How Journals Work: A complete introduction Online Training

How Journals Work: A complete introduction Online Training

Training

Developed from our most popular introductory course this online workshop is now available globally.  We have amalgamated the previous 2 separate training courses into one interactive course over 2 sessions. In this workshop delegates will have interactive time with the tutor online as well as pre- and post- course work to prepare for and reflect on what has been discussed and will provide delegates with an understanding of what makes successful journal, finance and business models as well as the basics of copyright and IP. The workshop provides an introduction to context, job roles and the publication stages in scholarly publishing and also covers the fundamentals of marketing. It is relevant to all those new to journals publishing with up to one year’s experience or those who have been out of this area for several years and are seeking a refresher.

Date and Time: 
Wednesday 7 October, Online, (CEST 3.30pm-5.00pm, EDT 9.30am-11.00am, BST 2.30pm-4.00pm)

Date and Time: 
Tuesday 20 October, Online, (CEST 3.30pm-5.00pm, EDT 9.30am-11.00pm BST 2.30pm-4.00pm)

  • Pre-course reading/exercises
  • Comprehensive delegate pack 
  • Pre-course questionnaire
  • 2 one and a half hour interactive online workshops
  • Post course exercises marked by our tutor
  • 48 hour email follow up with the tutor
  • Certificate on completion of all elements.
  • Introduction to the basics of marketing
  • Journals and membership associations
  • Measures of journal success (1) impact, (2) finance, (3) visibility
  • Intellectual property rights
  • Challenges, opportunities and initiatives – including archiving, relationships with libraries, developing country access, linking and quality standards
  • Types of publishers
  • Roles in journal publishing
  • Authors: why they publish, what they want, article types
  • Editors, editing and editorial responsibilities
  • Publishing ethics
  • Print and online publication, fulfilment and customer service
  • Subscription and open access journals
  • Online journals: publisher sites, aggregators
  • Understand what success criteria are applied to journals by learned societies, publishers, librarians and all in the scholarly communication environment and the place of the scholarly journal in research communication;  have a greater awareness of journal finances in both open and subscription-based journals; comprehend why intellectual property rights are important and all the publication stages after acceptance; apply this knowledge to improve the quality of your work and to improve your working efficiency.

    Simon Linacre, Cabells

    Simon LinacreSimon is currently Director of International Marketing & Development at Cabells having spent 15 years in publishing at Emerald, where he had direct experience in journal acquisitions, open access and business development. His background is in journalism and he has been published in academic journals on the topics of bibliometrics and knowledge transfer. He holds Masters degrees in Philosophy and International Business and has global experience lecturing to researchers on publishing strategies.

    Juliet Harrison, Emerald Publishing Ltd

    Juliet HarrisonJuliet Harrison is Head of Business, Management and Economics Publishing at Emerald Publishing Ltd. Her role involves managing a team of Publishers and Commissioning Editors working within the fields of Business, Management and Economics (including Operations and Logistics), Juliet is responsible for developing the strategy for the growth of Emerald’s Journals, Books and Cases content. Previous to this, Juliet worked as an Executive Publisher for Emerald’s Social Sciences journals programme and has worked within the field of academic publishing for over 10 years.

    Not an ALPSP member?  Want to take advantage of the reduced member rates? Click here to find out how your organization can join ALPSP

    Members early bird            £224.00 (+VAT where applicable)
    Members full price             £275.00 (+ VAT where applicable) 
    Non Members full price     £375.00 (+VAT where applicable)
    Academic rates are available, please contact Melissa.marshall@alpsp.org

    How to book

    Please note that you will need to log in to your account or register a new account to book a place on this training course. If you have any questions about this, please email Melissa Marshall or any of the ALPSP team.
    Any discounts will be applied at checkout.

    *In order to take advantage of the early bird discount for ALPSP members, you must (i) make a booking by 7 July 2020 and (ii) be an ALPSP member on the date of the event. In the event that you cancel your membership prior to the event, you agree to pay ALPSP the difference between the discounted price and the full price for the event.

    2010WTHJW

  • Date: Wed 07 Oct 2020
  • Booking Deadline: Wed 07 Oct 2020
  • Venue: Online , ,
  • Source: www.alpsp.org


    World work online

    World work online

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    published: 21 Jan 2020

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  • Source: worldworkonline.com


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    Online Criticism by @TeacherToolkit < Freedom of Expression or Protection from Harm? >” title=”Online Criticism by @TeacherToolkit < Freedom of Expression or Protection from Harm? >” style=”width:697px” /></p>
<h1>Online Criticism by @TeacherToolkit < Freedom of Expression or Protection from Harm? ></h1>
<p><img alt=

    Do we accept that online criticism is our new normal?

    In a new paper published from the University of York (Law), Harmful Comments on Social Media, author Kathryn Chick Explains why social media has become a breeding ground for malicious, abusive, and offensive communications.

