Artículos de revistas sobre el tema "University of Texas at Austin. College of Pharmacy"

AbstractFaculty within the Arthur Temple College of Forestry and Agriculture (ATCOFA) at Stephen F. Austin State University in Nacogdoches, Texas are integrating drone technology into their curriculum to introduce students to the use of high-end technology within a natural-resource-based decisionmaking process. Drones are currently being integrated across the curriculum within ATCOFA, including 10 geographic information systems (GIS) courses for students pursuing the B.S. in Spatial Science and within six non-GIS specific courses for students pursuing the B.S. in Forestry. Results indicate that drone technology can be an effective tool in enhancing a student’s academic experience and provides students with a skill set required for future natural-resource professionals.

In spring 2001 students at the Graduate School of Library and Information Science at The University of Texas at Austin created a Virtual Library of education resources for pre-service teachers at Northwest Indian College (NWIC) in Lummi, Washington, one of thirty-two tribal colleges in the United States. The Virtual Library includes pathfinders on topics such as emergent literacy and the impact of technology on indigenous peoples. In addition, the Virtual Library includes links to related sources in Information Literacy andlibrary instruction as well as handouts providing instruction on using applications such as PowerPoint Adobe Photoshop, and Flash.

In the article, the current situation and future prospects of transcribing, editing, interpreting, and preparing Isaac Newton’s manuscripts for publication are studied. The author investigates manuscripts from the following Newton’s archives: (1) Portsmouth’s archive (Cambridge University Library, Cambridge, UK); (2) Yahuda collection (National Library of Israel, Jerusalem, Israel); (3) Keynes collection (King’s College Library, Cambridge University, Cambridge, UK); (4) Trinity College archive (Trinity College Library, Cambridge University, Cambridge, UK); (5) Oxford archive (New’s College Library, Oxford University, Oxford, UK); (6) Mint, economic and financial papers (National Archives in Kew Gardens, Richmond, Surrey, UK); (7) Bodmer’s collection (Martin Bodmer Society Library, Cologny, Switzerland); (8) Sotheby’s Auction House archive (London, UK); (9) James White collection (James White Library, Andrews University, Berrien Springs, Michigan, US); (10) St Andrews collection (University of St Andrews Library, St Andrews, UK); (11) Bodleian collection (Bodleian Library, Oxford University, Oxford, UK); (12) Grace K. Babson collection (Huntington Library, San Marino, California, US); (13) Stanford collection (Stanford University Library, Palo Alto, California, US); (14) Massachusetts collection (Massachusetts Technological Institute Library, Boston, Massachusetts, US); (15) Texas archive (Harry Ransom Humanities Research Centre, University of Texas Library, Austin, Texas, US); (16) Morgan archive (Pierpont Morgan Library, New York, US); (17) Fitzwilliam collection (Fitzwilliam Museum, Cambridge University, Cambridge, UK); (18) Royal Society collection (Royal Society Library, London, UK): (19) Dibner collection (Dibner Library, Smithsonian Institution, Washington D.C., US); (20) Philadelphia archive (Library of the American Philosophical Society, Philadelphia, Pennsylvania, US). There is a great discrepancy between what Newton wrote (approx. 350 volumes) and what was published thus far (five works). It is accounted for by a number of reasons: (a) ongoing inheritance litigations involving Newton’s archives; (b) dispersing Newton’s manuscripts in countries with different legal systems, consequently, dissimilar copyright and ownership branches of civil law; (c) disappearance of nearly 15 per cent of Newton works; (d) lack of accordance of views among Newton’s researchers; (e) problems with arranging Newton’s ideas in his possible Collected Works to be published; (f) Newton’s incompliance with the official Anglican doctrine; (g) Newton’s unwillingness to disclose his compositions to the broad public. The problems of transcribing, editing, interpreting, and pre-print preparing Newton’s works, are as follows: (a) Newton’s complicated handwriting, negligence in spelling, frequent misspellings and errors; (b) constant deletion, crossing out, and palimpsest; (c) careless insertion of figures, tables in formulas in the text, with many of them being intersected; (d) the presence of glosses situated at different angles to the main text and even over it; (e) encrypting his meanings, Newton’s strict adherence to prisca sapientia tradition. Despite the obstacles described, transcribing Newton’s manuscripts allows us to understand Sir Newton’s thought better in the unity of his mathematical, philosophical, physical, historical, theological and social ideas.

Florentin Smarandache is known as scientist and writer. He writes in three languages: Romanian, French, and English. He graduated the Department of Mathematics and Computer Science at the University of Craiova in 1979 first of his class, earned a Ph. D. in Mathematics from the State University Moldova at Kishinev in 1997, and continued postdoctoral studies at various American Universities such as University of Texas at Austin, University of Phoenix, etc. after emigration. He did post-doctoral researches at Okayama University of Science (Japan) between 12 December 2013 - 12 January 2014; at Guangdong University of Technology (Guangzhou, China), 19 May - 14 August 2012; at ENSIETA (National Superior School of Engineers and Study of Armament), Brest, France, 15 May - 22 July 2010; and for two months, June-July 2009, at Air Force Research Laboratory in Rome, NY, USA (under State University of New York Institute of Technology). In U.S.A. he worked as a software engineer for Honeywell (1990-1995), adjunct professor for Pima Community College (1995-1997), in 1997 Assistant Professor at the University of New Mexico, Gallup Campus, promoted to Associate Professor of Mathematics in 2003, and to Full Professor in 2008. Between 2007-2009 he was the Chair of Math & Sciences Department.

