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William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler's contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care-listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler's contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2019. No commercial re-use. See rights and permissions. Published by BMJ.)

Background: As the centenary of Sir William Osler's death approaches on 29 December 2019, it is worth pausing to reflect on the relationship between the Osler Library of the History of Medicine at McGill University and the image of William Osler, for the two are arguably inextricable. When Osler died he had not yet completed his library, yet his donation to McGill included nearly 8000 volumes that represented the foundations of western medicine. The Osler Library now boasts over 100 000 titles and is recognised globally as a centre for the study of medical history., Methods: The approach taken here was to examine inscriptions in the books that William Osler bequeathed to the McGill Medical Facultyin order to learn more about William Osler, the man., Results: By examining inscriptions William Osler and others made in his books, it was possible to learn more about how Osler interacted with his friends, his patients, and also his books., Conclusion: It is argued that these inscriptions are as instructive as they are enriching. They reveal information about Osler's priorities and his personal and professional relationships; future scholars will likely find it useful to examine inscriptions more broadly, to gain insight into such topics as the book trade and world events., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2019. No commercial re-use. See rights and permissions. Published by BMJ.)

This article presents the results of the analysis of the first two Charters of Saint Petersburg Mining University. A short period of educational activity of the first t in Russia is represented: from the date of the decree founding the Mining School in 1773 and the first Charter approved by Catherine II to the beginning of the XIX century, namely, 1804, the year of the second Charter. These documents are considered in their cultural and historical context, and the continuity in the implementation of education and training of mining engineers is revealed. Authors compare the Charter of the Mining School (1774) with the Charter of the Land Gentry Cadet Corps (1766), as well as the Charter of the Mining Cadet Corps (1804) with the Charter of Moscow University (1804). The Charters of the last third of the XVIII -- early XIX centuries contain objective information about the formation of the higher education system in Russia. The origins of two branches of higher education in Russia, classical University and higher technical educational institution, are indicated. Within the framework of the examined texts, a range of topics and issues discussed in the Charter as in organizational and legal document is highlighted. Universal character of the Charter as a document of its time, including a description of various aspects of activities of the educational institution, is noted. Analysis of the texts showed that Charters of the Mining School and the Mining Cadet Corps determined the life order of a closed educational institution. At the heart of its work was the task of educating a new person for a state service. All this allows us to consider the Charter as a historical and cultural document of a certain period.

Presents an instructive outline for writing a research paper for National History Day. Organizes the process into three steps: (1) select an interesting topic; (2) develop a strong thesis; and (3) write a well-constructed paper. Includes hints on organization, technical matters, editing, and readability. (DK)

This essay addresses the question of the relevance of the work of educational historians and the ways in which they, historically, have positioned their work as meaningful. In asking what the relevance of the history of education was or could be, the author arrived at the following questions: (1) How do we, as educational historians, understand the relevance and potential impact of our own work?; and (2) What kinds of claims do we make to convince each other that our work is worthy of our own time, worthy of publication, and worthy of others' attention? For this study, Kelley King examined the journals of Midwest History of Education Society (MHES) and the Organization of Educational Historians (OEH) from the birth of the organization to the present. The "Journal of the Midwest History of Education Society" was published as the "papers and proceedings of the annual meetings" of the MHES. Time constraints and the difficulty of obtaining copies of some volumes limited the scope to those published approximately every five years, beginning with the 1972 proceedings (published in 1973). 139 articles over the thirty-five year period were examined to identify the author's stated rationale for each article. The analysis found twelve categories of rationale, which was then reduced to eleven categories of rationale that made the case for history for its own sake or for history in the service of the present. This essay presents each rationale, discusses it, then explores the broader picture.

The article wants to show the connection between the enriched personal papers of Emil von Behring (1854-1917) in the Behring archives in Marburg (established in 1927) and the history of the first biography of the scientist, which was published by Heinz Zeiss and Richard Bieling during Nazi era in 1940. One focus is placed on Behring's widow Else von Behring (1876-1936), who was active in arranging Behring's papers in proper order and in searching a biographer of her husband's life. The paper also presents new discoveries from the Behring Works archives in Marburg which show Behring--founder of the serum therapy and first winner of the Nobel Prize for medicine in 1901--as an entrepreneur who was fighting for control and influence in the field of science and of business: maybe another narration of Behring's life.

The article presents a historiographic review of "Siberia: XX Century". This interuniversity collection of research papers was published in Kemerovo in 1997–2007. Based on standard research methods and special historical and historiographic principles, the authors analyzed the periodical as a complex historiographic source. The quantitative analysis made it possible to calculate the ratio of the special issues, to assess the editorial board and authors, to describe the research subjects, etc. The semantic analysis was based on the content analysis, which also revealed to what degree the authors of the journal participated in the historical discourse. The paper features retrospective and prospective analyzes of the main research works of the leading Siberian scientists published in "Siberia: XX Century". The research objective was to identify the patterns of the current historiographic situation based on the state of knowledge of the key historical processes in Siberia.

