Non-invasive methods for characterisation of printed cultural heritage     

Klementina Možina  Klemen Možina  Sabina Bračko 《Journal of Cultural Heritage》2013,14(1):8-15

The quality of a book reprint depends on several factors, e.g. paper, typesetting, reproduction of illustrations, printing and bookbinding. The quality of the 1958 and 1988 reprints of the fairytale edition from 1944 designed by the Slovenian architect Jo?e Ple?nik was studied using standard and other non-invasive testing methods, e.g. microscopic and spectroscopic techniques, sonic velocity, Young's modulus of elasticity, surface topography and image analysis. The chemical, physical and colorimetric properties of papers and typographic tonal density were analysed. The results showed that the reprints do not correspond to the originals. Some of the differences in the reprints, if compared with the original (e.g. typographic tonal density), could have been easily avoided, while others (e.g. structural and optical properties of paper) remain unavoidable, mainly due to the influence of internal and external factors on the ageing. The ageing process influences paper properties, since optical properties deteriorate in time. It has been concluded that a precise and systematic study of the properties of an old book should be performed before the preparation of a reprint. The results of the research have shown that the applied methods are useful and satisfactory for the characterisation of the paper properties and typography, and can be of use at the analysis of printing ink and illustration reproduction.  相似文献   

Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program   总被引：1，自引：0，他引：1  

Jrène Rahm  Doris Ash 《Learning Environments Research》2008,11(1):49-62

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly important to youth who have few other opportunities to interact with and relate to science in positive ways.  相似文献   

Sickness presenteeism of German teachers: prevalence and influencing factors     

Sarah Dudenhöffer  Klaus Schöne  Stephan Letzel  Dirk-Matthias Rose 《Teachers and Teaching》2017,23(2):141-152

The aim of the present study was to investigate teachers’ sickness presenteeism (SP). We examined the prevalence of SP in a sample of teachers as well as work-related and health-related influencing factors of teachers’ SP. We used a cross-sectional study design. Teachers working at different types of schools in Rhineland-Palatinate (Germany) participated in an online survey. We used Pearson’s Chi-squared test (in case of categorical variables) or Mann–Whitney-U-test (in case of continuous variables) to test for differences between SP and sociodemographic/work-related/health-related factors. Factors influencing SP were identified using multivariable logistic regression analyses. Nine hundred and twenty-four teachers working at 42 different schools completed the questionnaire (response proportion: 50.1%). The prevalence of SP in our study was 57.1%. The multivariable logistic regression analyses showed less support by supervisors (aOR: 1.77; 95-CI: 1.21–2.60), inappropriate administration efforts (aOR: 1.56; 95-CI: 1.16–2.11), and inappropriate recognition of performance (aOR: 1.44; 95-CI: 1.04–198) as well as exhaustion/fatigue (aOR: 2.29; 95-CI: 1.71–3.08) as main predictors of teachers’ SP. SP is widespread among teachers. As SP is associated with impairment of psychological and physical health in the long run, it is important to implement measures to reduce SP. A climate of support and cooperation as well as assistance for ill teachers to deal with work missed due to absence might be useful strategies.  相似文献   

Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks     

Emilie Ginestet  Jalyssa Shadbolt  Rebecca Tucker  Marie‐Line Bosse  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):51-69

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How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development     

Kyle C. Levesque  Helen L. Breadmore  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):10-26

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Représentations et fonctionnements cognitifs dans une recherche de panne d’un système d’allumage en mecanique-auto     

Annie Weill-Fassina  Carinne Filleur  Marie-Hélène Poulier 《European Journal of Psychology of Education - EJPE》1989,4(1):83-102

Fault finding is a puzzling task, at work and in technical and professional training. Our purpose is to contribute to an analysis of the required competencies and mainly to a characterisation of the evolution steps in knowledge and action organisation from novice to expert. Eight grown-up preparing a professional certificate in engine mecanics were observed and filmed while they were working out the diagnosis of an ignition trouble on a real equipment. The theory of functionning registers (deducted from Piaget’s theory) is considered as a relevant frame for our activity analysis. So, four competencies patterns has been outlined on the basis of errors extension, circuit functionning representations which were infered from schema interpretations, and trouble-shooting strategies denoted by control procedures. Some consequences about training are examined.  相似文献   

Straight Roads and Winding Tracks: Swedish educational policy from a gender equality perspective     

Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56

A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values.  相似文献   

Fostering Distributed Science Learning Through Collaborative Technologies     

Jesús Vázquez-Abad  Nancy Brousseau  Waldegg C. Guillermina  Mylène Vézina  Alicia D. Martínez  Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.  相似文献   

From Green to Red Tomatoes or Is there a Shortcut by which to Change the Conceptions of Teaching and Learning of College Teachers?     

Barica Marentič‐Požarnik 《Higher Education in Europe》1998,23(3):331-338

No general shift from a teaching to a learning paradigm in higher education is possible without a parallel change in the conceptions that college and university teachers have of teaching and learning‐‐from teaching, conceived as transmission and reception of knowledge, to teaching as facilitation of student learning. Staff development and action research can play a useful role in “defreezing” the existing conceptions and attitudes. But for a substantial change in teaching practices in the direction of learning of high quality to occur, more substantial changes in organization, curricula, funding, staff recruitment, and professional development policies are needed. The international academic community can play an important role in this paradigm shift by presenting models of good practice as well as exchanges of experiences and incentives. Such assistance is especially important for small countries in transition, like Slovenia.  相似文献   

Students as political actors? Similarities and differences across six European nations     

Rachel Brooks  Achala Gupta  Sazana Jayadeva  Jessica Abrahams  Predrag Lažetić 《British Educational Research Journal》2020,46(6):1193-1209

Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood.  相似文献