Illustration

John P. Frisby Seeing: lliusion, Brain and Mind (Mew York: ..Oxford University Press, 1980—$18.95)

Peyton Skipwith The Great Bird Illustrators and their Art, 1730-1930(New York A&W Publishers,1979-$25.00)

Victor Margolin Ira Brichta, and Vivian Brichta's The Promise and The Product: 200 Year of American Advertising Posters (New York: Mcmillan, 1979—$37.50}.

Jeffrey Jones The Studio (London:Big,Q Publishing; Charlottesville, Vs. , Big 0 Publishing, 1979—$12.50. paper)

Arthur T. Turnbull and Russell. N. Baird The Graphics of Communication: Typography, layout; Design, Production (New York: Holt, Rinehart & Winston, 1986-price not given)     

Books and the doctor in nineteenth-century Texas: some early attempts to establish medical libraries

This paper describes the nineteenth-century movement to establish medical libraries in Texas. It is concerned mostly with pre-origin efforts rather than with actual achievements. It is hoped that this study will provide the background for histories of the libraries which finally evolved as a result of the earlier effort and interest.     

Disciplines and doctorates: The relationships between orogram characteristics and the duration of doctoral study

The departmental characteristics associated with the average duration of doctoral study were studied in a national data set collected by the National Research Council. The biological, mathematical and physical sciences, and engineering had relatively short medians and narrow ranges across departments, and the humanities had larger medians and wider ranges. The pattern of results associated with the duration of doctoral study suggested the importance of departmental emphases on scholarly careers and the resources to implement those emphases. The patterns of results varied by general area, and by specific discipline, suggesting the need for detailed analysis within disciplines.     

Language effects in international testing: the case of PISA 2006 science items

We investigate the extent to which language versions (English, French and Arabic) of the same science test are comparable in terms of item difficulty and demands. We argue that language is an inextricable part of the scientific literacy construct, be it intended or not by the examiner. This argument has considerable implications on methodologies used to address the equivalence of multiple language versions of the same assessment, including in the context of international assessment where cross-cultural fairness is a concern. We also argue that none of the available statistical or qualitative techniques are capable of teasing out the language variable and neutralising its potential effects on item difficulty and demands. Exploring the use of automated text analysis tools at the quality control stage may be successful in addressing some of these challenges.