New Horizons For Research Research Articles

Promoting Competence and Resilience in the School Context

Four decades of research on resilience in young people provide compelling data and models for applications in the school context. Resilience theory and findings are highly congruent with Strengths-Based School Counseling (SBSC) as formulated by Galassi and Akos (2007). In this article, resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school personnel. Implications of a resilience framework for schools are delineated, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development. New horizons of research on resilience are described, along with the potential of integrating SBSC and resilience-based frameworks in transformative efforts to promote the successful development of young people.

New Horizons for Research on Bilingualism and Plurilingualism: A Focus on Languages of Immigration in Canada

The appropriate education of immigrant students is the most significant issue of this global era. It is timely to expand new horizons for research on educational implications by creating a comprehensive corpus of research on theories and practices dealing with linguistic rights; policy options; types of programmes; structural change; implementation and engagement. Drawing from the extensive research on bilingualism and bilingual education, this paper proposes an expansion beyond official bilingualism to embrace plurilingual education. A possible research agenda is generated. Sets of research topics are formulated in each area of relevance to plurilingual education as the future of education in Canada.

The Search for a Dominant Logic

This paper suggests an extension to the Vargo and Lusch (2004) proposal where the fundamental unit of analysis is not the exchange itself but a marketing system within which the service dominant exchange is embedded. The relevant marketing system could range from a micro-system in which the reciprocal creation of value through a single transaction between a buyer and seller is considered, to purposeful, structured, or emergent systems (such as supply chains, business ecosystems, or shopping malls), to the aggregate marketing system. Five criteria are suggested that should be met by any proposed dominant logic or world view. The system-embedded service-dominant (SESD) logic meets all five criteria and may reverse the growing fragmentation occurring in both micro- and macromarketing. It redefines the relationship between micro- and macromarketing and in focusing attention on a meso level of analysis it opens up new horizons for research. In a multidisciplinary setting it highlights what is intrinsic to marketing—exchange within a marketing systems framework.

New Horizons for Research on Bilingualism and Plurilingualism: A Focus on Languages of Immigration in Canada

New Horizons for Research on Bilingualism and Plurilingualism: A Focus on Languages of Immigration in Canada

The ultimate view

X-ray magnetic circular dichroism in ultrafast mode provides insight into spin relaxation in nickel on a femtosecond timescale, opening up new horizons for research into spin dynamics with the highest resolution.

Books: New Horizons in Research on Sustainable Organisations: Emerging Ideas, Approaches and Tools for Practitioners and Researchers

Books: New Horizons in Research on Sustainable Organisations: Emerging Ideas, Approaches and Tools for Practitioners and Researchers

Environment as a first class abstraction in multiagent systems

The current practice in multiagent systems typically associates the environment with resources that are external to agents and their communication infrastructure. Advanced uses of the environment include infrastructures for indirect coordination, such as digital pheromones, or support for governed interaction in electronic institutions. Yet, in general, the notion of environment is not well defined. Functionalities of the environment are often dealt with implicitly or in an ad hoc manner. This is not only poor engineering practice, it also hinders engineers to exploit the full potential of the environment in multiagent systems. In this paper, we put forward the environment as an explicit part of multiagent systems.We give a definition stating that the environment in a multiagent system is a first-class abstraction with dual roles: (1) the environment provides the surrounding conditions for agents to exist, which implies that the environment is an essential part of every multiagent system, and (2) the environment provides an exploitable design abstraction for building multiagent system applications. We discuss the responsibilities of such an environment in multiagent systems and we present a reference model for the environment that can serve as a basis for environment engineering. To illustrate the power of the environment as a design abstraction, we show how the environment is successfully exploited in a real world application. Considering the environment as a first-class abstraction in multiagent systems opens up new horizons for research and development in multiagent systems.

Practicing Anthropology in Portugal

The rise of anthropology in Portugal is examined within the framework of several cycles of development. The chapter discusses how the consolidation of anthropology at university level was the main focus until the 90–s. Applied anthropology, as distinctive from academic anthropology received very little attention. Consequently, there was an absence of an institutionalization of applied anthropology in the country. Nowadays, however, two main trends converge that supports the growth of applied anthropology and is providing work for anthropologists outside academia. First, anthropology departments in Portugal have stabilized their staff quotas resulting in very few positions open for anthropologists at the university level. Second, global changes are impacting the social framework of the country and, consequently, opening up new horizons of research and practice for social scientists. Several examples of these opportunities are discussed which is creating an optimism about the various niches for new and relevant anthropological practices.

