European Action Plans for Science–Society Relations: Changing Buzzwords,Changing the Agenda     

Conceição  Cristina Palma  Ávila  Patrícia  Coelho  Ana Rita  Costa  António Firmino 《Minerva》2020,58(1):1-24

Minerva - This project began with the changes in the names of the European Commission’s action plans for the relationship between science and society. Analysing the main relevant documents in...  相似文献   

Deterioration of building materials and artworks in the ‘Santa Maria della Stella’ church,Saluzzo (Italy): Causes of decay and possible remedies     

Roberto Giustetto  Elena Maria Moschella  Mariano Cristellotti  Emanuele Costa 《文物保护研究》2017,62(8):474-493

An in-depth scientific survey revealed the deterioration mechanisms affecting the ‘Santa Maria della Stella’ church in Saluzzo, Italy, where various salt crystallization processes are strongly damaging the building materials and artworks. Rainwater seepage permeates the vault and interior, causing: (1) epsomite growth as interstitial columnar crystals (resulting in pictorial coating detachment) or superficial, powdery efflorescence; (2) formation of nesquehonite/hydromagnesite crusts on wall paintings; and (3) nitratine growth causing pigment staining and detachment. These processes involve selective Mg²⁺ mobilization from magnesian-lime mortars and bacterial-induced formation of nitrates from guano, with consequent precipitation of degrading salts. The study confirms how characterization of all deterioration agents is fundamental to planning a viable cultural heritage conservation and restoration programme.  相似文献   

Do Spanish secondary school teachers really value different sorts of procedural skills?     

Cristina Martínez‐Losada  Susana García‐Barros 《International Journal of Science Education》2013,35(7):827-854

The aim of teaching science at secondary school level is that of achieving the scientific literacy of all citizens. This must involve diverse objectives, among which may be found the development of procedural skills (thought, manipulative, communicative, etc.). The new curricula of many countries provide for these objectives. However, it is important to know to what extent the teaching staff consider them as true content to be taught. In this article, we analyse the opinions of secondary school teachers belonging to schools in north‐western Spain with regard to how they value different types of procedures. Our findings show that the surveyed teachers establish differences between various procedural skills as far as the recognition of their presence in the classroom and their evaluation are concerned, although it may be said that they generally value procedural skills highly. These findings are discussed. In addition, the persistence of traditional conceptions in the teaching of science, as well as the difficulty of assuming that the changes promoted by new curricular approaches are addressed, are highlighted.  相似文献   

A Structural Equation Model of Parental Involvement,Motivational and Aptitudinal Characteristics,and Academic Achievement     

Julio Antonio Gonzalez-pienda  Jose Carlos Nunez  Soledad Gonzalez-pumariega  Luis Alvarez  Cristina Roces  Marta Garcia 《Journal of Experimental Education》2013,81(3):257-287

The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior.  相似文献   

Predictors of Alzheimer's Disease Caregiver Depression and Burden: What Noncaregiving Adults Can Learn From Active Caregivers     

Bert Hayslip Jr.  GiBaeg Han  Cristina L. Anderson 《Educational gerontology》2013,39(11):945-969

This study examined similarities and differences between active caregivers (adult children and spouses whose family member had Alzheimer's disease) and not-as-yet caregiving adults (adult children and spouses whose family members are older, but do not as yet suffer from Alzheimer's disease). The objective was to determine what factors predict depressed mood and caregiver burden. Findings indicated that there were both differences and similarities between active caregivers and not-as-yet caregivers. While personality (extraversion) and anxiety about their own aging were the major predictors of depression for active caregivers, perceptions of a lack of social support was the major predictor of depression for not-as-yet caregivers. Regarding caregiver burden, perceived lack of social support, internal attributions of causality, and anxiety about their own aging were predictors for both groups. These findings are not only in concert with past research on the well-being of active caregivers, but they also importantly provide would-be caregiving adults with important information regarding caring for a family member with Alzheimer's disease. These findings suggest that not-as-yet-caregiving adults could better prepare for potential caregiving distress by learning active self-care skills, identifying what is meaningful about both growing older and about caregiving, and building a social network of support, all in anticipation of active caregiving.  相似文献   

