Islamic glasses from Al-Andalus. Characterisation of materials from a Murcian workshop (12th century AD, Spain)     

Noemí Carmona  María Angeles Villegas  Pedro Jimnez  Julio Navarro  Manuel García-Heras 《Journal of Cultural Heritage》2009,10(3):439-445

Rescue archaeological excavations at an urban glass workshop of the 12th century AD in the city of Murcia (Spain) have provided one of the few evidences of glass production in the ancient Islamic territory of Al-Andalus. This paper reports the results derived from a chemical–physical characterisation study carried out on a representative sample set of glass fragments and industrial debris from that workshop. The main objectives of the research were to contribute to the knowledge of the type of glasses produced and provide some insights into the technology developed to obtain different colours in glasses. The resulting data indicated that both high-magnesia plant ash (HMG) soda-lime-silicate and soda-lime lead-silicate glasses were produced. They also indicated a deep knowledge of glass colouring techniques, which suggests that a careful control over the glass melting processes was achieved. Among others, the occurrence of bulk-coloured silver yellow and copper ruby red transparent glasses prove the skills reached by Murcian glassmakers. These results shed new light on the Islamic glass technology of a geographical area in which, up to now, little compositional and technological data from glass workshops were available.  相似文献   

The Value of a Multicultural and Critical Pedagogy: Learning Democracy Through Diversity and Dissent     

Julio Cammarota 《Multicultural Perspectives》2013,15(2):62-69

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Effects of multiple context and cumulative stress on urban children's adjustment in elementary school     

Morales JR  Guerra NG 《Child development》2006,77(4):907-923

Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment (achievement, depression, and aggression) were examined. All 3 stressor contexts were related contemporaneously and longitudinally to negative outcomes across adjustment measures, with differential paths in each predictive model. Cumulative stress was linearly related to increases in adjustment problems but multiple context stress was not related to problematic adjustment beyond effects of cumulative stress alone. The important influence of life events stress on children's adjustment in disadvantaged communities is discussed.  相似文献   

A simple classroom teaching technique to help students understand Michaelis-Menten kinetics     

Runge SW  Hill BJ  Moran WM  Turrens JF 《CBE life sciences education》2006,5(4):348-352

A new, simple classroom technique helps cell biology students understand principles of Michaelis-Menten enzyme kinetics. A student mimics the enzyme and the student's hand represents the enzyme's active site. The catalytic event is the transfer of marbles (substrate molecules) by hand from one plastic container to another. As predicted, increases in marble concentration increase the number of marbles transferred per unit time (initial rate, V(0)) until the turnover number becomes rate limiting and V(0) approaches the maximum velocity (V(max)), as described by the Michaelis-Menten equation. With this demonstration, students visualize an important concept: the turnover number is constant and independent of marble concentration. A student assessment of this exercise showed that it helped students visualize the turnover number and V(max) but not K(m), the marble concentration at which V(0) is one-half V(max). To address the concept of K(m), we use supplemental laboratory and lecture exercises. This exercise with plastic containers and marbles is equally suited to demonstrate the kinetics of carrier-mediated membrane transport. We conclude that this exercise helps students visualize the turnover number and V(max) and gives students important insights into the kinetic parameters used to characterize the catalytic activity of enzymes and membrane transporters.  相似文献   

Psycho-neural Identity as the Basis for Empirical Research and Theorization in Psychology: An Interview with Mario A. Bunge     

Javier Virues-Ortega  Camilo Hurtado-Parrado  Toby L. Martin  Flávia Julio 《Science & Education》2012,21(10):1527-1534

Mario Bunge is one of the most prolific philosophers of our time. Over the past sixty years he has written extensively about semantics, ontology, epistemology, philosophy of science and ethics. Bunge has been interested in the philosophical and methodological implications of modern psychology and more specifically in the philosophies of the relation between the neural and psychological realms. According to Bunge, functionalism, the philosophical stand of current psychology, has limited explanatory power in that neural processes are not explicitly acknowledged as components or factors of psychological phenomena. In Matter and Mind (2010), Bunge has elaborated in great detail the philosophies of the mind-brain dilemma and the basis of the psychoneural identity hypothesis, which suggests that all psychological processes can be analysed in terms of neural and physical phenomena. This article is the result of a long interview with Dr. Bunge on psychoneural identity and brain-behaviour relations.  相似文献   

A comparison of extrinsic clustering evaluation metrics based on formal constraints     

Enrique Amigό  Julio Gonzalo  Javier Artiles  Felisa Verdejo 《Information Retrieval》2009,12(5):613-613

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Identification and description of controlled clinical trials in Spanish language dental journals          下载免费PDF全文

Julio Villanueva  Isabel Delgado  Julio R. Saldarriaga  Maria Garcia Gargallo  Yanina Amaro  Sebastián Zapata  Lorena Núñez  Gabriel Zamorano  Hector Pardo‐Hernandez  Xavier Bonfill  Conchita Martin 《Health information and libraries journal》2018,35(3):192-201

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A Working Model for Complying with Accessibility Guidelines for Online Learning     

Lauren Cifuentes  Alexandra Janney  Lauran Guerra  Jennifer Weir 《TechTrends》2016,60(6):557-564

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Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research     

Genaro Zavala  Hugo Alarcón  Julio Benegas 《Journal of Science Teacher Education》2007,18(4):559-572

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.  相似文献   

W5″ Test: A simple method for measuring mean power output in the bench press exercise     

Julio Tous-Fajardo  Gerard Moras  Sergio Rodríguez-Jiménez  Albert Busquets  Iñigo Mujika 《European Journal of Sport Science》2016,16(8):940-947

The aims of the present study were to assess the validity and reliability of a novel simple test [Five Seconds Power Test (W5″ Test)] for estimating the mean power output during the bench press exercise at different loads, and its sensitivity to detect training-induced changes. Thirty trained young men completed as many repetitions as possible in a time of ≈5?s at 25%, 45%, 65% and 85% of one-repetition maximum (1RM) in two test sessions separated by four days. The number of repetitions, linear displacement of the bar and time needed to complete the test were recorded by two independent testers, and a linear encoder was used as the criterion measure. For each load, the mean power output was calculated in the W5″ Test as mechanical work per time unit and compared with that obtained from the linear encoder. Subsequently, 20 additional subjects (10 training group vs. 10 control group) were assessed before and after completing a seven-week training programme designed to improve maximal power. Results showed that both assessment methods correlated highly in estimating mean power output at different loads (r range: 0.86–0.94; p?R²: 0.78). Good to excellent intra-tester (intraclass correlation coefficient (ICC) range: 0.81–0.97) and excellent inter-tester (ICC range: 0.96–0.99; coefficient of variation range: 2.4–4.1%) reliability was found for all loads. The W5″ Test was shown to be a valid, reliable and sensitive method for measuring mean power output during the bench press exercise in subjects who have previous resistance training experience.  相似文献