An increasing number of higher education institutions worldwide are requiring submission of electronic theses and dissertations (ETDs) by graduate students and are subsequently providing open access to these works in online repositories. Faculty advisors and graduate students are concerned that such unfettered access to their work could diminish future publishing opportunities. This study investigated social sciences, arts, and humanities journal editors’ and university press directors’ attitudes toward ETDs. The findings indicate that manuscripts that are revisions of openly accessible ETDs are always welcome for submission or considered on a case-by-case basis by 82.8 percent of journal editors and 53.7 percent of university press directors polled.

In academia, there is a growing acceptance of sharing the final electronic version of graduate work, such as a thesis or dissertation, in an online university repository. Though previous studies have shown that journal editors are willing to consider manuscripts derived from electronic theses and dissertations (ETDs), faculty advisors and graduate students continue to raise concerns that online discoverability of ETDs negatively impact future opportunities to publish those findings. The current study investigated science journal policies on open access ETDs and found that more than half of the science journals responding (51.4%) reported that manuscripts derived from openly accessible ETDs are welcome for submission and an additional 29.1 percent would accept revised ETDs under certain conditions.

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This article, in a very practical way, discusses the importance of a creative, supportive classroom environment as a major vehicle for the identification and nurturing of children's talents. It provides detailed guidance on questioning techniques, the development of co-operative learning together with the fostering of the independence of each learner.