Gross,N., & Trask,A. E. The sex factor and the management of schools. New York: John Wiley, 1976, 276 pp., $16.95     

James A. Wakefield 《Psychology in the schools》1977,14(3):388-389

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Self-esteem and school performance     

Rosalyn A. Rubin  Jeanne Dorle  Susanne Sandidge 《Psychology in the schools》1977,14(4):503-507

Self-esteem was found to have a moderate relationship with, but not a strong independent effect on, school achievement and behavior for a sample of 530 twelve-year-olds. From multiple correlation coefficients predicting school outcomes from measures of socioeconomic status, IQ, and self-esteem, it was concluded that much of the relationship between self-esteem and school performance for the general school population can best be explained as reflecting common underlying factors such as ability and background.  相似文献   

Conrad,P. Identifying hyperactive children: The Medicalization of Deviant Behavior. Lexington,MA: D. C. Heath, 1976, 122 pp., $13.00     

Donald A. Lupiani 《Psychology in the schools》1977,14(4):522-524

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The effect of acute aerobic exercise on central arterial stiffness,wave reflections,and hemodynamics in adults with diabetes: A randomized cross-over design     

Kimberley L. Way  Angela S. Lee  Stephen M. Twigg  Nathan A. Johnson 《运动与健康科学(英文)》2021,10(4):499-506

BackgroundIndividuals with diabetes have greater central arterial stiffness, wave reflections, and hemodynamics, all of which promote the accelerated cardiovascular pathology seen in this population. Acute aerobic exercise has been shown to be an effective strategy for reducing central arterial stiffness, wave reflections, and hemodynamics in healthy individuals; however, the effects of acute aerobic exercise in reducing these outcomes is not well established in people with diabetes. Recently, implementation of high-intensity interval exercise (HIIE) has shown superior improvements in cardiovascular health outcomes when compared to traditional aerobic exercise. Yet, the effect of HIIE on the aforementioned outcomes in people with diabetes is not known. The purpose of this study was to (i) describe the central arterial stiffness, wave reflections, and hemodynamic responses to a bout of HIIE and moderate-intensity continuous exercise (MICE) in adults with diabetes; and (ii) compare the effects of HIIE and MICE on the aforementioned outcomes.MethodsA total of 24 adult men and women (aged 29–59 years old) with type 1 (n = 12) and type 2 (n = 12) diabetes participated in a randomized cross-over study. All participants completed the following protocols: (i) HIIE: cycling for 4 × 4 min at 85%–95% of heart rate peak (HR_peak), interspersed with 3 min of active recovery at 60%–70%HR_peak; (ii) MICE: 33 min of continuous cycling at 60%–70%HR_peak; and (iii) control (CON): lying quietly in a supine position for 30 min.ResultsA significant group × time effect was found for changes in central systolic blood pressure (F = 3.20, p = 0.01) with a transient reduction for the HIIE group but not for the MICE or CON groups. There was a significant group × time effect for changes in augmentation index at a heart rate of 75 beats/min (F = 2.32, p = 0.04) with a decrease following for HIIE and MICE but not for CON. For all other measures of central arterial stiffness and hemodynamics, no significant changes were observed (p > 0.05).ConclusionA bout of HIIE appears to lead to a greater transient reduction in central systolic blood pressure than the reduction observed following MICE; however, both HIIE and MICE improved augmentation index at a heart rate of 75 beats/min in people with diabetes. There was no significant difference in response to HIIE and MICE in all outcomes. This provides preliminary evidence on the role of HIIE on such outcomes in people with diabetes.  相似文献   

Congruence between educational attitudes and academic philosophies     

John A. Bell  Albert H. Miller 《Psychology in the schools》1979,16(1):154-158

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.  相似文献   

The liederkranz respone mode     

Francis A. Cartier 《Performance Improvement》1979,18(1):4-4

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Behavior management for teachers with teaching disabilities or…     

A. Lee Parks 《Performance Improvement》1979,18(2):25-28

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Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma     

Bryan A. Brown 《Journal of Science Teacher Education》2011,22(8):679-704

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Universal metadata standard     

A. V. Poleev 《Scientific and Technical Information Processing》2011,38(2):119-122

Consciousness is based on the association of notions or a neural network. Similarly, the creation of the next-generation Internet (semantic web) is impossible without attributes that allow the semantic association of documents and their integration into an information context. To achieve these goals, the Universal Metadata Standard (UMS) may serve as a basis for documentography and is functionally required for interpretation of documents by automatic operating systems.  相似文献   

A Review of “Growing the Virtual Workplace: The Integrative Value Proposition for Telework”     

George C. A. Bergstrom 《Journal of Business & Finance Librarianship》2013,18(4):369-371

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