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Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the significant transformations in the Kurdistan Region of Iraq (KRI) is the implementation of the Bologna process. This alteration of the traditional system to the Bologna process system has also impacted the assessment schemes. More weight has been given to formative assessment that can help improve students' grades and ease success in the courses. Nonetheless, the final exam still carries most of the grades. Therefore, setting appropriate questions that can meet all the cognition levels represented in Bloom's taxonomy assists in raising students' cognition to higher levels rather than only assessing bookish knowledge that is located on the baseline of Bloom's taxonomy. To this intent, the present study endeavored to identify if instructors at colleges of Nursing and Science adhere to the various dimensions of Bloom's taxonomy that are central to the Bologna process. More importantly, the association of each of the demographic variables to the level of the final examination questions was also examined. The study employed a quantitative method to tackle the topic. Totally, a sample of 75 final examination papers was collected from instructors, including 524 individual questions. The findings revealed that most of the examination papers revolved around low-order thinking questions and the association of the rate of success to the level of the questions was highly statistically significant. [ABSTRACT FROM AUTHOR]

The Journal of Management in Engineering (JME) is celebrating its 40th anniversary as a premier academic journal in the project engineering and construction management field. The journal initially focused on the importance of managerial issues in the engineering and construction industry and has since evolved to cover a wide range of topics. The journal has achieved a commendable impact factor and continues to attract diverse papers from academia and industry. JME has added new associate editors and editorial board members to enhance its expertise and has introduced special collections on important and emerging topics. The journal also utilizes social media platforms to engage with a wider audience. The editor in chief expresses gratitude to all contributors and welcomes feedback and suggestions for future research. [Extracted from the article]

Lack of self-care has strongly been associated with stress and burnout among nurse educators. It has long been a silent battle as they struggle with academia, clinical practice, and research. Challenges identified that contribute to lack of self-care are heavy workloads, limited facilities for instruction, lack of support for professional advancement, and limited self-care facilities. In support of the Alma Ata declaration in empowering and assisting individuals to obtain knowledge, skills, and resources to preserve health, this paper advocates the need to foster and establish a self-care culture for nurse educators in the Philippines through the Reflect, Recharge, Revive Program. The program framework of Reflect through self-assessment and self-reflection, Recharge through self-care education and training, and Revive for sustainability are collected from various programs already used by some nursing schools that have been proven effective in their respective organizations. Its integration into the current policies and guidelines, including policy frameworks of nursing institutions, will help address stress and burnout associated with a lack of self-care among nurse educators. As a healthy policy, it is believed to positively affect nursing education, especially in decreasing faculty turnover and increasing job performance and self-fulfillment in teaching. [ABSTRACT FROM AUTHOR]

The current study aims to evaluate the Scopus-indexed publications of Professor Dr. Rubina Bhatti, Dean, Faculty of Social Sciences and Chairperson, Department of Library and Information Sciences (LIS) at Islamia University of Bahawalpur (IUB), Pakistan. She obtained her Master's degree in LIS in 1991 from IUB, later she joined IUB as a Lecturer in the Department of LIS in 1993. She completed her Ph.D. at The University of Manchester, United Kingdom in 2003. She is the most productive LIS author belonging to the Southern part of Punjab province in Pakistan. The data of this study was retrieved from the Scopus database on January 2nd, 2023. The data analysis presented the periodic growth of papers, citation impact, authorship pattern, collaborative authors, frequently used sources of publications, topographic distribution of papers based on authors' used keywords and characteristics of top-cited papers. The findings of this study would encourage the females of Pakistan through sincere hard work, commitment and dedication, any female can achieve success in her practical and professional career. [ABSTRACT FROM AUTHOR]

Copyright of Journal Applied Computing / Revista de Cómputo Aplicado is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A common challenge many college instructors face is that students come to class unprepared, especially when it comes to assigned pre-reading. The first portion of this study used a pre-test / post-test methodology to determine whether or not using a "minute paper" on a random basis at the beginning of an Introduction to Business class produced higher concept retention. The second portion of this study used the same methodology to determine whether or not the use of interdisciplinary criteria within a class led to greater concept retention. [ABSTRACT FROM AUTHOR]

The paper deals with IT components that are being taught in LIS departments. Furnishes the Information Technology infrastructure/ facilities available in the departments and the lacunac in providing essential lab facilities for conducting practical sessions. The faculty members who can handlc IT based papers need essential iT facilities and training in order to rendcr quality education and training. [ABSTRACT FROM AUTHOR]