The new Oxford Shakespeare, edited by Stanley Wells and Gary Taylor (1986), has shaken loose many of the assumptions of historical editing by questioning the existence of single authoritative ‘ur-texts’ and by attempting to present the plays as reflections of contemporary performance rather than as literary texts enshrining authorial intention. Inevitably, Brian Parker argues here, the editors’ success has been variable, and the new approach raises crucial questions of canon, format, the influence and potential of current technology, and the degree to which the editors’ own ‘postmodernist’ assumptions have influenced their decisions. This essay was presented as a discussion-paper for a session on the Shakespeare canon at the 1989 annual meeting of the Shakespeare Association of America in Austin, Texas. Brian Parker is a professor at Trinity College, University of Toronto, who has prepared critical editions of A Chaste Maid in Cheapside and Volpone for the ‘Revels Plays’ series and is currently editing Coriolanus for the Oxford English Texts.

Purpose. The impact of individual perceptions on health is well-established. However, no valid and reliable measure of individual wellness perceptions exists. Therefore, the purpose was to introduce a measure called the Perceived Wellness Survey (PWS). Design. Convenience sampling facilitated recruitment of a sample large enough to perform factor analysis with adequate power (.85). The appropriateness of factor analysis is supported by Bartlett's test ( χ2 = 7110, p ≤ .01) and the Kaiser-Meyer-Olkin measure of sampling adequacy (.91). Setting. The sample (n = 558) was composed of 3M Inc. employees from multiple sites in Austin, Texas (n = 393); employees from MuRata Electronics, Inc., College Station, Pennsylvania (n = 53); and students enrolled at the University of Texas at Austin (n = 112). Subjects. Racial, gender, and age distribution was, respectively, 6.3% African-American (n = 35), 8.2% Asian (n = 46), 73.3% Caucasian (n = 409), 9.5% Hispanic (n = 53), and 2.7% other (n = 15); 47.8% male (n = 267), and 52.2% female (n = 291); and 36.8 years. Measures. Measures included the Perceived Wellness Survey, and two additional versions of the Perceived Wellness Survey designed to measure both discriminant and face validity. Perceived Wellness Survey subscales include physical, spiritual, intellectual, psychological, social, and emotional dimensions. Results. All subscales were correlated ( p ≤ . 05) with the Perceived Wellness Survey composite and with each other. Evidence of internal consistency (α = .88 to .93), and discriminant, face, and factorial validity was provided. Finally, the Perceived Wellness Survey appears to be a unidimensional scale. Conclusion. The unidimensional nature of the Perceived Wellness Survey suggests that perceptions of wellness in various dimensions are intertwined by their affective nature. The Perceived Wellness Survey appears to be reasonably valid and reliable; however, further research is needed.

Samuel Paul Garner spent nearly seven decades, as a student, professor, administrator, leader and visionary, enhancing the understanding and development of our academic community. Born in 1910, he studied at Duke University, then briefly as a non degree student at Columbia before teaching and then entering the Ph.D. program at the University of Texas at Austin. At Texas, under the direction of George Hillis Newlove, he focused upon accounting. His interest in history had been kindled by a noted economic historian Earl J. Hamilton, under whom Garner had studied at Duke. His first post doctoral appointment would be his lifelong assignment, as a member of the faculty of what is now the Culverhouse School of Accountancy at the University of Alabama. Starting in 1939 he served as a faculty member, next as department chair, and then for seventeen years, from 1954 to 1971, as dean of the College of Business. His career achievements are many and include being the only person to serve as President of both the American Accounting Association [1951] and the American Assembly of Collegiate Schools of Business [1964–65]. His post-retirement activities identified with the quarter century from 1971 through 1996 permitted members of subsequent generations to benefit from his knowledge and counsel. Garner's work as a scholar, a historian, an institutional developer and a visionary—especially in the area of international relations, are told in this paper. A special appendix, which contains the last known curriculum vita prepared by Garner, is also provided. Si Monumentum - Requires Circumspice/If You Seek His Monument, Look Around You.

The use of Unmanned Aerial Systems (UAS), also known as drones is increasing in geospatial science curricula within the United States. Within the Arthur Temple College of Forestry and Agriculture (ATCOFA) at Stephen F. Austin State University, Texas, seniors in the geospatial science program complete capstone projects to evaluate current geospatial technology to investigate complex ecological, social and environmental issues. Under the umbrella of a student initiated and designed senior project, students designed a study to estimate height of buildings with UAS data incorporating UAS data, LP360 and ArcScene programs, and Pictometry web-based interface. Results from a statistical analysis of the data confirm that geospatial science height estimation techniques can provide accurate estimates of height remotely. The independence of the students completing the project with UAS data for LP360 and ArcScene estimations, and utilizing Pictometry as an on-onscreen measuring tool, point to the need to integrate remote sensing, statistical analysis and synthesis of data into undergraduate geospatial science curricula. This reinforces the hands-on learning approach within ATCOFA and provides guidance to integrate the use of UAS in natural resource education.

