Mapping Learning Analytics initiatives in Latin America     

Cristian Cechinel  Xavier Ochoa  Henrique Lemos dos Santos  João Batista Carvalho Nunes  Virginia Rodés  Emanuel Marques Queiroga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):892-914

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Nullor网络一种新的拓扑分析方法     

王光义 《滨州学院学报》1998,(4)

从节点导纳矩阵出发 ,定义了电压图、电流图 ,把节点导纳矩阵的代数余子式表示为电压图、电流图中完全树的树支导纳乘积之和  相似文献   

From communication to verbalization: Language practices in kindergarten     

Agnès Florin 《European Journal of Psychology of Education - EJPE》1998,13(3):335-345

Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children.  相似文献   

Comparisons of observed process quality in early child care and education programs in five countries   总被引：2，自引：0，他引：2  

Wolfgang TietzeDebby CryerJoachim BairroJesús PalaciosGottfried Wetzel 《Early childhood research quarterly》1996,11(4):447-475

In this cross-national study, observed process quality in preschool classrooms was compared across five countries—Austria (n = 37), Germany (n=103), Portugal (n=88), Spain (n=80), and the U.S.A. (n=390). Process quality was assessed using the Early Childhood Environment Rating Scale (ECERS) and the Caregiver Interaction Scale (CIS). Both instruments had comparable properties when used in the different countries. A MANOVA found overall ECERS differences between countries, with Austria and Germany scoring higher than Spain, and Austria higher than the U.S.A. CIS Sensitivity scale differences showed Austria and Spain with higher scores than the U.S.A. Tests of homogeneity of variance showed U.S.A. with the highest standard deviations. A discriminant analysis, using countries as groups and ECERS items as criterion variables, revealed differences between countries on two discriminant functions: Personalized Care and Availability and Use of Space and Play Materials. Results are discussed in terms of the early childhood traditions and infrastructures found in the five countries.  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

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Electric charge-mediated coalescence of water droplets for biochemical microreactors     

Yong-Mi Jung  In Seok Kang 《Biomicrofluidics》2010,4(2)

This work proposes the use of charged droplets driven by the Coulombic force as solution-phase reaction chambers for biological microreactions. A droplet can be charged near an electrode under dc voltage by direct contact to the electrode. This process is called electrical charging of droplet (ECOD). This charged droplet can then be transported rapidly between electrodes following the arc of an electric field line by exploiting electrostatic force. As on-demand electrocoalescence, both alkalization of phenolphthalein and bioluminescence reaction of luciferase in the presence of adenosine triphosphate are studied to test the feasibility of the biochemical microreactors using ECOD. Two oppositely charged droplets are merged to have a color change immediately after microchemical reaction. The applicability of an ECOD-driven droplet to measurement of glucose concentration is also tested. The glucose concentration is measured using a colorimetric enzyme-kinetic method based on Trinder’s reaction [J. Clin. Pathol. 22, 158 (1969)]. The color change in the merged droplet is detected with an absorbance measurement system consisting of a photodiode and a light emitting diode.  相似文献   

Scientific discovery and topological transitions in collaboration networks     

Luís M.A. Bettencourt  David I. Kaiser  Jasleen Kaur 《Journal of Informetrics》2009,3(3):210-221

We analyze the advent and development of eight scientific fields from their inception to maturity and map the evolution of their networks of collaboration over time, measured in terms of co-authorship of scientific papers. We show that as a field develops it undergoes a topological transition in its collaboration structure between a small disconnected graph to a much larger network where a giant connected component of collaboration appears. As a result, the number of edges and nodes in the largest component undergoes a transition between a small fraction of the total to a majority of all occurrences. These results relate to many qualitative observations of the evolution of technology and discussions of the “structure of scientific revolutions”. We analyze this qualitative change in network topology in terms of several quantitative graph theoretical measures, such as density, diameter, and relative size of the network's largest component.To analyze examples of scientific discovery we built databases of scientific publications based on keyword and citation searches, for eight fields, spanning experimental and theoretical science, across areas as diverse as physics, biomedical sciences, and materials science. Each of the databases was vetted by field experts and is the result of a bibliometric search constructed to maximize coverage, while minimizing the occurrence of spurious records. In this way we built databases of publications and authors for superstring theory, cosmic strings and other topological defects, cosmological inflation, carbon nanotubes, quantum computing and computation, prions and scrapie, and H5N1 influenza. We also built a database for a classical example of “pathological” science, namely cold fusion. All these fields also vary in size and in their temporal patterns of development, with some showing explosive growth from an original identifiable discovery (e.g. carbon nanotubes) while others are characterized by a slow process of development (e.g. quantum computers and computation).We show that regardless of the detailed nature of their developmental paths, the process of scientific discovery and the rearrangement of the collaboration structure of emergent fields is characterized by a number of universal features, suggesting that the process of discovery and initial formation of a scientific field, characterized by the moments of discovery, invention and subsequent transition into “normal science” may be understood in general terms, as a process of cognitive and social unification out of many initially separate efforts. Pathological fields, seemingly, never undergo this transition, despite hundreds of publications and the involvement of many authors.  相似文献   

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献   

Engaging young children in collective curriculum design     

Maria Inês Mafra Goulart  Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing the complexity of the activity inside a classroom of very young children by science education standards. Data were collected in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful form of praxis that develops children’s participation from early childhood on.  相似文献   

Schooling and local environmental knowledge: Do they complement or substitute each other?     

Victoria Reyes-García  Eric Kightley  Isabel Ruiz-Mallén  Nuria Fuentes-Peláez  Katie Demps  Tomás Huanca  Maria Ruth Martínez-Rodríguez 《International Journal of Educational Development》2010

Schooling and the knowledge acquired at school have been considered both a cause of loss of indigenous knowledge (because it opens pathways to the non-indigenous world and worldviews) and a potential remedy to its demise (if educational curricula is aligned with indigenous realities by giving instruction in local languages and incorporating local knowledge in school content). We test the association between academic and local environmental knowledge using data from a society of forager-horticulturalists in the Bolivian Amazon who were exposed to a partially contextualized school curriculum. We found that although schooling and academic knowledge bear a negative association with local knowledge the magnitude is low, probably because schooling was partially contextualized. Contextualized learning might help avoid that the provision of universal education comes at the cost of humanity's cultural diversity.  相似文献