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Home > Football > brian hoyer
Johnny Manziel Gets His First NFL Start [Video]
By George Zapo
Dec. 9 2014, Updated 12:29 p.m. ET
Johnny Manziel is the starting quarterback for the Cleveland Browns when they play against the Cincinnati Bengals on Sunday. The NFL reports that Johnny Football gets his first NFL start for the final weeks of the AFC playoff race.
NFL Media Insider Ian Rapoport reported Browns coach Mike Pettine met with the quarterbacks on Monday. At a Monday press conference, the head coach did not commit to having Manziel as the team's starting quarterback. Nonetheless, it appeared to everyone that the Browns' were leaning toward Manziel after another bumpy performance by starter Brian Hoyer.
The Browns preferred to give Manziel time to develop and have Hoyer continue as the starting quarterback. However, Hoyer only helped the team score one touchdown in 29 drives. Browns coach Mike Pettine had no choice but to make Manziel the starting quarterback, given how bad Hoyer played against the Indianapolis Colts last Sunday.
The Cleveland Browns fans were so upset at Hoyer they booed him and did the Johnny Manziel money sign after each miserable offensive play at Sunday's game at Cleveland's FirstEnergy Stadium. Hoyer was 14-for-31, completed 140 passing yards, no touchdowns, and two interceptions. In the last four games, Hoyer has only thrown one touchdown pass. He also threw eight interceptions resulting in three game losses.
Manziel relieved Hoyer and boosted the offensive efforts against the Buffalo Bills week 13. The team lost the game 10-26. Johnny does have arm strength and superior speed in comparison to Hoyer. On the other hand, Hoyer has been struggling with accuracy and composure for a few weeks.
It's unclear how Manziel will perform as starting quarterback. There are reports that question his readiness to take over an NFL offense. Manziel faces a tough matchup this Sunday against the division leader Cincinnati Bengals. The Bengals defense has allowed only 14 passing touchdowns this season.
The Browns are expected to focus on the ground game, which they have done for the most part all year. Currently the Browns rank 21st in passing attempts in the NFL and fourth in total carries.
There's some speculation that Manziel lost his shot at starting quarterback last Sunday because he was seen at a Cleveland Cavaliers basketball game on Tuesday night. It's believed that the Browns' coaching staff thought Manziel should have been home studying his playbook.
Nonetheless, Manziel is officially the starting quarterback for the Cleveland Browns against the Bengals at 1:00 p.m. this Sunday. This will be a home game for Johnny Manziel, which could be advantageous for him and the Browns. They will have the home crowd support, including the extremely zealous Dawg Pound fan base.
[Photo courtesy of L.A. Times]
Latest brian hoyer News and Updates


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Oconee County Observations
News and comments about developments in Oconee County, Georgia
Oconee County Board Of Education Gets Another Report On School Performance On State Milestones Assessments
***SchoolDigger.Com Rating Touted***
Oconee County School System Chief Operating Officer Claire Buck on Monday returned to the performance of Oconee County Schools in the Spring 2019 state Milestones assessments in her report to the Board of Education.
Anisa Sullivan Jimenez, director of Communications for the school system, had told the Board at its July 29 meeting that Oconee County Schools had performed well in the results of the state testing, released on July 26.
Buck, repeating Jimenez' report, told the Board that "Oconee County School overall was ranked the number one school system in the state of Georgia."
Buck didn't identify the source of that ranking.
Jimenez earlier had confirmed that it was SchoolDigger.com, which used the state results and its own system of weighting those data to rank the Oconee County Schools as number one, beating out Buford City Schools by one one-thousands of a point.
Niche.com, another rating service, last week released its results, based in part of the state data, and it ranked Oconee County Schools as number 2, behind Buford City Schools.
In another report to the Board at Monday's work session, Dallas LeDuff, director of Student Services, said the school system had made a number of security improvements at the county's schools over the summer, including installation of additional cameras at both high schools and installation of a crisis alert system at all schools.
Buck presented to the Board 23 comparisons between the Oconee County School System scores and the overall state scores on the Milestones End-of-Grade and End-of-Course assessments.
Buck Reporting On Milestones Results
Oconee County scored considerably higher than the state on all of those comparisons.
Buck said she ranked the Oconee County schools against others in the state on the 23 criteria and said that Oconee County schools ranked in the top 10 on 20 of them.
Oconee County schools ranked fourth on English Language Arts proficiency in the third grade assessment, number 1 in the fourth grade assessment, number 2 in the fifth grade assessment, number 2 in the sixth grade assessment, number 5 in the seventh grade assessment, and number 8 in the eighth grade assessment.
The only other top ranking the schools obtained other than for fourth grade English Language Arts was for End-of-Course assessment for high school algebra, according to the charts Buck released to the Board at the meeting on Monday.
"Kudos to our teachers, our administrators, our students, our parents on those outstanding results," Buck said after presenting the data to the Board.
SchoolDigger And Niche
SchoolDigger.com, according to its website, is a service of Claarware LLC. The web site states that Claarware LLC is a one-person software development shop, founded in 2006 by Pete Claar.
Oconee County is ranked just above Buford City Schools in Gwinnett County in the 2019 rankings, with Oconee County getting a score of .946 and Buford City getting a score of .945.
Last year, Buford City was ranked number 1, and Oconee County number 2.
SchoolDigger.com also ranks schools, and Oconee County does not have a top-10 elementary school or middle school, but North Oconee High School is rated number 10.
Niche.com, based in Pittsburg, says its 2020 Best School Districts ranking is "based on rigorous analysis of academic and student life data from the U.S. Department of Education along with test scores, college data, and ratings collected from millions of Niche users."
Niche gives Oconee County Schools an A+ rating–the same as it gives to Buford City Schools.
LeDuff told the Board that the school system "completed several safety and security upgrades over the summer," including the additional security cameras at the two high schools and additional access controls at the system's middle and high schools.
The system also has installed a new visitor management system at all of the campuses, LeDuff said, "which allows us to consistently check in visitors and make sure that only approved visitors have access to our students."
The system has installed a new crisis alert system at all of the schools.
Each staff member will have a button that can be used to report a problem and the location of the staff member who is signaling the problem, LeDuff said.
These improvements are in addition to existing safety vestibules at the schools, LeDuff said.
The schools also have regularly scheduled safety drills and a "strong partnership with the Oconee County Sheriff's Office," according to LeDuff.
Brock Toole, chief operations officer for the School System, said that the construction for the North Oconee High School HVAC replacement is "substantially complete."
The installation of LED lighting at Oconee County High School also is "substantially complete," Toole said.
The bus air conditioning retrofit project is in the final stages, Toole said. At present, 19 buses remain to be retrofitted with an expected completion date of Sept. 1, 2019, Toole said.
Toole said that work on the roundabout at Malcom Bridge Road and Mars Hill Road is scheduled to begin on Aug. 12.
Intermittent lane closures will be scheduled from August 12 through Oct. 31, Toole said.
I was out of town and not able to attend the meeting on Monday, but Penny Mills did attend and recorded the video below.
Buck began her presentation to the Board at 1:58 in the video.
LeDuff began his presentation at 6:33.
Toole began his report at 12:36 in the video.
Posted by Lee Becker at 10:40 PM
Recognitions From Oconee County Board Of Education Meetings Fall 2019
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Videos From Meetings Around The County Are Organized Into Channels On Vimeo.
This Is A List Of The Channels.
Below are selected videos of interest.
2019 Tour Of New Calls Creek Water Reclamation Facility
Recognitions From Oconee County Board Of Education Meetings Spring 2019
Alternate Search Tool
Oconee County Board Of Education Gets Another Repo...
Lee Becker
Ph.D. University of Wisconsin--Madison, Mass Communication (1974); M.A., University of Kentucky, Communication (1971); B.A., University of Kentucky, Journalism (1969).
My Standards for Oconee County Observations
This is a news blog, following in the established tradition of the newsletter.
I'm a citizen of Oconee County. My experiences and aspirations for the county have influence on what I post here.
I strive to be accurate, fair and transparent.
I want to reflect events and discussions, using links to document what is known.
I want to offer a balanced presentation that recognizes different points of view and portrays the people involved with respect.
I want to tell how I learned what I have learned and be clear about any role I have played in what is being presented.
Comments are encouraged. I attempt to apply the standards of accuracy, fairness and transparency to them as well.
Blog Summary On Patch
Oconee Patch often runs a short version of postings from this site, with a link to the full post here.
This blog is otherwise independent of Oconee Patch.
Paul J. Deutschmann Award
The Association for Education in Journalism named me the 2013 recipient of the Paul J. Deutschmann Excellence in Research Award at the association's annual conference on Aug. 10, 2013, in Washington, D.C.
A video clip from a special session at the conference for the the Deutschmann Award is available on the Oconee County Observations Vimeo Site.
Outstanding Contributor Award
The Oconee County Democratic Committee honored me on June 20 as one of 15 individuals making a contribution to the quality of life in Oconee County.
Dan Matthews, chairman of the Committee, cited Oconee County Observations in making the award.
Others honored included potters Kathy and Jerry Chappelle, Courtney Gale from the Athens-Clarke County Police Department, Peggy Holcomb, Oconee County director of tourism, Chuck Horton, former county commissioner, Melissa Steele, a local artist and blogger, and Vinnie Williams, owner and publisher of The Oconee Enterprise.
The Committee also honored the Jeannette Rankin Foundation.
I was given the Doctor Honoris Causa by the Senate of the National School of Political Studies and Public Administration on Dec. 4, 2012, in Bucharest, Romania. The Athens Banner-Herald wrote a story about the award.

