Financial Aid and College Persistence: Do Student Loans Help or Hurt?     

Serge Herzog 《Research in higher education》2018,59(3):273-301

Using data from two freshmen cohorts at a public research university (N = 3730), this study examines the relationship between loan aid and second-year enrollment persistence. Applying a counterfactual analytical framework that relies on propensity score (PS) weighting and matching to address selection bias associated with treatment status, the study estimates that loan aid exerts a significant negative effect on persistence for students from low-income background (i.e., Pell eligible), and those taking up high amounts of loans in order to meet total cost of attendance, including students who exhausted the available amount of subsidized loan aid. However, no significant incremental effect associated with unsubsidized loan aid, net of subsidized loan aid, could be detected. The estimated effect of loan aid on persistence controls for first-year academic experience and takes into account 26 factors related to loan selection and persistence in order to match students with loan aid to a counterfactual case in covariate adjusted regression. Comparison with results from non-matched-sample analysis suggests selection bias may mask the negative effect of loans detected with matched-sample estimation. Validity of covariates determining the loan selection process and criteria for acceptable balance in the matched data are discussed, and implications for future research are addressed.  相似文献   

Long-term retention of fear-potentiated startle following a short training session     

Serge Campeau  Keng C. Liang  Michael Davis 《Learning & behavior》1990,18(4):462-468

The permanence of aversive memories has been reported to vary when assessed with conditioned emotional response procedures (months) versus avoidance response measures (days). When evaluated with the potentiated startle paradigm, five light-shock pairings at a 2-min intertrial interval produced highly reliable potentiated startle, which was similar in magnitude from 1 to 28 days after training and maximal using a 0.6-mA footshock intensity. These results are consistent with such measures as conditioned emotional response procedures, in which aversive memories have been observed after months following originaltraining. The results obtained with various shock intensities are also discussed in the context of other indices of fear.  相似文献   

‘Christian Patriotism’ and Physical Education in Pre-Revolutionary France: The Royal Military School in Sorèze in the Eighteenth Century     

Serge Vaucelle  John McClelland 《国际体育史杂志》2013,30(4-5):474-492

The Ecole Royale Militaire of Soreze (Royal Military School) was located in the French province of Languedoc. On the eve of the 1789 Revolution it was still a religious institution run by the Benedictine monks, known for having broken with certain traditional models. The establishment offered special forms of instruction, stressing certain scientific and literary disciplines, and also physical education (fencing, dancing, horse riding, and equestrianism). Pupils’ best results were also recorded in swimming. At the end of every school year, all the results were confirmed by public examinations, labelled Exercices publics, and recorded in the Cahiers d’exercices. These materials enable the reconstruction the evolution of the school’s programmes over a period of more than a century. The incalculable richness of Sorèze’s programmes, by distinguishing the elements already present in the military training of the period from the pedagogical innovations that were introduced, demonstrate the special place that was reserved for physical exercise. This Catholic institution was thus able to develop a total coherence of the scholarly programme, considered as a source of ‘Christian Patriotism’, in pre-Revolutionary France.  相似文献   

Are intensified physical education sessions able to elicit heart rate at a sufficient level to promote aerobic fitness in adolescents?     

Baquet G  Berthoin S  Van Praagh E 《Research quarterly for exercise and sport》2002,73(3):282-288

The purpose of this study was to determine the effects of intensified physical education sessions on adolescents ages 11-16 years. They were divided into two experimental groups--high-intensity running group (HIRG) and high-intensity jumping group (HlJG)--and a control group (C). During the sessions, heart rate (HR) was monitored. There was no significant difference between mean HR for HIRG and HIJG, while the mean HR was significantly lower for C (p < .001). For both HIRG and HIJG, the mean HR was significantly higher for girls than for boys (p < .001). Our results suggested that these intensified physical education lessons require a high percentage of maximal HR in adolescents and can be used to improve aerobic fitness.  相似文献   

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives     

Serge Hein  Gerard Lawson 《Counselor Education & Supervision》2008,48(1):16-31

Although triadic supervision has been the subject of little empirical research, perspectives of supervisors in this form of supervision have received even less attention. This qualitative study examined 6 doctoral student supervisors' experiences of triadic supervision and the demands it placed on them in their role as supervisors. Data collection involved use of in‐depth, open‐ended interviews, and a whole‐text analysis resulted in 2 major categories. These categories address various ways in which triadic supervision increases or decreases the demands placed on the supervisor. Implications of the findings for supervisory practices and future research are also addressed.  相似文献   

Educational design and algorithmic thinking introduction to operatioal learning systems     

Rl Larose  Serge Racine 《Performance Improvement》1982,21(7):27-37

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