis of institutional journal expenditure at each institution was conducted using three pricing models: 1. A conventional subscription model Journal expenditure was calculated from four elements: individual title subscriptions; online journal collection costs; online journal aggregator costs; and submission/publication fees. These costs were determined from: online information about journal subscription prices; estimating a proportion of journal collection and aggregator databases costs; and page charges, publication and submission fees for authors from the institution. 2. An open access publishing model based on the Public Library of Science (PLoS) pricing model Two costs comprised the open access publishing model: publication fees and print title subscriptions. Publishing fees were calculated from determining the average number of articles published by authors from an institution in one year. This number was then multiplied by $1,500 – the rate charged by PLoS in 2005. The second component was the cost of existing subscriptions to print titles, on the assumption that libraries will continue these subscriptions despite receiving online access to them. Print titles were costed at $160 per subscription. 3. An equal revenue open access model (designed by the researcher to allow for the assumption that publishers considering taking up the PLoS model would not accept a reduction in revenue). If the PLoS model was implemented across the 349 titles, a substantial reduction in revenue to publishers would occur. Therefore, a multiplier was calculated for each subject area by dividing the aggregate amount (in the conventional model) paid for journals in a subject area by the amount paid under the PLoS model. The multiplier was then applied to the PLoS title cost. An adjustment was also made to reduce the effects of the non-representative sample of institutions. Main results – The conventional pricing model calculations indicate that the association between journal expenditure and library size is stronger than the association between journal expenditure and type of institution. However, type of institution is a factor in journal expenditure with doctoral universities’ expenditure much higher than that of other types of institutions. No associations or trends were found when comparing journal expenditure across institutions for the four subject fields. Under the PLoS pricing model, journal expenditure at all nine institutions would be substantially reduced. If this model was adopted by all publishers they would receive only 15% of the total amount expended on journals by the institutions under the conventional pricing model. The PLoS model would affect institutions’ proportion of total expenditure, with doctoral universities paying 96% of journal expenditure compared with 86% under the conventional model. This result is directly related to publishing activities at institutions. Large research universities, where staff publish at higher rates, would pay a proportionally higher amount of the total expenditure than other types of institutions, where publishing activity is low. The equal revenue model, when compared with the conventional model, would provide substantial reductions in journal expenditure for seven of the institutions. However, under this model the largest doctoral university would see an increase in journal expenditure of 337% from conventional model expenditure: an increase primarily due to the higher publishing activity at the university. Institutions with low publishing activity and least print subscriptions would see the greatest reductions in expenditure if publishers moved from the conventional model to the equal revenue model. Up to 90% of American colleges would see a reduction in journal expenditure if publishers adopted the PLoS or the equal revenue pricing models. Conclusion – Most colleges and universities are consumers rather than producers of scholarly literature and, therefore, a shift from the conventional subscription model to a model based on publication activity will reduce their proportion of total expenditure. On the other hand, large research universities will see an increase in their expenditure as a proportion of total journal costs. Given the cost savings and the access to journals, a pricing model such as the PLoS would benefit most colleges and universities. In turn, under this model revenues to publishers would be reduced substantially. The equal revenue model would benefit the majority of colleges and universities by increasing their access to journal titles while reducing their journal expenditure. For example, a master’s university journal holdings could increase up to ten times with expenditure reduced by between 20–60%. Large research universities, however, would see an increase in journal expenditure for very few additional journal titles.

The outbreak of World War II prompted repeated optimistic forecasts about the future of Argentina's economy in Britain. The South American Journal predicted higher prices for wheat, corn and linseed in world markets while The Times noted that after the 1937–8 crisis Argentina's balance of payments and exchange position were improving. Both publications hinted that this presaged better times ahead for the Argentine.

This essay introduces Inhabiting Cultures, a special issue of the Journal of American Studies. The guest editors, idea collective John Q, examine the relationship between method and academic writing by riding a train as a public editorial act and a way of practicing empathy in public scholarship. Contributors to this issue produce the very kinds of culture they critique. John Q tracks these activities as the careful handling of particular kinds of cultural production with a critical and ethical aim.

