Speaking of Tongues     

Hannah Fussner 《The International Journal of Art & Design Education》2004,23(2):127-135

In this paper I reflect on claims that artefacts, as alternatives to texts, can provide an effective means of access to learning. With reference to the work of Walter Benjamin, I analyse the role the “aura” of a ritual object played in engaging a group of Year 6 students, all of whom experienced various degrees of delayed literacy. Drawing on Levi‐Strauss' essay “On the Effectiveness of Symbols”, I consider how far a unit of work involving aspects of a ritual against slander allowed the students to develop their understanding of how perfomative language might function.  相似文献   

Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades     

Tanner LeBaron Wallace  Hannah C. Sung 《Journal of Experimental Education》2017,85(3):425-449

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012 Jang, H., Kim, E. J., &; Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. Retrieved from http://dx.doi.org/10.1037/a0028089[Crossref], [Web of Science ®] , [Google Scholar]). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes.  相似文献   

General Motion Pictures     

Eileen Sheahan  Anthony Slide  Hannah Elsas Miller  Roy Pickard  Nancy Allen  David McNicoll 《Communication Booknotes Quarterly》2013,44(4):70-73

Eileen Sheahan's Moving Pictures: An Annotated Guide to Selected Film Literature With Suggestions for the Study of Film (South Brunswick: A.S. Barnes and Company, 1979 – $9.95 hardcover)

Anthony Slide, Films on Film History (Metuchen, New Jersey: The Scarecrow Press, 1979 – $12.00 hardcover)

Hannah Elsas Miller, Films in the Classroom: A Practical Guide (Metuchen, New Jersey: The Scarecrow Press, 1979 – $12.50)

Roy Pickard, Hollywood Gold: The Award Winning Movies (New York: Taplinger, 1979 – $1 4 .95/$9.95)

Legal and Business Problems of Financing Motion Pictures 1979 (Practising Law Institute, 810 Seventh Ave., New York, N.Y. 10019—$20, paper)

Nancy Allen's Film Study Collections: A Guide to Their Development and Use (New York: Frederik Ungar, 1979—$14.00)

David McNicoll, eds. A Guide to Film and Television Courses in Canada (Canadian Film Institute, 75 Albert Street, Suite 1105, Ottawa, Ontario K1P 5E7 – $6.95)

Film Periodicals: A new journal, Discourse: Berkeley Journal for Theoretical Studies in Media and Culture (P.O. Box 4667, Berkeley, California 94704 – $9.00 for three issues for individuals, $12.00 for institutions, and $18.00 foreign)

Don Allen, ed. The World of Film and Filmmakers: A Visual History (New York: Crown, 1979—$19.95)

Raymond Fielding, comp. A Bibliography of Theses and Dissertations on the Subject of Film: 1916-1979 (Houston, Tx.: University Film Association Monograph No. 3, 1979—$6.50, paper)  相似文献   

The Complete Directory for Pediatric Disorders. 7th ed.     

Hannah Rutledge 《Medical reference services quarterly》2013,32(1):120-121

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Facilitating Collaboration and Research in Sex and Gender Differences and Women's Health: Year One Experiences     

Mary E. Edwards  Hannah F. Norton  Nancy Schaefer  Michele R. Tennant 《Medical reference services quarterly》2013,32(4):408-427

Librarians at the University of Florida Health Science Center Libraries partnered with faculty to promote awareness of and access to research on women's health and sex and gender resources in an outreach project funded by the National Library of Medicine and the National Institutes of Health Office of Research on Women's Health. The project featured elements that facilitated cross-disciplinary collaboration (using CoLAB Planning Series®, or CoLABs), instruction to various groups (including faculty, undergraduate students, graduate students, and professional students), collection development, and information dissemination. Librarians leveraged existing partnerships with faculty and built new ones. Success in this project demonstrates that libraries can partner effectively with their faculty on emerging trends and new initiatives.  相似文献   

The Librarian's Role in Linking Patients to Their Personal Health Data and Contextual Information     

Talicia Tarver  Dixie A. Jones  Mararia Adams  Alejandro Garcia 《Medical reference services quarterly》2013,32(4):459-467

The objective of this project was to make an institution's patients aware of a new patient portal with contextual links to MedlinePlus. Through partnerships with information technology personnel and LSU Health Shreveport clinics, the Health Sciences Library created and distributed promotional and educational materials and instructed patients on how to use MyChart and access reliable consumer health information via MedlinePlus Connect. Although most patients were not interested in coming to the library for demonstrations, many of them expressed interest in using MyChart. The contextual information in MedlinePlus Connect worked well for most topics. The institutional team leader for MyChart expressed gratitude for librarian involvement.  相似文献   