"Teaching History in America: From Students to Professors" is a collaborative anthology by 31 Chinese historians who teach in universities in the United States. The book explores their experiences teaching history and offers observations and reflections on history education, college culture, and higher education administration in the US. The authors come from diverse backgrounds and teach at universities across different regions of the country, providing a comprehensive view of history education in US universities. The book also highlights the authors' efforts to integrate Chinese culture and educational ideas into their teaching, contributing to cultural exchange between China and the US. [Extracted from the article]

The article reports on the usage of Swales's ‘Moves’ in research paper assignment by composition students in the U.S. Most first-year composition students do not define the research paper task the way college teachers would like them to. The students do not necessarily produce papers overwhelmingly superior to their previous essays and worthy of publication in a scholarly journal. They do learn to view themselves as original researchers. The author does not require that all students adopt the localized-field-research approach, let alone that they all use Swales's moves in their introductions.

Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors. [ABSTRACT FROM AUTHOR]

This work adheres to the recommendations for publication in three steps (Marin-Garcia, 2021). We propose a protocol to develop research the objective of which is to analyse the needs and challenges, as perceived by university lecturers, related to teaching, learning, or assessing competences related to the innovative capacity of students in an array of digital remote teaching contexts. In this sense, we want to consider situations where teachers watch their students interact with each other. The interaction between students can occur face-to-face or remotely and, in the latter case, either synchronous or asynchronous. In addition, teacher observation can be done synchronously (face-to-face or remotely) or by watching a previously recorded video. [ABSTRACT FROM AUTHOR]

The Best Paper and Honourable Mention awards for 2020 are both international collaborations, one comparing data exchange in transboundary waters, and the other comparing irrigation management transfer programs in four African countries. BEST PAPER AWARDEE B The devil's in the details: data exchange in transboundary waters b Patience Mukuyu, Jonathan Lautze, Alistair Rieu-Clarke, Davison Saruchera and Matthew McCartney I Water International i , 45:7-8, 884-900 doi 10.1080/02508060.2020.1850026 This extremely important and illuminating article develops and applies an assessment framework for data exchange to twenty-five transboundary river basins. We take the nomination of Best Paper and Honourable Mention very seriously, so the selection process is a bit elaborate. [Extracted from the article]

Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study aimed to examine if and to what extent frequently used predictors of study success are portable across a homogenous set of courses. The research was conducted in an integrated blended problem-based curriculum with trace data (n = 2,385 students) from 50 different course offerings across four academic years. We applied the statistical method of single paper meta-analysis to combine correlations of several indicators with students' success. Total activity and the forum indicators exhibited the highest prediction intervals, where the former represented proxies of the overall engagement with online tasks, and the latter with online collaborative learning activities. Indicators of lecture reading (frequency of lecture view) showed statistically insignificant prediction intervals and, therefore, are less likely to be portable across course offerings. The findings show moderate amounts of variability both within iterations of the same course and across courses. The results suggest that the use of the meta-analytic statistical method for the examination of study success indicators across courses with similar learning design and subject area can offer valuable quantitative means for the identification of predictors that reasonably well replicate and consequently can be reliably portable in the future. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Qualitative Inquiry is the property of Turkish Online Journal of Qualitative Inquiry and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cajal-Retzius (CR) cells are transient neurons that control cortical lamination during development. Although most CR cells disappear before birth, a small population persists in the hippocampus postnatally for several months. In a new study, Giulia Quattrocolo and colleagues investigate the role of postnatal CR cells in establishing the hippocampal network. To find out more about the story, we caught up with first authors Ingvild Lynneberg Glærum and Keagan Dunville, and corresponding author Giulia Quattrocolo, Associate Professor at Norwegian University of Science and Technology. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a method for teaching undergraduate students how to write better term papers in philosophy. The method integrates two key assignment components: scaffolding and peer review. We explain these components and how they can be effectively combined within a single term paper assignment. We then present the results of our multi-year research study on the integrated method. Professor observations, quantitative measures, and qualitative feedback indicate that student writing improves when philosophy term paper assignments are designed to generate multiple rounds of drafting and review. [ABSTRACT FROM AUTHOR]

