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Harold Silver 《Higher Education Quarterly》1987,41(3):207-224
The fortunes of higher education from the 1960s - not a linear descent but a complex picture. How closely does the declining reputation of higher education at least in central government circles - correlate with declining economic and technological performance, and how much has it been a product of other factors - for example, binary policy or student radicalism? The article addresses these questions and other features of the loss of higher education's esteem across the two decades from the Robbins report to Sir Keith Joseph's Green Paper. 相似文献
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Harold C. Relyea 《Government Information Quarterly》1984,1(1):1-14
Various normal and essential scientific communication activities, including unclassified research dissemination, publication, and exchanges in the open classroom and among scholars, have been limited recently by the Federal government through more vigorous enforcement and stringent application of existing national security controls. These actions are prompted by a growing anxiety about the acquisition of American science and technology by the Soviet Union and its Warsaw Pact allies. Such controls, however, may have a restrictive effect not only on scientific communication, but also on scientific achievement and advancement in the United States. Recognizing this danger, certain countervailing ideas are recounted and discussed here as points of balance both to justifications for these recent limitations and to arguments favoring even broader government authority to constrain scientific communication for reasons of national security. 相似文献
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Dowda M James F Sallis JF McKenzie TL Rosengard P Kohl HW 《Research quarterly for exercise and sport》2005,76(1):11-19
Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years. 相似文献