艾丽的告别

引言:孩子长大了,终将飞离父母温暖的爱巢,去迎接新事物,结交新朋友。文中的Ellie就是其中之一。在离家旅行前夜,她辗转反侧,想着要离开家,离开亲爱的家人,复杂的心情可想而知。     

Mitigating Resistance to Teaching Science Through Inquiry: Studying Self

This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice elementary teachers in which an experiential learning strategy, labeled “using yourself as a learning laboratory,” was implemented. Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action foci, contributed to mitigating participants’ resistance to learning and teaching through inquiry. Enroute to embracing inquiry, learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: “Action Foci Common to Both Courses,” “Participants’ Growth and Change,” and “Challenges and Tradeoffs.”     

Articulating performance expectations for scholarship at an Australian regional university

With an academic workforce undergoing transformation, it is vital that universities rethink how they define and value scholarship through their processes for academic promotion. A key part of this rethink is to review and refine existing documentation about promotion to reflect changing conceptions of scholarly work, in a way that enables scholars from non-traditional academic pathways to be valued equally through the promotion process with their more traditional counterparts. This process of reviewing scholarship was the aim of a promotions review project which began at the University of Wollongong in 2011 and concluded with the production of an Academic Performance Framework (APF). This framework outlines a new way of articulating performance expectations in order to recognise scholarship more broadly, as well as to emphasise more clearly the imperative for academics to be able to articulate evidence of the impact of their work.     

Physiological Correlates of Female Road Racing Performance

Abstract

The purpose of this study was to determine the relationship between female distance running performance on a 10 km road race and body composition, maximal aerobic power ([Vdot]O_{2 max} ), running economy (steady-state [Vdot]O₂ at standardized speeds), and the fractional utilization of [Vdot]O_2max at submaximal speeds (% [Vdot]O_2max ). The subjects were 14 trained and competition–experienced female runners. The subjects averaged 43.7 min on the 10 km run, 53.0 ml · kg^?1 · min^?1 on [Vdot]O_2max , and 33.9, 37.7, and 41.8 ml · kg^?1 · min^?1 for steady-state [Vdot]O₂ at three standardized running paces (177, 196, and 215 m · min^?1). The mean values for fractional utilization of aerobic capacity for these three submaximal speeds were 64.3, 71.4, and 79.3% [Vdot]O_2max , respectively. Significant (p < 0.01) relationships with performance were found for [Vdot]O_2max (r = ?0.66) and % [Vdot]O_2max at a standardized speed (r = 0.65). No significant (p > 0.05) relationships were found between running performance and either running economy or relative body fat. As with male heterogeneous groups, trained female road racing performance is significantly related to [Vdot]O_2max and % [Vdot]O_2max , but not related to body composition or running economy. It was further concluded that on a 10 km road race, trained females operate at a % [Vdot]O_2max similar to that of their trained male counterparts.     

Artifacts of the Encounter and the Digital Humanities

No abstract available for this article.     

Relational aggression: Understanding,identifying, and responding in schools

Relational aggression, harm through injury or manipulation of a relationship, has become fashionable, particularly in the popular press. Mental health professionals in schools can better serve students when they understand what is known about relational aggression, how it influences social behavior, and how it is related to children's well‐being. This article discusses the definition, identification, and consequences of relational aggression. Available intervention programs are introduced, and future directions for research, assessment, and intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 297–312, 2006.