You Are Whom You Love     

Stella 《英语沙龙》2013,(2):1

相信所有人都有过类似的经历:我们可能会遇到某个人,第一次见面就认为他/她是自己一直在等待的那个人。于是我们的主观意识就会根据这样的情况设计出一段足以受用一生的爱情梦。在这个爱情梦境中,我们看到的全都是对方最理想、最完美的一面。然而,在新鲜感逐渐消退的过程中,你也不可避免地发现:原来想象与现实根本就是两回事,你必须想办法将它们融为一体……  相似文献   

荧幕上的福尔摩斯     

Stella 《英语沙龙》2013,(5)

原著中的福尔摩斯 夏洛克·福尔摩斯是一个虚构的侦探人物,是由19世纪末的英国侦探小说家阿瑟·柯南·道尔所塑造的一个才华横溢的侦探形象.福尔摩斯称自己是一名"侦探顾问",也就是说当其他私人或官方侦探遇到困难时常常向他求救.大部分故事都集中讲述一些比较困难、需要福尔摩斯出门调查的案子.福尔摩斯善于通过观察与演绎法来解决问题.柯南·道尔是从自己见习于爱丁堡皇家医院时一名善于观察的老师身上获得灵感,创造了福尔摩斯这一人物的.福尔摩斯不但头脑冷静、观察力敏锐,推理能力极强,而且,他的剑术、拳术和小提琴演奏水平也相当高超.  相似文献   

GIS of landmarks management     

Dimitris Kaimaris  Stella Sylaiou  Olga Georgoula  Petros Patias 《Journal of Cultural Heritage》2011,12(1):65-73

  相似文献   

True Peace     

Stella Craft Tremble 《The Educational forum》2013,77(4)

  相似文献   

The Cognitive-Situative Divide and the Problem of Conceptual Change   总被引：1，自引：1，他引：0  

Stella Vosniadou 《教育心理学家》2013,48(1):55-66

In this article we argue that both the cognitive and situative perspectives need to be modified to account for the empirical evidence on learning, taking as a central example the problem of knowledge transfer. Our proposal is that we need an approach that takes as a unit of analysis the individual in a constructive interaction with the world through a variety of mediated symbolic structures, some internal and some external, in rich sociocultural settings. This should be done without denying that knowledge can be represented in some form in the memory system. While internal mental structures are acceptable in this framework, concepts should not be seen as stable and unchanging but, rather, as flexible, malleable, and distributed. To explain conceptual change, we should allow for the possibility that what is already known can be radically restructured and that new, qualitative different structures emerge. Teaching for conceptual change, we argue, should utilize but cannot solely rely on cognitive apprenticeship types of methods. Attention must be paid to the appropriate design of curricula and to the acquisition of subject matter knowledge, together with the development of instructional methods that utilize socio-cultural processes, like classroom discussion, to develop students' metaconceptual awareness and the ability to engage in intentional learning.  相似文献   

The Hong Kong policy of quality education for all: a multi-level analysis of its impacts on newly arrived children     

Stella Chong 《International Journal of Inclusive Education》2013,17(3):235-247

This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.  相似文献   

Exploring the Experiences of Preschool Teachers Working with Children Living with Parental Mental Illness     

Laletas  Stella  Reupert  Andrea  Goodyear  Melinda 《Early Childhood Education Journal》2022,50(1):33-47

Early Childhood Education Journal - Children exposed to the risk factors associated with parental mental illness are seen to be at risk of developing cognitive, emotional, and behavioural...  相似文献   

Ethnic identity and close friendship in Chinese-American college students     

Stella Ting-Toomey 《Int J Intercult Relat》1981,5(4)

This article reports an empirical study on the relationship between ethnic identity and close friendship communication patterns in Chinese-American students. The friendship communication variables were: proximity, network size, frequency of interaction, perceived similarity, and degree of intimacy between subjects and close friends. Several hypotheses in this study were confirmed. Generation difference was a reliable predictor of ethnic identity on the 1st and 2nd generation subjects. Proximity was found to be a crucial factor that influenced the ethnicity of subjects' close friendship networks. All friendship variables were related on the zero-order correlation analyses. However, the relationship between ethnic identity and the ethnicity of subjects' friendship networks was not supported. This was explained in terms of sample bias, and the variable of friendship as a universal relational bond that transcends culture. The paper concludes with a set of research questions for future work on ethnic identity and cross-cultural friendship communication.  相似文献   

Maternal Parenting Stress,Child Exuberance,and Preschoolers’ Behavior Problems     

Stella Tsotsi  Birit F.P. Broekman  Lynette P. Shek  Kok Hian Tan  Yap Seng Chong  Helen Chen  Michael J. Meaney  Anne E. Rifkin-Graboi 《Child development》2019,90(1):136-146

This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Indeed, higher maternal parenting stress increased the risk for internalizing problems, and this association was more pronounced among children with high levels of exuberance. Existent emotion regulation difficulties in highly exuberant children may further heighten the risk conveyed by an unfavorable caregiving environment for developing internalizing problems.  相似文献   

Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses     

Susan Ganter  Stella Hofrenning  Carrie Diaz Eaton 《PRIMUS》2019,29(9):903-907

Abstract

The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom.  相似文献