共查询到20条相似文献，搜索用时 31 毫秒
1.
The authors of this article make a plea for the rationalization and the streamlining of the procedures for granting recognition of foreign diplomas and studies and for obtaining rulings as to their equivalence. The removal of the remaining economic barriers among the countries of the European Community at the end of 1992 is bound to stimulate the mobility of students, graduates, and job seekers, many of whom already, on an individual basis, think of themselves as members of an international community. What is needed, in addition to a strong commitment to the very ideas of mobility, equivalence, and recognition of diplomas as well as efficient means for making decisions on these questions, is goodwill, increased flexibility, and easy access to accurate and up‐to‐date information for both seekers and granters. Also, professional licensing procedures for foreign workers will need to be liberalized. 相似文献
2.
Anne M. Phelan 《Interchange》1996,27(3-4):331-348
3.
王习胜 《安徽师范大学学报(人文社会科学版)》2015,(6):671-677
张建军教授析出的逻辑悖论“三要素”,即“公认正确的背景知识”“严密无误的逻辑推导”和“可以建立矛盾等价式”,为澄清逻辑悖论的本质认识及其基本结构奠定了基础。“三要素”内在地包含了分析逻辑悖论的基本方法,解决逻辑悖论的基本路向,以及解决逻辑悖论的一般评准,为充分发挥逻辑悖论研究的方法论功能与认识论价值奠定了基础。“三要素”在逻辑悖论研究的历程中具有历史性界标意义。 相似文献
4.
Slobodan Unković 《Higher Education in Europe》1990,15(1):8-11
Inter‐university international co‐operation is very strongly favoured by the Yugoslav government as part of its overall policy of nonalignment. Numerous bilateral and multilateral projects are being pursued by the Union of Universities of Yugoslavia and by individual Yugoslav universities. The sponsorship of the “University Today” International Seminar by the Union is one manifestation of this policy as is the encouragement which it gives its member universities to join appropriate international university associations, including regional ones. Currently, the Union is favouring the increased international exchange of students. The internationalization of universities opens them to the most progressive and advanced tendencies in teaching and in research. 相似文献
5.
Claire F. Smith Dasha L. Alderton Katie M. Clifford Geoffrey Wells 《Anatomical sciences education》2020,13(5):657-663
The importance of patient-centered decisions is embedded throughout clinical practice. The principle that the patient is at the center of all decisions has helped form the contemporary approach to death and dying. The concept of a “good death” will naturally mean different things to different individuals, but is based on the foundation of being pain free, comfortable, and able to make informed decisions. Potential donors are faced with many personal, ethical, and often spiritual considerations when they come to think about their wishes after death. One consideration is that of a “good death.” This article explores how the concept of a “good death” may be applied to anatomy. Where first-person consent is in place, the motivating factors frequently include the wish for others to learn from the donation, and this notion may form part of the “good death” for the donor. Such motivations may impact positively on how students feel about dissecting and may provide comfort, assuaging feelings of discomfort, and allowing students to focus on anatomical learning. For donors where second-person consent is in place, the concept of a “good death” must depend on whether the individual wanted to donate their body in the first instance. The notion of a “bad death” may also be considered with body donation where no consent for donation is in place. This article proposes that there is ultimately a place for the concept that a “good death” may involve an individual donating their body to medical education. 相似文献
6.
ABSTRACT Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada. 相似文献
7.
随着技术的快速进步,人工智能的决策和行为开始从外部设定转向内在发展,智能主体逐渐具有不同程度的自适应能力、决策能力和行为能力,它的自主能力也不断增强。出于道德考量,自主决策和行为的人工智能开始被视为道德主体。因此,传统道德如何在智能技术中自主发挥作用就成为一个必须面对的问题;后果论、道义论和美德论都具有解决此问题的潜力。要构建能够进行道德决策的人工智能系统,需要确保人工智能的自主推理能够受人类社会道德和价值观约束,与人类价值观保持一致,担负起决策“责任”。实现有“道德”的人工智能是一个复杂的系统工程,价值敏感设计、透明度设计及道德学习设计是开发道德人工智能的三种重要方法。 相似文献
8.
