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Professor Kiril Petkov 《Al-Masaq: Islam & the Medieval Mediterranean》2007,19(2):99-119
This essay examines the fundamentals of the Byzantine and Muslim political discourses during the period of the Crusades by analyzing a common political trope, the concept of Western pride and arrogance. The principal argument is that the seemingly stable categories of Eastern political propaganda obscure a massive discursive shift. At the beginning of their encounter with the Latin Christians both Byzantines’ and Levantine Muslims’ discourses on power and their place on the international stage were hegemonical, exclusive and self-referential. Towards the end of the Crusading period and under the steady pressures of Western practices, both societies’ political discourses came to accept as legitimate principles of international politics—such as power as a claim rather than a right, relations based on contract, territoriality and legitimacy of secular rule—that have long been the staple of Western conceptualization of politics, but were initially seen as utterly alien by Byzantines and Levantine Muslims. 相似文献
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This short paper explores the contribution or otherwise that could be made by using a test akin to the American Scholastic Assessment Test or SAT to select students for undergraduate degrees in the UK. It examines the political context to the debate about the potential value of such a test, before outlining how SAT results in America vary along dimensions related to social background and how American universities have adapted their admissions procedures in response to these differences. From the research examined it cannot be assumed that the introduction of a test such as the SAT would be any more equitable then the current use of public examinations in England. It is suggested that profiling students along the lines used by some American universities may assist with making access ‘fairer’. 相似文献
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The demand for live performing arts in Italy 总被引:1,自引:1,他引:0
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Jeonghun Nam Justin Kok Soon Tan Bee Luan Khoo Bumseok Namgung Hwa Liang Leo Chwee Teck Lim Sangho Kim 《Biomicrofluidics》2015,9(6)
A novel microfluidic device which consists of two stages for particle focusing and separation using a viscoelastic fluid has been developed. A circular capillary tube was used for three-dimensional particle pre-alignment before the separation process, which was inserted in a polydimethylsiloxane microchannel. Particles with diameters of 5 and 10 μm were focused at the centerline in the capillary tube, and the location of particles was initialized at the first bifurcation. Then, 5 and 10 μm particles were successfully separated in the expansion region based on size-dependent lateral migration, with ∼99% separation efficiency. The proposed device was further applied to separation of MCF-7 cells from leukocytes. Based on the cell size distribution, an approximate size cutoff for separation was determined to be 16 μm. At 200 μl/min, 94% of MCF-7 cells were separated with the purity of ∼97%. According to the trypan blue exclusion assay, high viability (∼90%) could be achieved for the separated MCF-7 cells. The use of a commercially available capillary tube enables the device to be highly versatile in dealing with particles in a wide size range by using capillary tubes with different inner diameters. 相似文献
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John O’Rourke John West 《International Journal of Disability, Development & Education》2015,62(5):531-546
Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy. 相似文献
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Sarah. E. West 《Environmental Education Research》2015,21(1):45-60
Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant observation. Practitioners and participants listed a large number of outcomes, with increasing knowledge about the environment mentioned most frequently. For participants, this was often in relation to gaining new skills. Social outcomes, such as making new friends, were more prominent in participant than practitioner responses. Practitioners did not spontaneously mention any negative outcomes of environmental education, and few were suggested with prompting. Participants suggested more negative outcomes than practitioners, notably damage to the environment. The differing views suggest a need for greater discussion between practitioners and their participants. 相似文献
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