Transfer of strategy use by semantic recoding in arithmetic problem solving     

Sylvie Gamo  Emmanuel Sander  Jean-François Richard 《Learning and Instruction》2010,20(5):400-410

Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word problem so that the calculations are consistent with the interpretation, and a control group. The experimental group in Experiment 1 improved significantly by choosing the alternative strategy in problems different from those used in training but no significant progress was observed in the control group. Experiment 2 showed that the improvement observed in the experimental group could not be attributed to the fact that children only learned to use a superficial rule. These results support the idea that the activity of problem re-representation may be a crucial step in mathematization.  相似文献   

Towards culturally relevant classroom science: a theoretical framework focusing on traditional plant healing     

Vongai Mpofu  Femi S. Otulaja  Emmanuel Mushayikwa 《Cultural Studies of Science Education》2014,9(1):221-242

A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science.  相似文献   

Operational space consensus of multiple heterogeneous robots without velocity measurements     

Carlos I. Aldana  Emmanuel Nuño  Luis Basañez  Eduardo Romero 《Journal of The Franklin Institute》2014

This paper proposes a control algorithm for networks of multiple heterogeneous robot manipulators, which solves the leader–follower and the leaderless consensus problems in the operational space. In the leader–follower scenario, the controller ensures that all the robots in the network asymptotically reach a given leader pose (position and orientation), provided that, at least, one follower robot has access to the leader pose. Without a leader pose, in the leaderless problem, the robots asymptotically reach a pose of consensus. The controller is a simple distributed proportional plus damping injection (P+d) scheme which does not require velocity measurements. A singularity-free representation, unit quaternions, is used to describe the orientation of each manipulator. The paper presents some simulations, with a network of six 6-Degrees-of-Freedom (DoF) manipulators, and experiments, with a network of three 6-DoF manipulators, to show the effectiveness of the proposed controller.  相似文献   

Hidden Disparities: How Courses and Curricula Shape Opportunities in Mathematics During High School     

Kathryn S. Schiller  William H. Schmidt  Chandra Muller  Richard T. Houang 《Equity & Excellence in Education》2013,46(4):414-433

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Studies on in vitro hemolysis and utility of corrective formulas for reporting results on hemolyzed specimens     

Lippi G  Avanzini P  Pavesi F  Bardi M  Ippolito L  Aloe R  Favaloro EJ 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(3):297-305

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Inventor moral hazard in university licensing: The role of contracts   总被引：1，自引：0，他引：1  

Emmanuel Dechenaux  Jerry Thursby  Marie Thursby 《Research Policy》2011,40(1):94-104

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Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations     

Gueudet  Ghislaine  Buteau  Chantal  Muller  Eric  Mgombelo  Joyce  Sacrist&#;n  Ana Isabel  Rodriguez  Marisol Santacruz 《Educational Studies in Mathematics》2022,110(2):353-377

Educational Studies in Mathematics - We are interested in understanding how university students learn to use programming as a tool for “authentic” mathematical investigations (i.e.,...  相似文献   

The new oral anticoagulants and the future of haemostasis laboratory testing     

Emmanuel J Favaloro  Giuseppe Lippi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):329-341

The tests currently employed within most haemostasis laboratories to monitor anticoagulant therapy largely comprise the prothrombin time (PT)/ International Normalised Ratio (INR) and the activated partial thromboplastin time (APTT). These are respectively used to monitor Vitamin K antagonists (VKAs) such as warfarin, and unfractionated heparin. Additional tests that laboratories may also employ for assessing or monitoring unfractionated heparin include thrombin time (TT) and the anti-Xa assay, which can also be used to monitor low molecular weight heparin. Several new anti-thrombotic agents have recently emerged, or are in the final process of clinical evaluation. These novel drugs that include Dabigatran etexilate and Rivaroxaban would not theoretically require monitoring; however, testing is useful in specific situations. The tests currently used to monitor VKAs and heparin are typically either too sensitive or too insensitive to the new drugs to be used as ‘typically performed in laboratories’, and may thus require some methodological adjustments to increase or decrease their sensitivity. Alternately, different tests may be better employed in these assessments. Whatever the case, laboratories may soon be performing a reduced or possibly increased number of tests, the same kind of tests but perhaps differently, or conceivably different assay panels. Specific laboratory guidance on the choice of the appropriate test to be ordered according to the drug being administered, as well as on appropriate interpretation of test results, will also be necessary. The current report reviews the current state of play and provides a glimpse to the possible future of the coagulation laboratory.  相似文献   

The mental and physical health difficulties of children held within a British immigration detention center: A pilot study     

Ann Lorek  Kimberly Ehntholt  Anne Nesbitt  Emmanuel Wey  Chipo Githinji  Eve Rossor  Rush Wickramasinghe 《Child abuse & neglect》2009,33(9):573-585

ObjectiveThe present study aimed to assess the mental and physical health of children held within a British immigration detention center.MethodA total of 24 detained children (aged 3 months to 17 years) were assessed with their parents or carer after being referred by a registered legal charity. Thirteen were seen by a pediatrician alone, 4 by a psychologist alone, and 7 by both professions using semi-structured clinical interviews. The psychologist also used standardized self-report questionnaires to measure psychopathology.ResultsDuring the psychological assessment of 11 children, 8 met criteria for psychiatric “caseness” on the Strengths and Difficulties Questionnaire. All 11 reported symptoms of depression and anxiety. Sleep problems, somatic complaints, poor appetite, emotional symptoms, and behavioral difficulties were common. Symptoms of global distress were also reported by all 9 parents. According to pediatric assessment 8 out of 20 children had lost weight. Six had missed health appointments and 2 were taken to hospital. Nutritional, developmental, educational, and child protection concerns were raised.ConclusionsDetained children were found to be experiencing mental and physical health difficulties of recent onset, which appeared to be related to the detention experience. These findings support previous Australian studies demonstrating that detention is not in the best interest of the child. It suggests that current UK policies regarding the detention of children for purposes of immigration control should be re-examined. Further research in the area is required.Practice implicationsAlthough high levels of mental and physical health problems, as well as child protection concerns were detected, detained families had very limited access to appropriate assessment, support or treatment. The traumatic experience of detention itself also has implications for the sizeable proportion of psychologically distressed children who are eventually released from detention and expected to successfully reintegrate into British society; while those children who are deported are returned with increased vulnerability to future stressors.  相似文献   

Struggles and Successes in Constructivist Jewish Early Childhood Classrooms     

Meir Muller  Chaya Gorsetman  Shelley T. Alexander 《Journal of Jewish Education》2018,84(3):284-311

This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations. The data indicated that areas that were initially deemed as successes were hard to maintain and seemingly overshadowed by challenges. These areas included understanding constructivist theory, using open-ended materials, and relying on open-ended questions to facilitate knowledge. Furthermore, teachers struggled when comparing information gained by children from classes using a more traditional educational approach. Insights in each area are provided to support Jewish and general studies constructivist teachers.  相似文献