1,721,057 research outputs found
Erodibility of fluidized cohesive sediments in unidirectional open flows
No full textIn this study, the erodibility of fluidized cohesive sediments from the seabed of Hangzhou Bay, China, was
experimentally investigated in unidirectional open flows. The results indicated that the yield stress is a major
factor influencing the erodibility of cohesive sediments. As the yield stress increases, the critical Shields
parameter, critical velocity, and critical shear stress increase, but the scour rate decreases. However, a lower
yield stress of sediment indicates higher potential of being eroded. Furthermore, the equation for the critical
condition of sediment motion, as well as the equation for the scour rate, without considering the degree of
fluidization of sediments, may have limited application ranges. Hence, the bed shear stress, critical shear stress,
and yield stress should be considered to predict the scour rate. Finally, a modified empirical equation based on
the Partheniades (1962) equation is proposed by introducing the yield stress, which is a rheological parameter,
in order to calculate the scour rate of cohesive sediments
ADOLESCENTS' COGNITION OF PRQJECTILE MOTION: A PILOT STUDY
No full textPrevious work on the development Of intuitive knowledge about projectile motion has shown a dissociation between action knowledge expressed oil an action task and conceptual knowledge expressed on a judgment task for Young children. The research investigated the generality of dissociation for adolescents. Oil the action task, participants were asked to swing Ball A of a bifilar pendulum to some height then release it to collide with Ball B, which was projected to hit a target. Oil the judgment task, participants indicated orally the desired swing angle at which Ball A should be released so that Ball B Would strike a target. Unlike previous findings with adults, the adolescents showed conceptual difficulties on the judgment task and well-developed action knowledge oil the action task, which suggests dissociation between the two knowledge systems is also present among adolescents. The result further supports the hypothesis that the two knowledge systems follow different developmental trajectories and at different speeds.Previous work on the development Of intuitive knowledge about projectile motion has shown a dissociation between action knowledge expressed oil an action task and conceptual knowledge expressed on a judgment task for Young children. The research investigated the generality of dissociation for adolescents. Oil the action task, participants were asked to swing Ball A of a bifilar pendulum to some height then release it to collide with Ball B, which was projected to hit a target. Oil the judgment task, participants indicated orally the desired swing angle at which Ball A should be released so that Ball B Would strike a target. Unlike previous findings with adults, the adolescents showed conceptual difficulties on the judgment task and well-developed action knowledge oil the action task, which suggests dissociation between the two knowledge systems is also present among adolescents. The result further supports the hypothesis that the two knowledge systems follow different developmental trajectories and at different speeds
EFFECTS OF CONCEALABLE STIGMA FOR LEARNING DISABILITIES
Get PDFIn this study, cognitive effects relating to concealable stigma of adolescents with learning disabilities (Learning Disabilities, LD) were examined under the condition in which learning-related information was concealed. A total of 158 adolescents (78 LD adolescents, 80 NLD adolescents) participated in the present study. Results showed that: (1) the LD group in the concealed condition exhibited a higher level of suppressing learning-relevant thoughts than did those in the disclosed condition; (2) LD children in both conditions showed increasing accessibility of learning-relevant thoughts than did the NLD (Non-Learning Disabilities) group during the interview.In this study, cognitive effects relating to concealable stigma of adolescents with learning disabilities (Learning Disabilities, LD) were examined under the condition in which learning-related information was concealed. A total of 158 adolescents (78 LD adolescents, 80 NLD adolescents) participated in the present study. Results showed that: (1) the LD group in the concealed condition exhibited a higher level of suppressing learning-relevant thoughts than did those in the disclosed condition; (2) LD children in both conditions showed increasing accessibility of learning-relevant thoughts than did the NLD (Non-Learning Disabilities) group during the interview
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Topological properties in preview search: Inhibition of feature-based in prioritizing selection
No full textFACTOR ANALYSIS OF A SCALE TO ASSESS STATE SELF-MONITORING IN ADOLESCENTS DURING INTERVIEW: A PILOT STUDY
No full textSelf-monitoring is the extent to which individuals regulate self-presentation for the sake of desired public appearances. Snyder developed a Self-Monitoring Scale to measure individual differences on this construct. Since the measure could be insensitive to situational influences, it is uncertain whether the short-term self-monitoring elicited by certain social interactions could be examined. The present study explored the factor structures of a state self-monitoring scale which was adapted from 10 items of the Self-Monitoring Scale. Participants took part in an individual interview with an unfamiliar authority, and then completed the State Self-Monitoring Scale. Two samples of adolescents (N = 98 and N = 95) were tested. Exploratory factor analysis and confirmatory factor analysis using the two samples indicated that the 9-item State Self-Monitoring Scale had two stable factors. There was a statistically significant difference on State Self-monitoring between adolescents with high and low academic achievement, supporting the validity of the scale
THE INFLUENCE OF CONCEALING ACADEMIC ACHIEVEMENT ON THE SELF-ESTEEM OF ADOLESCENTS WITH LOW ACHIEVEMENT
No full textAn examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers
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