119,725 research outputs found
Mccartney, I L, 3790947
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/402691Surname: MCCARTNEY. Given Name(s) or Initials: I L. Military Service Number or Last Known Location: 3790947. Missing, Wounded and Prisoner of War Enquiry Card Index Number: SEA-2915.222337
Item: [2016.0049.34984] "Mccartney, I L, 3790947
Mccartney, L, NX6241
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/402692Surname: MCCARTNEY. Given Name(s) or Initials: L. Military Service Number or Last Known Location: NX6241. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 2363.222338
Item: [2016.0049.34985] "Mccartney, L, NX6241
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)
Figments of Imagination v. 2 (1994: Spring): 25
No full textPoem "Death by Confusion" by Christine McCartney; poem "Anticipation" by Michelle L. Maas; poem "First Steps" by Michelle L. Maas; art by Kay Hessinger
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
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