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940 results on '"Black, Mary"'

7. Plasma proteomic associations with genetics and health in the UK Biobank

Author

Sun, Benjamin B., Chiou, Joshua, Traylor, Matthew, Benner, Christian, Hsu, Yi-Hsiang, Richardson, Tom G., Surendran, Praveen, Mahajan, Anubha, Robins, Chloe, Vasquez-Grinnell, Steven G., Hou, Liping, Kvikstad, Erika M., Burren, Oliver S., Davitte, Jonathan, Ferber, Kyle L., Gillies, Christopher E., Hedman, Åsa K., Hu, Sile, Lin, Tinchi, Mikkilineni, Rajesh, Pendergrass, Rion K., Pickering, Corran, Prins, Bram, Baird, Denis, Chen, Chia-Yen, Ward, Lucas D., Deaton, Aimee M., Welsh, Samantha, Willis, Carissa M., Lehner, Nick, Arnold, Matthias, Wörheide, Maria A., Suhre, Karsten, Kastenmüller, Gabi, Sethi, Anurag, Cule, Madeleine, Raj, Anil, Burkitt-Gray, Lucy, Melamud, Eugene, Black, Mary Helen, Fauman, Eric B., Howson, Joanna M. M., Kang, Hyun Min, McCarthy, Mark I., Nioi, Paul, Petrovski, Slavé, Scott, Robert A., Smith, Erin N., Szalma, Sándor, Waterworth, Dawn M., Mitnaul, Lyndon J., Szustakowski, Joseph D., Gibson, Bradford W., Miller, Melissa R., and Whelan, Christopher D.

Published
2023
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25. Comprehensive epigenomic profiling reveals the extent of disease-specific chromatin states and informs target discovery in ankylosing spondylitis

Author

Brown, Andrew C., Cohen, Carla J., Mielczarek, Olga, Migliorini, Gabriele, Costantino, Félicie, Allcock, Alice, Davidson, Connor, Elliott, Katherine S., Fang, Hai, Lledó Lara, Alicia, Martin, Alice C., Osgood, Julie A., Sanniti, Anna, Scozzafava, Giuseppe, Vecellio, Matteo, Zhang, Ping, Black, Mary Helen, Li, Shuwei, Truong, Dongnhu, Molineros, Julio, Howe, Trevor, Wordsworth, B. Paul, Bowness, Paul, and Knight, Julian C.

Published
2023
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27. "Let the music dance!" : the functions and effects of verbal imagery in choral rehearsals

Author

Black, Mary Teresa, White, Bryan, and Burland, Karen

Subjects
782.5
Abstract

The main aim of the research was to determine the context and efficacy of verbal imagery in choral rehearsals. It sought to establish the types of imagery used and whether and how they were understood by singers. The research aimed to define the relationship between imagery and the other rehearsal strategies directors employ. The intention of the research was to establish what role imagery plays in choral directing pedagogy and what implications this has for choral directors’ practice. The investigation was completed over five years and adopted a multi-method approach, using videoed observations, questionnaires and interviews; twenty-one directors and 332 choir members across 15 choirs contributed to the research. Interpretative Phenomenological Analysis (IPA) was the most appropriate analytical approach for this research as it is concerned with how participants make sense of their experiences. The sung responses to imagery were examined in their rehearsal context. The research identified five types of imagery in choral rehearsals: simple, multiple, themed, negative and stock images. It also determined nine functions and effects of imagery: • Imagery is used to transmit clear objectives • Imagery is used effectively to achieve objectives • Imagery is used to change thinking • Imagery is used to create multiple-effects • Imagery is used as a mnemonic • Imagery is used to save rehearsal time • Imagery can replace technical terminology • Imagery is used to illustrate the text • Imagery is associated with a specified musical phrase. Imagery is influential in developing singers’ understanding of the concepts involved in choral singing and in enabling singers to create and modify vocal sounds in response to their director’s requests. Choral directors can employ these findings to inform their thinking and practice, combining imagery with other rehearsal techniques in the knowledge that it is a useful and effective strategy.

Published
2015

30. Capability Gaps in Allied Space Deterrence.

Author

Black, Mary

Abstract

U.S. predominance in space power is undermined by two capability gaps: the transatlantic gap for interoperability and the authoritarian gap for defense against asymmetric threats. [ABSTRACT FROM AUTHOR]

Published
2024
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32. Old and Older: Curriculum Standards for History and Archeology.

Author

Black, Mary S.

