Raman mapping analysis of pigments from Proas Iluminadas by Quinquela Martín     

Emilia B. Halac  María Reinoso  Marcelo Luda  Fernando Marte 《Journal of Cultural Heritage》2012,13(4):469-473

The painting Proas Iluminadas (Illuminated Bows) by Benito Quinquela Martín is studied by Raman spectroscopy in order to analyse the technique and the pigments employed by the artist: ultramarine blue, carbon black, cadmium-sulphure based compounds for the hue of yellow, orange and red; also zinc white, barium yellow, massicot yellow and viridian were observed. The importance of using different excitation laser lines in the analysis of mixtures of pigments is highlighted. The Raman mapping analysis of cross section samples shows the way the artist composed the ground layer: a lead white stratum over a calcite one. It also allows distinguishing between a mixture of components and strata superposition, both presenting the same appearance under an optical microscope. This paper provides information about the materials and techniques used in a period of Argentine art not studied before from this point of view.  相似文献   

Web technologies applied to virtual heritage: An example of an Iberian Art Museum     

María Dolores Robles-Ortega  Francisco R. Feito  Juan J. Jiménez  Rafael J. Segura 《Journal of Cultural Heritage》2012,13(3):326-331

Nowadays, some virtual museums include 3D room scenes to show the models of its pieces, just like in real museums. Nevertheless, the generation and maintenance of this kind of scenes is generally difficult and should be done by an expert. For example, any change such as including a new piece or modifying the position of an existing fragment usually requires a different design and the creation of a new scene. In this paper we present a case study on the development of a web-based application to automatize this process. To this end, a database to store both graphic and non-graphic information about the pieces, and some 3D rooms to show them has been created. The designed scenes only contain some pieces of furniture to exhibit the fragments, which will be subsequently included. Thus, when a room is loaded in the web page, its associated pieces are obtained through a query in the database and its models are dynamically included in the original scene. Therefore, the position changes or the inclusion of new pieces are not performed in the 3D model, but in the database. Our application makes the transmission of the knowledge to the general public easier because any new discovered piece can be included in a existing museum effortlessly.  相似文献   

The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education   总被引：1，自引：1，他引：0  

Patricia Alejandra Behar  Sílvia Meirelles Leite 《Journal of Science Education and Technology》2006,15(2):159-167

This article describes ROODA (), a virtual learning environment and one of the official Long Distance Education platforms that has been in use since 2005 at the Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil. It is free software that integrates syncronous and assyncronous interaction/communication tools and publications. In this study, details about institutional demands in relation to long distance education are discussed and ROODA is described with the components that were part of its development such as: modelling and programming, graphic interface and documents for users. Moreover, 19 functions were conceived. Finally, project investigation paths are presented where the platform described is inserted.

Patricia Alejandra BeharEmail:

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Fingerspelling and sign language as alternative codes for reading and writing words for Chilean deaf signers     

Puente A  Alvarado JM  Herrera V 《American annals of the deaf》2006,151(3):299-310

The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition.  相似文献   

A Bourdieusian approach to academic reading: reflections on a South African teaching experience     

Lloyd Hill  Analía Inés Meo 《Teaching in Higher Education》2013,18(8):845-856

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.  相似文献   

The chameleon on a tartan rug: adaptations of three academic developers’ professional identities     

Barbara Kensington-Miller  Joanna Renc-Roe  Susan Morón-García 《International Journal for Academic Development》2013,18(3):279-290

This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals).  相似文献   

Evaluating implementation of the International Classification of Functioning,Disability and Health in Portugal's special education law     

Manuela Sanches-Ferreira  Rune J. Simeonsson  Mónica Silveira-Maia  Sílvia Alves 《International Journal of Inclusive Education》2013,17(5):457-468

This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.  相似文献   

Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development     

Belinda Bustos Flores  Arcelia Hernández  Claudia Treviño García  Lorena Claeys 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):365-389

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Video in Development. Filming for Rural Change     

María Cristina Plencovich 《The Journal of Agricultural Education and Extension》2013,19(4):425-427

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The Impact of Genetically Engineered Crops on Farm Sustainability in the United States     

María Cristina Plencovich 《The Journal of Agricultural Education and Extension》2013,19(5):543-546

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