Medieval and renaissance glass technology in Valdelsa (Florence). Part 1: raw materials, sands and non-vitreous finds     

U. Casellato  F. Fenzi  P. Guerriero  S. Sitran  P. A. Vigato  U. Russo  M. Galgani  M. Mendera  A. Manasse 《Journal of Cultural Heritage》2003,4(4):337-353

A significant number of archaeological finds of the 13th–16th century from the Tuscan sites of Germagnana and Gambassi in Valdelsa—FI, was studied by different physico-chemical investigations (SEM–EDS, ICP, Mössbauer spectroscopy, XRD, XRF, TG-DTA) in order to contribute to clarify the production methodology and the pre-industrial glass manufacture technology. The studied samples are mainly non-vitreous finds as production waste, refractory materials, crucibles and raw materials; also vitreous finds as frits, skims, glasses (glass masses, glass working waste and finished products) have been taken into consideration. The obtained petrographic and physico-chemical data strongly suggest that both Gambassi and Germagnana glass manufactures were strictly connected with the sources of vitrifiable materials, situated in Tuscan sand quarries. In particular a comparison between sands from the neighbouring quarries and appropriate finds of the two archaeological sites evidences that the employed vitrifiable materials possibly belong to La Casina La Cava resort. The archaeological classification, based on macroscopic observation and stratigraphic position, was compared and verified with the scientific classification of the examined finds of Germagnana and Gambassi sites based on their composition, morphology and physico-chemical properties.  相似文献   

Personal reactions to ‘strange’ situations: Attachment styles and acculturation attitudes of immigrants and majority members     

Jan Pieter Van Oudenhoven  Jacomijn Hofstra 《Int J Intercult Relat》2006,30(6):783

A growing number of studies examine the influence of individual factors on acculturation attitudes of immigrants, but few studies focus on majority members’ attitudes. In this paper, two studies are reported on the relation between attachment styles and acculturation attitudes of both immigrants (N=177) and majority members (N=243) in the Netherlands. Until now very few studies have associated cultural adjustment with attachment styles. This is remarkable, because attachment theory refers to interaction with others in new situations. Four different styles of attachment (the secure, dismissing, preoccupied and fearful attachment styles) are related to Berry's classification of acculturation attitudes. People, both immigrants and majority members, with a secure attachment style were positive towards integration, whereas people with a dismissing attachment style were not. Dismissing immigrants were more positive towards separation. Whereas both immigrants and majority members with a secure attachment style showed a similar pattern of correlations between attachment and acculturation, they seem to react quite differently, and even in opposite ways, when they have a preoccupied attachment style. Yet, the different reactions may be caused by the same psychological process: The existential ambivalence of preoccupied people may lead to diverse reactions.  相似文献   

Paying the piper: Productivity, incentives, and financing in U.S. higher education: Edited by Michael S. McPherson, Morton Owen Schapiro, and Gordon C. Winston. Ann Arbor: The University of Michigan Press, 1993. 335 pp. Price: U.S.$31.60 (cloth)     

William E. Becker 《Economics of Education Review》1996,15(4):445-446

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40-Jahr-Jubiläum des Deutschen Sportbundes     

H. Becker 《Sportwissenschaft》1991,21(1):106-106

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Scientific literacy and informal science teaching     

Jan Maarschalk 《科学教学研究杂志》1988,25(2):135-146

Two stages in research on scientific literary are identified: a composite saturation stage in which definitions covered all objects of science education and a stage where researchers focused on small manageable portions of scientific literary. Initial and continuous scientific literacy research in which the focus is on cognitive preference for science and informal science teaching is described. Underlying cognitive preference is a value preference for science. Three interdependent but clearly distinguishable forms of science teaching, formal, nonformal and informal, are described. Informal science teaching is identified as a condition for and an outcome of scientific literacy.  相似文献   

Understanding the Information Needs of Academic Scholars in Agricultural and Biological Sciences   总被引：4，自引：0，他引：4  

Pali U. Kuruppu  Anne Marie Gruber   《The Journal of Academic Librarianship》2006,32(6):609-623

This study investigates the information needs of faculty and graduate students in agricultural and biological sciences. Qualitative research methods, interviews and focus groups, were used to examine what types of information these scholars need for their research, teaching and learning, how they seek that information, and perceptions. The implications for library service are discussed.  相似文献   

Research trends and collaborations by applied science researchers in South African universities of technology: 2007–2017     

Elisha R.T. Chiware  Deborah A. Becker 《The Journal of Academic Librarianship》2018,44(4):468-476

This paper analyses the publication patterns of researchers in the field of applied sciences at Universities of Technology in South Africa. Aspects investigated include publications in SCOPUS-listed journals; number of citations and countries of publication. Collaborative research patterns at national and international levels were also investigated. A bibliometric analysis approach was followed using SCOPUS as the main source of data and analysing the articles published in selected applied science disciplines. Results show that researchers in the field of applied sciences in universities of technology have increased their number of publications over the past 10?years and are also working in conjunction with other researchers both nationally and internationally. The analysis is an important addition to the field in South Africa which helps in measuring how institutions are positively responding to government incentives in research. The results are also important to information professionals who are increasingly playing an important role in research impact assessments.  相似文献   

From Archive,to Access,to Experience––Historical Documents as a Basis for Immersive Experiences     

Jiawei Huang  Mahda M. Bagher  Heather Dohn Ross  Nathan Piekielek  Jan Oliver Wallgrün  Jiayan Zhao 《Journal of Map & Geography Libraries》2018,14(1):40-63

Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn? Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts.  相似文献   

Juggling competing activities: academic staff as doctoral candidates     

Jan Smith  Jennie Billot  Lynn Clouder  Virginia King 《高等教育研究与发展》2020,39(3):591-605

ABSTRACT

This article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management.  相似文献   

European standards for quality assurance and institutional practices of student assessment in the UK,the Netherlands and the Czech Republic     

Jan Kohoutek 《Assessment & Evaluation in Higher Education》2014,39(3):310-325

This article analyses the student assessment procedures of 12 universities in the UK, the Netherlands and the Czech Republic with respect to their alignment with the European standards and guidelines on the quality of assessing higher education students (European Standards and Guidelines for Quality Assurance [ESG] 1.3). Based on qualitative methodology combining document review with semi-structured interviews, the analysis has yielded three major results. First, the assessment procedures of the UK universities studied indicate the highest alignment with the ESG 1.3 when compared to the Czech institutions, with the Dutch universities occupying the middle ground. Second, a preference for summative assessment to account for pressures of massification can be observed at institutions in all three countries. Third, it is argued that contrary to some (ministerial) expectations, the influence of the ESG on institutions seems to be insignificant, due to unawareness of the ESG 1.3 at all of the UK and Dutch universities analysed and only moderate knowledge of ESG 1.3 in the Czech case. For this reason, there seems to be a need for communicating the ESG to higher education institutions rather than revising the scope of the ESG as envisaged in the 2012 Bologna policy document (Bucharest Communiqué).  相似文献