Ancient covering plaster mortars from several convents and Islamic and Gothic palaces in Palma de Mallorca (Spain). Analytical characterisation     

Catalina Genestar  Carmen Pons 《Journal of Cultural Heritage》2003,4(4):291-298

Analysis of historic mortars including Islamic, Gothic and later ones taken from palaces, convents and mansions in Palma de Mallorca has been carried out. Scanning electron microscopy (SEM) coupled to energy dispersive X-ray spectrometer (EDX), Fourier transform infrared spectroscopy (FTIR), and X-ray diffraction (XRD) techniques were used to characterise the morphology and analytical composition of the samples analysed. Generally, covering plaster mortars presented a low percentage of small size aggregate. The reported results show that mixed and lime mortars have been used, thus, the establishment of a relationship between the type of mortar employed and its age is not feasible. In the painted mortars, polychromy has also been studied. The most common pigments to be found are natural earths.  相似文献   

SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY     

Wayne Melville  Anthony Bartley  Xavier Fazio 《International Journal of Science and Mathematics Education》2013,11(5):1255-1273

This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.  相似文献   

Constructing “world-class” as “global”: a case study of the National University of Singapore     

Christine Anita Xavier  Lubna Alsagoff 《Educational Research for Policy and Practice》2013,12(3):225-238

This article investigates the ways in which newly-established higher education institutions (HEIs) position themselves as “world-class” through constructing themselves as “global”. With the escalating “free market” and competitive forces arising from the marketization of education, most universities see a construction of themselves as global universities as a necessity, where the global mark is valued as a signal of quality across markets and thus positions the universities as world-class. This study specifically examines how one very successful emerging university, the National University of Singapore, constructs and promotes itself as a global institution through three strategies.  相似文献   

A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil     

Xavier Rambla 《比较教育学》2014,50(4):417-432

This article analyses how Education for All policies were transferred to Brazil and Latin America by means of ambitious educational strategic plans such as the Plan for the Development of Education and the National Education Plans – promoted by the Federal Government of Brazil, and the Latin American Educational Goals – promoted by the Organisation of Ibero American States (i.e. the international commonwealth of countries which belonged to the old Hispanic and Portuguese empires). The analysis highlights how a complex web of educational policy transfer and borrowing was fashioned by means of concatenate environmental, cognitive and relational mechanisms.  相似文献   

Concentration and content     

Xavier Fuentes-Arderiu 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(2):141-142

One of the more frequent activities in health sciences is the measurement of biological quantities. Frequently, when reading biomedical books and journals some confusion on the metrological meaning of biological quantities related to the concepts ‘concentration’ and ‘content’ may be observed. Classically, a concentration is an amount of any type per volume of liquid or gas system, whereas content is an amount of any type per mass of liquid or gas or solid system. However the concepts ‘concentration’ and ‘content’ alone are still ambiguous because, depending on the type of amount of the component (analyte) per volume or mass of a system, there are different types of concentrations and contents. This article attempts to give a clarification of these concepts, mainly based on international recommendations about nomenclature and terminology of metrology, chemistry and clinical laboratory sciences.  相似文献   

Intellectuals and Warriors: The Ideological and Political Basis of Francoist University Sport, 1933–1946     

Raquel Mirabet  Xavier Pujadas 《国际体育史杂志》2013,30(11):1176-1197

Abstract

Examining the use of sport by totalitarian regimes during the interbellum period reveals that politicians saw the potential of sport not only for patriotic expression and international exhibition but also as a means to exert control over youth. Francoism participated in such uses of sport, imitating German and Italian organizations’ development of a youth sport structure. The Franco regime emphasized sport in universities to the extent that it made physical education a required subject to obtain a degree. This study’s primary objective is to reconstruct the doctrinal genesis of Francoist university sport, tracing it to the years before the Spanish Civil War, specifically noting the international influences that sustained it and the draft regulations that gave it legal standing despite resistance from both university youth and from sport. To this end, documentary sources are analyzed, including archival material, printed sources (legal decrees written during the period examined in this study and historical accounts of the subject), publications of Falange and related organizations, and speeches and proclamations from Falange and the Sindicato Español Universitario (SEU).  相似文献   

DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA   总被引：2，自引：1，他引：1  

Xavier  Dumay  Vincent  Dupriez 《British Journal of Educational Studies》2008,56(4):440-477

ABSTRACT:  Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.  相似文献   

Inclusive education and social inequality: an update of the question and some geographical considerations     

Xavier Rambla  Ferran Ferrer  Aina Tarabini  Antoni Verger 《Prospects》2008,38(1):65-76

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?).  相似文献