III. DEPRIVATION-SPECIFIC PSYCHOLOGICAL PATTERNS     

Robert Kumsta  Jana Kreppner  Michael Rutter  Celia Beckett  Jennifer Castle  Suzanne Stevens  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):48-78

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Influence of recovery intensity on time spent at maximal oxygen uptake during an intermittent session in young, endurance-trained athletes     

Thevenet D  Leclair E  Tardieu-Berger M  Berthoin S  Regueme S  Prioux J 《Journal of sports sciences》2008,26(12):1313-1321

In this study, we examined the effects of three recovery intensities on time spent at a high percentage of maximal oxygen uptake (t90[Vdot]O(2max)) during a short intermittent session. Eight endurance-trained male adolescents (16 +/- 1 years) performed four field tests until exhaustion: a graded test to determine maximal oxygen uptake ([Vdot]O(2max); 57.4 +/- 6.1 ml x min(-1) . kg(-1)) and maximal aerobic velocity (17.9 +/- 0.4 km x h(-1)), and three intermittent exercises consisting of repeat 30-s runs at 105% of maximal aerobic velocity alternating with 30 s active recovery at 50% (IE(50)), 67% (IE(67)), and 84% (IE(84)) of maximal aerobic velocity. In absolute values, mean t90[Vdot]O(2max) was not significantly different between IE(50) and IE(67), but both values were significantly longer compared with IE(84). When expressed in relative values (as a percentage of time to exhaustion), mean t90[Vdot]O(2max) was significantly higher during IE(67) than during IE(50). Our results show that both 50% and 67% of maximal aerobic velocity of active recovery induced extensive solicitation of the cardiorespiratory system. Our results suggest that the choice of recovery intensity depends on the exercise objective.  相似文献   

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults     

Apperly IA  Warren F  Andrews BJ  Grant J  Todd S 《Child development》2011,82(5):1691-1703

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.  相似文献   

Ethical Rationales and Guidelines for the Continued Use of Archival Collections of Embryonic and Fetal Specimens     

Sophie E. Fourniquet  Kaylin J. Beiter  Jason C. Mussell 《Anatomical sciences education》2019,12(4):407-416

Benefits from the use of cadavers in anatomical education are well described. Historically, human embryos and fetal cadavers were used in anatomy education to understand development and congenital malformations. Recently, three-dimensional printed models produced from archival fetal specimens, and online repositories of images from archival collections of embryos and fetuses, have been used as an educational tool in human development courses. Given that the archival specimens were likely obtained prior to the era of informed consent, this raises questions about their appropriate and ethical use. Because some institutions in the United States retain archival collections of embryonic and fetal specimens that were once used as educational tools, their existence and utility require frequent reexamination against contemporary ethical frameworks to guide appropriate use or utilization. Four ethical rationales for uses of these collections are examined, including destruction, indefinite storage, use in research, and use in health professions education. Guidelines for the use of archival collections of human embryos and fetuses are presented. Indefinite storage and use in health professions education are supported, while use in research is also permitted, however, such use is limited and dependent on circumstance and purpose. The development of current digital repositories and three-dimensionally printed models based on archival collections that were collected without informed consent, or those promoting commercial opportunity, are not supported. New embryonic and fetal donations obtained with informed consent should include reference to potential uses with new technology and virtual, genetic, or imaging applications.  相似文献   

Issues in the management of embedded knowledge in project-based organizations: the project actor’s role     

Sophie?d'ArmagnacEmail author 《知识管理研究与实践》2015,13(4):446-462

Knowledge management (KM) in project-based organizations has received substantial attention in recent years, as knowledge processes are insufficiently supported within the organization as a whole. This study specifically focuses on the project actor’s role in managing knowledge. From an actor’s perspective, the problems raised by knowledge embeddedness are identified as a key issue to link project knowledge and organizational knowledge. A conceptual framework is developed that addresses three different aspects of knowledge embeddedness: a relational dimension, a temporal dimension and a structural dimension. Three cases are studied, covering varying forms of organizations in different areas (a consulting firm, an R&D department and an industrial business unit). The results concerning the relational dimension indicate that project actors re-build the network of relationships supporting knowledge. Regarding the temporal dimension, and specifically in their professional field, actors frame professional knowledge related to their project experience. However, actors fail to surmount the problems raised by the structural dimension of knowledge embeddedness. The resulting recommendations for KM concern both Human Resource Management practices and organizational design.  相似文献   

IX. RISK, CAUSATION, MEDIATION, AND MODERATION     

Robert Kumsta  Michael Rutter  Suzanne Stevens  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):187-211

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I. INVESTIGATING THE IMPACT OF EARLY INSTITUTIONAL DEPRIVATION ON DEVELOPMENT: BACKGROUND AND RESEARCH STRATEGY OF THE ENGLISH AND ROMANIAN ADOPTEES (ERA) STUDY     

Michael Rutter  Edmund J. Sonuga‐Barke  Jennifer Castle 《Monographs of the Society for Research in Child Development》2010,75(1):1-20

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Between the Arsenal and the Cabinet: A Story Whose Heroes are Objects     

Sophie Roux 《Metascience》2009,18(1):69-73

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Could teacher grading practices account for unexplained variation in school achievements?     

Claude Montmarquette  Sophie Mahseredjian 《Economics of Education Review》1989,8(4)

In the economics of schooling literature, input substitutions have been identified as the major difficulty in assessing school and teacher effectiveness. In this paper we examine whether a teacher's grading practice can improve students' academic achievements by reducing these input substitutions. We use the teacher-student interaction model of Correa and Gruver (1987) to enhance the specification of the traditional production functions of students' academic achievements by introducing a teacher grading parameter in these functions. Under specific conditions, Correa and Gruver show that a student may respond either positively or negatively to the teacher's greater effort and/or harder grading, depending upon the student's preferences; thus the issue of an efficient grading practice is, as usual in the economics of education research, an empirical issue. To implement the econometric specification of the model, we define a latent grading variable from an error components specification on class grade regressions. This variable is used to explain the students' grade specific standardized test results for a sample of first and fourth-graders of Montreal francophone public elementary schools.  相似文献   

Oxford Scholarship Online     

Sophie Goldsworthy 《Learned Publishing》2006,19(3):175-181

An account is given of Oxford Scholarship Online (OSO), a website containing a growing collection of new and backlist titles from Oxford University Press. The technical set‐up, the design of the site, and its business model are described. It is proposed as an important step towards solving the so‐called ‘monograph crisis’ and improving the availability of scholarship world‐wide.  相似文献