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141.
The large number of conservation and restoration works recently completed in Qatar show that there exists a need to enhance appreciation of the local architectural and building traditions, as a way of bringing to light the historical memory of these local places, using local techniques and materials to conserve existing buildings and to typologically integrate them. This paper offers an update on the status of some recent conservation projects in Qatar, analysing and comparing a number of completed restorations of historic buildings on the basis of the categories into which they can be organised; the extent to which they had deteriorated before restoration; the methods that were adopted; the construction materials and techniques used; the philosophical approach taken to restoration; and the various proposals for reusing the restored buildings. Comparison and analysis of the data make it possible to classify these methods and techniques in ways that could be applied to other conservation projects in future. The aim is to define a philosophy and methodologies that are consistent, and will be able to give expression to the specific local culture in matters of conservation, while respecting shared international rules. 相似文献
142.
Sharon Kearney Silvia Gallagher Brendan Tangney 《Technology, Pedagogy and Education》2020,29(4):445-461
ABSTRACT Information and communication technology (ICT) increasingly is utilised in second-level English education, aiming to engage students, yet quantitative instruments for evaluating the impact of technology-mediated learning experiences are lacking. This article presents the rationale, development and psychometric analysis of the English and Technology Attitudes Scale (ETAS): a 19-item instrument designed to evaluate students’ attitudes towards English and technology and monitor changes. Five constructs are measured: behavioural engagement; technology confidence; English confidence; emotional engagement; and learning with technology. Using the ETAS, this study revealed insights to Irish students’ (n = 419) attitudes that can inform approaches to teaching and learning with ICT. Despite strong technology confidence, a high proportion of students report poor attitudes towards learning English with technology. Moreover, males have significantly more positive attitudes towards learning English with technology, yet females have significantly higher engagement in English. These findings demonstrate both the need for and the usefulness of this instrument. 相似文献
143.
In recent years, longitudinal data have become increasingly relevant in many applications, heightening interest in selecting the best longitudinal model to analyze them. Too often, traditional practice rather than substantive theory guides the specific model selected. This opens the possibility that alternative models might better correspond to the data. In this paper, we present a general longitudinal model that we call the Latent Variable-Autoregressive Latent Trajectory (LV-ALT) model that includes most other longitudinal models with continuous outcomes as special cases. It is capable of specializing to most models dictated by theory or prior research while having the capacity to compare them to alternative ones. If there is little guidance on the best model, the LV-ALT provides a way to determine the appropriate empirical match to the data. We present the model, discuss its identification and estimation, and illustrate how the LV-ALT reveals new things about a widely used empirical example. 相似文献
144.
145.
Hsin-Yi Chang Tzung-Jin Lin Min-Hsien Lee Silvia Wen-Yu Lee Tzu-Chiang Lin Aik-Ling Tan 《Studies in Science Education》2020,56(1):77-110
ABSTRACTIn this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education. 相似文献
146.
Knowledge has become the main competitive tool for firms. Just as knowledge is considered as the most important strategic resource, knowledge management (KM) is considered to be critical to a firm’s success. Several attempts have been undertaken to identify and define the different KM processes. From the literature review, four key dimensions stand out as affecting KM processes: knowledge creation, knowledge transfer, knowledge storage/retrieval, and knowledge application. The aim of this paper is to contribute to the KM and value literature by determining the importance of the different processes of KM for increasing value creation and value capture in firms. The context for the research hypotheses is the Spanish banking industry in 2010. The results support a positive relationship between KM and value creation, and between value creation and value capture. 相似文献
147.
Archila Pablo Antonio Molina Jorge Danies Giovanna de Mejía Anne-Marie Truscott Restrepo Silvia 《Science & Education》2021,30(2):267-291
Science & Education - A well-informed populace is vitally important for the proper functioning of democracy. Media news articles constitute an essential means by which the public comes into... 相似文献
148.
Silvia Noguerón-Liu 《Equity & Excellence in Education》2017,50(4):387-399
Initiatives to integrate technology in schools are continuously increasing, with efforts to bridge the “homework gap” and provide technology access in low-income households. However, it is critical to include nondominant parents in technology adoption decisions in order to avoid mirroring past patterns of inequality in home-school relationships. This study examines the digital access, use, and beliefs of Spanish-dominant immigrant parents, whose children attended a school in early stages of 1:1 (one laptop, one child) and BYOD (bring-your-own-device) initiatives. Informed by critical and ecological approaches to family literacy and technology use, the analysis compares the cases of eight parents attending technology workshops facilitated by the researcher and looks at the factors and contexts shaping their digital access and use and their shifts in access over two years. The analysis then narrows down to their beliefs about the use of school-provided devices. Findings illustrate the diversity in device use and customization in families with similar immigration trajectories, showing how economic factors, education, and established livelihoods in the community shaped their decisions to obtain devices and Internet connectivity. Cases also show the crucial role of the school in providing computers and technology training; however, decisions about taking school devices home and supervising children's activity were shaped by parents' beliefs about their roles supporting their children's moral education, and their existing family practices. Implications for family literacy programs and outreach for digital equity in new migration settings are discussed. 相似文献
149.
Silvia Wen-Yu Lee 《International Journal of Science and Mathematics Education》2018,16(8):1409-1430
The purpose of this study was, first, to understand the item hierarchy regarding students’ understanding of scientific models and modeling (USM). Secondly, this study investigated Taiwanese students’ USM progression from 7th to 12th grade, and after participating in a model-based curriculum. The questionnaire items were developed based on 6 aspects of USM, namely, model type, model content, constructed nature of models, multiple models, change of models, and purpose of models. Moreover, 10 representations of models were included for surveying what a model is. Results show that the purpose of models and model type items covered a wide range of item difficulties. At the one end, items for the purpose of models are most likely to be endorsed by the students, except for the item “models are used to predict.” At the other end, the “model type” items tended to be difficult. The students were least likely to agree that models can be text, mathematical, or dynamic. The items of the constructed nature of models were consistently located above the average, while the change of models items were consistently located around the mean level of difficulty. In terms of the natural progression of USM, the results show significant differences between 7th grade and all grades above 10th, and between 8th grade and 12th grade. The students in the 7th grade intervention group performed better than the students in the 7th and 8th grades who received no special instruction on models. 相似文献
150.
Ivan Malagoli Lanzoni Sandro Bartolomei Rocco Di Michele Silvia Fantozzi 《Journal of sports sciences》2018,36(23):2637-2643
ABSTRACTThe aim of the present study was to compare the biomechanical characteristics of the table tennis top spin shot when played cross-court (CC) or long-line (LL) in competitive table tennis players. Seven national level players respectively completed 10 long-line and 10 cross-court top spin shots responding to a standard ball machine. A stereophotogrammetric system was used to track body segments while executing the motion. Significantly more flexed right knee and elbow angles were measured at the moment of maximum velocity of the racket (MMV) in LL. In addition, significantly greater angles between the feet and the table and between the shoulders and the table at the MMV, indicated more pronounced rotation angles of the lower upper and upper-body in LL compared to CC with respect to the table. A higher inclination of the racket at the MMV was found in LL. The elbow flexion and the racket inclination may be associated to the direction of the shot. The present findings show that kinematic differences exist between the LL and the CC topspin forehand in competitive table tennis players. Coaches should be aware of these differences to adopt the optimal teaching strategies and to reproduce proper joint angles during training. 相似文献