IYCr2014 is a unique opportunity for increasing the public awareness about the importance of crystallography, and promoting educational awareness of crystallography. Explore UT is a campus-wide open house of the University of Texas at Austin campus for the central Texas community that attracts thousands of visitors to campus each spring, including many busloads of school children and their teachers. We describe our experience at a booth for this event of presenting a variety of educational and learning tools to illustrate the benefits to society of 100 years of crystallography and the significance of IYCr2014. The exhibit featured posters, computer stations with web links and software, experiments and movies on crystal growth, lessons on symmetry, optical transform demonstrations, graphics software, as well as a variety of molecular models including 3D printed molecular models. Teaching structure/function concepts in chemistry, biochemistry, molecular biology, pharmacy, biomedical engineering, etc. has always been a challenge due to the inherent importance of understanding the role of 3D structure in order to understand function. Most students find it easier to understand the concepts when they have access to molecular models. For protein molecules, the sheer size and number of atoms involved make assembling molecular models from atomic parts impractical. Advances in computers and availability of high quality computer graphics software for the display of molecular models has helped, but does not replace the benefit of being able to hold and examine a physical model. We describe our experience using 3D printing technology to generate molecular models for use in the classroom and research laboratories to improve learning of structural concepts. See the IYCr2014 website for more information – http://www.iycr2014.org

Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 1 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Arthur Becker-Weidman, Center For Family Development, USA Carmen Ramos, University of Oviedo, Spain Dave Williams, Dublin Institute of Technology, Ireland Efstathios Stefos, University of the Aegean, Greece Emilia Salvanou, Hellenic Open University, Greece Gabriela Gruber, Lucian Blaga University of Sibiu, Romania George Touche, Texas A&M University, USA Hyunsook Kang, Stephen F. Austin State University, United States Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Ioanna Efstathiou, University of the Aegean, Greece Karen Ferreira-Meyers, University of Swaziland, Swaziland Macleans Mzumara, Bindura University of Science Education, Zimbabwe Maria-Eleni Syrmali, Panteion University, Greece Meenal Tula, University of Hyderabad, India Mehdi Ghasemi, University of Turku, Finland Mirosław Kowalski, University of Zielona Góra, Poland Nikos Christofis, Shaanxi Normal University, Greece Rebecca Burwell, Westfield State University, USA Rickey Ray, Northeast State Community College, USA Ronald James Scott, Leading-Edge Research Institute, USA Savanam Chandra Sekhar, St. Ann’s College of Engineering & Technology, Chirala, India Serena Kelly, University of Canterbury, New Zealand Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala

Practitioners in many domains–e.g., clinical psychologists, college instructors, researchers–collect written responses from clients. A well-developed method that has been applied to texts from sources like these is the computer application Linguistic Inquiry and Word Count (LIWC). LIWC uses the words in texts as cues to a person’s thought processes, emotional states, intentions, and motivations. In the present study, we adopt analytic principles from LIWC and develop and test an alternative method of text analysis using naïve Bayes methods. We further show how output from the naïve Bayes analysis can be used for mark up of student work in order to provide immediate, constructive feedback to students and instructors. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Boot, P., Zijlstra, H., & Geenen, R. (2017). The Dutch translation of the Linguistic Inquiry and Word Count (LIWC) 2007 dictionary. Dutch Journal of Applied Linguistics, 6(1), 65-76. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Hsieh, H-F., & Shannon, S. E. (2005).Three approaches to qualitative content analysis. Qualitative health research, 15(9), 277-1288. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press. Landauer, T. K., Foltz, P. W., & Laham, D. (1998). An introduction to latent semantic ana­lysis. Discourse processes, 25(2-3), 259-284. Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instruments, & Computers, 28(2), 203-208. Massó, G., Lambert, P., Penagos, C. R., & Saurí, R. (2013, December). Generating New LIWC Dictionaries by Triangulation. In Asia Information Retrieval Symposium (pp. 263-271). Springer, Berlin, Heidelberg. Newman, M., Groom, C.J., Handelman, L.D., & Pennebaker, J.W. (2008). Gender differences in language use: An analysis of 14,000 text samples. Discourse Processes, 45(3), 211-236. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29(1), 24-54. Van Wissen, L., & Boot, P. (2017, September). An Electronic Translation of the LIWC Dictionary into Dutch. In: Electronic lexicography in the 21st century: Proceedings of eLex 2017 Conference. (pp. 703-715). Lexical Computing.

