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排序方式: 共有290条查询结果,搜索用时 15 毫秒
281.
ABSTRACT This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyses how young workers are depicted in these images. The paper draws on a collection of 2251 glass-plate negatives (re)presenting ARBED’s industrial cosmos, including its vocational school the Institut Emile Metz. The roughly 160 images of apprentices contained in the collection put on display the apprentices’ bodies and a variety of activities in different contexts. The images’ contents testify to the institute’s programmatic hybridity and the constant (re-)mix of formal and semi-formal learning activities intended to educate natural, urban, mobile and communal men and future workers. Our focus is on Boy Scouts’ activities in a variety of different environments, which have functioned as a liminal space for educating a workers’ elite, mitigating the risks of industrialisation and fostering social harmony and cultural belonging. 相似文献
282.
Benjamin C. Herman Michael P. Clough 《International Journal of Science and Mathematics Education》2016,14(1):207-227
The study reported here investigated experienced teachers’ views on several nature of science (NOS) issues 2 to 5 years after they completed a demanding secondary science teacher education program in which the NOS was an extensive and recurring component. Both quantitative and qualitative data were collected and analyzed to determine study participants’ NOS understanding. Study participant’s NOS views were determined to be generally accurate and robust, suggesting that experiences in their science teacher education program had a long-lasting positive impact on NOS understanding. The preservice program that study participants completed has several unique features that may account for that long-lasting impact and has implications for preservice and inservice science teacher education professional development. 相似文献
283.
Ellen Boeren John Holford Ides Nicaise Herman Baert 《Globalisation, Societies & Education》2012,10(2):247-269
Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation. 相似文献
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Herman T. Tavani 《Ethics and Information Technology》2000,2(1):77-83
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David Nicholas Cherifa Boukacem-Zeghmouri Blanca Rodríguez-Bravo Eti Herman Abdullah Abrizah David Clark Galina Serbina David Sims Marzena Świgoń Jie Xu Anthony Watkinson Hamid R. Jamali Carol Tenopir Suzie Allard 《Learned Publishing》2023,36(2):319-322
- 170 early career researchers interviewed three times over 2 years, have uniquely contributed towards a stress test of scholarly communications and cracks have been identified.
- The perfect storm created by the convergence of millennial values and the pandemic appears to have fast-forwarded the cracking process, perhaps, for the good.
- The cracks in question are: (1) peer review; (2) reputational assessment; (3) unethical/questionable practices; (4) collaboration; (5) networking.
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