Advise with Permission?: The Effects of Advice Solicitation on Advice Outcomes

Two studies examine reactions to permitted (offered and permission granted), volunteered (given without offer or assent), and imposed advice (offered and given even though declined). In Study 1, participants’ ratings of advice quality and implementation intention were higher for volunteered and permitted than imposed advice. Only for a task that was highly personal did recipients have a significantly higher intention to use permitted than volunteered advice. Study 2 replicated results from Study 1 with a nonstudent sample. In addition, Study 2 found stronger differences between volunteered and permitted advice, with permitted advice rated more positively. Study 2 also examined the effect of using you pronouns, which have been linked to confrontation and criticism, when giving advice, but found no consistent effects on advice outcomes.     

刘平勇小说的道德批判精神

刘平勇的小说集《另一种悬崖》，着力刻画了滇东北贫困农村的弱势群体形象，鲜明展现了他们复杂多样的道德生活、道德观念和道德境界．明确表现了作家强烈的道德批判精神，具有积极的道德教育作用。     

The effects of isolation and handling on reactivity to footshock and tactile dorsal stimulation

The effects of isolation and handling on the reactivity of rats to two tactile stimuli were assessed in two experiments. In the first experiment, reactivity to more intense footshock was increased in rats raised in isolation but was not affected by handling by an experimenter. In the second experiment, increased reactivity to airpuff stimuli presented to the dorsal surface of isolation-reared rats was reduced by handling. The data suggest that the effects of handling on shock-motivated behaviors are not due to altered reactivity to shock and that the effect of housing or handling must be considered in behavioral tests in which reactivity to tactile stimulation might play a role as dependent or independent variables.     

Use of constant time delay and attentional responses with adolescents

This study investigated the effectiveness of a constant time delay procedure in teaching adolescents with learning or behavior disorders. Subject matter included social studies and health facts presented in small-group settings. In addition, the study assessed the effects of two attentional responses (general--looking at the target stimuli, or specific--repeating the teacher's question) on students' acquisition of other students' facts and of related nontarget information. Two types of feedback for correct responses were presented: praise plus additional information, and general praise only. Results of various measures indicate that (a) the constant time delay procedure was reliable and effective; (b) students not only acquired targeted facts with few errors, but also acquired some other nontargeted facts, such as information presented along with feedback; and (c) specific attentional responses facilitated acquisition of observational and incidental facts and maintenance of learning.     

Comparison of physiological responses to morning and evening submaximal running

The aim of this study was to assess the effect of time of day on physiological responses to running at the speed at the lactate threshold. After determination of the lactate threshold, using a standard incremental protocol, nine male runners (age 26.3 - 5.7 years, height 1.77 - 0.07 m, mass 73.1 - 6.5 kg, lactate threshold speed 13.6 - 1.6 km· h -1 ; mean - s ) completed a standardized 30 min run at lactate threshold speed, twice within 24 h (07:00- 09:00 h and 18:00-21:00 h). Core body temperature, heart rate, minute ventilation, oxygen uptake, carbon dioxide expired, respiratory exchange ratio and capillary blood lactate were measured at rest, after a warm-up and at 10, 20 and 30 min during the run. In addition, the rating of perceived exertion was reported every 10 min during the run. Significant diurnal variation was observed only for body temperature (36.9 - 0.9°C vs 37.3 - 0.3°C) and respiratory exchange ratio at rest (0.86 - 0.01 vs 0.89 - 0.07) ( P ? 0.05). Diurnal variation persisted for body temperature throughout the warm-up (37.1 - 0.2°C vs 37.5 - 0.3°C) and during exercise (36.2 - 0.6°C vs 38.6 - 0.4°C), but only during the warm-up for the respiratory exchange ratio (0.85 - 0.05 vs 0.87 - 0.02) ( P ? 0.05). The rating of perceived exertion was significantly elevated during the morning trial (12.7 - 0.9 vs 11.9 - 1.2) ( P ? 0.05). These findings suggest that, despite the diurnal variation in body temperature, other physiological responses to running at lactate threshold speed are largely unaffected. However, a longer warm-up may be required in morning trials because of a slower increase in body temperature, which could have an impact on ventilation responses and ratings of perceived exertion.     

Analysis of format duplication in an academic library collection

The issue of format duplication in academic library collections is increasingly complicated and perplexing in an environment of static or dwindling resources, soaring user expectations, dynamic access models, and inconsistent and changing publisher and vendor pricing structures. The problem is further complicated for libraries serving a university with multiple campus locations. This paper surveys recent investigative projects and highlights the work of a Duplicate Formats Task Force at Pennsylvania State University charged with determining the extent and nature of format duplication at that institution.     

Development of a grinding-specific performance test set-up

Abstract

The aim of this study was to develop a performance test set-up for America's Cup grinders. The test set-up had to mimic the on-boat grinding activity and be capable of collecting data for analysis and evaluation of grinding performance. This study included a literature-based analysis of grinding demands and a test protocol developed to accommodate the necessary physiological loads. This study resulted in a test protocol consisting of 10 intervals of 20 revolutions each interspersed with active resting periods of 50 s. The 20 revolutions are a combination of both forward and backward grinding and an exponentially rising resistance. A custom-made grinding ergometer was developed with computer-controlled resistance and capable of collecting data during the test. The data collected can be used to find measures of grinding performance such as peak power, time to complete and the decline in repeated grinding performance.     

秦汉法律简牍中的"庶人"身份及法律地位问题

从秦汉法律简牍可以看到,秦汉时期始终存在庶人这种社会阶层,他们在政治、法律地位及经济权益上与平民存在差异,带有明显的人身依附色彩.     

Unpacking Our Academic Suitcases: The Inner Workings of Our Feminist Research Group

In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration.     

Use and evaluation of a technology-rich experimental collaborative classroom

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.