redpajama_set_name: RedPajamaCommonCrawl


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Q: I am creating iphone application. How to trigger an event when button click? in xxx.h
UIButton *b1, *b2, *b3;

in xxx.m
b1 = ---- similarly for b2 and b3

Now I want that on Click event I store the title in the string. How i can achieve it?
In Other Words:
What function/method would I have to implement in my View Controller class to handle a click event on a UIButton?

A: You can make an IBAction for touch up inside in Interface Builder. Then I am assuming you have a UITextField for the text.
Since your not using Interface Builder you need to:
-(void)getStringFromText:(id)sender {
    NSString *input = sender.titleLabel;
}

//In some start up method.
[b1 addTarget: target action: @selector(getStringFromText:) forControlEvents: UIControlEventTouchUpInside];

A: When you declare your UIButtons, you need to put "IBOutlet" before them in your class definition - then you need to to use Interface Builder to link/reference the UIButtons to the ones you have declared in your code.
Once you have done this, you need to develop a (IBAction) method - and have it simply get the "text" property from the calling object. In Interface Builder reference this method for all the buttons for the "touch up" event.
If this isn't clear I will post up code as an example?

redpajama_set_name: RedPajamaStackExchange


Sometimes we can become a little bit static in our lives. Maybe it's because we aren't happy where we live, or we are missing a soul mate to plan a future with and sometimes it is because our career just isn't pressing the right buttons anymore.
With retirement age getting further away and people working well into their sixties it is possible to switch paths right into your thirties and still end up with a great wage and a good pension. So, what are you waiting for?
There are loads of options available to you. You could retrain in one of the many skill shortages or you could sit a degree and train to become a teacher. One very common reason for swapping your old career for new though is discovering you have a talent which could pay your bills by exploring your hobbies.
If you love DIY and go crazy for interiors you might just have what it takes to get into real estate. A passion for houses and their future potential will really help you to sell the dream to any viewers. Especially if you can give them ideas that they had been missing. For a head start you could get yourself some real estate sales training then work out what transferable skills you have from your current career. Go through everything you have done at work and then see if it applies and rework your CV. It won't take long for you to be making money from one of the things you absolutely love!
Beauty is another career you can come into later on in life. With the rise of Instagram and so many online beauty tutorials you may have found you have a real creative flare for makeup, or perhaps it has sparked a passion for nail art. There are hundreds of great beauty schools offering training in a number of disciplines.
You could focus on one of these, such as eyelash extensions or you could qualify in multiple disciplines and set up your own salon at home. You will need to check to see if you need any licenses to do this and, of course, be prepared for a number of people to be coming and going through your home. It's a brilliant option if you have children and want a career that fits around their schooling.
Perhaps you have a passion for writing. Whilst it is a hard career to get into, you shouldn't shy away from the challenge. Start up your own blog online and get writing every day. Use Twitter or Facebook to help promote your work and then contact a local newspaper or magazine and pitch out an interesting story. You need to be top of the class when it comes to grammar and spelling, however you will learn to sharpen these skills if you keep on writing everyday. You will need to be very disciplined as it can be hard to keep to tight deadlines.
It's never too late to do the things you love. Just take a leap of faith and work hard.


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Located in the heart of the most important Italian economic area, a few kilometers from Milan and a 10-minute drive from Malpensa International Airport, from which it takes its name, Malpensa Fiere is a multi-functional exhibition center, a lively part of the Varese area that is characterized by the same willingness to grow, to transmit ideas, to set goals and to pursue successes.
Multi-purpose structure able to contribute to the development of initiatives and projects multiplying opportunities for meetings and business, the ideal location to organize your events (congresses, gala events, exhibitions, awards, ...) in the province of Varese.
Malpensa Fiere covers an area of 75,000 square meters, of which over 20,000 square meters are covered. The Malpensa Fiere Center includes three functional areas perfectly integrated with each other: a Multifunctional Exhibition Center, a Congress Center and a service area.
The Malpensa Fiere Multifunctional Exhibition Center is an innovative and flexible exhibition area created to offer companies structures and services able to promote initiatives of promotion and marketing to the general public.
The Exhibition Center offers 15,000 square meters. covered exhibition areas consisting of three pavilions, large balconies and bright galleries. Over 18,000 square meters of exhibition space are completed. of uncovered areas. The ability of the structures to respond optimally to the most diverse needs and the validity of the services and technologies offered make Malpensa Fiere the ideal place to organize all kinds of trade fairs.
Exhibitions dedicated to mechanics, furnishing, food, agriculture, crafts, school, information technology, sport and leisure time are just some of the many that have found fair and efficient space in the showcase at Malpensa Fiere of national and international relevance.
WST Show in September 2018 will become the flagship of Malpensa Fiere.


Q. Can I access the wireless network from within the Library?
Wireless Network Services are available everywhere in the Library, including in the 24-Hour Study Hall, the Periodicals Room, the Basement and 1st and 2nd Floors.


I'm sane enough to know that I'm totally bonkers.
I'm 22 and live in Las Vegas but am a Cali girl at heart. I try hard not to live the typical Vegas lifestyle, I think there is more for me than just partying every night and being careless.
I hope some day to own a bakery.
I love ALL different styles and eras and anything from Rockabilly, goth, emo to steampunk and pin up girls.
I love anything random,obscure,obscene,morbid and bizarre. I have a very dark taste for things but I also adore over the top bright colors and obnoxiously cutesy things.
I like meeting new people, so add me if you'd like! I'm so much more than meets the eye.
I just started an Etsy shop selling my jewelry, I'm pretty excited about it. Its called beadingwithpassion.
Look me up on face book if you'd like my name is Janee Dilbeck. Just let me know you're from here so I don't think you're creeper lol.
Looking for some plus size friends!
Most Random Song You've Ever Heard?
Fav video game... lately and of all time?
u seem cool so just started following you!
thanks for favouring my project!
Hey! Yeah I don't know what I am going to do about the school. I'm not sure I am capable of homeschooling them, but it makes it worse that my husband keeps saying.. "you can do it"... easier said than done...Well, we shall see. Thanks for the comment and all the replies on my board posts. Hope you find many reasons to smile today.
Lol, Hello! Thanks so much for the comment. I love your projects and we seem to have lots in common. Do you ever do Swaps? I am just about to finish my Newcomer Swap and would love to do a personal Swap with you sometime. I hope you are having a great weekend and I'd like to add you if that's alright? Take Care and Be Well.
i love your picture. its ubercute.
Thanks for faving my ever decreasing circles necklace. I'd love to see your version of this or any others of mine you've favourited up here if you make them!
Thanks for faving my Audrey Hepburn necklace too!
Thanks for fave, I hope if you make a pony bead flower ring you will post it.


