A preview of the western union system of radio beam telegraphy     

Julian Z. Millar 《Journal of The Franklin Institute》1946,241(6):397-413

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Concerning the Herschel effect     

Fred G. Person  Julian M. Blair 《Journal of The Franklin Institute》1938,225(1):73-80

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Being disagreeable     

Julian Stern 《British Journal of Religious Education》2020,42(1):1-2

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Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science     

Colette Murphy  Jim Beggs  Karen Carlisle  Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

The exceptionally talented     

Julian Stanley 《Roeper Review》2013,35(3)

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The Leftouts: Disadvantaged Children In Heterogeneous Schools by Sandra A. Warden. New York: Holt,Rinehart and Winston,Inc., 1968. 208 pp. $3.95     

Julian Roberts 《The Educational forum》2013,77(2):283-285

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Mr. X has his Points: A Case in Supervision     

Julian Aronson 《Clearing house (Menasha, Wis.)》2013,86(1):28-29

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The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives     

Julian Wlodarczyk 《Emotional and Behavioural Difficulties》2017,22(2):98-110

Victimisation is a traumatic experience linked to development of Borderline personality disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD asked what they noticed during the person’s infancy, childhood and adolescence, and their experiences of seeking help during that time. Sensitivity was most noticeable during infancy; difficulty making friends, school refusal/truancy and being bullied were prominent concerns once the child was at school; and concerns about anger, moodiness and impulsivity were the strongest prompts to seek help during adolescence, though doctor or teacher recommendation to do so was uncommon. BPD family carers’ experiences suggest that improved focus on addressing bullying and communication is needed.  相似文献   

The socially skilled teacher and the development of tacit knowledge   总被引：1，自引：0，他引：1  

Julian G. Elliott  Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.  相似文献   

Relationship between leg stiffness and lower body injuries in professional Australian football   总被引：2，自引：2，他引：0  

Pruyn EC  Watsford ML  Murphy AJ  Pine MJ  Spurrs RW  Cameron ML  Johnston RJ 《Journal of sports sciences》2012,30(1):71-78

Leg stiffness is a modifiable mechanical property that may be related to soft tissue injury risk. The purpose of this study was to examine mean leg stiffness and bilateral differences in leg stiffness across an entire professional Australian Football League (AFL) season, and determine whether this parameter was related to the incidence of lower body soft tissue injury. The stiffness of the left and right legs of 39 professional AFL players (age 24.4 ± 4.4 years, body mass 87.4 ± 8.1 kg, stature 1.87 ± 0.07 m) was measured using a unilateral hopping test at least once per month throughout the season. Injury data were obtained directly from the head medical officer at the football club. Mean leg stiffness and bilateral differences in leg stiffness were compared between the injured and non-injured players. There was no difference between the season mean leg stiffness values for the injured (219.3 ± 16.1 N x m(-1) x kg(-1)) and non-injured (217.4 ± 14.9 N x m(-1) x kg(-1); P = 0.721) groups. The injured group (7.5 ± 3.0%) recorded a significantly higher season mean bilateral difference in leg stiffness than the non-injured group (5.5 ± 1.3%; P = 0.05). A relatively high bilateral difference in leg stiffness appears to be related to the incidence of soft tissue injury in Australian football players. This information is of particular importance to medical and conditioning staff across a variety of sports.  相似文献