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881.
Peter Matthew Hills 《牛津教育评论》2013,39(6):716-729
AbstractThis article argues that deliberative theory provides an important contribution in the debate about the legitimacy of an Islamic influence within the British education system. The contribution is a timely one, in light of the tendency to view issues involving Islam and Muslims through the distorting prism of Islamophobia. The contribution of deliberative theory is developed and explained through a constructive comparison with two positions within debates about the legitimacy of religion and the accommodation of minority claims within education: ethical liberalism and ethical pluralism. 相似文献
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In recent years, governance and public participation have developed into key notions within both policy discourse and academic analysis. While there is much discussion on developing new modes of governance and public participation, little empirical attention is paid to the public's perception of models, possibilities and limits of participation and governance. Building on focus group data collected in Austria within the framework of a European project, this paper explores lay people's visions and versions of government, governance and participation for two biomedical technologies: post-natal genetic testing and organ transplantation. Building on this analysis, we show that people situate their assessments of public participation against the background of rather complex lay models of the governance and government of the respective technology. Because these models are very different for the two technologies, participation also had very different connotations, which were deeply intertwined with each socio-technical system. Building on these findings we argue for a more technology-sensitive approach to public participation. 相似文献
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886.
Chengshan Wang Robert M Hazen Qiuming Cheng Michael H Stephenson Chenghu Zhou Peter Fox Shu-zhong Shen Roland Oberhnsli Zengqian Hou Xiaogang Ma Zhiqiang Feng Junxuan Fan Chao Ma Xiumian Hu Bin Luo Juanle Wang Craig M Schiffries 《国家科学评论(英文版)》2021,8(9)
Current barriers hindering data-driven discoveries in deep-time Earth (DE) include: substantial volumes of DE data are not digitized; many DE databases do not adhere to FAIR (findable, accessible, interoperable and reusable) principles; we lack a systematic knowledge graph for DE; existing DE databases are geographically heterogeneous; a significant fraction of DE data is not in open-access formats; tailored tools are needed. These challenges motivate the Deep-Time Digital Earth (DDE) program initiated by the International Union of Geological Sciences and developed in cooperation with national geological surveys, professional associations, academic institutions and scientists around the world. DDE’s mission is to build on previous research to develop a systematic DE knowledge graph, a FAIR data infrastructure that links existing databases and makes dark data visible, and tailored tools for DE data, which are universally accessible. DDE aims to harmonize DE data, share global geoscience knowledge and facilitate data-driven discovery in the understanding of Earth''s evolution. 相似文献
887.
888.
Peter Danielson 《Ethics and Information Technology》2010,12(3):251-261
We can learn about human ethics from machines. We discuss the design of a working machine for making ethical decisions, the
N-Reasons platform, applied to the ethics of robots. This N-Reasons platform builds on web based surveys and experiments,
to enable participants to make better ethical decisions. Their decisions are better than our existing surveys in three ways.
First, they are social decisions supported by reasons. Second, these results are based on weaker premises, as no exogenous
expertise (aside from that provided by the participants) is needed to seed the survey. Third, N-Reasons is designed to support
experiments so we can learn how to improve the platform. We sketch experimental results that show the platform is a success
as well as pointing to ways it can be improved. 相似文献
889.
Participation,financial support and the marginal student 总被引:2,自引:0,他引:2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
Peter DaviesEmail: |
890.
Primary science education is a concern around the world and quality mentoring within schools can develop pre‐service teachers' practices. A five‐factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final‐year pre‐service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p<.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching. 相似文献