Journal articles on the topic 'Apprentices Victoria'

Australian construction productivity has grown slowly since 1985 and remains arguably stagnant. The importance of this study is therefore to examine several factors through to be drivers of construction productivity and to understand possible avenues for improvement. The drivers tested are research and development, apprentices, wage growth, unionisation and safety regulation. Expenditure on research and development and the number of apprentices were found to be drivers of productivity growth in Victoria, New South Wales and Western Australia. These findings are important because collectively, these three states account for a majority of construction activity in Australia.

Within the last decade there has been considerable renewed attention on the importance of British master and servant law in the eighteenth and nineteenth centuries as a means of labor discipline and control. This article argues for further analyses of how the law was used within local contexts and specific industries and calls for increased focus on the role of the local state in labor relations. It argues that unfree labor played an important role in the development of some industries, and challenges claims of the demise of apprenticeship in later nineteenth-century England. Through an analysis of the Hull fish trawling industry in 1864–1875 it demonstrates that the exploitation of apprentice labor, and the control of fishing apprentices through punitive master–servant prosecutions were vital to the expansion of the trade.

Lydia J ——, daughter of a widow with five children, was admitted to the Boston Female Asylum, an orphanage run by women, in 1826, at the age of four. When she was 11 she was apprenticed to a Boston physician and his wife. On her eighteenth birthday, Lydia agreed to remain with the family as a salaried servant, but six months later she left “to learn the business of dressmaking.” Lydia’s specialized training in a needlework trade supported her until her marriage, four years later, and in all likelihood at later periods in her life.’

SummaryLondon born James Henry Pullen (1836–1915) was admitted to Essex Hall in Colchester, an institution catering for learning disability, at the age of 13. Here his artistic talent was spotted before he moved two years later to Earlswood Asylum for Idiots, where he was apprenticed to woodworking. Such was his manual skill he was eventually employed making furniture for the asylum. His artistic propensity was similarly encouraged and although he never mastered coherent speech he has left a pictorial autobiography of some distinction. At observation he underwent detailed examination by Frederich Sano (1871–1946), particular attention being paid to tokens of arrested development. The clinical and pathological evidence of a pervasive developmental disorder points to a retrospective diagnosis of autism.

When Sir John Lubbock died in May 1913, his estate included a seemingly eclectic assortment of prehistoric stone tools and ethnographic artefacts displayed on the walls of his home at High Elms and hidden away in storage. However, detailed analysis of the history of this collection reveals a fascinating story of a man inspired by Darwin and like-minded evolutionary thinkers, who became one of the most important intellectuals in Victorian Britain to examine the controversial subject of human evolution. Six acquisitions are used in this article to explore how Lubbock began as Darwin's friend and scientific apprentice and became an international champion for the study of prehistory and the protection of prehistoric ancient monuments.

The Auckland Ferry Building, completed in 1912, is still a significant landmark in downtown Auckland today. However, its architect, Alex Wiseman, remains less well-known and more enigmatic. Born in Auckland in 1865 into a prominent Methodist family, Wiseman was apprenticed at 16 years of age to noted architect Edward Bartley for a term of four years. Wiseman then practised as a draughtsman for a period, before moving to Victoria, Australia, to follow his first love, music, making his living as a music teacher and organist. After marrying and starting a family, the lot of an impecunious musician may have held less appeal, and in 1903 Wiseman returned to Auckland. He established his own architectural practice and, over the next 12 years until his death at the age of just 50, he received, often with the aid of familial and church connections, several high-profile commissions, including the ferry building, the YMCA building and Auckland Training College (both in Wellesley Street), and "Greenacres," the home of James Gunson, later mayor of Auckland.

The outbreak of the COVID-19 pandemic has changed everything about the world we live in, in 2020. It is having obvious impacts on the way we teach and the way we learn. In Victoria, Monash Rural Health Bendigo is one of the few places that has managed to continue clinical health education and clinical placements throughout 2020 - albeit in modified forms. Monash Rural Health Bendigo provides clinical years education to a cohort of between 100 and 130 Third, Fourth- and Fifth-Year Monash Medical students in a rural setting. It is largely an 'apprentice based' model of learning where the students get access to rural clinical sites and rural health experts as well as a state-of-the-art clinical skills and simulation lab to undertake the clinical years of their medical degree. But what happens to this kind of model during a pandemic induced shut down such as was experienced in 2020? This paper explores the challenges but also opportunities for students pursuing a rural health pathway in the midst of a public health emergency. It examines the findings of the COVID-19 Educational Evaluation conducted in Bendigo throughout 2020 and reveals the advantages but also the unanticipated consequences of students choosing to study rurally in the midst of a global pandemic.

