Corrosivity of environment and the current state of the steel elements at the former Auschwitz concentration camp     

Andrzej Miszczyk  Michal Szocinski  Kazimierz Darowicki 《文物保护研究》2017,62(8):456-464

The objective of this study was to assess corrosivity of the atmospheric environment in the former Auschwitz I and Auschwitz II-Birkenau concentration and extermination camp, and to identify the protective properties of existing corrosion products in order to estimate the actual corrosion rate of original steel elements located there. The current atmospheric corrosivity of the former Auschwitz camp, specified during one year of exposure of steel samples according to the EN ISO 12944-2 (1998) standard, was determined and it can be described as a boundary between the low C2 and medium C3. The steel corrosion rate in these conditions was in the range of 14–34?µm/year with the average rate of 27?µm/year. A layer of corrosion products formed on uncovered original reinforcement steel rods during ca. 70 years of atmospheric exposure was examined in terms of their protective properties with respect to steel. The microstructure, chemical composition, and elemental chemical state were analyzed by means of scanning electron microscopy equipped with energy-dispersive X-ray spectroscopy, X-ray photoelectron spectroscopy, and X-ray diffraction. Potentiodynamic polarization and electrochemical impedance spectroscopy methods were employed to investigate the corrosion resistance of the carbon steel covered with a layer of corrosion products. It has been estimated that this layer slows down the corrosion rate of steel by about five times. Hence, it can be concluded that the corrosion rate of the original steel parts under the layer of corrosion products should not exceed 7?µm/year.  相似文献   

The study of teachers' written feedback to students' writing: changes in theoretical considerations and the expansion of research contexts     

Michal Zellermayer 《Instructional Science》1989,18(2):145-165

This paper identifies four successive phases in the study of written feedback to students' compositions. The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks: the view of writing instruction as a series of teacher provided stimuli and students' responses to these stimuli; the view that the writing class is a rhetorical community, where teacher and students interact as readers and writers over texts; the view of learning to write as a phenomenon both natural and problematic, where school may interfere with students' natural development; the view that learning to write, like all other learning, depends on successful student-teacher interactions within student's zone of proximal development. While reviewing recent studies of written feedback, the paper shows how these changing views of writing instruction are accompanied by changing theoretical perspectives for the study of the provision and processing of written feedback as well as by a gradual expansion of research contexts for looking at this problem. Finally, in view of such a line of development, it suggests an agenda for future research.  相似文献   

The rate of acquisition of formal operational schemata in adolescence: A secondary analysis     

Shulamith G. Eckstein  Michal Shemesh 《科学教学研究杂志》1992,29(5):441-451

A theoretical model of cognitive development is applied to the study of the acquisition of formal operational schemata by adolescents. The model predicts that the proportion of adolescents who have not yet acquired the ability to perform a a specific Piagetian-like task is an exponentially decreasing function of age. The model has been used to analyze the data of two large-scale studies performed in the United States and in Israel. The functional dependence upon age was found to be the same in both countries for tasks which are used to assess the following formal operations: proportional reasoning, probabilistic reasoning, correlations, and combinatorial analysis. Different functional dependence was found for tasks assessing conservation, control of variables, and prepositional logic. These results give support to the “unity” hypothesis of cognitive development, that is, the hypothesis that the various schemata of formal thought appear simultaneously.  相似文献   

Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers     

Vered Vaknin-Nusbaum  Michal Raveh 《The Journal of educational research》2019,112(3):357-366

The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts.  相似文献   

Discourse-aware rumour stance classification in social media using sequential classifiers     

Arkaitz Zubiaga  Elena Kochkina  Maria Liakata  Rob Procter  Michal Lukasik  Kalina Bontcheva  Trevor Cohn  Isabelle Augenstein 《Information processing & management》2018,54(2):273-290

Rumour stance classification, defined as classifying the stance of specific social media posts into one of supporting, denying, querying or commenting on an earlier post, is becoming of increasing interest to researchers. While most previous work has focused on using individual tweets as classifier inputs, here we report on the performance of sequential classifiers that exploit the discourse features inherent in social media interactions or ‘conversational threads’. Testing the effectiveness of four sequential classifiers – Hawkes Processes, Linear-Chain Conditional Random Fields (Linear CRF), Tree-Structured Conditional Random Fields (Tree CRF) and Long Short Term Memory networks (LSTM) – on eight datasets associated with breaking news stories, and looking at different types of local and contextual features, our work sheds new light on the development of accurate stance classifiers. We show that sequential classifiers that exploit the use of discourse properties in social media conversations while using only local features, outperform non-sequential classifiers. Furthermore, we show that LSTM using a reduced set of features can outperform the other sequential classifiers; this performance is consistent across datasets and across types of stances. To conclude, our work also analyses the different features under study, identifying those that best help characterise and distinguish between stances, such as supporting tweets being more likely to be accompanied by evidence than denying tweets. We also set forth a number of directions for future research.  相似文献   

Reasoning about genetic mechanisms: Affordances and constraints for learning     

Michal Haskel-Ittah  Ravit Golan Duncan  Lucia Vázquez-Ben  Anat Yarden 《科学教学研究杂志》2020,57(3):342-367

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International education as a novel entity in a public education system: the establishment of a new public international school in Israel     

Yuval Dvir  Yifat Bronshtein  Nazeh Natur 《Compare》2018,48(6):935-953

Abstract

This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry of Education officials, a parents’ survey, and content analysis of related documents, the authors show how the school was established and approved despite the supposedly contradicting hegemonic discourse of the official Israeli policy. They conclude by suggesting some implications for scholars and policy-makers.  相似文献   

Multiple solution methods and multiple outcomes—is it a task for kindergarten children?     

Pessia Tsamir  Dina Tirosh  Michal Tabach  Esther Levenson 《Educational Studies in Mathematics》2010,73(3):217-231

Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing more than one method may be promoted in kindergarten.  相似文献   

Large-scale similarity data management with distributed Metric Index     

David Novak  Michal Batko  Pavel Zezula 《Information processing & management》2012

Metric space is a universal and versatile model of similarity that can be applied in various areas of non-text information retrieval. However, a general, efficient and scalable solution for metric data management is still a resisting research challenge. In this work, we try to make an important step towards such management system that would be able to scale to data collections of billions of objects. We propose a distributed index structure for similarity data management called the Metric Index (M-Index) which can answer queries in precise and approximate manner. This technique can take advantage of any distributed hash table that supports interval queries and utilize it as an underlying index. We have performed numerous experiments to test various settings of the M-Index structure and we have proved its usability by developing a full-featured publicly-available Web application.  相似文献   

Functions represented as linear sequential data: relationships between presentation and student responses     

Michal Ayalon  Anne Watson  Steve Lerman 《Educational Studies in Mathematics》2015,90(3):321-339

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