1,211 research outputs found
. 53 Tomo V (1974-1975) Séptima Época (1967-1976). Anales del Instituto Nacional de Antropología e Historia
No full textPublicación que recopila y difunde cien años de trabajo de la antropología en México (1877-1977), integrada por documentos y manuscritos arqueológicos, antropológicos, históricos, geológicos, botánicos y lingüísticos.- Exploraciones en Palenque durante 1972 por Jorge R. Acosta. - Exploraciones en Palenque, temporada 1973-1974 por Jorge R. Acosta. - Tercera temporada de salvamento arqueológico en la Presa de la Angostura, Chiapas por Jordi Gussinyer. - San Juan Parangaricutiro: Memorias de un campesino por Celedonio Gutiérrez. - El Ixtépete como un ejemplo de desarrollo cultural en el occidente de México por Lorenzo Ochoa S. y Marcia Castro Leal. - El trabajo educativo y su relación con algunos aspectos de la sociolingüística por Antonio García de León. - Cerámica de Uxmal, Yucatán por César A. Sáenz. - La ceiba-cocodrilo por Alfredo Barrera Vázquez. - Artefactos en piedra pulida del México prehispánico por Constanza Vega Sosa. - Relaciones familiares en el pedigree de los lacandones de México por Lourdes Cobo de Gallegos, Alfonso L. de Garay y James E. Bowman
The geology of the Marcia quadrangle of asteroid Vesta: Assessing the effects of large, young craters
No full textabstract: We used Dawn spacecraft data to identify and delineate geological units and landforms in the Marcia quadrangle of Vesta as a means to assess the role of the large, relatively young impact craters Marcia (∼63 km diam.) and Calpurnia (∼53 km diam.) and their surrounding ejecta field on the local geology. We also investigated a local topographic high with a dark-rayed crater named Aricia Tholus, and the impact crater Octavia that is surrounded by a distinctive diffuse mantle. Crater counts and stratigraphic relations suggest that Marcia is the youngest large crater on Vesta, in which a putative impact melt on the crater floor ranges in age between ∼40 and 60 Ma (depending upon choice of chronology system), and Marcia’s ejecta blanket ranges in age between ∼120 and 390 Ma (depending upon choice of chronology system). We interpret the geologic units in and around Marcia crater to mark a major vestan time-stratigraphic event, and that the Marcia Formation is one of the geologically youngest formations on Vesta. Marcia crater reveals pristine bright and dark material in its walls and smooth and pitted terrains on its floor. The smooth unit we interpret as evidence of flow of impact melts and (for the pitted terrain) release of volatiles during or after the impact process. The distinctive dark ejecta surrounding craters Marcia and Calpurnia is enriched in OH- or H-bearing phases and has a variable morphology, suggestive of a complex mixture of impact ejecta and impact melts including dark materials possibly derived from carbonaceous chondrite-rich material. Aricia Tholus, which was originally interpreted as a putative vestan volcanic edifice based on lower resolution observations, appears to be a fragment of an ancient impact basin rim topped by a dark-rayed impact crater. Octavia crater has a cratering model formation age of ∼280–990 Ma based on counts of its ejecta field (depending upon choice of chronology system), and its ejecta field is the second oldest unit in this quadrangle. The relatively young craters and their related ejecta materials in this quadrangle are in stark contrast to the surrounding heavily cratered units that are related to the billion years old or older Rheasilvia and Veneneia impact basins and Vesta’s ancient crust preserved on Vestalia Terra.NOTICE: this is the author's version of a work that was accepted for publication in ICARUS. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in ICARUS, 244, 74-88. DOI: 10.1016/j.icarus.2014.01.03
218 - Marcia Moraes
No full textSchool of Education, Center for the Analytics of Learning and Teaching.This study used learning analytics visualizations in the form of visual graphics of students’ spaced-retrieval practice (SRP) to support students’ reflection on their learning behavior and to learn from that exposure. Students did retrieval practice activities (RPAs) and after the last RPA, they received a visualization of their RPA attempt data and then were prompted with reflection questions. Results showed that most of the students engaged in behaviors oriented toward getting the highest score; they understood the benefits of SRP but did not engage in that behavior; and they wanted to compare their work and effort with their classmates
The political socialisation of youth : a comparison of private and state educated girls.