Machine methods for automatically analyzing text have been investigated for decades. Yet the availability and usability of these methods for classifying and scoring specialized essays in small samples–as is typical for ordinary coursework–remains unclear. In this paper we analyzed 156 essays submitted by students in a first-year college rhetoric course. Using cognitive and affective measures within Linguistic Inquiry and Word Count (LIWC), we tested whether machine analyses could i) distinguish among essay topics, ii) distinguish between high and low writing quality, and iii) identify differences due to changes in rhetorical context across writing assignments. The results showed positive results for all three tests. We consider ways that LIWC may benefit college instructors in assessing student compositions and in monitoring the effectiveness of the course curriculum. We also consider extensions of machine assessments for instructional applications. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research, 3, 993-1022. Boot, P., Zijlstra, H., & Geenen, R. (2017). The Dutch translation of the Linguistic Inquiry and Word Count (LIWC) 2007 dictionary. Dutch Journal of Applied Linguistics, 6(1), 65-76. Carroll, D. W. (2007). Patterns of student writing in a critical thinking course: A quantitative analysis. Assessing Writing, 12, 213–227. Landauer, T. K., Foltz, P. W., & Laham, D. (1998). An introduction to latent semantic analysis. Discourse processes, 25(2-3), 259-284. Lord, S. P., Sheng, E., Imel, Z. E., Baer, J., & Atkins, D. C. (2015). More than reflections: Empathy in motivational interviewing includes language style synchrony between therapist and client. Behavior therapy, 46(3), 296-303. Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior research methods, instruments, & computers, 28(2), 203-208. Lunsford, A. A. (2016). St. Martin’s handbook (8th ed.): MLA supplement. Bedford/St. Martin’s Press. Massó, G., Lambert, P., Penagos, C. R., & Saurí, R. (2013, December). Generating New LIWC Dictionaries by Triangulation. In Asia Information Retrieval Symposium (pp. 263-271). Springer, Berlin, Heidelberg. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology 77(6), 1296-1312. Robertson, K., & Doig, A. (2010). An Empirical Investigation of Variations in Real‐Estate Marketing Language over a Market Cycle. Housing, Theory and Society, 27(2), 178-189. Robinson, R. L., Navea, R., & Ickes, W. (2013). Predicting final course performance from students’ written self-introductions: A LIWC analysis. Journal of Language and Social Psychology, 32(4), 469 – 479. Taraban, R., Pittman, J., Nalabandian, T., Yang, W. F. Z., Marcy, W. M., & Gunturu, S. M. (2019). Creating and testing specialized dictionaries for text analysis. East European Journal of Psycholinguistics, 6(1), 65-75. Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29, 24-54. Van Wissen, L., & Boot, P. (2017, September). An electronic translation of the LIWC dictionary into Dutch. In Electronic lexicography in the 21st century: Proceedings of eLex 2017 Conference (pp. 703-715). Lexical Computing.

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

Body image is a multidimensional construct that reflects attitudes and perceptions about an individual’s physical appearance under the cultural norms and ideals rather than on actual body dimension. Previous research argues that body image problems are linked to many potentially harmful behaviors and mental illnesses, such as obsessive exercise, low self-esteem, substance abuse and eating disorders. Early study primarily focuses on analyzing and comparing body image dissatisfaction of women in particular countries. However, cross-cultural studies need to move on from simply comparing the absolute levels to investigating the relationships between several variables. It is still unclear about the influences of specific cultures, namely collectivism vs. individualism, on both thin-ideal media effect and body image dissatisfaction. There is no integrated research analyzing how various levels of acculturation and different cultures interact, thus further influencing women’s body image dissatisfaction. The underlying psychological mechanisms that resulted from acculturation are still less explored. Current study hypothesized that thin-ideal media exposure increases women’s body image dissatisfaction. Additionally, thin-ideal media and cultures were predicted to interact. Collectivist group with high acculturation differed from the collectivist group with low acculturation and fell close to the individualist group in body image dissatisfaction. Thus, researcher predicted that thin-ideal media effects on body image dissatisfaction were stronger for females in collectivist group with low acculturation than for the other two culture groups. In general, women living in the collectivistic societies would report more body image dissatisfaction than those living in the individualistic societies. This study used a 3 x 2 x 2 mixed design to examine the moderating role of collectivism vs. individualism on media influences on body image dissatisfaction among 133 female college students, aged from 18 to 23 years old, attending the University of Texas at Austin. The results indicated that thin-ideal media significantly increased women’s body image dissatisfaction, whereas healthy media decreased women’s body image dissatisfaction. In general, women living in the collectivistic society reported more body image dissatisfaction than women living in the individualistic society. Contrary to the prediction, body image dissatisfaction of women in the collectivistic group with high acculturation did not differ from those in the collectivistic group with low acculturation. Therefore, the moderating role of acculturation was not found.

