When Power is the Limit: The Image of the Professor in Selected Fiction

The professor has appeared as a fictional character since the middle ages, and several professorial images may be found in academic fiction. An analysis of fictional images reveals that authors most often depict professors who have no ambitions to gain power, whether economic, personal, political, or philosophical, as estimable characters; but authors condemn professor characters who attempt to exert power in order to gain money, relationships, position, or knowledge.     

‘Mothers Have Become Monsters’: Danger,Distress and Deviance in British Evangelical Depictions of Indian Motherhood, 1757–1857

ABSTRACT

Images of maternal distress and maternal deviance were frequently invoked in order to mobilise British women in support of her ‘heathen’ sisters overseas. Yet these accounts were not uniform in their interpretation of Indian maternity, or its relationship to emerging Victorian ideals of motherhood. This paper explores ideas of maternal danger, distress and deviance as they appeared in evangelical and colonial discourses of the late eighteenth and early nineteenth century, revealing complex and ambivalent responses and challenging the idea that Indian woman were simply one-dimensional signifiers of victimhood within gendered constructions of the ‘civilising mission’.     

力拔出兮气盖世 红色旋翼巨人Mi-6家族小传（下）

重型直升机对苏军西欧作战的意义 纵观整个冷战史，只有苏联一家发展出了Mi-6这种级别的重型运输直升机（实际上是超重型直升机，CH-53与CH47与之相比要差半级），从技术角度来讲，这种现像其实是反常的。事实上，美国或西欧并非没有足够的技术能力去研发类似的重型直升机，那为什么Mi-6仅仅出现在铁幕的内侧呢？这其实与苏军战后奉行的作战理论大有关系。可以说，对其他国家而言，Mi-6只是一架多少有些夸张的巨型直升机而已，但对苏军却不是这样简单。事实上，Mi-6是整个苏军进攻系统的重要组成部分，也只有放在这个大系统下，苏联人研制Mi-6的真正用意才能凸显出来。     

力拔山兮气盖世 红色旋翼巨人Mi-6家庭小传（上）

作为当年那个红色帝国的“神迹”之一,自首飞算起的12年时间内,Mi－6重型直升机一直以其起飞重量、载重能力、吊载能力、机体尺寸等诸项指标,稳稳占据着世界上最大旋翼飞行器的王座位置（最大也就意味着最强）。事实上,米里设计局精心打造出的,是一架庞大到只能令人仰视的履空巨物,无论天空还是地面,皆然如此……     

Validity of the iPhone M7 motion co-processor as a pedometer for able-bodied ambulation

Physical activity benefits for disease prevention are well-established. Smartphones offer a convenient platform for community-based step count estimation to monitor and encourage physical activity. Accuracy is dependent on hardware–software platforms, creating a recurring challenge for validation, but the Apple iPhone® M7 motion co-processor provides a standardised method that helps address this issue. Validity of the M7 to record step count for level-ground, able-bodied walking at three self-selected speeds, and agreement with the StepWatch^TM was assessed. Steps were measured concurrently with the iPhone® (custom application to extract step count), StepWatch^TM and manual count. Agreement between iPhone® and manual/StepWatch^TM count was estimated through Pearson correlation and Bland-Altman analyses. Data from 20 participants suggested that iPhone® step count correlations with manual and StepWatch^TM were strong for customary (1.3 ± 0.1 m/s) and fast (1.8 ± 0.2 m/s) speeds, but weak for the slow (1.0 ± 0.1 m/s) speed. Mean absolute error (manual–iPhone®) was 21%, 8% and 4% for the slow, customary and fast speeds, respectively. The M7 accurately records step count during customary and fast walking speeds, but is prone to considerable inaccuracies at slow speeds which has important implications for certain patient groups. The iPhone® may be a suitable alternative to the StepWatch^TM for only faster walking speeds.     

ARE WE TALKING ABOUT THE SAME CHILD? PARENT–TEACHER RATINGS OF PRESCHOOLERS’ SOCIAL–EMOTIONAL BEHAVIORS

The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.