132,626 research outputs found
Foliar Disease Detection in the Field Using Optical Sensor Fusion
No full textRosana G. Moreira, Editor-in-Chief; Texas A&M UniversityThis is a paper from International Commission of Agricultural Engineering (CIGR, Commission Internationale du Genie Rural) E-Journal Volume 6 (2004): C. Bravo, D. Moshou, R. Oberti, J. West, A. McCartney, L. Bodria and H. Ramon. Foliar Disease Detection in the Field Using Optical Sensor Fusion. (December 2004)
Open dialogue peer review: a response to Tymms, Merrell & Coe
No full textWe welcome Peter Tymms, Christine Merrell and Robert Coe's paper as a timely contribution to an important issue. For precisely the reasons that they state, this is an area of current concern. We are writing to suggest that for complex interventions involving educational programmes an even more complicated sequence of investigations could be useful, taking as the model the medical approach as detailed in MRC (2000). We agree that the RCT is an essential tool to investigate the efficacy of programmes. There is no other way to know if, on the whole, a programme works across a variety of contexts and if some programmes should 'work' better than others. Pragmatic randomisation as described in the Fife study outlined by Tymms et al. should be appropriate although it is a pity that it appears no children are continuing with their current exposure to peer learning, which would allow for the possibility that this is just as good as the new interventions. Blind assessment of outcomes is of course essential
Business Papers (MS 80-0003)
No full textDeed transferring property rights to land in Ellis County, Texas from A. D. McCartney to Andrew C. McCartney
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Business Papers (MS 80-0003)
No full textPower of attorney from A. D. McCartney and W. E. McCartney to A. D. McCartney granting power of attorney and conveying land in the N. M. Bain survey
Business Papers (MS 80-0003)
No full textDeed transferring property rights to land in Ellis County from A. D. McCartney to Andrew C. McCartney
Business Papers (MS 80-0003)
No full textDeed from Andrew C. McCartney to A. D. McCartney conveying land part of the N. M. Bain survey
Business Papers (MS 80-0003)
No full textDeed from L. D. McCartney to J. T. McLendon conveying 80 acres of land in Limestone County
Response to: ‘Cannabis use before safety sensitive work: What delay is prudent?’
No full textWe read with interest the commentary by Beckson et al., 2020 on our recent publication, entitled: ‘Determining the magnitude and duration of acute Δ9-tetrahydrocannabinol (Δ9-THC)-induced driving and cognitive impairment: A systematic and meta-analytic review’ (McCartney et al., 2021).Full Tex
Hard health and soft schools : research designs to evaluate SLT work in schools
No full textWhile systems approaches are useful for evaluating speech and language therapists' (SLT) work in individual school contexts, there is a need to undertake studies detailing in a replicable format the interventions offered to children and for studies at all levels to assess whether these interventions work, using validated scientific techniques. There is a demand for such studies to meet the National Health Service objective of using evidence-based approaches, which offer the best interventions available. Education researchers are being asked to address similar issues, and an overview is given of the type and levels of research used in the two sectors. It is suggested that health and education research are moving closer together and that SLTs in schools should undertake exploratory, group and cohort studies to further develop effective therapies
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