81 research outputs found
Online Appointment Scheduler: The Perfect Fit for the On-Demand Generation
No full textColumn description. Special Libraries, Special Challenges is a column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, business, and so forth. In each column, the author will discuss public service dilemmas and opportunities that arise in special libraries. Special or subject-matter librarians interested in authoring a piece for this column are invited to contact Patti Gibbons and Deborah Schander. This article is written by Meryl Brodsky. Meryl is the Business Librarian at Eastern Michigan University. She holds a MLS from Southern Connecticut State University and an MBA from Cornell University. This article explores a case study at Eastern Michigan University and how the Business Librarian transitioned from traditional office hours to an appointment-based system to better meet the reference needs of current students. The article examines the LibCal online scheduling program, how it was rolled out at EMU, its effectiveness and reception
Future talk: parenting for a digital future for young people with a disability
No full textMeryl Alper says the relationship between disabled children and the digital future is a complicated one. In this post, she looks at one U.S.-American family’s story and discusses how it’s characteristic of many parent’s talk of the future, digital media and its role in their disabled child’s paths and plans. She is a PhD candidate at the Annenberg School for Communication and Journalism at the University of Southern California, and author of Digital youth with disabilities. Meryl’s work focuses on the social and cultural implications of communication technologies, with a focus on disability and digital media, children and families’ media use and mobile communicatio
Effectiveness of Microteaching for Developing Observation, Communication, and Professional Behavior Skill Sets Among Occupational Therapy Students
No full textAbstract
Date Presented 3/31/2017
This study explores the effectiveness of microteaching for developing a range of clinical skills among occupational therapy students. Findings show that microteaching is more effective than traditional methods for developing students’ professional behaviors and facilitating peer-supported learning.
Primary Author and Speaker: Dragana Krpalek
Additional Authors and Speakers: Sharon Pavlovich
Contributing Authors: Heather Javaherian-Dysinger, Katie Beach, Anna Boehning, Jacqueline Lim, Meryl Paja, Aishani Patel, Christine Pham</jats:p
The effects of reinforcer pairing on food preference and subsequent reinforcer value in individuals with autism spectrum disorder
No full textFood selectivity (severe "picky eating") is commonly seen in individuals with Autism Spectrum Disorder (ASD), with prevalence rates ranging from 59-83%. It presents a challenge for caregivers of individuals with ASD, as these children tend to display high rates of problem behavior when presented with nonpreferred foods (Ledford & Gast, 2006; Sharp, Jaquess & Lukens, 2013). Food selectivity has been associated with inadequate nutrient consumption and is a risk factor for obesity in children with ASD (Bandini et al., 2010). Additionally, poor eating habits can also become increasingly problematic as children grow older and gain more independence and greater access to foods (Ho, Eaves & Peabody, 1997). The treatment of feeding problems can be challenging, and most of this research has been conducted in populations without ASD. The results from these populations may have limited applicability to children with ASD, as those studies tend to examine individuals with medical conditions that are related to the feeding problems (Ledford & Gast, 2006). Therefore, further research is needed to fill this gap by extending research to individuals with ASD. The present study partially replicated and extended a pairing and fading procedure used by Solberg, Hanley, Layer, and Ingvarsson (2007) to shift preferences to healthier food items, with the addition of a reinforcer assessment both before and after the pairing procedure in order to determine whether the targeted foods also functioned as reinforcers. The present study employed a multiple baseline across subjects design. Two participants achieved a stable baseline and were introduced to the pairing procedure but did not demonstrate a shift in preference to other food items. The third participant did not achieve the necessary baseline in order to continue with the pairing and fading portion of the intervention. These results indicate that this pairing and fading procedure may not be appropriate for low functioning individuals with ASD. Possible explanations and future research directions are discussed.M.S.Includes bibliographical referencesby Erica Meryl Dasho
EVEN A \u27SICK ANIMAL\u27 DESERVES A FAIR TRIAL
No full textProfessor Erica Hashimoto is quoted in the Anderson Independent-Mail regarding why attorneys take particular cases. The article was published on 6/29/06, and the author was Meryl Dillman
THE BATTLE FOR JUSTICE LOOMS
