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This paper deals with the conservation of Roy Lichtenstein's outdoor sculpture House I, conducted at Leeum, Samsung Museum of Art, Seoul, Korea. Having suffered from direct sunlight for more than a decade, the work presented severe paint fading and chalking. The purpose of the project was to provide the best possible protection by applying a durable paint material, while simultaneously preserving the colored surface that Lichtenstein had intended. A marine paint, which is relatively durable and was also utilized by the artist himself, was selected for the repainting system. An absence of practical experience and knowledge in Korea in relation both to the marine paint and its application led to many difficulties. During the actual application of the new paint, numerous technical problems arose which had to be solved in order to carry out the conservation treatment. To meet this demand, a close adherence to technical practice and an interdisciplinary study were carried out to provide the necessary understanding and compromise. 相似文献
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城乡经济共同发展就是建立地位平等、开放互通、互补互促、共同进步的城乡经济发展新格局。城乡经济共同发展既不是城市片面发展,也不是农村片面发展,更不是城乡两极分化；既不是农村扶持城市,也不是城市救济农村,更不是城乡互相对立；既不是城乡分割,也不是城乡不分, 相似文献
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Nani B. Fouzder Andrew J. W. Markwick 《International Journal of Science Education》2013,35(6):583-601
This study is concerned with the academic progress and achievement of a pair of newly arrived bilingual twins in a secondary school in London and the affective factors involved. Differences in their personality traits and self perception resulted in the development of their divergent personal learning styles. The introverted personality of one of them helped him to adopt a relatively 'deep' learning style while the extroverted personality of the other enhanced his group work, talk and classroom socialisation under appropriate circumstances. Task interest, appropriate learning strategies and supportive situations improved motivation as well as learning style for both of them. The students' learning behaviour reported in this investigation have implications for curriculum planning in schools. 相似文献
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Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
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