Books: 'Leaves – measurement'

1

Modern educational measurement: Practical guidelines for educational leaders. 3rd ed. Boston: Allyn and Bacon, 2000.

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2

Kimball, Joan Channing. Shoreline survey: A stream team monitoring project leaders' manual. 4th ed. Boston, Mass: Massachusetts Riverways Programs, Dept. of Fisheries, Wildlife and Environmental Law Enforcement, 1996.

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3

Wiggins, Grant P. Guide for instructional leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2003.

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4

Rallis, Sharon F. Dynamic teachers: Leaders of change. Thousands Oaks, Calif: Corwin Press, 1995.

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5

National Air and Radiation Environmental Laboratory (U.S.). National Air and Radiation Environmental Laboratory: A leader in environmental radiation measurement. Montgomery, AL (540 S. Morris Ave., Montgomery 36115-2601): The Center, 1993.

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6

Panel, United States National Education Goals. Talking about tests: An idea book for state leaders. Washington, DC (1255 22nd St., NW, Ste. 502, Washington 20037): The Panel, 1998.

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Washington (State). Dept. of Revenue. Comparing the value of "Forest and Fish" leave-trees with the Forest Excise Tax Credit. [Olympia, Wash.]: The Dept., 2002.

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8

Michael, Fullan, ed. Putting FACES on the data: What great leaders do! Thousand Oaks, California: Corwin Press, 2012.

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9

Lawrence, Leslie. Talking about tests: An idea book for state leaders. Washington, DC (1255 22nd St., NW, Suite 502, Washington 20037): National Education Goals Panel, 1998.

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10

United States. Environmental Protection Agency. Office of Air and Radiation. Climate Leaders greenhouse gas inventory protocol: Design principles. Washington, DC]: U.S. Environmental Protection Agency, 2005.

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11

Driven by data: A practical guide for school leaders. San Francisco: Jossey-Bass, 2010.

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12

E, Deal Terrence, ed. Becoming a teacher leader: From isolation to collaboration. Thousand Oaks, Calif: Corwin Press, 1994.

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13

Liden, Robert C., Junfeng Wu, Xiaoyun Cao, and Sandy J. Wayne. Leader–Member Exchange Measurement. Edited by Talya N. Bauer and Berrin Erdogan. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199326174.013.0006.

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14

Healey, Richard. Measurement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198714057.003.0006.

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If a quantum state completely specified the properties of a system to which it was assigned then application of quantum theory to an interaction intended to correlate properties of a measured system to those of a measuring device would leave that device recording no determinate outcome, contrary to what we observe. This is the quantum measurement problem. But the problem does not arise if the function of a quantum state assignment is not descriptive but prescriptive, so that all quantum state assignments are relational. Models of decoherence can certify the empirical significance of rival claims about which measurement outcome a device records, but their application does not explain but presupposes that exactly one such claim is true. The reality criterion which Einstein and colleagues applied to show the incompleteness of quantum description of reality is inapplicable to their chosen system while a slightly modified criterion is false.

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15

Sattler, Barbara M. Aristotle’s Measurement Dilemma. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805762.003.0007.

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This paper has two main goals: first, it reconstructs Aristotle’s account of measurement in the Metaphysics and shows how it connects to modern notions of measurement. Second, it demonstrates that Aristotle’s notion of measurement works only for simple measures, and leads him into a dilemma once it comes to measuring complex phenomena, such as motion, where two or more different aspects, such as time and space, have to be taken into account. This is shown with the help of Aristotle’s reaction to one of the problems that Zeno’s dichotomy paradox raises: Aristotle implicitly employs a complex measure of motion when solving this problem, while he explicitly characterizes the measure of motion as a simple measure in the Physics.

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16

Analytics for Leaders: A Performance Measurement System for Business Success. Cambridge University Press, 2013.

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17

James, Popham W. Modern Educational Measurement: Practical Guidelines for Educational Leaders (3rd Edition). Allyn & Bacon, 1999.

