The Open Access Bibliography for liberating scholarly literature with E-Prints and Access Journals presents over 1,300 selected English-language books, conference papers (including some digital video presentations), debates, editorials, e-prints, journal and magazine articles, news articles, technical reports, and other printed and electronic sources. These are useful in understanding the open access movement's efforts to provide free access to and unfettered use of scholarly literature. Although most sources have been published between 1999 and August 31, 2004, a limited number of key sources published prior to 1999 are also included. This is a publication of the Association of Research Libraries (ARL) and the printed book can be ordered from ARL: http://www.arl.org/pubscat/pubs/openaccess/

In 2001, the Massachusetts Institute of Technology shocked the education world by announcing that it would create a Web site whereby professors could make their course materials available to the electronic world for free. Five years later the OpenCourseWare (OCW) site contains materials for 1,400 courses with nearly 20 million visitors viewing MIT OCW content since October 2003. With other institutions beginning to follow MITâ s lead, has OCW started a revolution in education, or will it always be an â MIT thingâ ? My essay explores the history of the OCW program; discusses site content, architecture, technology, and copyright policies; overall worldwide impact; and considers future directions of OCW.

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / Over 100 years after the Flexner Report first revolutionized medical education, medical schools across the United States are rethinking the role of scholarly research in their curricula. Scholarly research helps fulfill a number of essential elements of the medical school curriculum. The Scholarly Project (SP) engenders self‐directed independent learning, critical thinking skills, writing skills, life‐long learning, and many other objectives. The SP also allows students to assess evidence and the credibility of sources. According to a 2010 study, the Association of American Medical Colleges (AAMC) Curriculum Directory listed 84 medical schools with required research and 9 schools with a required thesis. This research requirement can take on many forms, some of which have been outlined for specific medical schools. Since then, more schools have embraced SP’s in their curricula, and the SP requirements and objectives have evolved dramatically at many U.S. medical schools. This project aims to (1) identify which U.S. allopathic medical schools have required and elective SP’s, (2) determine the components of these SP’s with respect to the duration and placement within the four‐year curriculum, the types of projects that qualify as SPs, the capstone requirement for the finished SP product, the curricular elements, and the objectives of the SP, and (3) determine how many schools have a required, four‐year longitudinal, hypothesis‐driven SP that culminate in a manuscript or thesis. The 136 allopathic medical schools on the AAMC Application Service website as of September 4, 2014 were included in this research. The individual website of each school was queried to attempt to determine the presence and characteristics of a formal SP within the curriculum. Each school was then contacted with the information that was found from the initial query in order to verify and/or elaborate on the preliminary results. Each SP was analyzed to determine (1) whether it was required or optional, (2) its duration and placement within the 4‐year curriculum, (3) the capstone requirement, (4) whether the research was required to be hypothesis‐driven, (5) the topic areas available for students, (6) whether there was formal curriculum in scholarly pursuit within the general medical curriculum, and (7) what the program objectives were. A total of 136 medical schools were surveyed in this study. Our analysis revealed that 78 of these schools include some structured SP in their curricula. Of these, 48 SPs are required, and 30 are optional. The majority of these SPs (36) require less than 1 year for completion. A total of 48 of the 78 medical schools had a manuscript or thesis requirement for the final capstone. Of the 48 schools with a required SP, 25 required the research to be hypothesis driven. A total of 43 of the 78 schools included required scholarship/research curricula as part of the overall medical education curriculum. The objectives of the programs are described in detail in this study. This study identified four medical schools with a required, 4‐year longitudinal, hypothesis‐driven SP that culminates with production of a manuscript or thesis. The four allopathic medical schools with a required, 4‐year longitudinal, hypothesisdriven SP that culminates in a manuscript/thesis are as follows: the Albert Einstein College of Medicine of Yeshiva University, the University of Arizona College of Medicine‐ Phoenix, the Virginia Tech Carilion School of Medicine and Research Institute, and Yale University. The details of each program are explored in the text.

A review of the literature on paradigm development within academic fields revealed that researchers have drawn distinctions between disciplines with greater paradigm development (discussed as discipline-wide consensus) and disciplines with lesser paradigm development. Several of these investigations centered on paradigm development and evaluative criteria used by academic journal editors for judging scholarly work. The purpose of this study was to ascertain Speech Communication journal editors' opinions of paradigm development within their field. A two-part survey was developed and mailed to eleven editors of the major Speech Communication journals. Data generated from the survey were analyzed using a descriptive methodology. Part A of the questionnaire was a partial replication of Beyer's (1978) research concerning journal editors from ten major journals in four disciplines: Physics and Chemistry (greater paradigm-developed fields), and Sociology and Political Science (lesser paradigm developed fields). Degree of paradigm development within Speech Communication was examined through journal editor policies and practices concerning: difficulty in arriving at decisions for accepting or rejecting a manuscript, article length, manuscript revision, and length of time between manuscript submission and publication. The mean, range, and mode statistics were used to derive editorial practices within Speech Communication. Mean scores from four fields investigated by Beyer (1978) were then descriptively compared to mean scores from Speech Communication in order to see where Speech Communication fit on the continuum of greater to lesser paradigm development. Part B of the survey was initially tested through a Pilot Study administered to five faculty members in the Department of Speech Communication, Portland State University. They were asked to "act as if they were editors of a major Speech Communication journal" for the purposes of completing the questionnaire. Respondents were requested to answer several open-ended questions related to their views of paradigm development in the field and to comment as to whether or not they believed paradigm was an indicator of discipline maturity. Data were content analyzed. Responses to the Pilot Study assisted in the conceptual refinement and placement of questions in Part B. Part A and Part B were then combined in the Survey of Editors questionnaire and administered to eleven Speech Communication editors-in-chief. All of the editors completed and returned the survey. The results of the study showed that while Speech Communication journal editors believe there are paradigms operating within the discipline, they indicated a concern that paradigm development could preclude the maintenance of an eclectic perspective. Therefore, they do not think that paradigm is a sign of discipline maturity. In addition, the editors expressed a desire to improve the quality of scholarship within the field but that some kind of organizing principle is needed to facilitate this improvement. Finally, based on the results of this study, the discipline of Speech Communication was found to be a lesser-developed paradigm field.

