Astronomical broadsheets and their scientific significance     

Philippe Vron Ph.D.  Gustav Andreas Tammann M.A.  Dr.phil. 《Endeavour》1979,3(4):163-170

For more than three centuries broadsheets were an important means of quickly disseminating and commenting on the news of the day. They depicted a wide range of events of historical significance, including some of the more striking celestial phenomena such as the appearance of comets. Those that survive often do no more than repeat knowledge that can readily be gained from conventional sources but some have proved of direct value in making astronomical computations and deductions.  相似文献   

Can the Arts Get Under the Skin? Arts and Cortisol for Economically Disadvantaged Children          下载免费PDF全文

Eleanor D. Brown  Mallory L. Garnett  Kate E. Anderson  Jean‐Philippe Laurenceau 《Child development》2017,88(4):1368-1381

This within‐subjects experimental study investigated the influence of the arts on cortisol for economically disadvantaged children. Participants were 310 children, ages 3–5 years, who attended a Head Start preschool and were randomly assigned to participate in different schedules of arts and homeroom classes on different days of the week. Cortisol was sampled at morning baseline and after arts and homeroom classes on two different days at start, middle, and end of the year. For music, dance, and visual arts, grouped and separately, results of piecewise hierarchical linear modeling with time‐varying predictors suggested cortisol was lower after an arts versus homeroom class at middle and end of the year but not start of the year. Implications concern the impact of arts on cortisol for children facing poverty risks.  相似文献   

Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship     

Brendgen M  Boivin M  Dionne G  Barker ED  Vitaro F  Girard A  Tremblay R  Pérusse D 《Child development》2011,82(6):2021-2036

Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression.  相似文献   

Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis          下载免费PDF全文

Jean‐Baptiste Pingault  Richard E. Tremblay  Frank Vitaro  Christa Japel  Michel Boivin  Sylvana M. Côté 《Child development》2015,86(5):1469-1488

This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.  相似文献   

Neural Differences in Bilingual Children's Arithmetic Processing Depending on Language of Instruction     

Katrien Mondt  Esli Struys  Maurits Van den Noort  Danielle Balériaux  Thierry Metens  Philippe Paquier  Piet Van de Craen  Peggy Bosch  Vincent Denolin 《Mind, Brain, and Education》2011,5(2):79-88

Many children in bilingual regions follow lessons in a language at school (school‐language) that they hardly ever speak at home or in other informal settings. What are the neural effects of this phenomenon? This functional magnetic resonance imaging (fMRI) study investigates the effects of using school‐language on brain activity during a high cognitive task in two groups of French/Dutch bilingual children. Participants were asked to assess the correctness of 3‐operand (e.g., 5 ? 2 = 3) and 4‐operand (e.g., 3 ? 2 = 1 + 4) equations, respectively. Instructions about the task were given either in the children's school‐language or in another language that they only used at home. It was found that although both groups recruited a visuomotor occipitofrontal network in the left hemisphere, the children who performed the task in their school‐language showed less activation than the children who did not, indicating the importance of language of instruction for bilingual children's arithmetic processing.  相似文献   

Analysis of the trajectories of Science graduates: applying Bourdieu and Sen     

Philippe Lemistre 《British Journal of Sociology of Education》2019,40(7):953-969

Abstract

We bring together the theories of Bourdieu and Sen in order to understand the processes that influence the study paths chosen by young people with a general degree from a science university in France. The weighting of economic and cultural capital within study options taken in secondary education and during the premier cycle (the first three years of tertiary education) helps characterise elements of students’ trajectories which either stymie or reinforce a nonetheless dominant reproduction.  相似文献   

Who's in the mirror? Self-other discrimination in specular images by four- and nine-month-old infants     

Rochat P  Striano T 《Child development》2002,73(1):35-46

This research investigated the early determinants of self-other discrimination in infancy. Ninety-six 4- and 9-month-old infants were placed facing a live image either of themselves or of another person (experimenter) mimicking them. The specular image was either contingent (on-line), or contingent with a 2-s delay. After a first 1-min presentation, the video image of either the self or the other was suddenly frozen for 1 min (still-face episode). This was followed by a last minute of live presentation. From 4 months of age, infants appeared to perceive and act differentially when facing the specular image of themselves or the mimicking other. In general, infants tended to smile more, look more, and have more protracted first-look duration toward the mimicking other compared with the self. Developmentally, 9-month-olds showed markedly more social initiatives toward the mimicking other compared with the self during the still-face episode. In all, these results indicate that infants develop self-other discrimination in specular images long before mirror self-recognition, which is typically reported by the second year. Discrimination of the self from other is interpreted as a precursory ability and a perceptual foundation of later conceptual self development.  相似文献   

