College Desegregation In Florida     

Charles J. Stanley  Joshua W. Williams  Malcolm Q. Barnes 《Equity & Excellence in Education》2013,46(5):14-18

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A Physiological Comparison of Performance-Matched Female and Male Distance Runners     

Russell R. Pate  Carolyn Barnes  William Miller 《Research quarterly for exercise and sport》2013,84(3):245-250

Abstract

Eight male and eight female runners were matched on performance in a 24.2 km (15 mile) road race (X time ± SD = 115.1 ± 2.2 min for females, 115.8 ± 3.2 min for males). All subjects completed a graded treadmill run during which [Vdot]O ₂ and heart rate (HR) were monitored at several submaximal running speeds and at maximal exercise. Blood samples, collected at rest and 3 min after maximal exercise, were analyzed for hematocrit and hemoglobin (Hb), lactic acid (LA) and 2,3-diphosphoglyceric acid (2,3-DPG) concentrations. Body composition was assessed via hydrostatic weighing. Group comparisons revealed that the males were taller, heavier, and higher in Hb than the females (p < .05). The sexes did not differ significantly in percentage of body fat or in [Vdot]O ₂ (ml · kg ^–1 · min ^–1 ), HR, respiratory exchange ratio, or ventilatory equivalent of oxygen during submaximal running or at maximal exercise (p > .05). 2,3-DPG was higher in the females when expressed relative to Hb (p < .05). These data indicate that female and male distance runners of equal performance levels are very similar in body composition and in metabolic and cardiorespiratory responses to exercise. The higher Hb observed in males may have been offset in part by the females' higher 2,3-DPG/Hb ratio.  相似文献   

Action research in education     

Yvonne Barnes 《Educational Action Research》2013,21(2):306-307

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Mrs Miggins in the Classroom     

Rob Barnes 《British Journal of Special Education》2000,27(1):22-28

Useful therapeutic material, often found in rational-emotive behaviour therapy (REBT), does not always reach the daily life of classrooms, although there are some exceptions in specific educational programmes. Pupils in schools can benefit daily from therapeutic ideas that prevent disturbed thinking and promote more optimistic views of setbacks. The aim of these ideas is to improve attitudes to schooling, especially in pupils who frequently need special help. In a small-scale project, a therapeutic board game was devised in order to generate discussion and to dispute irrational thinking. Two teachers and the author found that pupils of ten years of age responded positively to REBT, and teachers found that the cards used in the game provided a framework for discussion and self-help strategies.  相似文献   

Steelmaking and its future     

Robert S. Barnes 《Endeavour》1978,2(1):2-6

The world steel industry has grown steadily for the past twenty years and there should be no long-term slackening in demand. Nevertheless, the whole pattern of the industry is changing in response to technological innovation; new economic, political, and social factors; and the energy crisis. This authoritative article reviews recent developments and their implications with regard to the location of new steelworks; to the processes they use; and to their scale of operation. There has recently been a growth in the number of electric-arc mini-works.  相似文献   

Managing Academics on Short Term Contracts     

Nicola Barnes  & Suzanne O'Hara 《Higher Education Quarterly》1999,53(3):229-239

Over 40 per cent of academic staff in Higher Education and an unspecified number of support and part time staff, are employed on fixed term contracts. This article reports the findings of a study into the experiences of academic staff on such contracts. It argues that temporary employees' contractual status affects their ability to perform effectively and reduces their level of commitment to the organisation. It considers the implication of these findings and argues that while some of the factors which have prompted the use of temporary contracts may lie beyond the control of Higher Education institutions, universities could reduce their negative effects by reviewing the way in which temporary staff, who now make up almost half of the academic population, are managed.  相似文献   

RESEARCH SECTION: Multi‐agency working: what are the perspectives of SENCos and parents regarding its development and implementation?     

Pearl Barnes 《British Journal of Special Education》2008,35(4):230-240

With a national drive in England for the development and restructuring of services encouraging interdisciplinary approaches and multi‐agency working, the question remains as to how services should be developed and why it is perceived as so important. This study by Pearl Barnes, who is an Every Child Counts Teacher Leader and a member of the Specialist Advisory Board for nasen and the Child and Family Public Education Board at the Royal College of Psychiatrists, explores the perspectives of special educational needs co‐ordinators (SENCos) and parents regarding the rationale for multi‐agency working and explores what an effective service might look like. The interviews revealed overwhelming support for multi‐agency activity. Although no single rationale was identified, the general consensus was that a multi‐agency approach can provide a child‐centred pedagogical response, tailored to the individual needs of the child. Multi‐agency working was perceived as enabling and enhancing inclusive education by providing an early and holistic assessment of individual needs through identification of all individual barriers to achievement. No specific set of protocols was identified as offering the most suitable way forward within the project region. However, there was general agreement that a multi‐agency teamwork approach, accessed directly by schools and intervening proactively within the community, was an effective way forward.  相似文献   

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program     

Donna Cross  Amy Barnes 《理论付诸实践》2014,53(4):293-299

This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior.  相似文献   

NEGRO SUNDAY SCHOOLS     

L. Philip Barnes 《Religious education (Chicago, Ill.)》2013,108(4):445-461

In this article the phenomenological approach to religious education is subjected to careful analysis and criticism. Something of the contemporary debate on the nature of religious education between liberals and conservatives is sketched in, before the origins and nature of the phenomenological approach to the study of religion are considered. This is followed by an account of the way in which the phenomenology of religion proper has been appropriated by educationalists and developed into what is regarded as a suitable methodology for religious education. Finally, it is argued that certain features of a phenomenological approach to religion are untenable in the light of recent work in the philosophy of language and mind.  相似文献   

IDEOLOGY,THE PHENOMENOLOGICAL APPROACH,AND HERMENEUTICS: A RESPONSE TO PROFESSOR LOVAT   总被引：2，自引：1，他引：1  

L. Philip Barnes 《Religious education (Chicago, Ill.)》2013,108(4):572-581

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