Learning kinds for students of technical high school : An analysis from the David Ausubel's theory

This article presents the findings of a field research, not experimental, observational, correlating, basic, of mixed data, micro sociologic, leading to a study of surveys.The object of study is to find learning kinds, and the unit of analysis were 529 high school students between 16 and 21 years old. Its purpose is to understand the impact of learning by rote, guided, self learned and meaningful learning and its achievement degree besides the learning outcomes of differentiated curriculum based on David Ausubel's thoughts, associated with different economic specialties (MINEDUC, 1998) where the population of the study is trained. To collect data, the test TADA - DO2 was used, this test has a reliability index of 0.911 according to Cronbach. From the hits it can be stated from the null hypothesis that there is a significant association (a = 0,05) between the learning kinds and the learning expected of differentiated training plan for both, male and female. It is complex to state that the training of the middle-level technicians leads to a successful employment.

Recovery of traditional mortars in the laboratory of materials at the school of architectura of Madrid

The Laboratory of Materials seminar is an optional course offered to students in the School of Architecture in Madrid. It is taught during 35 class hours in the laboratory of materials distributed in two hours and forty minutes weekly. One of the working lines is the preparation of traditional mortars made by students groups, each one of 4 or 5 members. It is basically a practical course, and students have to prepare a group of tests pieces in order to confirm the initial hypothesis, or when needed, make innovations. The test pieces are of 150mmx150mmx10mm and applied to big size hollow bricks, prismatic test pieces of 40mmx40mmx160mm to apply physical and mechanical tests and brick wallings of varied dimensions.

The First Child In A Chinese Family Who Could Read Prior To Entry Into Elementary School: A Qualitative Intrinsic Case Study

ABSTRACT This study is an account of the literacy-related human environment a Chinese girl experienced as the first person in the history of her family who was able to read prior to entry into elementary school. Temporally speaking, the study spanned more than a decade from the initial, tentative research question to the formal, primary research question. Spatially speaking, it crossed three cultures: the Chinese, Korean, and American cultures. The study was inspired by the Zero Project in China, known as the "Project of Quality Education and Implementation for Children Aged Zero (fetus) to Six." The significance of the content issue in a child's literacy curriculum was explored in an interdisciplinary way. Case study served as a holistic research approach and provided the researcher with free temporal and spatial distance to pursue the indefinably multi-dimensional intricacies of a child's early literacy acquisition among generations in the family. Interpretation of the case was based on the relevant concepts within the scope of the researcher's knowledge of Chinese culture. Major findings revealed that the child's literacy acquisition was inseparably related to her parents' background as well as their awareness of and attitudes towards literacy, and that the foundation of all this was the harmony of the family. Through the lens of generational attitudes towards literacy and especially the lens of the researcher's multicultural life experiences, this study contributes to the field of curriculum studies in general and early literacy curriculum in particular by stimulating people to reconsider what to read to children, besides how to read to them. It calls attention once again to the classic curriculum question, "What knowledge is of most worth?" as well as what is the most essential spiritual food human beings need besides physical needs. This study suggests that Chinese philosophy should be included in a child's early literacy curriculum in China and calls for dialogues on the content issue of curriculum to gain a deeper understanding of human nature so that humans might co-live peacefully with all beings in the universe.

Discovering a history : the school of art at the University of Denver

Discovering a History: The School of Art at the University of Denver explores the early history of art education in Denver, and the significance of visual art education at the University of Denver within that history beginning in 1865, when the first classes in art were offered, and ending in 1929 when the University acquired the Chappell School of Art—an independent art school—and appointed Vance Kirkland as director. This paper also explores competing art institutions, which at times posed great hindrances to the University. Further, it illustrates how the artists who taught at the University of Denver School of Art, such as Ida De Steiguer, Preston Powers, Emma Richardson Cherry, and Henry Read, were amongst the great contributors to Denver’s burgeoning artistic culture.

Coordination of aproximations in secondary school students’ understanding of limit concept

The aim of this research is to characterize the coordination of the processes of approximation related to the understanding of the limit of a function. We analyze the answers of 64 post-secondary school students to 7 problems considering the dynamic and metric conception of limit of a function. Results indicate that the metric understanding of the limit in terms of inequality supports that the student is capable of coordinating the approximations in the domain and in the range when lateral approximations coincide. However, the student is not capable of this coordination when lateral approximations do not coincide. This indicates that the metric understanding of the limit begins with the previous construction of the dynamic conception in case of coincidence of the lateral approximations in the range.

National school fallout shelter design competition awards:

Mode of access: Internet.

Thinking in the language of mathematics; the elementary school level.

Bibliography: p. 121-126, 129-130.

Pictorial history of the city of Richmond, Indiana : containing a brief sketch of Richmond, views of public buildings, school houses, churches, business houses, manufactories, private residences, street, park, and river views ; 1806-1906.

Includes index.

Church and Sunday-school buildings /

Mode of access: Internet.

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Early Conceptual Sketch], untitled. Blue ink sketch on tracing paper, 18 x 32 1/4 inches [from photographic copy by Lance Burgharrdt]

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Early Conceptual Sketch], untitled. Blue ink sketch on tracing paper, 18 x 28 3/4 inches [from photographic copy by Lance Burgharrdt]

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Conceptual Sketches of Elevation and Cupola], untitled. Blue ink sketches on tracing paper, 12 x 20 1/2 inches [from photographic copy by Lance Burgharrdt]

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Conceptual Sketches of Cupola], untitled. Ink sketches with gray marker coloring on tracing paper, initialed, 19 1/4 x 18 inches [from photographic copy by Lance Burgharrdt]

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Conceptual Sketches of Cupola], untitled. Ink sketches with gray marker coloring on tracing paper, 15 3/4 x 18 inches [from photographic copy by Lance Burgharrdt]

Duke University Law School Addition, Durham, North Carolina, 1988-1995

[Conceptual Sketches of Cupola], untitled. Ink sketches with gray and green marker coloring on tracing paper, initialed, 17x12 inches [from photographic copy by Lance Burgharrdt]