Latin American Universities,Academic Freedom and Autonomy: A long-term myth?

This article explores the issues of academic freedom and autonomy in different systems of higher education in Latin America, with an emphasis on the Brazilian case [1]. It starts with a broad historical view that permits the location of the tensions between the academic community and the State in relation to academic freedom and autonomy. These issues are then analysed in three different moments of higher education in Latin America: the early framing (the 1920s to the 1950s), the middle framing (the 1960s and the 1970s), and the contemporary framing (the 1980s and the 1990s). In the conclusion, an interpretation is offered of the current debate on higher education and the consequences for academic freedom and autonomy in the new millennium.     

母语习得特点与英语巧教

对照母语习得特点与中国学生学英语的外部条件从多年的教学实践中总结出四条巧教英语的可行办法。     

X25165与AT89C51在智能监控系统中的应用

从X25165芯片的结构、性能、工作原理出发，研究了X25165与AT89C51组成的智能监控系统的结构特点和工作原理。     

日本教育研究的历史性篇章——《世界教育大系》之《《日本教育》卷评介

本文对吉林教育出版祥最近出版的《世界教育大系》（共20卷）中的《日本教育》卷作了评介。指出：这本著作以历史发展为线索，揭示了不同时期日本教育与其社会政治、经济、文化发展的同构性及其自身特征；这是一本总结我国的日本教育研究的历史并开拓其未来的、具有重要历史意义的著作。     

Influence of the difficulty of the Matching Familiar Figures Test-20 on the assessment of reflection–impulsivity: An item analysis

This study is an item analysis of the Matching Familiar Figures Test-20. We examined error scores in the Matching Familiar Figures Test-20 to determine the influence of the difficulty of the test on the assessment of reflection–impulsivity. The sample included 700 participants aged between 6 and 12 years. The results obtained from the corrected item–total correlation showed moderate but significant values for the discrimination index in all age groups, although the lowest values were found in the 6-year-old group. The item difficulty data show that the test is quite difficult for 6-year-old participants and quite easy for 12-year-old participants, and more likely to show individual differences between these ages. The results suggest that the difficulty of the MFFT20 is appropriate for children between 6 and 12 years. However, because of some floor and ceiling effects, the results of this test for ages 6 and 12 should be interpreted very cautiously, especially for the 6-year-old group.     

Insights into the Integration of Traditional Filipino Arts in Art and Design Education: Voices from the Academe

This article presents the first segment of a qualitative study that explores the feasibility of integrating traditional arts in Philippine art and design education. The views of educators on traditional arts were sought to provide an impetus for the study and a springboard for discussion regarding the relevance of traditional Filipino arts in a predominantly Westernised educational system. The educators’ views and opinions on the central question, ‘Why and how should the study of traditional Filipino arts be integrated in the art and design programme?’ will be used to guide a trial integration of the learning of traditional arts in tertiary art and design classes. They will form part of the multiple perspectives that will be gathered from various sectors throughout the course of research. This phenomenological study, on the whole, seeks to uncover the potentials of traditional arts as a rich resource for learning, particularly for students of art and design.     

Impressions of disadvantage: II-Monitoring and assisting the student at risk

Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.     

Simulation framework for teaching in modeling and simulation areas

Simulation is the process of executing a model that describes a system with enough detail; this model has its entities, an internal state, some input and output variables and a list of processes bound to these variables. Teaching a simulation language such as general purpose simulation system (GPSS) is always a challenge, because of the way it executes the models and the abstraction level it can achieve, very different compared with most well-known programming languages. This article presents an open source simulation framework that implements a subset of entities of GPSS, which could help students to improve the understanding of this language. This tool also stores all entities of simulations in every single simulation time, which is very useful for debugging simulations, but also for getting a detailed history of all entities in the simulations, knowing exactly how they have behaved in every simulation time.     

Evaluation of the sustainable development graduation track at Delft University of Technology

This paper evaluates the sustainable development graduation track at TU Delft. This track can be followed by all students of TU Delft. It consists of an interdisciplinary colloquium ‘Technology in Sustainable Development’, 300 h of self-chosen courses on sustainable development and a graduation project in which sustainable development is integrated. This paper deals with the numbers of students that follow the track, with the results of a questionnaire among the students, and with the jobs students have found after graduation. Our main conclusions are that about 50 students start the sustainable development track each year, which is more than initially intended; that two thirds of the sustainable development graduates completely integrate sustainable development into their graduation project; that the students feel that the sustainable development certificate adds value to their graduation and that many of them find jobs within the sustainable development field.     

Gendered harassment in secondary schools: understanding teachers’ (non) interventions

This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.