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ABSTRACTIn Scotland, although there is no agreed definition of what constitutes the humanities, they have their locus principally within two of eight curricular areas in Curriculum for Excellence (CfE): Social Studies (SS) and Religious and Moral Education (RME). Both SS and RME are contexts for learning where broad principles apply in relation to curricular coverage. These principles are formalised in Experiences and Outcomes for each of these curricular areas which provide broad guidance around topic areas for study while allowing for the use of local contexts for learning and flexibility in pedagogy. Key opportunities in SS include: exciting and engaging learners, enabling personalisation and choice and equipping learners with a range of skills. In RME, opportunities include helping learners to: understand themselves and others; draw upon religious and other beliefs in forming their own views and engaging in positive social change. Key challenges for SS include: ensuring breadth and depth of coverage; reaching agreed standards across the educational community; responding to the requirement for an increased focus on literacy and numeracy. In RME challenges include: ensuring that national expectations are met; ensuring breadth and depth in learning; the nature and role of assessment; practitioner and parental conceptualisations of the curricular area. 相似文献
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Peter Hepburn 《图书馆管理杂志》2013,53(1):57-65
Abstract Administering special collections within an academic branch library presents challenges in the areas of public services, collection management, facilities planning, and staffing. In art and architecture libraries, special collections can include a variety of materials such as rare books, trade catalogs, builder's guides, graphic and visual materials, artists' books, archival records in many formats, and files of ephemera. Public service issues relating to the administration of special collections housed in an architecture branch library (and its off-site repositories) will be addressed. Collection care and access services will be examined in light of recent technologies. 相似文献
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ABSTRACTThis paper examines how ageing transmigrants engage in practises that serve to decolonise life course in order to create increased opportunities to live well. It analyses the experiences of Jamaican Canadian older adults (age 60 and older) who decided to remain in Canada, return to Jamaica, or travel between countries after retirement. As transmigrants with racialised minority and diasporic backgrounds, they grapple with questions of financial, socio-cultural, and emotional well-being that become more complicated and multi-layered in later life. This qualitative study utilises multi-sited ethnography to collect data in Canada and Jamaica. It also engages with the work of cultural critic Sylvia Wynter whose conceptions of decolonisation and humanism serve to reveal more diversified life course and ageing experiences. As postcolonial nation-states, Canada and Jamaica become ambivalent and vexed sites of home, belonging, security, and movement. Through decolonisation, transmigrants learn and unlearn how to navigate these spaces in ways that illuminate the ongoing struggles and pleasures of the quotidian within the broader contexts of transnational social fields. 相似文献
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Joseph S. Hepburn 《Journal of The Franklin Institute》1923,195(1):130