Stated monthly meeting,March 19, 1930     

Howard McClenahan 《Journal of The Franklin Institute》1930,209(4):555-556

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Power output of field-based downhill mountain biking     

Hurst HT  Atkins S 《Journal of sports sciences》2006,24(10):1047-1053

The purpose of this study was to assess the power output of field-based downhill mountain biking. Seventeen trained male downhill cyclists (age 27.1 +/- 5.1 years) competing nationally performed two timed runs of a measured downhill course. An SRM powermeter was used to simultaneously record power, cadence, and speed. Values were sampled at 1-s intervals. Heart rates were recorded at 5-s intervals using a Polar S710 heart rate monitor. Peak and mean power output were 834 +/- 129 W and 75 +/- 26 W respectively. Mean power accounted for only 9% of peak values. Paradoxically, mean heart rate was 168 +/- 9 beats x min(-1) (89% of age-predicted maximum heart rate). Mean cadence (27 +/- 5 rev x min(-1)) was significantly related to speed (r = 0.51; P < 0.01). Analysis revealed an average of 38 pedal actions per run, with average pedalling periods of 5 s. Power and cadence were not significantly related to run time or any other variable. Our results support the intermittent nature of downhill mountain biking. The poor relationships between power and run time and between cadence and run time suggest they are not essential pre-requisites to downhill mountain biking performance and indicate the importance of riding dynamics to overall performance.  相似文献   

Introduction to the study of aircraft vibration and flutter: by Robert H. Scanlan and Robert Rosenbaum. 428 pages,illustrations, 16 × 24 cm. New York,The Macmillan Co., 1951. Price, $7.50     

Howard H. Brown 《Journal of The Franklin Institute》1951,252(2):205

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Relationships between scores on Stanford-Binet IV and Wechsler preschool and primary scale of intelligence     

Howard Carvajal  Kathleen Hardy  Kathy L. Smith  Kenneth A. Weaver 《Psychology in the schools》1988,25(2):129-131

A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01).  相似文献   

Teacher as token dispenser: Effect of an observer     

Howard E. Sattler  Karen F. Swoope 《Psychology in the schools》1976,13(1):97-100

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.  相似文献   

Conceptual impulsivity as a consideration in test interpretation     

Howard Margolis  Gary G. Brannigan 《Psychology in the schools》1976,13(4):484-486

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children.  相似文献   

Effects of behavior rehearsal,audiotaped observation,and intelligence on assertiveness and adjustment in third-grade children     

Daniel Vogrin  Howard Kassinove 《Psychology in the schools》1979,16(3):422-429

The effects of behavior rehearsal and audiotaped vignettes as added components to a 12-session assertion training lecture series were studied. Subjects were 96 third-grade children of average or above average IQ. Results showed that on both measures of assertion, behavior rehearsal was a significant adjunct to the assertion lecture, which was also given to the attention control children. On one measure of assertion an effect was also noted for the audiotaped observation condition. There was no effect of IQ. While clear increases in assertion were found, no effect on neuroticism or trait anxiety was noted. It was recommended that school mental health programs include an assertiveness segment in their curriculum.  相似文献   

CENTRAL AGENCY RENEWAL AND EDUCATIONAL GOAL SETTING     

Rabbi Howard I. Bogot 《Journal of Jewish Education》2013,79(3-4):29-31

The infrequently used label mishshamshim baKodesh may well capture the essential life-style most needed, and authentic, for bureaus of education; central agencies for Jewish education in communities whose variant demographics and structure mandate a caveat for generalizations.  相似文献   

Course design: Designing learner feedback in distance education     

Dawn C. Howard 《The American journal of distance education》2013,27(3):24-40

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Enriching Curriculum for All Students. Renzulli,J. S., & Reis,S. M. (2008)     

Howard Michael Fuchs 《Roeper Review》2013,35(3):209-210

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