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SiSAL Journal
Studies in Self-Access Learning
Editors/advisors
Guidelines for reviews and resources
Call for Papers: Special Issue of SiSAL Journal. Selected papers from the IATEFL LASIG Conference, Metamorphosis: A Journey of Self-Directed Learning and Advising
Editorial, June 2010
Some self-access principles
What factors encourage high levels of student participation in a self-access centre?
English Language Writing Centres in Japanese Universities: What do Students Really Need?
An Investigation of Student Use of a Self-Access English-Only Speaking Area
Integrating Self-Access into the Curriculum: Our Experience
A new member of the family: The Sojo International Learning Center
Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka.
Editorial, September 2010
Principles and Procedures for Self-Access Materials
Self-Access Language Learning in Museums: A Materials Development Project.
Self-Access Centers: Maximizing Learners' Access to Center Resources
Enhancing a Self-Access Website
English for Specific Purposes (ESP) Modules in the Self-Access Learning Center (SALC) for Success in the Global Workplace
Developing Song Worksheets for a SALC
Internet-Based Resources for Developing Listening
Review of the Open Culture Website
Beliefs about Self-Access Learning: Reflections on 15 years of change
Co-constructing Understanding of Self Access through Conversational Narrative
Listening to the Learner: A Qualitative Investigation of Motivation for Embracing or Avoiding the Use of Self-Access Centres
The Effect of Chinese ESL Learners' Beliefs on their Autonomous Learning
Conference announcement
Reading an ESL Writer's Text
Learning to Foster Autonomy: The Role of Teacher Education Materials
Introducing the Skills of Self-assessment and Peer Feedback
Lessons Learned While Managing My First Book Club
Overview of "Splendid Speaking" Website (http://splendid-speaking.com)
Learning Strategy Sheets: Supporting Advisors and Learners
Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation
Learner Involvement at Arabian Gulf University Self-Access Centre
Self-Access Evolution: One University's Journey Toward Learner Control
The L2 Passionate Interactional Imperative (for short "The L2 Pie"): It's Hot or It's Not!
The Importance of Affective Factors in Self-Access Language Learning Courses
Blogging in the Target Language: Review of the "Lang-8" Online Community
FINAL call for papers
ILA Conference Announcement
Emerging Technologies for Autonomous Language Learning
Investigating Language Learning Activity Using a CALL Task in the Self-access Centre
Alternatives for Making Language Learning Games More Appealing for Self-Access Learning
Enhancing Learner Autonomy in an On-line Editing Programme
A Two Year Cross-Section of Student Use of Self-Access eLearning
Pre-university experience of ICT and Self-Access Learning in Japan
Web 2.0 sites for Collaborative Self-Access: The Learning Advisor vs. Google®
Retooling Perspectives on Technology's Role in Language Education
Cell Phones + Self-Access: A Summer Campaign
Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones
Introducing 'Prepare for Success', a Web-based Learning Resource to help International Students get Ready for Study in the UK
A Framework for the Evaluation of a Self-Access Language Learning Centre
Fostering Self-directed Learning through Guided Tasks and Learner Reflection
Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-Access Learning Center
The Growth of an Out-of-Class Learning Community through Autonomous Socialization at a Self-Access Center
Group Workshops: Saving Our Writing Center in Japan
Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
A Learning Success Story Using Facebook
Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising
Evaluating Learner Autonomy: A Dynamic Model with Descriptors
The Degree of Directiveness in Written Advising: A Preliminary Investigation
Translanguaging in Self-Access Language Advising: Informing Language Policy
Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue
The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning
The Macro-and Micro-Language Learning Counseling: An Autoethnographic Account
JASAL Forum 2011: Growing Trends in Self-Access Learning
Language learning strategy research: Where do we go from here?
Investigating the Information Needs of University Students in Foundational Foreign Language Courses
Advising Practices: A Survey of Self-Access Learner Motivations and Preferences
Supporting the Language and Learning Development of EAL Students in Australian Higher Education
Investigating Students' Ways to Learn English Outside of Class: A Researchers' Narrative
Learning Phrasal Verbs Autonomously
The Impact of Teacher Training for Autonomous Learning
Scaffolding Students' Initial Self-Access Language Centre Experiences
Readiness for Self-Access Language Learning: A Case of Iranian Students
Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre
Video Self-Assessment for Language Learners
The Effects of Applying Betts' Autonomous Learner Model on Iranian Students
Learning Strategies: Prototypical Core and Dimensions of Variation
Alternative Models of Self-regulation and Implications for L2 Strategy Research
Re-placing the Jewel in the Crown of Autonomy: A Revisiting of the 'Self' or 'Selves' in Self-Access
The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study
EFL Students' Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning
Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies
Language Counseling Trends: Implications for Beginning Language Learner Strategy Instruction
Leading the Proverbial Thirsty Horse to Water: ESL Learners' Experience with Language Learning Contracts
Self-access Materials: Their Features and their Selection in Students' Literacy Practices
Writing Centers: Who are they for? What are they for?
So You Want to Start a Peer Online Writing Center?
Learner as Researcher: Student Concordancing and Error Correction
Announcing the ESL-WOW for Self-Directed Writing Support
JASAL Forum 2012: Making a Difference through Self Access
Editorial: Special Issue on Supporting Self-directed Learning
The Relationship between Learners' Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran
Beyond the Classroom: The Role of Self-Guided Learning in Second Language Listening and Speaking Practice
A Move Towards Autonomy: Individualized Education Plans for Effective Materials Use
Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study
General Introduction to the 'Case Studies in Self-Access" Column
Column: A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning
"Beautifying the Beast": Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students
Enhancing Student Self-Study Attitude and Activity with Motivational Techniques
Development and Use of Moodle for Online Student Support
Needs Analysis: Investigating Students' Self-directed Learning Needs Using Multiple Data Sources
Book review: The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy. Edited by Phil Benson and Lucy Cooker
Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado
The Management Skills of SALL Managers
Looking Out for English
Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising
Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline
An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning
Giving Speaking Practice in Self-Access Mode a Chance
Foundation-Level Gulf Arab Student Response to Self-Access Learning
Medics on the Move South Africa: Access to Medical Words
Principles: Establishing the Foundation for a Self-access Curriculum
Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area
Editorial: Directions in Self-Access Learning
Framing the Picture: A Preliminary Investigation into Experts' Beliefs about the Roles and Purposes of Self-Access Centres
Using CBT with Anxious Language Learners: The Potential Role of the Learning Advisor
Supporting a Physical Self-Access Center with a Virtual Presence
Considering Peer Support for Self-Access Learning
Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum
Editorial: Understanding and Supporting Self-Access Learners
Establishing Group Autonomy through Self-Access Center Learning Experiences
General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context
Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning
Moving Online: Changing the Focus of a Writing Center
'Say Again?' An In-house, Online, Self-Access Pronunciation Project for ESOL Students
Introduction to the Column
Evaluating Self-directed Learning Skills in SALC Modules
Ongoing Development: Pathways and Challenges
Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal
Editorial, September, 2014
Exploring the Concept of Learner Autonomy in Cross-Cultural Research
The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores
Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University
Learning Styles of Independent Learning Centre Users
Room 101: The Social SAC
"Now Maybe I Feel Like Trying": Engaging Learners Using a Visual Tool
MOOCs in Language Education and Professional Teacher Development: Possibilities and Potential
Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning
The Social Dimensions of Learner Autonomy and Self-Regulated Learning
Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?
Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills
Self-Regulation within Language Learners' Dialogues
Redesigning an Independent Learning Course Component: Recognizing the Role of Instructor as Guide
Developing Autonomous Self-Regulated Readers in an Extensive Reading Program
Bringing Learner Self-Regulation Practices Forward
Formative Assessment in University English Conversation Classes
Researching Self-regulated Learning and Foreign Language Learning
Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses
Understanding Self-regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki
Researching the New Room 101: "A Safe Haven for Me to Learn"
Dialogue and Advising in Self-Access Learning: Introduction to the Special Issue
Essential Advising to Underpin Effective Language Learning and Teaching
Analysing Advising Dialogue from a Feminist Perspective: Gendered Talk, Powerless Speech or Emotional Labour?
The Dynamics of Emotional Relationships in Self-Directed Language Learning Counselling
Affect and the Development of Learner Autonomy through Advising
Supporting Learners and Advisors: An Advising Interview Protocol for Intensive Language Programs
Institutional Challenges for a Voluntary-Basis Language Learning Advising Program
Peer Tutoring in Japan: A New Approach for a Unique Educational System
Language Learning Advice at the University of Leeds
Room 101: A Movement towards Social Learning Spaces? A Survey of SAC Managers in UK Higher Education
Review of 'Exploring English: Language and Culture'
JASAL 2014 Forum. Self-Access Conversations: Beyond Classroom Borders
The Self-Access Area Becomes the Language Zone
"I am a SALCer": Influences of Identity on Fear of Making Mistakes in English Interactions
Tapping into the Educational Potential of Facebook: Encouraging Out-of-Class Peer Collaboration in Foreign Language Learning
Effects of CALL on Self-directed FL Vocabulary Learning
Sharing Stories of Practice in Self-Access Facility Design and Management
The Development of CELE-UNAM Mediateca (1996-2015)
Considering Context: The Importance of Specific Institutional and Learner Contexts When Researching the Set Up of a Self-Access Centre
Human Resources as a Primary Consideration for Learning Space Creation
'Significant Others' in Influencing Arab EFL Learners' Learning Strategy Use and Development: A Qualitative Inquiry
Self-Access Learning Centers and the Importance of Being Curious
Call for papers: SiSAL Journal special issue on virtual and other learning spaces
The Crucial Role of Peer-Learning in Language Learning Spaces
Facilitating a Face-to-Face Tandem Language Exchange on a University Campus
Implementing a Student Peer-Mentoring Programme for Self-Access Language Learning
The SAC as a Community of Practice: A Case Study of Peer-Run Conversation Sessions at the Universidad del Caribe
Self-Access and Young Learners: Introduction to the Special Issue
'After Mom Gets Some Books, Then I'll Make a Selection': A 5-Year-Old ELL's Decision-Making in the Book-Related Home Play
About a Boy: A Gamer and L2 English Speaker Coming into Being by Use of Self-Access
L2 Motivation and Young Self-Instructed Learners' Persistence in Learning English: A Causal Analysis
An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy
Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English
Sea Change in Library Use
Book Review: Teaching Young Learners To Think. By Herbert Puchta and Marion Williams
Book Review: Stories and Storyline by Sharon Ahlquist and Réka Lugossy
Supporting Student Staff Through Effective Training
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Social Autonomy and Decision Making in L2 Group Work
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Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018)
In-Training Advising Sessions for New Peer Advisors: Impacts and Benefits
Peer-Led Activities at a Self-Access Center in Brazil
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Self-Determination Theory Conference Review: Egmond aan Zee, Netherlands (May 21 – 24, 2019)
Jo Mynard, Kanda University of International Studies, Japan
Mynard, J. (2014). Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal. Studies in Self-Access Learning Journal, 5(2), 178-199.
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After establishing a journal, it is important to evaluate its progress to ensure that the principles that underpin its existence continue to be a priority. In this article, the author reports on measures that were used to evaluate Studies in Self-Access Learning (SiSAL) Journal. The research was designed to investigate the three principles that the journal values: diversity, accessibility and quality. The results identified some successful factors such as accessibility and favourable perceptions of SiSAL Journal's quality. However, the results also identified areas that could be improved to further increase diversity and to encourage submissions from more authors based in different locations.
Keywords: peer-reviewed journal, open-access, evaluation of success, diversity, accessibility
The purpose of this paper is to report on ongoing efforts to monitor the success of Studies in Self-Access Learning (SiSAL) Journal, an open-access, peer-reviewed journal established and published at Kanda University of International Studies (KUIS) in Japan. SiSAL Journal was formed in 2010 and has been the subject of two institutional projects funded by the Research Institute of Language Studies and Language Education (RILS&LE) at KUIS. The first RILS&LE project (2010-2012) investigated the editorial strategies of two peer review journals published at KUIS – SiSAL Journal and PeerSpectives. The authors also proposed an instrument designed to promote professional collaboration and diversity (Murphey, Mynard, & Shanley, 2012). The second project (2012-2014) evaluated the success of the same two peer review journals (Murphey & Mynard, 2014) and this research forms the basis of the present article.
In this article, I will give a brief overview of SiSAL Journal before explaining some measures that are often applied to academic journals in order to evaluate a publication's success. I will show how the research focussed on some of the factors related to the principles of the publication in an attempt to show how the editorial team currently views the success of the journal and what we might focus on in coming years in order to continue to improve it.
Overview of SiSAL Journal
SiSAL Journal was formed in 2010 to address a practical need. The journal was originally designed to be an in-house publication which provided publishing opportunities for colleagues working at KUIS along with a system to archive and share ongoing work. However, once the idea for establishing a journal was shared with colleagues in other institutions, it became clear that there was need for an international publication dedicated to self-access learning. Since its inception, SiSAL Journal has published quarterly issues containing a range of article types from full research papers, to summaries and book reviews. There have been a number of special issues, many of which have been guest-edited by international colleagues.