Hilde W. Afdal 《Higher Education》2017,74(3):401-418
This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as “research-based” and “profession-oriented” become basic preconditions in national curriculum change processes in Norway. A “mapping” is conducted, comprised of actors and ideas, played out in two national curriculum change processes in Norway, namely “the Integrated Master Program in Teacher Education” and “the Bachelor Program in Engineering.” The analysis shows that actors and the roles they were able to play may have had an effect on what kind of knowledge forms was prioritized in the curriculum change processes. In both, curriculum process integration of discipline-based/theoretical knowledge and practical and context-specific knowledge are emphasized. However, in the teacher education process, principled knowledge about specific professional problems and theory-based decisions are highlighted as important, while, in the engineering education process, procedural knowledge about how to solve problems and innovative capacity is more emphasized. The analysis shows a relationship between such curriculum change processes and the composite “epistemology” of the wider and contextually developed policy space. It is also demonstrated, in the two cases, that the knowledge base for professional work is subject to negotiations far beyond the academic community and is embedded in a wider set of social, professional, and political institutions and frames. 相似文献
9.
王毅 《武汉职业技术学院学报》2014,(2):18-20
校企合作由松散的协议型合作向紧密的法人型公司合作发展。校企合作法人公司董事会的设立、目的、职权及其成员组成分别具有一定的特性。"法人治理组织"特性是基于公司法的规定,"公益特性"是基于高职院校的事业单位属性;基于校企合作人才培养范式衍生出:治理目的"双重与长效"特性、"决定产学研投资方案"特性、"决定实习实训方案"特性、"多元化吸纳董事会成员"特性。 相似文献
10.
《华南师范大学学报(社会科学版)》2007,(5):30-36
问题逻辑的研究是百花齐放、千姿百态的。问句实质上是题设加问式构成的，预设理论对鉴定问题性质和探讨问题间关系有重要作用。问题逻辑新区对问题的考察与以往的问题逻辑研究不同，不再对问句进行孤立的挖掘分析，也不再解剖至微，而是把问题放入系统中，前后连接起来考察。在发问与回答、再问与再答的链条延续里分理出Q-Q关联问题（Qn→Qn+1）、A-Q关联问题（Ａn→Ｑn+1）和A-A关联问题（Ａn→Ａn+1）三种不同情形来考察和探赜。 相似文献
11.
Fredrik Hertzberg Åsa Sundelin 《International Journal for Educational and Vocational Guidance》2014,14(1):89-102
This article consists of two parts. First we present an ongoing Swedish research project, “Counseling between recognition, justice and difference”. The aims of the project are presented, along with an outline of the political and professional questions that motivate it and the theories which inform it. In the second part, an account of one of the studies in the project is presented, which focuses on counseling conversations with recently arrived refugees in secondary education. The analysis of the conversations focuses on the communicative projects of the participants, the unintended consequences of their actions, and the impact of power asymmetries. 相似文献
12.
Ilmi Willbergh 《Scandinavian Journal of Educational Research》2017,61(5):616-627
Using an observation study in Norwegian lower-secondary school classrooms this paper explores how subject matter and students’ real-world experiences are linked within the use of examples in teaching. The theory of “mimetic didactics” claims that giving students the possibility to interpret examples as both subject matter and something that is relevant to their own lives becomes a possibility through imaginative “as-if” experiences. The study finds that “as-if” experiences in the data are created by identifying with others and through a context-dependent knowledge base. The topics in the examples actualise being human within the political, economic and existential realm and offer possibilities to make knowledge relevant for the students’ future. The study’s contribution to classroom research comprises new concepts on the content aspects of classroom talk: the questions of knowledge accumulation and purpose. 相似文献
13.
Generic statements (e.g., “Lions have manes”) make claims about kinds (e.g., lions as a category) and, for adults, are distinct from quantificational statements (e.g., “Most lions have manes”), which make claims about how many individuals have a given property. This article examined whether young children also understand that generics do not depend purely on quantitative information. Five‐year‐olds (n = 36) evaluated pairs of questions expressing properties that were matched in prevalence but varied in whether adults accept them as generically true (e.g., “Do lions have manes?” [true] vs. “Are lions boys?” [false]). Results demonstrated that children evaluate generics based on more than just quantitative information. Data suggest that even young children recognize that generics make claims about kinds. 相似文献
14.
