Marketing for small publishers by Bill Gober,Robert Webb and Keith Smith. London: Journeyman Press, 1992. xii, 128 pp. Index. Paperback. £8.99 ISBN 1-85172-035-9     

John A. Vickers 《Learned Publishing》1993,6(3):59-59

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Postexercise energy expenditure following upper body exercise     

D A Sedlock 《Research quarterly for exercise and sport》1991,62(2):213-216

This study was designed to examine the magnitude and duration of excess postexercise oxygen consumption (EPOC) following upper body exercise, using lower body exercise for comparison. On separate days and in a counterbalanced order, eight subjects (four male and four female) performed a 20-min exercise at 60% of mode-specific peak oxygen uptake (VO2) using an arm crank and cycle ergometer. Prior to each exercise, baseline VO2 and heart rate (HR) were measured during the final 15 min of a 45-min seated rest. VO2 and HR were measured continuously during the postexercise period until baseline VO2 was reestablished. No significant difference between the two experimental conditions was found for magnitude of EPOC (t [7] = 0.69, p greater than .05). Mean (+/- SD) values were 9.2 +/- 3.3 and 10.4 +/- 5.8 kcal for the arm crank and cycle ergometer exercises, respectively. Duration of EPOC was relatively short and not significantly different (t [7] = 0.24, p greater than .05) between the upper body (22.9 +/- 13.7 min) and lower body (24.2 +/- 19.4 min) exercises. Within the framework of the chosen exercise conditions, these results suggest EPOC may be related primarily to the relative metabolic rate of the active musculature, as opposed to the absolute exercise VO2 or quantity of active muscle mass associated with these two types of exercise.  相似文献   

Diagnosing dyslexia: IQ regression plus cut-points.     

R A Dykman  P T Ackerman 《Journal of learning disabilities》1992,25(9):574-576

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Fifty reasons why student achievement gain does not mean teacher effectiveness     

Ronald A. Berk 《Journal of Personnel Evaluation in Education》1988,1(4):345-363

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Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures     

Renáta Tichá  Christine A. Espin  Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.  相似文献   

Planetary properties of fast cars     

A.F. Zahm 《Journal of The Franklin Institute》1948,245(4):331-336

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Disabled Children and Residential Schools: The Implications for Local Education Professionals     

Jenny Morris  David Abbott  Linda Ward 《British Journal of Special Education》2003,30(2):70-75

Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion.  相似文献   

The great fires of 1871 in the Northwest     

I.A. Lapham 《Journal of The Franklin Institute》1872,93(6):413-417

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Electromagnetic mechanism,with special reference to telegraphic work     

R.A. Fessenden 《Journal of The Franklin Institute》1900,150(1):62-80

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National and international information policies. Edited by Wendy Schipper and Ann Marie Cunningham. Paperback,xi, 161 pp. Philadelphia: National Federation of Abstracting and Information Services, 1991. isbn 0-942308-31-X. $100.00.     

A.B. Britton 《Learned Publishing》1992,5(1):46-47

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