This study examines the potential performance benefits of an often-cited pedagogical tool: one-minute papers. The effect of various forms of one-minute papers on quiz scores was investigated in an undergraduate introductory accounting course with over 850 students. Students were required to write one-minute papers addressing (1) the main point learned in class and (2) the main unanswered question from class that day. Overall results indicate that performance on subsequent essay quizzes was significantly higher by students who wrote one-minute papers than performance by students who did not write the papers. Of particular interest to instructors was that the increase in quiz scores when one-minute papers were not graded was significantly higher than when the one-minute papers were graded. Results of this study should be useful to instructors interested in an efficient and effective pedagogical tool. [ABSTRACT FROM AUTHOR]

Departmental writing retreats for academics in higher education are one of the strategies used to enhance publication outputs and information sharing as well as the development of research discourse. Using a collaborative autoethnographic reflexivity approach, the aims of this consolidative analysis were to identify the attributes that the participants (seven Mathematics Education researchers) regarded as effective in the online writing retreat and examine the components of the writing retreat that facilitated publication output. This paper employs Wenger's Community of Practice as the theoretical frame to critically evaluate reflective experiences from the online writing retreats. Fairclough's Critical Discourse Analysis was used to analyse reflective experiences. The analysis unearthed many personal research needs and some of the key elements of the writing retreat that were regarded as conducive to fast tracking and advancing publication outputs. The elements I focus on in this paper are protected quality time and space to write; formation of a community of practice and attending to reviewers' post-review comments. The contention is that researchers can achieve greater publication outputs for their departments and organisations during the writing retreats, particularly when provided with critical and formative feedback on their writing. Further research should be conducted to explore and examine researchers' experiences of attending the writing retreats, especially using online platforms, as well as understanding the elements of writing retreats that advance the publication outcomes. [ABSTRACT FROM AUTHOR]

In academia, the many benefits of publishing make continuous publication a cardinal duty of faculty members. Some members work as lone writers and others work collaboratively to come up with scholarly works. Benefits of collaboration come in form of filling gaps between the haves and the have not by academic staff. In this study, the aim was to establish whether research collaboration among academic staff was related to research productivity. More specifically, we examined whether collaboration in publication of edited books, chapters in edited books, journal articles, and conference papers by members of academic staff was related to their research productivity. Using collaboration and publication data on 41 academic staff members in the College of Education and External Studies, Makerere University, we analysed the relationship between the two. Results of the Karl Pearson's linear correlation coefficient indicated that the academic staff who collaborated were more research productive. This was true for all the four forms, individually namely; edited books, chapters in edited books, journal articles, and conference papers and in terms of aggregated four forms. This study underscores the importance of cultivating collaborative environments in academia to bolster scholarly output, which is not only to the benefit of academic staff but also to university administrators and policymakers when endorsing collaborative research initiatives and interdisciplinary cooperation. Thus, it contributes to the theoretical understanding of the subject by furnishing empirical evidence on the relationship between scientific collaboration and RP by members of academic staff. [ABSTRACT FROM AUTHOR]

Mobile learning has been increased in past years and has attracted the interests of academicians and educators in the past many years especially in higher education. The mobile-based online test is the buzzing in the current pandemic time. Institutions need to use online learning as a powerful tool for conducting exams and assess the students effectively. Integrating technology in education can be advantageous for universities and help engage better results for students. Therefore, it is important to understand each student their capacities and create a different test based on the required difficulty. Students should be graded based on their capabilities. The purpose of the research study is to develop the progressive model with the calibration of difficulty level according to the student capacity. To achieve the goal, a test of 20 python questions was conducted on 120 students with each question having difficulty given by 8 field experts. To verify the model, 5 categories were formed with different difficulty levels which in turn gave satisfactory results. To find a relation between the initial difficulty and the calculative difficulty based on the student response, a correlation test was conducted. After careful analysis of the question difficulty and student responses, it was observed that both are highly dependent on each other wherein the difficulty level of any question can be calculated using incorrect answers. The correlation coefficient obtained between them was 0.9833. Upon collecting the difficulty of the questions and student responses, respective grading could be done using the stated formula. Later on, the progressive model was simulated with five different cases (Best case, above-average case, below average case, the average case, worst case). The model outperformed in all the cases with appropriate difficulty levels. Online Tests have ushered a revolution in the assessment of students but yet they tend to be unpopular in India as the evaluation based on pen-paper approach is preferred. The main reasons for this are difficult to grade everyone at the same level, susceptible to cheating, and transition to open books. Using our study, universities can identify obstacles, and prepare an appropriate result-driven plan of action for implementing the mobile-based online test and make easy migration from paper-based test to online test. [ABSTRACT FROM AUTHOR]

