Science,Art and Education     

Leslie M. Pafe 《The Educational forum》2013,77(3):279-284

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信念     

拿破仑·希尔 《Reading and Writing(高中版)》2010,(6)

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On the flow of water through pipes and orifices     

J. Leslie 《Journal of The Franklin Institute》1855,59(5):335-338

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Managing violent behaviour in the secondary school: A European perspective     

Leslie Caul    Michael Shevlin  Frances Leahy 《Irish Educational Studies》2013,32(1):84-96

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Prospectus for a New Type College     

James W. Hill 《College Teaching》2013,61(4):314-316

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Effect of time of day on perceived exertion at work rates above and below the ventilatory threshold     

D W Hill  K J Cureton  M A Collins 《Research quarterly for exercise and sport》1989,60(2):127-133

The effect of time of day on ratings of perceived exertion (RPE) at various intensities of cycling exercise, both below and above the ventilatory threshold, was studied in 32 subjects, 18 to 35 years of age. The ventilatory threshold occurred at the same (p greater than .05) mean (+/- SD) work rate in the morning (110.6 +/- 27.0 watts) and in the afternoon (111.9 +/- 23.9 watts) and was perceived as equally strenuous (p greater than .05) in the morning (RPE = 13.8 +/- 2.4) and in the afternoon (RPE = 13.6 +/- 2.8). At intensities below the ventilatory threshold, RPE was the same (p greater than .05) in the morning and in the afternoon; above the ventilatory threshold, RPE was lower (p less than .05) in the morning. We conclude that, during incremental submaximal cycling exercise above the ventilatory threshold, a particular work rate is perceived as less strenuous in the morning than in the afternoon. About 20% of this difference in RPE is explained by lower ventilatory demands in the morning.  相似文献   

The industrial lot and its sampling implications     

Leslie E. Simon 《Journal of The Franklin Institute》1944,237(5):359-370

It is shown that wrong inferences are drawn from samples because of failure to understand what constitutes a lot and because of failure to verify the existence of a lot in the practically useful sense. Time-tried methods of making valid inferences from samples without increased cost are pointed out.  相似文献   

Effects of student-facilitated learning on instructional facilitators     

Sarah M. Bonner  Jennifer A. Somers  Gwendelyn J. Rivera  Leslie S. Keiler 《Instructional Science》2017,45(4):417-438

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains.  相似文献   

Sanitizing the Struggle: Barack Obama,Selma, and Civil Rights Memory     

Theon E. Hill 《Communication quarterly》2017,65(3):354-376

In this article, I examine Barack Obama’s use of collective memory during his 2007 campaign speech in Selma, Alabama. Specifically, I argue that Obama appeals to collective memory to challenge the Black community’s relationship to the past. He reframed the memory of the Civil Rights Movement in a manner favorable to his political aspirations. While this frame was politically expedient, it weakened Black political agency. It robbed the Black community of crucial rhetorical resources used to challenge structural inequalities in society. This article offers insight into the complex relationship between metaphor and collective memory. Specifically, I interrogate the role of metaphor as a crucial site where public memory is formed, disrupted, and rearticulated. Furthermore, I consider the implications of his use of memory for the future of the Black freedom struggle.  相似文献   

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献