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151.
152.
Enrico Quagliarini Enrico Esposito Antonio del Conte 《Journal of Cultural Heritage》2013,14(2):122-128
Correct interventions on cultural heritage should have as their starting point an accurate diagnosis of its health, in order to design a compatible care. NDTs seem to offer a promising way in this sense. This paper deals with the combined use of IRT and LDV for the investigation of historical thin vaults made by timber arches, reeds, and plaster and it demonstrates that they can effectively support a deeper knowledge of these vaults as it concerns the presence of detached areas among the different mortar layers of the plaster and of detached areas among the mat of reeds and the nailed connection with the wooden bearing elements. This is a very important goal because these ND methodologies can be employed only on the lower surface of these vaults and sufficiently far from it, and they do not have any mechanical interaction with the historical, eventually frescoed or stuccoed, plaster, thus saving money and time. 相似文献
153.
Air pollution and stone decay: the case of Venice 总被引:1,自引:0,他引:1
The discolouration and decay of stonework in smokey atmospheres is a worldwide problem and enormous sums are spent on cleaning and restoration. It is surprising, therefore, that little research has been done on the nature of the process of decay, it being widely assumed that this is simply the result of the progressive coatings of sulphur dioxide on wet stone. However, investigation in northern Italy and particularly in Venice — where the rate of decay is unusually high — indicates that carbon particles derived from oil fuels have a powerful catalytic effect on the decay of marble. 相似文献
154.
María del Pilar Blanco 《Science & Education》2014,23(3):541-556
This essay explores the career of the understudied writer Pedro Castera (1846–1906), who is regarded as one of the first practitioners of science fiction in Mexico. A man of many talents, Castera is one of the most eccentric and eclectic figures in the intellectual life of fin-de-siècle Mexico City. His career took many turns: While during specific periods he devoted himself to writing and participating within the liberal, cosmopolitan culture of Mexico City, he often disappeared from the public eye to devote himself to the development of inventions in the mining industry. The essay discusses the different meanings of ‘invention’ within Castera’s oeuvre, namely poetic and scientific innovation. Setting these two concepts within the domains of literature and scientific writing in the global and local fin de siècle, the essay investigates how Castera’s journalism and fiction (specifically his 1890 novel Querens) are representative of the wider question of scientific development in Mexico and Latin America as a whole during the nineteenth century. Furthermore, it explores the intersections of aesthetics and science during a critical period of modern intellectual history, in which these two areas of knowledge were gradually defining themselves as two distinctive cultures. 相似文献
155.
Antonio J. Rojas Tejada Raquel M. Cruz del Pino Moshe Tatar Pablo Jiménez Sayáns 《European Journal of Psychology of Education - EJPE》2012,27(3):285-298
The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers—SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers’ perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, Innovative SFL Teachers and the smaller, Traditional SFL Teachers. The Traditional SFL Teachers are characterized by more years of experience, lower inclusive beliefs scores, lower teachers’ perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role. 相似文献
156.
157.
Natividad Beltrán del Río Gloria 《Educational technology research and development : ETR & D》2021,69(1):7-9
Educational technology research and development - 相似文献
158.
Millan Aguilar-Navarro Jesus Munoz-Guerra Maria del Mar Plara Juan Del Cosoa 《运动与健康科学(英文)》2020,9(2):160-169
Background:Determining the prevalence of doping in sport might be useful for anti-doping authorities to gauge the effectiveness of anti-doping policies implemented to prevent positive attitudes toward doping.Using questionnaires and personal interviews,previous investigations have found that the prevalence of doping might be different among different sports disciplines;however,there is no sport-specific information about the proportion of adverse and atypical findings(AAF) in samples used for doping control.The aim of the present investigation was to assess the differences in the frequency of adverse analytical and atypical findings among sports using the data made available by the World Anti-Doping Agency.Methods:The data included in this investigation were gathered from the Testing Figures Reports made available annually from 2003 to 2015 by the World Anti-Doping Agency.These Testing Figures Reports include information about the number of samples analyzed,the number of AAFs reported,and the most commonly found drugs in the urine and blood samples analyzed.A total of 1,347,213 samples were analyzed from the individual sports selected for this investigation,and 698,371 samples were analyzed for disciplines catalogued as team sports.Results:In individual sports,the highest proportions of AAF were 3.3%±1.0% in cycling,3.0%±0.6% in weightlifting,and 2.9%±0.6% in boxing.In team sports,the highest proportions of AAF were 2.2%±0.5% in ice hockey,2.0%±0.5% in rugby,and 2.0%±0.5% in basketball.Gymnastics and skating had the lowest proportions at(≤1.0%) for individual sports,and field hockey,volleyball and football had the lowest proportions for team sports(≤1.4%).Conclusion:As suggested by the analysis,the incidence of AAF was not uniform across all sports disciplines,with the different proportions pointing to an uneven use of banned substances depending on the sport.This information might be useful for increasing the strength and efficacy of anti-doping policies in those sports with the highest prevalence in the use of banned substances. 相似文献
159.
Borja Vidal-Albelda 《Sport in Society》2017,20(7):957-968
The main aim of our study was to analyse, through a content analysis of the photographs, how bodies with and without disabilities are represented in secondary Spanish physical education (PE) textbooks. Only 10% of the photographs portray bodies with disabilities. Bodies with disabilities were fully engaged in adapted sports activities, while bodies without disabilities were engaged in a variety of physical activity domains. Our results showed a step back in the general construction of an environment that respects the construction of personal identity and reflects the new human rights-based approach to education. Taking into account that the visual representation in the education context plays an important role in the construction of difference, our research updates the dominant discourse about ability in the school setting. In conclusion, a critical evaluation of curriculum materials could help to promote discussions about alternative discourses on body diversity in schools and particularly in PE. 相似文献
160.
José Antonio Rodríguez-Martínez José Antonio González-Calero Javier del Olmo-Muñoz David Arnau Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.
Practitioner notes
What is already known about this topic- Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
- Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
- Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
- There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
- Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
- Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
- Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
- Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
- Researchers should continue exploring these potentially beneficial educational implementations in other areas.