Lifelong learners in the literature: Adventurers,artists, dreamers,old wise men,technologists, unemployed,little witches and yuppies     

Ursula Giere 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(3-5):383-393

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National Security Letters,the USA PATRIOT Act,and the Constitution: The tensions between national security and civil rights     

Ursula Gorham-Oscilowski  Paul T. Jaeger 《Government Information Quarterly》2008

In response to the terrorist attacks of 9/11, the USA PATRIOT Act greatly expanded the ability of the Federal Bureau of Investigation to use National Security Letters (NSLs) in investigations and the contexts in which they could be used by relaxing the standards under which NSLs could be employed. NSLs allow investigators to acquire a significant amount of information about the subject of an investigation, and the range and frequency of uses of NSLs has risen dramatically since the passage of the USA PATRIOT Act. An outstanding question with NSLs is whether they are being used in a manner that violates the First and Fourth Amendments of the Constitution. This article explores the relationships between NSLs, the USA PATRIOT Act, and the Constitution. The paper reviews the legislative history of NSLs, synthesizes the First and Fourth Amendment issues and key judicial decisions related to NSLs, and analyzes the extent to which the USA PATRIOT Act Improvement and Reauthorization Act of 2005 adequately addresses challenges to the constitutionality of NSLs. The paper concludes with an examination of NSLs within the greater information policy context in the United States, as the expanded usage of NSLs—even if entirely constitutional—raises the possibility of chilling the freedom of expression.  相似文献   

The identification of variation in students’ understandings of disciplinary concepts: the application of the SOLO taxonomy within introductory accounting     

Ursula Lucas  Rosina Mladenovic 《Higher Education》2009,58(2):257-283

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Validation of a parent outcome questionnaire from pediatric cochlear implantation     

Nunes T  Pretzlik U  Ilicak S 《Journal of deaf studies and deaf education》2005,10(4):330-356

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Book reviews     

Christopher McIntosh  Ursula Giere  Werner Mauch  Robert Wood  Laverne Gyant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):301-305

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Educational self-regulation competence: toward a lifespan-based concept and assessment strategy     

Bittner  Jenny V.  Stamov Roßnagel  Christian  Staudinger  Ursula M. 《International Journal for Educational and Vocational Guidance》2022,22(2):307-325

International Journal for Educational and Vocational Guidance - Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has...  相似文献   

Beyond ‘migrant background’: how to select relevant,social justice oriented,and feasible social categories in educational research     

Vietze  Jana  Schwarzenthal  Miriam  Moffitt  Ursula  Civitillo  Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408

European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking...  相似文献   

Intercultural sensitization with synthetic cultures: Evaluation of a computer-based multimedia learning tool     

Katharina Klinge  Anette Rohmann  Ursula Piontkowski 《Int J Intercult Relat》2009,33(6):507-515

The purpose of the present study was to evaluate a new computer-based multimedia learning tool for intercultural sensitization that is based on synthetic cultures. The learning tool named “Culture Awareness Training” (CAT) is targeted at learners with few intercultural experiences, and its aim is to sensitize participants to cultural influences on behavior and to intercultural differences, and to enhance perspective taking. Two studies were conducted to evaluate the effectiveness of the CAT. Study 1 (N = 107) showed that participation in the CAT led to higher intercultural awareness and higher intercultural interest compared to a control group. In Study 2 (N = 46), the CAT was compared to a simulation game for intercultural sensitization. Participants were students shortly before their stay abroad. Results showed that both the CAT and the classical simulation game enhanced participants’ cultural awareness.  相似文献