Of Research Cycles and Publication Models

2016 ◽  
Vol 14 (4) ◽  
pp. 1076-1079
Author(s):  
Kirstie M. McClure
Keyword(s):  
England Journal ◽  
New England ◽  
Biomedical Research ◽  
Academic Discipline ◽  
Publishing History ◽  
Professional Norms ◽  
Editorial Practice ◽  
History Of ◽  
The 1960S

This response to Prof. Lieberman’s essay questions its analogy between “biomedical research” and the academic discipline of political science. Focused on the disanalogy of scope and scale between the two, it takes issue not with the “criterial framework” he offers, but with the quality of argumentation that leads us there. Supplementing the essay’s impressionistic account of editorial practice with evidence drawn from the New England Journal of Medicine and the publishing history of APSA journals since the 1960s, I suggest that the issue here is not simply editorial virtue and professional norms, but differences in the material and institutional bases of the journals’ alternative publication models.

Response to Symposium Reviewers

2016 ◽  
Vol 14 (4) ◽  
pp. 1080-1082
Author(s):  
Evan S. Lieberman
Keyword(s):  
England Journal ◽  
New England ◽  
Biomedical Research ◽  
Academic Discipline ◽  
Publishing History ◽  
Professional Norms ◽  
Editorial Practice ◽  
History Of ◽  
The 1960S

This response to Prof. Lieberman’s essay questions its analogy between “biomedical research” and the academic discipline of political science. Focused on the disanalogy of scope and scale between the two, it takes issue not with the “criterial framework” he offers, but with the quality of argumentation that leads us there. Supplementing the essay’s impressionistic account of editorial practice with evidence drawn from the New England Journal of Medicine and the publishing history of APSA journals since the 1960s, I suggest that the issue here is not simply editorial virtue and professional norms, but differences in the material and institutional bases of the journals’ alternative publication models.

CLINICAL CONFERENCE

PEDIATRICS ◽  
1958 ◽  
Vol 22 (5) ◽  
pp. 1016-1022
Author(s):  
Saul Krugman ◽  
Robert Ward
Keyword(s):  
England Journal ◽  
New England ◽  
Gamma Globulin ◽  
Infectious Hepatitis ◽  
Progress Report ◽  
State School ◽  
Staten Island ◽  
Active Immunity ◽  
History Of ◽  
Time Of Admission

Dr. Krugman: Since 1953 approximately 400 cases of infectious hepatitis with jaundice have been observed at the Willowbrook State School on Staten Island. The studies to be described were carried out in collaboration with Dr. Robert Ward and Dr. Joan Giles of our staff, Dr. A. Milton Jacobs of Willowbrook State School and Dr. Oscar Bodansky of Sloan-Kettering Institute. I should like to present a progress report of our investigations which have been concerned with the prevention and natural history of infectious hepatitis at Willowbrook. (A report of these studies has recently appeared in the New England Journal of Medicine (248:407, 1958) to which the reader may refer for further details.) It had been previously reported by Stokes and associates that the administration of gamma-globulin was followed by not only a lower incidence of hepatitis but also a prolongation of the protective effect. Stokes postulated that "passive-active" immunity was responsible for this phenomenon. The epidemic of hepatitis at Willowbrook provided us with an opportunity to test this hypothesis. Effect of Gamma-globulin on the Frequency of Infectious Hepatitis. Figure 1 illustrates the course of the outbreak at Willowbrook beginning in January, 1955. As can be seen, hepatitis continued to occur at a rate of about two to three cases per week. The cases, predominantly in children, occurred in 18 buildings in the institution. In June of 1956 gamma-globulin, 0.01 ml/lb, was administered to approximately a third of the inmates of each building. The control and inoculated groups were comparable as to age and time of admission to Willowbrook.