The improbable course of Thomas Cooper'slife (1805–1892) – from shoemaker and autodidact, to school teacher, to Methodist circuit rider, to Chartist activist, to prison poet, and finally to working-class lecturer and editor – encapsulates the tensions and contradictions of Victorian self-help. Fiercely devoted to projects of self-education and improvement, as an apprentice craftsman in Lincolnshire, Cooper memorizedHamletand significant portions ofParadise Lost, and taught himself Latin, French, and some Hebrew. The publication ofThe Purgatory of the Suicides, the epic poem for which he is best known, made Cooper a minor celebrity in the world of middle-class literary reformers, who praised his artistic and educational accomplishments. The novelist and Christian socialist Charles Kingsley discerned in his heroic commitment to “the pursuit of knowledge under difficulties” an alternative to political militancy and loosely basedAlton Locke, the story of a disillusioned Chartist hero's spiritual redemption, on Cooper's own life (Collins 3–4). Samuel Smiles, the Scottish reformer and author ofSelf-Help, celebrated Cooper's writing as part of a national culture which could help heal the country's social and economic divisions, arguing that his literary achievements placed him in “the same class as Burns, Ebenezer Elliot, Fox, the Norwich weaver-boy, to say nothing of the Arkwrights, Smeatons, Brindleys, Chantrys, and the like, all rising out of the labour-class into the class of the thinkers and builders-up of English greatness” (Smiles 244).

The era of Peter the Great was a time of fundamental changes. New reforms and orders were very unfamiliar to Russians, which is why the new Russian state required comprehensive means of glorification of new cultural and political reforms. Planning of new architecture, urban space and composition in pieces of fine art were based on a system of concepts: the concept of glorification of battles and wars won by the Russian army and navy, introducing European traditions in fine arts, introducing the Table of Ranks for service, and bringing European science to Russia. In other words, the creation of art, architecture and country residences was not random. The glorification of new reforms in Russia was the basis for new art. Conceptuality as a basic element of creative culture was founded in the beginning of the XVIII century. It determined the evolution of fine arts for the next several centuries. This is the reason why analysis of architecture and fine arts in the culture of Peter the Great’s era in terms of conceptual art is important. In conceptual art the conception is crucial, not the form. Many prints were made in the first quarter of the XVIII century, dedicated to military victories and the new flourishing city: Saint-Petersburg. These prints were created by invited artists from Europe (A. Schoonebeek, P. Picart) and their Russian apprentices (A. Zubov and I. Zubov). J. Tannauer, L. Caravaque and G. Gzel created conceptual paintings dedicated to Peter the Great’s deeds. The “Petrine Baroque” style of architecture and regular urban planning has determined the evolution of Saint-Petersburg as a European city.

Imagine, if you will, a ship at sea. At a distance, it could be Jason and the Argonauts, or the Flying Dutchman, or even Captain Ahab. By the cut of its jib as it looms out of the mist, however, it seems rather to be a sieve, such as that in which the Jumblies once put forth. On the poop, sextant in hand, his grizzled features set in Churchillian grimace but instantly recognizable by the ancient Connecticut watchcap which tops them, stands—no, not Walter Mitty—but Hexter the Navigator. As a veteran of many earlier voyages, real and imaginary, he has a longer memory than his shipmates. He thinks this is a Liberty Ship, and he is trying to chart the course laid out in the sailing instructions, originally constituted by a long line of sea-lawyers and perfected by Victorian hydrographers. Right forrard, another ancient mariner, of the kind the lower deck calls Three-badge Killick (a leading seaman of long service who has never made it to Petty Officer), swings the lead. He is Plumb. In the crow's nest, bo'suns Tawney and Hill stand watch with their mates Stone and Thompson. As boy seamen long ago, they, too, were brought up on the old sailing instructions; but having, before the present voyage, served in capital ships, they consider that they have progressed far beyond such common lore. So wise are they indeed that they are convinced that this, too, is a Capital Ship, which, as everybody knows, can only sail forwards, and can therefore have only one destination. In the rigging, the rest of the fo'csle hands, a rabble of cabin boys and greenhorns press-ganged in 1968, who have barely passed for able seaman and still need the old guard to show them the ropes, likewise scan the horizon for the inevitable landfall and keep a weather eye open for that ill-omened denizen of these waters, Namier's Albatross. The intrepid helmsman, however, just as young but experienced beyond his years, knows better. Apprenticed to a line of tars that stretches back to old admiral Clarendon, he has learnt his craft the hard way, at the rope's end, and he has very little use for the sailing instructions of Liberty Ships or the great circle routes programmed, rhumb line by reductionist rhumb line, into the automatic pilots of their capital counterparts. He is Revisionist, a most unteleologic Ulysses, content (the journey not Ithaca's the thing) to sail his narrative barque (Narrenschiff?) before the winds of change for ever. Only one thing jars this whimsical homeric simile. Proof though he is against Circe and her reifications, our Ulysses has still his achilles' heel. Perhaps because he has come up through the hawse-hole himself, he has occasional bouts of nautical nostalgie de la boue: like Bertram, the sociologist of the sea in “Dry Cargo,” the Navigator's hoary parable on Doing History (another time, another voyage), he itches to pull on a pair of footnotes, go below and sample the bilgewater which, this being after all a sieve, slops around the hold.

