Academic literature on the topic 'Mark Helberg'

Osasunaren esparruan oro har, eta zehazki Osasun Publikoarenean, azken bi mendeetan ingurumenak osasunean duen eragina aztertzeak interesa piztu du. Marc Lalondek, 1974. urtean osasun-eredua garatu zuen, eta azpimarratu zuen bizi-ohiturek eta inguruko faktoreek osasunean zuten eragina. Artikulu honen helburu orokorra da faktore hauek haurraren garapen neuropsikologikoan nola eragiten duten aztertzea helburutzat duten INMA proiektuko hainbat lanen emaitza esanguratsuenak azpimarratzea. Hala nola, emakumeen bizi-estiloekin erlazionatutako gainpisu/obesitateak eta erretze-ohiturak asoziazio negatiboa erakutsi zuten haurraren garapen neuropsikologikoarekin. Elikadura-ohiturei dagokienez, ikusi zen arraina osasunerako onuragarriak zein kaltegarriak diren substantzien garraio dela. Emakume haurdunek jarraitzen zituzten ekimenei dagokienez, gure proiektuko emaitzek erakutsi zuten azido folikoaren dosi altuegi zein baxuegiek haurren garapen neuropsikologikoan eragin positiboak zituztela. Edoskitze naturalak autismoa bezalako jokabide-arazoentzat eragin babesgarria zuela erakutsi zuten gure ikerketek. Ingurumen faktoreek haurraren garapenean eta osasunean kalteak dakartzatela ikusi da. Berdeguneek duten eragina, ordea, onuragarria dela ikusi da. Lan honek haurdunaldian emakumeak jarraitzen dituen bizi-ohiturak eta osasun-sistemaren aholkuak zein emakumeak dituen ingurumen-esposizioak haurraren garapen neuropsikologikoan duen eragina erakutsi du.

El objetivo de este trabajo es analizar los discursivos jurídicos en torno al derecho a decidir, tomando como punto de partida los procesos para profundizar en el autogobierno llevados a cabo en las comunidades autónomas de Euskadi y Catalunya entre los años 2008 y 2015. Dicho de otra manera, este trabajo analiza los discursos jurídicos construidos en España en torno al derecho a decidir. Por lo tanto, se estudian y se comparan los discursos y significados sobre el derecho a decidir que han surgido de las prácticas jurídicas construidas en el contexto de diferentes procesos en España. Para ello se han utilizado documentos jurisprudenciales que ponen de manifiesto las diferentes maneras de entender el derecho a decidir. En concreto se han consultado las sentencias 103/2008, 42/2014, 31/2015 y 138/2015 del Tribunal Constitucional, puesto que se ha considerado que se trata de documentos jurídicos que evidencian de manera clara la variabilidad y el desacuerdo existente sobre el significado del objeto de la investigación. Lan honen helburu nagusia Erabakitzeko Eskubidearen inguruko diskurtsibo juridikoak aztertzea da, 2008 eta 2015 urte bitartean Euskal eta Catalunyako Autonomia Erkidegoek haien autogobernuaren sakontzean aurrera eramandako prozesuen ildotik. Beste batera esanda, lan honek Erabakitzeko Eskubidearen inguruan Espainian eraiki diren diskurtso juridikoak aztertzen ditu. Honela, Espainian, prozesu desberdinen testuinguruan eraiki diren praktika juridikoek Erabakitzeko Eskubidearen inguruan sortzen dituzten diskurtsoak eta haien edukiaren esanahiak, aztertu eta alderatzen dira. Horretarako, Erabakitzeko Eskubidearen ulerkera desberdinak agerian uzten dituzten dokumentu jurisprudentzialak baliatu dira, zehazki, Auzitegi Konstituzionalaren 103/2008, 42/2014, 31/2015 eta 138/2015 Epaiak, izan ere, ikerketa objektuaren esanahiaren inguruko joan etorriak eta tira- birak argi adierazten duten dokumentu juridikoak kontsideratu ditugu. The goal of this work is to analyze the legal discourses around the right to decide taking as a starting point the processes to delve into selfgovernment carried out by the Autonomous Communities of Euskadi and Catalunya between 2008 and 2015. In other words, this work explores the legal discourses built around the right to decide in Spain. Therefore, we study and compare discourses and signifiers upon the right to decide that have emerged from the legal practices built within the context of different processes in Spain. To that end, we have used case law documents that evidence the several ways of understanding the right to decide. In particular, we have consulted judgments 103/2008, 42/2014 and 138/2015 delivered by the Constitutional Court since it has been consided that they are legal documents that clearly reveal the existing variability and disagreement over the meaning of the scope of the research.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

