Image and likeness in Harlem     

Al Murray 《The Urban Review》1967,2(2):12-17

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“I Don't Have Time to Dig Back Through This”: The Role of Semantic Search in Supporting Physician Information Seeking in an Electronic Health Record     

Andrew A. Tawfik  Karl M. Kochendorfer  Dinara Saparova  Said Al Ghenaimi  Joi L. Moore 《Performance Improvement Quarterly》2014,26(4):75-91

The purpose of the study was twofold: to understand how usability affected physicians' performance as they used an electronic health record (EHR) and to ascertain whether use of a semantic search feature would better support physician performance during an information‐seeking task. Participants (n = 10) were asked to complete two search tasks to find pertinent patient information. In the first task, participants located the information as they normally would (through browsing the EHR). In the second task, participants employed a semantic search tool. Upon task completion, participants were interviewed to further understand their perceptions and information‐seeking behavior in an EHR. Statistically significant results confirmed that participants were able to more efficiently navigate through an EHR in terms of time and number of clicks when using the semantic search feature. Moreover, participants were more confident in the accuracy of their answers when using semantic search compared with the browsing method. Implications for practice are discussed.  相似文献   

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms     

Cynthia S. Puranik  Stephanie Al Otaiba  Jessica Folsom Sidler  Luana Greulich 《Reading and writing》2014,27(2):213-236

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance.  相似文献   

Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties     

Jeanne Wanzek  Greg Roberts  Stephanie Al Otaiba 《Reading and writing》2014,27(1):55-78

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.  相似文献   

Film Production     

Mollie Gregory  Sheldon Thomberg  Donn Delson  Milton Lustig  Fred B. Basten  Al Taylor 《Communication Booknotes Quarterly》2013,44(9-10):188-189

Mollie Gregory, Making Films Your Business (New York: Schocken Books, 1979 -- paper/$14.95 hardcover)

Sheldon Thomberg, Making Money Making Movies: The Independent Movie-makers Handbook (New York: New Viewpoints/Vision Books, 1980 -- $9.95).

Donn Delson, A Dictionary of Marketing and Related Terms in the Motion Picture Industry (Write Bradson Press, 120 Longfellow Street, Thosand Oaks, California 91360 -- $7.95 paper).

Milton Lustig, Music Editing for Motion Pictures (New York: Hastings House, 1980 -- $15.95)

Fred B. Basten, Glorious Technicolor: The Movies Magic Rainbow (South Brunswick, A.S. Barnes, 1980 -- $30.00).

Al Taylor and Sue Roy, Making a Monster (New York: Crown Publishers, 1980 -- $14.95).  相似文献   

The Challenging Role of a Reading Coach,a Cautionary Tale     

Stephanie Al Otaiba  John L. Hosp  Susan Smartt  Janice A. Dole 《Journal of educational and psychological consultation》2013,23(2):124-155

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.  相似文献   

Predicting teacher commitment as a multi-foci construct in a multi-cultural context: the effects of individual,school, and district level factors     

Guang Yang  Masood Badri  Asma Al Rashedi 《Teachers and Teaching》2013,19(3):301-319

ABSTRACT

A multilevel framework was applied to investigate the effects of teacher characteristics, school environment, and district level HRM practices on teacher commitment. Drawing on the results from a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, four forms of teacher commitment (commitment to school, to students, to teaching, and to community) were tested, which provided empirical evidence to further the development of teacher commitment as a multi-foci construct. The results of the three-level model revealed differentiating effects of some individual and organisational variables on different forms of teacher commitment and highlighted that nationality, multiple interpersonal support, and collegial relationships were the most consistent and strong variables to predict teacher commitment. This study suggested that the social and interpersonal environment of school played a significant role in influencing teacher commitment. Results were discussed in relation to improving the commitment of teachers in the empirical context of Abu Dhabi public schools.  相似文献   

Identifying the trends and impact of graduate attributes on employability: a literature review     

Mohamad Osmani  Vishanth Weerakkody  Nitham M. Hindi  Rajab Al‐Esmail  Tillal Eldabi  Kawaljeet Kapoor 《Tertiary Education and Management》2013,19(4):367-379

Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus^® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.  相似文献   

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties?     

Shawn C. Kent  Jeanne Wanzek  Stephanie Al Otaiba 《Learning disabilities research & practice》2012,27(2):56-65

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at‐risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high‐risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at‐risk for reading difficulties or disabilities are presented.  相似文献   

Vertical jumping height and horizontal overhead throwing velocity in young male athletes.     

J T Viitasalo  P Rahkila  L Osterback  M Alén 《Journal of sports sciences》1992,10(5):401-413

The purpose of this study was to examine the effects of calendar and skeletal age, anthropometric dimensions, training history and their interactions on vertical jumping height and horizontal overhead throwing velocity in a cross-section of 318 young male athletes (age range 9-16 years) participating in cross-country skiing (n = 70), basketball (n = 40), apparatus gymnastics (n = 19), ice hockey (n = 50), track and field (n = 89) and wrestling (n = 50). Vertical jumping height was measured with four different loads held on the shoulders and then interpolated for loads representing 0 and 40% body mass. Horizontal overhead throwing velocity using both hands was determined for seven balls of different weights and then interpolated for weights representing 1 and 5% body mass. Both vertical jumping height and overhead throwing velocity were found to increase (P < 0.01) from the skeletally youngest to the oldest cohort when the effects of body height and mass were controlled. The inter-event comparisons did not reveal statistically significant differences in respect of vertical jumping height. Also in the overhead throwing tests, the inter-event differences were small, although the analysis of variance revealed statistically significant (P < 0.001) differences for the skeletal age cohorts of 13 and 14 years. While the quantity of training had no effect on vertical jumping height, it explained the results in the overhead throwing test. The effects of training on vertical jumping and horizontal overhead throwing among adolescent athletes were considered to be small, while maturational processes and anthropometric development followed by increase in calendar age were deemed to be of greater importance.  相似文献