Abstract

This paper examines the standards and principles recently proposed for teaching both history and archeology. By comparing the goals each discipline has set for good teaching, areas of difference and commonality can be discerned and questions concerning historical thinking and what may be called "archeological" thinking can then be formulated, thus leading to greater understanding not only of subject disciplines, but also of the cognitive functions students must practice to solve problems about the relationship of past and present. Curriculum standards for history and principles for curriculum reform for archeology recently have been promulgated to give greater focus to teaching in these disciplines; both sets of guidelines recommend training in basic research skills (analysis, evaluation, presentation of data), and neither set implies any discrete topics that must be taught. The curriculum standards for history in K-12 as proposed by the National Center for History in the Schools (1996) are focused on important skills for finding meaning in historical materials. These standards are presented as "historical thinking"; that is, the ability to put past events into context and engage in inquiry with the evidence. Guiding principles for the archeology curriculum at the undergraduate level recently have been proposed by the Society for American Archeology. However, no guidelines have been provided for teaching about archeology in K-12 schools. (Contains 2 tables [the guidelines] and 13 references.) (BT)

Published
2000

39. Technology Integration into Secondary Experiential/Internship Education Professional Development Curriculum.

Author

Black, Mary C.

Abstract

This practicum addresses the finding that college-bound high school experiential/internship students who pursued stringent secondary education programs often did not have the opportunity to participate in technology literacy elective courses, and therefore did not possess the minimal technology skills necessary for success in post-secondary education or the professional workforce. A technology development professional development curriculum was designed to increase competency in: (1) word processing skills; (2) database entry and manipulation; (3) spreadsheet entry and manipulation; (4) desktop publishing; (5) graphic development and manipulation; and (6) audio-visual recording and manipulation. The curriculum design involved the requirement that students use technology in order to complete internship-related assignments; use of lesson plans with reflective activities which introduced technological concepts; the development of activities which were relevant to students' lives and internship experiences which could be illustrated and analyzed with integrated software applications; and engagement in post-secondary media center research that enabled students to conduct on-line searches relating to the professional internship fields. Student competency evaluation consisted of students developing a portfolio exhibiting all technology products developed during the course, post tests measuring knowledge of technology terms and applications, completion of a comprehensive media center assignment, and exhibition of technology skills at the professional internship site as measured by sponsor feedback on student performance. Week-by-week documentation of the course is provided. Results showed that the implementation strategies greatly improved student competency, and that by regularly providing technology access to students, confidence levels were heightened. Fourteen appendices include many of the instruments utilized in the study. (Contains 15 references.) (MAS)

Published
1995

42. Examining the Outcomes of Including Students with Disabilities in a Bullying/Victimization Intervention

Author

Graybill, Emily C., Vinoski, Erin, Black, Mary, Varjas, Kris, Henrich, Christopher, and Meyers, Joel

Abstract

Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention Program (BVIP) for students with disabilities. Students with disabilities who were eligible to participate in the BVIP based on the results of a universal screening designed to identify students who reported high rates of victimization were assigned to different treatment groups: BVIP group interventions only, BVIP individual interventions only, or BVIP group + individual. We explored whether students with disabilities showed an increase in self- efficacy, coping skills, and problem-solving skills and a decrease in self-reported victimization after participating in the intervention and whether there were differences across groups. We also examined whether students with disabilities who received the intervention in group individual, or group + individual settings had different outcomes. The outcome data were promising and suggested that students with disabilities reported increases in social-emotional functioning and a decrease in victimization postintervention. students with disabilities who were assigned to the group + individual interventions reported greater gains in social-emotional functioning suggesting that interventions presented in different modalities with repeated practice may be beneficial for these students. Implications for school psychologists in practice are discussed.

Published
2016

48. Predicting Behavior Assessment System for Children-Second Edition Self-Report of Personality Child Form Results Using the Behavioral and Emotional Screening System Student Form: A Replication Study with an Urban, Predominantly Latino/a Sample

Author

Institute of Education Sciences (ED), Kiperman, Sarah, Black, Mary S., McGill, Tia M., Harrell-Williams, Leigh M., and Kamphaus, Randy W.

Abstract

This study assesses the ability of a brief screening form, the Behavioral and Emotional Screening System-Student Form (BESS-SF), to predict scores on the much longer form from which it was derived: the Behavior Assessment System for Children-Second Edition Self-Report of Personality-Child Form (BASC-2-SRP-C). The present study replicates a former study included in the BESS manual with an entirely new sample. Participants included 252 students from a large, urban, Southwestern U.S. city school district in the third through fifth grades. The sample's ethnic majority was Hispanic (81.7%). Results revealed high specificity and negative predictive values between the screener and omnibus form, suggesting a child who identifies as not "at-risk" on the BESS-SF will likely identify as not "at-risk" on the BASC-2-SRP-C domains. These results effectively replicate the previous findings with a new sample of largely Hispanic (Latino/a) students from a large urban school district.

Published
2014
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