Weekday Religious Education in Connection with the Public School

In sympathizing with a program of “release time” for religious education, I am perhaps opening myself to a torrent of attack. I shall take it, because what 1 state here is my own personal opinion

May I indulge the hope, however, that the discussions which this article may arouse, concern themselves with a realistic and logical treatment of what I have to say, rather than rhetorical invectives. The world has changed profoundly in the spiritual realm during the past quarter century. The cry goes up from our pulpits and pews for a new appreciation of religion. Yet in so many places, there is no recognition of the new demands in terms of an adjustment of positions which, formerly sound and tenable, now are quite the opposite

This statement is submitted in an open‐minded manner in the hope of stimulating frank discussion on one of today's most important problems     

Upper and lower body responses to repeated cyclical sprints

Purpose: To compare the physiological and perceptual responses of the upper and lower body to all-out cyclical sprints with short or long rest periods between sprints.

Methods: Ten recreationally trained males completed four 10?×?10?s sprint protocols in a randomized order: upper body with 30?s and 180?s of rest between sprints, and lower body with 30?s and 180?s of rest between sprints. Additionally, maximum voluntary contractions (MVC) were measured at pre-sprint and post-sprints 5 and 10. Normalized (% of first sprint) peak power, MVC, heart rate (HR) and rating of perceived exertion (RPE) were compared between upper and lower body within the same recovery period, and absolute values (Watts, bpm, RPE scores) were compared within the same body part and between recovery periods.

Results: Trivial differences were identified in normalized peak power, HR and RPE values between the upper and lower body in both recovery conditions (<2%, d?≤?0.1), but MVC forces were better maintained with the upper body (～9.5%, d?=?1.0) in both recovery conditions. Absolute peak power was lower (～147?Watts, d?=?1.3), and HR was higher (～10?bpm, d?=?0.73) in the 30?s compared to 180?s condition in both the upper and lower body whereas RPE scores were similar (<0.6?RPE units, d?≤?0.1). Despite the reductions in peak power, MVC forces were better maintained in the 30?s condition in both upper (2.5?kg, d?=?0.4) and lower (7.5?kg, d?=?0.7) body.

Conclusions: Completing a commonly used repeated sprint protocol with the upper and lower body results in comparable normalized physiological and perceptual responses.     

Partnership for Faith-Based Leadership Development: An Educational Model

Parochial school leaders traditionally rise from the ranks of the teaching staff into the principal position, even if unprepared. Through a unique collaborative model, an outside partner and a university developed a program for formally preparing individuals to be Jewish day school leaders. The process of creating this model resulted in a reconceptualization of school leadership.     

Yee和Lan的爱情故事

为何一个人爱恋对方时会送戒指呢？这个凄美而浪漫的传说娓娓诉说了这“爱的光环”的由来。 Once upon a time,in a solar system that is so,so far away from here that you wouldn't believe me if I told you, were two planets. Their names were Yee and Lan,and they loved each other very much. Every time they saw each other they would whisper planet secrets,or share wisps of atmosphere, or tell silly jokes. But they were a little sad.because it was so long between times that they got to be near each other,what with orbital mechanics being what     

Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students’ computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.