Radiant Flux Through Apertures— III     

Parry Moon  Domina Eberle Spencer 《Journal of The Franklin Institute》1979,308(5):457-464

This paper completes our treatment of radiant flux through pairs of apertures. In Part II, we obtained approximate equations for rectangular apertures in parallel planes, with the restriction that two apertures be identical and that one be directly above the other. Here we generalize to the case of any apertures that fit into a rectangular grid. The idea for this generalization originated with Ondracek but it is here expressed in matrix notation, which allows coefficients F_ij to be obtained rather simply.  相似文献   

Children's heart rate reactivity responses to three school tasks     

Christopher F. Sharpley  Geraldine M. Parsons  Helen Tillinh 《Psychology in the schools》1989,26(4):411-414

The effects of three routine classroom tasks upon heart rate reactivity were investigated with a sample of 30 typical fifth-grade children. Instructions for a mental arithmetic task, the mental arithmetic task itself, and silent reading were administered under standardized conditions, with a reward being offered for performance on the mental arithmetic task to enhance competition. Heart rate was individually monitored each second during these tasks, and data were collected on mental arithmetic performance and reading ability. Results indicated that some children showed large increases in their heart rates during the three tasks, and that these children should be considered as at-risk in terms of their cardiac health.  相似文献   

Developmental dyslexia,cerebellar/vestibular brain function and possible links to exercise-based interventions: a review     

Debbie Pope  Helen Whiteley 《欧洲特需教育杂志》2013,28(1):109-123

The Phonological Processing Deficit (PPD) hypothesis remains the most influential theory to explain why some children fail to acquire appropriate reading skills. However, current research suggests that there may be other deficits operating, and that the phonological processing deficit may be just one manifestation of a deeper underlying anatomical syndrome that originates in the cerebellar or vestibular areas of the brain. Claims that exercise regimes or programmes of vestibular stimulation may provide a ‘cure’ for developmental dyslexia (specific reading difficulties) prompt scepticism among the scientific community and raise concerns about the exploitation of vulnerable parents. The paper provides a review of research into the causes of specific reading difficulties at the behavioural, cognitive and biological level of explanation, and considers whether or not there is any theoretical basis for the use of exercise-based intervention programmes. Following consideration of recent findings from a range of scientific disciplines, it is concluded that such ‘unconventional’ methods of intervention may draw some theoretical support from the scientific literature, although researchers are cautioned to be wary of comorbidity issues. It is also concluded that more rigorous and independent evaluations of the success (or otherwise) of exercise-based interventions are needed.  相似文献   

Recommending and being recommended     

Helen C. Lee 《The Teacher Educator》2013,48(1)

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Build Yourself a Fogou∗     

Helen G. Jefferson 《The Educational forum》2013,77(3)

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Conceptualizing curriculum management in an effective secondary school: a Western Australian case study     

Clive Dimmock  Helen Wildy 《Curriculum Journal》2013,24(3):297-323

ABSTRACT

This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.  相似文献   

A Survey to Determine the Status of Soccer for Women in Colleges and Universities of the South,Combined with a Survey of Methods of Teaching Soccer     

Elisebeth Conn  Helen Pendergast  Margaret McCall Chairman 《Research quarterly for exercise and sport》2013,84(4):66-69

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To Write a Rondeau     

Helen G. Jefferson 《The Educational forum》2013,77(1)

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Editorial     

Helen Halter 《Clearing house (Menasha, Wis.)》2013,86(6):370-371

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Age-related differences in vision and proprioception in a lower limb interceptive task: the effects of skill level and practice     

Williams AM  Weigelt C  Harris M  Scott MA 《Research quarterly for exercise and sport》2002,73(4):386-395

This study examined age-related differences in the role of visual proprioception during a lower limb interceptive action and how this varies as a function of skill and practice. In Experiment 1, skilled and less-skilled 8-, 10-, and 12-year-old boys controlled a soccer ball using their preferred foot under full vision and when sight of the effector was occluded. With the exception of the high-skilled 12-year-olds and low-skilled 8-year-olds, participants showed a decrement in peformance when denied access to visual proprioception. In Experiment 2, the effect of practicing under different informational constraints was examined for 12 year-old boys. Children performed varying amounts of practice under full vision, or in a condition where sight of the foot was occluded, before being transferred to the alternative viewing condition. Participants who practiced under occluded viewing conditions showed greater relative improvement in performance over practice and transfer sessions compared with a full vision control group. Some support is provided for the manipulation of visual informational constraints as an effective pedagogical approach to motor learning.  相似文献