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Objective: This bibliometric study investigated literature pertaining to a quickly growing population worldwide: the oldest-old, individuals age eighty-five and older. The current state of research was surveyed, based on top authors, publishers, authorship networks, themes in publication titles and abstracts, and highly cited publications. Methods: Bibliographic data was abstracted from the Web of Science database. Microsoft Excel was used for data analyses related to top author, publishers, and terms. VosViewer bibliographic visualization software was used to identify authorship networks. Results: Publications pertaining to the oldest-old have increased dramatically over the past three decades. The majority of these publications are related to medical or genetics topics. Citations for these publications remain relatively low but may be expected to grow in coming years, based on the publication behavior about and increasing prominence of this population. Claudio Franceschi and the Journal of the American Geriatrics Society were found to be the author and journal with the most publications pertaining to the oldest-old, respectively. Conclusions: The oldest-old is a population of rapidly growing significance. Researchers in library and information science, gerontology, and beyond can benefit themselves and those they serve by participating in research and specialized services to marginalized populations like the oldest-old. This bibliometric study hopefully serves as a launch-point for further inquiry and research in the years to come. [ABSTRACT FROM AUTHOR]

This article focuses on the circulation of a single artefact, the Museu Escolar Brasileiro (Brazilian School Museum) and its use in education through the pedagogical method of object lessons. Concentrating on the activities of particular individuals and enterprises (Menezes Vieira, Oliveira Lopes and Maison Deyrolle), within three geographical spaces (Brazil, Portugal and France), this article seeks to explore the relationship between the national and the international in educational proposals and initiatives that emerged at the end of the nineteenth century. The approach adopted also allows connections between the history of education and the history of science during this period to be pursued. [ABSTRACT FROM PUBLISHER]