Human experiments: Waves and rifts in synthetic biology     

Melinda Bonnie Fagan 《Metascience》2013,22(2):371-374

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An Acquaintance of yours: Miss Sue Eagan     

Kenneth Cooper 《Peabody Journal of Education》2013,88(3)

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Technology Resources for Networking and Information Exchange     

Lloyd G. Cooper 《Clearing house (Menasha, Wis.)》2013,86(8)

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Belting facts and figures     

J.H. Cooper 《Journal of The Franklin Institute》1871,91(5):317-319

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Accuracy of teacher referrals of speech handicapped children     

H P James  E B Cooper 《Exceptional children》1966,33(1):29-33

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Cultural support workers and long day care services     

Melinda G. Miller  Meg Knowles  Susan Grieshaber 《The Australian Educational Researcher》2011,38(3):275-291

In Australia, eligible long day care services may apply for support at the state level to assist with the transition of children from culturally or linguistically diverse backgrounds into childcare settings. For staff in childcare services, this support comes in the form of a cultural support worker (CSW). The primary role of a CSW is to build capacity in childcare staff to support children and families as they enter the childcare program. This paper draws on interview data and documentation from multiple sources to report the perspectives of key stakeholders affiliated with a cultural support program in an Australian childcare setting. It concludes that a more flexible approach to policy that directs the work of CSWs is needed, as well as further research into ways to build capacity for cultural competence for both CSWs and childcare staff who work collaboratively to support young children as they transition to childcare.  相似文献   

Editorial the changing face of learning and teaching     

Paul Cooper 《Education 3-13》2013,41(3)

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Re-Discovering a Roman Wall Painting at Harvard: New Research on a Fragment from the Villa at Boscotrecase     

Elizabeth M. Molacek  Katherine Eremin  Lucy J. Cooper  Georgina Rayner 《文物保护研究》2020,65(5):296-311

ABSTRACT

This article presents historical and scientific analysis, as well as the conservation treatment of a newly rediscovered Roman wall painting fragment, now in the collection of the Harvard Art Museums. Although the piece has not previously been published, it was among a group of fragments removed from a Roman villa near Boscotrecase in southern Italy, an area that has been key to the study of Roman wall painting and other decoration. Technical imaging confirms the use of painting techniques consistent with other high-quality paintings in the area. Materials analysis revealed a palette consistent with published findings of Roman wall paintings, including abundant use of Egyptian blue and green earth. Of interest was the use of Egyptian blue as an optical brightener in select white passages. Despite the high quality of the painting, no cinnabar was present, and all red passages were achieved using hematite. Multiple different white minerals were identified including calcite, aragonite, and gypsum. The widespread presence of gypsum is unusual and may point to alteration.  相似文献   

Using Narrative Therapy to Assist College‐Age Latino Immigrants     

Isabel C. Farrell  Melinda M. Gibbons 《Journal of College Counseling》2019,22(1):83-96

Latinos represent a large percentage of the immigrant population currently entering the United States. These immigrants may face mental health issues related to their immigration and acculturation experiences, leading to a need for counseling. The authors introduce narrative therapy as an appropriate treatment modality for college‐age Latino students.  相似文献   

Assessing working memory capacity in a non-native language     

Christopher A. Sanchez  Jennifer Wiley  Timothy K. Miura  Gregory J.H. Colflesh  Travis R. Ricks  Melinda S. Jensen  Andrew R.A. Conway 《Learning and individual differences》2010,20(5):488-493

The present studies directly test the usefulness of two English-language working memory capacity (WMC) assessments with two samples of students whose native language was not English. Participants completed two widely used complex span tasks, Reading Span (RSpan) and Operation Span (OSpan), in English. To determine whether the well-established relationship between WMC and Raven's Advanced Progressive Matrices (RAPM) would be observed when span tasks were not given in the native language of the participant, span scores were regressed against performance on the RAPM. Results indicated that while OSpan was a reliable and valid predictor of RAPM in non-native-English speakers, RSpan administered in English was not.  相似文献