Drilling machines at the hoosac tunnel     

De Volson Wood 《Journal of The Franklin Institute》1867,84(2):83-86

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Pedometer-determined physical activity and its comparison with the International Physical Activity Questionnaire in a sample of Belgian adults     

De Cocker K  Cardon G  De Bourdeaudhuij I 《Research quarterly for exercise and sport》2007,78(5):429-437

Pedometer-determined physical activity (PA) levels in Belgian adults were provided and compared to PA scores reported in the International Physical Activity Questionnaire (IPAQ). The representative sample (N=1239) of the Belgian population took on average 9655 (4526) steps/day. According to pedometer indices 58.4% were insufficiently active. Steps/day differed significantly between gender (F = 5.0, p = .026), age groups (F = 3.3, p = .01), employment status (F = 6.2, p = .013), and days of monitoring (F = 7.4, p = .007). Steps/day were negatively correlated to the time spent sitting and positively to PA at work, in transport, and in leisure time (p < .001). Steps data can discriminate between PA levels reported in the IPAQ. Belgian population pedometer-determined PA levels are higher than those reported in samples of the United States; however, there is a wide distribution of ambulatory behavior  相似文献   

Optimized versus corrected peak power during friction-braked cycle ergometry in males and females     

James DV  Wood DM  Maberly TC  De Ste Croix M 《Journal of sports sciences》2007,25(8):859-867

The aim of this study was to compare optimization and correction procedures for the determination of peak power output during friction-loaded cycle ergometry. Ten male and 10 female sports students each performed five 10-s sprints from a stationary start on a Monark 864 basket-loaded ergometer. Resistive loads of 5.0, 6.5, 8.0, 9.5, and 11.0% body weight were administered in a counterbalanced order, with a recovery period of 10 min between sprints. Peak power was greater and occurred earlier, with less work having been done before the attainment of peak power, when the data were corrected to account for the inertial and frictional characteristics of the ergometer. Corrected peak power was independent of resistive load (P > 0.05), whereas uncorrected peak power varied as a quadratic function of load (P < 0.001). For males and females, optimized peak power (971 +/- 122 and 668 +/- 37 W) was lower (P < 0.01) than either the highest (1074 +/- 111 and 754 +/- 56 W respectively) or the mean (1007 +/- 125 and 701 +/- 45 W respectively) of the five values for corrected peak power. Optimized and mean corrected peak power were highly correlated both in males (r = 0.97, P < 0.001) and females (r = 0.96, P < 0.001). The difference between optimized and mean corrected peak power was 37 +/- 30 W in males and 33 +/- 14 W in females, of which approximately 15 W was due to the correction for frictional losses. We conclude that corrected peak power is independent of resistive load in males and females.  相似文献   

A new form of barometer     

M. De Celles 《Journal of The Franklin Institute》1859,68(6):405

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Differential contribution of personality to the explanation of variance in achievement in the first language and mathematics at high school level     

Mechala Scott  Jan L. De K. Monteit 《Psychology in the schools》1987,24(1):78-83

This study assessed the differential contribution of personality to the explanation of variance in achievement in the mother tongue and mathematics at the high school level. The results indicated that personality, as measured by the HSPQ, aided the explication of variance in achievement in the mother tongue significantly, but had little influence on mathematics. Personality contributed as much to the explanation of variance in the mother tongue as did the composite cognitive variable. The influence of personality on achievement in mathematics was shown to be negligible. Some practical implications for the teaching of the first language are drawn.  相似文献   

On the formation of hail     

M. De la Rive 《Journal of The Franklin Institute》1838,25(3):201-209

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Work and vis-viva     

De Volson Wood 《Journal of The Franklin Institute》1865,79(1):27-30

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A methodology for the identification of glass panes of different origin in a single stained glass window: Application on two 13th century windows     

Olivier Schalm  Ine De Raedt  Joost Caen  Koen Janssens 《Journal of Cultural Heritage》2010,11(4):81-492

The chemical composition of 11 glass panes originating from two 13th century non-figurative windows were analyzed by means of Scanning Electron Microscopy–Energy Dispersive X-ray system (SEM-EDX). The windows were discovered in the back-wall of the triforium during the restoration of the choir of the cathedral St. Michael and St. Gudule in Brussels (Belgium). In order to determine if these windows were fabricated with glass of different origin or not, the compositional difference between the panes were compared with the variation in composition as a result of the following causes: (1) compositional fluctuation between panes cut from the same sheet of glass, (2) compositional fluctuation caused when panes are cut from different sheets that were made with the same batch, (3) compositional fluctuation caused when the glass is made from different batches at the same production center, and (4) compositional fluctuation as a result of glass produced at different fabrication centers.  相似文献   

CUE SYSTEM UTILIZATIONS AMONG OLDER READERS     

R. J. De Santi 《Educational gerontology》2013,39(3):271-277

The effects of writing style upon mature older readers’ reading comprehension are considered. Two narrative historical selections, the first emotive and abstract and the second nonemotive and concrete, were employed. Miscue analysis was used to evaluate the efficiency with which each reader used reading strategies across the five systems that cue meaningful comprehension. Miscues were analyzed at the word, clause, sentence, and intersentence levels. In addition, interview schedules were employed to identify readers’ perceptions of preferred reading strategies and to permit a comparison with actual performance. The findings indicate that mature older readers are consistent in cue system utilization. A preference for the word cue system influenced both the use of cues from other systems and comprehension. Use of the word‐level cue system is inversely related to the use of the other available cue systems. Preference for cues within words also appears to be inversely related to comprehending effectiveness. The subjects’ perceptions of the reading process and their actual reading performance appeared to determine patterns of cue system use more clearly than did the differences in materials. As a result, those developing materials intended for use in programs with older persons should not only be concerned with the content and quality of those materials but also the skills and perceptions of those who will use the materials.  相似文献   

An orthopedagogical method for children with a depression     

Frank De Fever 《欧洲特需教育杂志》2013,28(3):262-274

ABSTRACT

An orthopedagogical method for teaching children with a depression is presented here. Relatively unknown in the English‐speaking world, orthopedagogy is a pedagogical discipline that is aimed at an entire action field. It does not target the child with handicap, but the entire problematic educational situation (PES). Orthopedagogy is the scientific study of assistance given to those concerned with a PES ‐ namely, the child, parents, brothers and sisters, grandparents, and so on. To break through a PES or to get rid of it, the orthopedagogician has to listen to the orthopedagogical request for help of the child and give an appropriate answer to it. On the basis of a theoretical model of Paul Gilbert, an orthopedagogic request for helping children with a depression was formulated. Gilbert's model offers a perspective derived from evolution theory and argues for the adoption of a bio‐psychological approach. Children with a depression request a warm and loving climate, an attractive and simple education situation and close involvement on the part of the educator. To answer that request, we set orthopedagogical action on two tracks. On track 1 (dialogical action) we try to break through the PES by asking the educator to over‐accentuate the pedagogical climate, the education situation and his/her own presentation. On track 2 (technical action) we designed an approach aimed at children aged between 6 and 12 years with a depression.  相似文献