This is an ambitious year for Frontiers. In addition to this eclectic volume of articles, we will be collaborating with the Forum on Education Abroad on two Special Issues: A History of Study Abroad, Beginnings to 1965 and our second Undergraduate Research volume. We are grateful to the IFSA Foundation for providing the funding that helps to make these publications possible. Both the History of Study Abroad and the Undergraduate Research volume will debut at the Forum Conference in Austin, Texas, March 1–3, 2007. The History is written by Bill Hoffa, and it is landmark publication that provides insight into the development of study abroad as a field. Bill’s research and writing makes our work more meaningful, and we are pleased to be able to publish it. The second Undergraduate Research volume contains a wide range of examples of student research conducted as part of study abroad. In this volume we are pleased to provide another perspective on this example of student learning: that of the on-site faculty advisor. We have asked faculty who advised and supervised the student research on-site to discuss the meaning of the research within the context of the local community in which it was conducted. The introduction to this volume by Paul Houlihan, President of the School for Field Studies, discusses the importance of considering the needs and perspectives of the communities in which our students conduct their research. Our partnership with the Forum continues to produce important results that benefit the field of education abroad. We look forward to publishing a third volume featuring Undergraduate Research (2008) as well as Part Two of the History of Study Abroad in this ongoing collaboration. Other special projects are also being planned to benefit both Frontiers readers and Forum members. This volume at hand reflects our commitment to publishing a wide variety of approaches to understanding study abroad. The lead article by J. Kline Harrison, “The Relationship between International Study Tour Effects and the Personality Variables of Self-Monitoring and Core Self-Evaluations” provides more data on the outcomes of short-term study abroad, in this case business study tours that are embedded within home campus courses. Harrison investigates the perceived effectiveness of these tours and the associated impact on two personality variables: “self-monitoring” and “core self-evaluations.” The results of this research inform us about the benefits of this type of study abroad and also about instruments that may be useful to employ in other studies assessing the impact of study abroad. Our second article is from colleagues at the Lienhard School of Nursing at Pace University, Sophie R. Kaufman, David N. Ekstrom, and Lillie M. Shortridge-Baggett. Their article, “Assessing International Opportunities in Higher Education: A Matrix-based Assessment Tool,” presents a means to evaluate strategically international program opportunities on our campuses and within our organizations. The authors draw on their implementation of this assessment tool on their own campus to make a case for it. At a time when many of us are faced with often competing ideas for study abroad expansion, this tool may very well prove to be useful for helping us to make strategic decisions. In her article, “Re-Reading Student Texts: Intertextuality and Constructions of Self and Other in the Contact Zone,” Karen Rodriguez, a Resident Director in Guanajuato, Mexico, expands our understanding of study abroad texts, identities, pedagogy and student learning. Using a student’s poem as her starting point, Rodriguez applies insights from critical theory to analyze the study abroad learning environment. Her article prompts us to consider the multiple ways in which our students are engaged in an ongoing textual interplay in which they are simultaneously writers, co-writers, and texts being written. Jacqueline McLaughlin and Kent Johnson offer a fruitful way to frame the short-term study abroad experience in order to maximize student learning and the assessment of learning outcomes. In their “Assessing the Field Course Experiential Learning Model: Transforming Collegiate Short-term Study Abroad Experiences into Rich Learning Environments,” the authors aim to present a program model that facilitates critical thinking while engaging students in active scientific inquiry. Presenting a case study of their three-week course in Costa Rica, McLaughlin and Johnson provide an example of how to integrate curricular design with assessment practice. In his “Ethnographic Inquiry: Reframing the Learning Core of Education Abroad,” Anthony Ogden uses case studies and theories about intercultural competency in order to propose that ethnographic inquiry become the core of our education abroad programs. Ogden takes us through the various facets of education abroad programs and discusses the value of integrating an ethnographic approach into each one to yield more effective learning outcomes. He emphasizes that to incorporate this learning paradigm does not require a complete overhaul of programs, but rather a reframing of them. The final two articles in this volume offer differing viewpoints on study abroad in non-traditional locations. In his “Non-traditional Study Abroad Destinations: Analysis of a Trend,” Ryan Wells defines and discusses study in non-traditional locations by comparing the benefits of and rationales for these programs with those of study abroad programs in traditional locations. Wells concludes that based on his analysis study abroad in non-traditional locations appears to help individuals, institutions, and society to meet their respective goals for education abroad. Michael Woolf presents a different view in his “Come and See the Poor People: The Pursuit of Exotica.” He argues that study abroad in non-traditional locations is proceeding without enough thought being given to the intellectual and academic reasons for it. Woolf asserts that what is attracting the development of study abroad in non-traditional locations more often than not is a fascination with the exotic, and that this is not a desirable or realistic way to develop such programs, especially when education abroad, more than ever, needs to be taken seriously. I want to take this opportunity once again to thank our institutional sponsors. Their continued support of Frontiers makes it possible to publish what we hope are thought-provoking and useful articles that shed light on the work of study abroad. I want also to extend a special thanks to those colleagues who have served as reviewers of manuscripts for this volume. Frontiers is very much a collaborative effort and our continued growth and success is widely shared. Brian Whalen, Dickinson College The Forum on Education Abroad I n t r o d u c t i o n ©2015 The Forum on Education Abroad

AbstractCampus carry laws have allowed civilians to legally bring their concealed firearms onto college and university campuses in several states in the U.S. over the past decade. Previous studies have addressed the policy’s legal grounds, arguments for and against it, impacts on campus safety, and faculty and students’ attitudes toward it. This paper examines the less addressed topic of policy implementation, especially the role of universities in modifying the outcomes, including what kinds of rules the higher educational institutions themselves have designed and what these approaches mean. The article focuses on Texas, where public higher educational institutions were required to allow campus carry but also given some discretion in implementation. The article provides a qualitative content analysis of policy documents and expert interviews regarding the campus carry policy at The University of Texas at Austin. It argues that the university fully accomplishes the law, but through its policy it has also sought to hide it, removing the issue from everyday life on campus.