No full textThe research explores the political socialisation of young females. Politics is
defined broadly as the perception of patterns of human relationships,
incorporating socio-economic concepts. Two elements of socialisation are
identified which inform both theory and research design. First, political
socialisation content is explored, operationalised in terms of political
attitudes. Second, political socialisation process is explored, operationalised
in terms of history of political exploration and the making of political
commitments (derived from concepts of adolescent identity development
described by Erikson and Marcia). The role of socialising agents is discussed,
the study focussing of the role of school experience in political socialisation.
An empirical study is reported which explored the role of school experience in
political socialisation, operationalised in a comparison of girls attending
private and state sector schools. Questionnaires were completed by 181 girls
aged 15-18 in the two types of school. Individual interviews were conducted
with 127 of this group (67 private, 60 state) from comparable social
backgrounds. The aim was to compare girls matched for family background
but experiencing different types of educational structure. The interviews
explored attitudes to a range of political and socio-economic phenomena (the
content of political socialisation), and history of political exploration and
commitment (the process of political socialisation). The process dimension
was based on the identity categories of achievement, foreclosure, moratorium
and diffusion described by Marcia. Significant differences between the two
school samples are reported for both the content and process of political
socialisation. Factors in the school experience which might lead to these
differences are described. The implications of the results are discussed in
relation to theories of political socialisation, and education theory and policy
Eurota marcia Zerny 1937
No full text<i>marcia</i> Zerny, 1937 <p>(Fig. 51)</p> <p> <i>Eurata strigiventris</i> Hampson, 1898; Orfila, 1931 (misidentification of <i>E. strigiventris</i> Guérin-Meneville, 1831). Unknown number of syntypes (at least 71). Type localities: ARGENTINA, Córdoba, Capilla del Monte; Buenos Aires; Corrientes; Misiones; Chaco; Formosa; Tucumán; Mendoza; Southern Brazil [Syntypes at the ZMS and BMNH examined]. <i>Eurota</i> [sic] <i>marcia</i> Zerny, 1937: 13.</p> <p> <b>Current combination.</b> <i>Eurata marcia</i> Zerny, 1937.</p> <p> <b>Remarks.</b> <i>Eurata marcia</i> was described for the concept of <i>E. strigiventris</i> (Guérin-Méneville, 1831) with discontinuous yellow abdominal bands, as mentioned by Hampson (1898) and Orfila (1931). According to article 72.4.2 (ICZN, 1999), the type series of a new nominal species-group taxon that is based in part on a published misidentification by an earlier author includes the specimen or specimens which had been misidentified. Therefore the type series of <i>E. marcia</i> is composed of the 24 specimens that Zerny had from Argentina, plus those that Hampson (1898) and Orfila (1931) erroneously (at least according to Zerny) named <i>E. strigiventris</i>. This excludes those treated by Hampson (1898) as “subspecies 1” (ICZN, article 72.4.1). The BMNH houses two syntypes of <i>E. marcia,</i> one with the label “ Argentina, J. H. Leech, 95-156”, the other with three labels: “Porto Alegre, Brazil ”, “Joicey bequest Brit. Mus. 1934-120”, and “ Syntomidae genitalia slide No. 11". Hampson (1898) was specific in that there was only one specimen from Argentina (the one above mentioned, because all others were collected after Hampson, 1898), but left the number of Brazilian specimens undetermined. The above mentioned was the only one found. Orfila (1931) mentioned 45 specimens from four different Argentinian collections (20 from Col. Mus. Nac. Hist. Nat., five from Col. Lab. Zool., Facultad de Ciencias Exactas, Físicas y Naturales de Buenos Aires, 16 from Col. Breyer, and 4 from Col. Orfila), but it is unknown whether they still exist. As with the type series of <i>E. hilaris</i>, the types of <i>E. marcia</i> also will not have old type labels, due to the circumstances of the description of this name.</p> <p> Additionally, there is confusion concerning the range of type localities, given that Zerny omitted southern Brazil—mentioned by Hampson (1898) —and included Paraguay, even though neither he, Hampson (1898), nor Orfila (1931) mentioned specimens from this country. Therefore Paraguay is here omitted from the type localities for <i>E. marcia</i>.