Colouring in the Blanks: Memory Drawings of the 1990 Kuwait Invasion     

Yvonne Pepin‐Wakefield 《The International Journal of Art & Design Education》2009,28(3):309-318

This study used drawing tasks to examine the similarities and differences between females and males who shared a collective traumatic event in early childhood. Could these childhood memories be recorded, measured, and compared for gender differences in drawings by young adults who had shared a similar experience as children? Exploration of this question drove this qualitative research project to examine drawings by young Kuwaiti men and women, who were residents in Kuwait during the 1990 Saddam‐Hussein‐led Iraqi invasion of their country. Visual results from this study show colour, image and symbol (CIS) patterns, and differences in gender images in drawings which represent a select population's response to the 1990 Iraqi invasion of Kuwait.  相似文献   

Fundamentals of performance technology: A guide to improving people,process, and performance     

Darlene M. Van Tiem  James L. Moseley  Joan Conway Dessinger  Gretchen Hartke  Yvonne Phillips‐Hudson 《Performance Improvement》2001,40(3):60-63

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体力活动与多发性硬化症研究的10大问题     

Robert W Motl  Yvonne C Learmonth  Lara A Pilutti  Eduard Gappmaier  Susan Cootec 《北京体育大学学报》2016,39(3):47-57

摘要：全世界约有250万人患有多发硬化症（MS），并且发病率有增加趋势。MS是一种中枢神经系统疾病，与多种症状和功能障碍相关。目前一线治疗方法对晚期患者基本无效。越来越多的证据表明体力活动（PA）有益于MS患者，但是大多数MS患者存在PA不足和静坐少动行为。因此，我们提出了10个研究问题，旨在指导今后有关PA和MS的研究：1）PA是否是一种MS的缓解性治疗行为？2）PA对MS患者有哪些益处？3）什么样的PA处方最适合MS患者？4）MS患者在PA中有哪些安全问题？5）哪些MS患者可以通过PA获得益处？6）哪些变量可以用来解释PA对MS患者的作用？7）有效促进 MS患者进行PA的行为干预方法是什么？8）我们如何将研究成果用于实际临床工作中？9）静坐少动行为对MS患者有什么影响？10）评价MS患者PA的最佳方法是什么？这些问题对于帮助我们了解PAPA对MS患者长期和短期的效果，开发新方法促进和保持MS患者的PA至关重要，解决这些问题可以大大改善MS患者的生活质量。  相似文献   

Holland in Surinam,Surinamese in Holland     

Sjoerd Karsten  Yvonne Leeman 《Compare》1988,18(1):63-77

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Adapting Teaching to Match Learning Styles     

Yvonne Griffiths 《通化师范学院学报》2005,(12):27-32

The teaching of English as a foreign language （TEFL） experienced a major methodological shift in the1970s and 80s, with a move away from the Grammar-Translation （G-T） and Audio-lingual Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching （CLT） and other humanistic approaches.  相似文献   

Influencing student understanding of the nature of science: Data from a case of curriculum development     

Yvonne J. Meichtry 《科学教学研究杂志》1992,29(4):389-407

The purpose of this study was to investigate the effects of the first-year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control-group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors.  相似文献   

Multi/intercultural education in Australia and the Netherlands     

Yvonne Leeman  Carol Reid 《Compare》2006,36(1):57-72

In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/intercultural education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher education students.  相似文献   

An exploration of family and individual profiles following father-daughter incest     

Mark Dadds  Michelle Smith  Yvonne Webber  Anthony Robinson 《Child abuse & neglect》1991,15(4):575-586

This paper presents the results of a range of psychometric assessments which attempted to identify family and individual variables associated with father-daughter incest. Psychometric self-report measures were used to examine differences between families in which incest had been confirmed and a matched comparison group. Significant differences between the members of the incest and the comparison groups included behavioral and self-esteem problems in the daughters and differences in the familial environments of the two groups. Daughters who had been sexually abused reported lower levels of self-esteem about their intellectual and school status. Mothers in the incest group reported that their daughters had more conduct problems than the comparison mothers. The incest families were generally reported to be higher in conflict and organization and lower in cohesion, expressiveness, and active recreation. No differences between groups were found for levels of marital adjustment, self-esteem in mothers, or overall level of psychopathology in the perpetrators.  相似文献   

Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students     

Jennifer Charteris  Eryn Thomas  Yvonne Masters 《The Teacher Educator》2018,53(1):6-20

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Erratum to: Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?     

Qing Zhang  Kyle L. Peck  Adelina Hristova  Kathryn W. Jablokow  Vicki Hoffman  Eunsung Park  Rebecca Yvonne Bayeck 《Educational technology research and development : ETR & D》2016,64(6):1361-1361

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