The story of large electron positron collider     

S. N. Ganguli 《Resonance》2002,7(10):30-44

In this first part of the article on LEP detector, we have described in brief the standard model for the fundamental constituents of matter. We have also described the experimental supports for the electroweak theory and quantum chromodynamics, which are the two pillars of the standard model. In the next part of the article, we will focus on the LEP detector and the measurements that have been carried out with it.  相似文献   

Student counselling in Hungary in the mid-nineties     

Magda Ritoók 《International journal for the advancement of counseling》1996,19(1):29-40

The 1993 Law on Higher Education started the modernization of higher education. The most important aim of this development is to gradually elevate the number of participants in higher education to the 30% level that is typical in developed democratic countries, and to increase openness, flexibility and accessibility. Changes in higher education have necessitated a paradigmatic change in higher education counselling as well: the earlier mental hygienefocussed practice has been expanded to independent career orientation and competent career building through comprehensive information services and individual and group counselling aimed at coping strategies improvement. A new trend also is the increasing volume of peer counselling activity and the training of higher education counsellors.  相似文献   

Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor     

Judit N. Moschkovich 《Educational Studies in Mathematics》2004,55(1-3):49-80

This case study uses a sociocultural perspective and the concept of appropriation (Newman, Griffin and Cole, 1989; Rogoff, 1990) to describe how a student learned to work with linear functions. The analysis describes in detail the impact that interaction with a tutor had on a learner, how the learner appropriated goals, actions, perspectives, and meanings that are part of mathematical practices, and how the learner was active in transforming several of the goals that she appropriated. The paper describes how a learner appropriated two aspects of mathematical practices that are crucial for working with functions (Breidenbach, Dubinsky, Nichols and Hawks, 1992; Even, 1990; Moschkovich, Schoenfeld and Arcavi, 1993; Schwarz and Yerushalmy, 1992; Sfard, 1992): a perspective treating lines as objects and the action of connecting a line to its corresponding equation in the form y = mx + b. I use examples from the analysis of two tutoring sessions to illustrate how the tutor introduced three tasks (estimating y-intercepts, evaluating slopes, and exploring parameters) that reflect these two aspects of mathematical practices in this domain and describe how the student appropriated goals, actions, meanings, and perspectives for carrying out these tasks. I describe how appropriation functioned in terms of the focus of attention, the meaning for utterances, and the goals for these three tasks. I also examine how the learner did not merely repeat the goals the tutor introduced but actively transformed some of these goals.  相似文献   

Relative preferences for various bivalued ratio schedules     

William Ahearn  Philip N. Hineline  F. G. David 《Learning & behavior》1992,20(4):407-415

Widely cited experiments on optimal foraging have used bivalued distributions as representing environmental stochasticity, characterizing these in terms of their arithmetic means. In contrast, research on free-operant choice has established that organisms prefer variable patterns of food delivery, relative to fixed patterns with the same mean values. To explore such departures from linear averaging, specifically with respect to bivalued alternatives, pigeons were given choices between a fixed-ratio (FR) schedule of food delivery that required 15, 30, or 60 responses and bivalued variable-ratio schedules with an arithmetic mean of 60,5 or 60, A bivalued schedule of 1 and 120 was preferred almost exclusively over each of the FR values. With a bivalued schedule of 15 and 105, there was a shift of preference, most notably in the FR-15 condition, but in no case was linear averaging a good predictor of the birds’ choices. Geometric averaging fared better, but even this failed to represent the apparent salience of the minimum value of the bivalued schedule in some conditions.  相似文献   

Mathematical thinking in second-grade children with different forms of LD   总被引：1，自引：0，他引：1  

Jordan NC  Hanich LB 《Journal of learning disabilities》2000,33(6):567-578

Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written calculation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.  相似文献   

Book reviews     

N. V. Joshi  Lt. General Baljit Singh  S. K. Sikdar 《Resonance》2001,6(10):92-100

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Italian University Opens to Management Engineering     

N. ALBERTI  B. DI MAIO  S. NOTO LA DIEGA  A. BRANDOLESE 《European Journal of Engineering Education》1988,13(4):411-414

The essentials of a new Italian degree in Management Engineering are illustrated. Aspects such as engineers versus managers, educational curriculum and envisaged development of the course are discussed in some detail, including European perspectives.  相似文献   

Pre-college Workshop Programme at King Fahd University of Petroleum and Minerals     

H. I. ABUALHAMAYEL  A. N. SHUAIB 《European Journal of Engineering Education》1988,13(4):475-486

A presentation of King Fahd University of Petroleum and Minerals’ (KFUPM) unique experience with the preparatory year workshop programme as a first pre-college engineering technology laboratory is given. The phases of development of the programme and its supporting laboratories are described. The technological and academic features of the programme are evaluated and conclusions and recommendations are derived from the KFUPM experience.  相似文献   

Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献   

Are teachers ready for CLIL? Evidence from a European study     

María Luisa Pérez Cañado 《欧洲师范教育杂志》2016,39(2):202-221

This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers’ training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region.  相似文献