排序方式: 共有74条查询结果,搜索用时 14 毫秒
11.
Anna Emilia Berti Isabella Baldin Laura Toneatti 《Contemporary educational psychology》2009,34(4):278-288
A total of 150 students, from 8 to 25 years, were interviewed about ordeal1 in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent. 相似文献
12.
This article describes the effects of participating in European Union Framework Programmes (EUFPs) at the level of research units and researchers. We consider EUFPs as policy instruments that contribute to the Europeanisation of academic research and study the changes they produce with respect to: 1) the organisation and activities of Departments, 2) the type of knowledge produced, and 3) the ways of doing research. The analysis is based on a case study of the Sapienza University in Rome. We also discuss the extent to which EUFPs produce different effects at the level of scientific fields. This pilot study analyses changes driven by EUFPs from an institutional perspective and uses the concept of institutionalisation to explain how these changes are translated into rules and practices by research units and researchers. Our preliminary investigation supports the idea that EUFPs do not trigger a process of Europeanisation and lead, within academic institutions, to highly diversified institutional responses by scientific fields rather than to undifferentiated ones. They strengthen leading research groups and Departments, already competitive at the EU level, by enhancing existing international behaviours and practices. However, they do not support and, at times, even decrease competition opportunities for less experienced participants and they do not promote the participation of new groups. Moreover, the absence of relevant organisational changes at the University level and the lack of incentives for EUFP participation seem to strengthen these trends. What emerges is the need for decisions at the University level, taking into account differences across scientific groups. 相似文献
13.
ABSTRACTConservation of an oil painting on a zinc support is a complex challenge that has not been covered in the literature. Oil paint and zinc support rarely form a working combination because of their chemical properties. This article discusses the conservation of an oil painting on a zinc support that was found in extremely bad condition due to harsh environmental conditions it had been exposed to. The object had to be consolidated due to flaking paint and cleaned of surface dirt and support corrosion products. Finally, the object had to be physically strengthened due to the weakness of the support. This process required conservators to combine methods from several different fields of the conservation discipline. Methods employed in the conservation process came less from the literature, due to the lack thereof, and more from the everyday experience of the department and vernacular working practices. The overall methodology of the process has been reconstructed and critically evaluated in the broader field of conservation ethics and the discipline as a whole. 相似文献
14.
Maria Emilia Brederode Santos 《Educational Media International》2013,50(3):190-191
Abstract The ICEM Conference which was held in Lisbon in October 1997 was entitled ‘Education for Media’. This article presents some reflections from one of the Portuguese representatives, a TV researcher and producer, on the discussions which took place during the conference, and looks at some of the implications which can perhaps be felt world wide 相似文献
15.
Emilia I. De La Fuente F. Javier Perales Juan García 《The Journal of environmental education》2013,44(2):19-21
Abstract Many parameters may be used to measure the deterioration of water quality. One very important parameter is total dissolved solids (TDS). An increase in TDS beyond acceptable levels can have a significant impact on municipal, industrial, and agricultural use of water. In this review an overview of the problem of high TDS levels is given. Factors related to TDS which are considered include: (a) laboratory determination, (b) natural and man-influenced sources, (c) adverse effects, and (d) treatment process removal techniques. A brief summary of the TDS problem associated with the Colorado River is also considered. 相似文献
16.
This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group. 相似文献
17.
18.
European Journal of Psychology of Education - 相似文献
19.
20.
Emilia A. Nhalevilo 《Cultural Studies of Science Education》2011,6(2):441-444
This paper is written in response to a paper by Maria Rivera on issues of language and identity. I give an autobiographical
account of my own experiences in relation to language identity and colonialism. I relate language and issues of alienation
during the colonial time and I reflect on how that past is still currently distorting the way we look at our local language.
I depict some episodes that, although they cannot be generalized, show how colonialism still deforms our cultural liberty.
I conclude that only with cultural emancipation can we teach in a truly contextualized manner and do research based on our
context. Only with cultural liberty we can be emancipated in the context of globalisation. 相似文献