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   

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

  相似文献   

The bourdon pressure gauge     

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

  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 The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition.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   

Racial Disparities,Perceptions, and Evaluations: Counseling Model Choice and the Florida College System     

Mia Ocean  Damian Hawkins  Kobitta Chopra 《Community College Journal of Research & Practice》2013,37(12):1142-1156

  相似文献   

And Robins I have Never Seen...     

J. P. Hawkins  D. L. Pratt 《Educational studies》1988,14(1):97-103

A group of children aged 9 and 10 were asked what signified Christmas to them. The children had all English as a mother tongue and were in the traditional mainstream English culture pattern. The children were asked: (1) to write random ideas on Christmas; (2) to define certain terms used in the nativity story, otherwise seldom used; (3) to identify unmarked greetings cards, isolating if possible reasons for their identification.

Afterwards, they heard a reminiscence of Christmas in another land, and applied their imagination to drawing cards appropriate to that.

The whole exercise was in the context of trying to give explicit reasons for signs which have implicit basic cultural significance, and the authors raise the question of whether at least partial knowledge of reasons is important in this type of semiological context, and whether making intuitive knowledge explicit could make a difference to learning.  相似文献   

Children’s Drawing,Self Expression,Identity and the Imagination     

Bryan Hawkins 《The International Journal of Art & Design Education》2002,21(3):209-219

Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing.  相似文献   

Children's conceptions of probability — A psychological and pedagogical review     

Anne S. Hawkins  Ramesh Kapadia 《Educational Studies in Mathematics》1984,15(4):349-377

This paper identifies a number of key questions concerning children's understanding of probability. A selection of psychological and pedagogical research studies is evaluated. Attention is drawn to the various definitions of probability assumed by their authors, indicating the relevance of these to an understanding and synthesis of the reported findings. The possibility of basing relevant classroom practice on subjective rather than theoretical concepts of probability is discussed.  相似文献   

Stochastics at PME-21     

Anne Hawkins 《Teaching Statistics》1997,19(3):91-92

  相似文献