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91.
朱德生 《安徽师范大学学报(人文社会科学版)》2000,28(3):374-377
熊伟教授是三四十年代中国研究存在主义的专家之一,在德国哲学的教学研究以及著作的翻译上,有许多贡献。文革后,他抛弃”戴着口罩掏垃圾箱”的精神枷锁, 重新研究存在主义,培养了一批有才华的学生。“在学习西方哲学中来发展中国哲学”是他真正关心的工作,也是他留给后的一项历史任务。 相似文献
92.
Conclusions We are living a deep change in the information transfer process involving the different actors of the editorial scene (from
authors to editors, web-editors, e-publishers and readers), who occasionally play different roles at the same time (e.g.,
authors sometimes bypass the editor thus assuming direct responsibilities in the diffusion of documents in the Internet).
Furthermore, information producers, managers or seekers often show twofold personalities like Dr. Jekyll and Mr. Hyde. They
would like to find all documents free on the Internet and be able to read original, reliable, and high quality information,
but they are sometimes reluctant to spread their papers through online nonofficial channels as they care for the impact factor,
prestige, and career advancement.
It is a revolutionary period in which new and alternative forms of scholarly communication live together with more traditional
ones and the future is difficult to define. Recent initiatives of open access—such as Pubmed Central, Public Library of Science,
Budapest Open Access Initiative—are contributing to define new trends in the editorial market, challenging the traditional
distribution channels, mainly managed by commercial editors, and placing the authors’ role and publication copyrights under
severe discussion.
In this landscape, GL now has new dignity and becomes closer and closer to innovative scientific publications supported by
researchers in view of a generalised movement towards open access. The nuances of grey are becoming lighter and lighter. The
questions are many, the answers few, but, in any case, the ethical responsibility of producing and issuing quality documents
can never be disregarded. 相似文献
93.
Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
94.
The nature of knowledge in vocational education is often described in dichotomies such as theory versus practice or general versus specific. Although different scholars now acknowledge that vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is still unclear how vocational knowledge should be theorised instead. In this article we theorise the idea of contextualising vocational knowledge to understand the nature of vocational knowledge and illustrate this process of contextualising with empirical examples from culinary education. We adopt an activity-theoretical focus on contextualising that involves both particularising and providing coherence. We posit a cognitive process of meaning making where meaning derives from seeing the relationships of parts to the whole. The aspects of the nature of coherence and the relation between concepts and actions seem rather underdeveloped in vocational education theory. To characterise this process at a micro-level, we enhance the activity-theory approach with an inferentialist one. Inferentialism offers a way to focus on reasons and inferential relations between concepts and actions that provides coherence in vocational knowledge. To characterise the broad spectrum of processes relevant for vocational knowledge, we propose the terms “conceptualising” and “concretising”. Conceptualising involves inferring what follows from understanding a concept in a particular situation in relation to the meaning of other concepts. Concretising involves inferring what follows from understanding an aspect of the occupational practice in which students are participating. We argue that this way of framing vocational knowledge helps to better understand its nature and development. 相似文献
95.
96.
97.
Noor Ghazal Aswad Georgeta Vidican Diana Samulewicz 《European Journal of Engineering Education》2011,36(6):559-570
As the United Arab Emirates (UAE) moves towards a knowledge-based economy, maximising the participation of the national workforce, especially women, in the transformation process is crucial. Using survey methods and semi-structured interviews, this paper examines the factors that influence women's decisions regarding their degree programme and their attitudes towards science, technology and engineering (STE). The findings point to the importance of adapting mainstream policies to the local context and the need to better understand the effect of culture and society on the individual and the economy. There is a need to increase interest in STE by raising awareness of what the fields entail, potential careers and their suitability with existing cultural beliefs. Also suggested is the need to overcome negative stereotypes of engineering, implement initiatives for further family involvement at the higher education level, as well as the need to ensure a greater availability of STE university programmes across the UAE. 相似文献
98.
99.
Jerome De Lisle 《Assessment in Education: Principles, Policy & Practice》2015,22(1):79-103
Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts. 相似文献
100.
Chiara Meneghetti Barbara Carretti Rossana De Beni 《Learning and individual differences》2006,16(4):291-301
The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a one or a three factors model. Results confirmed the hypothesis which distinguishes between ‘basic’ and ‘complex’ aspects of reading comprehension. The second goal of the study was to analyze the relationship between the two-components model and scholastic achievement. Our results highlighted that the more ‘complex’ aspects of reading comprehension, reflecting some metacognitive knowledge and control processes, are the better predictors of scholastic achievement. 相似文献