Indexing the continuum of verbal texts     

Hans H. Wellisch 《Learned Publishing》1997,10(1):15-19

Differentiates items on a continuum of verbal texts as: books (single-author, small-team, multiple-author, encyclopedias); periodicals (journals, bulletins, bibliographic volume indexes, cumulations); databases. The requirements of their indexing, with varying problems of policy, language, depth, authors' names, and titles, in both printed and electronic form, are discussed.  相似文献   

Promising Interventions Are Great,but Are They Enough?     

Hans Bos 《Journal of research on educational effectiveness》2017,10(3):541-544

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Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills     

Hans G. K. Hummel  Jasper van Houcke  Rob J. Nadolski  Tony van der Hiele  Hub Kurvers  Ansje Löhr 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1029-1041

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Seasonal bias in editorial decisions? A study using data from chemistry     

Lutz BORNMANN  Hans‐Dieter DANIEL 《Learned Publishing》2011,24(4):325-328

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Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders     

Katrien Van Poeck  Joke Vandenabeele  Hans Bruyninckx 《Environmental Education Research》2014,20(5):695-717

In this paper, we address the implementation of the UN Decade of Education for Sustainable Development (ESD) in Flanders, a sub-national entity of Belgium. Our analysis shows how the policy-making process in Flanders is inextricably intertwined with three developments in environmental and educational policy: the increasing impact of ESD policy and discourse on environmental education, the framing of social and political problems as learning problems, and ecological modernisation. These trends give shape to a post-ecologist and post-political policy regime and, thus, affect what is possible and acceptable within Flemish ESD policy. However, this case study also revealed that these developments do not completely determine ESD policy-making in Flanders. Our examination thus allowed us to understand how the actual policy translation in a particular local setting brings about powers that legitimise and maintain as well as counteract the bounds of the policy regime that emerged in the context of the UN Decade.  相似文献   

Forums for electronic government scholars: Insights from a 2012/2013 study     

Hans J. Scholl  Yogesh K. Dwivedi 《Government Information Quarterly》2014

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Using e-mail to support reflective narration     

Bregje de Vries  Hans van der Meij 《International Journal of Educational Research》2003,39(8):829

This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can serve a meaningful function in a narrative curriculum aimed at experiential inquiry. In addition, we suggest a need for future research that adopts a broad view of learning that includes different kinds of dialogues and values affective as well as cognitive aspects of these dialogues.  相似文献   

Legitimacy Seeking among New Private Institutions of Higher Education in Central and Eastern Europe     

Hans C. Giesecke 《Higher Education in Europe》2006,31(1):11-24

The quest for legitimacy is particularly acute for organizations that are in the initial stages of their lifecycles. Without recognition and acknowledgment of the ‘right to exist’, new institutions may falter or fail because of lack of acceptance. Surmounting the barriers that block the road to legitimacy can be very difficult, but there are steps that can be taken to overcome such obstacles. This article examines the paths that new institutions of private higher education in Central and Eastern Europe have taken to assume a level of legitimacy that allows for their continued operations and future success. Its focus is to dissect the forces and factors that affect the movement of such new institutions along a described legitimacy continuum. Examination of key legitimacy factors as identified by private sector rectors in both Poland and Hungary reveals that there are country‐specific means that enable new institutions to transit the given legitimacy continuum expeditiously.  相似文献   

Hermann Altrock in der NS-Zeit     

Hans Joachim Teichler 《Sportwissenschaft》2005,35(4):375-402

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Universities and the common understanding in an uncommon time     

Hans Mark  Sheldon Ekland-Olson 《Academic Questions》1991,4(1):68-71

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