Factors which Typically Measure Success in a Journal
There are various ways of measuring the success of a journal, some numerical and some descriptive. In terms of numerical measures, a commonly used tool is a citation index. A citation index shows how frequently articles from particular journals are cited. One example is the Social Sciences Citation Index (SSCI) which is an interdisciplinary citation index provided by Thomson Reuters. Closely related to this is the Impact Factor (IF) which is calculated by dividing the number of citations in a two-year period by the number of citable articles published the following year. The figure is usually published the subsequent year, so a journal needs to have existed for three to four years before the IF is available. This measure is particularly useful for scientific and scholarly journals when gauging the impact that a journal has within a field. However, there is the possibility that some editorial policies artificially affect the IF. Another drawback is that this measure is less applicable to journals which have a focus on practical applications as the articles may have a big impact on the field yet be of practical rather than scholarly benefit to its readers.
Rejection rate is another commonly used measure and is the percentage of total submissions which are rejected in a year. Some journals boast a high rejection rate as this may indicate high standards. However, this measure might not be an accurate way to show quality as it is possible that a quality journal might have a low rejection rate as it only receives high quality submissions (Egbert, 2007).
Timeliness and time to publication may be further quality indicators. If a journal publishes regularly and on time, this suggests that the editorial board are dedicated and efficient (Egbert, 2007). It also implies that there are enough submissions to make the publication viable.
Availability and accessibility might also be meaningfully used as success indicators (Polonksy, Jones, & Kearsley, 1999) as the implication is that the journal will be read widely. However, this indicator might be very hard to evaluate if a journal is freely distributed.
There are also non-numerical, descriptive measures that might be used to gauge success of a publication. One example is the inclusion in databases and indexes which not only increases access for readers, but is often evidence that the journal has passed the necessary evaluation procedure for inclusion.
Another measure is the type of article that a journal publishes. A journal which publishes a high proportion of research papers may be an indication of high levels of scholarship, however, if the purpose of the journal is to influence practice, these kinds of articles may not necessarily be an indication of successfully reaching the target readers.
Quality and originality of articles might be another way to evaluate the success of a journal, along with perceived reputation of the publisher, editor, editorial board and authors. These measures may be highly subjective.
To summarise, there may be numerous ways to evaluate a publication but, as Egbert (2007) notes, "a single method, regardless of the number of components included, could not account for important differences among journals" (p. 157), so editorial boards might adopt a variety of different measures depending on the scope and purpose of the publication. For the evaluation of SiSAL Journal, we adopted the methods that were most relevant to our research questions and philosophy, but we may consider using some of the other methods in the future.
Journal Values: Diversity, Accessibility and Quality
The research design was constructed based on the desire to achieve three important values associated with the journal: diversity, accessibility and quality. Diversity can be defined as the way in which different perspectives are purposefully brought together in order to improve empathy and broaden our thinking (e.g., Lugones, 2003; Murphey, 2013; Ortega, 2005; 2011).
Accessibility is ensuring that something is widely and freely available and this will have an impact on diversity. For example, diversity depends greatly on accessibility by both contributors and readers and online publishing has allowed both diversity and accessibility to blossom.
It is probably true to say that all publications strive to ensure quality and this is attempted in SiSAL Journal by ensuring a rigorous review and editing process involving multiple readers. In addition, invitations to leaders in the field and special issues of publications also increase the quality of a journal. Angeles Arrien said, "I think the human spirit always wants to make a contribution. And I don't think there are enough invitations" (cited in Briskin, Erickson, Ott, & Callanan, 2009, p. 156). The job of journal editors is to make those invitations wide and far in order to work towards the multiple aims of increasing diversity, accessibility and quality.
Monitoring Success: Research Questions and Data Collection
For the purposes of this project, our success measurements were closely aligned to the values of the journal. As three of the main values of the publication are diversity, accessibility and quality, research questions for this project were formulated based on evaluating these values. Data were collected up until November 2013 when the results were submitted for publication in the RILSE&LE Journal (Murphey & Mynard, 2014).
One way to measure diversity is to look at location of the contributors, readers, and the editorial team members. This assumes that location allows for representation of people in diverse areas of the globe. While this is desirable it does not mean there is diversity in other categories (e.g., age, gender, ethnicity). Still, this is the least intrusive and most easily calculated criteria for a journal to document. The research questions related to location diversity were:
How diverse are the contributors in terms of location?
How diverse are the readers of the journal in terms of location?
How diverse are the reviewers and editorial team members in terms of location?
These questions could be answered by examining the records related to submissions and reviewers and tabulated.
SiSAL Journal is open access, but it is important to be aware of how widely the journals are accessed in order to ensure that we are reaching worldwide audiences. The research questions related to accessibility were:
How many views are the online articles receiving and from where?
How many people subscribe to the journal or follow it on Facebook and where are they from?
Which databases and links bring the most readers to the journal?
These questions could be answered by accessing Facebook and the journal statistics automatically logged by the website provider (WordPress) and recording the data.
In addition to aiming to provide easy access to the journals and to promote diversity, we also strive to publish quality content and provide a positive experience to contributors. The research questions related to quality were:
How widely are the articles cited in other work?
How do authors view the publication process?
How do readers view the quality of the journal?
A measurement of the first question could be attempted with some assistance from online sources, for example citation reports and universal factor evaluators. SiSAL Journal was evaluated by Universal Impact Factor and included in its Master List. However, although SiSAL Journal submitted an application to be included in the more widely recognised SSCI in 2012, it does not yet feature in its list.
The second and third questions related to quality were investigated for SiSAL Journal by administering an optional online survey to a targeted population of participants. The survey (Appendix A) contained nine multiple-choice questions (each with an optional open-ended follow up question), and one open-ended question. The survey was administered using the online tool SurveyMonkey to potential respondents as follows:
By email to reviewers, members of the editorial team and authors (contact person only) who had submitted a paper for consideration since 2010 (n=147)
Via a Facebook post to Facebook subscribers (n=53)
Via an RSS post to SiSAL Journal to website subscribers (n=212)
Via a link on SiSAL Journal front page
Some of the potential respondents may have been contacted in two or more of these ways over the two-week data collection period, but were limited to one response each. A total of 85 respondents began the survey, 71 (84%) of whom completed it. In order to analyse the data, the multiple choice responses were simply tallied and the open-ended responses were grouped thematically. Incomplete submissions were included in the data.
Research Question 1 was concerned with how diverse the contributors are in terms of location. Since the first issue, SiSAL Journal has featured more diverse authors. For example, Issue 1 (June, 2010) contained contributions from authors based in just two locations: Japan and the UK. At the time of the data collection, the most recent issue (September, 2013) contained six articles by contributors based in five different countries: Jamaica, Japan, Mexico, New Zealand and Turkey. This snapshot report appears to indicate that contributors are based in more diverse locations. However, when we counted the number of authors (not the number of articles) based in each country over the 14 issues of SiSAL Journal published between June 2010 and September 2013, we noticed a disproportionately high number of contributors based in Japan. Table 1 shows a summary of the location of the authors. Perhaps this is not surprising given that the journal is published in Japan and almost all of the editorial team members are based there.
Table 1. Summary of where SiSAL Journal Contributors are Based (June 2010 – November 2013)
Research Question 2 asked how diverse the readers of the journal was in terms of location. Readers of SiSAL Journal in a one-year period (from November 1 2012 to October 31 2013) were based in 169 different countries. The 20 countries from which the journal was accessed most often during this time are listed in Figure 1.
Figure 1. Number of Views in One Year by the Top 20 Countries (from November 1 2012 to October 31 2013)
Research Question 3 was concerned with how diverse the reviewers and editorial team members of the journals were. The statistics showed a high number of members based in Japan (Table 2). We also noticed that there were more than twice as many males as females on the editorial and review boards (Table 3). In terms of the reviewers, they were based in 24 different locations which seems reasonably diverse. However, the majority (29 out of 73, which is 40%) were based in Japan (see Table 4).
Table 2. Advisory and Editorial Boards
Table 3. Gender of Advisory and Editorial Boards
Table 4. Location of Reviewers
Other measures of diversity to research in the future could include whether the articles are single-authored or co-authored, whether the authors are male or female, whether the authors are based at our institution, in another institution in Japan, and whether the authors are students. For example, we know many of the reviewers may be located in Japan, but are not Japanese and thus location data alone can be misleading.
Research Question 4 asked how many views the online articles are receiving. Total views from 1st March 2010 to 1st November 2013 for SiSAL Journal was 118,585. The statistics for a one-year period are shown in Table 5.
Table 5. SiSAL Journal Access Figures in One Year (from November 1 2012 to October 31 2013)
In order to highlight the amount of access that individual contributions might get, a summary of the articles that received the most views in a one-year period and the number of views is shown in Table 6. The least frequently accessed articles are the editorials, some receiving just one or two views – or no views at all.
Table 6. The Top Ten Most Accessed Articles in a One-year Period (from November 1 2012 to October 31 2013)
Question 5 asked how many people subscribed to the online journals or followed them on Facebook. A summary is given in Table 7.
Table 7. Subscribers to SiSAL Journal
Question 6 was concerned with which databases and links bring the most readers to the online journals. The statistics were calculated for the same one-year period as above for SiSAL Journal and are shown in Table 8.
Table 8. Top Referrers in a One-year Period (from November 1 2012 to October 31 2013)
Research Question 7, concerning how widely the articles are cited, was evaluated through inclusion on the Universal Impact Factor Master List and was calculated to be as follows (according to the website http://www.uifactor.org/JournalMasterList.aspx):
SiSAL Journal Impact Factor for year 2012 = 1.0052
By way of comparison, Language Learning and Technology Journal, a highly respected and well-established, online, open-access journal had an impact factor of 1.38 in 2012.
Questions 8 and 9 were investigated through the survey (Appendix A). Appendix B summarizes how the respondents answered the questions by indicating the number of respondents and, where relevant, the associated open-ended comments.
Research Question 8 was concerned with how authors view the publication process and this was found to be generally positive. Out of the 33 respondents who had published in SiSAL Journal, 29 had had a good experience, three an acceptable experience and one a bad experience. The percentages are shown in Figure 2.
Figure 2. How Authors Viewed the Publication Process
The respondents who had published an article in SiSAL Journal and had had a bad experience unfortunately did not give details. In fact, those who responded to the open-ended question (n=11) were those who had all had a good experience. The raw data is given in Appendix B, but the main reasons cited were:
reviewer/editor suggestions were helpful (n=6)
fast turnaround (n=3)
the reviewers/editors were very supportive (n=2)
the editorial team were very professional (n=1)
non-native speakers appreciated the help (n=1)
Out of the respondents who had submitted papers that had been rejected, two reported that the experience was "acceptable" and one reported that the experience was "poor". Unfortunately, the open-ended follow-up question was not completed so we are unable to pinpoint the reason for the responses.
Research Question 9 was concerned with how readers viewed the quality of the journal. One question which sheds light on reader perceptions is Question 3 on the survey (see Appendix B) and respondents were asked to choose between "good standard" "acceptable standard" and "poor standard". Out of 68 respondents, 42 (62%) viewed it to be "good standard" and 26 (38%) judged the journal to be of an "acceptable standard". Nobody viewed the journal as "poor standard". Question 10 was an open-ended question which asked the respondents to make suggestions for improvement. The raw data has been included in Appendix C, but a few general observations were made (unless indicated, these suggestions were made by only one respondent):
Request for services that already exist (email alerts, downloadable articles, indexing) (n=5)
Suggestions to broaden the geographical scope (n=2)
Suggestion for the inclusion of practical ideas (n=2)
Suggestion to pay attention to quality of scholarship (n=2)
Request for a printed version
Suggestion for better classification of articles
Request for translations
Suggestion to commission more articles by qualified colleagues
Request for materials reviews
Request for articles on technology
