The history of twenty-five years,

Vols. 3-4 have title: The history of twenty-five years, 1856-1880... After the author's death, v.3-4 were revised and seen through the press by A.C. Lyall.

Seventy-five years of Hibbard hardware; the story of Hibbard, Spencer, Bartlett & co.,

On cover: 1855-1930.

List of officers of merchant, steam, motor, and sail vessels licensed during the year ... for a period of five years ...

Mode of access: Internet.

Family (money) income, 1947 to 1971: summarizing twenty-five years of a summary statistic /

Mode of access: Internet.

Quarter of a century of progress. Highlights of the first twenty-five years.

Mode of access: Internet.

George B. Cortelyou : to honor Mr. Cortelyou upon the completion, on March 25, 1934, of twenty-five years of continuous service as president of the Consolidated Gas Company of New York.

On spine: G.B.C.

Lessons learned . . . about curriculum: Five years on and half a world away

The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein's (2000) theories of the social construction of knowledge offer a way to better understand the relationship among the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) on which curriculum writers in the recontextualizing field might draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USXs National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field

Post-acute burns education via videoconference for occupational therapists in Queensland

For over five years, post-acute burns care for children in regional areas of Queensland has been provided by videoconference. Some 300 specialist burns consultations are conducted by videoconference annually. To support regional health professionals, particularly occupational therapists who play an integral role in the local management of these children, we have instigated a series of monthly education sessions via videoconference. The sessions have addressed a broad range of topics related to the long-term management of children following a burn injury. During the first six months, up to 22 regional sites participated in multipoint videoconferences. The average number of participants per videoconference was 39 and the average duration of each session was 67 min. Participant satisfaction was measured with a routine survey completed by each site at the conclusion of the videoconference. The survey response rate was 88% (n = 95) and overall feedback was extremely positive. 96% of respondents agreed that the programme provided them with new information and that the content was relevant (95%) and of appropriate depth (84%). The educational programme has provided valuable support to a group of professionals who are taking on greater responsibility for the clinical management of children requiring post-acute burns care.

Reflections on five years of evaluating semantic search systems

Evaluations of semantic search systems are generally small scale and ad hoc due to the lack of appropriate resources such as test collections, agreed performance criteria and independent judgements of performance. By analysing our work in building and evaluating semantic tools over the last five years, we conclude that the growth of the semantic web led to an improvement in the available resources and the consequent robustness of performance assessments. We propose two directions for continuing evaluation work: the development of extensible evaluation benchmarks and the use of logging parameters for evaluating individual components of search systems.