Home advantage in southern hemisphere rugby union: national and international     

Morton R H 《Journal of sports sciences》2006,24(5):495-499

This study evaluates home advantages both for national (Super 12) and international (Tri-nations) rugby union teams from South Africa, Australia and New Zealand, over the five-year period 2000 - 2004 using linear modelling. These home advantages are examined for statistical and practical significance, for variability between teams, for stability over time and for inter-correlation. These data reveal that the overall home advantage in elite rugby union has a mean of +6.7 points, and that this changes little from year to year. Closer scrutiny nevertheless reveals a high degree of variability. Different teams can and do have different home advantages, which ranges from a low of -0.7 to a high of +28.3 points in any one year. Furthermore, some team home advantages change up or down from one year to the next, by as much as -36.5 to +31.4 points at the extremes. There is no evidence that the stronger teams have the higher home advantages, or that a high home advantage leads to a superior finishing position in the competition.  相似文献   

Teacher Accountability     

Hugh Sockett 《Journal of Philosophy of Education》1976,10(1):34-57

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Book review     

Hugh Lloyd-Jones 《Minerva》1993,31(3):375-378

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The Impact of Greek Affiliation on Students’ Educational Objectives: Longitudinal Change in Clark-Trow Educational Philosophies     

Wilder  David H.  McKeegan  Hugh F.  Midkiff  Robert M.  Skelton  Richard C.  Dunkerly  Robert E. 《Research in higher education》1997,38(2):151-171

Change in 4,119 students' freshman to senior ratings of four educational philosophies (vocational, academic, collegiate, and nonconformist) provided four measures of educational impact. Repeated measures analyses of variance compared changes in philosophy as a function of Greek affiliation, controlling for sex, historical era, major, parents' education, scholastic aptitude, and academic motivation. Small but significantly different degrees of change in the collegiate and nonconformist philosophies suggested that Greek affiliation increased social interests and inhibited some forms of intellectual interests. These small differences across all students masked the moderating effect of major. In the nonconformist philosophy, for example, the Greek × major interaction reflected substantial Greek–independent differences among humanities majors, and progressively smaller differences or reversals among social science, physical science, and engineering majors. Possible interpretations of this interaction are offered.  相似文献   

帕克尔泰夫人的老虎(节选)     

萨基.H.芒罗  张英 《海外英语》2006,(6):40-41

萨基是英国小说家赫克托·休·芒罗的笔名。此名取自11世纪波斯诗人欧玛尔·海亚姆所著诗集《鲁拜集》。他的短篇小说多以20世纪初英国上层社会和中产阶级无聊人的生活为题材,讽刺他们的浅薄、庸俗、势利和装腔作势。这群人中大多数游手好闲、穷极无聊,用宴乐、清谈、吹牛、养病、争风吃醋、无事生非来填补生活的空虚。在某些故事里作者也鞭挞了那些只想不劳而获的落魄者。在形式上是传统的,但结构严密、笔调辛辣、对话机智、多警策之言,故事结局往往令人发噱或出人意外。  相似文献   

The role of speed of processing, rapid naming, and phonological awareness in reading achievement   总被引：5，自引：0，他引：5  

Catts HW  Gillispie M  Leonard LB  Kail RV  Miller CA 《Journal of learning disabilities》2002,35(6):509-524

This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an "extraphonological" factor in some reading disabilities.  相似文献   

Teachers’ Perceptions of the Goals of Education in the USA: responses to the educational reform literature of the 1980s     

Alan J. Hoffman  Hugh D. Hudson Jr  Cathie Mayes Hudson 《Educational studies》1991,17(2):117-125

What do teachers in the USA perceive as the significant goals and purposes of education? To what extent are these perceptions related to those advocated in the reform literature of the 1980s? Responses to a survey administered to 279 teachers in metropolitan Atlanta, Georgia are analyzed in this study. Findings indicate some areas of congruence between teachers and reformers. In areas where the reform literature is divided, especially with regard to educational purpose, teacher opinion is similarly divided. Teacher responses, however, also indicate some attempt to synthesize seemingly disparate views. To provide an expanded frame of reference, the article offers some preliminary findings based on John Goodlad's Teachers for Our Nation's Schools. The article concludes with commentary about the nature and likelihood of educational reform in the USA.  相似文献   

Children's Sensitivity to Lack of Understanding     

Hugh C. Foot  Rosalyn H. Shute  Michelle J. Morgan 《Educational studies》1997,23(2):185-194

Successful tutoring depends in part on child tutors’ ability to recognise and interpret accurately signals of misunderstanding by their tutees. Age- and gender-related differences were investigated in a study which exposed 80 children to a video-recorded episode involving a target child receiving ambiguous instructions in her attempts to move a model car along a designated route on a playmat roadway from one destination to another. The results showed that explicit, general and facial modes of displaying puzzlement by the target child were judged as equally powerful expressions of degree of puzzlement, but 8-10 year olds judged the target child as significantly more puzzled than did 7 year olds. Older children were also more likely to attribute the puzzlement of the target child to the ambiguous instructions than to her verbal or facial expression of puzzlement. Girls were generally more accurate than boys in judging facial expressions and less likely than boys to give wrong or alternatively ambiguous responses when given the opportunity to correct the video-recorded ambiguous instructions. The results throw some light on the developing sensitivities of boys and girls in recognising and attributing failures of understanding by other children.  相似文献   

Proceedings of the British hackademy     

Hugh Barnes 《Changing English: An International Journal of English Teaching》2006,13(2):179-184

As journalism has become a ‘profession’, universities around the country have begun offering courses which prepare students to enter the field. The author, a journalist, discusses his experiences of teaching on one such course.  相似文献   

Viewing a phonological deficit within a multifactorial model of dyslexia     

Hugh W. Catts  Autumn McIlraith  Mindy Sittner Bridges  Diane Corcoran Nielsen 《Reading and writing》2017,30(3):613-629

Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors.  相似文献