There are certainly many limitations associated with this research. As Egbert (2007) pointed out, it is likely that journals should be evaluated using different measures and establishing the appropriate measures might be the first step. Whereas the measures described in this article are helpful, it would have been useful to further expand them to investigate some of the factors in more detail. For example, the notion of diversity was almost exclusively restricted to location for the purposes of this research whereas we know that diversity may encompass many different factors and we look forward to researching how we might get such information in the future. There were few cases where authors did not have a positive experience and it would be useful for the editorial teams to know what the reasons were in order to prevent negative experiences for prospective authors in the future.
Conclusions and Implications
The editorial team members intend to use the results to set goals to increase the quality, diversity and accessibility over the next two years. Some specific goals are as follows:
Increase diversity on the editorial and advisory boards and also among authors in terms of gender, location and ethnicity
Increase awareness of SiSAL journal's availability and accessibility
Develop ecological routines among our editors and readers to assure quality service
In addition to attention to these areas, it is worth noting that there were some very positive aspects of the journal. For example, one of the greatest services we have found that we are giving is the "quick turnaround" of innovative information for teachers and researchers. Whereas many journals take may take a year or more to get creative ideas out to their readers, we are doing it in a matter of months. In addition, the publication experience was generally viewed as a positive one whereas this is often viewed as a frustrating process with other journals.
Notes on the contributor
Jo Mynard is the founding editor of SiSAL Journal. She is an Associate Professor and the Director of the Self-Access Learning Centre at Kanda University of International Studies in Japan. Her research interests include self-access, affect, advising and motivation.
I would like to thank my friend and colleague Tim Murphey for his help with the original research, for his ongoing encouragement, and for helping me to understand the meaning of diversity. I am grateful to my colleague Neil Curry for his invaluable feedback on previous drafts of this paper, and to 85 anonymous respondents who completed our survey. The research was supported with funding from RILS&LE at Kanda University of International Studies.
Briskin, A., Erickson, S., Ott, J., & Callanan, T. (2009). The power of collective wisdom and the trap of collective folly. San Francisco, CA: Berrett-Koehler.
Egbert, J. (2007). Quality analysis of journals in TESOL and applied linguistics. TESOL Quarterly, 41(1), 157- 171.
Lugones, M. (2003). Pilgrames/ Peregrinajes: Theorizing coalition against multiple oppressions. New York, NY: Rowman & Littlefield.
Murphey, T. (2013). Adapting ways for meaningful action: ZPDs and ZPAs. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 172-189). Cambridge, UK: Cambridge University Press.
Murphey, T., Mynard, J., & Shanley, M. (2012). Editorial strategies for stimulating professional collaboration with peer reviewed publications. Studies in Linguistics and Language Teaching, 23, 111-124.
Murphey, T., & Mynard, J. (2014). An evaluation of the success of peer-review journals at KUIS. Studies in Linguistics and Language Teaching, 24, 63-92.
Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. Modern Language Journal, 89, 427-443.
Ortega, L. (2011). SLA after the social turn: Where cognitivism and its alternatives stand. In D. Atkinson (Ed.) Alternative approaches to second language acquisition (pp. 167-180). London, UK: Routledge.
Polonksy, M., Jones, G., & Kearsley, M. (1999). Accessibility: An alternative method of ranking marketing journals? Journal of Marketing Education, 21(3), 181-193.
1. We aim to gather input that will help us to improve SiSAL Journal. This anonymous survey is designed to gather views from readers on the quality of SiSAL Journal. We are also gathering feedback from authors on the publication process. The whole survey should take less than 5 minutes to complete. Thank you for your participation. The results will be published in a future issue of SiSAL Journal.
I agree to participate in the research and I am happy for my responses to be used in associated publications
I would prefer not to take the survey
2. How often do you read articles in SiSAL Journal?
I never read articles in SiSAL Journal (SKIP TO 6)
Less than once per year
Around 1-6 times per year
12 times per year
More than 12 times per year
3. In general, how would you rate the quality of the journal?
Poor standard
Acceptable standard
Good standard
Optional comments
4. How likely are you to cite or refer to SiSAL Journal articles in your work?
Not likely
Reasonably likely
Very likely
Optional comments:
5. Why do you read articles from SiSAL Journal? (check all that apply)
I am new to the field and I need to learn as much as I can about self-access
I am interested in keeping current in the field
I am looking for practical ideas
I need to cite research in my own work
6. Have you ever submitted a paper for publication in SiSAL Journal?
No (SKIP TO 9)
Yes, it was published
Yes, it was rejected (SKIP TO 8)
7. How would you rate your experience of publishing your paper in SiSAL Journal?
The experience was bad
The experience was acceptable
The experience was good
Please give details
8. How was your experience with submitting a paper that was subsequently rejected?
9. How likely are you to submit a paper for publication in SiSAL Journal in the future?
10. How could SiSAL Journal be improved?
11. Which statement best describes you?
I have no contact with self-access
I have some contact with self-access
One of my main activities is connected with self-access
12. Are you involved in SiSAL Journal in any capacity? (check all that apply)
I am not involved in the running of the journal
I am a regular reviewer (reviewing more than one paper per year)
I am an occasional reviewer (reviewing less than one paper per year)
I am a member of the advisory board
I am a member of the editorial team
I have edited or coedited an issue
I was previously a member of the editorial team
Thank you. The results will be published in a future issue of SiSAL Journal.
I agree to participate in the research and I am happy for my responses to be used in associated publications (n=83)
I would prefer not to take the survey (n=1)
Skipped question: 1
2. How often do you read articles in SiSAL Journal? (n=77)
I never read articles in SiSAL Journal (SKIP TO 6) (n=5)
Less than once per year (n=11)
Around 1-6 times per year (n=41)
12 times per year (n=15)
More than 12 times per year (n=5)
Poor standard (n=0)
Acceptable standard (n=26)
Good standard (n=42)
Optional comments (n=3)
"Good standard, but I think that lots of the research themes are a bit superfluous, and not always so independent learning-specific"
"Very relevant and high quality"
"contributors need to collect and report data in their papers"
4. How likely are you to cite or refer to SiSAL Journal articles in your work? (n=68)
Not likely (n=5)
Reasonably likely (n=43)
Very likely (n=20)
(Not likely) "Not working on independent learning so much right now"
(Reasonably likely) "if such articles come up in search results"
(Very likely) "they are directly related to my area of interest"
(Not likely) "I will make comments to other teachers at work."
5. Why do you read articles from SiSAL Journal? (check all that apply) (n=65)
I am new to the field and I need to learn as much as I can about self-access (n=10)
I am interested in keeping current in the field (n=50)
I am looking for practical ideas (n=37)
I need to cite research in my own work (n=37)
"Interested and looking for practical ideas"
"I am looking for other research related to mine"
"I have a different reason each time"
"I'm an ILC coordinator and this information is very relevant to me"
"I have contributed"
"I am an author of a few articles"
6. Have you ever submitted a paper for publication in SiSAL Journal? (n=73)
No (SKIP TO 9) (n=37)
Yes, it was published (n=33)
Yes, it was rejected (SKIP TO 8) (n=3)
7. How would you rate your experience of publishing your paper in SiSAL Journal? (n=33)
The experience was bad (n=1)
The experience was acceptable (n=3)
The experience was good n=29)
Please give details (n=11)
(the experience was good)
Some suggestions were made which helped add to the clarity of the article, so that it was improved.
Really supportive – 3 reviewers and editors really going out of their way.
Fantastic turn-around, great editorial team, very professional
Great to get constructive feedback and work on the article until it is published
The editorial team is very helpful in giving ideas to improve the article.
the feedback from editors was extremely helpful
The reviewers were thorough and tough, but ultimately helped us re-shape our paper to meet SiSAL's needs and standards.
Great system for non native speakers. Appreciation.
Supportive reviews which improvd my work. Quick turnaround also good.
Helpful comments from the reviewers to improve my article further.
8. How was your experience with submitting a paper that was subsequently rejected? (n=3)
The experience was good (n=0)
Please explain (n=0)
9. How likely are you to submit a paper for publication in SiSAL Journal in the future? (n=72)
Unlikely (n=10)
(Unlikely)
not really my subject area
I'm not involved in self-access any more.
I do not feel that I have enough to say.
I am retired from my previous academic job.
Because I quit working in a self-access learning center
(reasonably likely)
My colleagues and I have one under review at present.
When time permits 😉
I'd like to submit a paper again if I have a chance
(Very likely)
I still have plenty of material from working with Self-access and teaching it as a subject within Applied Linguistics. As a 'specialist journal', it would be the most appropriate place to publish.
I've recently become interested in the field
As part of my MA studies in Professional Development for Language Education
I'm a language advisor trainer. My practice may interest the journal's readership.
I have submitted one but I don't know if it has been accepted or rejected yet
Recently presented on a topic related to self access and would like to write it up and be able to share with others in the field.
10. How could SiSAL Journal be improved? (n=27)
See Appendix B
11. Which statement best describes you? (n=70)
I have no contact with self-access (n=8)
I have some contact with self-access (n=24)
One of my main activities is connected with self-access (n=28)
12. Are you involved in SiSAL Journal in any capacity? (check all that apply) (n=70)
I am not involved in the running of the journal (n=45)
I am a regular reviewer (reviewing more than one paper per year) (n=4)
I am an occasional reviewer (reviewing less than one paper per year) (n=16)
I am a member of the advisory board (n=3)
I am a member of the editorial team (n=2)
I have edited or coedited an issue (n=6)
I was previously a member of the editorial team (n=2)
Responses to the open-ended survey question "How could SiSAL Journal be improved?" (Question 10)
I'm not sure. I like the current format and presentation. I like the different topics that are covered. It is a source of information for me, so there isn't anything that I can think of that could be improved.
make its articles downoadable
I think that the journal is good as it is.
accept more articles about Latin-America based research
More regular and a printed option
Evolve toward higher standards
I don't think of anything to improve. It is very good.
add more useful articles
Contributors need to take more responsibility for the quality of scholarship. Some SiSAL articles seem to be the product of ad hoc analysis, and often the data is not as complete as it ought to be. My fear is that some people take advantage of the fact that a large number of studies in the field of learner autonomy are qualitative and use publications like SiSAL to report anecdotal findings.
You can give chances to unknown researchers from developing countries who need self-access learning badly.
I think that a few small practical ideas in each issue would be a good idea, or a readers' forum.
Set up a subscription system where the journal is sent automatically to subscribers. (Perhaps this already exists.)
E-mail me to alert me of articles published in my specific area of interest. (I don't always have time to browse through the whole issue to see whether anything interests me)
no ideas!
accept new members from Brazil
I enjoy it very much. I do not have any comment.
It would be nice if the studies published could be classified according to what they are. Most seem to be teacher reflections, some are case studies, some are opinions pieces. Having a guidepost would make reading far quicker.
No ideas.
I di not care abiut it.
Broad indexing in more standard academic indexes (ERIC, Academic Search Complete etc.)
By undertaking translation as part of this
I like the themed issues. I also like the fact that it's open access. No improvements that I can recommend at this time.
I think there probably has to be more 'commissioning' of articles. By that I mean that there are many people qualified to write and publish, but it is not a requirement within their job description, so they don't. I think more reviews of particular apps or computer programs or things like dictionaries could be included so that readers are kept up-to-date and reflections n the use of particular facilities like language cafes, caraoke, tandem conversation schemes, and the like, would be useful.
Email alerts wehn the journal is published, like Reading in a Foreign Language is twice a year.
I would like to see more articles focusing on technology in autonomy
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Reading the third book in a series without having read its prequels can sometimes be a little bit weird, even if each novel is a complete story. This may be one of the reasons that M.J. Rose's latest novel, The Hypnotist has been a "slow" read for me – because I sense that there are relationships and backstories that I'm missing. In fact, my mentioning this here in this blog a couple of days ago caught the attention of the author herself, and she left a note expressing concern. Let me say right now that any author who takes the time to check in with a reader has to be pretty cool, but then, if you've read anything M.J. Rose has written, that should be pretty obvious.
While neither the plot nor the structure of The Hypnotist bear any resemblance to one of my all-time favorite contemporary novels, The Eight, by Katherine Neville, I found that this book reminded me of the other nevertheless. Perhaps it's the way the author excels at conveying a strong sense of place. Much of The Hypnotist takes place in libraries and museums, and I found my breath changing with each change of scene, as if some imaginary curator or librarian might shush me for exhaling too loudly.
The Hypnotist opens with the brutal murder of a young painter, and the near-murder of her lover, one Lucian Glass. Twenty years later, Glass is an FBI agent assigned to the Art Crime Team. He's involved in the investigation of an extremely unstable art collector who has been destroying masterpieces in order to make some kind of a statement, and it is this investigation that sends Glass undercover to the Phoenix Foundation, run by Dr. Malachai Samuels, an expert in hypnotism and past-life regression.
Reincarnation isn't just a character hook for Samuels, however. Glass is haunted as much by partly-glimpsed past lives of his own as he is by the memory of his lover, and her death. It's not surprising, then, that art, history, intrigue, and the study of reincarnation all twist together to form the threads of a gripping tale that I both didn't want to, and could not put down.
Rose's characters are well-drawn, with enough detail to make them seem real, but not so much that the reader can't put his or her own imagination to work. Her plot twists are plausible without being too obvious. Her prose is simple, but effective.
Read this book because the story is fabulous, but don't be surprised if you, as I did, found yourself wanting to visit Persia, spend a rainy afternoon at an art museum, and curl up in a comfortably worn library chair with a treasured read.
Goes well with: mint tea and chicken shawarma, or a hot pretzel with mustard.


