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61.
RESUMENLa elaboración de un curriculum de métrica para el conocimiento de diferentes tipos de medida (longitud, peso, temperatura, volumen) es de gran utilidad en la escuela. Se comentan las características de otros tres curricula de métrica ya existentes. En el curriculum que proponen los autores se exponen los objetivos en cuatro secciones: longitud, temperatura, capacidad y peso. Dentro de cada sección los objetivos se dividen en dos apartados: medición no numérica y medición numérica. Se describen las actividades a desarrollar en términos de material, consignas y respuesta esperada del alumno. 相似文献
62.
Francesc Solé-Parellada Josep Coll-Bertran Teresa Navarro-Hernández 《Higher Education in Europe》2001,26(3):341-350
The authors reflect on the steps taken whereby universities respond to the needs of their communities and regions and in the process transform themselves into entrepreneurial universities. They are particularly concerned with the metamorphoses of the Polytechnic University of Catalonia (Universitat Polte ¤ cnica de Catalunya) and of its so-called Innova Programme. Universities that successfully and proactively react to their environments will evolve through three stages: the vertical university, the dot matrix university, the conventional university, to arrive at the technopolis university stage. Structural patterns, governance, relations among stakeholders, and funding mechanisms must evolve to suit the needs of each stage. 相似文献
63.
Joaquim BarbÉ Marianna Bosch Lorena Espinoza Josep GascÓN 《Educational Studies in Mathematics》2005,59(1-3):235-268
The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis
of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around
the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints
that significantly determine the teacher’s practice and ultimately the mathematical organisation actually taught. 相似文献
64.
The notion of “praxeology” from the anthropological theory of the didactic (ATD) can be used as a framework to approach what has recently been called the networking of theories in mathematics education. Theories are interpreted as research praxeologies, and different modalities of “dialogues” between research praxeologies are proposed, based on alternatively considering the main features and proposals of one theory from the perspective of the other. To illustrate this networking methodology, we initiate a dialogue between APOS (action-process-object-schema) and the ATD itself. It starts from the theoretical component of both research praxeologies followed by the technological and technical ones. Both dialogue modalities and the resulting insights are illustrated, and the elements of APOS and the ATD that the dialogue can promote and develop are underlined. The results found indicate that a complete dialogue taking into account all components of research praxeologies appears as an unavoidable step in the networking of research praxeologies. 相似文献
65.
Zhen Zhang Benjamin Poulter Sara Knox Ann Stavert Gavin McNicol Etienne Fluet-Chouinard Aryeh Feinberg Yuanhong Zhao Philippe Bousquet Josep G Canadell Anita Ganesan Gustaf Hugelius George Hurtt Robert B Jackson Prabir K Patra Marielle Saunois Lena Hglund-Isaksson Chunlin Huang Abhishek Chatterjee Xin Li 《国家科学评论(英文版)》2022,9(5)
Atmospheric methane (CH4) concentrations have shown a puzzling resumption in growth since 2007 following a period of stabilization from 2000 to 2006. Multiple hypotheses have been proposed to explain the temporal variations in CH4 growth, and attribute the rise of atmospheric CH4 either to increases in emissions from fossil fuel activities, agriculture and natural wetlands, or to a decrease in the atmospheric chemical sink. Here, we use a comprehensive ensemble of CH4 source estimates and isotopic δ13C-CH4 source signature data to show that the resumption of CH4 growth is most likely due to increased anthropogenic emissions. Our emission scenarios that have the fewest biases with respect to isotopic composition suggest that the agriculture, landfill and waste sectors were responsible for 53 ± 13% of the renewed growth over the period 2007–2017 compared to 2000–2006; industrial fossil fuel sources explained an additional 34 ± 24%, and wetland sources contributed the least at 13 ± 9%. The hypothesis that a large increase in emissions from natural wetlands drove the decrease in atmospheric δ13C-CH4 values cannot be reconciled with current process-based wetland CH4 models. This finding suggests the need for increased wetland measurements to better understand the contemporary and future role of wetlands in the rise of atmospheric methane and climate feedback. Our findings highlight the predominant role of anthropogenic activities in driving the growth of atmospheric CH4 concentrations. 相似文献
66.
François‐Auguste de Montêquin J Derek Latham Philipp W Rosemann G Rex Smith Josep Puig Peter Heine 《Al-Masaq: Islam & the Medieval Mediterranean》1991,4(1):59-83
Bazzana, André; Cressier, Patrice; and Guichard, Pierre. Les châteaux ruraux d'al‐Andalus. Histoire et archéologie des husūn du sud‐est de l'Espagne. Preface by Pierre Toubert (Série Archéologie, XI). Madrid: Publications de la Casa de Velázquez, 1988. 326pp; illustrations (plates, maps, tables); bibliography, index.
Tāha, CAbdulwāhid Dhanūn. The Muslim Conquest and Settlement of North Africa and Spain (Exeter Arabic and Islamic Series, 3). London: Routledge, 1989. xiv + 280pp; £49.50.
Leaman, Oliver. Averroes and his Philosophy Oxford: Clarendon Press, 1988. 204pp.; £25.
Mascūdî. The Meadows of Cold: the Abbasids. Ed. & tr. P. Lunde & C. Stone. London: Kegan Paul International, 1989. 469 pp., 2 maps; £30.
Sirat, Colette. La philosophie juive médiévale en terre d'Islam. Paris: Presses du CNRS, 1988. 278 pp.
Epalza, Míkel de and others. Baños Arabes en el país Valenciano. [Valencia], Generalitat Valenciana: Consellería de Cultura, Educado i Ciència, 1989.157 pp., plates, figures., maps (unnumbered).
Waines, David In a Caliph's Kitchen.Medieval Arabic Cooking for the Modern Gourmet. London: Riad el‐Rayyes Books, 1989. 112pp., many illustrations; £14.
Abed, Shukri B. Aristotelian Logic and the Arabic Language in Alfārābi. Albany: State University of New York Press, 1991. xxv+201pp., two appendices, bibliography, index.
Meyerson, Mark D. The Muslims of Valencia in the Age of Fernando and Isabel: Between Coexistence and Crusade. Berkeley: University of California Press, 1991. xi + 372 pp.
Zacour, Norman. Jews and Saracens in the Consilia of Oldradus de Ponte. Toronto: Pontifical Institute of Medieval Studies, 1990. x+144pp., index; paperback. 相似文献
67.
Luz Adriana Osorio Gómez Josep M. Duart 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):259-271
In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogotá, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of lecturers and students during moments of interaction. Elements of socio‐cultural activity theory were taken as a reference for subject analysis. It is a qualitative research project containing some quantitative data. For the purposes of the study, the following instruments were designed and applied: a student survey, student interviews (by subject), lecturer interviews, and a subject design and planning observation guide. The study's conclusions present the characteristics of learning activities and of student–lecturer and student–student interaction that fostered the attainment of subject learning objectives. These characteristics can make a positive contribution to the process of subject design and delivery using a hybrid approach, meaning integration between face‐to‐face and e‐learning actions in the delivery of learning activities. 相似文献
68.
G. Gergely, H. Bekkering, and I. Király (2002) showed that 14-month-old infants imitate rationally, copying an adult's unusual action more often when it was freely chosen than when it was forced by some constraint. This suggests that infants understand others' intentions as rational choices of action plans. It is important to test whether apes also understand others' intentions in this way. In each of the current 3 studies, a comparison group of 14-month-olds used a tool more often when a demonstrator freely chose to use it than when she had to use it, but apes generally used the tool equally often in both conditions (orangutans were an exception). Only some apes thus show an understanding of others' intentions as rational choices of action plans. 相似文献