An x-ray study of the beta transformation in copper-zinc alloys     

Arthur Phillips  L.W. Thelin 《Journal of The Franklin Institute》1927,204(3):359-368

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Today's speech books in review     

Professor Arthur Eisenstadt 《Communication quarterly》2013,61(1):31-32

Boardman, Gail, Oral Communication of Literature, 1953, N. Y.: Prentice‐Hall, pp. 472, $4.95.

Gassner, John, Producing The Play, (rev. ed.), 1953, N. Y.: Dryden Press, pp. 915, $5.75.

Gottlober, A. B., Understanding Stuttering, 1952, N. Y.: Grune and Stratton. pp. 288, $5.50.

Harding, H. F., The Age of Danger, 1952, N. Y.: Random House, pp. 561, $3.25.

Haut, Lillian, Speak Correctly, 1952, N. Y.: Speech Handbooks, pp. 56, $1.50.

Huston, A. D., and Sandberg, R. A., Everyday Business Speech, 1952, N. Y.: Prentice‐Hall, pp. 302, $4.00.

Johnson, W., et al, Diagnostic Manual In Speech Correction, 1953, N. Y.: Harper, pp. 221, $2.50.

Lee, C. I., Oral Interpretation, 1952, N. Y.: Houghton‐Mifflin. pp. 596, $3.50.

Lee, I. J., How To Talk With People, 1952, N. Y.: Harper, pp. 176, $2.00.

O'Brien, J. F., Parliamentary Law for The Layman, 1952, N. Y.: Harper, pp. 248, $3.00.

Van Dusen, C. R., Training The Voice For Speech, sec. ed., 1952, N. Y.: McGraw Hill. pp. 232, $3.50.

Van Riper, C., A Case Book In Speech Therapy, 1953, N. Y.: Prentice‐Hall, pp. 144, $2.75.  相似文献   

Progress in education: Vietnam     

Arthur L. Aikman 《Peabody Journal of Education》2013,88(1):76-80

TO MAKE A DIFFERENCE: TEACHING IN THE INNER CITY by Larry Cuban. New York: Free Press, 1970. xxii + 261 pp. $6.95.

EDUCATIONAL AUDIOLOGY FOR THE LIMITED HEARING INFANT by Doreen Pollack. Springfield, Illinois: Charles C. Thomas, Publisher, 1970. xiii + 237 pp. $10.75.

STUDENTS AS LINKS BETWEEN TWO CULTURES edited by Ingrid Eide. New York: UNESCO, 1971. 243 pp. $10.00.

SHARED AUTHORITY ON CAMPUS by Morris Keeton. Washington, D.C.: American Association for Higher Education, 1971. 168 pp. $3.75.

THE NATIONAL EDUCATION ASSOCIATION AND THE BLACK TEACHER by Michael John Schultz, Jr. Coral Gables, Florida: University of Miami Press, 1970. 224 pp. $7.95.  相似文献   

The Utility of Chromosomal Microarray Analysis in Developmental and Behavioral Pediatrics     

Arthur L. Beaudet 《Child development》2013,84(1):121-132

Chromosomal microarray analysis (CMA) has emerged as a powerful new tool to identify genomic abnormalities associated with a wide range of developmental disabilities including congenital malformations, cognitive impairment, and behavioral abnormalities. CMA includes array comparative genomic hybridization (CGH) and single nucleotide polymorphism (SNP) arrays, both of which are useful for detection of genomic copy number variants (CNV) such as microdeletions and microduplications. The frequency of disease‐causing CNVs is highest (20%–25%) in children with moderate to severe intellectual disability accompanied by malformations or dysmorphic features. Disease‐causing CNVs are found in 5%–10% of cases of autism, being more frequent in severe phenotypes. CMA has replaced Giemsa‐banded karyotype as the first‐tier test for genetic evaluation of children with developmental and behavioral disabilities.  相似文献   

Rómulo de Carvalho’s Work on the Popularization of Science During Salazarism     

Arthur Galamba 《Science & Education》2013,22(10):2659-2677

This article provides an account of Rómulo de Carvalho’s most prominent works on the popularization of science during the Salazarist regime in Portugal. Carvalho has been praised for his ‘unique’ writing style, for his uncommon ability to communicate scientific knowledge with clarity to a wide audience: he wrote to teachers, to secondary students, to the layman and even to the rural peasantry. Most of his books and articles on popularization explored the History and Philosophy of Science, and it has been claimed that he influenced many youngsters to pursue scientific careers. Given the repressive political context imposed by Salazarism, it is argued that Carvalho’s work on the popularization of science had a humanist and libertarian connotation. However, intriguingly, different from some of his contemporaries who also promoted humanistic education for all, Carvalho was never targeted by the Dictatorship. The article seeks to shed light on this matter. It points out the educational reach of Carvalho’s writings and suggests that popularization of science in repressive regimes is not necessarily a problematic issue as long as it does not threat the status quo.  相似文献   

What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers?     