Internationally, most prestigious and influential academic journals are published in English, and therefore a mastery of the language is necessary to ensure engagement with the international scientific community. There is debate in the literature as to whether the dominance of English might lead to the marginalization of contributions from academics for whom English is a second language. The present study explores through interviews the insights of 11 humanities and social sciences academics working at two Japanese universities ranked in the top 50 globally. The findings indicate that most of the participants view English as the logical vehicle for reaching a wider audience for their research. Despite an acknowledgement that publishing in English presents problems from both linguistic and pragmatic perspectives, these academics do not, on the whole, believe that current standards need to be revisited. These issues are discussed in light of the changing realities of academic environments, and the need to ensure accessible pathways for those who can and should be contributing to knowledge construction in the global academy. [ABSTRACT FROM AUTHOR]

Each article that is published in the Family & Consumer Sciences Research Journal during the year is considered in January of the following year for a Best Paper award. The Associate Editors for each subdiscipline choose the best paper in that subdiscipline based on three criteria: originality of the topic, strength of the research methodology, and potential for a lasting contribution to family and consumer sciences. Then, these papers are considered for the Outstanding Paper award. Another award focuses on tenure track Assistant Professors; it is titled the Emerging Scholar Award. Since 2009, the award winners have been honored at the annual conference of the American Association of Family and Consumer Sciences (AAFCS). [ABSTRACT FROM AUTHOR]

Winners of the Best Papers published in FCSRJ during the previous year are honored at the annual conference of the American Association of Family and Consumer Sciences (AAFCS). Criteria for the Best Paper Award include originality of the topic, strength of the research methodology, and potential contribution to family and consumer sciences. There is a separate award that focuses on tenure‐track Assistant Professors; it is titled the Emerging Scholar Award. The presentation of awards for the Best Papers was established in 2009 by the previous Editor of the journal, and it has been continued each year. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article the author talks about his anthropology professor, Horace Miner at the University of Michigan in Ann Arbor, Michigan. Topics include that his mentor had Alzheimer's; that in 1993 Miner died when was 81; and that he recovered the Horace Miner papers and manuscripts, and his association with the university.

A personal narrative is presented in which a college professor discusses his method for grading papers in which he meets with students individually to review and discuss their work.

The December 2023 cover paper of the Journal of Materials Science features a study by Xie and Luo from Chongqing Jiaotong University in China. The paper, included in the "Computation & Theory" Topical Collection, focuses on the use of carbon fiber-reinforced polymer (CFRP) for construction projects. The authors aim to provide insights into the transport behavior of liquids in epoxy-modified C–S–H pores in cement-based materials, combining MD simulations with experimental measurements. Xie is currently pursuing a master's degree in civil engineering, while Prof. Luo is an associate professor at Chongqing Jiaotong University and a researcher at Aarhus University in Denmark, with a focus on reducing the carbon and energy footprint of civil engineering materials and infrastructure. The paper is published open access and can be widely shared with readers using the provided link. [Extracted from the article]

Background: The traditional pattern of theory assessment may not address the principles of assessment due to faulty paper-setting practices. This interventional study aimed to sensitize the faculty in designing a test blueprint template to set question papers (QPs). The set QPs were reviewed by experts to evaluate the effectiveness of blueprinting in the quality of the QPs. Methods: Based on the validated weightage of the biochemistry syllabus, each of the 10 faculty prepared a test blueprint, and set theory QPs without and with those test blueprints. The QPs were blinded and randomly allocated to 9 experts for evaluation. The test paper review score and feedback from both faculty and subject experts were statistically analyzed. Results: Reliability check of faculty feedback and review checklist of test papers validated its internal consistency. In all, 95% of participants expressed their agreement with various attributes of blueprinting and its future application in assessment. Statistically significant improvement (P < 0.005) was observed in the overall quality of the QPs with blueprinting. Conclusion: It was determined that blueprinting aligns objectives, content areas, and curriculum with assessment, thus improving reliability and content validity. Validated weightage of the biochemistry syllabus and blueprints for written examination were systematized. [ABSTRACT FROM AUTHOR]

