Taking Paint Samples for Pigment Analysis in Nineteenth-Century England     

Mariana Pinto 《文物保护研究》2013,58(7):381-386

ABSTRACT

During the nineteenth century, chemists became increasingly engaged in the conservation treatment of polychrome surfaces. While collaborations between chemists and museum workers in charge of easel painting collections were mostly oriented towards the improvement of conservation practices, the involvement of chemists in the nascent field of archaeology was oriented towards material characterization, such as pigment analysis of polychrome surfaces. Since this type of analysis is destructive and damages the artwork, it could, therefore, be assumed that chemists were in these cases less concerned with the conservation of objects with an archaeological and historical provenance. On the contrary, my new reading of nineteenth-century English primary sources reporting pigment analysis shows that chemists also had ethical concerns about the physical integrity of archaeological objects and their conservation. This is apparent in the process in which paint samples were taken from the artworks for their subsequent analysis.  相似文献   

Teachers’ Commitment to the Field and Teacher–Child Interactions in Center-Based Child Care for Toddlers and Three-Year-Olds     

Amy C. Thomason  Karen M. La Paro 《Early Childhood Education Journal》2013,41(3):227-234

Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers’ commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers’ interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers’ commitment to the field and the assessed quality of teacher–child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers’ emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers’ provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms.  相似文献   

Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education     

Catherine Scott-Little  Karen M. La Paro  Amy C. Thomason  Robert C. Pianta  Bridget Hamre  Jason Downer 《Journal of Early Childhood Teacher Education》2013,34(3):200-224

Research suggests that teachers' interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort to document the impact of a professional development model in which teachers learn how to implement effective teaching practices operationalized using the CLASS observation measure. A course developed by the National Center for Research on Early Childhood Education (NCRECE) was implemented in three higher education teacher preparation programs. This article describes the process of implementing the course and documents instructor and student perspectives on course delivery, content, and their learning. Results suggest that professional development in the form of a standardized course may be an effective means for presenting content related to language and literacy instruction within the context of information about effective teaching practices. Data from the study also indicate challenges associated with delivering a standardized course within multiple institutions of higher education.  相似文献   

Assessing Beliefs of Preservice Early Childhood Education Teachers Using Q-Sort Methodology     

Karen M. La Paro  Kathy Siepak  Catherine Scott-Little 《Journal of Early Childhood Teacher Education》2013,34(1):22-36

The purpose of this study was to assess the beliefs of students and faculty in a 4-year birth–kindergarten teacher preparation program using the Teacher Belief Q-Sort (TBQ). Data were collected over one academic year from a total of 63 students, 35 students at the beginning of their coursework and 28 students at the end of their program, completing their student teaching experience. The faculty (n = 8) in the program completed the TBQ to provide a criterion sort as well as to assess the consistency in philosophy across faculty members who teach preservice teachers. Compilations of rankings are presented to describe beliefs related to children, discipline, and teaching practices held by students who are at different points in their education program. Criterion comparison results indicate that student teachers at the end of their education program report beliefs more similar to faculty beliefs than students at the beginning of their education program. However, findings suggest that the student teaching experience does not appear to significantly alter beliefs about children, discipline and teaching practices. These results are discussed in terms of child-directed versus teacher-directed styles of preservice teachers and implications of assessing beliefs for teacher preparation programs.  相似文献   

Supporting performance management with business process management and business intelligence: A case analysis of integration and orchestration     

Vesna Bosilj Vukšić  Mirjana Pejić Bach  Aleš Popovič 《International Journal of Information Management》2013

The case(s) demonstrates the importance of business process management (BPM) and business intelligence systems (BIS) in achieving better firm performance. It has been well documented in the literature that research on the effectively usage and combination of knowledge from BPM and BIS in turbulent service environments is limited. In response, we conduct an exploratory comparative case study of four firms in banking and telecommunication industries that have implemented BPM initiative and BIS solution. Our results firstly highlight that actual results of applying BPM and BIS differ greatly from the results that were originally planned. Secondly, we find that BIS initiatives are usually driven by improving marketing and sales, while BPM initiatives are driven by improving business processes. Thirdly, we identify that there is a lack of strong commitment to using both systems for supporting performance management.  相似文献   

Mobility and Achievement     

John L. Morris  Mariana Pestaner  Albert Nelson 《Journal of Experimental Education》2013,81(4):74-80

The purpose of the study was to determine whether a subject weighted (SW) multiple-choice test taking procedure would result in higher and more reliable scores than the conventional (C) multiple-choice test taking procedure in general and at different levels of risk taking. A 25-item statistics test was administered twice to 122 graduate students. The differences between means and the differences between reliabilities for the SW and C scores in general and at different levels of risk taking were not statistically significant, p < .05. Some additional information on the SW procedure was also reported. The implications for the practitioner are that the SW multiple-choice test taking procedure has not provided sufficient evidence to warrant its use at this time.  相似文献   

Measure of Quiet     

Mariana B. Davenport 《The Educational forum》2013,77(4)

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Science Letters:Detection of Catabacter hongkongensis in polluted European water samples     

Bárbara ADRADOS  Leonardo Martín P 《Journal of Zhejiang University. Science. B》2009,10(12)

The Catabacteriaceae is a new bacterial family with a unique member: Catabacter hongkongensis is a strictly anaerobic, non-sporulating, Gram-positive coccobacillus that is phylogenetically related to some clostridial clusters. Little is known of its epidemiology and environmental distribution, but the inclusion of its 16S rRNA gene sequence in GenBank has allowed it to be detected qualitatively. As a first approach for prospective surveys, a real-time polymerase chain reaction (PCR) procedure to identify C. hongkongensis has been developed. The presence of Catabacteriaceae in 29 water bodies subjected to possible human or animal impact has been investigated. Four of them were positive. The results confirm that highly polluted water can contain C. hongkongensis.  相似文献   

A framework for scientific knowledge generation     

Mariana?van der WaltEmail author  Gideon?de Wet 《知识管理研究与实践》2008,6(2):141-154

This paper investigates the notional development of various approaches claiming to add value in knowledge generation during the 20th century, with the aim to identify what it is that enhances productiveness in knowledge generation. Observing that knowledge generation is a complex phenomenon, an approach is used for the investigation that was developed specifically to study un-deterministic complex systems. A list of salient features for scientific knowledge generation is presented as a result. In addition to these features, various problem types are identified from literature. These two are then integrated to provide a proposed framework for scientific knowledge generation, which is trans-disciplinary and useful for scientific problem-solving in a pluralist reality. A case study illustrates the implementation of this framework.  相似文献   

Challenging and Appropriating Discourses of Power: Listening to and Learning from Early Career Early Childhood Teachers of Color     

Mariana Souto-Manning  Ranita Cheruvu 《Equity & Excellence in Education》2016,49(1):9-26

ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献