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

This thesis represents a new 'tool' for a special hermeneutic of Mircea Eliade's writings. Its function is to analyse his fiction with the help of his academic studies, and it attempts to prove the influence of the latter upon the former. Although theoretical studies on this subject have been published, no real endeavour to prove this influence has been done. In a way, this thesis is a response to an academic need. On the other hand, the entire oeuvre of Eliade constitutes not only a vast field of research in itself, but an 'opener' of original paths and theories. This leads to the need to bring into play new terms (e.g. 'personal hierophanies', 'chronophanies', 'diastimophanies' etc.), new concepts (e.g. the quadrifold structure of the labyrinth: psychological, philosophical, metaphysical and mythical), theories (e.g. on the evolution of the symbolic language, on the linear or circular structure of the labyrinth) and parallels (e.g. between the myths of Orpheus and Dionysus; between the works of Nae lonescu and Mircea Eliade). During the whole thesis, our main aim was to preserve a balance between the scholarly writings of Eliade and his fiction. This accounts for ou'f' undertaking to keep critical references to the minimum. It is QU r hope that the present thesis proves that the dichotomy of the Eliadean oeuvre is only an apparent one, and his academic works put their imprint on his literary creations

Aggregated journal-journal citation networks based on the Journal Citation Reports 2004 of the Science Citation Index (5968 journals) and the Social Science Citation Index (1712 journals) are made accessible from the perspective of any of these journals. A vectorspace model is used for normalization, and the results are brought online at http://www.leydesdorff.net/jcr04 as input-files for the visualization program Pajek. The user is thus able to analyze the citation environment in terms of links and graphs. Furthermore, the local impact of a journal is defined as its share of the total citations in the specific journal's citation environments; the vertical size of the nodes is varied proportionally to this citation impact. The horizontal size of each node can be used to provide the same information after correction for within-journal (self-)citations. In the "citing" environment, the equivalents of this measure can be considered as a citation activity index which maps how the relevant journal environment is perceived by the collective of authors of a given journal. As a policy application, the mechanism of interdisciplinary developments among the sciences is elaborated for the case of nanotechnology journals.

This is a forthcoming panel at ASIS&T AM 2006, Nov. 6, 2006 (1:30 - 3:30 pm). Presenters: Donald Kraft, Louisiana State University & Editor, JASIST; Edie Rasmussen, University of British Columbia, Samantha Hastings, University of South Carolina & Editor, ASIS&T Monograph Series; and Anita Coleman, University of Arizona and Editor, dLIST. Sponsor: SIG DL. The goal of the panel is to explore the concept of the commons by framing it in the context of scholarly communication while also honing our understandings about digital libraries and repositories as technologies and socio-cultural artifacts. Panel members will uncover the pros and cons of the commons for LIS research and scholarly communication by describing the cognate and competing extant information realities. Edie Rasmussen will discuss the role of digital libraries in the commons. Anita Coleman, dLIST editor, the first open access archive for the information sciences will present her latest research about open access archives and the commons. Donald Kraft, Editor-in-chief of JASIST, will share his experiences editing a peer-reviewed ISI-ranked journal. Samantha Hastings, editor of ASIS&T monographs will share book publishing plans and concerns. This document contains brief overviews of the panel presentations together with the questions of each presenter for the audience/other panelists.

This report contains salary data for all professional staff working in ARL libraries between 2002 and 2003.

Text in Chinese, with English abstract / Practical and theoretical researches are equally important in the discipline of library and information science. For providing a better service to users, librarians need to continuously improve problem solving and decision making skills in their workplace. Significant improvement of library service could therefore be fulfilled by studies performed and published by librarians. Consequently, evaluations on research and publishing conducted by librarians could reveal how they contribute to individual career and to the whole field advancement. Contributions to the professional literature, in the perspective of publication patterns, productivity of librarian, article types, research methodologies employed, and research topics, through collaborative by Taiwan and China librarians in selected journals from 1998 to 2002 were examined in this research. Author characteristics, such as production of individual, institutional affiliation, and co-authorship were also statistical analyzed. Three major findings stand out from this study; first, percentage of Taiwan librarian author within the overall author population in selected journals was lower than that in China. Second, â Researchâ type of articles are surprisingly rare in China. And finally, collaborations between librarians or with other professions increased through the years but were not so popular in Taiwan until now. Based on these findings, this study suggests that librarians in Taiwan should constantly pursue working with fellow librarians or other professions, and for China, library and information education should improve training on methodology.