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Matthew B. Hoy 《Medical reference services quarterly》2018,37(1):81-88
Voice assistants are software agents that can interpret human speech and respond via synthesized voices. Apple’s Siri, Amazon’s Alexa, Microsoft’s Cortana, and Google’s Assistant are the most popular voice assistants and are embedded in smartphones or dedicated home speakers. Users can ask their assistants questions, control home automation devices and media playback via voice, and manage other basic tasks such as email, to-do lists, and calendars with verbal commands. This column will explore the basic workings and common features of today’s voice assistants. It will also discuss some of the privacy and security issues inherent to voice assistants and some potential future uses for these devices. As voice assistants become more widely used, librarians will want to be familiar with their operation and perhaps consider them as a means to deliver library services and materials. 相似文献
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In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies. 相似文献
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Marian Court 《Gender and education》2007,19(5):607-626
In this article, prevailing professional, business and managerial discourses of team leadership are ‘troubled’ by some feminist critiques and analyses of collectivity and gendered discursive relations of power. I draw on a study of primary school co‐principalships to describe and reflect on Karen’s (a pseudonym) accounts of her personal and shared leadership practices within a three teacher co‐principalship. The article indicates how feminist consciousness, politics and relationships can contribute to social, cultural and organizational change within ‘mainstream’ institutions. 1 It also explores how pre‐constructed discourses about gender, class and leadership, can be unwittingly stitched back into an individual’s collaborative practices, limiting the potential for democratic change. My aim is to contribute to the kind of work called for by Davies when she argued that if we are alerted to the work being done by the various discourses we are invoking, then we can more effectively reflect on how limiting and disempowering discursive constructions can be challenged and changed. 相似文献
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Self-instruction training is a cognitive-behavioral approach to self-control in which children are taught to use covert speech to modify their own behavior. The potential effectiveness of self-instruction training as an intervention technique for school psychologists to enhance student academic and/or social behavior in the classroom is the focus of this review. Research results addressing the practical issues of how, when, and with whom to use this strategy, its generalizability, and its long-term and comparative effectiveness are presented. Implications for further research in the schools are discussed. 相似文献
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Marian Shaw 《Pastoral Care in Education》2013,31(4):37-41
REVIEW ARTICLE The Health-Related Behaviour Questionnaire Service from the Schools Health Education Unit: Some Comments on the Review by Lambourn, reviewed by Davis Regis REVIEWS The Effective Teacher, by Cedric Cullingford. London: Cassell, 1995. 205pp. pb ISBN 0 304 33177 5, £13.99, hb ISBN 0 304 33180 5, reviewed by Don Baines Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools, by Helen Cowie, Peter Smith, Michael Boulton and Rema Laver. London: David Fulton Publishers, 1994. 214+viiipp. pb ISBN 1 85346 284 5, £14.99, reviewed by Andrew Wright Areas for Growth, by James Hanratty. Cambridge: Cambridge University Press, 1994. 108pp. pb ISBN 0 521 46910 4, £25.95, reviewed by Joy Widdows Refugee Children in the Classroom, by Jill Rutter. Stoke-on-Trent: Trentham Books, 1994. 288pp. pb ISBN 185856 008 X, £13.95, reviewed by Caroline Lodge 相似文献
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