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   

Factors affecting the motivation to learn among United Arab Emirates middle and high school students     

Vivian Khamis  Samir Dukmak  Hala Elhoweris 《Educational studies》2008,34(3):191-200

This study was designed to examine the relative contributions of student and parents’ socio‐demographics, students’ beliefs about learning, parental support of children’s learning, peers’ attitudes towards learning, teacher–student interaction and curriculum content to students’ motivation to learn. The sample consisted of 275 school‐age children ranging from 12 to 16 years old. All measures were constructed for the purpose of this study. Hierarchical multiple regression was used to predict student motivation to learn. Results indicated that students’ beliefs about learning, teacher–student interaction and curriculum content contributed to the United Arab Emirates middle and high school students’ motivation to learn. Implications for research are discussed.  相似文献   

A systematic review and Bayesian meta-analysis of the development of turn taking in adult–child vocal interactions     

Vivian Nguyen  Otto Versyp  Christopher Cox  Riccardo Fusaroli 《Child development》2022,93(4):1181-1200

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.  相似文献   

Learning in the liminal space: a semiotic approach to threshold concepts     

Ray Land  Julie Rattray  Peter Vivian 《Higher Education》2014,67(2):199-217

The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a ‘liminal’ space of learning. The latter is a transformative state in the process of learning in which there is a reformulation of the learner’s meaning frame and an accompanying shift in the learner’s ontology or subjectivity. Within the extensive literature on threshold concepts, however, the notion of liminal space has remained relatively ill-defined. This paper explores this spatial metaphor to help clarify the difficulties that some teachers observe in the classroom in regard to their students’ understanding. It employs a novel and distinctive approach drawn from semiotic theory to to provide some explanatory insight into learning within the liminal space and render it more open to analysis. The paper develops its argument through four distinct phases. Firstly it explores the spatial metaphor of liminality to gain further purchase on the nature of this transformative space. The second section introduces semiotic theory and indicates how this will be used through a series of graphical and visual devices to render the liminal space more open to analysis. The third section then employs semiotic analysis to nine dimensions of pedagogical content knowledge to gain further insight into what may characterise student conceptual difficulty within the liminal state. The fourth and concluding section emphasises the role of context in conceptual discrimination before advocating a transactional curriculum inquiry approach to future research in this field.  相似文献