Sidney Kaplan 《Equity & Excellence in Education》2013,46(3-5):57-58

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B.Z. Kaplan  K. Radparvar 《Journal of The Franklin Institute》1982,314(4):211-217

A self-phase modulated sinewave oscillator is proved to perform as a periodic function generator. The system is investigated comprehensively and is shown to be capable of generating a variety of non-sinusoidal waveforms. The change from the generation of one waveform to the generation of another is attained by the variation of a relatively simple function in a skeletal model which does not change.  相似文献   

    

Hanoch Flum  Avi Kaplan 《Contemporary educational psychology》2012

In this concluding article of the special issue entitled “Identity Formation in Educational Settings”, we explicate the notion of identity as an integrative concept, discuss its growing popularity in the social sciences, and point to its special significance to education in contemporary society. Following an Eriksonian psychosocial approach and sociocultural emphasis, we look at the process of identity formation as a product of interrelatedness between the context and the individual person, and underscore the interaction between developmental and learning processes. We draw examples from the studies in this collection to highlight these conceptual relationships, as well as to contribute insights from the different research questions and modes of inquiry into the practice of co-construction of identity and knowledge in a variety of school contexts. We conclude with a call for the promotion of practice, research and theory in the emerging domain of identity formation in educational settings.  相似文献   

    

Inbal Levy-Tossman  Avi Kaplan  Avi Assor 《Contemporary educational psychology》2007

This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.  相似文献   

On the Use of Cigar Tubes     

Daniel H. Kaplan 《Curator: The Museum Journal》1979,22(3):216-216

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Letters to the editor     

A. D. Collins  Audrey Kaplan 《Performance Improvement》1975,14(6):9-9

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