The accuracy of computational fluid dynamics analysis of the passive drag of a male swimmer     

Bixler B  Pease D  Fairhurst F 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(1):81-98

The aim of this study was to build an accurate computer-based model to study the water flow and drag force characteristics around and acting upon the human body while in a submerged streamlined position. Comparisons of total drag force were performed between an actual swimmer, a virtual computational fluid dynamics (CFD) model of the swimmer, and an actual mannequin based on the virtual model. Drag forces were determined for velocities between 1.5 m/s and 2.25 m/s (representative of the velocities demonstrated in elite competition). The drag forces calculated from the virtual model using CFD were found to be within 4% of the experimentally determined values for the mannequin. The mannequin drag was found to be 18% less than the drag of the swimmer at each velocity examined. This study has determined the accuracy of using CFD for the analysis of the hydrodynamics of swimming and has allowed for the improved understanding of the relative contributions of various forms of drag to the total drag force experienced by submerged swimmers.  相似文献   

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education     

Jennifer Clark  Adele Nye 《Educational Philosophy and Theory》2017,49(6):656-668

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.  相似文献   

ADMINISTRATIVE RESPONSE TO UNSATISFACTORY FACULTY PERFORMANCE     

Adele C. Koot 《Community College Journal of Research & Practice》2013,37(3):229-241

This research analyzed administrative response to unsatisfactory faculty performance at 158 Western public community colleges. Participating administrators completed a questionnaire which described nine hypothetical personnel situations involving unsatisfactory faculty performance. The situations differed as to the length of employment, tenure status, racial background, and political influence of the faculty member. Participants also answered questions concerning actual faculty dismissals at their colleges. Results indicated that a very narrow range of strategies was used by adminstrators when confronted with unsatisfactory faculty. Dismissal and counseling were the most frequently employed methods. Dismissal was the strategy of choice in situations describing clearly documented incompetence. Respondents were somewhat less likely to choose this strategy if a minority faculty member or a politically influential faculty member were involved. Counseling was preferred for recently tenured faculty who had become unresponsive, or for unsatisfactory faculty who had been with the institution for many years and had a history of satisfactory performance. Nearly 72 % of the surveyed colleges reported faculty dismissals within the last five years. Only two respondents reported unsuccessful dismissal attempts ¦within the last five years.  相似文献   

Affective Experiences of International and Home Students During the Information Search Process     

Adele Nicole Haley 《New Review of Academic Librarianship》2017,23(4):396-420

An increasing number of students are studying abroad requiring that they interact with information in languages other than their mother tongue. The UK in particular has seen a large growth in international students within Higher Education. These nonnative English speaking students present a distinct user group for university information services, such as university libraries. This article presents the findings from an in-depth study to understand differences between the search processes of home and international students. Data were collected using an online survey and diary-interview to capture thoughts and feelings in a more naturalistic way. International students are found to have similar information search processes to those of home students, but sometimes face additional difficulties in assessing search results such as confusion when dealing with differing cultural perspectives. The potential implications for information service providers, particularly university libraries, are discussed, such as providing assistance to students for identifying appropriate English sources.  相似文献   

Boy Trouble: Some Problems Resulting from ‘Gendered’ Representation of Glasgow’s Culture in the Education of Women Artists and Designers     

Adele Patrick 《The International Journal of Art & Design Education》1997,16(1):7-16

This essay is written as Glasgow celebrates its (unilaterally - nominated ) year as UK City of Visual Arts and anticipates its year as UK City of Design and Architecture in 1999. In it I will suggest that women's participation in art and design (education) in Glasgow can be read as both problematic and political, pioneering and yet historically and currently contingent on ‘binary oppositions’  相似文献   

The Spirit of GCSE     

Chris Brown  Adele Wilde 《British Journal of Sociology of Education》1988,9(1):123-128

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A computer-assisted instruction program for exercises on finding axioms     

Adele Goldberg  Patrick Suppes 《Educational Studies in Mathematics》1972,4(4):429-449

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Attempted and completed incidents of stranger-perpetrated child sexual abuse and abduction     

