On an effectual method of cutting off the communication between the damp foundation of a wall built upon a moist subsoil,and the part of the wall above the ground; and on a mode of securing the inside of a wall from damp forced through the brickwork by driving rains     

John Isaac Hawkins 《Journal of The Franklin Institute》1835,19(6):429-430

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The association between physical activity behavior and commonly reported barriers in a worksite population     

Bowles HR  Morrow JR  Leonard BL  Hawkins M  Couzelis PM 《Research quarterly for exercise and sport》2002,73(4):464-470

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'It's how the story is, really': Response to 2 Types of Narrative in Some Primary Children     

Jillian Hawkins 《English in Education》1986,20(3):20-30

This article deals with response to two types of narrative fiction by a group of 4 children aged 9 1/2 to 10 1/2. The children were presented with a realistic text and, later, a fantastic text, and were encouraged to discuss their response to the text, with the teacher present and taking part. Areas particularly selected for discussion were genres and comparisons, structure, motivation, characterisation, the story as virtual experience The discussion revealed a strong sense of genre, though a mixed response. Appreciation of other features of narrative hinged on response to the story as virtual experience, and anecdote and comparison figured largely as tools for discussion.  相似文献   

Changes in attention to an irrelevant cue that accompanies a negative patterning [corrected] discrimination     

Dopson JC  Esber GR  Pearce JM 《Learning & behavior》2011,39(4):336-349

Pigeons were trained in two experiments with negative patterning discriminations that were accompanied by an irrelevant cue. For Experiment 1, the discriminations were of the form AX+ BX+ ABX–, where A and B were relevant, X was irrelevant, and + or – indicate whether or not reinforcement was delivered. The discriminations for Experiment 2 were of the form A+ B+ AX+ BX+ ABX–. A subsequent test phase in both experiments revealed that the associability of A and B, and hence the attention paid to these stimuli, was less than the associability of X. The results are explained with a modified version of a configural theory of associative learning.  相似文献   

Basic Creation of Name and Title Authorities     

Les Hawkins  Hien Nguyen  Heylicken Moreno 《期刊图书馆员》2016,70(1-4):343-355

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Not quite normal: Consequences of violating the assumption of normality in regression mixture models     

Lee Van Horn M  Smith J  Fagan AA  Jaki T  Feaster DJ  Masyn K  Hawkins JD  Howe G 《Structural equation modeling》2012,19(2):227-249

Regression mixture models are a new approach for finding differential effects which have only recently begun to be used in applied research. This approach comes at the cost of the assumption that error terms are normally distributed within classes. The current study uses Monte Carlo simulations to explore the effects of relatively minor violations of this assumption, the use of an ordered polytomous outcome is then examined as an alternative which makes somewhat weaker assumptions, and finally both approaches are demonstrated with an applied example looking at differences in the effects of family management on the highly skewed outcome of drug use. Results show that violating the assumption of normal errors results in systematic bias in both latent class enumeration and parameter estimates. Additional classes which reflect violations of distributional assumptions are found. Under some conditions it is possible to come to conclusions that are consistent with the effects in the population, but when errors are skewed in both classes the results typically no longer reflect even the pattern of effects in the population. The polytomous regression model performs better under all scenarios examined and comes to reasonable results with the highly skewed outcome in the applied example. We recommend that careful evaluation of model sensitivity to distributional assumptions be the norm when conducting regression mixture models.  相似文献   

Power,pedagogies and lifelong learning: reading between the lines     

Elaine Hawkins 《Changing English: An International Journal of English Teaching》2012,19(1):81-94

The UK English subject benchmark statements express the discipline’s commitment to contribute to an ‘ideal of lifelong learning’. In this article, I consider what this commitment may mean for practice and explore why its attainment is complex and contentious. In doing so, I examine some of the ways in which lecturers’ professional identities are experienced and enacted in educational settings where students have their first introduction to higher education English Studies. I suggest that the pedagogic principles and practices which lecturers describe need to be seen as deeply embedded within networks of social and discipline-based discourses and social and institutional relations.  相似文献