Within Course Effects of a Training Package for Teachers of the Severely Mentally Handicapped     

Alan Jones  Dr  Colin Robson 《British Journal of Special Education》1983,10(2):17-20

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Physiological and metabolic responses of wheelchair athletes in different racing classes to prolonged exercise     

Campbell IG  Williams C  Lakomy HK 《Journal of sports sciences》2004,22(5):449-456

The aims of this study were to examine and compare selected physiological and metabolic responses of wheelchair athletes in two paraplegic racing classes [T3: n = 8 (lesion levels T1-T7; paraplegics); T4: n = 9 (lesion levels below T7; paraplegics)] to prolonged exercise. In addition, we describe the responses of three tetraplegic athletes [T2: n = 3 (lesion levels C6/C7: tetraplegics)]. Twenty athletes completed 90 min of exercise at 75% VO2peak on a motorized treadmill adapted for wheelchairs. The mean (+/- s) heart rates of the T3 and T4 racing classes were 165 +/- 2 and 172 +/- 6 beats.min-1, respectively. For the T4 racing class, heart rate gradually increased during the test (P < 0.05), whereas for the T3 racing class, heart rate reached a plateau after an initial increase. The mean heart rate of the tetraplegics was 114 +/- 3 beats.min-1. The T3 and T4 classes exhibited similar respiratory exchange ratios, plasma lactate and glucose concentrations throughout the test. For both the T3 and T4 racing class, free fatty acid, glycerol, ammonia, urea and potassium concentrations had increased from resting values by the end of the test (P < 0.05). In conclusion, the results of this study suggest that endurance-trained wheelchair athletes are able to maintain velocities equivalent to the same relative exercise intensity (75% VO2peak) for prolonged periods irrespective of lesion level.  相似文献   

The center for executive development and my experiences     

Dr. Robert J. Masters 《Innovative Higher Education》1982,6(3):193-195

Since there is an increasing need for learning and relearning on the part of managers and executives, several business schools around the country have developed a program for offering seminars and workshops to the adult community for improving their level of supervisory, managerial, and executive performance. The purpose of this article is to lend assistance to those who are planning to embark upon this alternative higher education endeavor by sharing experiences from one institution.  相似文献   

Institutional financial assessment: Methodology and meaning     

Dr. Hans H. Jenny 《Research in higher education》1979,10(1):59-70

This paper responds to the fourth annual report by W. John Minter and Howard R. Bowen on Independent Higher EducationFinancial and Educational Trends in Independent Higher Education, 1978. Primary thesis: established financial reporting does not tend to do justice to a sound assessment of the financial condition of colleges and universities. Because the latter belong to the service economy, we must know more than we do about changes in quality. Such studies also must say how well institutional objectives are being achieved. College presidents and deans have tended to provide researchers with overly optimistic information. When they later see that Bowen and Minter report this very fact, they complain that their conclusions are not gloomy enough. Such double standards damage realistic program assessment efforts. The blame falls on the respondents and not on the authors. Neither can the authors be blamed for shortcomings in financial accounting ignoring the total cost of institutional activity. If accounting practice were based on a total cost concept the news about higher education finance would more nearly reflect what we all know is true: colleges and universities are worse off than the statistics say.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978.  相似文献   

THE SWISS SYSTEM OF HIGHER EDUCATION     

Dr. Esther C. Garke 《Higher Education in Europe》1980,5(3):37-41

We have received numerous requests to present in “Higher Education in Europe”, in relatively short form, the main features of higher education systems in the different countries of the Unesco European Region.

As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.

We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations.  相似文献   

The Vibrograph: A combination apparatus for the speech laboratory     

Gus W. Campbell 《Quarterly Journal of Speech》2013,99(2):272-275

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Exploring the link between culture and strategy in media organisations: The cases of the BBC and CNN     

Dr. Lucy Küng 《媒体管理杂志》2013,15(2):100-109

Abstract

This study employs participant observation methodology to examine the U.S. broadcast industry's cognitions of its external environment. Previous research has documented a tendency among industry participants to operate under outdated mental models of their environment. This tendency ‐ labeled ‘cognitive inertia’ ‐ provides the analytical framework for this study. The results provide indications that broadcasters operate under what appear to be outdated mental models of their external environment, with broadcasters appearing to pay inadequate attention to competing program sources and failing to account for the changing demographic composition of the television audience. However, these conclusions are tempered by the broadcast industry's dual‐product marketplace characteristics, wherein cognitions that would appear to reflect inadequate assessment of the content market may in fact reasonably reflect the contemporary realities of the audience market.  相似文献   

The National Curriculum and Standards in Primary Schools: A comparative perspective     

R. J. Campbell  L. Kyriakides 《比较教育学》2000,36(4):383-395

A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.  相似文献   

Community environment studies programme     

Dr Richard Myshak 《Prospects》1972,2(4):457-463

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Gender and the Changing Face of Higher Education: A Feminized Future?– By Leathwood Carole and Barbara Read     

Dr  Jennifer Oriel 《Higher Education Quarterly》2010,64(1):112-114

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