</p> <p> The fates of the lepidopteran specimens described by Guérin-Méneville are largely unknown. A few are deposited at the BMNH, while others were found at the MNHN (Gerardo Lamas, personal communication). Confirmation that <i>E. marcia</i> and <i>E. strigiventris</i> are indeed different species awaits a revision of <i>Eurata</i>, which must include a search for the type (s) of the latter (nothing was found at the BMNH). Because of the variation observed in wing patterns of the syntypes of the former at the ZMS, we decided not to designate a lectotype for it until a careful study of this genus is performed.</p>Published as part of <i>Pinheiro, L. R. & Gaal-Haszler, S., 2015, Illustrated catalogue of Neotropical Ctenuchina, Euchromiina and Pericopina types (Lepidoptera, Erebidae, Arctiinae, Arctiini) described by Hans Zerny, with discussion on their taxonomic status, pp. 505-535 in Zootaxa 3925 (4)</i> on page 521, DOI: 10.11646/zootaxa.3925.4.2, <a href="http://zenodo.org/record/240540">http://zenodo.org/record/240540</a>
An Introduction to Metatheories, Theories, and Models
No full textČlánek představuje překlad první a úvodní kapitoly knihy Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds. Theories of Information Behavior. Medford, NJ: Information Today, 2005). Autorkou kapitoly je Marcia J. Bates, nese název Úvod do metateorií, teorií a modelů a jejím cílem je poskytnout obecný úvod k využití některých z klíčových teoretických konceptů výzkumu knihovní a informační vědy (KIV).An Introduction to Metatheories, Theories, and ModelsThe article represents the translation into Czech language of the first chapter of the book Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds.Theories of Information Behavior. Medford, NJ: Information Today, 2005). The author of the first chapter is Marcia J. Bates, the title is An Introduction to Metatheories, Theories, and Models and the objective of this chapter is to provide a general introduction to some key theoretical concepts of use in library and information science (LIS). Překlad Jan NěmecThe article represents the translation into Czech language of the first chapter of the book Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds.Theories of Information Behavior. Medford, NJ: Information Today, 2005). The author of the first chapter is Marcia J. Bates, the title is An Introduction to Metatheories, Theories, and Models and the objective of this chapter is to provide a general introduction to some key theoretical concepts of use in library and information science (LIS). Translation by Jan Něme
Nomes de Parentesco da Língua Tembé: Problemas de Tradução
No full textWe deal with the translation of kinship terms from the Tembé language to Brazilian Portuguese, in particular, kinship terms related to 1st and 2nd degree blood relatives - father, mother, children, siblings, grandparents, grandchildren, uncles, cousins and nephews. The data source for this study is the doctoral dissertation of Tabita Silva (2010), which presents examples of names of this semantic field, as well as a lexical comparative table of kinship names in Tembé and Guajajára, collected by this author, from 2006 to 2009; the Portuguese-Tembé Bilingual Dictionary of Max Boudin (1978); and the Dissertation of Marcia Carvalho (2001), which presents a record of the speech of the elders. We investigate kinship names of Tembé, aiming their translation into Portuguese. We show that kinship terms in Tembé, as well other terms of this language, have specificities when compared to Portuguese, demanding special attention from the translator.Tratamos da tradução de nomes de parentesco e, em particular, nomes relacionados a parentes consanguíneos de 1º e 2º graus - pai, mãe, filhos, irmãos, avós, netos, tios, primos e sobrinhos na língua Tembé. A fonte dos dados, base deste estudo, são a Tese de doutorado de Tabita Silva (2010), que apresenta exemplos de nomes desse campo semântico, assim como um quadro comparativo lexical de nomes de parentesco em Tembé e Guajajára, coletados por essa autora, no período de 2006 a 2009; o Dicionário bilíngue Português-Tembé de Max Boudin (1978); e a Dissertação de Marcia Carvalho (2001), que apresenta um registro da fala dos mais velhos. Investigamos nomes de parentesco do Tembé, com vistas a sua tradução para o Português. Mostramos que nomes de parentesco em Tembé, assim como os demais nomes dessa língua, apresentam especificidades quando comparados ao Português, exigindo atenção especial do tradutor.