text:
Local sports complex closer to completion after funding dispute settled
By Tanner Michalenko	 September 16, 2019 in Sports & Health
Saskatoon Mayor Charlie Clark remembers a time when the Gordie Howe recreational area in the Holiday Park neighbourhood was an eyesore for the city.
"Eight years ago, when I was a councillor, we had delegation after delegation come in and tell the city, 'The fields suck, the dressing rooms suck, the stands suck, it's getting beat down, players are getting injured and we're embarrassed,'" said Clark.
Clark, along with Premier Scott Moe and Member of Parliament Jonathan Wilkinson, announced that the federal government would allocate funds for the third phase completion of the Gordie Howe Sports Complex at a press conference at the complex on Sept. 4.
Over the summer, the federal government was in disagreement with the provincial government who wanted to prioritize recreation and culture projects using funds that were allocated to public transit.
In August, Moe aired out his frustration with the federal government via Twitter, calling on them to make adjustments to Canada's 10-year infrastructure plan by transferring funds from the $307-million public transit stream to the $56-million community, cultural and recreation stream.
The premier says that they are able to move forward with higher priority projects as the federal government has promised that the funds from the CCR stream will be replenished.
The complex is one of 12 CCR projects across the province given the green light to move forward with construction from a collective funding totalling $72 million.
The impressive facility, once completed, will become an all-season and multi-sport complex inside the Holiday Park neighbourhood.
Although this is a breakthrough for the city and the province, there are still over 1,400 other CCR projects that have requested funding.
"We had $1.6 billion in applications so there is no shortage of need," said Moe, who recognized that more changes are likely to be needed. "We continue to ask the federal government to open up those two funds so the cities can use those dollars where their priorities lie."
Wilkinson, who is also a Saskatoon native, addressed the dispute between the levels of government, saying that "disagreements are normal and you have to work through them."
Despite the disagreements between governments, Clark is hoping for a more smooth process in the future.
"It's a 10-year agreement and this was the first round. Now, I'm hoping it can be a little clearer and a little smoother so we don't have so much confusion leading up to it."
The chairman of the Friends of the Bowl Foundation, Bryan Kosteroski, was a bit emotional commenting on the announcement.
"Going back eight years to now, this project has been in our hearts. The partnerships that we've seen have been tremendous," said Kosteroski. "Nine sporting organizations are working together here now — that is unheard of."
The partnership spans across various sports and will be instrumental to the growth of athletics inside the city and across the province.
"We're like a family, everybody works together. Now, we've increased the opportunities for kids today, tomorrow and for many, many years," Kosteroski said.
The 11 other projects that were approved for funding include upgrades to Regina's Globe Theatre, new drinking water treatment plants in various small towns and the installation of a fibre internet network in Whitecaps Dakota First Nation.
Tanner Michalenko/ Sports & Health Editor
Photo: Tanner Michalenko/ Supplied
Tags: Charlie ClarkfundingGordie HoweSaskatoonSports
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Learn about the magic behind Engine Yard Cloud; it's been another year, so join us as we explore the remarkable progress we've made with the help of the open source community. We've worked hard to ensure getting your app in the cloud is affordable, simple and easy – but with the robust feature set needed for running large production applications. Community contributions and developments (like Chef, Redis, Resque, Fog, Bundler, etc.) have been essential. We couldn't do what we do without open source, and in this talk, we'll walk through many of these open source projects. We'll talk about why we chose them and how they've become critical to our success. You'll leave this session with a renewed appreciation for the Rails community, and a handy functional understanding of Engine Yard Cloud.


