States of Insecurity: Cold War memory, “global citizenship” and its discontents     

Leslie G. Roman 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):231-259

This article situates the dominant discourses of “global citizenship” employed in North American universities to internationalize the curricula, drawing in part on evidence from one Pacific northwestern Canadian university in the post-September-11 context of recent restrictive immigration policies, anti-terrorist measures and evocative Cold War memories. Far from weakening the Canadian nation-state or jettisoning neoliberalism, it argues that authoritarian post-Fordism constitutes a supra-juridical state that offers fewer social services but governs with more entrepreneurship through its globalization, immigration and “national security” policies. The article shows how the post-September-11 changes to Canada's immigration and refugee legislation from 1978 to 2001, write evocative fears about “terrorists” and “invading immigrants” on the national body politic. These changes provide literal and metaphorical transnational, economic and socio-legal mobility with substantive and specific human rights to those prospective immigrants deemed “highly skilled global citizens”. Yet, such policy efforts and legislation also reproduce the exclusions and differential hierarchies of gendered, classed, ableist and racialized notions of skill, flexible work and vulnerable or unobtuinuble citizenship for those it deems “non-immigrants”, migrants or non-citizens. The conclusion asks: Is “global citizenship” an oxymoronic slogan; a well-meaning but naïve equation of transnational mobility or “belonging” with formal legal substantive citizenship and human rights; or an opportunity to claim democratic praxis through a decolonized curricular, pedagogical and educational policy?  相似文献   

An advanced church heating system favourable to artworks: A contribution to European standardisation     

Dario Camuffo  Emanuela Pagan  Sirkka Rissanen  Łukasz Bratasz  Roman Kozłowski  Marco Camuffo  Antonio della Valle 《Journal of Cultural Heritage》2010,11(2):205-219

The European project Friendly-Heating (FH): comfortable to people and compatible with conservation of artworks preserved in churches addressed the problems caused by the continuous or intermittent heating of historic churches, which disturbs the microclimatic conditions to which the building and the artworks preserved inside have acclimatised. As thermal comfort and the preservation of artworks often conflict with each other, a balance between the two needs is necessary. The proposed heating strategy is to provide a small amount of heat directly to people in the pew area while leaving the conditions in the church, as a whole, undisturbed. This novel heating system is based on some low-temperature radiant emitters mounted in a pew to provide a desirable distribution of heat to the feet, legs and hands of people occupying it. Due to little heat dispersion, this novel system not only significantly reduces the risk of mechanical stress in wooden artworks and panel or canvas paintings, fresco soiling and cyclic dissolution-recrystallization of soluble salts in the masonry, but is energy-efficient. The detailed environmental monitoring was conducted in the church of Santa Maria Maddalena in Rocca Pietore, Italy over a 3-year period to verify the performance of the novel heating system in comparison to the warm-air system that was active earlier in the church. The methodology and results of this comprehensive and multidisciplinary study were included in three draft standards of the European Committee for Standardisation intended for use in the study and control of environments of cultural heritage objects.  相似文献   

    

T. Roman 《Educational Studies in Mathematics》1973,5(1):425-440

Sans résumé  相似文献   

User acceptance of a digital library system in developing countries: An application of the Technology Acceptance Model   总被引：1，自引：0，他引：1  

Namkee Park  Raul Roman  Seungyoon Lee  Jae Eun Chung 《International Journal of Information Management》2009

This study examines the factors that influence people's adoption and use of a digital library system and tests the applicability of the Technology Acceptance Model (TAM) in the context of developing countries. Using data from a survey of 16 institutions in Africa, Asia, and Central/Latin America (N = 1082), a path analysis revealed that perceived ease of use of the library system had a significant impact on perceived usefulness, which ultimately led to behavioral intention to use. In addition, the study examined the similarities and differences in the significant predictors of the digital library acceptance across countries and continents. Further, the current study suggests that external variables that affect perceived ease of use and usefulness need to be considered as important factors in the process of designing, implementing, and operating digital library systems. Such consideration will help decrease the mismatch between system design and local users’ realities, and further facilitate the successful adoption of digital library systems in developing countries.  相似文献   

In What Sense is the Kolmogorov-Sinai Entropy a Measure for Chaotic Behaviour?--Bridging the Gap Between Dynamical Systems Theory and Communication Theory     

Frigg  Roman 《The British journal for the philosophy of science》2004,55(3):411-434

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Teaching of elements of logic by means of finite graphs     

Jaroslav Šedivý 《Educational Studies in Mathematics》1969,1(4):422-439

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Enhancing Students’ Learning Process Through Self-Generated Tests     

Marcos Sanchez-Elez  Inmaculada Pardines  Pablo Garcia  Guadalupe Miñana  Sara Roman  Margarita Sanchez  Jose Luis Risco 《Journal of Science Education and Technology》2014,23(1):15-25

The use of new technologies in higher education has surprisingly emphasized students’ tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes an educational experiment aimed at the promotion of students’ autonomous learning by requiring them to generate test type questions related to the contents of the course. The main idea is to make the student feel part of the evaluation process by including students’ questions in the evaluation exams. A set of applications running on our university online learning environment has been developed in order to provide both students and teachers with the necessary tools for a good interaction between them. Questions uploaded by students are visible to every enrolled student as well as to each involved teacher. In this way, we enhance critical analysis skills, by solving and finding possible mistakes in the questions sent by their fellows. The experiment was applied over 769 students from 12 different courses. Results show that the students who have actively participated in the experiment have obtained better academic performance.  相似文献   

Differences between Czech and Slovak economic higher education from 1945 to 1953     

Petr Chalupecký 《History of education》2016,45(6):758-774

This paper discusses the development of economic higher education in Czechoslovakia from 1945 to 1953, ie before the emergence of new economic universities with the same name: University of Economics (Vysoká ?kola ekonomická) in Prague and Bratislava. Its aim is to determine possible similarities and differences in economic education between the Czech lands and Slovakia. Although the paper embraces the issue comprehensively, the main focus is on the comparison of two of the most important colleges, the Commercial College in Prague and Slovak College of Commerce in Bratislava. It concludes and claims that despite the Czechoslovak uniform policy in tertiary education, there were undoubtedly some national differences. Essentially, they stemmed from different networks and the number of economic schools in the Czech lands and Slovakia and from different prior traditions. Overall, Slovaks endeavoured to continue with the preceding development more than Czechs.  相似文献   

Effects of active‐learning experiences on achievement,attitudes, and behaviors in high school biology     

Roman Taraban  Cathy Box  Russell Myers  Robin Pollard  Craig W. Bowen 《科学教学研究杂志》2007,44(7):960-979

Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

RDA Display and the General Material Designation: An Innovative Solution     

Roman S. Panchyshyn 《Cataloging & classification quarterly》2014,52(5):487-505

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