Mental State Verb Production in the Oral Narratives of English‐ and Spanish‐Speaking Preadolescents: An Exploratory Study of Lexical Diversity and Depth     

Belinda Fust‐Herrmann  Elaine R. Silliman  Ruth H. Bahr  Kyna S. Fasnacht  Jeanne E. Federico 《Learning disabilities research & practice》2006,21(1):44-60

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Big data and little people     

Paul Hewson  Helen MacGillivray 《Teaching Statistics》2016,38(3):75-76

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The Bivariate Distribution of a Median Smoothed Markov Chain     

Federico Kuhlmann  Gary L. Wise 《Journal of The Franklin Institute》1982,313(2):107-118

Median based smoothing algorithms have received considerable attention in the last few years. Their properties make them sometimes superior to linear smoothers. In this paper we develop an expression for the bivariate distribution of a median- smoothed Markov chain and we illustrate one application of it by comparing the power spectra of the input and the output of a median smoother when the input is binary valued.  相似文献   

CULTURE AND THE UNIVERSITY     

Federico Mayor 《Higher Education in Europe》1989,14(1):5-15

In this article, the author who is the present Director‐General of Unesco, gives both an overview of the development of links between culture and higher education in Europe and suggestions for the continued expansion of these links. Universities are called upon to assume major roles in the Plan of Action of the World Decade for Cultural Development (1988‐1997) and in other Unesco activities, in Europe as well as world‐wide. For the university has a role to play not only in preserving that which is best in European culture but in furthering cultural innovation and cultural dialogue in Europe itself and between Europe and other regions of the world. The university is equally well‐suited to bridge the gap between the technical and the humanistic cultures, humanizing the one while making the other more rigorous, as well as the gap between popular and academic culture. In fulfilling its role, world‐wide, as preserver, transmitter, synthesizer, and innovator in the realm of culture, the universities will contribute greatly to the accomplishment of the universal mission of Unesco.  相似文献   

Are the Yo-Yo intermittent recovery test levels 1 and 2 both useful? Reliability,responsiveness and interchangeability in young soccer players     

Maurizio Fanchini  Carlo Castagna  Aaron J. Coutts  Federico Schena  Alan McCall  Franco M. Impellizzeri 《Journal of sports sciences》2014,32(20):1950-1957

Abstract

The aim of this study was to compare the reliability, internal responsiveness and interchangeability of the Yo-Yo intermittent recovery test level 1 (YY1), level 2 (YY2) and submaximal YY1 (YY1-sub). Twenty-four young soccer players (age 17 ± 1 years; height 177 ± 7 cm; body mass 68 ± 6 kg) completed each test five times within pre- and in-season; distances covered and heart rates (HRs) were measured. Reliability was expressed as typical error of measurement (TEM) and intraclass correlation coefficient (ICC). Internal responsiveness was determined as effect size (ES) and signal-to-noise ratio (ES_TEM). Interchangeability was determined with correlation between training-induced changes. The TEM and ICC for distances in the YY1 and YY2 and for HR in YY1-sub were 7.3% and 0.78, 7.1% and 0.93 and 2.2% and 0.78, respectively. The ESs and ES_TEMs were 0.9 and 1.9 for YY1, 0.4 and 1.2 for YY2 and ?0.3 and ?0.3 for YY1-sub. Correlations between YY1 vs. YY2 and YY1-sub were 0.56 to 0.84 and ?0.36 to ?0.81, respectively. Correlations between change scores in YY1 vs. YY2 were 0.29 and ?0.21 vs. YY1-sub. Peak HR was higher in YY1 vs. YY2. The YY1 and YY2 showed similar reliability; however, they were not interchangeable. The YY1 was more responsive to training compared to YY2 and YY1-sub.  相似文献   

Countering default mode in Teaching Statistics          下载免费PDF全文

Helen MacGillivray  Paul Hewson 《Teaching Statistics》2017,39(1):36-38

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Mexican Americans and the mass media: B.S. Greenberg,M. Burgoon,J.K. Burgoon and F. Korzenny Norwood,New Jersey: Ablex Publishing Co., 1983, 290 pp., $35.00 (cloth)     

Federico Subervi-Velez 《Int J Intercult Relat》1984,8(3):340-342

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San Marino: The reform of primary education     

Federico Carattoni 《Prospects》1981,11(2):204-213

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Conflict-Framed News,Self-Categorization,and Partisan Polarization     

Jiyoung Han  Christopher M. Federico 《Mass Communication and Society》2017,20(4):455-480

Two experiments tested whether exposure to partisan conflict-framed news polarizes news consumers along party lines. Partisan self-categorization and motivated reasoning were examined as potential mediators of this effect. In two samples, path analyses showed that Democrats and Republicans exposed to partisan conflict-framed news adopted more polarized opinions on a disputed issue. This polarization effect was consistently mediated by perceived argument validity, an indicator of motivated reasoning; increased partisan self-categorization also mediated the effect, though less reliably and consistently. Thus, the present study adds to the literature on polarization by providing experimental evidence that exposure to conflict-framed news may contribute to partisan polarization. Theoretical and practical implications are discussed.  相似文献   

Effect of instruction using students' prior knowledge and conceptual change strategies on science learning     

Mariana G. Hewson  Peter W. Hewson 《科学教学研究杂志》1983,20(8):731-743

One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions.  相似文献