Relative Isometric Endurance and Different Levels of Athletic Achievement     

Dr. B. Robert Carlson 《Research quarterly for exercise and sport》2013,84(3):475-480

Abstract

Relative isometric endurance tests of 50, 60, 70, and 80 percent weight loads were used to evaluate the muscular endurance of three groups of male college students. The 47 students were grouped according to level of athletic achievement. Analysis of variance models failed to detect any differences between the endurance of the three groups. Consideration was given to the use of relative endurance tests for evaluating levels of motivation.  相似文献   

The construction of experience: a longitudinal study of representation and behavior     

Carlson EA  Sroufe LA  Egeland B 《Child development》2004,75(1):66-83

Continuity in relationship representation and developmental links between relationship representation and behavior from infancy to late adolescence were examined using longitudinal data from a risk sample (N = 185). Significant correlations were found among diverse representational assessments (e.g., interview, drawing, projective narrative) and between representational and concurrent observational measures of relationship functioning. Structural equation models were analyzed to investigate the relations among caregiving experience in infancy; relationship representation and experience in early childhood, middle childhood, and early adolescence; and socioemotional functioning in adolescence. A model representing interactive contributions of representational and behavioral experience represented the data significantly better than a model representing noninteractive contributions. Findings support an organizational developmental view that socioemotional adaptation arises from the progressive construction of mutually informing expectations and experience.  相似文献   

The Relation between Individual Differences in Fantasy and Theory of Mind   总被引：6，自引：1，他引：6  

Marjorie Taylor  Stephanie M. Carlson 《Child development》1997,68(3):436-455

The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e.g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second session 1 week later, children were given a series of theory of mind tasks, including measures of appearance-reality, false belief, representational change, and perspective taking. The theory of mind tasks were significantly intercorrelated with the effects of verbal intelligence and age statistically controlled. Individual differences in fantasy/pretense were assessed by (1) identifying children who created imaginary characters, and (2) extracting factor scores from a combination of interview and behavioral measures. Each of these fantasy assessments was significantly related to the theory of mind performance of the 4-year-old children, independent of verbal intelligence.  相似文献   

The design of tasks in support of teachers’ development of coherent mathematical meanings     

Patrick W. Thompson  Marilyn P. Carlson  Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432

We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships.  相似文献   

Charter school authorizers and student achievement     

Deven Carlson  Lesley LaveryJohn F. Witte 《Economics of Education Review》2012

In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers—local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education. The results of the analysis indicate that there is no statistically significant relationship between charter school authorizing type and mean levels of student achievement. However, the analysis also reveals that schools authorized by nonprofit organizations exhibit substantially more variability in achievement than schools authorized by local school boards.  相似文献   

“Sharing My Bias”: We're From the Government,and We're Here to Help     

Al Carlson 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1):61-64

This article describes reference skills as a sharable resource, particularly in light of the development of e-government and the demands it places on public services staff in libraries.  相似文献   

Hope without illusion: telling the story of democratic educational renewal     

Dennis Carlson 《International journal of qualitative studies in education》2013,26(1):21-45

In this article, the author reflects on his participation in a project in democratic educational renewal in an inner‐city high school in Cincinnati, Ohio in the 1990s. He frames the case study within a number of broader questions in democratic educational research and theory having to do with the need to construct narratives of hope without illusion. Such research narratives, he argues, are rooted in a recognition that culture is contested and thus open rather than determined. Progressive stories open up possibilities for critical reflection and strategic action at various sites, and they cross the borders between ‘insider’ and ‘outsider’ accounts. To develop these ideas, he draws on a number of poststructural theorists, including most notably Gramsci and Foucault. He situates the case study within the context of an analysis of the new cultural politics of: corporate‐sponsored school reform, the surveillance and policing of urban youth, and the ‘othering’ of progressives voices in urban education.  相似文献   

Character invention in the letters of Maimie Pinzer   总被引：1，自引：1，他引：0  

A. Cheree Carlson 《Communication quarterly》2013,61(4):408-419

The concept of “narrative” is becoming an avenue through which scholars can privilege nontraditional forms of communication. Communication scholars have been attempting to discover how some narratives may “ring true” with an audience by studying the strategies of the storytellers. This study brings these two impulses together through a case study of autobiographical letters written by a turn of the century prostitute to a Boston matron. In creating a narrative of her life, the author uses several rhetorical strategies to recreate her character so as to persuade her audience that she is worthy of respect. In so doing, she also persuades herself.  相似文献   

你接受挑战吗?     

Greg Carlson 《海外英语》2008,(12):36

Should we easily wail about the embarrassment and the unfairness of life?Or should we accept obstacles as challenges?With a choice of stance we can allow ourselves to be oppressed victims.When anything happens to us,we can take it as a sign that we should not expect anything good out of our lives.These are times when we need to determine whether it is wisdom or fear that motivates us in our choices.……  相似文献   

English,T. J. 1995. Born to kill: the rise and fall of America’s bloodiest Asian gang. New York,NY: Harper Collins. ISBN-13 978-0061782381. pp. 336.     

Corey R. Carlson 《Journal of Criminal Justice Education》2013,24(4):552-554

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