The Minimization of Public Health Risks in Newspapers after Hurricane Katrina     

Elisia L. Cohen  Santosh Vijaykumar  Ricardo Wray  Ajlina Karamehic-Muratovic 《Communication Research Reports》2013,30(4):266-281

During natural disasters, mass media facilitate the timely provision of accurate information about health risks to the public. This study informs our understanding of such public health discourse, utilizing a content-analysis of 235 newspaper articles in four major metropolitan newspapers published in the five weeks after Hurricane Katrina hit the Gulf Coast in August 2005. These data reveal that a small and diminishing number of articles included public health information over time, detailed the hurricane impact on affected communities, and used reliable health sources. The implications for future research from a public health and media relations perspective are discussed.  相似文献   

Developing School Media Libraries for the Autonomy of Linguistic Minorities     

Maria Emilia Ricardo Marques 《Educational Media International》2013,50(3):119-123

Abstract

This article discusses the role played by socio‐educational documents, from schools or local media libraries, in the everyday life of the linguistic minority learner.  相似文献   

The study of the pupil’s cognitive structure: the concept of angle     

Luis M. Casas-García  Ricardo Luengo-González 《European Journal of Psychology of Education - EJPE》2013,28(2):373-398

The present research approached a problem which has a twofold aspect: the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. In order to access the knowledge of the concept of angle, we used the pathfinder associative networks. This technique provided us with the data of the 458 networks of the participating students, using 11 concepts related to the general concept of angle. We used quantitative indicators on the network characteristics: coherence, complexity, and similarity with others. Results showed how the pupil’s cognitive structure evolutioned during instruction and what were the most relevant concepts for them. On the basis of the results, we have proposed what we call the “Theory of Nuclear Concepts” which offers a new focus to understanding how the processes of teaching and learning occur.  相似文献   

A Cross-age Study of Senior High School Students' Conceptions of Basic Astronomy Concepts     

Ricardo Trumper 《Research in Science & Technological Education》2013,31(1):97-109

Senior high school students' astronomy conceptions were analysed by means of a written questionnaire presented to them during the beginning of the first semester. The main findings were: (1) Most students answered correctly the questions dealing with the following subjects: the day-night cycle, the reason for the different seasons, and the time of the Moon's revolution around the Earth and the Sun. (2) Most students chose their best account for changes in the Moon's phases as the Moon moving around the Earth. Despite that, most students thought that the Moon must be in its full phase in order to get a total solar eclipse. (3) Most students underestimated distances in the Universe and overestimated the Earth's diameter. (4) Most students answered incorrectly the questions dealing with the following subjects: Sun overhead at noon, longitude time zones, and Moon's rotation. (5) Students studying physics succeeded significantly better than their colleagues in some of the subjects that were taught as a part of their optics and mechanics courses.  相似文献   

Adjunctive behaviors are operants     

Peter R. Killeen  Ricardo Pellón 《Learning & behavior》2013,41(1):1-24

Adjunctive behaviors such as schedule-induced polydipsia are said to be induced by periodic delivery of incentives, but not reinforced by them. That standard treatment assumes that contingency is necessary for conditioning and that delay of reinforcement gradients are very steep. The arguments and evidence for this position are reviewed and rejected. In their place, data are presented that imply different gradients for different classes of responses. Proximity between response and reinforcer, rather than contingency or contiguity, is offered as a key principle of association. These conceptions organize a wide variety of observations and provide the rudiments for a more general theory of conditioning.  相似文献   

On the Concept of Force: How Understanding its History can Improve Physics Teaching     

Ricardo Lopes Coelho 《Science & Education》2010,19(1):91-113

Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler, d’Alembert, Lagrange, Lazare Carnot, Saint-Venant, Reech, Kirchhoff, Mach, Hertz and Poincaré is the question of the present article. This part of the article is followed by an overview of definitions of force in contemporary textbooks. In the next part, an answer to the question is given: how to understand force within the framework of the laws of motion and in applications. Finally, some educational implications are considered.  相似文献   

Special issue of <Emphasis Type="Italic">The Journal of Information Retrieval</Emphasis> on web mining for search     

Ricardo Baeza-Yates  Gabriella Pasi 《Information Retrieval》2011,14(3):213-214

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The humanities,in memoriam     

Robert Greer Cohn  Robert Conquest  René Girard  Czeslaw Milosz  Ricardo J. Quinones  George Steiner  Richard Wilbur  James Q. Wilson 《Academic Questions》1995,8(1):60-66

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The Aula EspaZio Gela and the Master of Space Science and Technology in the Universidad del País Vasco (University of the Basque Country)     

Agustín Sánchez-Lavega  Santiago Pérez-Hoyos  Ricardo Hueso  Teresa del Río-Gaztelurrutia  Alberto Oleaga 《European Journal of Engineering Education》2014,39(5):518-526

We present the Aula EspaZio Gela, a facility dedicated to teaching Space Science and Technology at the master and doctorate level at the University of the Basque Country (Spain), and to promoting the development of this field in both public and private sectors. The one-year master's degree in Space Science and Technology (60 ECTS (European Credit Transfer and Accumulation System)) offers a group of compulsory courses which give way afterwards to a set of elective matters in which students choose one of two tracks: the scientific, primarily oriented to basic research at the University, or the technological, leading to the space industry and space agencies. After completion of the master thesis, our students have direct access to a PhD in both curricular lines. Here we detail the main features of the master's degree and the experience acquired in three years, including a comparative opinion survey to the students. We also describe the facilities at the Faculty of Engineering consisting of a specific classroom (Aula EspaZio Gela), an Astronomical Observatory, and different laboratories.  相似文献   

Mobilizing records: re-framing archival description to support human rights     

Stacy Wood  Kathy Carbone  Marika Cifor  Anne Gilliland  Ricardo Punzalan 《Archival Science》2014,14(3-4):397-419

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