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Radio is migrating to digital transmission, expanding its offerings to include captioning for individuals with hearing loss. Text display radio requires a large amount of word throughput with minimal screen display area, making good user interface design crucial to its success. In two experiments, we presented hearing, hard-of-hearing, and deaf consumers with National Public Radio stories converted to text and examined their preferences for and reactions to midsized and small radio text displays. We focused on physical display attributes such as text color, font style, line length, and scrolling type as well as emergency alert messages and emergency prompts for drivers, announcer identification schemes, and synchronization of audio and text. Results suggest that midsized, Global Positioning System (GPS)-style displays were well liked, synchronization of audio and text was important to comprehension and retrieval of story details, identification of announcers was served best with a combination of name change in parenthesis and color change, and a mixture of color and flashing symbols was preferred for emergency alerting. 相似文献
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Sheffield C 《Medical reference services quarterly》2006,25(4):65-74
e-Learning Object Portals are emerging as a new form of electronic information. Four portals most effective in providing health care information are identified: The Medical Library Association's Center of Research and Education (CORE), the Health Education Assets Library (HEAL), the American Academy of Medical College's MedEDPortal, and the Multimedia Education Resource for Learning and Online Teaching (MERLOT). Various user groups such as librarians, educators, and students are discussed, as well as their reasons for using e-learning object portals. New roles for librarians in promoting and developing these portals are also reviewed. 相似文献
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Klodiana Kolomitro Natasha Kenny Suzanne Le-May Sheffield 《International Journal for Academic Development》2020,25(1):5-18
ABSTRACTThere is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers. 相似文献
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Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features
of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of
the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences
between Orton and Gillingham variations are examined.
The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of
English: The language to be learned,” in theBulletin of the Orton Society 20:103. 相似文献
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Andrew M. Terranova Paul Boxer Amanda Sheffield Morris 《Psychology in the schools》2009,46(4):333-347
Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre‐ and postdisaster (n = 96, mean [M] = 10.9 years old, 53% female), and a comparison group from a nearby area was assessed over the same time interval 1 year prior (n = 120, M = 10.2 years old, 52% female). Within the hurricane group, relations between symptoms of post‐traumatic stress disorder (PTSD) with bullying and victimization also were examined. Following the hurricane, the hurricane group reported increased relational and overt bullying relative to the nonhurricane group, and PTSD symptoms predicted increased victimization. Thus, school personnel should be vigilant and prepared to respond to increased bullying following disasters and for increased victimization in youth experiencing PTSD symptoms. © 2009 Wiley Periodicals, Inc. 相似文献
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Abstract We examined the extent to which attributions are consistent in the days following competition and how attributions made immediately after competition may influence the temporal patterning of emotions experienced in response to competition. A sample of 60 adult female golfers completed measures of performance satisfaction, causal attribution, and emotion immediately after competition, 5 h after competition, and 2 days after competition. Repeated-measures multivariate analysis of covariance indicated that attributions did not change over this period. Emotions showed a significant decrease in intensity over the 5-h post-competition period. Regression analyses indicated that changes in anger and dejection were more likely in the case of less successful performances. For anger, attributions moderated this level of change. Golfers experienced anger for a longer period when they identified the cause of poor performance as stable rather than unstable. Thus, in the present sample although attributions did not change over 2 days, the longevity of anger depended on the attributions made immediately after competition. 相似文献
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Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed distractions. Thirty-three undergraduate students' constructed scientific posters and completed questionnaires prior to and on the day of poster submission. Additionally, ten of these students were interviewed. Analysis of questionnaire data using principle components analysis and interview data by clustering units of relevant meaning revealed that students did not differentiate between learning outcomes and distractions, both of which steered their learning during the assessment. These results are discussed within the context of assessment tasks and implications for practice. 相似文献
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The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials. 相似文献
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Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献