Towards a Common Cursive Script: American Influences     

Vivian H. Crellin 《Journal of educational administration and history》1989,21(1):1-8

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Using Children's Stories to Promote Peace in Classrooms     

Vivian Gunn Morris  Satomi Izumi Taylor  Jeanne T. Wilson 《Early Childhood Education Journal》2000,28(1):41-50

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Understanding student achievement in mathematics and science: The case of Trinidad and Tobago     

Vivian Alexander  Yukiko Maeda 《Prospects》2015,45(4):577-591

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当艺术遇上MONEY     

Vivian 《大学生》2014,(Z3)

正"文化产业管理"专业毕业后,我机缘巧合地走进艺术品投资这扇门,这几年内看到的、听到的、学到的,表面上是艺术,实则蕴含了许多为人处事的哲理:驾马十驾,功在不舍。上善若水,厚德载物。当艺术品进入市场,遇上money,很多人或许觉得亵渎了艺术,视它为一种可怕的遭遇。其实不尽然。就好像我们每个人或多或少地拥有自己的想法和才能,都需要有那么一个人或一群人来看见、来欣赏、来买单——这是用外在的度量衡来肯定内在思想的一种方式。面对艺术品里的金钱诱惑,一些人准确把握住了市场,一些人则掉进了钱的陷阱。因此,当艺术遇上money,可能是场预谋,也可能是个意外;可能是种遭遇,也可能是段邂逅。  相似文献   

Acid Phosphatase as a Marker in Malaria     

Benedicta D’Souza  Rajeevalochana Parthasarathy  Sreekantha  Vivian D’Souza 《Indian journal of clinical biochemistry : IJCB》2011,26(4):396-399

The serum acid phosphatase (ACP) activity and Hemoglobin (Hb) levels were measured in malaria patients and nonmalarial fever patients. The results were compared with normal healthy control subjects. ACP was significantly increased (P < 0.001) in all the malaria patients. ACP was significantly higher in Plasmodium falcifarum malaria and mixed malaria when compared to Plasmodium vivax malaria. Hb levels were significantly decreased in all the malaria patients which indicates that malaria parasite uses host erythrocyte Hb as a major nutrient source. There is negative correlation(r = −0.478) between ACP and Hb in malaria patients, which is highly significant. These results suggest that the measurement of ACP could be used as a marker for malaria.  相似文献   

凯特·麦克道威尔 不只是岁月静好     

Vivian  PW 《收藏》2013,(8):40-41

当人们看到艺术家凯特·麦克道威尔(Kate Macdowell)的作品时,脑海中会情不自禁地浮现出这样一段话——段来自英国学者、《纳尼亚王国传奇》作者C.S.Lewis的名言:"对于美,我们从不满足于远观。尽管上帝为证,美已是无上的恩典。我们希求无法诉诸语言的情感——我们想与所见的美产生关联,想将美据为己有,想周身沐浴其中,甚至——想成为美的一部分。"  相似文献   

A new look at teacher education     

Vivian O. Windley 《The Urban Review》1972,5(4):3-11

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How can gender affect psychopathology in Lebanese school‐age children?          下载免费PDF全文

Vivian Khamis 《Psychology in the schools》2018,55(4):404-418

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.  相似文献   

A comparison of student feedback obtained from three methods of formative evaluation of instructional materials     

Vivian Medley-Mark  Cynthia B. Weston 《Instructional Science》1988,17(1):3-27

The success of formative evaluation techniques to improve instructional materials is well documented. Researchers have found that materials revised on the basis of one-to-one sessions are equally effective as materials revised on the basis of small group sessions, and that both are superior to the unrevised, original versions. However, there is a paucity of research comparing the types of data obtained from these two recommended approaches to formative evaluation. This study compares the quantitative and qualitative nature of the problems identified by students in three conditions. Specifically, a one-to-one active, a small group active, and a small group passive were the conditions employed. Explanations for the observed differences are attributed to and described in terms of the instructional materials themselves and differences in the procedures or conditions employed. Finally, a number of more practical issues are raised and discussed in terms of their impact on the selection of a particular method or combination of methods for the formative evaluation of instructional materials.  相似文献   

Family interdependence and academic adjustment in college: youth from immigrant and U.S.-born families     

Tseng V 《Child development》2004,75(3):966-983

This study is an examination of family interdependence and its implications for academic adjustment among late adolescents and young adults in college (18 to 25 years). Survey data and university records were collected on 998 American youth with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. Results indicate that Asian Pacific Americans placed more importance on family interdependence than did European Americans. Across all panethnic groups, youth with immigrant parents placed greater emphasis on family interdependence than did youth with U.S.-born parents. The study distinguished between family interdependence attitudes and behaviors and found that they had counteracting influences on academic adjustment: Family obligation attitudes contributed to greater academic motivation among youth from immigrant as compared with U.S.-born families, but greater behavioral demands detracted from achievement.  相似文献