排序方式： 共有21条查询结果，搜索用时 318 毫秒
1.
Noemi Orazi Fulvio Mercuri Ugo Zammit Stefano Paoloni Massimo Marinelli Augusto Giuffredi 《文物保护研究》2016,61(4):236-244
In this work we investigate various aspects of the finishing process in ancient bronze sculptures by means of active infrared thermography (IRT). Active IRT provides information on surface and sub-surface features of the investigated artefact, by analysing the heat diffusion process induced within the sample by appropriate thermal stimulations usually produced by absorption of light emitted by different sources. The aim of this research is, in particular, to investigate the processing of bronze surfaces, revealing repairs like plugs, fillings, local castings and concealed marks. 相似文献
2.
Noemi Waight 《International Journal of Science and Mathematics Education》2014,12(5):1143-1168
In-depth interviews guided by video elicitations examined 30 high school science teachers’ conceptions of technology and by extension how these conceptions reflected dimensions of nature of technology. Altogether, 64 % of the teachers characterized their schools and departments as aggressive–moderate adopters with generous access and support for technological tools. In comparison, 30 % noted that their school lagged behind due to funding and lack of infrastructure. Definitions of technology revealed emphasis on technology as artifact, overwhelming optimism on the purpose and function of technology to improve and make life easier and as representation of advancement in civilization. In tandem, teachers were most drawn to two video scenarios—medical and everyday tool videos because it reflected notions of progression and expectations of future changes; heightened awareness of the multitude of available technologies; and perceived relevance with classroom content. Perhaps most telling in these findings was that few teachers were drawn to the classroom video scenario, and only three teachers highlighted the technology–science–school science connection. These findings have implications for holistic understandings of technologies, which may inform how science teachers perceive and enact technologies in their science classrooms. 相似文献
3.
Jean Graton created a series of comic books called Michel Vaillant, and its motorsports hero bore the same name. Michel Vaillant made his first appearance in 1957 in the weekly Tintin. Young French boys who loved adventure, sports and car racing greeted this publication with great enthusiasm. We studied the first series of Michel Vaillant, composed of 16 comic books produced in the 1960s. We have departed from traditional approaches and have based our method on the analysis of the sources of Graton’s inspiration. We link these sources to the comics’ text bubbles, visual signs and iconic meanings of the drawings. Our analysis of the comics’ iconography based on the establishment of a mass culture dedicated to the automobile brings to light the existence of an urge to go beyond the limits of tradition. Our research highlights that the success of Michel Vaillant is due, in the main, to the series’ detailed knowledge of the automobile sports industry, and to the myths of speed, youth and progress that it promulgates – myths in which its young male readers could see themselves reflected and which would also prepare them for the future. 相似文献
4.
Karen L. Murphy Sue E. Mahoney Chun‐Ying Chen Noemi V. Mendoza‐Diaz Xiaobing Yang 《Distance Education》2005,26(3):341-366
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and facilitating to identify the characteristics of conference discussion messages. The instructor fostered the development of volunteer teaching assistants into coaches and of student discussion facilitators into facilitators of learning. The proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning, and suggests creative ways for online instructors to manage different types of teaching responsibilities. Recommendations for further research are included. 相似文献
5.
This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process. 相似文献
6.
This study examined teachers’ and students’ initial conceptions of computer-based models—Flash and NetLogo models—and documented how teachers and students reconciled notions of multiple representations featuring macroscopic, submicroscopic and symbolic representations prior to actual intervention in eight high school chemistry classrooms. Individual in-depth interviews were conducted with 32 students and 6 teachers. Findings revealed an interplay of complex factors that functioned as opportunities and obstacles in the implementation of technologies in science classrooms. Students revealed preferences for the Flash models as opposed to the open-ended NetLogo models. Altogether, due to lack of content and modeling background knowledge, students experienced difficulties articulating coherent and blended understandings of multiple representations. Concurrently, while the aesthetic and interactive features of the models were of great value, they did not sustain students’ initial curiosity and opportunities to improve understandings about chemistry phenomena. Most teachers recognized direct alignment of the Flash model with their existing curriculum; however, the benefits were relegated to existing procedural and passive classroom practices. The findings have implications for pedagogical approaches that address the implementation of computer-based models, function of models, models as multiple representations and the role of background knowledge and cognitive load, and the role of teacher vision and classroom practices. 相似文献
7.
Noemi Orazi 《文物保护研究》2020,65(8):437-449
ABSTRACT In this paper an overview of recent applications of mid-wave infrared imaging techniques to the study of books is presented. Studies performed by thermography and mid-wave infrared reflectography are reviewed to demonstrate how they can be used to investigate the main features of books. The capability of these techniques is exploited in the analysis of structural elements of the bookbindings and writing supports as well as in the characterization of the writings and illuminations. Thermographic and reflectographic results are compared with results obtained using other imaging techniques operating in different spectral regions, thus pointing out how mid-wave infrared imaging techniques can help in examining many aspects of books. Finally, it is shown that the obtained information can also be used to evaluate the condition of the book and, when required, to properly plan conservation treatments. 相似文献
8.
Anne Görlich Noemi Katznelson 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):201-215
Background: Across Europe and the Nordic countries, it is widely agreed that the high proportion of 15–30-year olds not in employment, education or training is a challenge, which needs to be tackled by focusing on education. The political and institutional focus is on individual training readiness, individual qualification processes, individual building of confidence in oneself and so forth, culminating in an overall individual perspective.Purpose: The study argues for a shift in focus away from an individual perspective on young people on the margins of education and towards a relational perspective that takes the social environment and the education system into account.Sample: Respondents were 20 young people aged 17–24 who were participating in a specific project in a provincial town in Denmark, the aim of which was to encourage the youths to re-enter education.Design and methods: Qualitative data were collected through: (1) 40 semi-structured qualitative interviews with 11 young people on the margins of the education system, and (2) observations of 11 respondents’ participation in educational activity. The analysis was based on relational and social constructionist theories.Findings: The analysis of data from this small-scale study provides evidence to suggest that a shift in the current focus on the individual young person on the margins of education is needed. The concept of ‘educational trust’ is introduced as a supplement to the individual concept of self-confidence in order to capture the socially constructed aspects of the young adult’s participation in education.Conclusions: We identify three overall components of educational trust: (1) social security and recognition, (2) flexibility in structures and (3) progression in skills. The concept of educational trust, it is suggested, creates a shift in focus from the individual young person to the role and function of the education system in aiming to reach the target of more young people completing education. 相似文献
9.
10.
Manipulation of magnetic beads plays an increasingly important role in molecular diagnostics. Magnetophoresis is a promising technique for selective transportation of magnetic beads in lab-on-a-chip systems. We investigate periodic arrays of exchange-biased permalloy microstripes fabricated using a single lithography step. Magnetic beads can be continuously moved across such arrays by combining the spatially periodic magnetic field from microstripes with a rotating external magnetic field. By measuring and modeling the magnetophoresis properties of thirteen different stripe designs, we study the effect of the stripe geometry on the magnetophoretic transport properties of the magnetic microbeads between the stripes. We show that a symmetric geometry with equal width of and spacing between the microstripes facilitates faster transportation and that the optimal period of the periodic stripe array is approximately three times the height of the bead center over the microstripes. 相似文献