Asymptotic solution of heaviside's fractional operators     

E.J. Berg  S.J. Haefner  J.J. Smith 《Journal of The Franklin Institute》1928,205(2):221-228

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Heaviside's operators in engineering and physics     

Ernst Julius Berg 《Journal of The Franklin Institute》1924,198(5):647-702

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The preparation of pure alloys     

Ernst Julius Berg 《Journal of The Franklin Institute》1924,198(6):794

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Similarity of WISC-R and WAIS-R scores at age 16     

Jonathan Sandoval  Julius Sassenrath  Manuel Penaloza 《Psychology in the schools》1988,25(4):373-379

Thirty learning disabled students of average intellectual ability between 16 and 17 years of age were given both the WISC-R and the WAIS-R to determine if the WAIS-R provided higher average IQ scores, as had been reported for educationally mentally retarded adolescents. The results indicated: (a) no significant differences between the two scales on either the Verbal, Performance, or Full Scale IQs, (b) significant correlations between the WISC-R and WAIS-R on the three IQ scores and 9 of the 11 subtests, and (c) the emergence of the ACID profile for learning disabled adolescents on both tests.  相似文献   

Propulsion of ships     

Eskil Berg 《Journal of The Franklin Institute》1918,185(3):317-332

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Letter to the editor     

Ernst von Glasersfeld 《Journal of Science Education and Technology》1993,2(4):511-511

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Wear and Tear of World Heritage: Preventive Conservation and Tourism in Norway’s Stave Churches     

Fredrik Berg 《文物保护研究》2018,63(5):320-322

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Reflections on the Field: Aspirations of Learning Science and the Practical Logic of Instructional Enterprises     

Ernst Z. Rothkopf 《Educational Psychology Review》2008,20(3):351-368

Over 100 years of learning and cognition research have had only modest cumulative impact on teaching, while many other practical domains such as agriculture have shown a steady growth in widely accepted, research-informed practices. Several reasons have been advanced for the painfully slow adoption of science-based instructional procedures. One important but not widely recognized obstacle is proposed here, namely, that the aims of fundamental learning and teaching research do not mesh well with the practical logic of schools. Basic learning research tends to focus on efficiency, i.e., how much can be learned from a given amount of effort or time but teaching efficiency is not a strong concern for schools. This is because they generally focus on global year-end results while the efforts required at the tactical lesson level are only loosely monitored. School administrators tend to reckon costs in terms of the number of engaged teachers and not in the difficulty of each teacher’s job. For these reasons, schools can be expected to have only nominal interests in science-informed, close management of tactical pedagogic units. Psychological work on labor saving possibilities, such as research-based instructive products, is more likely to be readily welcomed than improvements in lesson efficiency, especially in middle and high schools. Instructional enterprises in which the cost and the benefits of instruction are borne by the same agency, such as industrial training, are the most likely consumers of efficiency-related basic cognitive research.

Ernst Z. RothkopfEmail:

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Book reviews     

Robert Fox  Geoffrey J. Giles  Ernst Topitsch 《Minerva》1980,18(1):164-195

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Philosophy and Sport     

Adam Berg 《体育哲学杂志》2016,43(2):329-333

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