Uncommon Measure

Please note: This is a companion version & not the original book. Sample Book Insights: #1 The pattern of my failures on stage was that I would spend days, even weeks before the performance, thinking about a spot in the score that I knew I would mess up. It could be anything: a shift into the stratospheric reaches of the E string, a passage of rapid-fire sixteenth notes, or a finger-contorting pattern of double-stops. #2 I had to play a piece called La Campanella, or The Little Bell, by Niccolò Paganini, in my senior year of high school. It was a studio class, and I was extremely nervous. I could play the piece at home, but I knew it would buckle under the pressure of the performance. #3 The author’s performance of Paganini’s La Campanella was going well. He felt as if he were inside the music’s time, in the heart of a tolling grandfather clock whose gears turned at an allegretto grazioso rate of six eighth notes to a bar. #4 Music sculpts time. It is a structuring of time, a layered arrangement of audible temporal events. The most fundamental rhythm is the beat, which dictates the tempo and keeps musical time.

The issues surrounding the comparability of various tests used to assess performance in schools received broad public attention during congressional debate over the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union Address. Proponents of Voluntary National Tests argue that there is no widely understood, challenging benchmark of individual student performance in 4th-grade reading and 8th-grade mathematics, thus the need for a new test. Opponents argue that a statistical linkage among tests already used by states and districts might provide the sort of comparability called for by the president's proposal. Public Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress. In this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress. Uncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions.

NATIONAL BOOK AWARD LONGLIST NEW YORK TIMES EDITORS’ CHOICE A virtuosic debut from a gifted violinist searching for a new mode of artistic becoming How does time shape consciousness and consciousness, time? Do we live in time, or does time live in us? And how does music, with its patterns of rhythm and harmony, inform our experience of time? Uncommon Measure explores these questions from the perspective of a young Korean American who dedicated herself to perfecting her art until performance anxiety forced her to give up the dream of becoming a concert solo violinist. Anchoring her story in illuminating research in neuroscience and quantum physics, Hodges traces her own passage through difficult family dynamics, prejudice, and enormous personal expectations to come to terms with the meaning of a life reimagined—one still shaped by classical music but moving toward the freedom of improvisation.

Seeing into Screens: Eye Tracking and the Moving Image is the first dedicated anthology that explores vision and perception as it materializes as viewers watch screen content. While nearly all moving image research either 'imagines' how its audience responds to the screen, or focuses upon external responses, this collection utilizes the data produced from eye tracking technology to assess seeing and knowing, gazing and perceiving. The editors divide their collection into the following four sections: eye tracking performance, which addresses the ways viewers respond to screen genre, actor and star, auteur, and cinematography; eye tracking aesthetics which explores the way viewers gaze upon colour, light, movement, and space; eye tracking inscription, which examines the way the viewer responds to subtitles, translation, and written information found in the screen world; and eye tracking augmentation which examines the role of simulation, mediation, and technological intervention in the way viewers engage with screen content. At a time when the nature of viewing the screen is extending and diversifying across different platforms and exhibitions, Seeing into Screens is a timely exploration of how viewers watch the screen.

This volume comprises the Proceedings of the Tenth National Conference on Manufacturing Research held at the University of Technology, Loughborough, UK, in September 1994, the latest in a series of meetings first convened in 1985, and the first to be published by Taylor & Francis Ltd.; Keith Case and Steven Newman, the Conference Chairs, the book c

Policy makers are caught between two powerful forces in relation to testing in America's schools. One is increased interest on the part of educators, reinforced by federal requirements, in developing tests that accurately reflect local educational standards and goals. The other is a strong push to gather information about the performance of students and schools relative to national and international standards and norms. The difficulty of achieving these two goals simultaneously is exacerbated by both the long-standing American tradition of local control of education and the growing public sentiment that students already take enough tests. Finding a solution to this dilemma has been the focus of numerous debates surrounding the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union address. It was also the topic of a congressionally mandated 1998 National Research Council report (Uncommon Measures: Equivalence and Linkage Among Educational Tests), and was touched upon in a U.S. General Accounting Office report (Student Testing: Issues Related to Voluntary National Mathematics and Reading Tests). More recently, Congress asked the National Research Council to determine the technical feasibility, validity, and reliability of embedding test items from the National Assessment of Educational Progress or other tests in state and district assessments in 4th-grade reading and 8th-grade mathematics for the purpose of developing a valid measure of student achievement within states and districts and in terms of national performance standards or scales. This report is the response to that congressional mandate.

How does a personality characteristic such as self-esteem become translated into political convictions? How do individual differences in self-esteem affect who becomes a politcal activist and a political leader? These are among the major questions addressed in this study, the first of its kind to be based on large-scale samples of both political laders and ordinary citizens. Drawing on the voluminous research of social psychologists on self-esteem and integrating the dynamic theories of Freud and his followers with the functional and social learning approaches, Professor Sniderman advances new theories to account for the complex connections between personality, political beliefs, and political leadership. In 1972, the American Political Science Association gave Professor Sniderman's original work in this field, on which this book is based, the E. E. Schattschneider Award for the best doctoral dissertation in the field of American government and politics. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1975.

Measurement refers generally to the process of assigning a numeric value to, or ordering characteristics or traits of, entities under study. Measurement is necessary for building and testing theory, specifying problems, and defining goals. It is arguably one of the most important and diffcult tasks in social work research. Social work researchers who are not expert in developing, selecting, and using measures will not be able to contribute maximally to the social work knowledge base. Such knowledge and skills related to measurement ultimately determines the extent to which social work research can effectively inform social policy and social work interventions. This book is to serve as a guide for developing, selecting, and using measures in social work research. In particular, this book provides a detailed review of contemporary validity theory; an update on the major issues of reliability; common errors in measurement of latent variables; and suggestions on measurement of social networks and collectives. An important theme of this book is the focus on the creative potential of measurement - that is, helping social work researchers think about the wide variety of ways that social work concepts can be measured. Reflecting on these differences raises questions about underlying assumptions that in turn inspires creative theoretical insights. Rather than seeing measurement as simply a task to be completed in the research process, we will encourage the reader to think creatively about measurement and theory. This book also addresses the interdependency of measurement and theory construction. In other words, this book covers how measurement and theory are connected in two different ways. First, every measure has its own working theory that relates the measure to the concept being measured. Second, theory construction is dependent on measurement. What we learn using a given measure could be different if a concept was measured in a different way.

Welcome to the Essential Novelists book series, were we present to you the best works of remarkable authors. For this book, the literary critic August Nemo has chosen the two most important and meaningful novels of Herman Melville which are Moby Dick and Billy Budd. Celebrated American author Herman Melville wrote 'Moby-Dick' and several other sea-adventure novels, before turning to poetry later in his literary career. Novels selected for this book: - Moby Dick - Billy Budd This is one of many books in the series Essential Novelists. If you liked this book, look for the other titles in the series, we are sure you will like some of the authors.

The author lived in western Africa as a Christian missionary and intends this study as a tool of conversion. The study is divided into three books. The first book describes the historical context in which Mohammed lived and the important accomplishments of his life. In Book II, Koelle argues that Muslim authors plagiarized the story of Christ when writing about Mohammed. The book details the parallel storylines and symbolism. Chapter II of Book II contains filtered descriptions of Mohammed's physical aspects and personal habits as described by Muslim writers (his dress, his physical qualities, his miracles, his habits as to sneezing and yawning, etc). Book III is a Christianity-based assessment of "the real nature of the position occupied by Mohammedanism ..."