Open access publishing enables scholarship to be openly accessible to everyone, which has countless benefits. However, the open access movement has opened the door for "predatory publishers" to take advantage of researchers surviving in this publish or perish academic landscape. Predatory journals are becoming increasingly common. Nursing researchers, instructors, and students need to be made aware of the dangers of predatory journals, and they need to know how to identify them. While there are blacklists and whitelists that can be used to aid in decision-making, it is critical to note that these lists can never be entirely up to date. This article incorporates a literature review which provides insights into newer trends in predatory and unethical publishing, including "journal hijacking" and "bogus impact factors". Extensive criteria for assessing emerging or unknown journals is compiled to aid researchers, students, educators, and the public in evaluating open access publications.
The creation of the Calcutta School of Tropical Medicine (CSTM) reveals much about the priorities of colonial medicine in India during the early years of this century. Efforts to found a school of tropical medicine in the periphery of empire involved complex negotiations between local, central Indian, and imperial government agencies as well as municipal politics over a ten year period from 1910-1920. The involvement of some sections of the Indian middle class in Calcutta supports David Arnold's view that "in the years after 1914 [India's emerging elites] were to take up Western Medicine as part of their own hegemonic project".' A growing number of western-educated Indian medical practitioners were calling for the civil branch of the Indian Medical Service (IMS) to loosen its stranglehold on government medical posts, while the IMS was itself under threat because of falling white recruitment. This paper discusses the foundation of the CSTM from the perspectives of these various groups, placing the organization of medical education and research in tropical diseases in a wider social and political context. Mark Harrison has analysed the implementation of public health policies and the aim is to augment such work by focusing on the foundation of the CSTM, as a detailed example of such action.2The early history of the school has been divided into three overlapping phases: planning; the organization of an endowment fund; and the arrangement of the school's professorial staff. Each of these stages demonstrates the problems of institutionalizing tropical medicine for postgraduate education and research in India. This paper is therefore part of a growing interest in the organization of research and teaching in the periphery, which can be contrasted with schools of tropical medicine in Britain and elsewhere during the same period.
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