Medieval and renaissance glass technology in Valdelsa (Florence). Part 1: raw materials, sands and non-vitreous finds     

U. Casellato  F. Fenzi  P. Guerriero  S. Sitran  P. A. Vigato  U. Russo  M. Galgani  M. Mendera  A. Manasse 《Journal of Cultural Heritage》2003,4(4):337-353

A significant number of archaeological finds of the 13th–16th century from the Tuscan sites of Germagnana and Gambassi in Valdelsa—FI, was studied by different physico-chemical investigations (SEM–EDS, ICP, Mössbauer spectroscopy, XRD, XRF, TG-DTA) in order to contribute to clarify the production methodology and the pre-industrial glass manufacture technology. The studied samples are mainly non-vitreous finds as production waste, refractory materials, crucibles and raw materials; also vitreous finds as frits, skims, glasses (glass masses, glass working waste and finished products) have been taken into consideration. The obtained petrographic and physico-chemical data strongly suggest that both Gambassi and Germagnana glass manufactures were strictly connected with the sources of vitrifiable materials, situated in Tuscan sand quarries. In particular a comparison between sands from the neighbouring quarries and appropriate finds of the two archaeological sites evidences that the employed vitrifiable materials possibly belong to La Casina La Cava resort. The archaeological classification, based on macroscopic observation and stratigraphic position, was compared and verified with the scientific classification of the examined finds of Germagnana and Gambassi sites based on their composition, morphology and physico-chemical properties.  相似文献   

Response to Siegel     

J F Carlisle 《Journal of learning disabilities》1990,23(5):267-9, 319

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Professional ethics     

Andrew R. J. Yeaman 《TechTrends》2004,49(2):14-17

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Observations on siemens' unit     

F. Kohlrausch 《Journal of The Franklin Institute》1871,91(5):349-355

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Development of maximal oxygen uptake in young elite male cross-country skiers: a longitudinal study.     

F Ingjer 《Journal of sports sciences》1992,10(1):49-63

The aim of this study was to investigate the effects of extensive endurance training (15-25 h per week) on the development of maximal oxygen uptake (VO2 max) in boys from puberty. Maximal oxygen uptake was measured a number of times each year from the age of puberty and for the next 6-9 years in seven young male elite cross-country skiers. Mean VO2 max was measured as 76.3 and 80.1 ml kg-1 min-1 at the ages of 14 and 15 years respectively. Despite the fast rate of growth during puberty, maximal aerobic power showed seasonal variations from the age of 14, reaching a plateau at the age of 15, whereas VO2 max (ml kg-2/3 min-1) increased continuously. It is concluded that, during puberty, boys probably attain significant increases in VO2 max when appropriate amounts of endurance training are undertaken.  相似文献   

Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings     

Andrew J. Mashburn  Gary T. Henry 《Educational Measurement》2004,23(4):16-30

As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed.  相似文献   

Epistemological correctness in English 101     

Thomas F. Bertonneau 《Academic Questions》1997,10(1):66-78

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The value of structured abstracts in information retrieval from MEDLINE     

Andrew Booth  Alan O&#x;Rourke 《Health information and libraries journal》1997,14(3):157-166

Objective: To determine whether information retrieval might be enhanced by making each component of a structured abstract a separately searchable field. Design: Parallel searches on records arranged so that each abstract could either be searched in its entirety or as a collection of structured fields. Subjects: Records about cardiovascular disease downloaded from MEDLINE and tested against clinical questions derived from a concurrent survey of CD-ROM use in three health science libraries. Intervention: The investigators identified terms used to structure abstracts on MEDLINE and imported the abstracts into an Idealist database prior to searching using keywords from clinical questions. Measurements and main results: recall and precision rates are given for each question in the ‘structured’ and the ‘unstructured’ set of records. Conclusions: Use of structured, rather than unstructured, abstracts improves precision at the ex-pense of recall and places heavier demands upon the searcher’s skill in choosing the correct fields within the abstract to search. Further investigation requires more accurate simulation of MEDLINE software that utilizes features such as MeSH terms, explode, facilities and delimiters.  相似文献   

Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities     

Donald D. Deshler  Jean B. Schumaker  B. Keith Lenz  Janis A. Bulgren  Michael F. Hock  Jim Knight  Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.  相似文献   

Antecedent and consequent stimuli in teacher-child dyads     

M F Harrison  T L Layton  T D Taylor 《American annals of the deaf》1987,132(3):227-231

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