“Fácilis descensus Averni” Mind,Brain, Education,and Ethics: Highway to Hell,Stairway to Heaven,or Passing Dead End?*     

Bruno della Chiesa 《Mind, Brain, and Education》2010,4(2):45-48

Are human beings born unequal when it comes to ethics? Or are ethical standards acquired? Or both nature and nurture? Neuroscience is on its way to discovering biological underpinnings of ethics in our brains. Whatever the upcoming findings on this front will be, our philosophical, political, and educational views, and even the way we look at ourselves as a species, could soon be radically challenged, if not altered. AENEIS, the special section of this journal dedicated to Educational Neuroscience and Ethics, seeks to shed light on the crucial and sometimes frightening questions and answers we are to be confronted with. Starting with Charles Lang (“Science, Education, and the Ideology of ‘How”’) and Zachary Stein (“On the Difference Between Designing Children and Raising Them: Ethics and the Use of Educationally Oriented Biotechnology”), we are embarking on a fascinating but dangerous learning journey. To navigate between Scylla and Charybdis, extreme caution is highly recommended.  相似文献   

The h-bubble     

Ronald Rousseau  Carlos García-Zorita  Elias Sanz-Casado 《Journal of Informetrics》2013,7(2):294-300

Hypes occur in every domain of human behavior, including scientific research. We show in this contribution that journals and authors who studied the h-index benefited in terms of short-term citations. As, moreover, the introduction of the h-index is more a ‘clever find’ than a first rate intellectual achievement, its rise can be compared to a stock market bubble.  相似文献   

Methodological bases for documenting and reusing vernacular farm architecture     

José María Fuentes 《Journal of Cultural Heritage》2010,11(2):119-129

For the last decades, many traditional farm buildings have lost their original function because of the great changes in the European agricultural sector. The respectful conversion of these derelict constructions to adopt new economic or social uses constitutes an interesting practise to protect the rural landscapes and to set in motion complementary gainful activities to the agricultural production. The starting of a regional or local scheme to protect the built heritage in a particular rural area requires an appropriate knowledge of construction techniques and typological characteristics of the traditional architecture. According to the practical experience of the author in Central Spain, this paper deals with the proposal of methodological bases for data collection and subsequent analysis of the vernacular constructions in a particular rural area. The systematic assessment of the suitability for reuse of old agricultural buildings by multicriteria decision-making techniques to ensure the preservation of the most valuable examples is also discussed.  相似文献   

The Role of Context for Characterising Students’ Strategies when Estimating Large Numbers of Elements on a Surface     

Albarracín  Lluís  Ferrando  Irene  Gorgorió  Núria 《International Journal of Science and Mathematics Education》2021,19(6):1209-1227

International Journal of Science and Mathematics Education - This paper presents a qualitative study developed with a group of 16-year-old students who were asked to estimate large numbers of...  相似文献   

Plagueonomics and the rise of economancers     

Bíró  Gábor István 《Metascience》2020,29(1):159-162

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Metrological definition and evaluation of some mechanical properties of post-medieval Neapolitan yellow tuff masonry     

Bruno Calderoni  Giuseppe Cecere  Emilia Angela Cordasco  Luigi Guerriero  Pietro Lenza  Gaetano Manfredi 《Journal of Cultural Heritage》2010,11(2):163-171

The knowledge of the morphological and mechanical properties of masonry walls is very important for the refurbishment of ancient buildings, particularly when the requirements of both structural safety and historical preservation must be fulfilled. The masonry is not of homogenous material: its mechanical properties depend on stones, mortar, and texture which are very variable due to their dependence on the historical periods and the geographical area of the erection. For this reason, a deep knowledge of masonries built in different sites and historical periods is essential in order to evaluate both the capacities of bearing vertical load and the seismic vulnerability of the masonry structure. Three fundamental typologies of tuff masonry have been defined: they are the characteristics of different historical periods from the XVI to the XX century. The models are in full-scale in order to reproduce the three defined chronotypes. Original tuff stones quarried in the corresponding historical period, mortars similar to the original ones, reproduced according to ancient documents and original constructive techniques have been used for the construction of the specimens. Compression tests performed in displacement control have been carried out on the masonry models in order to determine the maximum resistance of the material and the corresponding strain, the ultimate strain and corresponding residual strength. In this paper, the procedure used for making the specimens and for experimentally evaluating the mechanical properties of post-medieval Neapolitan yellow tuff masonry are illustrated and the obtained results, even in terms of plastic capacity of these kinds of masonry, are reported.  相似文献   

Causal Learning Across Culture and Socioeconomic Status     

Adrienne O. Wente  Katherine Kimura  Caren M. Walker  Nirajana Banerjee  María Fernández Flecha  Bridget MacDonald  Christopher Lucas  Alison Gopnik 《Child development》2019,90(3):859-875

Extensive research has explored the ability of young children to learn about the causal structure of the world from patterns of evidence. These studies, however, have been conducted with middle-class samples from North America and Europe. In the present study, low-income Peruvian 4- and 5-year-olds and adults, low-income U.S. 4- and 5-year-olds in Head Start programs, and middle-class children from the United States participated in a causal learning task (N = 435). Consistent with previous studies, children learned both specific causal relations and more abstract causal principles across culture and socioeconomic status (SES). The Peruvian children and adults generally performed like middle-class U.S. children and adults, but the low-SES U.S. children showed some differences.  相似文献   

Multilateral agencies and higher education reform in Latin America     

Roberto Rodríguez-Gómez  Armando Alcántara 《教育政策杂志》2013,28(6):507-525

During the last decade, the debate over higher education took up a significant space on the agendas of various international agencies, including multilateral development banks and other intergovernmental agencies. This fact points to the importance of the subject within a broader discussion that refers to national development projects and their articulation within the new international economic and political order. In this context, the purpose of this article is to discern the principal lines of argument at work and their implications for the transformation of higher education in Latin America. To this end, we have chosen four cases that we consider relevant for the region: The United Nations Education, Science and Cultural Organization (UNESCO), the World Bank, the Economic Commission for Latin America and the Caribbean (ECLA) and the Interamerican Development Bank (IADB). In the first part of the text we characterize the particularities of each of these organizations, highlighting their relation with the processes of educational change. In the second, we approach the subject of the recommendations made by the multilateral agencies on change in the higher education systems in the world and, particularly, in the Latin American region.  相似文献   

Organizing links with science: Cooperate or contract?: A project-level analysis     

Bruno Cassiman  Maria Chiara Di Guardo  Giovanni Valentini 《Research Policy》2010,39(7):882-892

Links with science have been argued to improve the (innovation) performance of firms. Yet we still know comparatively little about the project-level characteristics affecting the organization of such links. Our study, based on a sample of 52 projects carried out by a multinational company in the semiconductor industry, reveals that the knowledge attributes of a project help in predicting how the R&D activities will be organized. In particular, basic projects are likely to be developed through formal cooperative agreements with universities. Such projects also tend to be strategically less important. For strategically more important projects, in contrast, and for those where the knowledge to be developed is particularly novel to the firm, the firm is more likely to resort to formal contracting with a university for a specific component of the R&D project, usually early on in the project.  相似文献   

The pathways to higher education: lexical availability in adult candidate students and in young first-year students     

Luís Filipe Barbeiro  Cláudia João  Susana Santos 《International Journal of Lifelong Education》2013,32(3):309-329

In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned.  相似文献