The recent debate in the United States' gerontological literature on ‘anti-ageing medicine’ has profound significance for the discipline of gerontology. This review article discusses three major contributions to the debate and assesses the meaning of the wider debate for gerontology. A paper by Olshansky, Hayflick and Carnes, published in the Scientific American in May 2002, aimed at a popular science readership rather than gerontologists and had an overtly campaigning purpose. Among the many responses to the paper, that by Robert H. Binstock in The Gerontologist in February 2003 places the concerns expressed by Olshansky et al. in an historical context, and draws out its significance for gerontology as a discipline. Binstock believes that the central issue is legitimacy. What characteristics distinguish scientific endeavour that seeks an understanding of the fundamental biology of human ageing from quackery and pseudo-science? Does the ‘anti-ageing movement’ have a place in legitimate science? Also reviewed is a special issue of Generations, the journal of the American Society on Aging, on ‘Anti-Aging: Are You For It Or Against It?’. Amongst other distinguished contributions, the leading moral philosopher of old age, Harry Moody, explores key issues in ‘Who's afraid of life extension?’ The debate represented by these papers is significant not only for bio-medical but also social gerontology and for our understanding of the cultural position of old age in modern society.

In November 2000, I was sitting in my study in Jaffa, a mixed Arab-Jewish town just south of Tel Aviv, leafing through the latest issue of Critical Inquiry. This was a few weeks into the renewed outbreak of violence in Israel/Palestine, an outbreak that with a single stroke cancelled out the laboriously earned achievements of the Oslo peace accords, claimed the lives of thousands, and all but shattered the hopes of peace activists on both sides. Jaffa itself was transformed overnight, its delicate tissue of Jewish-Arab coexistence torn by Arab riots, Jewish vigilantes, and brutal police intervention. I was therefore looking forward to the momentary escape offered by the American journal that had just arrived in the mail.

Educational gerontology is a comparatively new field of study. In British terminology, it concerns learning in the later years and the methodology relating to this. This special issue of the American journal Educational Gerontology provides an opportunity for reflection on the current state of the art on both sides of the Atlantic. Huey B. Long of the University of Oklahoma, as Guest Editor, invited contributors (eight American and one British) to speculate on likely developments in the field of educational gerontology during the period 1990 to 2010. Not all the authors accepted the challenge and four of the nine papers are considered here.

During the 1950s and 1960s, conservative intellectuals in the United States described African decolonization and the civil rights movement as symptoms of a global threat to white, Western civilization. In the most influential conservative journal of the period, National Review, writers such as William F. Buckley grouped these events together as dangerous contributors to civilizational decline. In the crucible of transnational black revolt, some conservative intellectuals embraced scientific racism in the 1960s. These often-ignored features of conservative intellectual thought provided space for white supremacist ideals to continue to ferment on the American right into the twenty-first century.

This study examines the 2013–2017 publishing productivity of sociology faculty at six types of colleges and universities (e.g., research universities, master’s institutions, and top liberal arts colleges) based on publication counts for articles, articles in high-impact journals, books, and books from high-impact publishers. We compare the productivity of groups based on institution type, gender, academic rank, years of experience, and reputation of PhD-granting institution. Our age-cohort data suggest that differentials in productivity among institution types have diminished in recent decades. The top universities are losing ground, in relative terms, while faculty at other types of institutions are more productive now than in the past. Our results for gender are unlike those reported in previous research, revealing (1) higher productivity for women than for men across most institution types and (2) the absence of any gender differential for all institution types combined. Our data also show that book and article counts are virtually unrelated, that faculty at the top liberal arts colleges have the highest average book counts, and that there is great variation in productivity within every institution type. In general, associate professors, faculty with fewer than 17 years of experience, and faculty with doctorates from top universities are especially productive.

This paper investigates the actions of a small, yet influential group of American economists who sought to claim economic history for themselves and use it as a springboard to launch a wider transformation of economics. Their actions constitute an episode of dissent in the history of twentieth century economics, albeit an unusual one. These dissenters were not a socially or intellectually marginalized group, but rather a set of privileged scholars who were able to leverage their contacts within the profession and amongst its patrons to further their vision. Their actions could almost be described in Kuhnian terms: they consciously sought to trigger a “paradigm shift” to bring about a social science better suited, in their views, to a world in political and economic turmoil (Kuhn 1962). In spite of the Kuhnian allusion to “scientific revolution,” this paper is not about the 1960s “cliometric revolution,” but about the 1940s and '50s and the little known events that led to the creation of the Economic History Association, the Journal of Economic History, and Explorations in Entrepreneurial History (subsequently Explorations in Economic History).

