What can I do with the kid who …?     

Carole Mitchell 《Educational Psychology in Practice》2012,28(4)

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In Brief     

Claudia A. Mitchell  Sandra Weber 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):315-318

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The ethics of academic collection development in a politically contentious era     

Wendy Highby   《Library Collections, Acquisitions, and Technical Services》2005,28(4):465-472

The ethics of academic library collection development are discussed within the context of the polarized political climate of the United States. The ethics are examined in regard to collection development and the exercise of professional judgment. Legislation introduced in the State of Colorado is used as an example of a manifestation of the political polarization. The legislation's possible effects upon the academic freedom of librarians are examined. The limitations of the ethical principle of neutrality and rationale for engaging in advocacy are explored. An expansion of the teaching role of academic technical services librarians is recommended.  相似文献   

The influence of moment of inertia on baseball/softball bat swing speed   总被引：1，自引：1，他引：0  

Keith?KoenigEmail author  Nan?Davis?Mitchell  Thomas?E.?Hannigan  J.?Keith?Clutter 《Sports Engineering》2004,7(2):105-117

The speed at which a player can swing a bat is central to the games of baseball and softball, determining, to a large extent, the hit speed of the ball. Experimental and analytical studies of bat swing speed were conducted with particular emphasis on the influence of bat moment of inertia on swing speed. Two distinct sets of experiments measured the swing speed of colege baseball and fast-pitch softball players using weighted rods and modified bats. The swing targets included flexible targets, balls on a tee and machine pitched balls. Internal mass alterations provided a range of inertial properties. The average measured speeds, from 22 to 31 m s⁻¹, are consistent with previous studies. Bat speed approximately correlates with the moment of inertia of the bat about a vertical axis of rotation through the batter's body, the speed generally decreasing as this moment of inertia increases. The analytical model assumes pure rotation of the batter/bat system about a vertical axis through the batter's body. Aerodynamic drag of the batter's arms and the bat is included in the model. The independent variable is bat moment of inertia about the rotation axis. There is reasonable agreement between the model and the measured speeds. Detailed differences between the two suggest the importance of additional degrees of freedom in determining swing speed.  相似文献   

Distance learning in post-qualifying nurse education at Northumbria University: implications for the role of the library and library staff     

Bailey P  Cook G  Thynne E  Weatherhead E  Glenn S  Mitchell A 《Health information and libraries journal》2004,21(1):66-69

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Differential effects of norm-referenced and self-referenced feedback on performance expectancies,attributions, and motivation     

Wendy McColskey  Mark R. Leary 《Contemporary educational psychology》1985,10(3):275-284

When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed.  相似文献   

Letter from the Editor     

J. Mitchell Miller 《Journal of Criminal Justice Education》2013,24(3):323-324

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Supporting Families with Deaf Children under Five: Policy, Practice and Collaboration between Education and Social Services Departments     

Susan Turner  Wendy Lynas  & Peter Pumfrey 《British Journal of Special Education》1998,25(1):33-40

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We can speak for ourselves: community library services for mentally handicapped people. Report of a workshop at the Kings Fund Centre, 31 October 1984.     

Sally Mitchell 《Health information and libraries journal》1985,2(3):134-136

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Block Talk: Spatial Language During Block Play     

Katrina Ferrara  Kathy Hirsh‐Pasek  Nora S. Newcombe  Roberta Michnick Golinkoff  Wendy Shallcross Lam 《Mind, Brain, and Education》2011,5(3):143-151

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.  相似文献