Gallagher B  Bradford M  Pease K 《Child abuse & neglect》2008,32(5):517-528

OBJECTIVE: To establish the prevalence, typology and nature of attempted or completed incidents of stranger-perpetrated sexual abuse or abduction of children "away from home". METHODS: A questionnaire was completed by 2,420 children (83% response rate) aged 9-16 years in 26 elementary and high schools in North-West England. RESULTS: Of these children, 19.0% (n=461) reported that they had been the victims of any attempted or completed sexual abuse or abduction incident away from home at some point in their lives. Of these children, 161 (6.7% of the original sample) reported that the "last" incident had been perpetrated by a stranger. Based upon these last incidents, four main types of attempted or completed CSA or abduction incident were identified: indecent exposure (40.8% of victims), touching (25.8%), and abduction (23.1%), each occurring on their own; and incidents involving multiple types of act (10.2%). The majority of these abductions (91.1%) and touching incidents (50.9%) were attempted as opposed to completed. Rates of victimization were generally higher among girls than boys (10.4% vs. 4.2%, p<.001). A sizeable minority of victims had experienced sexual abuse or abduction previously (28.8%). The large majority of incidents were carried out by males (88.2%). Most incidents occurred when children were accompanied by their peers (67.9%). Many victims were frightened by their experience (46.9% very frightened) and the large majority made a disclosure (79.9%). Only a minority of incidents were reported to the police (33.3%). CONCLUSIONS: Incidents of attempted and completed stranger CSA and abduction are distinct from CSA and abduction by known persons, go against stereotypes, are complex, and give rise to a number of key issues that may have implications for prevention and intervention. PRACTICE IMPLICATIONS: Professionals involved in child protection should undertake work to reduce the risk of existing victims of CSA or abduction becoming victims of stranger CSA or abduction, and the risk of attempted incidents becoming completed ones. They also need to encourage the disclosure and reporting of attempted and completed stranger CSA and abduction incidents.  相似文献   

Modification of a mother's verbal abuse     

Adele Davis Murphy  Sallie O. Davis 《Child abuse & neglect》1979,3(3-4)

In this study an abusive parent was instructed in techniques of behavior modification. It was hypothesized that the parent-child interactions would improve as the mother, Mrs. X, began modifying her daughter Jan's behavior.An A-B - A-B reversal design was implemented. Baseline data was collected to determine the frequency with which Jan interrupted Mrs. X. During the treatment phase, Mrs. X was to ignore Jan's interruptions and positively reinforce Jan when she spoke to Mrs. X without interrupting. However, Mrs. X did not apply the treatment consistently and the frequency of Jan's interruptions did not change significantly. Thus a return to baseline and reimplementation of the treatment was not necessary.In order to ascertain whether the parent-child interactions chanqed, two thirty-minute tapes of the baseline sessions were made and two thirty-minute tapes of the treatment sessions were made. The tapes were transcribed and assessed according to the Kasprin-Burrelli, Egolf, and Shames Parent-Child Interaction Scale (Kasprin-Burrelli, et al., 1972).The quality of the parent-child interactions, as measured by the Kasprin-Burrelli, et al., Parent-Child Interaction Scale, improved throughout the study. Thus, it is impossible to state that the treatment was responsible for the improvement. It is hypothesized that the presence of the examiner resulted in the improvement. Mrs. X is a college-educated woman and appears to need adult stimulation. When Mrs. X's need for adult stimulation was met, then her interactions with Jan improved. Thus, although Mrs. X did not modify Jan's interruption behavior, her interactions with Jan did improve throughout the experiment.  相似文献   

The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content   总被引：1，自引：1，他引：0  

Diamond A 《Early education and development》2010,21(5):780-793

If we want the best academic outcomes, the most efficient and cost-effective route to achieve that is, counterintuitively, not to narrowly focus on academics, but to also address children's social, emotional, and physical development. Similarly, the best and most efficient route to physical health is through also addressing emotional, social, and cognitive wellness. Emotional wellness, similarly, depends critically on social, cognitive, and physical wellness.  相似文献