Measurement and analysis of soil nitrogen and organic matter content using near-infrared spectroscopy techniques   总被引：2，自引：0，他引：2  

He Y  Song HY  Pereira AG  Gómez AH 《Journal of Zhejiang University. Science. B》2005,6(11):1081-1086

Near infrared reflectance （N1R） spectroscopy is as a rapid, convenient and simple nondestructive technique useful for quantifying several soil properties. This method was used to estimate nitrogen （N） and organic matter （OM） content in a soil of Zhejiang Province, Hangzhou County. A total of 125 soil samples were taken from the field. Ninety-five samples spectra were used during the calibration and cross validation stage. Thirty samples spectra were used to predict N and OM concentration. NIR spectra of these samples were correlated using partial least square regression. The regression coefficients between measured and predicted values of N and OM was 0.92 and 0.93, and SEP （standard error of prediction） were 3.28 and 0.06, respectively, which showed that NIR method had potential to accurately predict these constituents in this soil. The results showed that NIR spectroscopy could be a good tool for precision farming application.  相似文献   

Visions of educational development in the post-socialist era     

Jiří Kotásek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):473-487

The paper attempts to characterize and explain the social, political and economic climate underlying educational dilemmas and visions in Czechoslovakia and other Central European countries after the collapse of communist regimes. The new democracies are becoming huge laboratories of social and educational reform — issues of great importance to comparative education. The most urgent dilemma is whether to restore the pre-war educational system, or to follow the mainstream of educational development. Educational policy is also seeking to find a specific solution to a second dilemma: statism versus liberalism in organization, funding, structure and curriculum. The hindering factor is underestimation of the significance of educational policy in the global reform process. Finally, the author quotes Havel's vision of a new politics of education based on consciousness and self-recognition of mankind.

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Zusammenfassung Dieser Artikel versucht, das soziale, politische und wirtschaftliche Klima zu charakterisieren und zu erklären, das den Schwierigkeiten und Vorstellungen im Bildungswesen der Tschechoslowakei und anderer zentraleuropäischer Länder nach dem Zusammenbruch der kommunistischen Regierungsformen zu Grunde liegt. Die neuen Demokratien entwickeln sich zu riesigen Laboratorien sozialer und erzieherischer Reform — Themen von großer Bedeutung für die vergleichende Erziehung. Das dringendste Problem ist die Frage, ob man das vor dem Krieg bestehende Bildungssystem wieder einführen oder der Hauptrichtung der bildungspolitischen Entwicklung folgen soll. Die Bildungspolitik sucht außerdem nach einer spezifischen Lösung für ein zweites Problem: Planwirtschaft kontra Liberalismus in Organisation, Finanzierung, Struktur und Curriculum. Störfaktor ist die Unterschätzung der Bedeutung einer Bildungspolitik im globalen Reformprozeß. Abschließend zitiert der Autor Havels Vision einer neuen Bildungspolitik, die auf Bewußtsein und Selbsterkennung der Menschheit basiert.

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Résumé Cet article tente de caractériser et d'expliquer le climat social, politique et économique sous-jacent aux problèmes et aux visons de l'éducation en Tchécoslovaquie et dans d'autres pays d'Europe centrale après la chute des régimes communistes. Les nouvelles démocraties se transforment en d'énormes laboratoires de réforme sociale et éducative, questions qui sont toutes d'une grande importance pour l'éducation comparée. Le problème le plus urgent est de savoir si l'on doit restaurer le système éducatif d'avant la guerre ou si l'on doit suivre le courant majeur du développement de l'éducation. La politique éducative cherche aussi à apporter une solution spécifique à un deuxième problème, à savoir étatisme ou libéralisme dans l'organisation, le financement, la structure et les programmes d'étude. Le facteur qui fait obstacle est la sous-estimation de l'importance de la politique éducative dans le processus de réforme globale. Enfin, l'auteur cite la vision de Havel d'une nouvelle politique d'éducation fondée sur la conscience et la reconnaissance naturelle de l'humanité.