This study is an experimental test of the hypothesis that “emotionally charged” words will result in greater learning as measured by tests of “recall” and “printed‐word recognition” than words that are judged to be emotionally “neutral”.
Ten third‐grade subjects were pre‐tested on “printed‐word recognition” of ten words judged by two clinical psychologists to be “emotionally charged” and similarly pre‐tested on ten words judged to be emotionally “neutral.” After equal exposure to both “neutral” and “emotionally charged” words on four successive teaching days, subjects were post‐tested for “recall” and “printed‐word recognition” five days after the last teaching session.
The results strongly indicate for both the “recall” and “printed‐word recognition” that there is a significantly greater retention of the “emotionally charged” words over the “neutral” words. Despite the fact that a significantly greater number of “neutral” words was recognized in print at the outset of the study, the final performance level for “printed‐word recognition” for both the “emotionally charged” and “neutral” words is identical.
The major implications of the results obtained in this study is that the content of reading materials and the methods for teaching them must be revised so that reading deals with events, ideas, and feelings which are emotionally significant to the child, A personally relevant reading program will not only facilitate the task of learning to read, but will capture and explore the feelings and emotions of each child, as well. 相似文献
15.
This exploratory qualitative study examines the decision‐making processes that organizational leaders used during the recent economic crisis. Specifically, it analyzes whether leaders used a discovery process (“thinking first”) or an idea‐imposition process (“seeing first”) to make decisions. In addition, the study examines whether leaders chose ready‐made solutions or developed custom solutions in response to the decisions that they made. Contrary to the results that were anticipated based on the decision‐making literature, research revealed that a majority of organizational leaders used an idea‐imposition process during the economic crisis, and leaders were evenly divided between ready‐made and custom solutions. 相似文献
16.
Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses. 相似文献
17.
Gloria Ladson-Billings 《Peabody Journal of Education》2018,93(1):90-105
Our nation is suffused in questions of race and racism. Despite much scholarly and public discussion we struggle to undo long-held assumptions about race and how it functions. This article looks at race from the perspective of a public commodity that the society “funds” in order to make it seem real and intractable. Throughout the article there are multiple examples of the everyday, commonsense things people in this society do to fund the concept and give it meaning from our children's earliest days. The challenge in a society that so “fully funds” race is it seems near impossible to “defund” the concept in teacher education to allow new teachers to approach the classroom as a space where race is not determinant and highly predictive of student achievement. 相似文献
18.
Gregor McLennan 《Globalisation, Societies & Education》2008,6(2):195-200
There is evidence aplenty of academics' increasing incorporation into the life and fate of their university's brand, just as it is clear that university structures and incentives generally are dependent upon increasingly competitive resource capture under tightened managerial ideologies of institutional commitment (albeit by way of innumerable “consultation” and “responsibilisation” mechanisms). In that context, it becomes important to re‐think and re‐imagine the very “idea of the university”, especially now that images and imperatives around the Engaged University are a) omnipresent and b) convene a whole range of entirely disparate activities, governed by very different intellectual rationales. While hardly wishing to be “against” university involvement in the “wider world”, this article critically questions the new metaphysic of Engagement, and the discursive framings and traps that sustain it. In an age when perhaps only paradox and counter‐intuitive gesturing seem to work as prompts towards thinking otherwise, I make the case that some “traditionalist” ideas of higher education can be part of a reasserted “progressivist” social ethics. 相似文献
19.
20.
NEEDED INVESTIGATIONS IN JEWISH EDUCATION 总被引：1，自引：1，他引：0
Julius B. Maller 《Journal of Jewish Education》2013,79(2):97-109
This article takes up categories from literature on political and civic engagement to help make sense of data collected from interviews with 40 American Jewish day high school students about what they think and feel about Israel. Viewed through a set of lenses that distinguish between the manifestations and motivations of political and civic engagement, the article helps clarify why young Jews, even when actively and positively engaged with Israel, are uncomfortable labeling themselves as Zionists. The analysis points to an important distinction between the concepts of Israel as “home” and “homeland.” The article also raises important questions about what is presumed to be an increasing distance or alienation from Israel among young American Jews. 相似文献