Alexander Rubinov was born in Leningrad, now S.-Petersburg, Russia, and graduated from Leningrad State University. This special issue is dedicated to the 80th birthday of Professor Alexander Rubinov (1940-2006) and celebrating his achievements and the impact of his work. [Extracted from the article]

Background. Gender gap is a neologism that identifies the disparity between social and professional conditions experienced by females compared to males. The disparity increases as one ascends the academic hierarchy. In recent years, the debate has expanded, and more options have been planned for the elimination of the current gender gap. Methods. This research was conducted by examining the landscape of the gender gap, particularly in the academic forensic medicine field. Our analysis involved reviewing papers published between 2006 and 2024, identified through electronic database searches (PubMed). The search terms used were: "gender gap" AND "academic" AND "medicine" AND "leadership." In total, we analyzed 85 papers. Additionally, we examined data from forensic medicine residency programs. Conclusions. The representation of women in medicine is well-known. Despite the increasing number of women in leadership positions in medicine, they still lag significantly behind men. These data highlight a situation that could be seen as grounds for an accusation of "academic abuse". In the Italian forensic residency programs, less than 20% are led by women, and among these, not all hold the rank of full professor. Although a certain rebalancing is already underway, the gap is still significant. There are already regulations obliging local authorities to promote gender equality in councils, companies, and institutions under their jurisdiction. It would be desirable to consider minimum quotas for female participation in university competitions. This would be a first step toward eliminating the gender gap in academic and forensic medical fields. [ABSTRACT FROM AUTHOR]

Focuses on the role of publications in academic life. Comment on the importance for teachers to carry on some sort of regular, intellectual interaction with their peers; Opinion that reading research publications at conventions may give motivations and experiences to teachers; Information that journal articles tend to be of higher quality not only because of the greater selectivity but also because the authors are forced to refine them.

Teachers have used many different techniques in efforts to augment engagement given the strong engagement-learning link. Teacher-student contact is one of the most effective tools for fostering engagement; however, some teachers find it hard to initiate contact in a way that seems natural. I present one method of initiating student-teacher contact: replying individually by e-mail to students' concerns raised in one-minute papers. I argue that, although this technique may require a greater time-commitment, the effort is worthwhile; it allows teachers to gauge and address students' misunderstandings effectively, and, at the same time, it can help teachers to establish contact with students in large classes or with quieter students and even help uncertain teachers to establish contact in a natural way. [ABSTRACT FROM AUTHOR]

The article profiles Gerard (Gerry) J. F. Ring, emeritus professor of Paper Science and Engineering at the University of Wisconsin-Stevens Point (UWSP) and one of the editorial board members for the "TAPPI Journal" (TJ).

Before the implementation of compulsory remote work due to the Covid-19 pandemic, postgraduate professors already exercised telework in their homes, informally. Thus, the objective is to analyze the scientific production of telework or work of postgraduate professors. A systematic review of articles in the SCOPUS, Web of Science, and Scielo databases and of theses and dissertations in the Brazilian Digital Library of Theses and Dissertations was carried out. We sought to classify the research found by themes and identify the content of the results that researchers found. There was a significant amount of work on the evaluation of postgraduate studies or professors, in search of improvements. Problems were noted in the professor's work in relation to the lack of training for teaching, university environment with few resources, complex activities and in a quantity that extrapolates the time of service, evaluation by results that causes negative consequences in the performance of activities as in the personal life of the professor. Telework was found in different contexts, such as ubiquitous work and the digital age, distance education, pleasure and suffering at work, and as a dimension that addresses teaching work. Since professors have already experimented with teleworking and compulsory remote work, they are subject to the positivities and negativities that it can cause, which may or may not facilitate the improvement of the problems pointed out. The research contributes to the human resources management area, by seeking to understand how professors-researchers have used this modality outside universities and potential research gaps, such as identification of control of professors' telework since it is subjective and complex; more precise identification of the profile of professors who telework and what type; how teleworking affects the issues raised by research on professors' work; and, how was the experience of compulsory remote work during the pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Nexus (1900-9909) is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interviews Professor Paul Weiss regarding his career in editing the technical papers of philosopher Charles Peirce. Reason behind his interest in the works of Peirce; Possibility for the papers to be published; Rumors that the portion of the papers were destroyed.