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   

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   

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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Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives     

Nataša Pantić  Mary Taiwo  Amanda Martindale 《Teachers and Teaching》2013,19(2):220-239

ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.  相似文献   

¿Cómo desarrollar secuencialmente el conocimiento fonológico?     

Ana Belén Domínguez  María Clemente 《Cultura y Educación》2013,25(19-20):171-181

A partir de una revisión de los procesos que requiere la “conciencia fonológica”, necesaria para la lectura, se proponen aquí una serie de actividades para desarrollarla.  相似文献   

Online educational videos according to specific didactics: the case of mathematics / Los Vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas     

Pablo Beltrán-Pellicer  Belén Giacomone  María Burgos 《Cultura y Educación》2013,25(4):633-662

Abstract

The vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of educational videos on mathematics, focusing on the specific content of directly proportional distributions. A qualitative study is used, based on the application of theoretical and methodological tools from the onto-semiotic approach to knowledge and mathematics instruction, principally the notion of epistemic suitability and the identification of algebraic levels. The sample consists of the 31 most popular videos in Spanish on YouTube? on directly proportional distributions. Analysis reveals interesting results on these kinds of resources. In general, it is observed that they are weak in epistemic suitability, which does not seem to affect their level of popularity. Moreover, the existence of videos with inaccurate arguments or incorrect procedures, together with the diversity of algebraic levels used, indicates that teachers should be careful when selecting them and only recommend those that better suit their students’ needs.  相似文献