On the specific gravity of mercury     

Balfour Stewart 《Journal of The Franklin Institute》1866,81(5):353-354

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A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers     

Catherine Stewart  Caroline Walker‐Gleaves 《British Journal of Special Education》2020,47(3):350-375

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment.  相似文献   

On the limitations of recent lawsuits against Sci‐Hub,OMICS, ResearchGate,and Georgia State University     

Stewart Manley 《Learned Publishing》2019,32(4):375-381

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Nursing     

David C. Stewart 《Health information and libraries journal》1992,9(3):118-119

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Editorial     

Stewart W. MacDonald 《The International Journal of Art & Design Education》1997,16(1):3-6

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The death of postmodernism in indigenous educational theory     

Gerorgina Stewart 《Educational Philosophy and Theory》2018,50(14):1430-1431

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Scottish toolkit for knowledge management     

Caldwell L  Davies S  Stewart F  Thain A  Wales A 《Health information and libraries journal》2008,25(2):125-134

BACKGROUND: Using specific examples, this paper describes the tools, methods and resources used to develop Managed Knowledge Networks (MKNs) within the NHS Scotland e-Library (http://www.elib.scot.nhs.uk). MKNs help to complete the knowledge management cycle by providing a place to share the learning and discuss the evidence for practice through combining the use of the published material (explicit knowledge) with the experience and knowledge held by individuals, communities and organizations (tacit knowledge). OBJECTIVES: First of all, this paper outlines the e-Library infrastructure, which provides an inter-operable framework to manage the published knowledge using a metadata management system; and a knowledge-sharing tool to support the development of MKNs. It then covers the various stages involved in developing an MKN: gathering and analysing information needs in a variety of ways; presenting and organizing the resources and services for the users as identified in the needs analysis; managing the tacit, personal and local knowledge. CONCLUSION: The toolkit described enables the Knowledge Services Group to take the needs of users, transcribe these into Specialist e-Libraries to provide access to the published information and to support this with accessing and sharing the knowledge of colleagues via MKNs.  相似文献   

North Africa: Implications for Information Creation and Access     

Kristine N. Stewart 《International Information and Library Review》2017,49(1):51-58

The “Advances in Library Data and Access” column examines technological advances internal and external to libraries. The focus is on how library data is created and used. The strength of the column is its broad, international focus and contributors are encouraged to explore issues and recent advances in information technology relevant to their geographical region, as well as the larger, global audience. Interested authors are invited to submit proposals and articles to the column editor at moulaisonhe@missouri.edu. Please include “IILR Submission” in the subject line of the email.  相似文献   

Managing & organizations: an introduction to theory and practice (4th edition)     

Jim Stewart 《Action Learning: Research and Practice》2017,14(3):287-288

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Physical education for deaf students     

Stewart DA  Ellis MK 《American annals of the deaf》1999,144(4):315-319

An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children.  相似文献