Use of machine-readable databases to support a large SDI service     

Donald T. Hawkins 《Information processing & management》1985,21(3):187-204

The current awareness [or selective dissemination of information (SDI)] services of AT&T Bell Laboratories are described. Several bulletins announcing over 80,000 externally published items/year are issued at regular intervals and sent to about 6100 subscribers. Production is done by the BELLPAR (Bell Laboratories Publication, Alerting, and Retrieval) system, which processes four commercial machine-readable databases and prepares camera-ready bulletin copy. A photocopy service processing some 10,000 requests/month provides document delivery for items announced in the bulletins. Subscribers may order photocopies electronically if they wish. A “captive” journal collection supports the copying operation; non-journal articles, such as conference proceedings and technical reports, are ordered from external suppliers. Improvements in the SDI service include electronic bulletins, more focused bulletins and additional databases as input.  相似文献   

Description of improvements in coating the surfaces of pumps,pipes, cisterns,and other articles of iron     

William Wyatt 《Journal of The Franklin Institute》1850,50(5):345-346

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The Panama railway     

V. Wyatt 《Journal of The Franklin Institute》1859,67(5):301-307

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The dynamical theory of alternating current machinery and the problem of the stability of power systems     

Wyatt Hawkins Ingram 《Journal of The Franklin Institute》1930,210(3):327-343

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The bourdon pressure gauge     

John T. Hawkins 《Journal of The Franklin Institute》1866,81(2):73-76

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Interactions between Niche and Regime: An Analysis of Learning and Innovation Networks for Sustainable Agriculture across Europe     

Julie Ingram  Damian Maye  James Kirwan  Nigel Curry  Katarina Kubinakova 《The Journal of Agricultural Education and Extension》2015,21(1):55-71

Abstract

Purpose: This paper aims to reveal, and contribute to an understanding of, the processes that connect learning and innovation networks in sustainable agriculture to elements of the mainstream agricultural regime. Drawing on the innovations and transition literature, the paper frames the analysis around niche-regime interaction using the notion of niche-regime compatibility.

Design/Methodology/Approach: 17 Learning and Innovation Networks for Sustainable Agriculture (LINSA) engaged in agricultural food production, non-food and rural development were analyzed. In line with the project's transdisciplinary approach data were collected in a series of participatory workshops.

Findings: Five modes of LINSA-regime interaction are distinguished based on compatibility. The level of LINSA-regime compatibility influences the extent of the diffusion of LINSA ideas and practices into the regime. However, interaction processes within these modes reveal multiple and diverse connections between LINSA and regime entities suggesting a more complex relationship exists.

Practical implications: A range of connecting processes and activities (for example, certification, exemption from regulation, facilitation of networking) can bring about effective LINSA-regime interaction and could be externally supported.

Originality/Value: Empirical evidence from 17 case studies provides valuable insights from a number of different contexts across Europe. By directing analysis of interaction at the level of LINSA (niche project), rather than at the macro level, the study offers an original perspective. It suggests that the transition to sustainable agriculture might be understood as a complex of interactive processes leading to a series of adaptive changes, rather than as regime change.  相似文献   

In Memory of Lee J. Cronbach (1961–2001)     

Richard J. Shavelson   《Educational Measurement》2002,21(2):5-7

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Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups     

Tasha Wyatt  Brook Chapman-DeSousa 《Early Childhood Education Journal》2017,45(1):61-70

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.  相似文献   

A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

Exploring inclusive pedagogy     

Lani Florian  Kristine Black‐Hawkins 《British Educational Research Journal》2011,37(5):813-828

This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.  相似文献