1977 annual meeting in Seattle     

Stock CJ 《Bulletin of the Medical Library Association》1977,65(1):53-57

You are invited to Seattle for the 1977 Annual Meeting, its theme to be "Change, Comparison, and Controversy." Suggestions are made for activities in Seattle and the Pacific Northwest, including the cohost city, Vancouver, British Columbia.  相似文献   

LARA—Open access to scientific and technical reports     

Christiane Stock  Emmanuelle Rocklin  Aurélie Cordier 《Publishing Research Quarterly》2006,22(1):42-51

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A Longitudinal Study of High‐Risk Children: Educational Outcomes     

Byron Egeland  Brian Abery 《International Journal of Disability, Development & Education》1991,38(3):271-287

DATA FROM the Mother‐Child Project, a longitudinal study of high‐risk children, indicated that the percentage of children referred for school‐based problems was approximately 40% in grades one, two and three. Basically all of the children who were referred were receiving some form of educational services. Similarly, the majority of children achieving below the 25th percentile on a standardized achievement test were receiving special educational services. The reasons some of the low‐achieving students were not receiving services were higher social adjustment, better work habits and a past educational history of success as compared to those low‐achieving students who were receiving services. Greater differences between served and unserved groups were found on historical rather than current measures, which suggests that the chronicity of educational problems had a major impact in determining which students received services. The results suggest that across the large number of schools serving high‐risk children in our sample, excellent decisions were made in terms of who received special educational assistance. There did not appear to be any bias in the referral process or in making the decision of whom to serve. This finding contradicts the results of other investigators in this area. The results from the current investigation indicate that a high proportion of high‐risk children were having difficulty in school. We were encouraged to find, however, that the high‐risk students in need of special assistance were being served.  相似文献   

Trends in adult education since 1972     

Budd Hall  Arthur Stock 《Prospects》1985,15(1):12-26

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And what rough beast? An ontotheological exploration of education as a being     

Nicholas Stock 《Educational Philosophy and Theory》2019,51(4):404-412

This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean question of ontological difference: the divide of being and Being. Ideas about education’s formation as a technology and its God-like status are used to further illustrate the monstrosity of education. The theory of hyperobjects is also utilised to illuminate understanding of this being. Finally, this article explores the ways we are losing control of Education, as we have become too reliant on it to shape our view of the world.  相似文献   

Getting to the heart of performance     

Byron Stock 《Performance Improvement》1996,35(8):6-13

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Methodological Issues in Cross-Syndrome Comparisons: Matching Procedures, Sensitivity (Se), and Specificity (Sp)     

Carolyn B. Mervis  & Byron F. Robinson 《Monographs of the Society for Research in Child Development》1999,64(1):115-130

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Amerikanische „Elitehochschulen“     

Gero Lenhardt  Robert D Reisz  PD Dr Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2008,11(4):559-576

The system of higher education in the USA comprises the undergraduate programs of the colleges and the graduate programs in research universities. This distinction has no equivalent in Germany. The idea of elite education is connected exclusively with the colleges. Its meaning and functions are demonstrated with an analysis of the criteria which are used for the ranking of higher education institutions. The ranking of the colleges is addressed to the students and is based on indicators, which give expression above all to the educational priorities of the students and the alumni. The ranking of the graduate programs focuses on specific academic programs and is addressed to the members of the various academic fields and to their prospective students. A few rankings cover whole educational institutions and serve to inform the higher educational management. We use these data to identity the specifics of outstanding research universities and their role in American higher education.  相似文献   

The Scientist as School Teacher     

Waksman  Byron H. 《Journal of Science Education and Technology》2003,12(1):51-57

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.  相似文献   

Response-independent habituation of the orienting response in the preweanling rat     

Rick Richardson  Harlene Hayne  Byron A. Campbell 《Learning & behavior》1992,20(1):17-24

The effect of pattern of stimulus presentation on habituation of the cardiac component of the orienting response to an auditory stimulus was investigated in four experiments. The duration of stimulus presentation was held constant, but some animals were given six 10-sec stimulus presentations and others were given a single 60-sec stimulus. During the first 10 sec of the auditory stimulus, heart rate (HR) decreased approximately 40 beats per minute (bpm) in both groups, but during subsequent 10-sec epochs, the changes in HR were markedly different in the two groups. For those animals given a single 60-sec stimulus, the cardiac orienting response did not habituate; that is, HR either continued to decrease or remained approximately 40 bpm below baseline. In contrast, those animals given six 10-sec stimulus presentations showed smaller decreases in HR with each successive stimulus presentation, and after approximately four presentations, no detectable change in HR was observed. Despite these dramatic differences in habituation of the cardiac component of the orienting response, neither group oriented to the auditory stimulus when it was presented again following a short retention interval. Moreover, with increasing retention intervals, both groups showed the same forgetting function (reappearance of the orienting response). The implications of these findings for theories of the orienting response as well as theories of habituation are discussed.  相似文献