But Marcocci and McManus offer more open-ended narratives in which humanism emerges as a multi-directional and polyfocal phenomenon. Both Marcocci and McManus thus illustrate what a global history of Renaissance humanism could look like and how historians today can turn to Renaissance humanist culture to write global intellectual history and I vice versa i . [Extracted from the article]

In this paper, Turkish translation of German article "Die Geschichte der Psychiatrie in der Türkei" by Ihsan Sükrü Aksel and Fahrettin Kerim Gökay, on the dedication issue of Allgemeine Zeitschrift für Psychiatrie und psychisch-gerichtliche Medizin for Kraepelin is presented. The place and importance of Kraepelin in Turkish psychiatry is also discussed.

This article elaborates a significant archival acquisition that supplement the collection documents related to the life and work of Stanley George Browne held at the Wellcome Library for the History and Understanding of Medicine in London, specifically his work in the Belgian Congo (from 1936 to 1959), at Uzuakoli in Nigeria (1959 to 1966), in London with the Leprosy Study Centre (1966-1980), and also in his international capacity as leprosy consultant. It also briefly refers to an endangered collection of documents, photographs, files and correspondence held in a small museum in Culion Sanatorium, The Philippines. This research is part of the International Leprosy Association Global Project on the History of Leprosy. Its results can be accessed at the site http://www.leprosyhistory.org

Using the example of three revisions of concluding remarks in a draft submitted to the CSSCI-source journal The Journal of Overseas Chinese History Studies, this paper delves into common issues, underlying causes, and amending strategies in writing the concluding remarks of research papers. The initial draft of the concluding remarks was found to be deficient in summarizing the paper's content, characterized by abstract and general statements, lacking novelty in its contemporary implications, inadequate organization, and improper balance between verbosity and conciseness. The reasons for these issues are attributed to three main factors: firstly, a lack of familiarity with the conventions governing the writing of concluding remarks; secondly, an insufficient grasp of the logical relationships among historical facts; and thirdly, inadequate handling of the elements of detail and brevity in writing techniques. The paper posits that history, as a mirror to the present, necessitates thorough comprehension of the past, followed by critical absorption and innovative utilization. If effective lessons for the present cannot be realized, devoting efforts solely to meticulous historiography can also be a wise choice. After three revisions, the final version of the concluding remarks became comprehensive, presenting a clear line of thought, a well-structured arrangement, and adherence to linguistic standards, and finally became the icing on the cake from the from a bad sequel. [ABSTRACT FROM AUTHOR]

This essay argues that George Gissing's novel New Grub Street (1891)—long noted for its powerful, if gloomy, representation of late-Victorian authorship and publishing—not only presupposes but also critically incorporates the era's epochal transition from rag paper to paper made from harvested esparto grass and wood pulp. In Gissing's treatment of industrialized publishing, the trade in printed writing takes on central features of the thriving paper industry carefully placed in the novel's background, including its linking of overproduction via inexpensive inputs to the specter of wholesale devastation. Reading New Grub Street as a novel on paper draws our attention to the resource ecologies and even the natural histories of late-nineteenth-century authorship, media, and print capitalism. [ABSTRACT FROM AUTHOR]

As the first two decades of the 20th century unfolded, clinical psychologists, who had until then been mainly associated with intelligence testing, attempted to implement a specific psychological method-Carl Gustav Jung's (1875-1961) word-association "test"-in individual personality assessments. As one of the early clinical psychologists who attempted to use the method, Carl Ransom Rogers (1902-1987) is conspicuously absent from the historiography of clinical psychological testing. In fact, historians have recently suggested that we are lacking narratives about Rogers' early ideas and techniques in the context of both the development of clinical psychology and the emergence of psychological testing as clinicians' foremost scholarly activity. In light of the above, this paper pursues two main goals. First, it attempts to reconstruct Rogers' first original research project on emotional adjustment testing in young children in the broader context of the development of word-association tests as carried out by Jung and Whately Smith (1892-1947). Second, it aims to reconstruct Rogers' earliest theoretical ideas as well as his epistemological assumptions regarding test objectivity, validity and reliability. By drawing on unpublished documents and heretofore overlooked primary sources I show that although Rogers initially drew from Jung and Smith's complex and refined tradition, he ultimately rejected it as well as the tests themselves. At first drawn to Smith's quantitative, empiricist and experimental philosophy of psychology, Rogers was deterred when the data gathered through his own research in 1927 suggested that word association tests had no real, effective clinical value when used in children. By showcasing the complex process of test construction and validation undertaken by 1920s clinical psychologists, Rogers' case illustrates the research practices, the methodological problems and the epistemological dilemmas faced by most if not all of his contemporaries., (© 2023 Wiley Periodicals LLC.)

"France before 1789: The Unraveling of an Absolutist Regime" by Jon Elster is a book that examines the period leading up to the French Revolution. The author explores different interpretations of the revolution and focuses on the psychology of social groups and the political actors of the time. Elster's extensive knowledge of French history and his use of various thinkers and philosophers contribute to his analysis. While some historians may question the inevitability of the revolution, Elster presents it as a result of changing circumstances and the reaction of the third estate. The book also highlights the need for further research on the subject. [Extracted from the article]