Quentin Howieson Gibson was born in Aberdeen, obtained his MD (1944) and PhD (1946) from Queen's University in Belfast and subsequently took a faculty position at the University of Sheffield (1947), where he was appointed Professor of Biochemistry in 1957. In 1963 he moved to the USA, where he held a faculty position at the University of Pennsylvania before he became the Greater Philadelphia Professor in the Section of Biochemistry and Molecular Biology at Cornell University in 1966. After retiring from Cornell, he became a Distinguished Faculty Fellow at Rice University and an Adjunct Professor at the University of Massachusetts Medical School at Worcester. While at Cornell, Quentin was elected a Fellow of the Royal Society (1969), a member of the American Academy of Arts and Sciences (1970), and a member of the National Academy of Sciences, USA (1982), served as an associate editor of Journal of Biological Chemistry (1975–94) and received the Keilin Memorial Medallist Award and Lectureship (1990). Quentin's major scientific accomplishments include the discovery of the biochemical cause of familial methaemoglobinaemia, construction of the first practical stopped-flow rapid-mixing spectrometer, adaptation of flash photolysis methods to haem proteins, identification of the first semi-stable intermediates in the O 2 reactions of flavoenzymes, the first direct kinetic measurement of intermediates for the reaction of O 2 with cytochrome c oxidase, quantitative kinetic evaluations of cooperative O 2 binding to haemoglobins, determinations of how iron reactivity and ligand diffusion govern rates of ligand binding, and experimental mapping of the pathways for O 2 entry into the active sites of globins.

Two primary manifestations of the eugenics movement in America were the involuntary sterilization of certain classes of people, including the mentally ill and disabled and some types of criminals, and the “family study,” genealogical reports that traced criminal behavior, immorality, and mental problems throughout family trees to determine whether the characteristics are inheritable. Both family studies and sterilization proved to be important fodder for American literary authors, who made significant use of the rhetoric of family and propagation. Erskine Caldwell's Tobacco Road is particularly interesting to read with eugenics in mind, for the 1932 novel is intrinsically bound up with issues of breeding, heredity, and degeneration. Caldwell's text, which he characterized as literary realism, relies not only on the genre of family study in general but more particularly on a study conducted by Caldwell's father in 1928 and published two years later in the journal Eugenics; Ira Caldwell had attempted to rescue a poor white family from what he saw as the conditions of their ongoing degeneracy but was rejected completely by the family, leading to his renunciation of many of his social reform ideals in favor of sterilization programs. Erskine Caldwell drew heavily on his father's failed attempt at reform, and Tobacco Road ultimately argues for the sterilization of Georgia's poor whites, but with the pessimistic caveat that the problems of degeneracy and rural poverty have no final solution. Caldwell's manipulation of his audience, his observation of his father's eugenics experimentation, and his use of extended metaphors, both mechanical and agricultural, for family all create a deeply cynical novel that condemns America's economic modus operandi for the living conditions of the poor but also condemns those poor as being permanently beyond help. In the end, Caldwell argues that the poor – in both money and breeding – will be always with us and that we are doomed to witness the full horror of their degradation without the possibility of either relieving their plight or eradicating them.

It may be paradoxical to launch a new publication in Latin America with a name in English, especially when its contents are mostly in Spanish. Moreover, in this language, literature is large, for example Latindex directory contains about 17,073 journals, 2,689 devoted to Arts and Humanities, 9,847 in Social Sciences and 582 in Psychology; although not all of them are in Spanish, most are. For this, it's necessary to explain why this name, especially if we bear in mind that the discussion of language in science is not trivial, because it affects the fluidity of communication, precision and integration of research and society (Gil-Arnao, de Gil, Rivera, & Molina, 1998).

When Time magazine profiled him in March 1964, John Cheever wrote an entry in his journal which imagined his daughter Susan's thoughts:After they put Daddy's picture on the cover of Time, he seemed to lose something… I don't mean like Dorian Gray or anything but like a savage who thinks that if he is photographed he will have lost part of his image. A man came up to the house … and painted a picture of Daddy. It was painted in a definite style, a magazine cover style, and Daddy seemed to get himself mixed up with all the kings and presidents and so forth who had been on the cover before him. I mean he seemed in some way locked into the cover, fixed there, impressed on the paper. Once I lost my temper at him and said I don't think anybody's impressed by the fact that you had your face on Time magazine … They have all kinds of people; broken down ball players and crooks. It hurt his feelings, you could see.Cheever's words give some suggestion both of the importance authors attached to the Time cover story, which at the peak of the magazine's influence was widely perceived as the apotheosis of American fame, and of their confusion over what it actually signified. This essay aims to explore this ambivalence by investigating the ways in which Time featured novelists, poets and playwrights as the subjects of its cover stories in the period from the magazine's first issue in 1923 to the late 1960s and early 1970s, when it began to lose some of its status as “the National Poet Laureate.” Time owed this status to its position as champion of the “middlebrow,” being designed “for the lady from Dubuque … and for the President of the United States” and combining commercial success with semi-institutional legitimacy.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10. Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). A Multidisciplinary and Holistic Introduction. Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.

