The semester program as a tool for public affairs/public administration education     

Dr. Richard Sundeen  Dr. Terry Cooper 《Innovative Higher Education》1978,3(1):34-50

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Sustainable Procurement: Integrating Classroom Learning with University Sustainability Programs     

Kyle Goldschmidt  Terry Harrison  Matthew Holtry  Jeremy Reeh 《Decision Sciences Journal of Innovative Education》2013,11(3):279-294

Organizations are facing increased pressure from various stakeholders to address issues of sustainability, resulting in a growing demand for sustainability education and training. Procurement groups remain the key drivers of many sustainability‐related strategies, placing pressure on universities to integrate sustainability concepts into the business curriculum. This article describes a replicable educational model that allows students to learn about sustainable procurement while concurrently promoting sustainability within the university community.  相似文献   

The Artists-in-the-Classroom Project: A Closer Look     

Terry L. Fogg  Marilyn Smith 《The Educational forum》2013,77(1):60-70

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Organizing and administering student development programs in the community junior college     

Terry O'Banion 《Peabody Journal of Education》2013,88(4):268-278

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Vision and Change in Biology Undergraduate Education,A Call for Action—Initial Responses     

Terry Woodin  V. Celeste Carter  Linnea Fletcher 《CBE life sciences education》2010,9(2):71-73

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Pluralism Lost: Sustainability’s Unfortunate Fall     

Edward T. “Terry” Wimberley 《Academic Questions》2010,23(1):102-111

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The place of the journal article in presenting research     

Terry Haydn 《Cambridge Journal of Education》2011,41(2):117-120

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ALA Guide to Economics & Business Reference by Robert Kieft and Denise Bennett (Eds.)     

Terese Mulkern Terry 《Journal of Business & Finance Librarianship》2013,18(2):197-200

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Characteristics of the start in women's World Cup skeleton     

Bullock N  Martin DT  Ross A  Rosemond D  Holland T  Marino FE 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(3):351-360

This study characterizes key elements of the start in elite female World Cup skeleton athletes. The top 20 female competitors in three World Cup races were videotaped within a calibrated space to allow the following components of the start to be quantified: (1) acceleration (velocity at 15-m mark, time to 15-m mark), (2) capacity (time to load, total number of steps to load), and (3) load (velocity at 45-m mark). A correlation analysis was used to establish the relationship between the variables of interest and overall start time (15- to 65-m mark). Velocity at the 15-m mark accounted for 86% of the variance in overall start time at St. Moritz and 85% at Sigulda. A stepwise regression analysis revealed that approximately 89% of the variation in start time could be explained by velocity at the 15-m mark, time to load, and velocity at the 45-m mark. Of the variables analysed in this study, rapid acceleration to attain a high velocity at the 15-m mark was the most important component of a fast overall start time. The importance of the time to load and velocity at the 45-m mark vary according to the different track characteristics.  相似文献   

A critique of the expectancy formula approach: Beating a dead horse?     

Lonny R. Wilson  Thomas E. Cone  Robert Busch  Terry Allee 《Psychology in the schools》1983,20(2):241-249

The expectancy and severe discrepancy formulas, like those originally considered by the US. Office of Education (1976), provide the oldest but least defensible method of quantifying academic discrepancy. A logical and mathematical analysis reveals that all variations of this approach have several major weaknesses. First, the expectancy formulas themselves are predicated upon the very questionable assumption that achievement follows a straight line growth pattern, which raises questions about the accuracy of the resulting severe discrepancy values. Second, when discrepancy values are obtained by multiplying the expected values by a fractional constant, the approach is necessarily biased in the direction of applying a more stringent underachievement criterion for older and brighter children. Third, the formulas employ a grade equivalent scale that results in inconsistencies, one being that fewer arithmetic problems are identified. Finally, the expectancy approach does not consider errors in measurement or regression effects, and consequently produces serious identification errors. A variation of the expectancy approach involving a discrepancy ratio between obtained and expected achievement has the previously mentioned limitations, except the bias, and it produces scores that cannot be easily interpreted.  相似文献