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51.
Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view
of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called
chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks
in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which
scientific change is assimilated by their writers.
This research was partially supported by the program BHA2002-04611-CO3-02 相似文献
52.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
53.
This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed. 相似文献
54.
Joaquín Martínez-Torregrosa Rafael López-Gay Albert Gras-Martí 《Science & Education》2006,15(5):447-462
Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate
students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and
epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular
and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the
alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study,
we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years
old students). 相似文献
55.
Jiří Kotásek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):473-487
The paper attempts to characterize and explain the social, political and economic climate underlying educational dilemmas and visions in Czechoslovakia and other Central European countries after the collapse of communist regimes. The new democracies are becoming huge laboratories of social and educational reform — issues of great importance to comparative education. The most urgent dilemma is whether to restore the pre-war educational system, or to follow the mainstream of educational development. Educational policy is also seeking to find a specific solution to a second dilemma: statism versus liberalism in organization, funding, structure and curriculum. The hindering factor is underestimation of the significance of educational policy in the global reform process. Finally, the author quotes Havel's vision of a new politics of education based on consciousness and self-recognition of mankind.
Zusammenfassung Dieser Artikel versucht, das soziale, politische und wirtschaftliche Klima zu charakterisieren und zu erklären, das den Schwierigkeiten und Vorstellungen im Bildungswesen der Tschechoslowakei und anderer zentraleuropäischer Länder nach dem Zusammenbruch der kommunistischen Regierungsformen zu Grunde liegt. Die neuen Demokratien entwickeln sich zu riesigen Laboratorien sozialer und erzieherischer Reform — Themen von großer Bedeutung für die vergleichende Erziehung. Das dringendste Problem ist die Frage, ob man das vor dem Krieg bestehende Bildungssystem wieder einführen oder der Hauptrichtung der bildungspolitischen Entwicklung folgen soll. Die Bildungspolitik sucht außerdem nach einer spezifischen Lösung für ein zweites Problem: Planwirtschaft kontra Liberalismus in Organisation, Finanzierung, Struktur und Curriculum. Störfaktor ist die Unterschätzung der Bedeutung einer Bildungspolitik im globalen Reformprozeß. Abschließend zitiert der Autor Havels Vision einer neuen Bildungspolitik, die auf Bewußtsein und Selbsterkennung der Menschheit basiert.
Résumé Cet article tente de caractériser et d'expliquer le climat social, politique et économique sous-jacent aux problèmes et aux visons de l'éducation en Tchécoslovaquie et dans d'autres pays d'Europe centrale après la chute des régimes communistes. Les nouvelles démocraties se transforment en d'énormes laboratoires de réforme sociale et éducative, questions qui sont toutes d'une grande importance pour l'éducation comparée. Le problème le plus urgent est de savoir si l'on doit restaurer le système éducatif d'avant la guerre ou si l'on doit suivre le courant majeur du développement de l'éducation. La politique éducative cherche aussi à apporter une solution spécifique à un deuxième problème, à savoir étatisme ou libéralisme dans l'organisation, le financement, la structure et les programmes d'étude. Le facteur qui fait obstacle est la sous-estimation de l'importance de la politique éducative dans le processus de réforme globale. Enfin, l'auteur cite la vision de Havel d'une nouvelle politique d'éducation fondée sur la conscience et la reconnaissance naturelle de l'humanité.相似文献
56.
The Inductive Query By Example (IQBE) paradigm allows a system to automatically derive queries for a specific Information Retrieval System (IRS). Classic IRSs based on this paradigm [Smith, M., & Smith, M. (1997). The use of genetic programming to build Boolean queries for text retrieval through relevance feedback. Journal of Information Science, 23(6), 423–431] generate a single solution (Boolean query) in each run, that with the best fitness value, which is usually based on a weighted combination of the basic performance criteria, precision and recall. 相似文献
57.
58.
Ortiz R Jiménez JE García Miranda E Guzmán Rosquete R Hernández-Valle I Rodrigo M Estévez A Díaz A Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92
The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit. 相似文献
59.
Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: a cumulative stressors model 总被引:2,自引:0,他引:2
OBJECTIVE: Children who are physically maltreated are at risk of a range of adverse outcomes in childhood and adulthood, but some children who are maltreated manage to function well despite their history of adversity. Which individual, family, and neighborhood characteristics distinguish resilient from non-resilient maltreated children? Do children's individual strengths promote resilience even when children are exposed to multiple family and neighborhood stressors (cumulative stressors model)? METHODS: Data were from the Environmental Risk Longitudinal Study which describes a nationally representative sample of 1,116 twin pairs and their families. Families were home-visited when the twins were 5 and 7 years old, and teachers provided information about children's behavior at school. Interviewers rated the likelihood that children had been maltreated based on mothers' reports of harm to the child and child welfare involvement with the family. RESULTS: Resilient children were those who engaged in normative levels of antisocial behavior despite having been maltreated. Boys (but not girls) who had above-average intelligence and whose parents had relatively few symptoms of antisocial personality were more likely to be resilient versus non-resilient to maltreatment. Children whose parents had substance use problems and who lived in relatively high crime neighborhoods that were low on social cohesion and informal social control were less likely to be resilient versus non-resilient to maltreatment. Consistent with a cumulative stressors model of children's adaptation, individual strengths distinguished resilient from non-resilient children under conditions of low, but not high, family and neighborhood stress. CONCLUSION: These findings suggest that for children residing in multi-problem families, personal resources may not be sufficient to promote their adaptive functioning. 相似文献
60.
Jon Zabala Borja González-Albo Ana García-García Aurora Garrido-Domínguez José Ignacio Vidal-Liy Luis R. Álvarez-Díez Soledad Hernando-Tundidor Yara Mostazo-Fernández Teresa Abejón 《Learned Publishing》2023,36(2):205-216
This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster. 相似文献