Abstract: “The strong Baltic nationalistic centre” and Soviet foreign propaganda: from war to peace and toward the Cold War This special issue focuses on censorship, but it is difficult to treat censorship without also considering propaganda. This article discusses both censorship and foreign propaganda as complementary tools in the Soviet Union’s arsenal for manipulating public opinion in foreign countries. The purpose of such action was to shape the behaviour of those states to further Soviet interests. The article focuses on the use of propaganda and censorship in Soviet efforts to settle the “Baltic question”– the question of the future of the Baltic countries – in the 1940s. This was the time when the wartime alliance was crumbling and giving way to a cold-war confrontation. The article is based on Russian archival sources. The Molotov collection (F. 82), materials of the department of propaganda and agitation of the Central Committee (CC) of the CPSU (F. 17, opis 125), and of the CC department of international information (F. 17, opis 128) are stored in the Russian State Archive of Socio-political History (RGASPI). The collection of the Soviet Information Bureau (F. R8581) is located at the State Archive of the Russian Federation (GARF). The article also draws on previous research on Soviet propaganda, such as Vladimir Pechatnov’s and Wolfram Eggeling’s studies on the work of the Soviet Information Bureau (SIB) and on discussions in the Soviet propaganda apparatus in the early postwar years. However, this article digs somewhat deeper and alongside general developments, also looks at a particular case – the Baltic problem in the Soviet contest with the West for winning hearts and minds. It analyses Soviet policies without attempting to uncover and reconstruct all the twists and turns of the decision-making processes in Moscow. The archival material is insufficient for the latter task. Nevertheless, a look into the making of Soviet propaganda, the techniques and practices utilised to bring Soviet influence to bear on an important foreign-policy issue (the Baltic problem), is interesting for scholars working not only on propaganda and censorship but also on the history of the Soviet Union and Estonia, Latvia and Lithuania. The Baltic question was related, among other things, to the problem of repatriating people from the territories of the Soviet Union who had been displaced during the Second World War and were located in Western Europe at the war’s end. Moscow claimed that all these displaced persons (DPs) were Soviet citizens. This article helps correct the view, expressed for example by the Finnish scholar Simo Mikkonen, that the Soviet propaganda campaign to attract the remaining 247,000 recalcitrants back home started after a UN decision of 1951 that condemned repatriation by force. This article clearly shows that propaganda policies aimed at the DPs were in place almost immediately after the war, resting on the war-time experience of conducting propaganda aimed at national minorities in foreign countries. However, Mikkonen is right to point out that, in general, repatriation after the Second World War was a success, as approximately five million people in total returned to the USSR. The Baltic refugees were a notable exception in this regard. Research shows that despite displays of obligatory optimism, Soviet propagandists could critically evaluate the situation and the effectiveness of Soviet agitation. They understood that war-time successes were the result of the coincidence of a number of favourable factors: victories of the Red Army, Allied censorship and propaganda, the penetration by Soviet agents of the British propaganda apparatus, etc. They knew that the British media was extensively controlled and served as a virtual extension of Soviet censorship and propaganda. Nevertheless, the Soviets were wrong to assume that in the West, the free press was nothing but an empty slogan. Moscow was also wrong to expect that the Western media, which had worked in the Soviet interest during the war, could as easily be turned against the Soviet Union as it had been directed to support the USSR by political will. In actual fact, the Soviet Union started receiving negative press primarily because earlier checks on journalistic freedom were lifted. The Soviet Union may have been a formidable propaganda state internally, but in foreign propaganda it was an apprentice. Soviet propagandists felt inferior compared to their Western counterparts, and rightly so. In October of 1945, an official of the SIB noted jealously that the Foreign Department of the British Information Ministry had two thousand clerks and there were four hundred British propagandists in the United States alone. Another Soviet official in the London embassy noted in February of 1947 that they had so few staff that he was working under constant nervous strain. Soviet propagandists were aware of the problems but could not effect fundamental changes because of the nature of the Stalinist regime. The issue of foreign journalists working in Moscow was a case in point. The correspondents were handicapped in their work by extremely strict censorship. They could report mostly only those things that also appeared in Soviet newspapers, which was hardly interesting for their readers in the West. There had been suggestions that some restrictions should be lifted so that they could do more useful work and tell more interesting and attractive stories about the Soviet Union. Eventually, during Stalin’s first postwar vacation in the autumn of 1945, Foreign Minister Vyacheslav Molotov took the initiative and tried to ease the life of the press corps, but this only served to provoke the ire of Stalin who proceeded to penalise Molotov in due course. This showed that the system could not be changed as long as the extremely suspicious vozhd remained at the helm. Not only did correspondents continue to send unexciting content to newspapers abroad (which often failed to publish them), the form and style of Soviet articles, photos and films were increasingly unattractive for foreign audiences. Such propaganda could appeal only to those who were already “believers”. It could hardly convert. Moscow considered the activities of Baltic refugees in the West and the publicity regarding the Baltic problem a serious threat to the stability of the Soviet position in the newly occupied Baltic countries. Already during the war, but even more vigorously after the war, the Soviet propaganda apparatus realised the importance of tuning and adapting its propaganda messages for audiences among the Baltic diaspora. The Soviet bureaucracy expanded its cadres to enable it to tackle the Baltic “threat”. Estonian, Latvian and Lithuanian officials were dispatched to the central organs in Moscow and to Soviet embassies abroad to provide the necessary language skills and qualifications for dealing with Baltic propaganda and working with the diaspora. The policy was to repatriate as many Balts as possible, but it was soon clear that repatriation along with the complementary propaganda effort was a failure. The next step was to start discrediting leaders of the Baltic diaspora and to isolate them from the “refugee masses”. This effort also failed. The “anti-Soviet hotbed” of “intrigues and espionage” – the words of the Estonian party boss Nikolai Karotamm – continued to operate in Sweden, the United States and elsewhere until the end of the Cold War. All this time, the diaspora engaged in anti-Communist propaganda and collaborated with Western propaganda and media organisations, such as the Voice of America, Radio Free Europe and even Vatican Radio. In the 1980s and 1990s, the diaspora was instrumental in assisting Estonia, Latvia and Lithuania to regain their independence from the collapsing Soviet Union. They also helped their native countries to “return to Europe” – that is to join Western structures such as the European Union and NATO. Therefore, the inability to deal with the Baltic problem effectively in the 1940s caused major concerns for the Soviet Union throughout the Cold War and contributed to its eventual demise.

