The principle of relativity     

W.F.G. Swann 《Journal of The Franklin Institute》1925,200(2):183-217

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Cultural differences in the perception of critical interaction behaviors in global virtual teams     

Daphne M. Dekker  Christel G. Rutte  Peter T. Van den Berg   《Int J Intercult Relat》2008,32(5):441-452

We investigated whether members of virtual teams from the U.S., India, and Belgium perceived the same interaction behaviors to be critical for team functioning as Dutch members from an earlier study. Thirteen virtual team workers from the U.S., 11 from India, and 11 from Belgium were interviewed by means of the Critical Incident Technique Flanagan [Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358]. The total number of critical incidents from all countries was 493 and most incidents could be grouped into the same 13 categories as those found in the original Dutch study. However, the results showed that the distributions of the critical incidents from the American, Indian, and Belgian respondents differed from those of the Dutch. Indian and Belgian respondents also mentioned a new category of critical incidents: Respectfulness. The cultural differences were interpreted by means of Hofstede's [Hofstede, G. (2001). Cultures consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California, U.S.: SAGE Publications] dimensions.  相似文献   

REPLY OF MEDICAL LIBRARY ASSOCIATION TO GERMAN PUBLISHERS REGARDING GERMAN MEDICAL PUBLICATIONS     

Frankenberger C  Bay JC  Wilson J 《Bulletin of the Medical Library Association》1924,14(2-3):41-42

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Entrenched Pedagogy: A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools     

William C. Sewell 《Changing English: An International Journal of English Teaching》2008,15(1):87-100

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Learning earthquake design and construction 6. How architectural features affects buildings during earthquakes?     

Murty  C. V. R. 《Resonance》2004,9(10):82-85

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Lead levels and child development: statements by Claire B. Ernhart and Herbert L. Needleman     

C B Ernhart  H L Needleman 《Journal of learning disabilities》1987,20(5):262-265

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CHARLES PERRY FISHER-A TRIBUTE     

Frankenberger C 《Bulletin of the Medical Library Association》1932,21(2):41-42

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MEDICAL BOOKS IN FRENCH     

Lounz G 《Bulletin of the Medical Library Association》1942,30(5):513-521

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The Elementary and Secondary Education Act of 1965: potential for serving the gifted     

F N Bryan  J C Chalfant 《Exceptional children》1965,32(3):147-155

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Validity Issues in Test Speededness     

Ying Lu  Stephen G. Sireci 《Educational Measurement》2007,26(4):29-37

Speededness refers to the situation where the time limits on a standardized test do not allow substantial numbers of examinees to fully consider all test items. When tests are not intended to measure speed of responding, speededness introduces a severe threat to the validity of interpretations based on test scores. In this article, we describe test speededness, its potential threats to validity, and traditional and modern methods that can be used to assess the presence of speededness. We argue that more attention must be paid to this issue and that more research must be done to set appropriate time limits on power tests so that speed of responding does not interfere with the construct measured.  相似文献