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The significance of competing conceptions of civic engagement is increasingly apparent as efforts are made to respond to the measurement imperative that characterises contemporary higher education. The importance of devising appropriate means of recognising and incentivising civic engagement is asserted in this paper and the potential offered by emerging measurement and mapping methodologies is considered. The empirical basis for the argument derives from a multi-site case study of the process of embedding community-based learning within Irish higher education. Analysis of interview data from four cases, drawn from the university and extra-university sector, yielded, inter alia, a typology of orientations to civic engagement. Findings are discussed, including those relating to orientations, ambivalence, scepticism, and legitimisation strategies. The case is made that these themes and the factors which impact on sustainability are mirrored within the wider domain of civic engagement—hence the opportunity to learn from a civically engaged pedagogy.
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Josephine van den Bent 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(2):171-186
The rise of the Mongol empire was a shock to the Arab world and led many Arab authors to describe these conquerors in decidedly negative terms. The great historian Ibn Khaldūn also discusses the Mongols' rise and their conquests. As a nomadic people they challenged and defeated sedentary populations and founded their own dynasties. Consequently, the Mongol conquests perfectly fit Ibn Khaldūn's theories on ?a?abiyya – which is superior in nomadic groups – and the rise and fall of dynasties. For the Maghrebi historian, the rise of the Mongols was a natural step in the course of history. This consequently colours his view of the Mongols and affects the way he portrays them, especially regarding the themes of violence and religion – recurring themes in many contemporary works dealing with the Mongols – and in his depiction of the Turco-Mongolian conqueror Timur, who is presented in a more favourable light by Ibn Khaldūn than he is in many contemporary works. 相似文献
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Information Communication Technology (ICT) is on the lips of every nation of earth because it brings innovation into information seeking and knowledge acquisition. It is on this premise that this study is embarked upon to identify the roles ICT plays in information seeking and use amongst research officers in Research Institutes in Nigeria. The paper case studies the Nigerian Institute for Oceanography and Marine Research, Lagos using questionnaires, interviews, personal observation and examining relevant records. One hundred and seventy two research officers of the institute were sampled upon. The study examines awareness, use, exposure to ICT; role of ICT and improvements on ICT tools among other things. Results show that ICT plays an immense role in information sourcing, generation, processing, storage/retrieval, dissemination and even entertainment. Also, it shows that for ICT to be used optimally and maximally, there is need to have steady/regular power supply, workable/stable infrastructure and provision of more ICT tools and centres. Recommendations were made to the Federal Government of Nigeria to provide reliable sources of electricity and infrastructure or adapt the technology to local conditions and requirements (e.g. current/planned infrastructure). Manufacturers of ICT tools are urged to use non-radioactive materials in the manufacture of the tools. Other stakeholders should check for security and provide for more African sites. 相似文献
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Josephine Bleach 《Educational Action Research》2015,23(1):22-35
Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children. 相似文献