The articles in this issue of the Journal of Northeast Texas Archaeology had their origins in a meeting held in December 2006 of the East Texas Caddo Research Group (ETCRG). The meeting of archaeologists was held on December 2 and 3, 2006 at the Arthur Temple College of Forestry and Agriculture on the campus of Stephen F. Austin State University in Nacogdoches, Texas. The ETCRG is an informal group of individuals interested in advancing the general understanding of Caddo archaeology in the East Texas region, and we have attempted to do this by convening meetings at various times to discuss pertinent and current problems and research issues concerning East Texas Caddo archaeology. The group has met several times between 1996 and 1999, and our most productive sessions dealt with a specific topic: namely, new understandings of the Middle Caddo period (ca. A.D. 1200-1400).

James K. Galbraith of University of Texas at Austin reviews “Keynes: Useful Economics for the World Economy”, by Peter Temin and David Vines. The Econlit abstract of this book begins: “Provides an introduction to Keynesian ideas that connect John Maynard Keynes's insights to today's global economy and offers a way to understand current policy debates. Discusses economics before Keynes─David Hume; Keynes at Versailles; Keynes and the Macmillan Committee; economics before Keynes─Alfred Marshall; The General Theory; IS-LM curves; the liquidity trap; Bretton Woods and the Swan diagram; the Keynesan age─crises and reactions; and an international paradox of thrift.” Temin is Elisha Gray II Professor Emeritus of Economics at the Massachusetts Institute of Technology. Vines is Professor of Economics and Fellow of Balliol College at the University of Oxford.

Reading-response research has shown that students respond to a text by engaging various cognitive and emotional processes. The aim of the current study was to examine students’ written reactions to an assigned reading as a way to determine (1) whether students connect with the reading and (2) the differing cognitive styles they may utilize in their reactions. The methods applied two text-analytic procedures to 238 student reactions to an ethics case study. The procedures were language style matching, which is a metric of engagement, and the categorical-dynamic index, which is a metric of analytic and experiential processing. We predicted that students who more strongly connected—or engaged—with the text would also demonstrate greater analytic thinking in their written response and, conversely, those who weakly connected with the text would express a more informal response based on experience. The data were analyzed using correlation statistics. The results showed that students whose writing more closely matched with the linguistic style of the case study were more likely to use an analytical style of writing, and students whose writing weakly matched the linguistic style of the case study were more likely to use an informal narrative style of writing. Future research should examine the extent to which language style matching and an associated analytic cognitive style are emergent skills that develop over the course of a college experience. References Baddeley, J.L. (2012). E-mail communications among people with and without major depressive disorder (Unpublished doctoral dissertation). University of Texas at Austin, Austin, TX Blackburn, K.G. (2015). The narrative arc: Exploring the linguistic structure of the narrative (Unpublished doctoral dissertation). University of Texas at Austin, Austin, Texas. Chung, C., & Pennebaker, J. W. (2007). The psychological functions of function words. Social Communication, 1, 343-359. 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Objective: This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library’s instructional schema for five different professional programs at Texas A&M University: College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health.Methods: Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency.Results: Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was “evaluate.”Conclusions: The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.

Philip Uri Treisman is a University Distinguished Teaching Professor, professor of mathematics, and professor of public affairs at The University of Texas at Austin. He is the founder and executive director of the Charles A. Dana Center, an organized research unit in the College of Natural Sciences that works to ensure that all students, regardless of their life circumstances, can access—and succeed—in rigorous mathematics and science education. Dr. Treisman is active in numerous organizations working to improve American mathematics education. He is a founder and member of the governing board of Transforming Post-Secondary Education in Mathematics (also known as TPSE-Math). He is a representative of the American Mathematical Society to the American Association for the Advancement of Science (Education, Section Q) and is a senior advisor to the Conference Board of the Mathematical Sciences Research Advisory Group. In addition, he is a member of the Roundtable on Data Science Postsecondary Education with the National Academies of Sciences, Engineering, and Medicine. Dr. Treisman has served as a Distinguished Senior Fellow at the Education Commission of the States since 2013. He is also chairman of the Strong Start to Finish Campaign (and its expert advisory board), a joint initiative of the Bill & Melinda Gates Foundation, The Kresge Foundation, and Ascendium Education Group that works nationally to ensure that all students get a strong start in their first year of college and finish with the skills they need to thrive. Treisman has served on the STEM working group of the President’s Council of Advisors on Science and Technology, the 21st-Century Commission on the Future of Community Colleges of the American Association of Community Colleges, and the Commission on Mathematics and Science Education of the Carnegie Corporation of New York and the Institute for Advanced Study. Treisman’s research and professional interests span mathematics and science education, education policy, social and developmental psychology, community service, and volunteerism.

