Incorporation of Computer Algebra into an Undergraduate Course in Open Channel Hydraulics     

CHRISTOPHER A. KENNEDY  WILLIAM C. LENNOX 《European Journal of Engineering Education》1997,22(3):335-341

Modern computer algebra systems have wide-ranging mathematical capabilities and user-friendly interfaces, which make them ideal tools for research and education. To demonstrate the applications of computer algebra for teaching, this paper reports on its successful incorporation into a senior, undergraduate, civil engineering course in open-channel hydraulics. Computer algebra is particularly useful for this course, since many hydraulics problems are non-linear and have traditionally required laborious solution techniques. The advanced capabilities of computer algebra systems also make them ideal tools for the design of hydraulic structures.  相似文献   

Neuromuscular variables affecting the magnitude of force loss after eccentric exercise     

STEPHEN SAYERS  CHRISTOPHER KNIGHT  PRISCILLA CLARKSON 《Journal of sports sciences》2013,31(5):403-410

The aim of this study was to examine neuromuscular variables contributing to differences in force loss after participants were exposed to the same relative bout of eccentric exercise. Thirty-six males performed 50 maximal eccentric contractions of the elbow flexors and were stratified into high responders (n?=?10) and low responders (n?=?10) based on force loss 36 h after exercise. Maximal voluntary isometric contractions (MVCs) and electromyography (EMG) were measured at baseline and 36 h after exercise. During eccentric exercise, mean peak torque, mean end-range torque from the final 25% of each trial and total angular impulse were computed over 25 contractions in each of two bouts. The slope of the change in these values for each 25 eccentric contractions was calculated for each participant using linear regression. At baseline, MVC was not different between groups (low responders: 97.0?±?9.6 N?·?m; high responders: 82.7?±?6.4 N?·?m; P?=?0.08). High responders demonstrated a 68% (range 62-78%) reduction in MVC and low responders a 39% (29-48%) reduction after exercise. Peak torque, end-range torque and total angular impulse were 13%, 40% and 33% higher, respectively, in the low than in the high responders (peak torque: P?=?0.0002; end-range torque: P?<?0.0001; total angular impulse: P?<?0.001). The rate of decline in peak torque slope was greater in high than in low responders (P?=?0.044). In conclusion, lower peak torque, end-range torque and total angular impulse during eccentric contractions and a greater peak torque slope may identify high responders to eccentric exercise.  相似文献   

Practical Reasoning     

JANE M. DAY 《Philosophical Books》1991,32(2):96-98

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Reading and the Process of Reading     

CHRISTOPHER WINCH 《Journal of Philosophy of Education》1989,23(2):303-315

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Disruptive Behaviour in Non-Referred Mainstream School Children,Aged Seven to Nine: A psychophysiological contribution     

RODNEY MALIPHANT  CHRISTOPHER WATKINS  JOHN G. V. DAVIES 《教育心理学》2003,23(4):437-455

Data are summarised relating resting heart/pulse rate to teachers' ratings of disruptive behaviour in a sample of 206 non-referred children, aged 7-9 years, attending mainstream schools and not subject to specialist attention. Low base heart rate (BHR) was found to be associated with teachers' ratings of disruptive behaviour, confirming similar earlier research based on children aged 11-16 years. The findings are discussed in relation to psychophysiology and child development and with reference to several theoretical frameworks, identifying the need for further research.  相似文献   

The Other Side of Academic Dishonesty: The relationship between faculty scepticism,gender and strategies for managing student academic dishonesty cases     

CHRISTOPHER A. SIMON  JIM R. CARR  SESI M. McCULLOUGH  SALLY J. MORGAN  TED OLESON  MARGRET RESSEL 《Assessment & Evaluation in Higher Education》2003,28(2):193-207

Student academic ethics is a serious concern for colleges and universities. The literature dealing with student academic ethics, however, focuses little attention on the possible connection between organizational characteristics and the efforts made by faculty to deter student academic ethics violations. In this case study analysis of faculty at a medium-sized university in the western USA, we found that the level of faculty institutional confidence is related to the use of formal deterrence strategies. Additionally, we found that female faculty members are less confident in the administration, but are only marginally less likely to use formal administrative approaches to manage academic ethics.  相似文献   

Implications of the UNNDERPIN Study* at St George's Hospital,Morpeth, Northumberland     

LINDA BANWELL  BARRY CHALK  JOAN DAY  GRAHAM WALTON 《Health information and libraries journal》1995,12(4):279-293

The Role of the History of Technology in the Engineering Curriculum     

CHRISTOPHER BISSELL  STUART BENNETT 《European Journal of Engineering Education》1997,22(3):267-275

In contrast to mathematics and science, where the history of the disciplines has long found a place in university curricula, the history of technology does not feature in many European engineering degrees. This paper will consider the pedagogical potential of the history of technology, with reference to four historical case studies. It is argued that the inclusion of such elements in engineering programmes can (a) give conventional students a vital broader perspective on their subjects and (b) improve the attractiveness of technology to those who would not normally consider it as an object of study.  相似文献   

PRINTED COMMENTS WITH ITEM ANALYSES     

J. CHRISTOPHER REID 《Journal of Educational Measurement》1970,7(3):159-160

This article suggests that item analysis computer programs include, as an option, a printing of English comments alongside of the item statistics. The particular comments that appear for each item depend upon that item's statistics. These comments should provide clear directions to the classroom teacher for the improvement of the items, and they should be flexible to reflect the differing decisions required by norm-referenced items and criterion-referenced items.  相似文献   

Education without Moral Worth? Kantian Moral Theory and the Obligation to Educate Others     

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2011,45(3):475-492

This article examines the possibility of a Kantian justification of the intrinsic moral worth of education. The author critiques a recent attempt to secure such justification via Kant's notion of the Kingdom of Ends. He gives four reasons why such an account would deny any intrinsic moral worth to education. He concludes with a tentative justification of his own and a call for a more comprehensive engagement between Kant's moral theory and the philosophy of education for purposes of understanding what constitutes the moral core of education.  相似文献