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John P. Cooper 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(1):53-73
By the fourth/tenth century, Egypt's Nile Delta had just two major Delta branches debouching directly into the Mediterranean – the Dumyā? (Damietta) and Rashīd (Rosetta). Navigational conditions at these branches’ mouths were treacherous because of a combination of currents, winds, wave-fields and shifting sandbanks. These conditions were a danger to shipping, and so had a formative effect on the navigational landscape of the Delta. Despite its remoteness from the Nile, Alexandria remained Egypt's chief Mediterranean port, but only because river connections were maintained that avoided the Rashīd mouth. In contrast, the port of Rashīd was relatively insignificant. Similar conditions at the Dumyā? mouth prompted navigators to adopt routes via Lake Tinnīs, modern Lake Manzala, which linked to the sea through its calmer sea mouths. This article brings together material from multiple disciplines to offer a new understanding of the navigational context of Egypt's medieval Mediterranean ports. 相似文献
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Peter J. Brady Cyril I. Figuerres Donald W. Felker Wayne M. Garrison 《Psychology in the schools》1978,15(3):434-438
Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept. 相似文献
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J. David Cooper 《The Teacher Educator》2013,48(3):12-15
According to Dr. Cooper, the students of some teachers are still spending most of their time filling in blanks, labeling parts of speech, and even diagramming sentences. The result is that most students dislike language and develop a meager facility in oral and written communication. 相似文献
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David E. Cooper 《Journal of Philosophy of Education》1983,17(2):145-153