I think it comes from Maurice Godelier in anthropology. But there's a book by that title by English on awards that you will have to read.

I do know that at non-R1 places the reward structure is radically different, but also quite a bit 'flatter'; the economy of prestige at R1s runs deep and can be exceptionally hierarchical, whereas at teaching-oriented places, much less so.

As the (very long ago) provost here said at my faculty orientation almost 20 years ago, "There are five requirements for tenure here, in this order of importance: research, research, research, teaching, and service."

Hmm, what are you trying to find? You're of course right that the reward structure at American R1s is research-focused, but that's a small fraction of the landscape. At any community college or undergrad-serving 4-year, teaching is indeed what would be valued.

Not to be confused with State University of New York Buffalo State University (yes that is its correct full name)

Anyway, let me know if your lab / team is interested in any of this stuff. The whole special issue is basically the world's nerdiest collection of awesome numbers people! @simongreenhill.bsky.social @damianblasi.bsky.social @drbarner.bsky.social @mjinglis.bsky.social

6) What is the cross-linguistic distribution of different systems of power-ordering in numeral words (e.g. tens-before-ones vs. ones-before-tens)?

5) What is the cross-linguistic frequency distribution of additive reduplication in numeral word systems (eg. four = two two)?

4) What are the cognitive constraints on the processing of numbers that feature recursive/multiplicative reduplication (e.g. million million million)?

3) How do hearers process numbers read out digitally versus those read with full morphology? (two zero two five vs. two thousand and twenty-five vs. ... etc.)

2) How do shifts in sensory channel (eg. visual-auditory) affect the base structure of numeral systems? Here we need to separate channel from modality, because number words can be spoken/heard or written/read?