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Pedro Gutiérrez Bueno’s Textbooks: Audiences, Teaching Practices and Chemical Revolution     

José Ramón Bertomeu Sánchez  Antonio García Belmar 《Science & Education》2006,15(7-8):693-712

Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which scientific change is assimilated by their writers. This research was partially supported by the program BHA2002-04611-CO3-02  相似文献   

Sex differences in self‐estimation of multiple intelligences among Portuguese adolescents     

Félix Neto  Fátima Ruiz  Adrian Furnham 《High Ability Studies》2008,19(2):189-204

This study investigated the relationship among sex, attitude toward intelligence, and self‐estimation of multiple intelligences for self and parents among Portuguese adolescents in secondary schools. Two hundred and forty‐two adolescents estimated their own and their parents' IQ scores on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual, and naturalistic. They also answered six simple questions concerning intelligence and intelligence tests. There were various sex differences in self‐estimated IQ: males rated themselves higher on overall, mathematical, spatial, intrapersonal, spiritual, and naturalistic IQ compared with females. Multiple regressions indicated that verbal, logical, and intrapersonal intelligence were significant predictors for self and parents overall IQ estimations. Factor analysis of the 10, the 8, and the 7 self‐estimates scores did not confirm Gardner's classification of multiple intelligences. Males were more likely to believe in sex differences in intelligence than females. Results are discussed in terms of the growing literature in the self‐estimates of intelligence, as well as limitations of that approach.  相似文献   

The roles of punctuation marks while learning about written numbers     

Bárbara M. Brizuela  Gabrielle A. Cayton 《Educational Studies in Mathematics》2008,68(3):209-225

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Early Full-Time Day Care,Mother–Child Attachment,and Quality of the Home Environment in Chile: Preliminary Findings     

Rodrigo A. Cárcamo  Harriet J. Vermeer  René van der Veer  Marinus H. van IJzendoorn 《Early education and development》2016,27(4):457-477

Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother–child relationship were measured. Day care was not negatively associated with the mother–child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment.  相似文献   

Bilingual education: the best solution for Hungarians in Ukraine?     

Ilona Huszti  István Csernicskó  Erzsébet Bárány 《Compare》2019,49(6):1002-1009

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Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)     

Javier Fernández-Ruiz  Ernesto Panadero 《Infancia y Aprendizaje》2020,43(2):309-346

ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.  相似文献   

Nobel prize 2010     

István Hargittai 《Resonance》2010,15(11):1054-1054

Information and Announcements

Nobel prize 2010  相似文献   

Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems     

Andrés Sandoval-Hernández  Piotr Białowolski 《Asia Pacific Education Review》2016,17(3):511-520

It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main criticisms of this body of research is in the set of variables that explain academic success for low-SES students and which is not very different from the variables that would explain academic success for all students. The objectives of this article are dual: firstly, to identify factors and conditions associated with academic success, regardless of student SES, and secondly, to identify factors and conditions associated with academic resilience, that is, exclusively for low-SES students. To this end, we used data from Singapore, South Korea, Hong Kong, Chinese Taipei, and Japan in the Trends in International Mathematics and Science Study (TIMSS) 2011. The study sample covered 23,354 students in 720 schools in the five countries. The strategy for analysis was driven by fit of logistic regression models, first predicting the probability of academic success and then subsequent identification of variables significant as predictors for success within the pool of low-SES students. Results indicated that variables, such as positive student attitude to mathematics, teacher confidence in student performance and the test language being spoken at home, were associated with greater chances of academic success. High academic expectations and time spent on mathematics at home demonstrated a differential effect between disadvantaged and non-disadvantaged students in Singapore. In Korea, being male (gender) and in Taipei, low levels of bullying at school, increased the likelihood of resilience. Results suggested that interventions impacting behavior reflected in differentially associated variables could help disadvantaged students to become academically resilient.  相似文献