Physical modelling and scale effects of air-water flows on stepped spillways     

CHANSONHubert GONZALEZCarlosA. 《浙江大学学报(A卷英文版)》2005,6(3):243-250

INTRODUCTION The stepped channel design has been used fomore than 3500 years. Greek and Minoan engineerswere probably the first to design an overflow steppedweir and stepped storm waterways respectively(Chanson, 2001). Later, Roman, Moslem, Mughaand Spanish designers used a similar technique. Thesteps increase significantly the rate of energy dissipation taking place on the channel face, reducing thesize of the required downstream energy dissipationand the risks of scouring. Rec…  相似文献   

Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes Across Home and School     

Elizabeth J. Erwin  Susan P. Maude  Susan B. Palmer  Jean Ann Summers  Mary Jane Brotherson  Shana J. Haines  Vera Stroup-Rentier  Yuzhu Zheng  Nancy F. Peck 《Early Childhood Education Journal》2016,44(4):325-333

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A primer of research on cognitive strategy instruction: The important issues and how to address them     

Michael Pressley  Vera Woloshyn  Linda M. Lysynchuk  Vicky Martin  Eileen Wood  Teena Willoughby 《Educational Psychology Review》1990,2(1):1-58

Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies.  相似文献   

Academic spaces, computer technologies, and difference: toward a multidisciplinary approach to academic participation of nonnative English speaking students     

Vera Nincic 《Learning Inquiry》2007,1(3):189-202

The growing trend of the internationalization of universities has provoked an interest in the academic participation of students coming from non-English speaking universities. Fashioned by theory and research as a group with “problems”, nonnative English speakers are depicted as in constant need for help, and unsatisfied with Western academic practices. Consequently, the researchers interested in the potentials of computer technologies have turned toward the ways computer technologies might facilitate students’ participation. By taking for granted the nonnative English speaking students’ dissatisfaction with traditional academic practices because of students’ cultural/linguistic differences, this approach fails to explore how the differences between the nonnative English speakers and other students have been established and maintained in traditional classrooms in the first place. This paper argues that we need a better understanding of the complex nature of relations between students and academic spaces that would challenge the approach that offers computer technologies as a “solution” to the problems of classroom participation by nonnative English speakers and develop a new framework to consider all aspects involved in the process. Empirical component of the paper offers several possible approaches in the analysis of nonnative English speaking students’ academic participation.  相似文献   

Stability of reflective–impulsive style in coincidence–anticipation motor tasks     

Jean Keller  Hubert Ripoll 《Learning and individual differences》2004,14(4):209-218

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.  相似文献   

Der Einfluss von Bildungs- und Wirtschaftspolitik auf den Ertrag des Hochschulstudiums in 21 OECD-Ländern     

Dr. Hubert Strauß  Dr. Romina Boarini 《Zeitschrift für Erziehungswissenschaft》2008,11(2):183-213

Returns to Higher Education in 21 OECD Countries: The impact of economic and university policies. – We present new estimates of the private internal rate of return (IRR) to Higher Education (HE) in 21 OECD countries. In 2001 the IRR varied considerably across countries, ranging from 4 percent for women in Italy (5 percent for men in Spain) to 14 percent in Ireland. IRR are relatively homogeneous across gender. At 6¼ percent the IRR for Germany falls short of the OECD average (8½ percent). The largest contributor to benefits from HE is the educational wage premium; the largest contributor to costs is foregone income while studying. Cross-country differences in IRR are driven by differences in the wage premium (27 percent in Spain versus 91 percent in Hungary and the United States), in the duration of HE, the marginal tax rate, and direct costs of HE. We then simulate the effect of policy reforms on the IRR. An increase in tuition fees equivalent to 15 percent of average national income would reduce the IRR by 0.8 to 1.6 percentage points (Germany: 1.1 percent). Shortening the duration of studies by 10 percent and reducing the progressiveness of the income tax schedule would compensate for the fall in the IRR.  相似文献   

Performance of a mixed filter to identify relevant studies for mixed studies reviews     

Reem El Sherif  Pierre Pluye  Genevieve Gore  Vera Granikov  Quan Nha Hong 《Journal of the Medical Library Association》2016,104(1):47-51

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Using Robotics and Game Design to Enhance Children’s Self-Efficacy,STEM Attitudes,and Computational Thinking Skills     

Leonard  Jacqueline  Buss  Alan  Gamboa  Ruben  Mitchell  Monica  Fashola  Olatokunbo S.  Hubert  Tarcia  Almughyirah  Sultan 《Journal of Science Education and Technology》2016,25(6):860-876

Journal of Science Education and Technology - This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking...  相似文献   

Somersaulting techniques used in high-scoring and low-scoring Roche vaults performed by male Olympic gymnasts     

Yoshiaki Takei  J. Hubert Dunn  Erik P. Blucker 《Journal of sports sciences》2013,31(6):673-685

Abstract

The aim of this study was to compare the somersaulting techniques used in the 16 highest-scoring and 16 lowest-scoring Roche vaults. Our hypothesis was that the gymnasts performing the highest-scoring Roche vaults would demonstrate a better technique than those performing the lowest-scoring Roche vaults while on the horse (pushing off the horse more effectively), somersaulting (executing most of the required somersaults higher in flight), and landing (showing a greater control). A 16-mm motion picture camera, operating at 100 Hz, recorded the vaults during the official competition. The two-dimensional direct linear transformation was used for spatial reconstruction. The results of t-tests (P < 0.05) indicated that, compared with the low-scoring gymnasts, the high-scoring gymnasts had: (1) greater height of body centre of mass and a more fully extended body position at the horse take-off; (2) greater height of body centre of mass at the peak of post-flight, knee release, and touchdown on the mat; (3) greater horizontal and vertical displacements of body centre of mass, greater somersaulting rotation, and longer time from the knee release to mat touchdown; and (d) markedly smaller landing point deductions. In conclusion, a successful Roche vault is likely when the focus is on: (a) leaving the horse with a large vertical velocity in an extended body position to achieve a high trajectory of centre of mass by first extending the legs, then immediately pushing off the horse vigorously, using the muscles of the upper extremity; (b) grasping the knees immediately after the take-off from the horse, achieving the tightly tucked body position early during the ascent to the peak, and completing two-thirds of the required somersaults at a great height; (c) releasing the knees and extending the body above the top level of the horse; and (d) contacting the mat with a high body centre of mass position.  相似文献   

Emotional profiles regarding maths among primary school children – A two-year longitudinal study     

Mata  Lourdes  Monteiro  Vera  Peixoto  Francisco  Santos  Natalie Nóbrega  Sanches  Cristina  Gomes  Marta 《European Journal of Psychology of Education - EJPE》2022,37(2):391-415

Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N?=?71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.

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