 
The Iowa Homemaker vol.3, no.11
No full textTable of Contents
Identity by Ruth Elaine Wilson, page 2
The Responsibility of American Women to Citizenship by Marcia M. Roberts, page 3
Hearth and Home by Amanda Jacobsen, page 4
A Parent “That Needeth Not to be Ashamed” by Thomas F. Vance, page 5
Corn – Greatest Crop of Iowa by Gertrude E. Murray, page 6
American Home Economics Association Meets by Lela Johnson, page 7
The Evolution of Home Economics at Iowa State by Ruth Elaine Wilson, page 7
Hints for the Spring Wardrobe by Grace L. Heidbreder and Helen Brennan, page 8
Etiquette for College Girl by Marcella Dewell, page 9
Who’s There and Where by Dryden Quist, page 11</p
Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato
No full textIn response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research
Integrating technology in tertiary level English Language programmes: Case studies of Moodle learning environments
No full textWhile the potential of technology to enhance language pedagogy has been realised in some English language learning environments, there are contexts in which its use has failed to achieve its promise. Teachers’ use of technology has also often been described as uneven or limited with the tendency of technology to be used on the periphery or on an ‘ad hoc’ basis. These gaps have provided the basis for this doctoral level study to investigate the integration of Moodle into English language programmes offered at two tertiary institutions in New Zealand. This study adopted the concept of “normalisation” (Bax, 2000, 2003) as the research perspective.
The conceptual framework for the research was developed based on five areas that explored teacher learning and thinking, and how these processes interacted with the complexities in the educational environment. The framework consists of technological pedagogical content knowledge (TPACK), sociocultural theory as applied to teacher learning, Activity Theory, language pedagogy, and the challenges of integrating technology in the context of tertiary-level English language classrooms.
The research followed a qualitative case study design. The English language programme was planned as the boundary for each case. Data collection involved the use of semi-structured interviews, classroom observations, and work-together sessions, which were conducted at the two case study sites. The main participants included teachers, with participation from students and other key informants. Data were collected over a period of twelve weeks in case study site one and eighteen weeks at site two. All data were thematically analysed using an inductive approach.
The findings from each case study were reported based on three categories in the Activity Theory framework: the object of the activity (its purpose), division of labour, and rules. The analysis of the findings in case study site one revealed one purpose (object) for using Moodle in the tertiary level English language programme, which was to use text-based, asynchronous activities to prepare the students to speak in the classroom and develop their speaking skills. However, at case study site two, two purposes (objects) for Moodle use were identified. These were to use text-based, asynchronous activities to prepare the students to speak in the classroom to develop their speaking skills and to provide them with a bank of text-based resources for language learning. This unanticipated finding challenged the notion of the language programme as the boundary for a case and resulted in each purpose (object) functioning instead as a boundary for a case study. The result was that the single case study at site two was analysed and is reported as two case studies. The findings also revealed how the teachers interacted with their students and the relationships between the teachers (division of labour). The teachers experienced tensions within the existing practices and policies (rules) at each case study site.
Three key themes emerged from the findings. The first was that the teachers lacked a valid and clear conceptualisation of the purpose (object) for using Moodle. This theme illustrates the importance of a language syllabus, teachers’ pedagogical content knowledge for effective language pedagogy, and task-based language learning. The second theme concerned the teachers’ conceptualisation of the role of technology in realising the purpose (improvement of speaking competence and availability of resources for language learning). The role of Moodle in scaffolding students’ learning to realise the object and the misconception that teaching in the online environment is the same as teaching in the face-to-face in the classroom are discussed. The third theme related to the individual teacher in the context of a learning community, especially the teacher’s responsiveness to innovation and the uptake of opportunities for professional learning.
This research suggests three important factors that should be explicitly considered when integrating technology into tertiary English language programmes: teacher development, the language syllabus, and the learning community. All of these factors relate, are interconnected, and need to be considered in order for technology to be normalised in English language programmes and for the potential of technology to be realised in practice
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