COUNSELLING AND TOLERANCE     

Michael Falzon 《Higher Education in Europe》1996,21(1):9-12

The author of this essay is the Minister for Education and Human Resources of Malta. It serves as a welcoming speech for the participants in the conference. The significance of 1995 as the International Year for Tolerance is outlined. The need for tolerance in all societies is explained as is the need for education for tolerance in schools.  相似文献   

L'experience regionale arabe en matiere d'education aux droits de l'homme dans les situations d'apprentissage informel     

Ta?eb Baccouche 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,7(2):217-228

This article describes an informal approach to human rights education, which is anchored in reality and based on experience gained throughout the Arab region and more particularly within the Arab Institute for Human Rights. It is argued that the approach of the Institute could be adopted on a larger scale by organisations working in this domain, not only in the Arab region but also in other regions of the world. The article emphasises the essential role of governments and the importance of cooperation between the governmental and non-governmental levels in order to implement this type of human rights education in informal learning situations, and thus to disseminate a universal culture of human rights.  相似文献   

天堂波多黎各     

Michael Blanding 《海外英语》2005,(2):24-25

Standing on the white sands of Red Beach,it's hardto believe that US Navy bombers ever droned overthe surf on their way to drop explosives nearby.The beach,a semicircle(半圆形) of stark cliffs andswaying palms surrounding a sparkling azure sea,is asperfect a picture of paradise as the wallpaper in a 1970srumpus(喧闹) room。Silence is broken only by the  相似文献   

James D. Marshall: Philosopher of Education Interview with Michael A. Peters     

Michael A. Peters 《Educational Philosophy and Theory》2005,37(3):291-297

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Accounting for animal experiments: identity and disreputable "others     

Michael M  Birke L 《Science, technology & human values》1994,19(2):189-204

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Time to reform toxic tests     

Balls M 《New scientist (1971)》1992,134(1819):31-33

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The scientist's code     

André Cournand  Michael Meyer 《Minerva》1976,14(1):79-96

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Guest editorial     

Dominik Janzing  J?rn Müller-Quade 《Informatik - Forschung und Entwicklung》2006,8(4):1-2

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Counterfeit museology     

Michael M. Ames Author Vitae 《Museum Management and Curatorship》2006,21(3):171-186

Museums are not usually seen to be agents of change. If they are to serve as important mechanisms for empowering local communities to define, recognize, and develop their own indigenous heritages, they should first consider a potential contradiction contained within this initiative: museums specialize in the representation of other peoples, while people have the sovereign right to represent themselves. Left unresolved, this contradiction could produce counterfeits of good intentions. The introduction of professionalized cultural management may mitigate the responsibilities of the citizenry to actively participate in the production and preservation of their own heritage.  相似文献   

Communicating Prevention: The Effects of the keepin' it REAL Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use     

Jennifer R. Warren  Michael L. Hecht  David A. Wagstaff  Elvira Elek  Khadidiatou Ndiaye  Patricia Dustman  Flavio F. Marsiglia 《Journal of Applied Communication Research》2006,34(2):209-227

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.  相似文献