KDK BASED DOUBLE-BASIS FUSION MECHANISM AND ITS PROCESS MODEL

Knowledge Discovery in Knowledge Base (KDK) opens new horizons for research. KDK and KDD (Knowledge Discovery in Database) are the different cognitive field and discovery process. In most people's view, they are independent each other. In this paper we can summarize the following tasks: Firstly, we discussed that two kinds of the process model and mining algorithm of KDK based on facts and rules in knowledge base. Secondly, we proves that the inherent relation between KDD and KDK (i.e. double-basis fusion mechanism). Thirdly, we gained the new process model and implementation technology of KDK*. Finally, the imitation experimentation proved that the validity of above mechanism and process model.

Finding the optimum treatment for Helicobacter pylori

F! Moayyedi Medical progress is characterized by a series of small steps and occasional bigger jumps. Helicobacter pylori (H. pylori) eradication therapy is a good example of this phenomenon. Initial research into H. pylori was hampered by the lack of effective therapy against the organism. The discovery that two weeks of bismuth based triple therapy l and dual therapy with a proton pump inhibitor (PPI) and amoxicillin 2 eradicated H. pylori opened new horizons for research. A direct causal link between H. pylori and peptic ulcer disease could now be established in randomised controlled trials 3 and this dramatically altered our approach to treating patients with an ulcer diathesis. This initial enthusiasm was tempered by the realisation that eradication rates were very variable with these classical therapies 4. The next jump in the progress of H. pylori therapy came with the description of PPI based triple regimens 5-7. These were reported to have eradication rates of 90-95% with few adverse events 8. Bazzoli et al. 6 were the most influential of these studies as low doses of antibiotic were used for only one week resulting in safer, simpler and cheaper therapy compared with the two weeks regimens. This became particularly important as H. pylori eradication therapies became more widely used, as from a public health perspective the exposure of bacterial flora to antibiotics should be minimised 9. The shorter the course, the better, and soon the duration of other PPI triple therapies were reduced to one week without apparent loss in efficacy lo. Progress in H. pylori eradication therapy has occurred in smaller steps since these landmark papers and we still have much to learn.

New horizons for research in continuing medical education

Research must investigate the three overlapping areas of continuing medical education: it must discover and document what, how, and why physicians learn and change; how better programs of education can be designed to fit into this process; and in what ways the organizations that provide CME can or should differ in their policies, procedures, and resources. In terms of physician learning, for example, the basic assumption must be that physicians are like other adults in the general ways they learn in voluntary settings, yet have specific differences from other professional groups and from their physician colleagues in other specialties. Making the changes necessary for informed medical practice depends on understanding the role of learning in changes--which in turn depends on CME research. But barriers hinder much-needed research: conducting CME research is seldom rewarded in medical centers; CME is usually not a highly valued component of the institution; funding sources are few and support is limited; and persistent debate over the relative merits of qualitative and quantitative methods diverts energy that should be going into productive, cooperative research. The urgency of needed changes in medical practice and organization may give the necessary impetus for interdisciplinary, collaborative CME research projects that will take a longer-term view of the effect of learning on physician change.

New Horizons in Research on Disc Disease

Summary A superabundance of information regarding the biology of the intervertebral disc is available that permits effective treatment of many patients with spinal disorders. However, a great many patients present perplexing organic problems that cannot currently be explained. The vigor of investigative enterprise along a multiplicity of methodological routes gives reason for optimism about the activities on the horizon, which promise to increase our effectiveness in the management of this difficult group of disorders.

Weather Modification: Implications of the New Horizons in Research

Weather Modification: Implications of the New Horizons in Research

BOOK REVIEWS

Book reviewed in this article:David, H. A. (1963). The Method of Paired Comparisons.Drillien, C. M. (1963). The Growth and Development of the Prematurely Born Infant.Herrick, Virgil E. (Ed.) (1963). New Horizons for Research in Handwriting.Hill, Winfred F. (1963). Learning: A Survey of Psychological Interpretations.Richmond, K. (1963). Culture and General Education.Sundberg, N.D., and Tyler, L. E. (1963). Clinical Psychology: An Introduction to Research and Practice.Thyne, J. M. (1963). The Psychology of Learning and Techniques of Teaching.Townsend, E. A., and Burke, P. J. (1963). Learning for Teachers.

