An Energy Model for Viewing Embodied Human Capital Theory     

Neil A. Kaufman  Gary D. Geroy 《Performance Improvement Quarterly》2007,20(1):37-47

Human capital development is one of the emerging areas of study with regard to social science theory, practice, and research. Arelatively new concept, human capital is described in terms of individual knowledge skills and experience. It is currently expressed as a function of education as well as a measure of economic activity. Little theory exists to establish models of individual or group human capital. By drawing upon existing physical science constructs such as embodied energy, this article applies a framework for articulating an approach to human capital development and interaction. Our proposition is that human capital consists of active and passive capacity, which parallels the theoretic dimensions of potential and kinetic energy. Aconceptual binary phase diagram of a human capital system is presented along with examples for applying the model to practice. Utilizing an economic model of resource flows; a model of embodied human capital is developed as a vehicle for sustainable human capital theory.  相似文献   

Oxygen uptake kinetics in children and adults after the onset of moderate-intensity exercise   总被引：1，自引：0，他引：1  

Fawkner SG  Armstrong N  Potter CR  Welsman JR 《Journal of sports sciences》2002,20(4):319-326

The literature suggests that the oxygen uptake (VO2) response to the onset of moderate-intensity exercise may be both mature from childhood and independent of sex. Yet the cardiorespiratory response to exercise and the metabolic profile of the muscle appear to change with growth and development and to differ between the sexes. The aim of this study was to investigate further changes in the VO2 kinetic response with age and sex. Participants completed a series of no less than four step change transitions, from unloaded pedalling to a constant work rate corresponding to 80% of their previously determined ventilatory threshold. Each participant's breath-by-breath responses were interpolated to 1 s intervals, time aligned and then averaged. A single exponential model that included a time delay was used to analyse the averaged response following phase 1 (15 s). Participants with parameter confidence intervals more than +/- 5 s were removed from the sample; the results for the remaining 13 men and 12 women (age 19-26 years), 12 boys and 11 girls (age 11-12 years) were used for statistical analysis. Children had a significantly shorter time constant than adults, both for males (19.0+/-2.0 and 27.9+/-8.6 s respectively; P<0.01) and females (21.0+/-5.5 and 26.0+/-4.5 s respectively; P<0.05). There were no significant differences in the time constant between the sexes for either adults or children (P>0.05). A significant relationship between the time constant and peak VO2 was found only in adult males (P<0.05). A shorter time constant in children may reflect an enhanced potential for oxidative metabolism.  相似文献   

Does Enrollment Diversity Improve University Education?   总被引：1，自引：0，他引：1  

Rothman  Stanley; Lipset  Seymour Martin; Nevitte  Neil 《Int. Journal of Public Opinion Research》2003,15(1):8-26

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Reviewing the Teaching and Learning of Children with Special Educational Needs: Enabling Whole School Responsibility     

Neil Morris  & Phil Parker 《British Journal of Special Education》1997,24(4):163-166

Neil Morris, Learning Support Co-ordinator, and Phil Parker, Learning Support Manger, at Colmers Farm School, use 'The four Ps of policy' (Palmer, Redfern & Smith, 1994) to review their own practice in the development of the monitoring and evaluation measures of their school's SEN (Special Educational Needs) provision. They outline their commitment to inclusive education, and analyse the ways in which the strategy of 'Subject Department SEN Reviews' focuses upon teaching and learning styles.  相似文献   

Book reviews     

Keith Acheson  Fernand Martin  Neil Alper  Virginia Lee Owen 《Journal of Cultural Economics》1995,19(4):351-359

Northeastern University  相似文献   

Supervised Fieldwork and the Development of Educational Managers     

Neil Johnson 《Cambridge Journal of Education》1993,23(3):319-332

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The New York Intellectuals and Mass Culture Criticism     

Neil Jumonville 《Journal of American culture (Malden, Mass. : 2003)》1989,12(1):87-95

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Keeping up the Momentum: A Longitudinal Evaluation of Professional Development in Digital Technologies for Academic Librarians at an Australian University     

Frances O&#x;Neil  Mark Pegrum 《The Journal of Academic Librarianship》2018,44(4):439-445

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Data points: exploring data-driven reforms of education     

Neil Selwyn 《British Journal of Sociology of Education》2018,39(5):733-741

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Collaborative epistemic discourse in classroom information-seeking tasks     

Simon Knight  Neil Mercer 《Technology, Pedagogy and Education》2017,26(1):33-50

The authors discuss the relationship between information seeking and epistemic beliefs – beliefs about the source, structure, complexity and stability of knowledge – in the context of collaborative information-seeking discourses. They further suggest that both information seeking, and epistemic cognition research agendas, have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area they seek to address in this article. A small-scale observational study using sociocultural discourse analysis was conducted with eight 11-year-old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. The authors find that: (1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk; (2) it is possible to identify talk which is more or less productive; and (3) epistemic talk is associated with positive learning outcomes.  相似文献