The self-fashioning of French Newtonianism     

Wolfe  Charles T.  Gilad  David 《Metascience》2011,20(3):573-576

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Kinematic differences between front crawl sprint and distance swimmers at sprint pace     

McCabe CB  Psycharakis S  Sanders R 《Journal of sports sciences》2011,29(2):115-123

The purpose of this study was to use three-dimensional methods to determine whether there are distinct kinematic differences between sprint and distance front crawl swimmers when swimming at a sprint pace. Seven sprint and eight distance specialists performed four 25-m sprints through a 6.75-m(3) calibrated space recorded by six gen-locked cameras. The variables of interest were: average swim velocity, stroke length, stroke frequency, upper limb and foot displacement, elbow angle, shoulder and hip roll angles, duration of stroke phases, and the time corresponding to particular events within the stroke cycle relative to hand entry. Differences between sprint and distance swimmers were assessed with an independent t-test for each variable, in addition to effect size calculations. Differences between sprint and distance front crawl swimmers were generally small and not significant when swimming at a sprint pace. Differences were limited to temporal aspects of the stroke cycle. These findings suggest that coaches should not train sprint and distance specialists differently in terms of technique development.  相似文献   

Asymmetry of red blood cell motions in a microchannel with a diverging and converging bifurcation     

Leble V  Lima R  Dias R  Fernandes C  Ishikawa T  Imai Y  Yamaguchi T 《Biomicrofluidics》2011,5(4):44120-4412015

In microcirculation, red blood cells (RBCs) flowing through bifurcations may deform considerably due to combination of different phenomena that happen at the micro-scale level, such as: attraction effect, high shear, and extensional stress, all of which may influence the rheological properties and flow behavior of blood. Thus, it is important to investigate in detail the behavior of blood flow occurring at both bifurcations and confluences. In the present paper, by using a micro-PTV system, we investigated the variations of velocity profiles of two working fluids flowing through diverging and converging bifurcations, human red blood cells suspended in dextran 40 with about 14% of hematocrit level (14 Hct) and pure water seeded with fluorescent trace particles. All the measurements were performed in the center plane of rectangular microchannels using a constant flow rate of about 3.0 × 10⁻¹² m³/s. Moreover, the experimental data was compared with numerical results obtained for Newtonian incompressible fluid. The behavior of RBCs was asymmetric at the divergent and convergent side of the geometry, whereas the velocities of tracer particles suspended in pure water were symmetric and well described by numerical simulation. The formation of a red cell-depleted zone immediately downstream of the apex of the converging bifurcation was observed and its effect on velocity profiles of RBCs flow has been investigated. Conversely, a cell-depleted region was not formed around the apex of the diverging bifurcation and as a result the adhesion of RBCs to the wall surface was enhanced in this region.  相似文献   

Who is schooled in developing countries? The roles of income,parental schooling,sex, residence and family size     

Barbara L. Wolfe  Jere R. Behrman 《Economics of Education Review》1984,3(3):231-245

This paper explores schooling determinants in Nicaragua. Results include: (1) schooling is determined simultaneously with number of children, although simultaneous estimates do not indicate sharp ‘quantity-quality’ trade-offs. (2) Rural boys receive less schooling than rural girls, possibly because of higher opportunity costs for boys in agricultural work. (3) Family background is quite important, suggesting limited intergenerational mobility. (4) Income has permanent and transitory effects. However, women's full income does not seem particularly important. (5) Parental schooling partially represents taste and genetic effects. Thus the interpretation of schooling as representing only efficiency is misleading and may lead to important distortions in the allocation of resources and ambiguous private welfare effects.  相似文献   

Rural underpinnings for resiliency and linkages (rural): A safe schools/healthy students project     

Leslie Z. Paige  Stephen N. Kitzis  Joyce Wolfe 《Psychology in the schools》2003,40(5):531-547

Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003.  相似文献   

Emotion and cognition: an intricately bound developmental process     

Bell MA  Wolfe CD 《Child development》2004,75(2):366-370

Regulatory aspects of development can best be understood by research that conceptualizes relations between cognition and emotion. The neural mechanisms associated with regulatory processes may be the same as those associated with higher order cognitive processes. Thus, from a developmental cognitive neuroscience perspective, emotion and cognition are dynamically linked and work together to process information and execute action. This article highlights the authors' recent efforts at integrating emotion regulation and cognitive processing during the first year of life by focusing on the methodological criteria outlined by Cole, Martin, and Dennis (this issue), and it discusses the idea that emotion and cognition are an intricately bound developmental process.  相似文献   

Evaluation of a brief intervention for educating school children in awareness of physical and sexual abuse     

D A Wolfe  T MacPherson  R Blount  V V Wolfe 《Child abuse & neglect》1986,10(1):85-92

The development and evaluation of procedures for imparting information to children regarding inappropriate treatment by adults is a challenging task that warrants increased methodological sophistication. The present study was conducted to evaluate proximal changes in fourth and fifth graders' knowledge and attitudes of physical and sexual abuse following brief skits and focal discussion in the classroom. The study used a control group of children that did not receive the intervention, which permitted a more accurate understanding of the program's effectiveness. Relative to controls, children who received the program showed an overall increase in knowledge of correct actions to take in the event of potential or actual abuse. Limitations of the study, as well as suggestions for broadening the scope and impact of child abuse prevention programs for children are discussed in relation to these findings.  相似文献   

Conceptual learning in relation to near and far transfer in the secondary school subject of economics     

Lenie Kneppers  Marianne Elshout-Mohr  Carla van Boxtel  Bernadette van Hout-Wolters 《European Journal of Psychology of Education - EJPE》2007,22(2):115-129

In this study we investigated the effects of two treatments supplementing students’ (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students’ knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts. The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them.  相似文献   

Histories of Colorism and Implications for Education     

Verna M. Keith  Carla R. Monroe 《理论付诸实践》2016,55(1):4-10

In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraracial disparities, connections between colorism and educational outcomes are underappreciated. A brief consideration of how color-based advantages and disadvantages may affect African-, Latino/a-, and Asian-descended groups is provided to heighten educators' awareness of the problem.  相似文献   

Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history     

Maaike E. Prangsma  Carla A. M. Van Boxtel  Gellof Kanselaar 《Instructional Science》2008,36(2):117-136

Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent to which pupils verbally integrate textual and visual information differs for the four different tasks.  相似文献