The potential effect of making journals free after a six month embargo

This report commissioned by the UK Publishers\u27 Association finds that providing open access to research publications after 6 months rather than 12 might have a material effect on libraries’ subscriptions; and that the impact on publishers’ revenues would be considerable. Higher Education Institutions’ libraries may be impacted by the collapse or scaling down of academic publishing houses. The world’s most distinguished research institutions would, the report suggests, be impacted the most, since published outputs are essential for the work carried out by their researchers. The reports’ results indicate that  Scientific, Technical and Medical (STM) publishers could expect to retain full subscriptions from 56% of libraries, compared with 35% for Arts, Humanities and Social Sciences journals (AHSS) publishers.  The report documents the results of a survey carried out to obtain a significant body of information on how the acquisitions policies of libraries might be affected by an across-the board mandate to make journals articles free of charge six months after publication. The report analyses the results of responses from 210 libraries across the world who were asked whether they would continue to subscribe to research journals were their content freely available within six months of publication. Libraries were asked to send separate responses for Scientific, Technical and Medical (STM) journals and Arts, Humanities and Social Sciences journals (AHSS)

Teachers’ views of teaching sex education: pedagogies and models of delivery

This paper is based on a study of 17 secondary schools in an inner-city area of England deemed to have very high levels of teenage pregnancies. The New Labour Government argued that academic achievements and effective labour-market participation are inhibited by early or 'premature' parenthood (Social Exclusion Unit 1999). It therefore set in place policies to address these issues efectively in schools, through a revised school achievement agenda and a revised Sex & Relationship Education (SRE) programme. In this paper, we concentrate on the role and views of personal, social and/or health education coordinators charged with the delivery of SRE in secondary schools. We consider the way a broad-based, inclusive curriculum and pastoral programme fits into the subject-based and assessed curriculum of secondary schools for 11-16 where there is no tradition of open discussion of sexual matters. The legitimacy of teaching about sex and relationships in school has been hotly contested. The question of how to deal with teenage pregnancy and sexuality remains politically charged and sensitive and the teacher's role is thus contentious. We present a range of views about the professional or other pressures on schools, especially teachers, discussing difficulties within each of the main models of delivery. Teachers reprt considerable anxiety about SRE as a subject and its low status inthe curriculum, committed though they are to teaching it. This links with what is now seen as an overarching culture of anxiety regarding sex in contemporary society. Many teachers think that attending to young people's personal and social development - and especially their sexual identities - could help their education careers and academic achievement. Thus, from the teachers' accounts, we argue that there are important links between the revised sex education curriculum and the new emphasis on the achievement agenda in secondary schools in the UK

A disciplinary commons for database teaching

This paper discusses the experience of taking part in a disciplinary commons devoted to the teaching of database systems. It will discuss the structure of a disciplinary commons and our experience of the database version