Utilizing the work of two cartoonists who produced for newspapers outside the central establishment of the yellow press, this essay argues for the critical role of political cartoonists in shaping viewers' expectations of US involvement in the Spanish-American War of 1898. It features seventeen cartoons, arranged carefully to reflect the shifting political climate, in order to demonstrate the narrative frameworks, image selections, and paradigm shifts in their representations of war and empire. Their cartoons were emblematic of how artists nationwide harnessed typographies of gender, race, and sexuality to create compelling justifications for and against policies of war and colonial acquisition.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

Abstract Taking up an analysis of the materiality of the American Mission Press (AMP) bilingual catalogs printed from 1884 to 1896 in Ottoman Beirut, in this article I identify these booklets as publications that circulated among broad networks of books, journals and newspapers during the period of the Arab nahda. By examining these catalogs in terms of the wider historical significance of their materiality, specifically their organization, layout, typography and illustrations, in this essay I show how these booklets promoted the AMP and its mission’s entangled messages in an increasingly competitive publishing industry. On the one hand, the catalogs highlighted the AMP’s ‘western’ qualifications and strove to engage local readers’ interests in ‘modern’ culture, science and technology. On the other hand, these works marketed the mission’s universalist evangelical views. Thus, in this study I show how such ephemeral publications, when studied for their dynamic content, make evident nineteenth-century Arabic print commerce at work and also illustrate early examples of nascent advertising practices.

A Review of: Borrego, Á., & Anglada, L. (2016). Faculty information behaviour in the electronic environment: Attitudes towards searching, publishing and libraries. New Library World, 117(3/4): 173-185. doi:10.1108/NLW-11-2015-0089 Objective – To determine faculty’s information behaviour and their perception of academic libraries in the current transition between print and electronic scholarly communication. Design – Online survey. Setting – A consortium of 12 large universities in Spain. Subjects – More than 17,380 faculty members. Methods – The researchers used a questionnaire based on a subset of the questionnaire used for the Ithaka S+R Faculty Survey, with 20 closed and 2 open-ended questions. The survey was implemented via Google Forms and sent through mailing lists. The number of recipients was not known, but university statistics for 11 of the 12 universities list 17,380 faculty (statistics were not available for one university, located in a different administrative area). The questions aimed to identify the types of documents used by scholars for teaching and research, the search tools used, the strategies used to keep up-to-date in their disciplines, preferences for print or electronic books, the sources used to access documents, their preferred channels to disseminate their own research, and their views regarding library services. Main Results – The response rate was 12.7%. Based on the results, scholarly journals were the most used information resource for research across all academic disciplines, with 94% of respondents rating them as important. For teaching, faculty preferred to use textbooks for undergraduates, and journal articles for Master’s students. To search the literature, faculty chose bibliographic databases and Internet search engines over the library catalog and physical collections, although the catalog was the first choice for known-item searches. Respondents favored print to read entire books or chapters but preferred the electronic format for skimming. Of the respondents, 78% rated the library as an important channel to access resources, while 61% also considered free online materials important. If the material was not available at their library, 71% frequently chose to search for a free online version and 42% used the inter-library loan service. For their own research, faculty have published in scholarly journals more often than other channels and have selected the journal based on its impact factor (77.5% ranked it as important) and on its area of coverage (73.4%). When asked to rank library services, faculty placed paying for resources highest, with 86.2% identifying it as important. Next were facilitating teaching and helping students develop information literacy skills. Finally, a majority of faculty considered themselves highly dependent on the library. Conclusion – Journal articles are the most widely used information resource for research and teaching purposes, regardless of discipline. This includes arts and humanities, which are known for heavy monograph usage. Articles are also scholars’ preferred channel for publishing. With regards to books, faculty have mixed feelings about print and electronic formats. Spanish faculty display information behaviours similar to their British and American counterparts, as documented in the Ithaka S+R 2012 surveys. Blogs and social networks are not widely used in spite of growing attention to such channels for research output and altmetrics. Open access is also relatively unimportant for faculty when they choose where to publish. A majority of respondents still consider library services as important, for collections as well as teaching and learning support, which may present opportunities for librarians.