New Horizons for Research in Handwriting

New Horizons for Research in Handwriting

Reviews

A History of Academical Dress in Europe. By W. N. Hargreaves‐Mawdsley. Pp. xiii, 235. Oxford: Clarendon Press, 1963. 45s. The Comprehensive School. By Robin Pedley, Pp. 222. Harmondsworth: Penguin Books, 1963. 3s. 6d. The Secondary Modern School. By William Taylor. Pp. 254. London: Faber and Faber, 1963. 32s. 6d. The Public Schools and the Future. By J. C. Dancy. Pp. 169. London: Faber & Faber, 1963. 18s. Fact and Possibility in English Education. By Robert Peers. Pp. x, 180. London: Routledge & Kegan Paul, 1963. 21s. The World Role of Universities. By Edward W. Weidner. Pp. xii, 366. New York: McGraw‐Hill, 1962. $6.95. A. F. Leach as a Historian of Yorkshire Education. By W. E. Tate. Pp. 40. York: St. Anthony's Press, 1963. 3s. 6d. Education under Penalty: English Catholic Education from the Reformation to the Fall of James II, 1547–1689. By A. C. F. Beales. Pp. 306. London: Athlone Press, 1963. 50s. Church and State in English Education: 1870 to the Present Day. By Marjorie Cruickshank. Pp. xvi, 200. London: Macmillan, 1963. 35s. Popular Education and Democratic Thought in America. By Rush Welter. Pp. 473. New York: Columbia University Press, 1963. 63s. Education and the Cult of Efficiency. By Raymond E. Callahan, Pp. 273. Chicago University Press, 1963. 41s. Education and Nationalism: an Historical Interpretation of American Education. By Gladys A. Wiggin. Pp. xi, 518. New York: McGraw‐Hill, 1962. $7. The Russian Tradition in Education. By N. Hans. Pp. vii, 196. London: Rout‐ledge and Kegan Paul, 1963. 30s. Communist Education. Edited by Edmund J. King. Pp. viii, 309. London: Methuen, 1963. 25s. Educational Psychology in the U.S.S.R. Edited by B. and J. Simon. Pp. xi, 268. London: Routledge and Kegan Paul, 1963. 40s. History of the Institute of the Brothers of the Christian Schools in the Nineteenth Century, 1850–190. By W. J. Battersby. Pp. 243. Waldegrave (Publishers) Ltd., 1963. 45s. Melbourne Studies in Education, 1960–61. Edited by E. L. French. Pp. xi, 266. Melbourne University Press and Cambridge University Press, 1963. 47s. 6d. Promise and Performance. By Sir F. J. Schonell, Ernest Roe and Dr. Ivor Meddleton. Pp. xxv, 405. University of Queensland and University of London Press, 1963. 34s. Educational Strategy for Developing Societies : A Study of Educational and Social Factors in Relation to Economic Growth. By Adam Curie. Pp. xi, 180. London: Tavistock Publications, 1963. 25s. A Decision Structure for Teaching Machines. By Richard D. Smallwood. Pp. 122. New York and London: McGraw‐Hill, 1963. 30s. World Perspectives in Education. By Edmund J. King. Pp. 380. London: Methuen, 1962. 30s. Early English Stages, 1300–1660 (Vol. II: 1576–1660, Part I). By Glynne Wickham. Pp. xxiv, 408. London: Routledge and Kegan Paul, 1963. 60s. Rosegarden and Labyrinth: a Study in Art Education. By Seonaid Robertson. Pp. xxiii, 216. London: Routledge and Kegan Paul, 1963. 32s. New Horizons for Research in Handwriting. Edited by Virgil E. Herrick. Pp. xix, 276. University of Wisconsin Press, 1963. $5. The Story of Army Education, 1643–1963. By A. C. T. White. Pp. 286. London: Harrap, 1963. 21s. The Learning Process and Programmed Instruction. By Edward J. Green. Pp. 224. New York: Holt, Rinehart and Winston, 1962. 32s. Studies in Individual Differences. By J. J. Jenkins and D. G. Paterson. Pp. xiv, 774. London: Methuen, 1962. 63s. The Underachiever in Reading. Ed. by H. Alan Robinson. Pp. ix, 198. University of Chicago Press, 1962. 26s. Success and Failure in Learning to Read. By R. Morris. Pp. 176. London: Oldbourne, 1963. 17s. 6d. Housecraft in the Education of Handicapped Children. By Hilary M. Devereux. Pp. 223. London: Mills & Boon, 1963. 25s. Signs, Signals and Symbols: A presentation of the British approach to Speech Pathology & Therapy. Ed. by Stella E. Mason. Pp. xii, 212. London: Methuen, 1963. 35s. Didaskalos. The Journal of the Joint Association of Classical Teachers. Edited by J. E. Sharwood Smith. Vol. I, No. 1, July 1963. Pp. 169. 18s. to non‐members, from the Editor, Institute of Education, Malet St., London, W.C.I.

New Horizons in Research

New Horizons in Research