The impulse strength of solid and gas-filled high voltage cables     

Andrew Gemant 《Journal of The Franklin Institute》1942,234(6):519-533

A method is presented that allows the computation of the impulse strength of insulating oil and of solid and gas-filled cables. The principle of the calculation is that breakdown is initiated by currents due to an electronic emission from the cathode; in gas-filled cables these currents are increased by means of gaseous ionization in the butt spaces. Approximate equations are deduced and numerical impulse strength values for insulating oil and solid cable computed, resulting in fair agreement with experimental observations. Extending the equations to gas-filled cables, numerical impulse data for varying gas pressure and for varying radial butt-space alignment are evaluated.  相似文献   

2. Accountability and the Economy     

Andrew Davis 《Journal of Philosophy of Education》1998,32(1):19-39

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'It Would Have Been Bad': The Development of Historical Imagination and Empathy in a Group of Secondary Aged Pupils with Severe Learning Difficulties     

Andrew Turner 《British Journal of Special Education》1998,25(4):164-167

Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils.  相似文献   

Commentary: The implications of ‘the value of music in London’ for local and regional music policy     

Andrew Blake  Graham Jeffery 《Cultural Trends》2000,10(38):35-40

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The Credentials of Brain‐Based Learning     

Andrew Davis 《Journal of Philosophy of Education》2004,38(1):21-36

This paper discusses the current fashion for brain‐based learning, in which value‐laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities.  相似文献   

The scope and purpose of cultural economics: a view and some suggestions from the policy fringe     

Andrew Pinnock 《Cultural Trends》2009,18(4):353-366

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The Antagonism of the Church to Scientific Progress During the Middle Ages: The Facts of the Case,and a Reply to the Criticism of Dr. James J. Walsh     

Andrew D. White 《Journal of the Medical Library Association》1906,4(1):58-85

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Making Connections Between Research and Practice     

Andrew C. Porter 《Journal of Personnel Evaluation in Education》2007,20(3-4):281-283

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Correspondence     

Andrew Booth 《Health information and libraries journal》1989,6(3):191-192

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Figs,Wasps, Carrots and Sticks? A New Theoretical Approach to Understanding the Origin and Nature of Mutualisms and Symbiotic Relationships     

Andrew Willden 《中国科学院院刊(英文版)》2015,(1):50-51

<正>Mutualisms—relationships where by two organisms live in tandem with one another,each providing a service to the other—are among the most interesting and complex relationships in nature.These kinds of relationships are generally considered cooperative interactions,whereby each of the organisms incurs substantial cost in trading services with its partner in order for each of them to gain some benefit and increase their chances of survival and evolutionary fitness.While  相似文献