Internal economies of scale in performing arts organizations     

Judith R. Blau  Laurie Newman  Joseph E. Schwartz 《Journal of Cultural Economics》1986,10(1):63-76

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Threshold values and Boolean retrieval systems     

Duncan A. Buell  Donald H. Kraft 《Information processing & management》1981,17(3):127-136

Several papers have appeared that have analyzed recent developments in the problem of processing, in a document retrieval system, queries expressed as Boolean expressions. The purpose of this paper is to continue that analysis. We shall show that the concept of threshold values resolves the problems inherent with relevance weights. Moreover, we shall explore possible evaluation mechanisms for retrieval of documents, based on fuzzy-set-theoretic considerations.  相似文献   

Training for the cross-cultural mind: Pierre Casse Washington,D.C.: Society for Intercultural Education,Training and Research, 1979, 228 pages     

Judith E. Zagoren 《Int J Intercult Relat》1981,5(1):106-108

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Lower-level developmental skills in beginning writing     

Virginia Berninger  Cheryl Yates  Ana Cartwright  Judith Rutberg  Elizabeth Remy  Robert Abbott 《Reading and writing》1992,4(3):257-280

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A general model of query processing in information retrieval systems     

Duncan A. Buell 《Information processing & management》1981,17(5):249-262

Most current document retrieval systems require that user queries be specified in the form of Boolean expressions. Although Boolean queries work, they have flaws. Some of the attempts to overcome these flaws have involved “partial-match” retrieval or the use of fuzzy-subset theory. Recently, some generalizations of fuzzy-subset theory have been suggested that would allow the user to specify queries with relevance weights or thresholds attached to terms. The various query-processing methods are discussed and compared.  相似文献   

Acceptability,usefulness, and satisfaction with a web-based video-tailored physical activity intervention: The TaylorActive randomized controlled trial     

Stephanie Schoeppe  Mitch J.Duncan  Ronald C.Plotnikoff  W.Kerry Mummery  Amanda Rebar  Stephanie Alley  Quyen To  Camille E.Short  Corneel Vandelanotte 《运动与健康科学(英文)》2022,11(2):133-144

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Home birth: the wave of the future?     

Lothian JA 《The Journal of perinatal education》2006,15(3):43-46

A childbirth educator expresses frustration with a medical system that does not work for women or for many maternity care providers. She suggests out-of-hospital birth as an alternative. This column explores the safety of home birth, women's experiences of home birth, and the issues related to home birth once again being the standard. Childbirth educators are encouraged to present home birth as a viable choice.  相似文献   

Assessing students' ability to trace matter in dynamic systems in cell biology   总被引：1，自引：1，他引：0  

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

The professional engagement model of academic induction into on-line teaching     

Mary Hanrahan  Michael Ryan  Margot Duncan 《International Journal for Academic Development》2013,18(2):130-142

Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes.  相似文献   

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US     

Judith R. Harrison  Denise A. Soares  Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231

ABSTRACT

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.  相似文献