06–731Carr, Nathan T. (California State U, USA), The factor structure of test task characteristics and examinee performance. Language Testing (Hodder Arnold) 23.3 (2006), 269–289.06–732Denton, Carolyn A. (U Texas at Austin, USA), Dennis J. Ciancio & Jack M. Fletcher, Validity, reliability, and utility of the observation survey of early literacy achievement. Reading Research Quarterly (International Reading Association) 41.1 (2006), 8–34.06–733Eckes, Thomas & Rüdiger Grotjahn (TestDaF Institute, Hagen, Germany), A closer look at the construct validity of C-tests. Language Testing (Hodder Arnold) 23.3 (2006), 290–325.06–734He, Lianzhen & Ying Dai (Zhejiang U, China), A corpus-based investigation into the validity of the CET–SET group discussion. Language Testing (Hodder Arnold) 23.3 (2006), 370–401.06–735Huhta, Ari, Paula Kalaja & Anne Pitkänen-Huhta (U Jyväskylä, Finland), Discursive construction of a high-stakes test: The many faces of a test-taker. Language Testing (Hodder Arnold) 23.3 (2006), 326–350.06–736Kenworthy, Roger (Ohio U, USA; hkadvisor@ohio.edu), Timed versus at-home assessment tests: Does time affect the quality of second language learners' written compositions?TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 13 pp.06–737Kikuchi, Keita (Waseda U, Japan), Revisiting English entrance examinations at Japanese universities after a decade. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 77–96.06–738Mayor, Barbara (The Open U, UK), Dialogic and hortatory features in the writing of Chinese candidates for the IELTS test. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 104–121.06–739Myklebust, Jon Olav (Volda U College, Norway; jom@hivolda.no), Class placement and competence attainment among students with special educational needs. British Journal of Special Education (Blackwell) 33.2 (2006), 76–81.06–740Papajohn, Dean (Pima County, Tucson, AZ, USA; Dean.Papajohn@dot.pima.gov), Standard setting for next generation TOEFL Academic Speaking Test (TAST): Reflections on the ETS panel of International Teaching Assistant developers. TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 9 pp.06–741Yan, Jin (Shanghai Jiao Tong U, China) & Yang Huizhong, The English proficiency of college and university students in China: As reflected in the CET. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 21–36.06–742Zhang, Su (U Iowa, USA), Investigating the relative effects of persons, items, sections, and languages on TOEIC score dependability. Language Testing (Hodder Arnold) 23.3 (2006), 351–369.

04–620 Akamatsu, Nobuhiko (Doshisha University, Japan; Email: nakamats@mail.doshisha.ac.jp.). The effects of first language orthographic features on second language reading in text. Language Learning (Michigan, USA), 53, 2 (2003), 207–231.04–621 Argamon, S., Koppel, M., Fine, J. and Shimoni, A. R. (Department of computer Science at the Illinois Institute of Technology. Email: argamon@iit.edu). Gender, genre and writing style in formal written texts. Text (Berlin, Germany), 23, 3 (2003), 321–346.04–622 Dreyer, Carisma and Nel, Charl (Potchefstroom U., South Africa; Email: nsocd@puknet.puk.ac.za). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System (Oxford, UK), 31, 3 (2003), 349–365.04–623 Fender, Michael (U. of Pittsburg, PA., USA; Email: mjfst@pitt.edu). English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 289–316.04–624 Flowerdew, L. (Hong Kong University of Science and Techology). A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 489–511.04–625 Goswami, Usha (U. of Cambridge, UK), Ziegler, Johannes C., Dalton, Louise and Schneider, Woflgang. Nonword reading across orthographies: How flexible is the choice of reading units?Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 235–248.04–626 Hinkel, Eli (Seattle University, USA; Email: ehinkel@seattleu.edu). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research (London, UK), 8, 1 (2004), 5.04–627 Hirose, Keiko (Aichi Prefectural University, Nagakute, Aichi, Japan; Email: khirose@for.aichi-pu.ac.jp). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 181–209.04–628 Lee, Miranda Y. P. (Hong Kong Polytechnic University of Hong Kong; Email: ctmyplee@polyu.edu.hk). Discourse structure and rhetoric of English narratives: differences between native English and Chinese non-native English writers. Text (Berlin, Germany) 23, 3 (2003), 347–368.04–629 Matsuda, Paul K. (University of New Hampshire, USA; Email: pmatsuda@unh.edu), Canagarajah, A. Suresh, Harklau, L., Hyland, K. and Warshauer, Mark. Changing currents in second language writing research: a colloquium. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 151–179.04–630 Moreno, Ana (Universidad de Leon, Spain; Email: dfmamf@unileon.es). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 265–295.04–631 Ramanathan, Vaidehi (University of California, Davis, USA; Email: vramanathan@ucdavis.edu). Written textual production and consumption (WTPC) in vernacular and English-medium settings in Gujarat, India. Journal of Second Language Writing (Ann Arbor, USA), 12 (2003), 125–150.04–632 Rasinski, Timothy V. (Kent State U., USA) and Hoffman, James V. (U. of Texas, Austin, USA). Oral reading in the school literacy curriculum. Reading Research Quarterly (Newark, DE, USA), 38, 4 (2003), 510–522.04–633 Saito, Hidetoshi and Fujita, Tomoko (Hokusei Gakuen University, Japan; Email: saitoh@hokusei.ac.jp). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research (London, UK), 8, 1 (2003), 31–54.04–634 Steinman, Linda (Seneca College, Toronto, Canada). Cultural collisions in L2 academic writing. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 80–91.04–635 Zareva, Alla (University of Georgia Athens Georgia.) Transfer effects on the process of L2 reading and comprehension. Literacy Across Cultures (Fukui, Japan), 6 (2003), 25–34.

