Micro-Raman identification of the palette of a precious XVI century illuminated Persian codex     

Silvia Bruni  Franco Cariati  Francesca Casadio  Vittoria Guglielmi 《Journal of Cultural Heritage》2001,2(4):1311

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Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

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Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing     

Krista Renee Muis  Panayiota Kendeou  Gina M. Franco 《Metacognition and Learning》2011,6(1):45-63

We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational, empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical. Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring and epistemic beliefs rather than the underlying epistemology of the domain.  相似文献   

Knowledge-relatedness in firm technological diversification   总被引：4，自引：0，他引：4  

Stefano BreschiFrancesco Lissoni  Franco Malerba 《Research Policy》2003,32(1):69-87

This paper claims that knowledge-relatedness is a key factor in affecting firms’ technological diversification. The hypothesis is tested that firms extend the range of their innovative activities in a non-random way. Specifically, we test the extent to which firms diversify their innovative activities across related technological fields, i.e. fields that share a common knowledge base and rely upon common heuristics and scientific principles. The paper proposes an original measure of knowledge-relatedness, using co-classification codes contained in patent documents, and examines the patterns of technological diversification of the whole population of firms from the United States, Italy, France, UK, Germany, and Japan patenting to the European Patent Office from 1982 to 1993. Robust evidence is found that knowledge-relatedness is a major feature of firms’ innovative activities.  相似文献   

Cross-cultural academic mentoring dyads: a case study     

Amber Daniel  Suzanne Franco  Noah L. Schroeder  Ada T. Cenkci 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):164-189

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Beliefs of teachers in Italian schools concerning the inclusion of disabled students: a Q‐sort analysis     

Franco Zambelli  Raffaele Bonni 《欧洲特需教育杂志》2013,28(3):351-366

This paper presents a course of research into the beliefs of class teachers concerning the scholastic integration of children with disabilities. In the current situation in Italy, due to limited specialist training, the attitudes that teachers develop can constitute an obstacle to the full realization of scholastic integration. Of the 23 teachers who took part in the study, conducted using the Q‐sort methodology, some had direct experience with scholastic integration (with opinions both positive and negative); and others had no direct experience (but also had both positive and negative opinions). Using the Q‐sort system, the paper sets out to verify whether effectively the simple manifestation of positive or negative beliefs in relation to inclusion on the part of the teachers (whether they had direct experience or not) could be confirmed, and whether it lent itself to being developed in reference to specific areas of scholastic experience. From the factorial analysis of the Q‐data, four factors emerged that confirm our hypothesis regarding the existence of different beliefs among teachers.  相似文献   

Landing techniques in volleyball     

Lobietti R  Coleman S  Pizzichillo E  Merni F 《Journal of sports sciences》2010,28(13):1469-1476

Knee injuries such as anterior cruciate ligament lesions and patellar tendonitis are very frequent in volleyball, and are often attributed to micro traumas that occur during the landing phase of airborne actions. The aim of the present study was to compare different jumping activities during official men's and women's volleyball games. Twelve top-level matches from the Italian men's and women's professional leagues were analysed. The jumps performed during the games were classified according to the landing technique used by the player (left or right foot or both feet together), court position, and ball trajectory. Chi-square analyses were performed to detect differences in landing techniques between the sexes, court positions, and trajectories when serving, attacking, blocking, and setting. Significant differences (P?相似文献   

Are the Yo-Yo intermittent recovery test levels 1 and 2 both useful? Reliability,responsiveness and interchangeability in young soccer players     

Maurizio Fanchini  Carlo Castagna  Aaron J. Coutts  Federico Schena  Alan McCall  Franco M. Impellizzeri 《Journal of sports sciences》2014,32(20):1950-1957

Abstract

The aim of this study was to compare the reliability, internal responsiveness and interchangeability of the Yo-Yo intermittent recovery test level 1 (YY1), level 2 (YY2) and submaximal YY1 (YY1-sub). Twenty-four young soccer players (age 17 ± 1 years; height 177 ± 7 cm; body mass 68 ± 6 kg) completed each test five times within pre- and in-season; distances covered and heart rates (HRs) were measured. Reliability was expressed as typical error of measurement (TEM) and intraclass correlation coefficient (ICC). Internal responsiveness was determined as effect size (ES) and signal-to-noise ratio (ES_TEM). Interchangeability was determined with correlation between training-induced changes. The TEM and ICC for distances in the YY1 and YY2 and for HR in YY1-sub were 7.3% and 0.78, 7.1% and 0.93 and 2.2% and 0.78, respectively. The ESs and ES_TEMs were 0.9 and 1.9 for YY1, 0.4 and 1.2 for YY2 and ?0.3 and ?0.3 for YY1-sub. Correlations between YY1 vs. YY2 and YY1-sub were 0.56 to 0.84 and ?0.36 to ?0.81, respectively. Correlations between change scores in YY1 vs. YY2 were 0.29 and ?0.21 vs. YY1-sub. Peak HR was higher in YY1 vs. YY2. The YY1 and YY2 showed similar reliability; however, they were not interchangeable. The YY1 was more responsive to training compared to YY2 and YY1-sub.  相似文献   

The use of portfolios to foster professionalism: attributes,outcomes, and recommendations     

Renato Soleiman Franco  Camila Ament Giuliani dos Santos Franco  Olívia Pestana  Milton Severo  Maria Amélia Ferreira 《Assessment & Evaluation in Higher Education》2017,42(5):737-755

The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy.  相似文献   

Optimal design for manipulation of random consensus over discrete information in networked systems     

Sidney Roberto Carvalho  Ubirajara Franco Moreno 《Journal of The Franklin Institute》2021,358(9):5039-5072

In distributed and cooperative systems, the network structure is determinant to the success of the strategy adopted to solve complex tasks. Those systems are primarily governed by consensus protocols whose convergence is intrinsically dependent on the network topology. Most of the consensus algorithms deal with continuous values and perform average-based strategies to reach cohesion over the exchanged information. However, many problems demand distributed consensus over countable values, that cannot be handled by traditional protocols. In such a context, this work presents an approach based on semidefinite programming to design the optimal weights of a network adjacency matrix, in order to control the convergence of a distributed random consensus protocol for variables at the discrete-space domain, based on the voter model. As a second contribution, this work uses Markov theory and the biological inspiration of epidemics to find out a dynamical spreading model that can predict the information diffusion over this discrete consensus protocol. Also, convergence properties and equilibrium points of the proposed model are presented regarding the network topology. Finally, extensive numerical simulations evaluate the effectiveness of the proposed consensus algorithm, its spreading model, and the approach for optimal weight design.  相似文献