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18

R, Guskey Thomas, and Erkens Cassandra, eds. The teacher as assessment leader. Bloomington, IN: Solution Tree Press, 2009.

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19

R, Guskey Thomas, ed. The teacher as assessment leader. Bloomington, IN: Solution Tree Press, 2009.

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R, Guskey Thomas, and Erkens Cassandra, eds. The teacher as assessment leader. Bloomington, IN: Solution Tree Press, 2009.

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21

R, Guskey Thomas, and Erkens Cassandra, eds. The teacher as assessment leader. Bloomington, IN: Solution Tree Press, 2009.

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22

Brackett, Ann, Sharon F. Rallis, and Gretchen B. Rossman. Dynamic Teachers: Leaders of Change. Corwin Press, 1995.

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23

Brackett, Ann, Sharon F. Rallis, and Gretchen B. Rossman. Dynamic Teachers: Leaders of Change. Corwin Press, 1995.

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24

Erkens, Cassandra. The Principal as Assessment Leader. Solution Tree, 2009.

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25

R, Guskey Thomas, ed. The principal as assessment leader. Bloomington, IN: Solution Tree Press, 2009.

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26

Harrison, Mike. SUBJECT LEADER HANDBOOK SET. Routledge, 2000.

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27

Craig, Theron A. Student satisfaction measurement in Ontario universities: Perception of student services leaders and others. 1995.

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28

Craig, Theron A. Student satisfaction measurement in Ontario universities: Perceptions of student services leaders and others. 1995.

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29

Straus, Susan, Tracy McCausland, Geoffrey Grimm, and Katheryn Giglio. Malleability and Measurement of Army Leader Attributes: Personnel Development in the U.S. Army. RAND Corporation, 2018. http://dx.doi.org/10.7249/rr1583.

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30

Guide for Instructional Leaders: Guide 2. Assn for Supervision & Curriculum, 2003.

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31

Little, Christopher R. Accurate Spectral Measurements and Color Infrared Imagery of Excised Leaves Exhibiting Gaussian Curvature from Healthy and Stressed Plants. INTECH Open Access Publisher, 2012.

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32

Soh, Kaycheng. Understanding Test and Exam Results Statistically: An Essential Guide for Teachers and School Leaders. Springer, 2016.

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33

Assessment Balance And Quality An Action Guide For School Leaders. Pearson Custom Publishing, 2010.

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34

(Editor), Barry White, and Kathryn E. Newcomer (Editor), eds. Getting Results: A Guide For Federal Leaders And Managers. Management Concepts, 2005.

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35

Barrett, Jeffrey A. The Conceptual Foundations of Quantum Mechanics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198844686.001.0001.

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The book starts with a description of classical mechanics then discusses the quantum phenomena that require us to give up our commonsense classical intuitions. We consider the physical and conceptual arguments that led to the standard von Neumann-Dirac formulation of quantum mechanics and how the standard theory explains quantum phenomena. This includes a discussion of how the theory’s two dynamical laws work with the standard interpretation of states to explain determinate measurement records, quantum statistics, interference effects, entanglement, decoherence, and quantum nonlocality. A careful understanding of how the standard theory works ultimately leads to the quantum measurement problem. We consider how the measurement problem threatens the logical consistency of the standard theory then turn to a discussion of the main proposals for resolving it. This includes collapse formulations of quantum mechanics like Wigner’s extension of the standard theory and the GRW approach and no-collapse formulations like pure wave mechanics, the various many-worlds theories, and Bohmian mechanics. In discussing alternative formulations of quantum mechanics we pay particular attention to the explanatory role played by each theory’s empirical ontology and associated metaphysical commitments and the conceptual trade-offs between theoretical options.

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36

Jaafar, Sonia Ben. Relating performance-based accountability policy to the accountability practices of school leaders. 2006.

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37

Worthy, Ben. Conclusions. Edited by Mark Bennister and Paul ‘t Hart. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198783848.003.0015.

