Working Knowledge: Australian Universities and "Real World" Education     

Colin Symes  David Boud  John McIntyre  Nicky Solomon  Mark Tennant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):565-579

Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal.  相似文献   

Letters     

Alan Solomon 《Educational Measurement》1987,6(3):32-32

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Home‐school learning of science: The culture of homes,and pupils' difficult border crossing     

Joan Solomon 《科学教学研究杂志》2003,40(2):219-233

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Organochlorine pesticides BHC and DDE in human blood in and around Madurai, India     

Kallidass Subramaniam  Jebakumar Solomon 《Indian journal of clinical biochemistry : IJCB》2006,21(2):169-172

In this study blood samples are taken from two groups of people, one that has direct exposure to pesticides (agriculturists & public health workers) the second group, which has indirect exposure to pesticides through food chain. The objective of our investigation is to analyze the blood of the patients with minimum health complaints and skin diseases for the residue of the banned organochlorine pesticides DDE and BHC using Gas Chromatography. High concentrations of both BHC&DDE were observed in the serum samples of the people who had direct exposure to the pesticides, namely agriculturalists and public health workers with few exceptions. The pesticide residue concentration in serum ranges from 0.006 to 0.130 ppm for BHC and 0.002 to 0.033 ppm for DDE. Significance of this study reveals that the presence of these banned pesticides in human serum.  相似文献   

Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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Research abstracts     

Loran C. Twyford  Robert J. Molinary  Robert M. Diomond  Paul Mulligan  Richard McGuire  William Ryan  Francis E. Vieth  Leo Heeney  Richard H. Solomon 《Educational technology research and development : ETR & D》1966,14(3):421-428

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I. Introduction     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):1-24

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V. STUDY 4. REASONING ABOUT ANIMALS AND SPECIES KIND     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):90-102

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VI. GENERAL DISCUSSION     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):103-118

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The Great evolution trial: Use of role-play in the classroom     

Jonathan Duveen  Joan Solomon 《科学教学研究杂志》1994,31(5):575-582

This article gives both the pedagogic and scientific thinking that guided the construction of a classroom role-play—The Great Evolution Debate. This role-play is about the publication of Darwin's The Origin of Species, which is supposed to be on trial for blasphemy. Historical characters are used to show the range of ideas which were current at that time. The literature on learning history, and on learning about the nature of science, is discussed, leading to an examination of historical empathy as a classroom objective. The reasons for including the various characters in the role-play are explained. The exercise has been used by 15 to 16-year-old students in British high schools with considerable success, and some tentative findings about learning from role-play are drawn from its observation.  相似文献