The location of distribution centers is an important strategic decision in supply chain design, particularly as it relates to service quality, productivity, and profitability of the firm. There has been extensive research performed on distribution location models which require the use of complex algorithms and assumptions that make use of these models difficult in practice for small and medium enterprises (SMEs) that have limited capital and resources. Studies have also failed to capture and quantify potential business results of using more sophisticated methods. In this study, a deterministic and static location-allocation model is designed using a prototype software tool. The tool is a collection of Excel/VBA programs formulated as a mixed integer programming (MIP) model. Research was done in conjunction with a personal care products company that provided a unique opportunity to evaluate the manual methods typically used in SMEs with the results of the software tool and the potential business impact. Both quantitative data, including customer locations and order information, as well as qualitative data were collected from the company. A total of five models were simulated using the prototype software tool, including one model of the current supply chain for use as a base comparison, and four future-state models of potential distribution center (DC) location scenarios. The objective in each of these models was to minimize transportation costs while maintaining the desired service fulfillment levels. The use of the prototype software tool resulted in a more optimal supply chain solution. The optimized DC location resulted in a network design with a 6.5% reduction in transportation costs from the base model, and a 0.8% reduction in transportation costs from a location previously chosen by the company. The results also provided insight into considering weighted shipping volume in location analysis as it can serve as a magnifier of business impact and rapid diminishing returns when shipping product below an average of 10 pounds. The use of an optimization tool was shown to mitigate many issues SMEs encounter in attempting to synthesize multiple variables in the DC location problem.

The most significant shift in the wartime and postwar history of the Hollywood producer was the rise of women. Joan Harrison and Virginia Van Upp are best known, but little has been written about the producing careers of Harriet Parsons, Helen Rathvon, Ruth Herbert, Frances Manson, Ginger and Lela Rogers, Constance Bennett, Joan Bennett, Helen Deutsch, Jane Murfin, Theresa Helburn, Bette Davis, Katharine Hepburn, Kay Francis, and Rita Hayworth. Together with Mary Pickford, longtime partner of United Artists Studios, and Ida Lupino, actress turned writer-director-producer, they formed a formidable contingent of women who sought to redefine and re-energize the creative role of the producer. Many of these women combined screenwriting, editing, acting, and producing duties. During the war years, two factors advanced women’s executive roles in Hollywood: women outnumbered men in the United States and public and cross-party support for the Equal Rights Amendment was at its peak.

Theresa Helburn was initially uncertain about whether to treat Green Grow the Lilacs as a “cowboy play” with songs by the likes of Woody Guthrie and Tex Ritter, as something aspiring to higher artistic status (music by Aaron Copland or Roy Harris), or somewhere in between. Richard Rodgers also needed to deal with his longtime but collapsing partnership with Lorenz Hart. Even after Helburn had fixed on Rodgers and Hammerstein, in summer 1942, there were important decisions to be made about the director (eventually, it was Rouben Mamoulian), choreographer (Agnes de Mille, chosen because of her work on Copland’s Rodeo), and the casting of the show. The Guild approached various Hollywood stars (Deanna Durbin, Groucho Marx, Anthony Quinn, Shirley Temple) but took a different path in the end. No less troublesome was how to generate the large amount of money needed to get a musical onto the stage.