Teacher perceptions of temperament characteristics of children classified as learning disabled     

C D Cardell  R S Parmar 《Journal of learning disabilities》1988,21(8):497-502

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Morphological proportionality in elite age group North American divers.     

D Sovak  M R Hawes  K Plant 《Journal of sports sciences》1992,10(5):451-465

The purpose of this investigation was to describe the morphological parameters that characterize elite age group divers. Comparisons are made to normative age group data from the Coquitlam Growth Study and the constancy of important characteristics from age group to age group is examined. Data were collected on 27 male and 28 female elite divers who participated in the 1990 North American Age Group Diving Championships. Body build, body composition and skinfold corrected diameters were determined from 36 anthropometric parameters and analysed by ANOVA, t-test and Phantom z-scores procedures. All age groups except the 14- to 15-year-old males were significantly (P < or = 0.05) shorter than their norms but recorded higher androgyny index values. The estimated relative muscle mass increased significantly (P < or = 0.05) with age for males at all ages (40.8-46.3%). The 16- to 18-year-old females had a significantly (P < or = 0.05) larger relative muscle component compared to the younger age groups (40.1-38.4%). When normalized for height, active tissue development of the extremities was comparable between the sexes except in the forearm. The results indicate that at all age levels short stature is an important characteristic for divers. Analysis of regional active tissue development provides further insight into sport-specific prerequisites for success at elite levels.  相似文献   

Journal Pricing in a Changing World: New Directions,New Issues     

Ian D. Crane 《Learned Publishing》1993,6(3):40-40

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对保龄球运动中主要心理因素的分析     

李安民  袁东 《体育成人教育学刊》2003,19(3):39-40

对保龄球运动员而言，影响其训练与竞赛的心理因素包括：运动表象、运动情绪和运动员的注意特征等。对保龄球运动员的心理因素进行了分析，旨在探讨运动员心理因素与运动技能完成过程之间的关系，提出控制、调整运动员心理因素的对策。  相似文献   

Erscheinungsbasierte statistische Objekterkennung     

Josef P?sl und Heinrich Niemann 《Informatik - Forschung und Entwicklung》2002,17(1):21-40

Zusammenfassung.   Die automatische Erkennung und Lokalisation von Objekten in digitalen Bildern ist ein wesentlicher Bestandteil vieler praktisch relevanter Anwendungen. In diesem Artikel wird ein erscheinungsbasiertes Verfahren zur Erkennung starrer zwei- oder dreidimensionaler Objekte vorgestellt, dem eine statistische Modellierung zugrundeliegt. Im Gegensatz zu segmentierungsbasierten Verfahren, wie sie vor allem im Bereich der 3D-Objekterkennung eingesetzt werden, erm?glicht der erscheinungsbasierte Ansatz aufgrund der Modellierung der Intensit?tswerte oder davon abgeleiteter lokaler Merkmale eines Bildes die Erkennung komplexer Objekte. Die statistische Formulierung der Problemstellung bildet den mathematischen Kontext zur Bestimmung optimaler L?sungen. Die Form der Modellierung erlaubt neben der Einzelobjekterkennung auch die Berücksichtigung von heterogenem Bildhintergrund und Mehrobjektszenen. Die dazu ben?tigten lokalen Merkmale entstehen durch r?umlich begrenzte Transformationen des Bildes, wie beispielsweise Gabor- oder Wavelet-Transformationen. Die statistische Modellierung beschreibt die Verteilung dieser lokalen Merkmale anhand einer Dichtefunktion, die sich bei der Hintergrund- und Mehrobjektmodellierung als Mischungsverteilung der Einzelobjektverteilungen ergibt. Die Aufgabenstellungen des Erlernens und Erkennens von Objekten sind damit als Parametersch?tzprobleme formal darstellbar. Dabei werden im einen Fall die Modellparameter und im anderen Fall die Lageparameter beziehungsweise die Klassen von Objekten gesch?tzt. Die experimentelle überprüfung des Ansatzes anhand realer Objektaufnahmen durch CCD-Kameras zeigt seine Brauchbarkeit zur Erkennung von 2D- und 3D-Objekten bei homogenem und heterogenem Hintergrund. Eingegangen am 5. April 2000 / Angenommen am 20. Juli 2001  相似文献   

Institute of Christian education at home and overseas     

Rev. Canon Tissington Tatlow D.D. 《British Journal of Religious Education》1940,7(4):224-225

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Maiden Speech     

D. F. Ashton 《English in Education》1993,27(3):15-16

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From the Editor     

Ellett  Chad D. 《Educational Assessment, Evaluation and Accountability》2001,15(4):251-251

Educational Assessment, Evaluation and Accountability -  相似文献   

International Early Childhood Resources from Educational Research Abstracts (ERA)     

L. Girolametto  S. Bonifacio  C. Visini  E. Weitzman  E. Zocconi  P.S. Pearce 《International Journal of Early Years Education》2003,11(3):255-260

The aim was to examine cross-cultural variation in linguistic responsiveness to young children in 10 English-speaking mother–child dyads and 10 Italian-speaking mother– child dyads. All 20 children were late talkers who possessed delays in expressive vocabulary development but age-appropriate cognitive and receptive language skills. Dyads were filmed in 15 minute free play contexts, which were transcribed and coded for measures of maternal linguistic input (e.g. rate, MLU, labels, expansions) and child language productivity (e.g. utterances, different words used). The results revealed that the Italian mothers used more utterances, spoke more quickly and used a more diverse vocabulary than the Canadian mothers. The Italian children mirrored their mothers and also used more utterances and a more diverse vocabulary than the Canadian children. Mothers in both groups used similar percentages of responsive labels and expansions. However, Italian mothers responded to fewer of their children's vocalisations, using a smaller percentage of imitations and interpretations than the Canadian mothers. Correlations between maternal input and children's language productivity revealed that contingent language measures (e.g. imitations, interpretations, expansions) were related to high levels of productivity in children in both cultural groups. The results support the use of language interventions based on increasing maternal responsiveness for these children at the one-word stage of language development. They also point to differences that may be culturally based. For example, Italian mothers use faster rates of interaction and appear to have higher expectations for their children's verbal participation in interaction. This is reflected in higher rates of language production from their children, even though children in both cultural groups have similar vocabulary sizes.  相似文献   

Foreword     

Jonathan D. Fife 《ASHE Higher Education Report》1995,24(6):ix-x

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