Networks in Education: An Analysis of Selected Discourses     

Sofia Branco Sousa  Alexandra Oliveira Doroftei  Helena Costa Araújo 《Interchange》2013,44(3-4):311-331

‘Network’ is a fashionable and current term in every field of contemporary society and education is no exception. In this paper, the concept of network (and other associated concepts, such as partnership and collaboration) is reviewed. Such revision regards selected theoretical contributions and is explored in terms of the use of the concepts in legal documents and in the discourses of aldermen and educational officers from Portuguese municipalities, offering a critical and multi-layered perspective. The analysis reveals the various layers of the network concept, often appearing vague and diffuse. It is a floating signifier disputed by different discourses and embodied by different meanings. This, in turn, brings major research problems linked to the use of the concept of network in education.  相似文献   

Book Reviews     

Olga Miller  María Cristina Cardona 《欧洲特需教育杂志》2013,28(1):99-103

The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables included changes in the frequency of initiations and responses of the two children. Results indicated significant improvement and post-training maintenance in the social interaction of the two children. Discussion of results in light of known research in autism is highlighted and implications are discussed.  相似文献   

Expansion and social selection in education in England and Scotland     

Cristina Iannelli 《牛津教育评论》2013,39(2):179-202

This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class.  相似文献   

Scottish higher education, 1987–2001: expansion through diversion     

Cristina Iannelli  Adam Gamoran 《牛津教育评论》2013,39(6):717-741

A pressing question about the expansion of higher education is whether it tends to be inclusive, in the sense of bringing in larger proportions of persons from disadvantaged backgrounds, or diversifying, in that higher education tends to differentiate as it expands, or both, by bringing more persons into an increasingly stratified system of higher education. This paper addresses the question with evidence on higher education expansion in Scotland. Data are drawn from six waves of the Scottish School Leavers Survey from the late 1980s to the start of the new millennium. Binary and multinomial logit models are estimated to examine changes in inequality during this period, which was characterised by substantial expansion in both secondary qualifications and postsecondary enrolment. The results show that, in contrast to the general pattern of stable inequality observed in most nations, overall social inequalities in Scottish higher education enrolment declined over time. However, this decline did not occur in all sectors but was limited to the lowest-status institutions. These findings illustrate how expansion can serve both inclusive and diversifying ends.  相似文献   

Caregiver’s Mind-Mindedness in Early Center-based Childcare     

Katrien O. W. Helmerhorst  Cristina Colonnesi  Ruben G. Fukkink 《Early education and development》2013,24(7):854-871

Recent studies suggest that mind-mindedness is an important element of caregiver–child interactions in family and childcare context. This study investigated caregivers’ mind-mindedness in a nationally representative Dutch sample and its relation with structural quality factors (i.e., group size, caregivers’ education and work experience, group type, and situation) and caregivers’ interactive skills. Participants were 99 caregivers recruited in 50 childcare centers. Mind-mindedness was assessed with observations during free-play and lunch situations in infant, preschool, and mixed-age groups (0–4-year-olds). Caregivers’ appropriate and nonattuned mind-related comments were coded as individual (over/toward one child) or group related (over or toward more than one child). Caregivers’ interactive skills were assessed using the Caregiver Interaction Profile (CIP) scales. Research Findings: Caregivers generally refer to children’s desires, thoughts, and emotions in about 10% of their verbal interactions, with a low incidence rate of nonattuned comments (< 1%). Mind-mindedness was found to be significantly associated with structural quality characteristics and caregivers’ interactive skills. Caregivers with greater interactive skills produced fewer individual and more group appropriate mind-minded comments in mixed-age groups. Practice or Policy: We discuss the relevance of mind-minded comments at individual and group level for the future study of mental-state talk in early childhood education and care.  相似文献