Imagery and concreteness norms and percentage noun usage were obtained on the 1,080 verbal items from the Toronto Word Pool. Imagery was defined as the rated ease with which a word aroused a mental image, and concreteness was defined in relation to level of abstraction. The degree to which a word was functionally a noun was estimated in a sentence generation task. The mean and standard deviation of the imagery and concreteness ratings for each item are reported together with letter and printed frequency counts for the words and indications of sex differences in the ratings. Additional data in the norms include a grammatical function code derived from dictionary definitions, a percent noun judgment, indexes of statistical approximation to English, and an orthographic neighbor ratio. Validity estimates for the imagery and concreteness ratings are derived from comparisons with scale values drawn from the Paivio, Yuille, and Madigan (1968) noun pool and the Toglia and Battig (1978) norms.The Toronto Word Pool (TWP) is a collection of 1,080 common English words originally selected from the Thorndike-Lorge (1944) word counts (see Murdock, 1968Murdock, , 1974. This pool has been used for some time in a number of laboratories in verbal learning, memory, and psycholinguistics studies, although normative data on the items have never been collected.In experiments that require random selection of a number of lists in order to exclude list-specific effects or to assure sufficient sampling of materials, it is particularly useful to have normative data available. Thus, information on item frequency allows lists to be matched or balanced on this variable. Similarly, if a moderate

The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the concept of 'Knowledge Society'. In this paper, we will analyse the roles higher education is expected to play with regard to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses for higher education and the implications these expectations have for higher education research.

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Several scholars have underlined connections between academic mobility and international migration. This qualitative study explores a spectrum of academic mobility articulated by Teichler that empirically contributes to consideration of these connections. This analysis of e-mail excerpts from 20 migrant academics, living in seven countries, illuminates six distinct patterns of academic mobility and highlights key differences between regions of the world. Narrowly conceiving academic mobility in terms of traditional short-term internationalization finds many universities focused on and staffed for academic mobility between countries. Other regions have long been focused on academic mobility that occurs within countries. These patterns are a result of long-term migration. At the conceptual and practical levels, this study distinguishes between the timescales and contexts of academic mobility and the theoretical justification for doing this. The resulting analysis invites a reconsideration of assumptions about academic mobility dynamics and their implications. Rethinking Academic MobilityThe purpose of this qualitative study is to illuminate a variety of academic mobility patterns that highlight the different ways in which academic mobility is perceived. These perceptions, in turn, highlight qualitative distinctions connected to time frames that distinguish one form of academic mobility from another, in a manner which is easy to miss unless a variety of perspectives are considered. These perspectives can be found in literature on academic mobility and policy discussion. This study references both. However, the focus is on developing a perspective that is not pursued and developed very often, in either.

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