From Surgeon General's bookshelf to National Library of Medicine: a brief history     

J B Blake 《Bulletin of the Medical Library Association》1986,74(4):318-324

The National Library of Medicine originated as a few books in the office of the army's surgeon general, Joseph Lovell, between 1818 and 1836. It became the nation's largest medical library after the Civil War under the direction of John Shaw Billings and began publishing the Index-Catalogue of the Library of the Surgeon General's Office and preparing the Index Medicus. After Billings retired in 1895, the library marked time as army medical officers were rotated through as directors until modernization began under Harold Wellington Jones during World War II. during the directorship of Frank B. Rogers (1949-1963), who introduced MEDLARS, guided the move to a new building in Bethesda, and revitalized other operations, the institution received statutory authority as the National Library of Medicine within the Public Health Service (1956). By 1965, which was marked by the passage of the Medical Library Assistance Act, the library had again regained a position of world leadership.  相似文献   

From the editors     

Brian HuotKathleen Blake Yancey 《Assessing Writing》1995,2(2)

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Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders     

Darlene H. Anderson  Scott M. Trinh  Paul Caldarella  Blake D. Hansen  Michael J. Richardson 《Early Childhood Education Journal》2018,46(5):487-496

Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore, research suggests that parents often are not adequately involved in interventions during this critical period of social development. In response to this need, a school-based intervention was implemented to increase the positive social interaction of three kindergarten students on the playground. Treatment consisted of (a) social skills training, (b) adult mediation, (c) self-evaluation and reinforcement, and (d) parent involvement through home notes. The effects of this intervention were assessed on the playground during recess using partial interval recording of target students’ positive interactions. During implementation of the intervention, all target students demonstrated improvements in social interaction. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this underserved population.  相似文献   

Research,Development and Tacit Capability in the Education System     

Nigel Blake 《Cambridge Journal of Education》1997,27(2):223-234

The relevance gap between educational practice and research is often seen as a methodological problem. But communicative and social issues are also vitally important. The idea of tacit capability, from recent work in economics on research and development, characterises the knowledge which can be acquired by and attributed to an organisation as a conversational whole. (Schön's idea of reflective practice is unhelpfully monological.) I interpret and validate this idea in the light of Habermas’ account of communicative action. I use it to explore social problems in the relation between educational practice and research and suggest solutions modelled on enlightened industrial practice in Europe.  相似文献   

只撞三次钟     

小米 《语数外学习(初中版)》2008,(3):1-1

春来到,春来到,鸟儿忙筑巢,编织稻草和羽毛,个个勤操劳。春来到,春来到,花儿也把春来闹,罗兰、百合、水仙花,冬去春来尽妖娆。春来到,春来到,处处春光好,河水荡金波,人间乐陶陶。Spring is coming,spring is coming.Birds,build your nest;Weave together straw and feather,Do  相似文献   

Tutors and Students without Faces or Places   总被引：1，自引：0，他引：1  

N. Blake 《Journal of Philosophy of Education》2000,34(1):183-196

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Bibliography     

N. Blake  & P. Standish 《Journal of Philosophy of Education》2000,34(1):203-208

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Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia     

John Polesel  Damian Blake  Karen Starr 《Journal of Education & Work》2017,30(3):283-298

This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programmes. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programmes successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership necessarily requires school flexibility – in the decisions as to what programmes should be offered and how work placements and timetabling should be organised.  相似文献   

Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching     

Keith R. Leatham  Blake E. Peterson 《Journal of Mathematics Teacher Education》2010,13(2):99-119

This article reports on the results of a survey of 45 secondary mathematics cooperating teachers’ perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers’ perceptions about both what should be learned through student teaching and how it should be learned. These findings paint a picture of cooperating teachers who do not see themselves as teacher educators—teachers of student teachers. Implications for mathematics teacher educators are discussed.  相似文献   

One City, Two Worlds, and Yet... : New York from Roller Skates to Stevie     

Linnea Hendrickson 《Children‘s Literature in Education》1998,29(1):43-50

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