07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.07–307Bedore, Lisa M. (U Texas at Austin, USA; lbedore@mail.utexas.edu), Christine E. Fiestas, Elizabeth D. Pena & Vanessa J. Nagy, Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 249–261.07–308Boumans, Louis (Radboud U, Nijmegen, the Netherlands; l.boumans@let.ru.nl), The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 233–247.07–309de Klerk, Vivian (Rhodes U, Grahamstown, South Africa), Codeswitching, borrowing and mixing in a corpus of Xhosa English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 597–614.07–310Dorian, Nancy C., Negative borrowing in an indigenous-language shift to the dominant national language. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 557–577.07–311Fflur Huws, Catrın, Adran y Gyfraıth & Adeılad Hugh Owen (Ceredigion, Wales, UK; trh@aber.ac.uk), The Welsh language act 1993: A measure of success. Language Policy (Springer) 5.2 (2006), 141–160.07–312Finkbeiner, Matthew (Harvard U, USA), Jorge Almeida, Niels Janssen & Alfonso Caramazza, Lexical selection in bilingual speech production does not involve language suppression. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1075–1089.07–313Hamel, Rainer Enrique (U Autónoma Metropolitana, Mexico) & Norbert Francis, The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 171–188.07–314Ho, Debbie G. E. (U Brunei, Brunei), ‘I'm not west. I'm not east. So how leh?’English Today (Cambridge University Press) 22.3 (2006), 17–24.07–315Hohenstein, Jill (King's College London, UK; jill.hohenstein@kcl.ac.uk), Ann Eisenberg & Letitia Naigles, Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 263–280.07–316Huguet, Ángel (U Lleida, Spain), Attitudes and motivation versus language achievement in cross-linguistic settings. What is cause and what effect?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 413–429.07–317Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–318McCarty, Teresa L. (Arizona State U, Phoenix, USA), Mary Eunice Romero-Little & Ofelia Zepeda, Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 659–677.07–319Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle’: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–320Ngai, Phyllis Bo-Yuen (U Montana, USA), Grassroots suggestions for linking native-language learning, Native American studies, and mainstream education in reservation schools with mixed Indian and white student populations. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 220–236.07–321Pika, Simone (U St Andrews, Scotland; sp60@st-andrews.ac.uk), Elena Nicoladis & Paula F. Marentette, A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 319–327.07–322Portelli, John (U Malta), Language: An important signifier of masculinity in a bilingual context. Gender and Education (Routledge/Taylor & Francis) 18.4 (2006), 413–430.07–323Prevost, Philippe (Laval U, Canada; philippe.prevost@lli.ulaval.ca), The phenomenon of object omission in child L2 French. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 281–297.07–324Reagan, Tımothy (U Witwatersrand, South Africa; reagant@hse.wits.ac.za), Claıre Penn & Dale Ogılvy, From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy (Springer) 5.2 (2006), 187–208.07–325Reichelt, Melinda (U Toledo, USA), English in a multilingual Spain. English Today (Cambridge University Press) 22.3 (2006), 3–9.07–326Salamoura, Angeliki (U Cambridge, UK; as350@cam.ac.uk) & John N. Williams, Lexical activation of cross-language syntactic priming. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 309–318.07–327Sánchez, Liliana (Rutgers U, New Brunswick, USA), Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 535–556.07–328Schwartz, Ana I. (U Texas at El Paso, USA; aischwartz@utep.edu) & Judith F. Kroll, Bilingual lexical activation in sentence context. Journal of Memory and Language (Elsevier) 55.2 (2006), 197–212.07–329Sııner, Maarja (Copenhagen, Denmark; maarja_siiner@hotmail.com), Planning language practice: A sociolinguistic analysis of language policy in post-communist Estonia. Language Policy (Springer) 5.2 (2006), 161–186.07–330Smits, Erica (Antwerp U, Belgium; erica.smits@ua.ac.be), Heike Martensen, Ton Dijkstra & Dominiek Sandra, Naming interlingual homographs: Variable competition and the role of the decision system. 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English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. 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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film, Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 95–109.06–746Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–747Donnelly, Anna M. (Washington College, USA), Let me show you my portfolio! Demonstrating competence through peer interviews. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 55–63.06–748Ellis, Elizabeth Margaret (U New England, Australia; liz.ellis@une.edu.au), Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 26 pp.06–749Ezer, Hanna (Levinsky College of Education, Israel), Shoshy Millet & Dorit Pakin, Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 391–406.06–750Farrel, Thomas (Brock U, Canada; tfarrell@brocku.ca), The first year of language teaching: Imposing order. System (Elsevier) 34.2 (2006), 211–221.06–751Garrido, Cecilia & Inma Álvarez (The Open U, UK), Language teacher education for intercultural understanding. 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