Opren deaths kept secret, admits Lilly     

Joyce C  Lesser F 《New scientist (1971)》1985,107(1471):15-16

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Self concepts and occupational identities     

Frank Musgrove 《Higher Education Quarterly》1969,23(3):333-344

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The Teaching of English in Great Britain: An Annotated Bibliography     

Frank Whitehead 《English in Education》1967,1(1):74-79

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The Next Stage     

Frank Whitehead 《English in Education》1967,1(2):4-6

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The usefulness of closed circuit television and psycho-galvanic response in the training of student teachers     

Frank E. Carus  Lawrence F. Lowery 《科学教学研究杂志》1970,7(4):353-361

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Attitude Changes of Guidance Institute Participants     

Lawrence S. Wrightsman  Wayne C. Richard  Frank C. Noble 《Counselor Education & Supervision》1966,5(4):212-220

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The development,field test and validation of an inventory of scientific attitudes     

Richard W. Moore  Frank X. Sutman 《科学教学研究杂志》1970,7(2):85-94

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Characterizing the mechanical parameters of forward and backward falls as experienced in snowboarding     

Schmitt KU  Wider D  Michel FI  Brügger O  Gerber H  Denoth J 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):57-72

Wrist injuries are frequently observed after falls in snowboarding. In this study, laboratory experiments mimicking forward and backward falls were analysed. In six different falling scenarios, participants self-initiated falls from a static initial position. Eighteen volunteers conducted a total of 741 trials. Measurements were taken for basic parameters describing the kinematics as well as the biomechanical loading during impact, such as impact force, impact acceleration, and velocity. The effective mass affecting the wrist in a fall also was determined. The elbow angle at impact showed a more extended arm in backward falls compared to forward falls, whereas the wrist angle at impact remained similar in forward and backward falls. The study results suggest a new performance standard for wrist guards, indicating the following parameters to characterize an impact: an effective mass acting on one wrist of 3-5 kg, an impact angle of 75 degrees of the forearm relative to the ground, and an impact velocity of 3 m/s.  相似文献   

Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions     

Vellutino FR  Scanlon DM  Small S  Fanuele DP 《Journal of learning disabilities》2006,39(2):157-169

Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children.  相似文献   

Assumptions underlying performance‐based budgeting     

Frank A. Schmidtlein 《Tertiary Education and Management》2013,19(2):159-174

Abstract

Interest in ‘performance budgeting’ is growing despite a lack of research on its effectiveness. U.S. states have largely used ‘incremental’ and ‘formula’ budgeting processes to fund higher education. However, more than half of them are experimenting with some form of ‘performance budgeting’. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental ‘performance budgeting’ for higher education assumes policy objectives are stable, complex decisions on budget trade‐offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, ‘performance budgeting’ will not meet proponents expectations and will suffer the fate of past budget fads.  相似文献