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91.
In 1938 Hadley Cantril was able to study the effect of Orson Welles’ “Invasion from Mars”; program in the period immediately following the broadcast. This broadcast was perhaps the greatest hoax—or deception—of its time. Although not nearly so dramatic in its impact, it cannot be denied that the disclosure of the rigging of quiz shows had its effect upon the American public. 相似文献
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Steve Johnson 《British Journal of Educational Studies》1998,46(2):201-213
The Sophists, and the Socratic response they provoked, are considered in order to elucidate issues raised by present-day skill-talk. These issues include: whether skills avoid questions of ends and truth; the existence of general skills, such as critical thinking; the importance of knowledge; skills and the personality; and some implications for teaching and philosophy. 相似文献
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Helen Johnson 《Pastoral Care in Education》2004,22(3):22-28
In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
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J.B. Johnson 《Journal of The Franklin Institute》1931,212(6):687-717