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Florin D. Salajan 《European Journal of Education》2019,54(4):591-604
This article examines the ideational construction and definition of the European Digital Education Area (EDEA) as a policy space and mechanism for the mainstreaming of digital technologies in Europe's education and training systems. It revisits the foundational pillars on which it is premised, proposed in a previous iteration of the concept: formal legislation, mainstreaming of digital education actions and interlinked networks of practice. Employing a mixed methods approach, involving discourse analysis of key policy documents enacted over the past two decades, an online survey of ICT project coordinators under the Lifelong Learning Programme, and interviews with policy officers at the European Commission, the study reinforces the structure and utility of the EDEA for ICT diffusion in education. It argues for its formal acknowledgment as a political priority and key policy area enforceable through instruments similar to those existing under the Bologna Process for a coherent, concerted and strategic approach to digital education at EU level. 相似文献
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This paper deals with the synchronization of a chain of nonlinear and uncertain models of nonidentical oscillators. Using Lyapunov's theory of stability, a dynamical controller guaranteeing the synchronization of the oscillators is determined. The problem of synchronization is transformed into a problem of asymptotic stabilization for a nonlinear system and then is formulated as a system of linear matrix inequalities where the parameter variations of the two oscillators and their differences are modeled by polytopic matrices. The theoretical result is successfully applied to an array of transistor-based oscillators used in “smart antenna” systems. 相似文献
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Agnès Florin 《European Journal of Psychology of Education - EJPE》1998,13(3):335-345
Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children. 相似文献
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Markets in Tenth-Century al-Andalus and Volga Bulghāria: Contrasting Views of Trade in Muslim Europe
Florin Curta 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(3):305-330
There is a conspicuous absence of interest in markets and commercial activities in recent studies of al-Andalus. A similar problem existed in the Marxist historiography of commercial relations in Eastern Europe during the early Middle Ages. Although Soviet scholars initially downplayed trade in favour of agriculture and crafts, the explosion of archaeological research in key Bulghar centres, as well as the discovery of a number of sites that may be defined as emporia have dramatically changed both the terms of the discussion and the role of trade in studies of urbanisation and state formation. This may in turn provide inspiration for the study of trade in contemporary al-Andalus. Moreover, the recent emphasis on hydraulic archaeology and its role in explaining the extraordinary wealth of al-Andalus in the tenth and early eleventh centuries provides a useful background for a re-assessment of the question of trade in the westernmost region of medieval Islam. 相似文献
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Irina Petroviciu Ina Vanden Berghe Ileana Cretu Florin Albu Andrei Medvedovici 《Journal of Cultural Heritage》2012,13(1):89-97
In this study, the dyes present in five 17th- to 18th-century textiles from the National Museum of Art of Romania, three religious embroideries and two brocaded velvets, are characterized and discussed, together with earlier results on textiles from Romanian collections obtained by the same research group. Dye analyses were performed using two methods: the well-established liquid chromatography-diode array detection (LC–DAD) and a recently developed liquid chromatography-mass spectrometry (LC–MS) analytical protocol. The examination of very small historical samples by both techniques allows a better insight in the advantages and limitations of the two approaches to real analyses to be obtained. LC–MS data interpretation is based entirely on the results accumulated for dye standards. Electrospray ionization (ESI) was used in the negative ion mode and an ion trap served as mass analyzer. Both single stage (MS) and tandem (MS/MS) mass spectrometric approaches were considered. The dyes and natural sources identified by both analytical techniques are discussed in the historical context of the textiles, with respect to earlier results collected for similar Romanian objects. The study showed that the dye sources found in the 17th- and 18th-century Romanian velvets and embroideries were produced using a wide variety of dye sources, suggesting influences from Europe as well as from Asia Minor. Dye sources imported from New World have been also detected. The range of biological sources is in very good correspondence with earlier results obtained from textiles in the Romanian Collections. LC-MS (single stage and tandem MS) approaches have been demonstrated to be valuable tools for dye identification in small-scaled samples from historical textile objects only if sufficient knowledge on the dyes and their biological sources is first accumulated within experiments performed on standard dyes and standard dyed fibers. 相似文献
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Gail Crimmins Florin Oprescu Greg Nash 《International Journal for Academic Development》2017,22(2):144-156
Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development programmes designed for and delivered to casual academics are constructed by academic developers with little or no input from casual academics themselves. This paper documents what casual academics determine to be their academic development needs and how they could be addressed using three pathways of professional and career development. 相似文献
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ABSTRACTEngineering education has traditionally focused on the development of technical skills and knowledge. Nowadays, the need for educating engineers in non-technical skills, such as reflective thinking, is being recognised internationally. This paper proposes that socio-cultural impacts of technology be studied together with the technology itself through the integration of social awareness modules into advanced technical courses, providing a venue for students to exercise their reflective thinking skills in the context of technologies that are of interest to them. The paper presents an exploratory study of the essays of senior year engineering students on the socio-cultural impacts of computer vision technologies. It provides insights on the themes that are of interest to the students and on the students’ strengths and weaknesses relating to their reflective thinking abilities. Similar modules would apply well to other advanced courses in the engineering curriculum, to help contextualise technology and enhance the reflective abilities of engineering graduates. 相似文献
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Causes and effects of teacher conflict-inducing attitudes towards pupils: a path analysis model 总被引：1，自引：0，他引：1
A model explaining several causes and consequences of negative teacher–pupil relationships was developed. Data from 109 teachers and 946 high school pupils was analyzed using path analysis. The results suggest that teachers who prefer a custodial approach of controlling pupils, who have lower morale due to school climate conditions and who are less likely to burn out, tend to adopt conflict-inducing attitudes towards pupils. The results also demonstrate a high incidence of educational, psychological and somatic complaints in students whose characterized teachers are perceived as more hostile in their attitude towards pupils. Implications of these findings are discussed. 相似文献
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