Interview with Rev. Mario Zicarelli     

Mario Zicarelli 《The Urban Review》1972,5(4):12-24

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Using context variety and students' discussions in recognizing statistical situations     

Jos Luis ngel Rodríguez Silva  Mario Snchez Aguilar 《Teaching Statistics》2016,38(1):22-24

We present a proposal for helping students to cope with statistical word problems related to the classification of different cases of confidence intervals. The proposal promotes an environment where students can explicitly discuss the reasons underlying their classification of cases.  相似文献   

A logical approach to the teaching of geometry at the secondary level     

Mario Villa 《Educational Studies in Mathematics》1971,4(1):111-134

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Measurement error in short-term power testing in young people     

Doré E  Duché P  Rouffet D  Ratel S  Bedu M  Van Praagh E 《Journal of sports sciences》2003,21(2):135-142

The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8 +/- 0.5 and 24.4 +/- 4.3 years, respectively; mean +/- s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025 +/- 219 vs 1069 +/- 243 W; P < 0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation approximately 3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children.  相似文献   

The importance of Karl Popper     

Mario Vargas Llosa 《Academic Questions》1992,5(1):16-27

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The impact of human interaction on supply chain management practices     

Tosanwunmi C. Maku  Terry R. Collins  Mario G. Beruvides 《Performance Improvement》2005,44(7):26-33

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Explaining the novel success of science     

Mario Alai 《Metascience》2014,23(1):125-130

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Do Parents Foster Self‐Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self‐Esteem          下载免费PDF全文

Michelle A. Harris  Andrea E. Gruenenfelder‐Steiger  Emilio Ferrer  M. Brent Donnellan  Mathias Allemand  Helmut Fend  Rand D. Conger  Kali H. Trzesniewski 《Child development》2015,86(4):995-1013

Close parent–child relationships are viewed as important for the development of global self‐esteem. Cross‐sectional research supports this hypothesis, but longitudinal studies provide inconsistent prospective effects. The current study uses data from Germany (N = 982) and the United States (N = 451) to test longitudinal relations between parent–child closeness and adolescent self‐esteem. The authors used self‐, parent‐, and observer‐reported parent–child closeness and self‐reported self‐esteem from ages 12 to 16. Results replicated concurrent correlations found in the literature, but six longitudinal models failed to show prospective relations. Thus, the longitudinal effect of parent–child closeness and self‐esteem is difficult to detect with adolescent samples. These findings suggest the need for additional theorizing about influences on adolescent self‐esteem development and longitudinal research with younger samples.  相似文献   

Conquest or Reconquest? Students’ Conceptions of Nation Embedded in a Historical Narrative     

Cesar Lopez  Mario Carretero  Maria Rodriguez-Moneo 《学习科学杂志》2015,24(2):252-285

This article focuses on university students’ understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on this analysis and also taking into account present research about history education and the construction of national identities, 5 different dimensions of the concept are presented: (a) historical subject, (b) identification, (c) territory, (d) legitimate claim, and (e) general concept scheme. Qualitative individual interviews were carried out with 31 Spanish college students about a Spanish foundational historical narrative, embedding the concept of nation, called the Reconquest (711 ad–1495 ad). Results indicated that although students showed tensions in their narratives, romantic conceptions dominated most of them. Possible reasons for the existence of these views are analyzed in terms of how the concept of nation is presented in and out of school. Also, implications for teaching and learning this concept are discussed, looking at learning strategies that could improve the understanding of this concept through its 5 analyzed dimensions.  相似文献   

Repeated sprint ability in young basketball players: one vs. two changes of direction (Part 2)     

Giuseppe Attene  Guillaume Laffaye  Anis Chaouachi  Fabio Pizzolato  Gian Mario Migliaccio 《Journal of sports sciences》2015,33(15):1553-1563

The aim of this study was to compare the training effects based on repeated sprint ability (RSA) (with one change of direction) with an intensive repeated sprint ability (IRSA) (with two changes of direction) on jump performance and aerobic fitness. Eighteen male basketball players were assigned to repeated sprint ability and intensive repeated sprint ability training groups (RSAG and IRSAG). RSA, IRSA, squat jump (SJ), countermovement jump (CMJ) and Yo-Yo intermittent recovery level 1 test were assessed before and after four training weeks. The RSA and IRSA trainings consisted of three sets of six sprints (first two weeks) and eight sprints (second two weeks) with 4-min sets recovery and 20-s of sprints recovery. Four weeks of training led to an overall improvement in most of the measures of RSA, but little evidence of any differences between the two training modes. Jump performance was enhanced: CMJ of 7.5% (P < 0.0001) and 3.1% (P = 0.016) in IRSAG and RSAG respectively. While SJ improved of 5.3% (P = 0.003) for IRSAG and 3.4% (P = 0.095) for RSAG. Conversely the Yo-Yo distance increased 21% (P = 0.301) and 34% (P = 0.017) in IRSAG and RSAG respectively. Therefore, short-term repeated sprint training with one/two changes of direction promotes improvements in both RSA and IRSA respectively but the better increase on jump performance shown a few changes on sprint and endurance performances.  相似文献