The Sources of Error in Spanish Writing (Research Note)     

Fernando Justicia  Sylvia Defior  Santiago Pelegrina  Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202

The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish.  相似文献   

Which firms want PhDs? An analysis of the determinants of the demand     

Jose Garcia-Quevedo  Francisco Mas-Verdú  Jose Polo-Otero 《Higher Education》2012,63(5):607-620

PhD graduates hold the highest education degree, are trained to conduct research and can be considered a key element in the creation, commercialization and diffusion of innovations. The impact of PhDs on innovation and economic development takes place through several channels such as the accumulation of scientific capital stock, the enhancement of technology transfers and the promotion of cooperation relationships in innovation processes. Although the placement of PhDs in industry provides a very important mechanism for transmitting knowledge from universities to firms, information about the characteristics of the firms that employ PhDs is very scarce. The goal of this paper is to improve understanding of the determinants of the demand for PhDs in the private sector. Three main potential determinants of the demand for PhDs are considered: cooperation between firms and universities, R&D activities of firms and several characteristics of firms, size, sector, productivity and age. The results from the econometric analysis show that cooperation between firms and universities encourages firms to recruit PhDs and point to the existence of accumulative effects in the hiring of PhD graduates.  相似文献   

The incorporation of ICT in higher education. The contribution of ROC curves in the graphic visualization of differences in the analysis of the variables     

Ana García‐Valcárcel Muñoz‐Repiso  Francisco Javier Tejedor Tejedor 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):901-919

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Multi-objective optimization design of bridge piers with hybrid heuristic algorithms     

Francisco J. Martinez-Martin  Fernando Gonzalez-Vidosa  Antonio Hospitaler  Víctor Yepes 《浙江大学学报(A卷英文版)》2012,13(6):420-432

This paper describes one approach to the design of reinforced concrete (RC) bridge piers, using a three-hybrid multi-objective simulated annealing (SA) algorithm with a neighborhood move based on the mutation operator from the genetic algorithms (GAs), namely MOSAMO1, MOSAMO2 and MOSAMO3. The procedure is applied to three objective functions: the economic cost, the reinforcing steel congestion and the embedded CO₂ emissions. Additional results for a random walk and a descent local search multi-objective algorithm are presented. The evaluation of solutions follows the Spanish Code for structural concrete. The methodology was applied to a typical bridge pier of 23.97 m in height. This example involved 110 design variables. Results indicate that algorithm MOSAMO2 outperforms other algorithms regarding the definition of Pareto fronts. Further, the proposed procedure will help structural engineers to enhance their bridge pier designs.  相似文献   

Obturated vs. Obturator: What obturates what?     

Jorge M. Barcia B.Sc.  Ph.D.  Francisco J. Romero M.D.  Ph.D. 《Anatomical sciences education》2013,6(5):359-360

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A Cross-Cultural Analysis of Organizational Dissent and Workplace Freedom in Five European Economies     

Stephen M. Croucher  Kari Parrott  Cheng Zeng  Oscar Gomez 《Communication Studies》2013,64(3):298-313

Individuals in five European countries—Finland, France, Germany, Spain, and the United Kingdom (n = 1184)—completed a survey exploring the relationship between organizational dissent and workplace freedom of speech. Results revealed workplace freedom of speech is positively correlated with dissent among the entire sample in France and in Germany. Results in Spain were nonsignificant. In the United Kingdom, there was a negative relationship between workplace freedom of speech and dissent. There was a negative relationship between workplace freedom of speech and articulated dissent and a positive relationship with latent dissent in Finland. Moreover, MANCOVA testing showed nationality to have a significant effect on organizational dissent and workplace freedom of speech. Germans scored the highest on dissent and workplace freedom with Spain scoring the lowest.  相似文献   

Editorial     

Beat F. Schmid  Peter Glotz  Peter Gomez  Dörte Wittig 《媒体管理杂志》2013,15(3-4):91-92

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Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement     

Francisco Cano  Ángela García  A.B.G. Berbén  Fernando Justicia 《International Journal of Science Education》2013,35(10):1710-1732

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献   

What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories     

N. Marin  A. Benarroch  E. Jimenez Gomez 《International Journal of Science Education》2013,35(3):225-238

For twenty years, social constructivism has been a paradigm in science teaching and not an easy bedfellow for piagetian constructivism, even though both have had the same thing in mind… a study of the learner. For this reason we attempt to find connections and bridges between them so that both may be enriched, to the benefit of science teaching.  相似文献   

Teaching and learning about human nutrition: a constructivist approach     

Enrique Banet  Francisco Núñez 《International Journal of Science Education》2013,35(10):1169-1194

The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process.  相似文献