Educating physicians in the nineteenth century : selected titles bearing on the subject in the collections of the National Library of Medicine /

Includes index.

National Institute on Drug Abuse, Medications Development Division /

Mode of access: Internet.

Publications of the National Bureau of Standards ... catalog.

Title varies slightly.

The National Institutes of Health research and research related manpower development programs : college opportunities.

Shipping list no.: 89-752-P.

Environmental crime prosecution : results of a national survey.

"December 1994."

Alternatives to gold alloys in dentistry : proceedings of a conference held at the National Institutes of Health, Bethesda, Maryland, January 24-20, 1977 /

Includes bibliographical references.

Annual report - National Academy of Sciences.

Vols. for include reports for the National Research Council; 1965/66- include reports for the National Academy of Engineering; 1971/72- include reports for the Institute of Medicine.

First National AIDS Malignancy Conference : proceedings of a conference held at the National Institutes of Health, Bethesda, Maryland, April 28-30, 1997 /

Includes bibliographical references.

Pottery from the Index of American Design : National Gallery of Art color slide program.

Shipping list no.: 96-0088-P.

Annual report - National Academy of Sciences

Vols. for include reports for the National Research Council; 1965/66- include reports for the National Academy of Engineering; 1971/72- include reports for the Institute of Medicine

A tale of two cities: Education responds to globalisation in Hong Kong and Singapore in the aftermath of the Asian economic crisi

It has been suggested that although the most theorisation about globalisation has emerged from “western” contexts, the material implications of globalisation have been felt most strongly in non-western regions. With this in mind, we are undertaking a situated analysis of how two states, Singapore and Hong Kong, are interacting with the broader processes of globalisation through their educational policies. We apply Foucault's conceptual tool of governmentality to understand (i) the conduct of governing in the contemporary nation-state, and (ii) how the “right” rationalities are being inculcated by government to create “desiring subjects” who will play their part in ensuring national prosperity. We use the Asian Economic Crisis as a point of departure to show how global-local tensions are being managed by Singapore and Hong Kong. We conclude that both these global cities have adroitly managed the Asian economic crisis to steer their citizens away from pursuits of greater political freedom and towards concerns of material well being. They have done so through a selective interpretation of globalisation, by simultaneously resisting and embracing the contradictory strands of globalisation. Education has emerged as a critical space for this selective absorption of globalising trends.

Towards research-based innovation and reform: Singapore education in transition

The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy. (Contains 1 figure, 1 table and 3 notes.)

Deficiencies of scope statements in ITLET standardization

To execute good design one not only needs to know what to do and how to do it, but also why it should be done. For a standardization expert the rationale of a standardization project may be found in the proposal for a new work item or terms of reference, but rarely in the scope statement. However, it is also commonplace that the rationale of the project is not clearly stated in any of these parts. If the rationale is not surfaced in the early phases of a project, it is left to the design, sense-making and negotiation cycles of the design process to orient the project towards a goal. This paper explores how scope statements are used to position standardization projects in the IT for Learning, Education and Training (ITLET) domain, and how scope and rationale are understood in recent projects in European and international standardization. Based on two case-studies the paper suggests some actions for further research and improvement of the process.

The Games Concept Approach (GCA) as a mandated practice : views of Singaporean teachers

This paper reports on the views of Singaporean teachers of a mandated curriculum innovation aimed at changing the nature of games pedagogy within the physical education curriculum framework in Singapore. Since its first appearance over 20 years ago, Teaching Games for Understanding (TGfU), as an approach to games pedagogy has gathered support around the world. Through a process of evolution TGfU now has many guises and one of the latest of these is the Games Concept Approach (GCA) a name given to this pedagogical approach in Singapore. As part of a major national curricular reform project the GCA was identified as the preferred method of games teaching and as a result was mandated as required professional practice within physical education teaching. To prepare teachers for the implementation phase, a training program was developed by the National Institute of Education in conjunction with the Ministry of Education and well known experts in the field from the United States. For this part of the study, 22 teachers from across Singapore were interviewed. The data were used to create three fictional narratives, a process described by Sparkes (2002a) and used more recently by Ryan (2005) in the field of literacy. The stories were framed using Foucault’s (1980/1977) notion of governmentality and Bernstein’s (1996) notion of regulative discourse. The narratives reveal tales of confusion, frustration but also of hope and enthusiasm.

New directions in coach education research

There has been substantial growth in the provision of, and importance attached to, coach education in many Western countries in particular, but there is also an emerging interest in the developing world (Gilbert & Trudel, 1999; Lyle, 2002). Yet this growth in interest has not resulted in a corresponding increase in research activity. Much of the focus of the existing coach education literature has been on coach development and learning (Cushion, Armour,& Jones, 2003; Malete et al, 2000; Sage, 1989; Weiss et al, 1991), coaching behavior and coach effectiveness training in the context of youth sports (Smith & Smoll, 1990; Smith, Smoll, & Barnett, 1995; Smoll et al.,1993) and the problems associated with the privileging of technical, tactical, and bio-scientific knowledges that have been characteristic features of much coach education provision (Abraham & Collins, 1998; Campbell, 1993; Potrac et al, 2000; Schempp, 2000). While this scholarship has provided valuable insights into some aspects of coach education, it underlines the absence of research addressing a range of topics such as the development of coach education curricula, the structures for coach learning, coaches’ learning processes and coach certification (Gilbert & Trudel, 2000). In this paper we discuss a new theoretical frame for coach education research centered on the idea of communities of practice.