Advocacy and Coordination of Services

1985 ◽  
Vol 2 (1) ◽  
pp. 8-14
Author(s):  
Wanda Jean Rainbolt
Keyword(s):  
Physical Educators ◽  
History Of ◽  
Adapted Physical Educators ◽  
The 1960S ◽  
The Many ◽  
The Right ◽  
Time And Energy ◽  
Consumer Advocates ◽  
Architectural Barriers

Adapted physical educators are spending much of their time and energy advocating for the right of all children and youth to a high quality of physical education service delivery and the elimination of attitudinal, aspirational, and architectural barriers experienced by handicapped persons. Prior to the 1960s, lawyers or legal advocates were the ones who would plead the cause for others. Since then, however, three types of advocates have evolved: citizen, professional, and consumer advocates. Adapted physical educators are professional advocates, but they must have an understanding of the other types of advocates. The purpose of this article is to acquaint adapted physical educators with the job function of advocacy, the history of advocacy, and the many roles advocates play.

Cities and Urban Patriciates

2010 ◽  
Author(s):  
Alexander Cowan
Keyword(s):  
Rural Areas ◽  
Academic Discipline ◽  
Urban Centers ◽  
Urban Experience ◽  
Counter Reformation ◽  
The Reformation ◽  
History Of ◽  
Urban And Rural Areas ◽  
The 1960S

Urban centers had an influence on the development of Renaissance Europe disproportionate to their overall demographic importance. Most of the population continued to live and work in the countryside, but towns and cities functioned as key centers of production, consumption and exchange, political control, ecclesiastical organization, and cultural influence. Historians still debate the relative roles of urban and rural areas in facilitating the development of capitalism in the long term. Writing on urban history has a very long pedigree dating back to the 16th century, but as an academic discipline it began to flourish in the late 19th century. Since the 1960s, the range of approaches to the field has widened considerably from concerns with political and economic organization to take in issues of governance, social structure, and, most recently, overlapping urban cultures. The role of religious belief, particularly in the context of the Reformation and the Counter-Reformation, runs as a thread throughout the history of the urban experience.

It Began with Babbage

2014 ◽  
Author(s):  
Subrata Dasgupta
Keyword(s):  
Computer Science ◽  
Creative Thinking ◽  
Academic Discipline ◽  
Computer Scientist ◽  
Early 19Th Century ◽  
Von Neumann ◽  
New Science ◽  
History Of ◽  
The 1960S ◽  
Science Of The Artificial

As a field, computer science occupies a unique scientific space, in that its subject matter can exist in both physical and abstract realms. An artifact such as software is both tangible and not, and must be classified as something in between, or "liminal." The study and production of liminal artifacts allows for creative possibilities that are, and have been, possible only in computer science. In It Began with Babbage, computer scientist and writer Subrata Dasgupta examines the distinct history of computer science in terms of its creative innovations, reaching back to Charles Babbage in 1819. Since all artifacts of computer science are conceived with a use in mind, the computer scientist is not concerned with the natural laws that govern disciplines like physics or chemistry; instead, the field is more concerned with the concept of purpose. This requirement lends itself to a type of creative thinking that, as Dasgupta shows us, has exhibited itself throughout the history of computer science. More than any other, computer science is the science of the artificial, and has a unique history to accompany its unique focus. The book traces a path from Babbage's Difference Engine in the early 19th century to the end of the 1960s by when a new academic discipline named "computer science" had come into being. Along the way we meet characters like Babbage and Ada Lovelace, Turing and von Neumann, Shannon and Chomsky, and a host of other people from a variety of backgrounds who collectively created this new science of the artificial. And in the end, we see how and why computer science acquired a nature and history all of its own.

scholarly journals PROFESSIONAL-METHODICAL TEACHERS’ TRAINING IN CHINA: ITS HISTORY AND CURRENT SITUATION

2020 ◽  
pp. 172-182
Author(s):  
Бин Ли ◽  
Ольга Николаевна Игна
Keyword(s):  
General Education ◽  
Academic Discipline ◽  
Central Place ◽  
Current State ◽  
Short Period ◽  
China Studies ◽  
History Of ◽  
Late Start ◽  
Teachers Training

