Archives in motion: Concrete steps towards the digital disclosure of audiovisual content     

Laurence Hauttekeete  Tom Evens  Katrien De Moor  Dimitri Schuurman  Erik Mannens  Rik Van de Walle 《Journal of Cultural Heritage》2011,12(4):459

Various authors have stressed the need for an adequate archiving and preservation policy of audiovisual material, given its cultural, historical, juridical, social and economic value. In view of the sustainable preservation of audiovisual material, the opening up of the archive is seen as a real challenge. Various aspects, such as requirements concerning formats, metadata standards and legal implications, need to be taken into account. Furthermore, different types of users should be able to consult the archive in a user-friendly way, a factor which should not be neglected. This article studies and discusses the current situation in Flanders regarding the digitisation and disclosure of the Flemish audiovisual cultural heritage, comprising the audiovisual material in the archives of different Flemish institutions, including broadcasters, (post-) production companies, government institutions and cultural organizations. Based on 45 qualitative interviews, a SWOT analysis is created to assess the strengths, weaknesses, opportunities and threats concerning the digitisation and disclosure of the audiovisual archive. Moreover, this environmental analysis includes some recommendations concerning the future preservation of this audiovisual cultural heritage.  相似文献   

Electricity and Espionage in Eighteenth-Century Italy     

Laurence Brockliss 《Metascience》2009,18(2):247-249

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Cinema and Radio in Britain and America 1920–1960. Jeffrey Richards. Manchester,UK: Manchester University Press, 2010.     

Laurence Raw 《Journal of American culture (Malden, Mass. : 2003)》2012,35(4):367-368

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Improving Testing and Marking Practices     

Laurence Elliott Tomlinson 《College Teaching》2013,61(4):115-121

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Integrating Cognition and Emotion: Yirat Shamayim and the Taxonomies     

Laurence Scheindlin 《Journal of Jewish Education》2013,79(3):343-363

Following Bennett Solomon's suggestion of the “integrating individual”—one who possesses the skill and interest to incorporate new knowledge into a larger and unified life-picture—this article explores how recognizing the coupling of the affective and cognitive can influence Jewish education. Emotions help construct our daily perceptions and our moral and spiritual awareness. Jewish sources acknowledge the tandem nature of cognition and emotion in spiritual life by placing yirat shamayim (fear or awe of Heaven) as a paramount goal that is tightly bound to Torah learning. Education can nurture complex spiritual qualities by working with simpler emotions and qualities within the context of rigorous cognitive learning.  相似文献   

American Multiculturalism After 9/11: Transatlantic Perspectives by Derek Rubin and Jaap Verheul,Editors     

Laurence Raw 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):155-156

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How Do the Different Components of Episodic Memory Develop? Role of Executive Functions and Short‐Term Feature‐Binding Abilities     

Picard L  Cousin S  Guillery-Girard B  Eustache F  Piolino P 《Child development》2012,83(3):1037-1050

This study investigated the development of all 3 components of episodic memory (EM), as defined by Tulving, namely, core factual content, spatial context, and temporal context. To this end, a novel, ecologically valid test was administered to 109 participants aged 4-16 years. Results showed that each EM component develops at a different rate. Ability to memorize factual content emerges early, whereas context retrieval abilities continue to improve until adolescence, due to persistent encoding difficulties (isolated by comparing results on free recall and recognition tasks). Exploration of links with other cognitive functions revealed that short-term feature-binding abilities contribute to all EM components, and executive functions to temporal and spatial context, although ability to memorize temporal context is predicted mainly by age.  相似文献   

Optimal Test Characteristics for Maximal Anaerobic Work on the Bicycle Ergometer     

Victor Katch  Arthur Weltman  Robert Martin  Laurence Gray 《Research quarterly for exercise and sport》2013,84(2):319-327

Abstract

Two separate experiments were conducted to ascertain the optimum protocol for a maximum anaerobic work output test on the bicycle ergometer. Data from 58 subjects indicated that the test duration needs to be approximately 40 sec and the optimal frictional resistance, 5.0 to 6.0 kp (30 to 36 kpm/rev). The desirability of using performance tests to represent biophysiologic data is discussed.  相似文献   

Students’ Perception of Risk About Nanotechnology After an SAQ Teaching Strategy     

Laurence Simonneaux  Nathalie Panissal  Emmanuelle Brossais 《International Journal of Science Education》2013,35(14):2376-2406

We experimented with teaching nanotechnology in high school within the perspective of citizenship education in science by involving experts in nanotechnology, education, ethics and philosophy. After training, the students debated a Socially Acute Question (SAQ) that they elaborated during the various phases of instruction. The field of SAQs represents a French orientation for the teaching of SocioScientific Issues. We analyzed the interactions of students in the debate to determine their risk perception on nanotechnology. We compared and put their arguments into perspective using various analytical frameworks. We observed two contrasting argumentative tendencies: one reflecting a positivist view that involved an individualistic use of nanotechnology and science and one carrying a critical and humanistic vision of the use of nanotechnology and science.  相似文献   

Can we Evaluate the Impact of a Critical Detail? The Role of a Type of Diagram in Understanding Optical Imaging     

Laurence Viennot  Wanda Kaminski 《International Journal of Science Education》2013,35(15):1867-1885

This paper describes an attempt at evaluating a potentially critical “detail” of teaching practice; that is, using a particular diagram to illustrate the imaging role of a converging lens. This “basic” diagram has been designed to contribute to help students overcome the well‐known “travelling image” syndrome. We conducted a comparative study with 125 students in all, at three academic levels: end of secondary school, degree students, and teacher training. The groups compared had previously been taught elementary optical imaging in a classical, uncontrolled manner, and were presented with two classical questions, commonly used to demonstrate students’ difficulties. In each group, one‐half of the students had a classic introductory diagram and the other half had the “basic” one. A positive reaction of students to the evaluated diagram was observed at a relatively high academic level (trainee physics teachers and degree students), in contrast with an apparent lack of effect at the end of secondary school. The paper ends with a discussion of the evaluation of a detail of practice in isolation, with respect to the distance between students’ actual and targeted levels of comprehension.  相似文献