中学课外体育活动现状调查与对策

就东营市、滨州市中学课外体育活动的现状作了调查 ,发现如下问题 :初中有 67 80 %学校不开展早操 ;课外活动开展率为 65 % ,远低于全国学生的 86% ;课程负担重是导致学生不参加课外体育活动的主要原因 ;运动队学生文化课成绩与其他学生文化课相比较差 ,有随年级增高逐渐下降的趋势 .针对调查中发现的问题 ,结合东营市、滨州市的实际 ,提出了加强中学课外体育活动的对策     

The role of the family and the school in the reproduction of educational inequalities in the post‐Communist Czech Republic

Among the more relevant questions in educational research is how the governments and policy‐makers in transition countries address the high educational inequality inherited from the past and what policies they develop in order to reduce the strong effects of the background family and the type of school on students' achievements, their aspirations and their chances of succeeding in the most important educational transitions. This paper addresses one of the most topical issues in this area, namely the social selectivity of Czech basic and secondary education. Special attention is paid to the role of ‘multi‐year’ gymnasia. The results of analyses carried out on data from the Programme for International Student Assessment 2000 study corroborate the initial hypothesis according to which multi‐year gymnasia, introduced into the Czech educational system after 1989, represent one of the main sources of the variation in students' achievements at the end of compulsory education. However, this variation can be almost entirely accounted for by the specific socio‐economic background of the students. The same holds true for their future aspirations. The results of the analysis support the conclusions of the OECD Review of National Policies for Education from 1996.     

Microanalytical identification of Pb-Sb-Sn yellow pigment in historical European paintings and its differentiation from lead tin and Naples yellows

The work is focused on identification of lead tin yellow types I and II, Naples yellow, and also on discrimination of a less common, distinct yellow pigment, the ternary Pb-Sb-Sn oxide.The knowledge about all those Pb-based yellows was in fact forgotten after introduction of modern synthetic yellows in 19th century. As late as in the last decade of the 20th century, the existence of Pb-Sb-Sn yellow and its production have been rediscovered, and only then it has been identified in colour layer of artworks.Pb-Sb-Sn yellow has recently been identified in colour layer of 17th century Italian paintings by Sandalinas and Ruiz-Moreno [C. Sandalinas, S. Ruiz-Moreno, Lead tin-antimony yellow, historical manufacture, molecular characterization and identification in seventeenth-century Italian paintings, Stud. Conserv. 49 (2003) 41–52], and here we report the finding of this pigment in Mid-European painting of the 18th and 19th centuries. Lead tin yellows, lead antimony yellow (Naples yellow), and lead antimony tin yellow were synthesized in laboratory following historical recipes, their colour was analyzed, and their structure was confirmed to provide a basis for their routine identification in microsamples of artworks by X-ray microdiffraction. Unequivocal identification of Pb-based yellows could help in authentication of traditional European paintings, because their use was temporally and also geographically specific. Combination of elemental microanalysis (X-ray fluorescence electron microanalysis) and X-ray powder microdiffraction were found very efficient in the microanalysis of colour layers of artworks with Pb-based yellows and their unequivocal identification.     

Themenheft: Softwaretechnik '98

Ohne Zusammenfassung     

The War and Post-War Impact on the Educational System of Bosnia and Herzegovina

Bosnia and Herzegovina (BiH), much like other eastern-European countries, has faced a brief period of transition from the socialist system to capitalism. However, this was interrupted in BiH by a brutal war lasting four years. Social systems and infrastructure were damaged or destroyed, including education, which was harnessed during the war to divide the country and then perpetuate these divisions. The author deals with some of the strongest and most enduring impacts that the war has had on education, which even now, more than 10 years after the war, pose a serious threat to this young country. The most obvious include the division of youth according to nationality, religion or language, the unequal positions of certain groups in education, and very clear segregation and discrimination. She points out some of the most frequent and overt ways in which intolerance towards other nationalities is displayed through textbooks, especially those used in parts of BiH subject to a struggle for independence during the war.