Editorial 2011     

Marcel V. J. Veeman 《Metacognition and Learning》2011,6(1):1-1

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FINDING UNITY IN DIVERSITY IN CHURCH‐RELATED HIGHER EDUCATION: FOUR CONCEPTUAL PRINCIPLES     

Marcel J. Dumestre 《Religious education (Chicago, Ill.)》2013,108(4):587-605

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Learning to think or learning to memorize? A constructivist reformulation of an old dilemma     

Marcel Crahay 《Prospects》1996,26(1):55-83

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Beyond plagiarism: Ethical misconduct in scientific and technical publishing     

Marcel Chotkowski LaFollette 《Publishing Research Quarterly》1988,4(4):65-73

Ethical misconduct among scholars’whether plagiarism, data fabrication, data misrepresentation, or other forms of dishonesty’is on the rise, and increasingly in the public spotlight. Marcel LaFollette describes the context in which misconduct takes place, contrasting the nature of the scientific community before and after World War II. In the 1980s, the federal government facilitates, funds, and scrutinizes scientific research far more extensively than ever before. Increased political concern, LaFollette argues, will have far-reaching implications for scientists and their publishers. Marcel Chotkowski LaFollette is assistant professor, Massachusetts Institute of Technology, and visiting scholar, National Museum of American History, Smithsonian Institution. She is the former editor ofScience, Technology & Human Values and is currently writing a book on ethical misconduct in research communication. This article was prepared with support from the National Science Foundation under grant RII-8409904 “The Ethical Problems Raised by Fraud in Science and Engineering Publishing”.  相似文献   

Energy and macronutrient intake in adolescent sprint athletes: a follow-up study     

Aerenhouts D  Deriemaeker P  Hebbelinck M  Clarys P 《Journal of sports sciences》2011,29(1):73-82

Macronutrient intake, height, weight, and body composition of 60 adolescent sprint athletes were estimated every 6 months over 3 years. Seven-day food records were analysed based on the Belgian and Dutch food databanks. The age of participants at the start of the 3-year study was 14.8 ± 1.6 years for female athletes and 14.7 ± 1.9 years for male athletes. Girls and boys gained height (3.4 ± 4.6 cm and 5.9 ± 6.6 cm respectively) and weight (5.6 ± 3.5 kg and 8.7 ± 5.5 kg respectively), whereas percent body fat remained unchanged in both girls and boys (around 17.0% and 8.5% respectively). Mean protein intake of around 1.5 g · kg?1 body weight was within recommendations on each occasion for both sexes. Carbohydrate intakes between 5 and 7 g · kg?1 body weight support a training programme of moderate intensity. Total and saturated fat intakes were high at the start of the study (girls: 31.8 ± 3.5% and 12.2 ± 2.0% of energy intake; boys: 30.3 ± 4.6% and 12.0 ± 1.9% of energy intake) and it appeared to be difficult to achieve and maintain lower intakes. Consistent low fluid intakes around 40 ml · kg?1 body weight were observed. General non-stringent advice for improvement of the diet resulted in significant favourable changes only for the consumption of wholegrain bread, vegetables, and soft drinks. Dietary habits of adolescent sprint athletes are not always according to guidelines and are relatively stable but repeated advice can induce moderate improvements.  相似文献   

Physiologisch-metabolische Aspekte von Langzeit-Ausdauertests im Schulsport     

Priv.-Doz. Dr. Dr. phil. Franz J. Schneider  Clemens Töpfer  Marcel Minnder  Dr. med.  Dr. rer. nat. Michael Kiehntopf 《Sportwissenschaft》2014,44(1):39-48

From the perspective of preventive medicine and learning physiology it is important to introduce children and young people to effective aerobic endurance training. In the field study presented, boys and girls of school years 6, 8, 10 and 12 underwent 3 running tests of 12, 20 and 30 min duration and were tested for lactate concentration, heart rate and rate of perceived exertion (RPE). The physiological metabolic parameters were compared and recommendations for an appropriate long-term endurance test for school sport were given depending on the results. The 12 min running test provoked a higher average lactate concentration (5.3-10.9 mmol/l lactate) in both sexes of all school years than the 2 longer running tests. The average lactate concentrations, however, may be evaluated as quite harmless in school sport provided there is adequate preparation. The longer running tests also require sufficient preparation as they cause average lactate concentrations of approximately 4-8.5 mmol/l and obviously higher demands for volitional properties than shorter running tests. The 20 min running test can be considered as an alternative to the Cooper test (12 min running test): lactate concentrations in blood are between 18.5 % and 23?% lower on average and heart rates and RPE after the test are only slightly higher.  相似文献   

Social media strategies: Understanding the differences between North American police departments     

Albert Meijer  Marcel Thaens 《Government Information Quarterly》2013

Within a short timeframe, social media have become to be widely used in government organizations. Social media gurus assume that the transformational capacities of social media result in similar communication strategies in different organizations. According to them, government is transforming into a user-generated state. This paper investigates this claim empirically by testing the claim of convergence in social media practices in three North-American police departments (Boston, Washington DC and Toronto). The research shows that the social media strategies are widely different: the Boston Police Department has developed a ‘push strategy’ while the Metropolitan Police Department in DC has developed a ‘push and pull strategy and the Toronto Police Service a ‘networking strategy’. The paper concludes that a combination of contextual and path-dependency factors accounts for differences in the emerging social media strategies of government organizations. Social media have a logic of their own but this logic only manifests itself if it lands on fertile soil in a government bureaucracy.  相似文献   

The Minor Seminarian     

Paul Mundy  Marcel A. Fredericks  William J. Mackey 《Journal of Experimental Education》2013,81(4):65-69

Academic achievement was not found to be associated with social class position for freshmen minor (high school) seminarians. Even so it is suggested that there are factors related with academic achievement that are class linked. Such factors as intelligence, ethnicity, national cultural origin, and even psycho-social attitudes deserve further consideration. It is further suggested that the operational extension of academic achievement to student grades may be deceptively simplistic. What is needed to be known are the conditions under which academic achievement becomes operative. The class structure of a minor seminary not only tells the probable community from which prospective candidates were drawn– upper, middle, or lower class– it also may give insights into the nature of hypothesized relationships. Understanding of the whole educational process leading to religious careers awaits future research.  相似文献   

Is the Secure Base Phenomenon Evident Here,There, and Anywhere? A Cross‐Cultural Study of Child Behavior and Experts’ Definitions     

German Posada  Ting Lu  Jill Trumbell  Garene Kaloustian  Marcel Trudel  Sandra J. Plata  Paola P. Peña  Jennifer Perez  Susana Tereno  Romain Dugravier  Gabrielle Coppola  Alessandro Constantini  Rosalinda Cassibba  Kiyomi Kondo‐Ikemura  Magaly Nóblega  Ines M. Haya  Claudia Pedraglio  Manuela Verissimo  Antonio J. Santos  Ligia Monteiro  Keng‐Ling Lay 《Child development》2013,84(6):1896-1905

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Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis   总被引：1，自引：1，他引：0  

Marcel Koeneman  Martin Goedhart  Miriam Ossevoort 《Research in Science Education》2013,43(5):2009-2034

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students’ native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students’ reading comprehension and their opinion on the articles and activities. After the intervention, we measured students’ ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.  相似文献