07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisements by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 51–68.07–566Bndaka, Eleni (ebintaka@sch.gr), Using newspaper articles to develop students' reading skills in senior high school. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 166–175.07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257.07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281.07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98.07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107.07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139.07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131.07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53.07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168.07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86.07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96.07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55.07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 30–50.07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33.07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211.07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79.07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68.07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187.07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213.07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37.07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22.07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading (Blackwell) 30.1 (2007), 38–58.07–590Pulido, Diana (Michigan State U, USA), The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics (Oxford University Press) 28.1 (2007), 66–86.07–591Purcell-Gates, Victoria (U British Columbia, Canada), Neil K. Duke & Joseph A. Martineau, Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly (International Reading Association) 42.1 (2007), 8–45.07–592Rahimi, Mohammad (Shiraz U, Iran; mrahimy@gmail.com), L2 reading comprehension test in the Persian context: Language of presentation as a test method facet. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 151–165.07–593Rao, Zhenhui (Jiangxi Normal U, China; rao5510@yahoo.com), Training in brainstorming and developing writing skills. ELT Journal (Oxford University Press) 61.2 (2007), 100–106.07–594Ravid, Dorit & Yael Epel Mashraki (Tel Aviv U, Israel; doritr@post.tau.ac.il), Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading (Blackwell) 30.2 (2007), 140–156.07–595Rosary, Lalik (Virginia Polytechnic Institute and State, USA) & Kimberly L. Oliver, Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls. Reading Research Quarterly (International Reading Association) 42.1 (2007), 46–70.07–596Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–597Takase, Atsuko (Osaka International U, Japan; atsukot@jttk.zaq.ne.jp), Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 1–18.07–598Tanaka, Hiroya & Paul Stapleton (Hokkaido U, Japan; higoezo@ybb.ne.jp), Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 115–131.07–599Weinstein, Susan (Louisiana State U, Baton Rouge, USA), Pregnancy, pimps, and ‘clichèd love things’: Writing through gender and sexuality. Written Communication (Sage) 24.1 (2007), 28–48.07–600Williams, Eddie (U Bangor, UK; eddie.williams@bangor.ac.uk), Extensive reading in Malawi: Inadequate implementation or inappropriate innovation?Journal of Research in Reading (Blackwell) 30.1 (2007), 59–79.07–601Yamashita, Junko, The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 81–105.07–602Yi, Youngjoo (U Alabama, USA; yyi@ua.edu), Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing (Elsevier) 16.1 (2007), 23–39.07–603Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.