Educational Leadership without Carrot and Club     

Dr. Ronald L. Abrell 《Clearing house (Menasha, Wis.)》2013,86(6):280-285

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THE ACTIVE INGREDIENTS IN HUMOR: PSYCHOPHYSIOLOGICAL BENEFITS AND RISKS FOR OLDER ADULTS     

Ronald A. Berk 《Educational gerontology》2013,39(3-4):323-339

Humor produces psychological and physiological effects on our body that are similar to the health benefits of aerobic exercise. These benefits are some of the best kept secrets from those persons who probably have the most to gain from that information - older adults. Many of them who must live with chronic pain, arthritis, rheumatism, emphysema, memory loss, depression, and stress may be able to cope better with their conditions or find temporary relief by using humor. This article presents an up-to-date, comprehensive synthesis of 30 years of research evidence on 15 psychophysiological benefits of humor and laughter with their implications for older adults. The specific risks for this growing segment of the population also are identified. Strategies for communicating this information through publications and formal presentations by health educators working in gerontology are suggested. A curriculum outline is provided for use in developing short, feature presentations or integrating the content into existing exercise and health-related courses and programs. If these efforts are effective, eventually the health benefits of humor and laughter will be as familiar to our senior citizens as the risk factors associated with heart disease and smoking.  相似文献   

A Woman of substance     

Ronald D. Simpson 《Innovative Higher Education》1991,16(1):5-6

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Towards an Understanding of the Dynamics of Mutual Disregard Between Teachers and Teacher Educators     

Ronald G. Sultana 《欧洲师范教育杂志》1996,19(3):303-304

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Agricultural and science education: a socio-analysis of their intersection and positions within the educational field     

Bryan J. Hains  Gary L. Hansen  Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.  相似文献   

The organic chemicals industry of the USSR: a case-study in the measurement of comparative technological sophistication by means of kilogram-prices     

Ronald Amann  Jiri Slama 《Research Policy》1976,5(3):302-326

The comparative kilogram-price of an equivalent product group in international trade is a rough indication of underlying technological capability. Although there are many theoretical and practical difficulties involved in applying this approach to East-West trade, these difficulties can be minimised by a careful selection of product groups. In this connection, advanced chemical products are particularly suitable because the chemical industry is one in which both kilogram-prices and technological sophistication tend to increase hand-in-hand at successive stages of manufacture. The results of this enquiry are quite striking. From the standpoint of bilateral trade, the kilogram-prices of Soviet and East European exports to the EEC countries are consistently lower than those of corresponding imports from the EEC. Throughout the period 1960–1972 these differentials appears to be closing either very slowly or not at all, while the Soviet and East European share of the EEC marked has remained more or less constant or has declined since the mid-1960's. From the alternative perspective of the “neutral” Yugoslavian market, the kilogram-prices of EEC exports are again consistently higher than those obtained by the Comecon coun tries. Moreover, there has been a considerable eroson in the market share of the Comecon countries since the mid-1960's. These general findings are broadly in line with other kinds of estimates and suggest that in these relatively advanced and dynamic sectors of industry, Soviet and East European technology is at present substantially inferior to that of the Common Market countries.  相似文献   

Measuring scientific contributions with modified fractional counting     

Gunnar Sivertsen  Ronald Rousseau  Lin Zhang 《Journal of Informetrics》2019,13(2):679-694

We develop and propose a new counting method at the aggregate level for contributions to scientific publications called modified fractional counting (MFC). We show that, compared to traditional complete-normalized fractional counting, it eliminates the extreme differences in contributions over time that otherwise occur between scientists that mainly publish alone or in small groups and those that publish with large groups of co-authors. As an extra benefit we find that scientists in different areas of research turn out to have comparable average contributions to scientific articles. We test the method on scientists at Norway’s largest universities and find that, at an aggregate level, it indeed supports comparability across different co-authorship practices as well as between areas of research. MFC is thereby useful whenever the research output from institutions with different research profiles are compared, as e.g., in the Leiden Ranking. Finally, as MFC is actually a family of indicators, depending on a sensitivity parameter, it can be adapted to the circumstances.  相似文献   

Infinite sequences and their h-type indices     

Leo Egghe  Ronald Rousseau 《Journal of Informetrics》2019,13(1):291-298

Starting from the notion of h-type indices for infinite sequences we investigate if these indices satisfy natural inequalities related to the arithmetic, the geometric and the harmonic mean. If f denotes an h-type index, such as the h- or the g-index, then we investigate inequalities such as min(f(X),f(Y)) ≤ f((X?+?Y)/2) ≤ max(f(X), f(Y)). We further investigate if: f(min(X,Y)) = min(f(X),f(Y)) and if f(max(X,Y)) = max(f(X),f(Y)). It is shown that the h-index satisfies all the equalities and inequalities we investigate but the g-index does not always, while it is always possible to find a counterexample involving the R-index. This shows that the h-index enjoys a number of interesting mathematical properties as an operator in the partially ordered positive cone (R⁺)^∞ of all infinite sequences with non-negative real values.In a second part we consider decreasing vectors X and Y with components at most at distance d. Denoting by D the constant sequence (d,d,d, …) and by Y-D the vector (max(y_r-d), 0)_r, we prove that under certain natural conditions, the double inequality h(Y-D) ≤ h(X) ≤ h(Y?+?D) holds.  相似文献   

Selected metabolic responses to skateboarding     

Hetzler RK  Hunt I  Stickley CD  Kimura IF 《Research quarterly for exercise and sport》2011,82(4):788-793

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Is procedure acquisition as unstable as it seems?     

Talia Ben-Zeev  James Ronald 《Contemporary educational psychology》2002,27(4):529

Are students’ mathematical procedures as unstable as they seem? Students often produce different errors in response to the same kind of problems on different testing occasions. This finding is puzzling. Past research has shown that students induce overly general procedures from worked-out examples during learning, which lead to a host of predictable errors on new problems. Do students create rule-based errors only to then switch between them at random? In this paper, we show that seemingly diverse errors on two different testing episodes may result from the same underlying stable procedure and are part of the same error category. These findings suggest that students’ errors are more stable on a category vs. on an individual level. The current study consists of teaching students addition in a new number system, called NewRoman, and analyzing students’ solution strategies in detail. Implications for teaching are discussed.  相似文献