Waltzing with Bears: Managing Risk on Software Projects: by Tom DeMarco and Timothy Lister. New York, NY: Dorset House Publishing, 2003. 208p. $33.45. ISBN 0-93263-360-9. LC 2003043481     

Jonathan D. Sousa  Technical Applications Development Manager  Association of Research Libraries  Dupont Circle  Suite  Washington DC  . PIIS-- 《The Journal of Academic Librarianship》2003,29(6):421-422

  相似文献   

Evidence supporting restrictions on uses of body diagrams in forensic interviews     

Poole DA  Dickinson JJ 《Child abuse & neglect》2011,35(9):659-669

  相似文献   

Technological Advances in Medical Librarianship: A Symposium American Library Association Library Technology Project: A Progress Report     

Poole F 《Bulletin of the Medical Library Association》1963,51(2):214-220

  相似文献   

How has your science data grown? Digital curation and the human factor: a critical literature review     

Alex H. Poole 《Archival Science》2015,15(2):101-139

  相似文献   

Latent profiles of children's shyness: Behavioral,affective, and physiological components     

Kristie L. Poole  Louis A. Schmidt 《Child development》2023,94(4):1068-1077

Shyness can manifest on behavioral, affective, and physiological levels, but little is known about how these components cluster. We coded behavioral expressions of avoidance/inhibition, collected self-reported nervousness, and measured cardiac vagal withdrawal in 152 children (M_age = 7.82 years, 73 girls, 82% White) to a speech task in 2018–2021. A latent profile analysis using these behavioral, affective, and physiological indicators revealed four profiles: average reactive (43%), lower affective reactive (20%), higher affective reactive (26%), and consistently higher reactive (11%). Membership in the higher reactive profile predicted higher parent-reported temperamental shyness across 2 years. Findings provide empirical support for the long-theorized idea that shyness might exist as an emotional state but also represents a distinct temperamental quality for some children.  相似文献   

Multiculturalism,participation and equity: Discussions on educational processes,policies and outcomes     

Millicent E. Poole 《The Australian Educational Researcher》1987,14(1):21-36

  相似文献   

An English vocabulary test for secondary schools     

Charles Poole 《Asia Pacific Journal of Education》1978,1(1):10-15

In most subjects of the secondary curriculum there is a specialist vocabulary which is carefully taught as an integral part of learning the subject. However, there is another important set of words which is used during this instruction and which is assumed to be known as a result of general experience in previous years of schooling. This vocabulary test is designed to be sensitive to differences in level of skill of students with the words assumed known in a variety of subject areas.  相似文献   

Interpretative Responses to English Educational Television     

B. Wade  R. A. Poole 《Learning, Media and Technology》1985,11(3):171-176

The paper is concerned with the need to stimulate and evaluate pupils’ responses to educational television broadcasts in English. In particular, it presents a comparative assessment of written follow‐up work during a series of broadcasts. Case study methods are used within one comprehensive school and involve 49 15‐year‐old pupils. Results suggest that those pupils consistently engaging in small‐group discussion are likely to produce better written work and to develop greater independence in formulating their ideas.  相似文献   

The books teachers use     

Poole  Roger 《Children‘s Literature in Education》1986,17(3):159-180

Children's Literature in Education -  相似文献   

Using social network analysis to measure the impact and value of work that takes us beyond institutional boundaries     

Alice Cassidy  Gary Poole 《International Journal for Academic Development》2016,21(4):323-336

In educational development, accountability is paramount, in particular for activities that take educational developers away from their institutional boundaries to local, national, and international venues. Educational developers must demonstrate the benefits of such work to the home institution and its constituents. We asked educational developers from around the world to comment on the nature and value of their external work. Their responses made clear that such work expands valuable social networks and, concomitantly, builds social capital. Using these observations, we explain how social network analysis can be used to assess and demonstrate the impact of external work.  相似文献