Analysis and conservation of modern modeling materials found in Auguste Rodin's sculptures     

Juliette Langlois  Guylaine Mary  Hélène Bluzat  Agnès Cascio  Nathalie Balcar  Yannick Vandenberghe 《文物保护研究》2017,62(5):247-265

Prior to the exhibition Portrait-making, Rodin and his models (2009), the Rodin museum wanted to restore two busts of Hanako and Clemenceau. Interestingly, these two sculptures contain pieces of modern modeling materials (MMMs) invented at the end of the nineteenth century as an alternative to clay or waxes. The poor state of conservation of the two portraits made any handling and exhibition impossible. Accordingly, the purpose of this article is twofold: to contribute to technical art history and conservation. Elemental and chemical analyses were done on samples from 12 sculptures (SEM–EDX, FTIR, GC–MS, GC–FID, XRD, synchrotron-based µXRF, µXANES, and µFTIR) aimed at identifying the composition of MMMs used by Rodin on plaster sculptures and establishing hypotheses about the origins of their degradation. This thorough study of their composition and degradation was necessary to implement an appropriate restoration plan. The development of conservation protocols adapted to such materials is rarely documented. Different tests were performed on mock-ups (pH, solubility, adhesion, consolidation, and cleaning). In particular, a protocol based on laser cleaning was developed and successfully applied to remove superficial dust and crusts so that the sculptures regained their original aspect.  相似文献   

Introducing Children to Anatomy: “Getting to Know Our Bodies: The First Step Toward Becoming a Scientist”     

Gursel Ortug  Ahmet Midi  Deniz Sude Elbizim  Hasan Karaot  Elif Yılık  Işılsu Ezgi Uluışık 《Anatomical sciences education》2021,14(2):232-240

Museums are used in every discipline to collect, classify, and present information for scientific purposes. They also serve as an effective educational medium. Since the establishment of a boutique anatomy museum at Bahçeşehir University, lectures, conferences, and seminars have been organized there over the past four years on the history of human anatomy and the human body. In order to raise awareness about the need to make anatomy accessible to kindergarteners and school-aged children, rather than exclusively to undergraduate students, activities that are suited to a wide range of ages have been developed at the museum and at the anatomy laboratory. Four different sessions were conducted, including activities such as lectures using plastic models as props, shaping organs out of playdough, anatomy puzzles, watching cartoons, and examining specimens through a microscope. Healthy and pathologic anatomies were chosen to match daily themes. Among the kindergarteners and elementary school children, no grading was done, nor was any questionnaire administered; however, a survey was administered in the 10–12 age group (N = 64). According to the students' written feedback, 93.75% said they “are happy with microscope activities” while 84.37% said they “had so much fun” participating in the playdough activities. However, 18.75% criticized the activities, saying they “could have been longer.” In conclusion, it is believed that these “getting to know our bodies” activities that were hosted in the anatomy museum, including conferences, workshops, material preparation, and instructional movies, may play an important role in the development of a healthy society.  相似文献   

Better safe than sorry? Risk and educational research     

Per Lindqvist  Ulla Karin Nordänger 《Educational studies》2007,33(1):15-27

This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking.  相似文献   

GENERAL EDUCATION,VOCATIONAL TRAINING,AND FURTHER EDUCATION     

Kjell Härnqvist 《Higher Education in Europe》1988,13(1-2):32-42

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Language problems in children with learning disabilities: do they interfere with maternal communication?     

Poikkeus AM  Ahonen T  Närhi V  Lyytinen P  Rasku-Puttonen H 《Journal of learning disabilities》1999,32(1):22-35

In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups.  相似文献   

From e‐learning space to e‐learning place     

Ari Wahlstedt  Samuli Pekkola  Marketta Niemelä 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1020-1030

In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place.  相似文献   

Visuospatial working memory in adolescents with poor performance in mathematics: variation depending on reading skills   总被引：2，自引：1，他引：1  

Minna Kyttälä 《教育心理学》2008,28(3):273-289

The first purpose of this study was to investigate whether the visuospatial working memory (VSWM) skills of 15–16‐year‐old pupils with difficulties in mathematics differ from those of their normally achieving peers. The goal was to broaden the view of the complex system of VSWM. A set of passive and active VSWM tasks was used. The study’s second purpose was to investigate whether pupils with mathematical difficulties differed in their VSWM skills based on whether they had signs of reading deficits or not. Results indicate that the pupils with poor performance in maths showed poorer performance on certain VSWM tasks. The group with deficits only in maths had less capacity for storing passive visual simultaneous information, while the group with difficulties both in maths and reading had deficits in both storing (passive visual and visuospatial information) and processing, and had less ability to control irrelevant visuospatial information compared to their peers of the same age. The results indicate a general VSWM deficit in pupils with both mathematics and reading problems and a specific VSWM deficit in pupils with only mathematics problems.  相似文献   

Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools          下载免费PDF全文

Vesa Närhi  Tiina Kiiski  Hannu Savolainen 《British Educational Research Journal》2017,43(6):1186-1205

Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools.  相似文献   

Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations     

Santeri Yrttiaho  Belinda Bruwer  Heather J. Zar  Kirsten A Donald  Susan Malcolm-Smith  Lee Ginton  Nadia Hoffman  Eileen Vuong  Dana Niehaus  Jukka M. Leppänen  Dan J. Stein 《Child development》2021,92(3):e236-e251

Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.  相似文献   

Behavioral Regulatory Problems Are Associated With a Lower Attentional Bias to Fearful Faces During Infancy     

Eeva Eskola  Eeva-Leena Kataja  Jukka Hyönä  Tuomo Häikiö  Juho Pelto  Hasse Karlsson  Linnea Karlsson  Riikka Korja 《Child development》2021,92(4):1539-1553

To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tracking using a face-distractor paradigm. The early RPs were related to a lower attention bias to fearful faces compared to happy and neutral faces after controlling for temperamental negative affectivity. This suggests that early RPs are related to the processing of emotional information later during infancy.  相似文献