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This concluding chapter reflects on how the LCI has performed and how it can be developed. Application of the LCI is analyzed across different leadership puzzles and contexts and for what this tells us about the authority of political leaders. Some interpretations of capital fluctuation across the chapters are presented. The LCI allows exploration of how skills, relations, and reputations create, build, or erode authority. Questions remain over the weighting of indicators, the balance between hard and soft measurements, and broader questions about how capital is acquired, preserved, and, in rare cases, regained. Leaders in weakly democratic systems may be less prone to “normal” patterns of capital fluctuation. Overall, the LCI does allow students of political leadership to think about the difference between political office-holding and exercising political leadership, and about why and when some leaders are able to make the political weather rather than being swept along by it.

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38

Alexandrova, Anna. Is There a Single Theory of Well-Being? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199300518.003.0002.

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A theory of well-being, in the way that philosophers typically pursue it, is a maximally general account of goods noninstrumentally valuable to the agent. These theories purposefully leave out the context of the agent and the benefactor. When these high theories meet counterexamples, philosophers either bite the bullet, make theories more intricate, or combine them with other theories. The latter two reactions move these theories away from measurement and hence away from the goals of science. This chapter argues that to secure value-aptness for science, a single theory that acts as a general vending machine is unnecessary. This is the thesis of well-being variantism. Instead high theories, along with more context-specific mid-level theories, have a place in a toolbox that enables building theoretically motivated constructs for scientific practice.

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39

Horing, Norman J. Morgenstern. Identical Particles and Second Quantization: Occupation Number Representation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791942.003.0002.

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Focusing on systems of many identical particles, Chapter 2 introduces appropriate operators to describe their properties in terms of Schwinger’s “measurement symbols.” The latter are then factorized into “creation” and “annihilation” operators, whose fundamental properties and commutation/anticommutation relations are derived in conjunction with the Pauli exclusion principle. This leads to “second quantization” with the Hamiltonian, number, linear and angular momentum operators expressed in terms of the annihilation and creation operators, as well as the occupation number representation. Finally, the concept of coherent states, as eigenstates of the annihilation operator, having minimum uncertainty, is introduced and discussed in detail.

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40

Rau, Jochen. Quantum Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896308.001.0001.

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Recent advances in quantum technology – from quantum computers and simulators to communication and metrology – have not only opened up a whole new world of applications but also changed the understanding of quantum theory itself. This text introduces quantum theory entirely from this new perspective. It does away with the traditional approach to quantum theory as a theory of microscopic matter, and focuses instead on quantum theory as a framework for information processing. Accordingly, the emphasis is on concepts like measurement, probability, statistical correlations, and transformations, rather than waves and particles. The text begins with experimental evidence that forces one to abandon the classical description and to re-examine such basic notions as measurement, probability, and state. Thorough investigation of these concepts leads to the alternative framework of quantum theory. The requisite mathematics is developed and linked to its operational meaning. This part of the text culminates in an exploration of some of the most vexing issues of quantum theory, regarding locality, non-contextuality, and realism. The second half of the text explains how the peculiar features of quantum theory are harnessed to tackle information processing tasks that are intractable or even impossible classically. It provides the tools for understanding and designing the pertinent protocols, and discusses a range of examples representative of current quantum technology.

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41

Lambert, Linda, Mary E. Dietz, Michelle Collay, Anna E. (Ershler) Richert, and Karen Kent. Who Will Save Our Schools?: Teachers as Constructivist Leaders. Corwin Press, 1996.

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42

1939-, Lambert Linda, ed. Who will save our schools?: Teachers as constructivist leaders. Thousand Oaks, Calif: Corwin Press, 1996.

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43

1939-, Lambert Linda, ed. Who will save our schools?: Teachers as constructivist leaders. Thousand Oaks, Calif: Corwin Press, 1997.

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44

Lambert, Linda, Mary E. Dietz, Michelle Collay, Anna E. (Ershler) Richert, and Karen Kent. Who Will Save Our Schools?: Teachers as Constructivist Leaders. Corwin Press, 1996.

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45

Wolf, E. L. Fusion in the Sun. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769804.003.0004.