Реформы в области общего и педагогического образования, проводимые в Китае, выдвигают новые требования к качеству подготовки учителей. Профессионально-методическая подготовка как неотъемлемая часть педагогического образования непосредственно влияет на его качество. Рассмотрена и проанализирована история развития и текущее состояние профессионально-методической подготовки учителей в Китае. Показано, что названная подготовка характеризуется поздним началом и непродолжительным периодом развития, воздействием на нее образовательных тенденций западных стран и внутренних образовательных реформ, наличием новых вызовов и возможностей. Выдвинуты предложения по дальнейшему совершенствованию данной подготовки. As we enter the new millennium, the emerging reforms in the fields of secondary education and teachers’ education in China have raised new demands on the quality of teachers’ training. Professional-methodical training as an integral part of teachers’ education is closely related to the quality of teachers’ training. In order to improve the effectiveness of teachers’ training, this article examines and analyzes the history of development and the current state of professional-methodical training of teachers in China. Studies show that the development of this training is characterized by a late start, a short period of development, folding under the influence of Western countries, and in the context of educational reform, it faces enormous challenges, as well as new opportunities. The main characteristics of the current state of professional-methodical teachers’ training in China include: “blind” copying and borrowing the experience and models of professional-methodical training of other countries, while reforming teacher’ education, where national conditions and needs of general education are increasingly taken into account; the complexity of the system of professional-methodical teachers’ training, where the central place is occupied by the academic discipline “teaching methods”; practical orientation of professional-methodical training. And on the basis of the results of the study, constructive proposals are put forward for the further development and improvement of this training. To improve the system of professional-methodical training, it is necessary to reform it in three ways: to clarify the goals; improve educational programs; diversify assessment methods.

scholarly journals Education in Brazil between 1930 and 1985: prioritizing quantity over quality in educational expansion

Perspectiva ◽  
2021 ◽  
Vol 39 (3) ◽  
pp. 1-25
Author(s):  
Gustavo Cunha de Araujo
Keyword(s):  
Elementary Education ◽  
Military Dictatorship ◽  
National Education ◽  
History Of Research ◽  
History Of ◽  
The 1960S ◽  
The One ◽  
The Military ◽  
Education In Brazil

In the history of research on Brazilian education, several studies address the expansion of elementary education over the years in the country, in addition to the historical pedagogical context that permeated this process of expansion in the period between 1930 and 1985. The main objective of this article is to analyze the process of expansion of Brazilian Elementary Education, based on the Laws of Guidelines and Bases of National Education (GBNE) no. 4.024/61 and no. 5.692/71. The article concludes that the educational policy of the military dictatorship in Brazil after the 1960s was supported by these two laws, and that their main objective was to ensure the expansion of vacancies in elementary education, aiming at the minimum qualification for entry into the labour market, prioritising the quantity and not the quality of education. Public education materialized in the formation of human resources is considered a way to guarantee productivity; attending, on the one hand, to the demands of qualified labor for the capitalist market, and on the other hand, to the improvement of wages and the distribution of income to the elites.

Social administration and sociology

1973 ◽  
Vol 2 (3) ◽  
pp. 193-207 ◽  
Author(s):  
Joyce Warham
Keyword(s):  
Social Services ◽  
Sociological Theory ◽  
Academic Discipline ◽  
Rapid Development ◽  
Sociological Research ◽  
Active Interest ◽  
History Of ◽  
Descriptive Approach ◽  
The 1960S ◽  
Empirical Material

It may be that when the history of social administration as an academic discipline during the 1960s comes to be looked back upon, one of the most significant developments will be seen to have been the growing influence upon it of sociology. As social services have developed in extent and complexity, a descriptive approach to the study of them has appeared ever more inadequate; and with the rapid development of sociology, both new empirical material, new perspectives, and new methods of analysis have become increasingly accessible. Social administration now uses sociological research methods, and draws heavily upon sociological theory. At the same time, both the active interest of ‘committed’ sociologists in the field of social welfare and, specifically, the emergence of the ‘sociology of welfare’ to join other sociological specializations indicate that the tendency for the two disciplines to impinge increasingly upon each other is not one-sided.

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