HUMAN BEHAVIOR FOR SOCIAL WORK PRACTICE: A DEVELOPMENTAL-ECOLOGICAL FRAMEWORK By Wendy L. Haight & Edward H. Taylor     

Reviewed by Cándida Madrigal Assistant Professor of Social Work  Darlene Yee-Melichar Professor/Coordinator of Gerontology 《Educational gerontology》2013,39(7):638-639

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International seminar on Progress in Science and Technology and Adult Education,Prague, June 1962     

Jan Auerhan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):466-467

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American Women and Domestic Consumption, 1800–1920: Four Interpretive Themes     

Jean Gordon  Jan McArthur 《Journal of American culture (Malden, Mass. : 2003)》1985,8(3):35-46

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Teacher training in the USSR     

T. A. Il'ina  V. I. Mišin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):332-337

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Environmental paper buying — best practice     

Jan Kuiper 《Learned Publishing》1997,10(3):237-242

In this article the environmental and commercial issues, which are an integral part of the need for, and practice of, recycling paper, are explored and explained. Although of particular interest to publishers, paper buyers and printers this is a subject that no one can afford to ignore.  相似文献   

Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Civil War News: How Popular Culture Rewrites History     

Jan Baetens 《Journal of American culture (Malden, Mass. : 2003)》1997,20(1):1-6

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The propositional approach to associative learning as an alternative for association formation models     

Jan De Houwer 《Learning & behavior》2009,37(1):1-20

Dickinson (2009) agrees with two of the core claims that were made in my target article (De Houwer, 2009): Associative learning effects (often) depend on (1) the formation of propositions and (2) the operation of nonautomatic processes. Whereas I derived these claims from propositional models of learning, Dickinson (2009) argues that they are also compatible with association formation models (AFMs). He also defends the position that only AFMs can explain “nonrational responses to associative experiences.” In this comment, I question whether there is much value in continuing to cling to AFMs.  相似文献   

On the proper understanding of the limiting behavior of generalizations of the h- and g-indices     

Nees Jan van Eck  Ludo Waltman   《Journal of Informetrics》2009,3(4):369-370

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Indicators of sailing performance in youth dinghy sailing     

Margot Callewaert  Jan Boone  Bert Celie  Dirk De Clercq 《European Journal of Sport Science》2015,15(3):213-219

Abstract

This study aimed to determine indicators of sailing performance in 2 (age) groups of youth sailors by investigating the anthropometric, physical and motor coordination differences and factors discriminating between elite and non-elite male optimist sailors and young dynamic hikers. Anthropometric measurements from 23 optimist sailors (mean ± SD age = 12.3 ± 1.4 years) and 24 dynamic youth hikers (i.e. Laser 4.7, Laser radial and Europe sailors <18 years who have to sail the boat in a very dynamic manner, due to a high sailor to yacht weight ratio) (mean ± SD age = 16.5 ± 1.6 years) were conducted. They performed a physical fitness test battery (EUROFIT), motor coordination test battery (Körperkoordinationstest für Kinder) and the Bucket test. Both groups of sailors were divided into two subgroups (i.e. elites and non-elites) based on sailing expertise. The significant differences, taking biological maturation into account and factors discriminating between elite and non-elite optimist sailors and dynamic hikers were explored by means of multivariate analysis of covariance and discriminant analysis, respectively. The main results indicated that 100.0% of elite optimist sailors and 88.9% of elite dynamic hikers could be correctly classified by means of two motor coordination tests (i.e. side step and side jump) and Bucket test, respectively. As such, strength- and speed-oriented motor coordination and isometric knee-extension strength endurance can be identified as indicators of sailing performance in young optimist and dynamic youth sailors, respectively. Therefore, we emphasise the importance of motor coordination skill training in optimist sailors (<15 years) and maximum strength training later on (>15 years) in order to increase their isometric knee-extension strength endurance.  相似文献