Scott C. Marley  Joel R. Levin  Arthur M. Glenberg 《Journal of Experimental Education》2013,81(3):395-417

The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications.  相似文献   

A Study of Children’s Fears     

Arthur T. Jersild  Frances B. Holmes 《Journal of Experimental Education》2013,81(2):109-118

In carefully examining the thesis of a paper by Anderson, Nelson, and Edgington (1984) concerning the socalled Fool’s Type IIa error, one realizes that certain fundamental statistical tenets have been overlooked or ignored. The purpose of the present paper is to discount the notion of a Fool’s Type IIa error under the Neyman-Pearson philosophy of testing statistical hypotheses and to highlight the need for improved statistical education related to hypothesis testing. If the importance of Type I and Type II errors cannot be quantified, then the Neyman-Pearson approach to hypothesis testing is of no value, and hence a Fool’s Type IIa error is irrelevant. If statistical testing errors are important and can be quantified, then adjustment for the Fool’s Type IIa error region is equivalent to increasing the probability of making a Type I error.  相似文献   

Skill components of task analysis     

Anne E. Adams  Wendy A. Rogers  Arthur D. Fisk 《Instructional Science》2013,41(6):1009-1046

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Monitoring of immunological parameters in adolescent basketball athletes during and after a sports season     

Diego Trevisan Brunelli  Ariel Rodrigues  Wendell Arthur Lopes  Arthur Fernandes Gáspari  Valéria Bonganha  Paulo César Montagner 《Journal of sports sciences》2013,31(11):1050-1059

Abstract

The objective of the present study was to monitor the immunological and hormonal responses and the occurrence of upper respiratory symptoms in adolescent basketball athletes during the different stages of a sports season. Anthropometric measures, biochemical analyses (interleukin-6, interleukin-10, tumour necrosis factor-alpha, C-reactive protein, testosterone and cortisol), neuromuscular evaluations (standing vertical jumping ability, agility and estimated VO_2max) and leukocyte counts were performed at four moments: 72 h before the season (?72 h); before the season (Pre-season); after six weeks, at the end of the preparatory period (Preparatory); and after 20 weeks, at the end of the competitive period (Competitive). Also, the occurrence of upper respiratory symptoms was collected weekly during all stages of the season. There were significant increases in monocytes, cortisol, tumour necrosis factor-alpha and C-reactive protein at the Competitive moment as compared to the Pre-season. In addition, interleukin-10 decreased at the Competitive moment as compared to the Pre-season. Occurrence of upper respiratory symptoms demonstrated increases (38%) during the competitive period as compared to the preparatory. These results suggest that periods of training and competition could increase the occurrence of upper respiratory symptoms in adolescent athletes and this may be due to the unwanted effects of an inflammatory process in response to the excessive stress of training and competition.  相似文献   

The use of the intensity gradient and average acceleration metrics to explore associations with BMI z-score in children     

Duncan S. Buchan  Gillian McLellan  Samantha Donnelly  Rosie Arthur 《Journal of sports sciences》2013,31(23):2751-2758

ABSTRACT

This study used the intensity gradient (IG) and average acceleration metrics to describe children’s activity profiles and explore associations with body mass index (BMI) z-score. Two hundred and forty-six children (n = 138 girls) aged 9.6 ± 1.4 years wore a wrist-mounted ActiGraph wGT3X-BT accelerometer for 7 days on their non-dominant wrist. Physical activity (PA) metrics captured included: the IG which describes the intensity distribution of accelerations across the 24 h monitoring period; average acceleration which provides a measure of the volume of activity; total moderate-to-vigorous PA (MVPA) and inactive time. Acceleration was averaged over 5s epochs. Finally, BMI z-score was calculated for each participant. Average acceleration was negatively associated with BMI z-score (p < 0.05) independent of age and gender but not IG. The IG was negatively associated with BMI z-score independent of potential correlates and average acceleration. Total MVPA was not associated with BMI-z score. The IG and average acceleration metrics may be used to explore the independent or cumulative effects of the volume and intensity distribution of activity upon measures of health and well-being in children to inform specific activity recommendations.  相似文献