Metadata Collaboration between the Swiss National Library and Research Institutions in the Field of Swiss Historiography     

Karin von Wartburg  Christiane Sibille  Christian Aliverti 《Cataloging & classification quarterly》2019,57(1):24-36

Abstract

This article presents examples of metadata collaborations between the Swiss National Library (NL) and research institutions in the field of Swiss historiography. The NL publishes the Bibliography on Swiss History (BSH). In order to meet the demands of its research community, the NL has improved the accessibility and interoperability of the BSH database. Moreover, the BSH takes part in metadata projects such as Metagrid, a web service linking different historical databases. Other metadata collaborations with partners in the historical field such as the Law Sources Foundation (LSF) will position the BSH as an indispensable literature hub for publications on Swiss history.  相似文献   

A note on glass and silica in oil paintings from the 15th to the 17th century     

Karin Lutzenberger  Heike Stege  Cornelia Tilenschi   《Journal of Cultural Heritage》2010,11(4):89-372

This articles reports new discoveries relating to ground glass and silica in European easel paintings from the 15th to the 17th centuries that were created by various German, Italian and Netherlandish artists. The earliest known additions of these extenders date to the early 1430s. Glass powder of varying fineness, prepared from vessel or window cullet, is often found in red lake glazes as well as in other colours or preparatory layers of paintings. SEM/EDX analyses of the glass particles reveal a variety of chemical compositions (soda ash, wood ash, wood ash-lime, wood ash-lead, mixed alkali), which are discussed with respect to the provenance of the paintings. Historical sources on painting techniques mention glass additions most frequently to accelerate drying of oil paints, but also occasionally to facilitate grinding of pigments. Another possible function of powdered glass and silica, especially in oil-bound red lake glazes, is that of a transparent filler, as will be here discussed based on paint trials.  相似文献   

Emotions and values – a case study of meaning-making in ESE     

Annika Manni  Karin Sporre  Christina Ottander 《Environmental Education Research》2017,23(4):451-464

With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey’s theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum’s theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students’ group work. The results provide examples of students’ meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.  相似文献   

Responding to university policies and initiatives: the role of reflexivity in the mid-career academic   总被引：1，自引：0，他引：1  

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Journal of Higher Education Policy & Management》2017,39(4):378-389

How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ.  相似文献   

Paths to reading comprehension in at-risk second-grade readers     

Berninger VW  Abbott RD  Vermeulen K  Fulton CM 《Journal of learning disabilities》2006,39(4):334-351

Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed.  相似文献   

How cognitive,metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood     

Karin Bakracevic Vukman  Marta Licardo 《Educational studies》2010,36(3):259-268

This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group.  相似文献   

Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy,learning goal orientation,and transformational leadership     

Piety Runhaar  Karin Sanders  Huadong Yang 《Teaching and Teacher Education》2010

The goal of the study was to investigate how teachers' reflection and feedback asking – two crucial components of professional development – can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. A survey study with data from 456 teachers from a Dutch College for Vocational Education and Training shows that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback. Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation.  相似文献   

The Issue at a Glance     

Karin L. Agness 《Academic Questions》2010,23(2):149-151

THE ISSUE AT A GLANCE

The Issue at a Glance  相似文献   

Influence of stick stiffness and puck weight on puck velocity during slap shots in women’s ice hockey     

Kajsa Gilenstam  Karin Henriksson-Larsén  Kim Thorsen 《Sports Engineering》2009,11(3):103-107

Previous studies have found that reduced stick stiffness increases puck velocity in young male ice hockey players. This study investigates the hypothesis that female players are disadvantaged by using equipment that is designed for taller and stronger players. The purpose of this study was to investigate if stick flexibility and puck weight affect puck velocity in standing slap shots performed by female ice hockey players. There was a significant increase in puck velocity (4.1%, p = 0.037) when stick stiffness and puck weight were reduced. ANOVA revealed that there was a significant correlation between stick, puck and the participant herself (R ² = 0.987). Spearman’s correlation analysis revealed that participants with higher puck velocities benefitted the most when the stick flexibility and puck weight were reduced (r = 0.648, p = 0.043). It was concluded that decreased stick stiffness and puck weight increased puck velocity in standing slap shots for female ice hockey players.  相似文献   

Taking an internet field trip     

Joseph Furner  Marie F. Doan Holbein  Karin Jackson Scullion 《TechTrends》2000,44(6):18-22

Teachers in today’s mathematics classrooms are confronted with the challenge of meeting the needs of students with diverse needs and backgrounds. The NCTM standards and the literature on diverse learners suggest that all students may benefit from strategies that promote cultural and historical connections and the use of technologies, such as Internet Field Trips, and manipulatives that focus on the active engagement of students through exploration and communications. In a passionate plea for bridging the culture gap in our classrooms, Moore (1994) proposes that, Mathematics is definitely not culture-free … no mathematics teacher could even contemplate seriously taking only the values of his culture and a textbook which is a product of his culture and imposing both himself and the textbook upon individuals possessed by a culture that diverges from his in any significant area. (p. 13)  相似文献