Religious Climate     

William Irwin  Read Mercer Schuchardt 《Academic Questions》2017,30(1):83-83

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Whose Knowledge?* 1 Gender,Education, Science and History     

Jane Read 《History of education》2013,42(3):283-298

What forms of knowledge are deemed worth possessing in any period and who is allowed access to them are crucial questions for the historian of education. Science, now a core subject of study, has long been seen as ‘masculine’, especially at its highest levels, although the historical reasons for this have been somewhat neglected in education. This paper compares and analyses the interrelationships of education, gender and science at both the end of the long eighteenth century and in the early twentieth century in order to explore issues of knowledge and gender and demonstrate the use of a historical perspective  相似文献   

The transatlantic kindergarten: education and women’s movements in Germany and the United States,by Ann Taylor Allen     

Jane Read 《History of education》2013,42(6):869-872

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Books of the Month     

William H. Read  Wilbur Schramm  Daniel Lerner 《Communication Booknotes Quarterly》2013,44(6):104-105

William H. Read's America's Mass Media Merchants (Baltimore: The Johns Hopkins University Press, 1977---$10.95)

Wilbur Schramm and Daniel Lerner (eds.) Communication and Change: The Last Ten Years—and the Next (Honolulu: University Press of Hawaii, 1976---$16.00)  相似文献   

Dr. Franklin as the English saw him     

Conyers Read 《Journal of The Franklin Institute》1942,233(2):105-123

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The value of a study of wave motion on the learning of certain principles of physical optics     

Floyd M. Read 《科学教学研究杂志》1971,8(4):393-398

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“Brains before ‘beauty’?” High achieving girls,school and gender identities     

Christine Skelton  Becky Francis  Barbara Read 《Educational studies》2010,36(2):185-194

In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the “winners” of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a “proper girl” presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12‐ to 13‐year‐old girls who indicate that being regarded as “clever” continues to be negotiated within acceptable frameworks of femininity.  相似文献   

The physical characteristics of match-play in English schoolboy and academy rugby union     

Dale B. Read  Ben Jones  Padraic J. Phibbs  Gregory A. B. Roe  Joshua Darrall-Jones  Jonathon J. S. Weakley 《Journal of sports sciences》2018,36(6):645-650

The aim was to compare the physical characteristics of under-18 academy and schoolboy rugby union competition by position (forwards and backs). Using a microsensor unit, match characteristics were recorded in 66 players. Locomotor characteristics were assessed by maximum sprint speed (MSS) and total, walking, jogging, striding and sprinting distances. The slow component (<2 m · s^?1) of PlayerLoad^TM (PL_slow), which is the accumulated accelerations from the three axes of movement, was analysed as a measure of low-speed activity (e.g., rucking). A linear mixed-model was assessed with magnitude-based inferences. Academy forwards and backs almost certainly and very likely covered greater total distance than school forwards and backs. Academy players from both positions were also very likely to cover greater jogging distances. Academy backs were very likely to accumulate greater PL_slow and the academy forwards a likely greater sprinting distance than school players in their respective positions. The MSS, total, walking and sprinting distances were greater in backs (likely-almost certainly), while forwards accumulated greater PL_slow (almost certainly) and jogging distance (very likely). The results suggest that academy-standard rugby better prepares players to progress to senior competition compared to schoolboy rugby.  相似文献   

The organised chaos of English adolescent rugby union: Influence of weekly match frequency on the variability of match and training loads     

Padraic J. Phibbs  Ben Jones  Gregory Roe  Dale Read  Joshua Darrall-Jones  Jonathon Weakley 《European Journal of Sport Science》2018,18(3):341-348

The aims of this study were to determine the variability of weekly match and training loads in adolescent rugby union players across a competitive season, and to investigate the effect of match frequency on load distribution across different activities. Internal match and training load data (i.e. session-rating of perceived exertion (sRPE)) were collected daily from 20 players from a regional academy across a 14-week season. Data were analysed using a mixed-effects linear model, and variability was reported as a coefficient of variation (CV). Differences between 0-, 1-, 2-, and 3-match weeks were assessed using Cohen’s d effect sizes and magnitude-based inferences. Mean weekly total match and training sRPE load was 1425?±?545 arbitrary units (AU), with a between-player CV of 10?±?6% and within-player CV of 37?±?3%. Mean week-to-week change in total sRPE load was 497?±?423?AU (35%), and 40% of weekly observations were outside the suggested acute:chronic workload ratio ‘safe zone’. Total weekly sRPE loads increased substantially with match frequency (1210?±?571, 1511?±?489, and 1692?±?517?AU, for 0-, 1-, and 2-match weeks, respectively), except for 3-match weeks (1520?±?442?AU). Weekly match and training loads were highly variable for adolescent rugby players during the competitive season, and match frequency has a substantial effect on the distribution of loads. Therefore, match and training loads should be coordinated, monitored, and managed on an individual basis to protect players from negative training consequences, and to promote long-term athlete development.  相似文献   

Social and Evolutionary Explanations for Face-ism: Facial Prominence in Female Academic Profile Pictures     

Glenna L. Read  Rachelle L. Pavelko  Hansol Hwang 《Communication Research Reports》2017,34(2):98-105

Face-ism describes a phenomenon in which men are presented with more facial prominence in images than are women. Previous theorists have ascribed this phenomenon to social causes. However, occurrence of face-ism across historical and cultural contexts suggests the possibility of biological influence. The current study aimed to explore face-ism through the intersection of social influence and biological factors via the investigation of photographs of women of different ages and social standing within the context of academia. Results show that graduate students displayed the face less prominently than both tenured and nontenured faculty. Additionally, younger women displayed the face less prominently than older women.  相似文献