Alkali fusions. III—Fusion of phenylglycine-o-carboxylic acid for the production of indigo     

Max Phillips 《Journal of The Franklin Institute》1921,192(6):814-815

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Introducing veteran critical theory     

Glenn A. Phillips  Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668

Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献   

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk   总被引：1，自引：0，他引：1  

Watamura SE  Phillips DA  Morrissey TW  McCartney K  Bub K 《Child development》2011,82(1):48-65

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.  相似文献   

āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success     

Marc Wilson  Maree Hunt  Liz Richardson  Hazel Phillips  Ken Richardson  Danna Challies 《Higher Education》2011,62(6):699-719

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.  相似文献   

Biopower,disciplinary power,and the production of the 'good Latino/a teacher'     

Donna Kalmbach Phillips  Robert Ch. Nava 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):71-83

This inquiry explores who is the ‘good teacher of color’. Through Michel Foucault's notion of biopower and disciplinary power, the analysis attempts to problematize the subject-position of ‘teacher of color’ by exploring how a Latino intern and a Latina intern negotiated their subjectivity in a large diverse school district. Participants' construction of subjectivity was found to be located within the nexus of the school district, the university, and the Latino counter-discourse through which biopower and disciplinary power operated.  相似文献   

Nutrition guidelines for strength sports: sprinting, weightlifting, throwing events, and bodybuilding     

Slater G  Phillips SM 《Journal of sports sciences》2011,29(Z1):S67-S77

Strength and power athletes are primarily interested in enhancing power relative to body weight and thus almost all undertake some form of resistance training. While athletes may periodically attempt to promote skeletal muscle hypertrophy, key nutritional issues are broader than those pertinent to hypertrophy and include an appreciation of the sports supplement industry, the strategic timing of nutrient intake to maximize fuelling and recovery objectives, plus achievement of pre-competition body mass requirements. Total energy and macronutrient intakes of strength-power athletes are generally high but intakes tend to be unremarkable when expressed relative to body mass. Greater insight into optimization of dietary intake to achieve nutrition-related goals would be achieved from assessment of nutrient distribution over the day, especially intake before, during, and after exercise. This information is not readily available on strength-power athletes and research is warranted. There is a general void of scientific investigation relating specifically to this unique group of athletes. Until this is resolved, sports nutrition recommendations for strength-power athletes should be directed at the individual athlete, focusing on their specific nutrition-related goals, with an emphasis on the nutritional support of training.  相似文献   

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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Response to Schrag, or, He Who Laughs Last…     

D. C. Phillips 《Educational theory》1989,39(3):271-272

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The State of the Art     

Josh Corngold  Rebecca M. Katz  Anne Newman  D.C. Phillips 《Journal of Philosophy of Education》2005,39(1):123-139

The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the 'state of the art'. Whilst both texts can be criticised for failing to engage sufficiently with non-philosophical work on education, these are otherwise estimable volumes, containing many fine essays that can be read with profit.  相似文献   

The dyslexic copes     

Norman Phillips  George Bright M.D.  Richard Berg  Foster Nowell 《Annals of dyslexia》1974,24(1):170-173

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