The dynamics of exchanges and references among scientific texts,and the autopoiesis of discursive knowledge

Discursive knowledge emerges as codification in flows of communication. The flows of communication are constrained and enabled by networks of communications as their historical manifestations at each moment of time. New publications modify the existing networks by changing the distributions of attributes and relations in document sets, while the networks are self-referentially updated along trajectories. Codification operates reflexively: the network structures are reconstructed from the perspective of hindsight. Codification along different axes differentiates discursive knowledge into specialties. These intellectual control structures are constructed bottom-up, but feed top-down back upon the production of new knowledge. However, the forward dynamics of diffusion in the development of the communication networks along trajectories differs from the feedback mechanisms of control. Analysis of the development of scientific communication in terms of evolving scientific literatures provides us with a model which makes these evolutionary processes amenable to measurement.     

Rulers of the zodiac

Everybody thinks they know what science is, but pinning down a definite time and place for its origins is more problematic.     

Disaster Information Specialist Pilot Project: NLM/DIMRC

Medical librarians have often been overlooked as important contributors to hospital disaster preparedness. Recognizing the importance of medical libraries and their potential in disaster planning and management, the National Library of Medicine (NLM), Disaster Information Management Research Center (DIMRC), formed a pilot Disaster Information Specialist Project. This paper describes the preliminary activities of Bishopric Medical Library's Director, Patricia Reynolds, at Sarasota Memorial Health Care System, as a disaster information specialist in the hospital's disaster planning and preparedness.     

The motivating opportunities model for performance SUCCESS: Design,development, and instructional implications

This article develops the motivating opportunities model from its previous conceptual framework to its design, development, and instructional implications. It includes building the utility of the model for implementation around the acronym SUCCESS, representing a systematic approach to analyzing and designing motivation for situational, utilization, competence, content, emotional, social, and systemic factors. Furthermore, it details the considerations and questions included in each of the seven components of a process of analysis and design using SUCCESS as a tool and procedural guide. Accompanying each component are specific strategies that support implementation by generating the motivating opportunities that the model supports using, with examples to illustrate cases of use. Following the development and strategies of the model are research questions that may illuminate motivation in instructional design and human performance technology, and the utilization of the model.     

Crossing disciplinary,institutional and role boundaries in an interdisciplinary consortium

To illuminate barriers to collaboration, this study examines who participates in cross-boundary scholarly collaboration most often and which types of boundary crossing (disciplinary, institutional, role) are engaged in most often. The data of this study came from an interdisciplinary consortium with five partner institutions, including one Historically Black College and University (HBCU). The core disciplines involved in the consortium are life sciences, computer science and math and engineering. Through statistical analysis, we determined that members of the consortium engaged more in interdisciplinary research than inter-institutional research. Participation in all boundary crossing collaborations was greater at the HBCU and students and postdocs were less likely than academics to cross-institutional boundaries.     

Making Sense of Disaster Through Rhetorical Homologies: Extending Walter Benjamin’s Unique/Copy Binary to Post-Katrina Tours

Over a decade after Hurricane Katrina struck New Orleans, publics continue to come to terms with the tragedy. Isabelle Cossart, owner of “Tours by Isabelle” and survivor of the hurricane, began offering disaster tours of the affected areas after taking note of people’s desire to see the damage and contemplate its effects. Public accounts of Cossart’s business suggest that people make sense of disasters symbolically via tourism. Cossart’s post-Katrina disaster tours belong to a wider form concerning disastrous events springing from anxiety over how to respond, followed by agency-driven strategies for coping. This discursive dichotomy of disaster/agency is grounded in a homologous discourse of uniqueness versus copy in Walter Benjamin’s essay, “The Work of Art in the Age of Mechanical Reproduction.” Through publicly available information on “Tours by Isabelle,” this article compares subcategories of disaster, Cossart’s tours, and works of art, and explores how people make sense of disaster symbolically.     

Teachers as Change‐Agents for Young People with Special Needs: an approach to teacher training in Portugal

The practice of integrated education for pupils with special needs has been attempted nationally in Portugal. This has prompted the development of area support teams across the country. Whilst this is a positive move, it has created a pressure for specialist training of teachers. This demand is yet to be fulfilled; an example of an inservice course is outlined in this report.     

Central child abuse registers: The British experience

Multi-disciplinary co-operation, including use of central registers, is now regarded as essential to the management of child abuse, both in the UK and USA. There are significant differences in register operation in the UK and USA, however. This paper describes two research studies of registers in the UK, discusses various issues of register operation and contrasts the UK and USA experience as reflected in research and literature.