New Insights on Picasso’s Blue Period Painting La famille Soler     

Catherine Defeyt  Philippe Walter  Hélène Rousselière  Peter Vandenabeele  Bart Vekemans  Louise Samain 《文物保护研究》2018,63(1):24-35

The study of La Famille Soler using non-invasive imaging, molecular, structural, and elemental analysis allowed the re-examination of changes of the work. Considered as the earliest of Picasso’s versions of Le déjeuner sur l’herbe by E. Manet, evidence suggests that an underlying landscape painted by Vidal in 1903 also referred to Manet’s masterpiece. On the other hand, new results suggest that the cubist sketch undertaken by Picasso in 1912, prior to the current blue background, could be an uncompleted transformation of Vidal’s landscape into synthetic cubism. Through study the main pigments used in the underlying compositions were successfully identified.  相似文献   

From Competence in the Curriculum to Competence in Action     

Philippe Jonnaert  Domenico Masciotra  Johanne Barrette  Denise Morel  Yaya Mane 《Prospects》2007,37(2):187-203

The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition, distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer. Original language: French Philippe Jonnaert (Belgium) Doctoral degree in educational studies from the Université de Mons; formerly, a professor at the Université de Louvain-la-Neuve in Belgium and the University of Sherbrooke in Canada; a visiting professor at the Université René Descartes, Paris 5-Sorbonne; he is currently a full professor at the Université du Québec à Montréal (UQàM); director of the Observatoire des réformes en education (ORé); and consultant to various international organizations on issues related to curriculum development. E-mail: philippejonnaert@yahoo.ca Domenico Masciotra (Canada) Doctorate in educational studies from UQáM and completed post-doctoral studies at the Massachussetts Institute of Technology; he is a researcher for ORé and consultant to the Ministère de l’éducation, du loisir et du sport (MELS) of Quebec. E-mail: masciotra.domenico@videotron.ca Johanne Barrette (Canada) A graduate student in a doctoral programme of educational studies at UQáM; her dissertation concerns informal and tacit learning acquired through practice in business settings. She has worked as an educational consultant for adult education in the workplace; as an adult education teacher; as a project manager in charge of a number of Quebec-based and international projects on the development of competencies in the workplace; and is currently a researcher at ORé. E-mail: barsav@sympatico.ca Denise Morel (Canada) Denise Morel holds two master’s degrees: in philosophy (McGill University, Montreal) and in Applied Linguistics (Concordia University, Montreal); has worked as a teacher, educational consultant and analyst for the English Montreal School Board, and as a part-time lecturer at Concordia University; has participated in several programme development projects for the MELS of Quebec, and collaborates with ORé. E-mail: dmorel@emsb.qc.ca Yaya Mane (Canada) Holds a doctorate in educational studies from the Université Montréal; has taught at the Institut supérieur des sciences de l’éducation de Guinée (ISSEG); he is presently a lecturer in the Faculty of Education at the Université Montréal;, a research officer at the Centre interdisciplinaire de la formation de la profession enseignante (CRIFPE) at the Université Montréal;, and a researcher at ORé. E-mail: yaya.mane@umontreal.ca  相似文献   

应用RAPD技术研究阿尔卑斯山黄花茅居群内的遗传分化     

赵桂仿  Francois Felber  Philippe Kuepfer 《中国科学院研究生院学报》2000,38(1):64-70

应用RAPD技术,沿一个海拔梯度研究了阿尔卑斯山黄花茅自然居群的遗传变异和分化。实验 表明,虽然在亚居群间有很少的亚居群独有遗传标记的存在,但通过RAPD资料的聚类分析、主因子分  析以及相关分析观察到遗传分化沿海拔梯度发生,而且亚居群间的遗传分化和它们的海拔高度(地理距  离)呈有意义的正相关。研究结果暗示,在阿尔卑斯山的高山-亚高山过渡区,亚居群间的海拔高度差别  可能导致黄花茅开花和生长物候期的变化,而后者限制了亚居群间的基因流,从而引起居群内的遗传分化。  相似文献