No full textProfessor Erica Hashimoto is quoted in the Anderson Independent-Mail regarding details the prosecution must consider in the murder trial of a Clemson University student. The article was published on 6/29/06, and the author was Meryl Dillman
EVEN A \u27SICK ANIMAL\u27 DESERVES A FAIR TRIAL
No full textProfessor Erica Hashimoto is quoted in the Anderson Independent-Mail regarding why attorneys take particular cases. The article was published on 6/29/06, and the author was Meryl Dillman
Studied enchantment: scholarship and literature in Britain, 1862-1931
No full textHow can we best understand the profusion of scholarly aesthetics in British literature in the nineteenth and early twentieth centuries, from the footnotes of Sir Walter Scott to the endnotes of The Waste Land? My dissertation argues that the scholarly aesthetics of both fiction and certain kinds of scholarship in this period appear as a means of managing enchantment— of deploying it, as well as containing it. Victorianists are accustomed to thinking of enchantment as that which the realist novel opposes; Modernists often think of it as the product of mass culture, ideology, and other sources of delusion. Both groups likely think of Max Weber’s idea of disenchantment as the defining condition of a secular modernity. In contrast, my dissertation considers a range of Victorian and modernist-era texts with reference to the flourishing critical conversation around “modern enchantments” that are knowing rather than naïve. Building on this work, I argue that a new kind of enchantment emerged in late nineteenth- and early twentieth-century Britain through scholarly practices that aimed at creating coherent accounts of nature, history, and society. Coherence appeared to offer satisfactions akin to those accompanying religious, especially mystical, experience— but to do so while also satisfying the demands of reason. I call the mixed genre of scholarship and fiction that fostered this reading experience “studied enchantment” to reflect its combination of sophistication and credulity. Across six chapters, my dissertation traces the emergence of studied enchantment, showing how scholarly practices informed novelistic writing while techniques of novel writing came to shape scholarly practices— and how negotiations over the best way to write about enchantment itself affected both novels and scholarship. I pay particular attention to writing by authors who themselves have been largely excluded from triumphal accounts of the history of scholarship: those often deemed to be particularly susceptible to being enchanted in a dangerous way because of their effeminacy, whether this referred to their gender, their imperfect educations, or a sense that their theories were biased rather than disinterested. Thus, the dissertation foregrounds not Walter Scott and T.S. Eliot, but George Eliot, Walter Pater, the medievalist Jessie L. Weston and her contemporary, the classicist Jane Ellen Harrison, and the aesthetic writer Vernon Lee (born Violet Paget). I treat the adventure writer H. Rider Haggard and the anthropologist J.G. Frazer as hyper-masculine counterpoints to the feminine or feminized authors considered in the other chapters. Through a literary-historical analysis of these author’s novels, essays, short stories, and monographs, I illuminate an overlooked history of humanistic endeavor centered on legitimizing religion for modernity. More specifically, this dissertation posits two linked historical and literary arguments: first, that studied enchantment emerged at a crucial point in literary and disciplinary history in Britain when professional scholarship appeared as an especially accessible and aspirational practice for those trying to reshape their world through writing; and second, that studied enchantment functions by using scholarly aesthetics to manipulate the reader’s attention, shifting her between stances of critical distance and immersion, playing with both skepticism and credulity to construct a fulfilling experience of belief in the narrative at hand. Studied Enchantment moves the eminent Victorians of disenchantment and the Modernist aesthetic re-enchanters to the background in order to offer a new vantage on the intertwined history of British scholarly and literary practice. In a period when higher learning was increasingly accessible, the literary production of learnedness was, paradoxically, located in popular as well as high culture. While a historically specific practice, studied enchantment can help us understand the continued popular deployment of scholarship in fiction and nonfiction from George Eliot to Virginia Woolf to The DaVinci Code, and its power to create enchanting narratives of alternative histories.Ph.D.Includes bibliographical referencesby Meryl Winic
THE BATTLE FOR JUSTICE LOOMS
No full textProfessor Erica Hashimoto is quoted in the Anderson Independent-Mail regarding details the prosecution must consider in the murder trial of a Clemson University student. The article was published on 6/29/06, and the author was Meryl Dillman
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