Numerical modelling of the structural behaviour of Buti’s bell tower     

Katia Bernardeschi  Cristina Padovani  Giuseppe Pasquinelli   《Journal of Cultural Heritage》2004,5(4):92

The paper describes the numerical techniques implemented in the finite-element code NOSA for structural analysis of masonry constructions. The code is then applied to the analysis of “Buti’s bell tower”, a medieval structure located on the Pisa mountains, under two different conditions: firstly, with the structure subjected to its own weight alone, and then while subjected to both its own weight and a horizontal load, which models an earthquake. The displacement and stress fields, as well as the distribution of cracking have been calculated with NOSA, and the numerical results analysed and compared to the actual distribution of fractures in the tower.  相似文献   

Sensitive periods in the development of attachment and the age of entry into day care     

Dario Varin  Cristina Riva Crugnola  Paola Molina  Chiara Ripamonti 《European Journal of Psychology of Education - EJPE》1996,11(2):215-229

This study investigated how the age of entry into regular group day care may influence, in the context of other relevant variables, some short-time outcomes of this experience. In particular the study focused on behaviours expressing well-being or discomfort in the day care environment during the third year. Subjects were 129 young children who were enrolled in group day care when they were 6–29 months old. During their third year their social behaviour was evaluated by caregivers with the Day Care Adaptation Scale. Researchers observed 54 of the children in reunion with their parents. The quality of care was rated with the ITERS scale. It was found that children who started day care in the intervals 6–12 months and 18–23 months displayed more frequently difficult reunions with their mothers, and were rated as less resistant to frustration. Children who started day care from 12–17 months showed lower relational distress. Some significant relationships were found between the ratings of ITERS and the Day Care Adaptation Scale. These findings are discussed with reference to theories of attachment.  相似文献   

Teachers’ guidance,family participation and track choice: the educational disadvantage of immigrant students in Italy     

Paola Bonizzoni  Cristina Cavallo 《British Journal of Sociology of Education》2016,37(5):702-720

In Italy, as in other European countries, students of foreign origin are over-represented in the vocational school tracks, with relevant consequences on their limited chances of attaining a university degree. While research has long underlined the weight that a family’s social, cultural and economic capital has on a child’s school performance, educational expectations and choices, the role that school and teachers themselves play in the transition from lower to upper secondary school has been rarely explored in Italian sociological research. The present study aims to bridge this gap in the literature, showing how teachers’ orienting practices, interacting with highly differentiated patterns of family participation in the school guidance process, can play a relevant role in reproducing foreign-origin students’ segregation into the lower tracks of the school system.  相似文献   

Social origins,academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA     

Adriana Duta  Brian An  Cristina Iannelli 《Higher Education》2018,75(5):769-784

This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA.  相似文献   

Children's Understanding of Agriculture as an economic activity: the role of figurative information     

Anna Maria Ajello  Anna Silvia Bombi  Clotilde Pontecorvo  Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1986,1(3):67-80

This paper presents the results of a curriculum of basic economic concepts given to 5 fourth-grade classes (Ss=95). The main topic of this curriculum was the production and distribution of agricultural produce, which had already proved to be difficult for the children. The proposed curriculum was largely inspired by the idea that familiarity with «social scenes» related to the economic process in question is necessary (although not sufficient) to allow children to understand such concepts. Children's level of understanding was tested before and after the curriculum by means of a semi-structured interview on 3 main topics: farmers' use of produce; farmers' use of earnings; produce distribution. Answers were scored according to their complexity and correctness; variance analyses performed on the scores showed significant improvements, as well as differences between classes. A qualitative analysis of children's answers was also performed, with the aim of interpreting the nature of change in each topic.  相似文献   

Conservation in Physics Teaching,History of Science and in Child Development     

Speltini  Cristina  Dibar Ure  María Celia 《Science & Education》2002,11(5):475-486

The current work is an exploratory study on the ideas thatstudents in their fourth semester of engineering have about ``conservation'. Wereview the Piagetian position on the importance of conservations in logical operational structures inchild development and we comment upon other current trends in cognitive psychology. We discussbriefly the development of conservations in science during the 17th, 18th and 19th centuries and we pointout the contrast between this and how most textbooks introduce this subject. We have also carried out afirst, tentative analysis of the answers given by a sample of these students to a brief questionnaire about``conservation' and ``non-conservation'.  相似文献   

The relationship among prior knowledge,accessing learning supports,learning outcomes,and game performance in educational games     

Yang  Xiaotong  Rahimi  Seyedahmad  Shute  Valerie  Kuba  Renata  Smith  Ginny  Alonso-Fernández  Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075

Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,...  相似文献   

The effects of low attainment on young people's outcomes at age 22‐23 in Scotland     

Cathy Howieson  Cristina Iannelli 《British Educational Research Journal》2008,34(2):269-290

A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the extent to which family background also continues to influence young people's outcomes. It examines the outcomes of low attainment among young men and women and considers whether low attainment has a different impact on the prospects of young men and women. The article also investigates whether staying on at school improves longer‐term chances and opportunities for low attainers. These questions have strong policy relevance, and are explored using data from a nationally representative survey of Scottish school leavers.  相似文献   

Skill,Thrill, and Will: The Role of Metacognition,Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time     

Ming-Te Wang  Kevin R. Binning  Juan Del Toro  Xu Qin  Cristina D. Zepeda 《Child development》2021,92(4):1369-1387

Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns.  相似文献   

Social inequalities in attaining higher education in Scotland: New evidence from sibling data     

Adriana Duta  Cristina Iannelli  Richard Breen 《British Educational Research Journal》2021,47(5):1281-1302

Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources. Random effects linear probability models are used to analyse individual and family-level variance in the chances of obtaining a HE qualification. Our results show that about 40% of the variation in the chances of attaining a university degree is explained by siblings’ shared family characteristics and about a third of this share is explained by parental social class, education and housing tenure. A high degree of sibling similarity in the outcome was found across all social-origin classes. However, while siblings of advantaged families are alike because they both graduated from HE, siblings of disadvantaged families are alike because neither of them did. We suggest that parental compensatory strategies in the former families and economic constraints in the latter families may explain such stark patterns of inequality. Finally, we do not find evidence that the availability of sub-degrees makes a difference to these patterns.  相似文献