Recent experience of the application of a commercial data base management system (ADABAS) to a scientific data bank (ECDIN)     

William G. Town  John Powell  Peter R. Huitson 《Information processing & management》1980,16(2):91-108

The ECDIN (Environmental Chemicals Data and Information Network) project started in 1973. During the pilot phase of operation the feasibility of the system was demonstrated using a data base of 4000 compounds and the SIMAS information retrieval system. It was quickly realised that for ECDIN data management was as important as information retrieval and in November 1977, after a study of available software, the ADABAS data base management system was installed at JRC Ispra for ECDIN and other JRC data banks. A design exercise for the ECDIN ADABAS data base has been completed and parts of the existing ECDIN data base have been converted to the new system. The problems encountered and the solutions adopted are discussed. The user interface to ECDIN is still under development. When fully operational ECDIN will be available through EURONET to both casual and specialist users and, in consequence, at least two levels of user interface will be required: (a) a user friendly conversational language designed for the casual user and capable of dealing with the more common types of question, (b) a sophisticated query language capable of answering the more difficult questions, producing “one-off” reports and probably requiring both a specialist knowledge of the data base and a programmer oriented background. The first tentative steps in this direction are described.  相似文献   

Activity and Behavioral Development in Stunted and Nonstunted Children and Response to Nutritional Supplementation     

Julie M. Meeks Gardner  Sally M. Grantham-McGregor  Susan M. Chang  John H. Himes  Christine A. Powell 《Child development》1995,66(6):1785-1797

It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months.  相似文献   

Don''''t Punish Every Mistake     

Colin Powell 《海外英语》2004,(12):1

In one of my assignments as a young infantry(步兵)officer,I was sent tothe 48th Infantry near Frankfurt,Germany.In those days our prize weaponwas a huge 280-mm atomic cannon. One day Captain Tom Miller assigned my platoon to guard a 280.Ialerted my men,loaded my.45 caliber(口径)pistol and jumped into my jeep.I  相似文献   

Being Subjective about Autistic Thinking and Learning to Learn     

Stuart D. Powell  Rita R. Jordan 《教育心理学》1993,13(3-4):359-370

In this paper, we discuss the deviant pattern of the development of thinking in autism and outline our thesis that the problem with autistic memory is in developing a personal episodic memory, and that this difficulty arises because of a deficit in the development of an experiencing self, which we have termed (after Brewer, 1986) an ‘ego‐self. We discuss constraints which we suggest result in learnable thinking skills remaining domain specific: difficulties with (i) language, (ii) coding, storage and retrieval of information and (iii) the role of emotions. We discuss what ‘improving the thinking’ of individuals with autism would entail and draw implications regarding fundamental requirements and caveats of teaching thinking for all individuals.  相似文献   

THE NEED FOR RECONSTITUTION IN THE CIVIC UNIVERSITIES     

T. G. E. Powell 《Higher Education Quarterly》1954,9(1):82-89

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A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools     

Lesley Powell  Mollie Gilchrist  Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.  相似文献   

Teenage parenthood: what's the problem?     

Eryl Powell 《Sex education》2013,13(2):253-254

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Whose curriculum is it anyway? Stakeholder salience in the context of Degree Apprenticeships          下载免费PDF全文

Philip Powell  Anita Walsh 《Higher Education Quarterly》2018,72(2):90-106

A Degree Apprenticeship model has recently been introduced into the United Kingdom (UK) Higher Education system as part of wider changes to vocational training. The system has experienced numerous rapid changes in regulation and funding, and it is now little understood by many stakeholders. Distinguishing different phases in UK Higher Education, and using a salience model as a lens for analysis, this article identifies and examines stakeholders with regards to their influence on the Higher Education curriculum. The new Degree Apprenticeship model is funded by an employer payroll levy and it requires Higher Education institutions to deliver training to specific standards. This research explores the implications of the model for the Higher Education curriculum, concluding that the direct involvement of employers in the design and delivery of vocational Higher Education introduces untried elements into UK Higher Education on the assumption that the funding requirement will lead to a change in employer behaviour. This, coupled with the opening of Higher Education provision to private providers, transfers power over the curriculum to those with potentially no commitment to wider public values, and may offer a threat to the international standing of UK Higher Education. This article contributes to research in understanding how Higher Education systems respond to, and actors cope with, imposed change.  相似文献   

Prosodic correlates of stress in babbling: an acoustical study     

Davis BL  MacNeilage PF  Matyear CL  Powell JK 《Child development》2000,71(5):1258-1270

Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias.  相似文献   

Book reviews     

Susan Sayer  Susan Sayar  P. G. Altbach  John D. Turner  D. G. Mulcahy  Erich Leitner  Nancy M. Reid  John Powell 《Higher Education》1982,11(3):345-352

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