We can display custommenu items for a specific custommenu based on layout table occurrence or layout name. Here I have given an example for display the custom menu item based on the layout table occurrence.
Suppose we have a custommenu named as "ModuleSpecific" in a file, which is having different tables.
If we want to display specific actions scripts based on the table occurrence in layouts based on its layout base table then we need to follow the below mentioned procedure.
1. First thing we need to change is its MenuItemProperties against the menuItem. That is its Title name, which need to be conditional.
2. Against that MenuItem Action attach a script, which will redirect to a main script having set of sub scripts. Based on the parameter passed to that script it will execute its required sub script.
Now it will display the custom menu item depending upon its base layout table name used in the title part and for those layouts it will not match with the above mentioned title condition it will display blank.


text:
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text:
Photo mistake is an embarrassment
It is really too bad that the local paper can't correctly identify LeVar Woods in its sports section. LeVar played fo...
Photo mistake is an embarrassment It is really too bad that the local paper can't correctly identify LeVar Woods in its sports section. LeVar played fo... Check out this story on press-citizen.com: http://icp-c.com/PDklu4
IOW Published 11:00 p.m. CT April 6, 2014 | Updated 11:07 p.m. CT April 6, 2014
It is really too bad that the local paper can't correctly identify LeVar Woods in its sports section. LeVar played football here, and has been on the staff of the football team for several years.
Three months ago, the HawkCentral website used a picture of Erik Campbell, a former coach, to identify LeVar. Yesterday, the exact same photo was printed along with a column about LeVar.
Once is an unfortunate mistake, twice might be interpreted as something else.
Read or Share this story: http://icp-c.com/PDklu4
Iowans Will Help Elect the Next President
All hands on deck to fight change
Iowa alumnus sets example for public intellectuals


