Geological risk assessment for cultural heritage conservation in karstic caves     

Eneko Iriarte  Miguel Ángel Sánchez  Alberto Foyo  Carmen Tomillo 《Journal of Cultural Heritage》2010,11(3):250-258

The increasing awareness of some local and international authorities has promoted the appearance of new legislation and the rising of research works focused in the prevention of damage to the cultural heritage in karstic caves. Nevertheless, karstic areas usually imply complex studies, and a universal methodology is very difficult to establish. This work exposes the basic methodology for the geological risk assessment in archaeological site and/or rock art bearing karstic caves getting a strategy that provides flexibility to adjust specific methods according to the conditions of different cases. The integrated use of basic geological (mapping, petrology, stratigraphy…) and geotechnical (rock mass quality analytical methods and indexes) techniques used in engineering geology is proposed. Those techniques permit the geological characterization of the rock mass, the hazard identification and the analysis and the geological risk assessment of the research area. Obtained geological risk areas could be included in protection areas that could be used as the basis for the selection of the areas where further investigations and the application of prevention/mitigation measures would have a better cost/benefit ratio. The geological risk should be considered together with other type risk evaluations in order to define effective protection areas.  相似文献   

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

Special Education in Ireland     

PÁID MCGEE 《欧洲特需教育杂志》2013,28(1):48-64

ABSTRACT

Special education in Ireland can be understood only against the background of the general system of education which is briefly described at the beginning of this article. While some special provision dates back to the nineteenth century the great expansion of services has happened in the past 30 years. The form of provision reflects the characteristics of the general system. Ireland has no legislation governing special education and the future is not easy to read just now.  相似文献   

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum     

María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.  相似文献   

Evaluating a monolingual multinational digital library by using usability: An exploratory approach from a developing country     

lvaro Quijano-Solís  Raúl Novelo-Pea 《International Information and Library Review》2005,37(4):329

In this paper the authors present a preliminary discussion on some of the results from a survey aimed to explore, describe and explain some of the usability characteristics in digital libraries evaluation in the Mexican context. The study is framed in the evaluation of a multinational and monolingual digital library: the Miguel de Cervantes Virtual Library, from the University of Alicante in Spain. The evaluators were Mexican “expert” users (i.e. Spanish-speaking professional university librarians specialized in electronic reference services) who were asked to carry on an evaluation instrument based on usability criteria as taken from some models in developed countries. Some questions that might be answered with future research are outlined in this paper.  相似文献   

Diversity in the Information Seeking Behaviour of the Virtual Scholar: Institutional Comparisons     

David Nicholas  Director of CIBER  Professor at  Director of the School of Library  Paul Huntington  Senior Researcher  a founder member of CIBER  SLAIS  University College London  WCE  BT  UK  Hamid R. Jamali  a researcher in CIBER  SLAIS  University College London  WCE  BT  UK 《The Journal of Academic Librarianship》2007,33(6):629-638

The logs of four universities using the OhioLINK journal system were evaluated for a period of fifteen months using deep log analysis methods in order to compare and contrast the information seeking behaviour of their users. Large differences were found, especially between the research and teaching universities. Methodological problems associated with making the comparisons are discussed in some detail especially in terms of defining online sessions.  相似文献   

Information needs and uses: An analysis of the literature published in Spain, 1990–2004     

A. González-Teruel  M.F. Abad-García 《Library & information science research》2007

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University-Industry-Government Relations on the Periphery: The University of Campinas,Brazil     

Dagnino  Renato  Velho  Léa 《Minerva》1998,36(3):229-251

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Cinema Demand in Spain: A Cointegration Analysis   总被引：4，自引：3，他引：1  

VÍctor FernÁndez Blanco  JosÉ F. BaÑos Pino 《Journal of Cultural Economics》1997,21(1):57-75

In this paper we explain the decline in cinema attendance in Spain since 1968. We use a cointegration analysis to estimate an individual demand function for cinema, with annual data and in terms of average attendance per inhabitant. We find that cinema is a luxury good and that its demand is elastic with respect to its price. We also show that television acts as a deterrent with regard to cinema attendance. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Learning Disabilities in Guatemala and Spain: A Cross‐National Study of the Prevalence and Cognitive Processes Associated with Reading and Spelling Disabilities     

Juan E. Jimnez  Claudia García de la Cadena 《Learning disabilities research & practice》2007,22(3):161-169

The main purposes of this research were twofold. We examined the samenesses about learning disabilities (LD) in Guatemala and Spain, two countries with the same language but cultural, political, and educational differences, first analyzing data about the prevalence of reading and spelling disabilities in Guatemala City and the Spanish region of the Canary Islands. The focus of the second study was to determine whether there are cross‐national patterns of significant differences in cognitive processes associated with reading and spelling disabilities from a developmental approach in these two cultural contexts. We found some differences in the prevalence of specific LD in reading between both countries but we did not find significant differences between Guatemalan and Spanish reading‐disabled children in cognitive processes that are involved in reading and spelling acquisition in spite of the cultural and educational differences between the two countries.  相似文献