Research at the University of Granada     

Anne Hawkins 《Teaching Statistics》1997,19(2):59-60

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Retrieval,visualization, and mining of large radiation dosage data     

William?KovacsEmail authorView author&#;s OrcID profile  Samuel?Weisenthal  Les?Folio  Qiaoyi?Li  Ronald?M.?Summers  Jianhua?Yao 《Information Retrieval》2016,19(1-2):38-58

Radiation dose monitoring has become an essential service that hospitals must perform. Depending on the system in place, this can result in the collection of large quantities of data, ripe for analysis. These data should include a wide variety of variables for each study because assessment of the propriety of the patient’s dose is dependent on many factors, including patient age and size, as well as the body section that is being scanned. Moreover, the scanners themselves have many properties that affect patient dose, such as model, pitch and kVp. In this paper, we propose an engine that seamlessly integrated with a clinical PACS to retrieve radiation dosage data. We devised several schemes to analyze these data through visualization and mining techniques that examine it at different scopes. We demonstrate the utility of such visual methods at examining large, noisy, and multi-dimensional data, which is embodied in the collected radiation data.  相似文献   

Children need courage     

Ruby Hawkins 《Peabody Journal of Education》2013,88(6):324-325

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Playing the game: examining parental engagement in schooling in post‐millennial Queensland     

Les Tickle 《教育政策杂志》2013,28(6):701-713

The abolition of the probationary year for teachers in 1991 by the Department for Education was short-lived, with new requirements for the setting of Induction Standards, monitoring of performance, the administration of assessment procedures, and the possible de-registration of new teachers introduced in the Teaching and Higher Education Act 1998. The article describes the policy context of the initiative; the characteristics of the new requirements; the complex induction problem, which needs solving; and the failed promises on induction, which preceded the new provision. It argues for a more imaginative alternative to be developed, capable of ensuring that new teachers are able to contribute actively and in meaningful ways to the reconstruction of education.  相似文献   

Exciting Games in the English Classroom     

A. L. Hawkins 《Clearing house (Menasha, Wis.)》2013,86(9)

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Woerner ‘75: What? Why? How? The Story Of A Louisville School     

Geneva M. Hawkins 《Equity & Excellence in Education》2013,46(4):16-18

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COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD     

Hilary Denune  Renee Hawkins  Lauren Donovan  Dacia Mccoy  Lyndsie Hall  Anthony Moeder 《Psychology in the schools》2015,52(6):562-577

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

Introduction to the special issue: Identifying effective classwide interventions to promote positive outcomes for all students     

Renee O. Hawkins 《Psychology in the schools》2010,47(9):869-870

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“Vacuum” and the indicator     

John T. Hawkins 《Journal of The Franklin Institute》1866,81(4):229-235

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Contributors     

Richard Ennals  Les Stratton  Noura Moujahid  Serhiy Kovela 《Interchange》2008,39(2):277-278

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