Developing educational policies for traditionally oriented aborigines     

Cosimo P. Russo 《Interchange》1983,14(2):1-13

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POSTSCRIPT     

Celia Russo 《European Journal of Engineering Education》1981,6(3-4)

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Three-dimensional modelling of statues: the Minerva of Arezzo     

Raffaella Fontana  Marinella Greco  Marzia Materazzi  Enrico Pampaloni  Luca Pezzati  Claudio Rocchini  Roberto Scopigno 《Journal of Cultural Heritage》2002,3(4):1

The Minerva of Arezzo is an ancient bronze statue located at the Museo Archeologico in Florence and currently under repair at the Restoration Centre of the Soprintendenza Archeologica of the Tuscany Region. We assembled a complete three-dimensional (3D) digital model of the Minerva before the restoration started. More 3D models will be produced to keep track of the variations that occurred during the restoration process, up to the final acquisition of the form of the restored artwork. The modelling of the Minerva will be the focal point of an ambitious “Minerva Project” that involves the integration of data from other sources in a 3D digital model of the object. Besides this, the project is aimed at showing how 3D techniques can be used to design useful and easily manageable new tools for the diagnostics of archaeological objects. 3D measurements have been realized by means of a high-resolution laser scanner developed at National Institute for Applied Optics (INOA). The instrument is composed of commercial low-cost components in order to be competitive with the very expensive commercial devices. Besides this, our scanner is supported by an efficient and flexible software developed by Consiglio Nazionale delle Ricerche (CNR) that supports all the post-processing phases of a 3D scanning session (range data alignment, merge and simplification).  相似文献   

Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning   总被引：13，自引：0，他引：13  

Albert Bandura  Claudio Barbaranelli  Gian Vittorio Caprara  Concetta Pastorelli 《Child development》1996,67(3):1206-1222

This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.  相似文献   

Effective metadata models for web-based educational systems     

Almerindo Graziano  Stefano Russo 《European Journal of Engineering Education》2001,26(2):127-137

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Les graphes de flux dans l'Enseignement secondaire     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(4):467-492

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

The rights to educational self-determination under the Individuals with Disabilities Education Act     

Charles J. Russo 《International Journal of Inclusive Education》2019,23(5):546-558

ABSTRACT

The United States Senate's unwillingness to ratify the Convention on the Rights of the Child (CRC) notwithstanding, the Individuals with Disabilities Education Act (IDEA) contains significant safeguards protecting the rights of students with disabilities, acknowledging their participation rights in decisions about their futures. In the first of just two examples, as students ‘age out’ of special education, they participate in developing individualised transition plans guiding their movements to post-school activities. Second, the IDEA transfers parental access rights to students, granting them sole control over their educational records on turning 18 unless they are adjudicated incompetent under state law.

Against this background, this paper opens by considering the U.S. Senate's reluctance to ratify the CRC. The paper next reviews the history of rights in the U.S. before examining how the IDEA affords students with disabilities considerable opportunities to participate in planning their futures both through transition planning and taking control over their educational records. The article ends by reflecting on how the IDEA comports with the CRC in protecting the rights of students with disabilities to self-determination.  相似文献   

Who gets what? Impact of financial aid policies     

Loyd D. Andrew  Rocco Russo 《Research in higher education》1989,30(5):471-483

Because of the radical reorientation of financial aid policies in the eighties, loan indebtness and the amount of federal subsidy of loans have increased dramatically. Paralleling these developments has been the growth of the proprietary sector of postsecondary education and the use of federal-supported financial aid by this sector's students. This article examines the impact of current financial aid policies on different sectors. Evidence appears clear that new policy is required to serve equity and human and social capital development. The success of the proprietary sector in growing its market share at the expense of other sectors—in particular, community colleges—provides some useful lessons about aggressive recruiting.  相似文献   

Student satisfaction in higher education: a meta-analytic study     

Fernando de Oliveira Santini  Wagner Junior Ladeira  Claudio Hoffmann Sampaio  Gustavo da Silva Costa 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):1-18

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.  相似文献   

Modeling imitation and emulation in constrained search spaces     

Acerbi A  Tennie C  Nunn CL 《Learning & behavior》2011,39(2):104-114

Social transmission of behavior can be realized through distinct mechanisms. Research on primate social learning typically distinguishes two forms of information that a learner can extract from a demonstrator: copying actions (defined as imitation) or copying only the consequential results (defined as emulation). We propose a decomposition of these learning mechanisms (plus pure individual learning) that incorporates the core idea that social learning can be represented as a search for an optimal behavior that is constrained by different kinds of information. We illustrate our approach with an individual-based model in which individuals solve tasks in abstract “spaces” that represent behavioral actions, results, and benefits of those results. Depending on the learning mechanisms at their disposal, individuals have differential access to the information conveyed in these spaces. We show how different classes of tasks may provide distinct advantages to individuals with different learning mechanisms and discuss how our approach contributes to current empirical and theoretical research on social learning and culture.  相似文献