Die Erfassung der Bildungsinvestitionen im 19. und 20. Jahrhundert

Zusammenfassung Nach einer langen Phase, in der die Theorie der Langen Wellen keine Beachtung fand, wurde sie in den 1970-er Jahren von Wirtschaftshistorikern wieder belebt, um sie neuen, dynamischen Anwendungen in der makro?konomischen Analyse zuzuführen. Im gleichen Zeitraum erh?hte sich in den gro?en Volkswirtschaften die Variabilit?t der Wachstumsraten der Realeinkommen. Hierdurch wurde das Ende der Phase fast ununterbrochenen Wachstums markiert, die die meisten industrialisierten Volkswirtschaften nach dem Zweiten Weltkrieg durchlaufen hatten. Das erneuerte Interesse an der Theorie der Langen Wellen, das mit der Krise der Keynesianischen Wirtschaftstheorie einher ging, wurde zunehmend als grundlegender Neuansatz innerhalb der makro?konomischen Theorie angesehen. Dieser Artikel stellt einen Beitrag zu diesem Prozess dar; es wird postuliert, dass zwischen den Ausgaben für Humankapital (Bildung und Ausbildung, L?hne, Gesundheitsvorsorge etc.) und den Ausgaben, die für das materielle Wachstum get?tigt werden, ein Zusammenhang besteht.

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Summary A Method of Recording Educational Investment in the 19th and 20th Century — Germany, France, Great Britain and Spain compared After a long period of hibernation, long wave theory was brought out and dusted off again by economic historians in the 1970s for new, vigorous applications in macroeconomic analysis. During the same period, the major market economies experienced greater variability in real income growth rates, thus marking the end of a period of an almost uninterrupted growth enjoyed by most industrialized economies since World War II. This renewed interest in long wave theory, which coincided with the crisis in Keynesian economics, became increasingly identified with a profound rethinking of macroeconomic theory. This paper is a contribution to the process, and postulates a link between expenditure on human development (education, wages, health care, etc.) and that devoted to material growth.

     

Iodine content of oyster shells

A report is given of the investigation of the iodine content of oyster shells taken from the reefs found in the Gulf of Mexico. The pulverized shells as sold on the market contain 200 to 300 parts per billion of iodine. Water soluble and alcohol soluble iodides appear to be absent. The granulated undried shells contain 500 parts per billion of iodine. Apparently there is a loss of iodine due to the temperature at which the pulverized shells are dried.     

Related factors of the MTAI and the 16PF

The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits.     

Analysis and conservation of modern modeling materials found in Auguste Rodin's sculptures

Prior to the exhibition Portrait-making, Rodin and his models (2009), the Rodin museum wanted to restore two busts of Hanako and Clemenceau. Interestingly, these two sculptures contain pieces of modern modeling materials (MMMs) invented at the end of the nineteenth century as an alternative to clay or waxes. The poor state of conservation of the two portraits made any handling and exhibition impossible. Accordingly, the purpose of this article is twofold: to contribute to technical art history and conservation. Elemental and chemical analyses were done on samples from 12 sculptures (SEM–EDX, FTIR, GC–MS, GC–FID, XRD, synchrotron-based µXRF, µXANES, and µFTIR) aimed at identifying the composition of MMMs used by Rodin on plaster sculptures and establishing hypotheses about the origins of their degradation. This thorough study of their composition and degradation was necessary to implement an appropriate restoration plan. The development of conservation protocols adapted to such materials is rarely documented. Different tests were performed on mock-ups (pH, solubility, adhesion, consolidation, and cleaning). In particular, a protocol based on laser cleaning was developed and successfully applied to remove superficial dust and crusts so that the sculptures regained their original aspect.     

Cooperative learning: a relevant instructional model for physical education pre-service teacher training?

Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor’s role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers’ effective teaching.

Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.

Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).

Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.

Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.

Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy.     

Ethyl Silicate for Unbaked Earth Tablets Conservation: Evaluation of the Physico-mechanical Aspects

ABSTRACT

Preservation of cuneiform tablets made with clay minerals is an ongoing conservation issue. A treatment based on TEOS consolidation has been used since 1996 at the Louvre museum. The characterization of the tablets pointed out kaolinite, illite, and smectite as the three main clay minerals constituting the objects. In this research, the physico-mechanical aspects of the treatment are investigated. The penetration depth of the TEOS solution and the gradient induced are quantified using laboratory samples. TEOS treatment preserves the macroscopic swelling and the vapour transfer properties, but modifies the clay’s affinity to moisture. Elastic properties are gradually improved for all clays, but only kaolinite’s strength increases significantly. The impact of TEOS treatment on the natural behaviour related to the respective structure of the clays is considered, and the amount of kaolinite required to create adequate reactions appears to be of interest for conservation treatments.     

A Developmental Study of the Self-Prioritization Effect in Children Between 6 and 10 Years of Age

Self-biases are well described in adults but remain poorly understood in children. Here, we investigated in 6–10 year-old children (N = 132) the self-prioritization effect (SPE), a self-bias which reflects, in adults, the perceptual advantage for stimuli arbitrarily associated with the self as compared to those associated with other persons. We designed a child-friendly adaptation of a paradigm originally introduced in adults by Sui, He, and Humphreys (2012) in order to test whether the SPE also occurs in children and if so, to determine its evolution with age. A robust SPE was obtained from the age of 6, and this effect was similar-sized in our four age groups. These findings are discussed with reference to the development of the self during childhood.     

French Adaptation of the Short Form Youth Experiences Survey for Sport and Life Skills Scale for Sport

ABSTRACT

Research on positive youth development and life skills in sport has gained considerable attention over the past decades. However, there is a lack of translated questionnaires examining youth development and life skills available to non-English researchers and practitioners. The purpose of this research project was to adapt in French two questionnaires and to accumulate validity evidence of these adaptations. The short form – Youth Experiences Survey for Sport and the Life Skills Scale for Sport were adapted using a procedure based on a transcultural validation methodology applied to psychological measures. This research comprises four studies, which led to the French adaptation and validation process of each questionnaire. In conclusion, the results obtained show that these adapted French questionnaires can now be used to evaluate the perceptions and lived experiences of French-speaking athletes regarding positive youth development and life skills in sport.