text:
Nusli Wadia
Sebi queries Tata firms on Cyrus Mistry, Nusli Wadia charges
The fresh queries have been raised by the capital markets watchdog following receipt of letters from Mistry, who was ousted as Chairman of over $100 billion conglomerate, as also from Wadia who has also been removed as independent director from various Tata firms.PTI | January 09, 2017, 08:06 IST
NEW DELHI: Regulator Sebi has sought detailed explanations from some listed Tata firms on alleged violations of corporate governance and insider trading norms flagged by ousted directors Cyrus Mistry and Nusli Wadia.
The fresh queries have been raised by the capital markets watchdog following receipt of letters from Mistry, who was ousted as Chairman of over $100 billion conglomerate, as also from Wadia who has also been removed as independent director from various Tata firms.
The regulator has asked some listed Tata firms to provide specific details and explanation on allegations levelled by Mistry and Wadia, even as an ongoing scrutiny is underway which was initiated soon after a bitter boardroom battle broke out at the conglomerate following ouster of former chairman, a senior official said.
However, the ongoing scrutiny, including of the details submitted by various listed Tata companies in reply to clarifications sought through stock exchanges, has not shown so far any serious violation of prescribed listing rules, he said, while adding it is yet to be completed and nothing can be said conclusively about the outcome at the moment.
Incidentally, Sebi last week came out with a detailed guidance note for evaluation of boards of listed companies including the role of independent directors in order to provide more clarity for stakeholders.
While the regulator did not mention any particular instance or company, it said the guidance note has been prepared to "guide listed entities by elaborating various aspects of board evaluation that may help them to improve the evaluation process, derive the best possible benefit and achieve the objective of the entire process".
Ever since Mistry's sudden removal as Tata Sons Chairman on October 24, allegations have been rife in the air. Since then, Mistry and Wadia have got out of boards of various Tata companies, while a process has now been initiated for the former Chairman's ouster even as Director of Tata Sons, where Mistry family has over 18 per cent stake.
Stocks of various Tata companies took a severe beating in the days after the boardroom battle broke out in the open, but have somehow stabilised since then.
Soon after his sacking, Mistry had written a scathing letter to the board of Tata Sons, the holding company of various Tata firms, raising various issues including that the conglomerate might have had Rs 1.18 lakh crore in writedowns because of some unprofitable businesses.
The Securities and Exchange Board of India (Sebi) has been keeping a close watch on the developments related to the group and has already carried out a preliminary inquiry into the allegations.
Wadia, a prominent businessman who has been associated with Tatas for decades, wrote to Sebi flagging alleged instances that violated corporate governance and insider trading regulations with regard to some listed group firms.
Wadia has been removed as independent director from the boards of Tata Chemicals, Tata Steel and Tata Motors. Mistry too has quit the boards of various Tata firms.
Last month, Mistry moved the National Company Law Tribunal (NCLT) alleging oppression and mismanagement of minority interest at Tata Sons, a charge which the holding entity has contested.
Tags : Industry, sebi, Tata Group, Nusli Wadia, stocks, insider trading
All that goes behind the pavilions at Auto Expo
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