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Protons in the Sun’s core are a dense plasma allowing fusion events where two protons initially join to produce a deuteron. Eventually this leads to alpha particles, the mass-four nucleus of helium, releasing kinetic energy. Schrodinger’s equation allows particles to penetrate classically forbidden Coulomb barriers with small but important probabilities. The approximation known as Wentzel–Kramers–Brillouin (WKB) is used by Gamow to predict the rate of proton–proton fusion in the Sun, shown to be in agreement with measurements. A simplified formula is given for the power density due to fusion in the plasma constituting the Sun’s core. The properties of atomic nuclei are briefly summarized.

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46

Blondel, Jean. Measuring and Using Leadership Capital. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198783848.003.0013.

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This chapter gives an overview of how the LCI has worked and reflects on three different areas of uncertainty around leadership capital. The first concerns the measurement and methodological approach adopted, especially around the attempt to score leadership and the exact means of quantifying the approach. The second examines exactly what aspects of leadership are considered and how they are weighted, arguing that personal values and agency are sacrificed for wider contextual and relational measures. Finally, it challenges the notion that leadership capital (almost) inevitably tends to decline over time and offers a more nuanced set of possibilities, as the curves of capital can be very different according to institutions and context. The chapter ends by looking at whether the LCI can extend beyond the borders of developed democracy with a provisional look at how the LCI may apply to political leaders elsewhere.

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47

Deal, Terrence E., and Lee G. Bolman. Becoming a Teacher Leader: From Isolation to Collaboration. Corwin Press, 1993.

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48

Morin, Alain. The Self-Reflective Functions of Inner Speech. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796640.003.0012.

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The current chapter revisits an earlier account (2005) of how inner speech leads to self-reflection. Definitions, functions, neuroanatomy, and measurement of self-reflection and inner speech are first presented, followed by the detailed proposal suggesting that these two processes are connected in at least three possible ways. Empirical evidence supporting this proposal is discussed, as well as theoretical considerations pertaining to underlying mechanisms explaining how self-reflection and inner speech may interrelate. To illustrate, several self-referential tasks used in typical fMRI studies show a reliable activation of the left inferior frontal gyrus—the main brain area known to sustain inner speech; inner speech can reproduce (i.e. internalize) already existing social mechanisms leading to self-reflection. Some possible philosophical and clinical implications of the role played by inner speech in self-reflection are outlined in conclusion.

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49

Gwneud defnydd effeithiol o wybodaeth asesu: Cofnodi : cyfnodau allweddol 1-3 : canllawiau ar gyfer penaethiaid, arweinwyr pwnc/penaethiaid adran ac athrawon = Making effective use of assessment information : recording : key stages 1-3 : guidance for headteachers, subject leaders/heads of departments and teachers. Cardiff: Qualifications, Curriculum & Assessment Authority for Wales = Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru, 2000.

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50

Waldek, Stephen. Fabry disease. Edited by Neil Turner. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0337.

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Fabry disease is a rare X-linked lysosomal storage disorder in which deficiency of alpha-galactosidase A leads to accumulation of substrate, mostly globotriaosylceramide, which causes a progressive, multiorgan disease affecting predominantly the kidneys, skin, heart, and nervous system. Painful peripheral (‘acral’) neuropathy is characteristic.Key clinical signs are angiokeratoma found by close examination of skin; characteristic eye lesions may be seen; lipid deposits may be seen in urine. Renal biopsy appearances are characteristic and this is commonly where the diagnosis is first made. Increasingly, cardiologists are suspecting the condition in adults with echocardiographic appearances of left ventricular hypertrophy. Diagnosis in men is usually made by measurement of alpha-galactosidase in either white cells or plasma (or using blood spots). Unfortunately, many female patients can have normal enzyme levels so that genetic testing is the only way to confirm a diagnosis. Non-selective screening strategies (e.g. males on renal replacement therapy with uncertain renal diagnoses) have had low yields.

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Books on the topic 'Leaves – measurement'

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