Do quality improvement systems improve health library services? A systematic review     

H Gray  G Sutton  V Treadway 《Health information and libraries journal》2012,29(3):180-196

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Oxidative Stress and Skin Cancer: An Overview     

R. T. Narendhirakannan  M. Angeline Christie Hannah 《Indian journal of clinical biochemistry : IJCB》2013,28(2):110-115

Skin is the largest body organ that serves as an important environmental interface providing a protective envelope that is crucial for homeostasis. On the other hand, it is a major target for toxic insult by a broad spectrum of physical and chemical agents that are capable of altering its structure and function. There are a large number of dietary contaminants and drugs can manifest their toxicity in skin. These environmental toxicants or their metabolites are inherent oxidants and/or directly or indirectly drive the production of a variety of reactive oxidants also known as reactive oxygen species. These are short-lived entities that are continuously generated at low levels during the course of normal aerobic metabolism. These are believed to activate proliferative and cell survival signaling that can alter apoptotic pathways that may be involved in the pathogenesis of a number of skin disorders. The skin possesses an array of antioxidant defense mechanisms that interact with toxicants to obviate their deleterious effect. The “antioxidant power” of a food is an expression of its capability both to defend the human organism from the action of the free radicals and to prevent degenerative disorders. Plants like olive trees have their own built-in protection against the oxidative damage of the sun, and these built-in protectors function as cell protectors in our own body. Although many antioxidants have shown substantive efficacy in cell culture systems and in animal models of oxidant injury, unequivocal confirmation of their beneficial effects in human populations has proven elusive.  相似文献   

In-school and out-of-school physical activity in primary and secondary school children     

Christopher J. Gidlow  Tom Cochrane  Rachel Davey  Hannah Smith 《Journal of sports sciences》2013,31(13):1411-1419

Abstract

The aim of this study was to compare in-school and out-of-school physical activity within a representative sample. Socio-demographic, physical activity, and anthropometric data were collected from a random sample of children (250 boys, 253 girls) aged 3–16 years attending nine primary and two secondary schools. Actigraph GT1M accelerometers, worn for seven days, were used to estimate physical activity levels for in-school (typically 09.00–15.00 h), out-of-school (weekday), and weekend periods. Physical activity as accelerometer counts per minute were lower in school versus out of school overall (in school: 437.2 ± 172.9; out of school: 575.5 ± 202.8; P < 0.001), especially in secondary school pupils (secondary: 321.6 ± 127.5; primary: 579.2 ± 216.3; P < 0.001). Minutes of moderate-to-vigorous physical activity accumulated in school accounted for 29.4 ± 9.8% of total weekly moderate-to-vigorous physical activity overall but varied by sector (preschool: 37.4 ± 6.2%; primary: 33.6 ± 8.1%; secondary: 23.0 ± 9.3%; F = 114.3, P < 0.001). Approximately half of the children with the lowest in-school activity compensated out of school during the week (47.4%) and about one-third at the weekend (30.0%). Overall, physical activity during the school day appears to be lower than that out of school, especially in secondary school children, who accumulate a lower proportion of their total weekly moderate-to-vigorous physical activity at school than younger children. As low in-school activity was compensated for beyond the school setting by less than half of children, promoting physical activity within the school day is important, especially in secondary schools.  相似文献   

Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study     

Hannah H. Schertz  Samuel L. Odom  Kathleen M. Baggett  John H. Sideris 《Early childhood research quarterly》2013

The purpose of this study was to determine effects of the Joint Attention Mediated Learning (JAML) intervention on acquisition of joint attention and other early social communication competencies for toddlers with autism spectrum disorders (ASD). Twenty-three parents and their toddlers were randomly assigned to JAML or a control condition. Observational assessments were collected at pretest, posttest, and follow-up sessions, while standardized developmental measures were collected at pre- and posttest. Significant intervention-×-time interactions, favoring the intervention group, occurred for the observational measures Focusing on Faces and Responding to Joint Attention, with both having large effect sizes that maintained at follow-up. In addition, significant intervention-×-time effects, also favoring the JAML group were found for receptive language on the Mullen Scales of Early Learning and the Communication sub-domain of the Vineland Adaptive Behavior Scale. The observational measures Turn-Taking and Initiating Joint Attention and the Expressive Communication measure on the Mullen, while not showing significant differences between groups, revealed moderate effect sizes favoring the JAML group, suggesting that a study with more power could well detect significant differences on all of the measures. Findings support a focused, developmentally sequenced, systematic, and family aligned approach that targets preverbal social communication development within parent–child relationships.  相似文献