Professor Philip J. Foster: an accomplished scholar and teacher     

N’Dri Thérèse Assié-Lumumba 《Prospects》2008,38(4):573-575

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Contextual factors associated with the symptoms of teenagers victims of intrafamilial sexual aggression     

Thériault C  Cyr M  Wright J 《Child abuse & neglect》2003,27(11):1291-1309

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Teacher learning through reciprocal peer coaching: An analysis of activity sequences     

R.C. Zwart  Th. Wubbels  S. Bolhuis  Th.C.M. Bergen 《Teaching and Teacher Education》2008

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Effect of<Emphasis Type="Italic">Vitex negundo</Emphasis> leaf extract on the free radicals scavengers in complete Freund's adjuvant induced arthritic rats     

P Renuka Devi  S Krishna Kumari  C Kokilavani 《Indian journal of clinical biochemistry : IJCB》2007,22(1):143-147

The effect of the oral administration ofVitex negundo leaf extract on the levels of enzymic and non-enzymic antioxidants were studied in the adjuvant induced arthritic (AIA) rats The levels of antioxidant enzymes such as SOD, CAT, GPx, G6PD, GSH and Vit-C were estimated in various groups of the experimental rats. It was observed that the antioxidant enzyme levels in the AIA were significantly low when compared to normal rats. A significant decrease in enzymic antioxidant—SOD, CAT, GPx, G6PD and non-enzymic antioxidant—GSH, Vit-C were observed in the liver of AIA rats compared to the normal rats. These results suggest that the leaf extract ofVitex negundo possesses antioxidant activity.  相似文献   

反复张力下V形切口圆条的表面裂纹的疲劳扩展     

Devi CHANDRA  ;Judha PURBOLAKSONO  ;Yusoff NUKMAN  ;Haw-ling LIEW  ;Singh RAMESH  ;Mohsen-abdel HASSAN 《浙江大学学报(A卷英文版)》2014,15(11):873-882

研究目的：在相同的反复张力下,研究V形切口圆条表面裂纹的疲劳扩展规律。研究方法：1.构建V形切口圆条模型（图1）,基于线性二次元将模型表面离散成一个个网格点（图2）;2.以AZ-6A-T5镁合金为例,利用J积分计算应力强度因数,利用NASGRO裂纹增长率模拟裂纹的疲劳扩展;3.通过研究不同的裂纹纵横比和对应的应力强度因数之间的相关性来研究裂纹的扩展。重要结论：1.在裂纹扩展时裂纹纵横比的初始值对断裂形状的发展有重要影响;2.裂纹纵横比对疲劳负荷寿命的作用比缺口半径更加明显;3.当裂纹前缘演变成一条直线形时可观察到不稳定的裂纹扩展;4.裂纹深度一定时,断裂纵横比越小,疲劳负荷寿命越短;5.当裂纹纵横比为0.6-0.7时,出现了不稳定的裂纹扩展。  相似文献   

A developmental study of the relationship between reading development and the self-system     

Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》1998,13(1):61-74

The aims of this three-year longitudinal study were to examine 1) the concurrent development of different components of the self-system; 2) how the development of this self-system relates to cognitive and metacognitive development in reading; and 3) whether or not there are gender differences both in the development of the self-system as well as in its relation to the development of reading. One hundred and seventy-eight elementary school children were first assessed in the fourth grade and then again in each of the two following years. A similar pattern of intercorrelations between self-system components was evident for boys and girls, and this pattern was quite stable across the three school grades. In addition, similar patterns of moderate relations between the self-system and cognitive and metacognitive development in reading were observed across time. According to these findings, there appears to be some stability, consistency and coherence in how late elementary school children’s beliefs about themselves as learners are organized in their self-system. It is also evident that children of this age are able to make valid self-appraisals of their capabilities.  相似文献