Associations between reasons to attend and late high school dropout

This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10th graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether parent characteristics differed across profiles. Using data from the Educational Longitudinal Study of 2002 (N = 15,362), five latent classes were found. The first class (49%) reported intrinsic, identified/introjected, and external motivations for attending school. The second class (32%) attended for identified/introjected and external reasons, while the third class (11%) reported intrinsic and identified/introjected reasons. The final two classes reported only identified/introjected (5%) or external (4%) motivations. Individuals in the identified/introjected and external classes were at greatest risk of dropping out between 10th and 12th grade. A host of parenting characteristics differed across class, with students in the intrinsic-identified/introjected-external class displaying the most favorable pattern of results. Implications for dropout prevention and academic promotion programs are discussed.     

Relationships between rigging set-up, anthropometry, physical capacity, rowing kinematics and rowing performance

The general aim of this study was to examine the relations between rigging set up, anthropometry, physical capacity, rowing kinematics and rowing performance. Fifteen elite single scullers participated in the experiment. Each sculler's preferred rigging set-up was quantified using measurements that included oar length, inboard, span, gearing ratio, swivel-seat height, footstretcher-seat height and distance, and footstretcher angles. Rowing performance was assessed using 2000 m race times from the Australian National Selection trials. Selected anthropometric, physical capacity and kinematic variables were also quantified. Several rigging variables were significantly correlated with each other, and with various anthropometric, physical capacity and kinematic variables. The individual variables that had the highest correlations with race time were 2 km ergometer time (r=0.90), mass (r=-0.87), height (r=-0.86), oar length (r = -0.85) and strength (r = -0.84). Overall results of this study indicated that the fastest rowers tend to be the largest and strongest, and that these larger body dimensions are reflected in the choice of rigging settings. Rigging set-up by itself should not be considered to be a primary determinant of rowing performance, but rather a consequence of faster rowers being larger and stronger and scaling their rigging set-up accordingly. To maximise rowing performance it appears important to tune the rigging of the boat to match the rower's size and strength.     

品牌经营与企业核心竞争力的提升

品牌是一种产品乃至一个企业区别于其他产品和企业的标志。品牌经营就是商品或服务品牌的创立、维护与管理，以品牌为资本，通过并购、联合等手段达到外壮规模、内增效益，迅速发展的目的，使企业获得较大的收益和市场的拓展。对企业而言，品牌经营与战略应成为企业发展的根本任务。     

Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings

Cultural Studies of Science Education - Wetekia kia rere is an expression in the Māori language that refers to unleashing potential. This paper discusses questions of power relevant to...     

The effects of verbal scaffolding instruction on young children's private speech and problem-solving capabilities

This investigation examined the efficacy of a verbal scaffolding instructional program designed to teach young children how to use private speech while working on school tasks and problems. Two different contexts for solving problems were used; common school tasks and analogical reasoning problems. Thirty-four 5-year olds who attended public school kindergartens were assigned to either the comparison group or the treatment group. Comparison group subjects were presented with a series of 8 lessons which focused on a cognitive strategy to be used in the solutions of geometric analogy problems. Treatment group subjects were presented with a series of 8 lessons which employed cognitive self-instruction in a verbal scaffolding format. After initial instruction using self-verbalizations, treatment group subjects were shown how to apply the cognitive self-instruction to routine school tasks and geometric analogy problems. The data analysis revealed that there was an effect on the treatment group's use of 3 of the 4 levels of private speech. When the two groups were compared, the treatment group used significantly less task irrelevant private speech and significantly more task relevant private speech. There were no significant differences between the two groups on the post-assessment of geometric analogy reasoning. Additionally, when the two groups were compared there were positive effects of the instructional program on the treatment group's classroom behavior (near transfer) and locus of control scores (far transfer). The results of this study provide support for the use of cognitive self-instruction to improve young children's problem-solving private speech in the context of a public school classroom.Portions of this paper were presented at the 2nd Annual European Congress of Psychology, Budapest Hungary, July 1991 by the first author.This paper was presented at the 1993 annual meeting of the American Educational Research Association, Atlanta, GA.     

Continuing education and library services for physicians in office practice.

A program is described which incorporates library services into continuing medical education for physicians. The educational service is based on the actual needs of the physician rather than on his perceived needs. The needs assessment is accomplished by reviewing drug-prescribing habits. Current medical literature is then selected for the physician to coincide with his unique educational needs. The program is further designed to evaluate the change in the physician's drug-prescribing habits as a result of his study of the literature received.     

Functional phases and angular momentum characteristics of Tkatchev and Kovacs

Understanding the technical requirements and underlying biomechanics of complex release and re-grasp skills on high bar allows coaches and scientists to develop safe and effective training programmes. The aim of this study was to examine the differences in the functional phases between the Tkatchev and Kovacs skills and to explain how the angular momentum demands are addressed. Images of 18 gymnasts performing 10 Tkatchevs and 8 Kovacs at the Olympic Games were recorded (50 Hz), digitised and reconstructed (3D Direct Linear Transformation). Orientation of the functional phase action, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical, along with shoulder and hip angular kinematics, angular momentum and key release parameters (body angle, mass centre velocity and angular momentum about the mass centre and bar) were compared between skills. Expected differences in the release parameters of angle, angular momentum and velocity were observed and the specific mechanical requirement of each skill were highlighted. Whilst there were no differences in joint kinematics, hip and shoulder functional phase were significantly earlier in the circle for the Tkatchev. These findings highlight the importance of the orientation of the functional phase in the preceding giant swing and provide coaches with further understanding of the critical timing in this key phase.