The Others reconstructed     

Alexander Geimer  Steffen Lepa  Achim Hackenberg  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2007,10(4):493-511

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A New Least‐Squares Regression Model     

Chris Du Feu 《Teaching Statistics》2001,23(1):17-19

This article describes simple apparatus for classroom demonstration of fitting a least‐squares regression line.  相似文献   

From Scotswood Road to Alexandra House     

Chris Marshall 《Support for Learning》2003,18(1):42-44

Chris Marshall graduated in psychology at the University of Durham in 1964. After teaching in Croydon he was appointed an assistant educational psychologist (EP) in Newcastle upon Tyne, subsequently doing his formal EP training at Birmingham University. Some research on seven–year–old readers led to an M.Ed. from Newcastle upon Tyne and in 1970 he returned to Durham as a lecturer in the Institute of Education, tutoring the one–year diploma course in remedial education. In 1976 he became principal educational psychologist of Northamptonshire. He was also involved in part–time teaching and tutoring for the Open University, including the course on the teaching of reading. In 1978 he was appointed HMI, where he remained until his retirement in 2001. He became leader of the special needs team in 1984 and in 1987 the professional head of the Assessment of Performance Unit. He subsequently acted as adviser to the DfEE on assessment, and on appeals and complaints in relation to the 1981 Education Act. He was involved in the setting up of the SEN Tribunal. The final part of his career from 1996 was again as the special needs team leader for HMI, now part of Ofsted.  相似文献   

An evil impulse     

Edward Alexander 《Academic Questions》2003,16(2):8-8

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Editorial     

Margot Pearson  Linda Hort  Pam Roberts  Gerlese A˚kerlind  Mandy Lupton  Chris Trevitt 《高等教育研究与发展》2003,22(3):235-236

As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki.  相似文献   

Rissland, Birgit. 2002. Humor und seine Bedeutung für den Lehrerberuf. Bad Heilbrunn/Obb.: Julius Klinkhardt. 234 pp. ISBN 3-7815-1251-7.     

Alexander Schrof 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,9(3):641-642

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Conceptual mediation: A new perspective on conceptual exchange     

Chris Dawson  Harry Lyndon 《Research in Science Education》1997,27(2):323-173

For the last two decades science education researchers have had a major interest in identifying students’ intuitive understanding of a wide range of scientific topics and in reducing the difficulties involved when an attempt is made to replace these views by scientific understanding. Different approaches to this latter problem have been adopted by researchers, with strategies ranging from the pragmatic and atheoretical to those with a stronger theoretical foundation, usually based on some form of constructivism. In this paper we report on a novel theoretical perspective which takes as its foundation the psychological research of about three decades ago which investigated “forgetting,” and the important effects of previous knowledge in this process. In particular this new perspective demonstrates that, under normal teaching conditions, and through the process of proactive inhibition, the student’s prior knowledge can accelerate the forgetting of the newly taught scientific ideas. The paper first develops the theoretical position and then shows that a change in teaching approach can take advantage of the differences between the students’ prior understanding and the scientific view to ensure more efficient replacement. Following this an overview of the new methodology, as it is currently being used on a trial basis by science teachers in South Australia, is briefly introduced.  相似文献   

Coexistence of plastic and partially diffusive phases in a helium-methane compound     

Hao Gao  Cong Liu  Andreas Hermann  Richard J Needs  Chris J Pickard  Hui-Tian Wang  Dingyu Xing  Jian Sun 《国家科学评论(英文版)》2020,7(10):1540

Helium and methane are major components of giant icy planets and are abundant in the universe. However, helium is the most inert element in the periodic table and methane is one of the most hydrophobic molecules, thus whether they can react with each other is of fundamental importance. Here, our crystal structure searches and first-principles calculations predict that a He₃CH₄ compound is stable over a wide range of pressures from 55 to 155 GPa and a HeCH₄ compound becomes stable around 105 GPa. As nice examples of pure van der Waals crystals, the insertion of helium atoms changes the original packing of pure methane molecules and also largely hinders the polymerization of methane at higher pressures. After analyzing the diffusive properties during the melting of He₃CH₄ at high pressure and high temperature, in addition to a plastic methane phase, we have discovered an unusual phase which exhibits coexistence of diffusive helium and plastic methane. In addition, the range of the diffusive behavior within the helium-methane phase diagram is found to be much narrower compared to that of previously predicted helium-water compounds. This may be due to the weaker van der Waals interactions between methane molecules compared to those in helium-water compounds, and that the helium-methane compound melts more easily.  相似文献   

Predictor variables of performance in recreational male long-distance inline skaters     

Knechtle B  Knechtle P  Rüst CA  Senn O  Rosemann T  Lepers R 《Journal of sports sciences》2011,29(9):959-966

We investigated the associations between selected anthropometric and training characteristics with race time in 84 recreational male long-distance inline skaters at the longest inline marathon in Europe, the 'Inline One-eleven' over 111 km in Switzerland, using bi- and multivariate analysis. The mean (s) race time was 264 (41) min. The bivariate analysis showed that age (r = 0.30), body mass (r = 0.42), body mass index (r = 0.35), circumference of upper arm (r = 0.32), circumference of thigh (r = 0.29), circumference of calf (r = 0.38), skin-fold of thigh (r = 0.22), skin-fold of calf (r = 0.27), the sum of skin-folds (r = 0.43), percent body fat (r = 0.45), duration per training unit in inline skating (r = 0.33), and speed during training (r = -0.46) were significantly and positively correlated to race time. Stepwise multiple regression showed that duration per training unit (P = 0.003), age (P = 0.029) and percent body fat (P = 0.016) were the best correlated with race time. Race time in a long-distance inline race such as the 'Inline One-eleven' over 111 km with a mean race time of ～260 min might be predicted by the following equation (r(2) = 0.41): Race time (min) = 114.91 + 0:51* (duration per training unit, min) + 0:85* (age, years) +3:78* (body fat, %) for recreational long-distance inline skaters.  相似文献   

Perceived value of scholarly articles     

Carol TENOPIR  Suzie ALLARD  Benjamin J. BATES  Kenneth J. LEVINE  Donald W. KING  Ben BIRCH  Regina MAYS  Chris CALDWELL 《Learned Publishing》2011,24(2):123-132

When faced with an abundance of articles, readers must weigh the relative importance of various characteristics to select which articles to read. Over 400 researchers in 12 countries responded to a questionnaire that asked them to rank seven article characteristics and rate 16 article profiles. After article topic, the next most highly ranked characteristics were online accessibility and source of article. Conjoint analysis revealed the highest rated profiles to be (i) article written by a top‐tier author, in a top peer‐reviewed journal, available online at no personal cost to the reader; and (ii) article written by a top‐tier author, in a peer‐reviewed journal not in the top tier, available online at no personal cost to the reader. There were significant differences in characteristic rankings by discipline and geographic location.  相似文献