    Chick argues that current law offered by the Criminal Prosecution Service (CPS) and its guidelines does not strike the right balance between freedom of expression and protection from harm. Meaning, “too much protection has been afforded to freedom of expression at the risk of many harmful communications going unchallenged.”

    Harmful comments on social media by Kathryn Chick

    The paper acknowledges that freedom of expression benefits both individuals and society at large, encouraging self-development, improving knowledge and education and allowing individuals to express their personalities. Chick rightly states that “freedom of expression is both unnecessary and undesirable component of living in a democratic society.”

    However, there is one disclaimer.

    “These benefits derived from freedom of expression should not be associated with low-level comments posted online with the intention of harm to others. An online comment should not be protected if it has harmed another simply because it is true.” The paper recommends that the CPS should shift the balance in favour of protecting victims from harm online, namely anonymity, the physical detachment of the online world, the size of the audience, and the instant and permanent nature of online posting. Chick concludes, “Legal remedies should be available to those harmed online – logging off is not a panacea.”

    I will return to this paper for my doctoral studies as it is a topic I have become fascinated with…

    As one would expect, none of us can move around in the physical world without somebody else disagreeing with us. However, how this disagreement is conducted face to face compared to online is another discussion, with human behaviours – cyberpsychology – becoming lost when people log into social media.

    During the last two months, I have slowly been getting through the epic research published by Dr Mary Aitken, who has published a phenomenal book called The Cyber Effect: the more I dig deeper into her insights and our use of social media, the more fearful I am for our future generations without proper protection. All of our young people now access social media, broadly unsolicited. When did it become acceptable for us to ignore the dark side of social media in return for us all profiting from its benefits?

    During the last 10 to 15 years in my life as a teacher, I have developed an online presence (organically) and have written in great depth about my journey from teacher to influencer, highlighting three fateful moments in my life which have directed me to today. Of course, I’m no angel when it comes to expressing an opinion about the news or politics, or when someone criticises the teaching profession, I often come out of the closet! Expressing an opinion to a wide audience does bring its consequences. Many want to hear or read my opinion, some people pay for it, and most of the world couldn’t care less. But as my audience has increased, I have also had to think twice about what comments I make and when and when not to share an opinion – and where this may cause harm to others. I have also had to learn how to log off to manage my mental health, how to block, mute, filter and reduce 5,000+ notifications each month.

    On the flip side, I wonder if this online critique is our new-normal: That using social media means we have to accept harmful online comments? Chick cites that with “88% of people in Great Britain are online, anyone has the potential to be harmed on social media, not just public figures.” Today, we see vitriol across all of social media, particular in our British press (described as freedom of speech) and this becomes rife on Twitter in particular, which I am concluding is a forum for the middle-class bourgeois to gain some form of political control.

    Before the weekend, I logged out after being involved in a Twitter spat which generated some commentary. I spent most of the day responding to people by text message, hoping to explain my point and why I said what I said, but the battle was lost as people from all sides of the globe decided to pick up on a single comment about workload, or attack me personally (which is a sad indictment of some of our teaching professionals), rather than seek clarification about what I was saying and why. I’ve since discovered that sharing video messages (5+ years ago) offers more context to other human beings and tends to fend off criticism because others can see and hear you, as well as read non-verbal data.

    It is also very rare for me to delete anything on social media, but I took the decision at the end of the day to delete all commentary, then posted an apology, then deleted this as further criticism flooded in! You simply do not see this same behaviour (between teachers) on Instagram or Linkedin. To prove this point, I decided to conduct an experiment and post the exact same comments on LinkedIn the next day. Not a squeak! I chose to log out for 36 hours…

    I am reminded of the Chick above: “Logging off is not a panacea” for people to manage their mental health or criticisms.

    The discussion about schools reopening is even more vicious, particular within the media, given that the state of the nation is anxious (and rightly so) as everyone’s health is at risk and our teachers could be forced to return to work – despite the scientific evidence – and risk their careers and lives! It is an online topic I have tried to keep away from, despite my influence, yet it is just as hard to step back from supporting the profession further. Something I have been doing online, particularly with workload, since I started this blog in 2008. To be accused of driving teacher workload was a difficult concept to accept…

    Our government’s approach to the reopening of schools can never be a one-size approach, yet all England’s headteachers are being forced between a ‘rock and a hard place’, navigating statutory requirements and guidance – most of which is endless commentary riddled with mistakes or ambiguity. Our headteachers are being required to make life or death decisions, with no guidance and no scientific evidence to suggest why our schools must resume to normal service. What we need is our government to empower school leaders to make the decisions that empower our headteachers in their communities – these are the experts within the system and the key people our parents trust.

    I know that expressing an opinion on the decisions our schools are making is a fine line to balance, particularly at a time of national crisis, even if my intentions are to support and challenge from within the sector. Like you, I want to ensure children are not discriminated against and that we raise the profile of the teaching profession. We all need to tread carefully, including me.

    When the profession stops arguing with one another, we will have won.

    Source: www.teachertoolkit.co.uk

    Author: @TeacherToolkit


    How Journals Work: A complete introduction Online Training

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