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The law is a near perfect application area for knowledge representation. Legal knowledge representation is needed in conceptual legal information retrieval systems and in legal reasoning systems. We review the knowledge representation aspects of four such systems: Waterman and Peterson's Legal Decisionmaking System, Hafner's Legal Information Retrieval System, McCarty's TAXMAN, and the deBessonet representation of the Louisiana Civil Code (CCLIPS). 相似文献
214.
Roselyne Simon Saint‐Hubert 《欧洲师范教育杂志》1985,8(2):179-186
The article examines strategies for the training of Primary teachers in Belgium, a level of training which was increased from two to three years duration in 1983. An action research at the EN de l'Etat at Andenne has focused on the conceptual model (following a structure of analysis proposed by Antoine Leon). This model, and the typology of teaching/learning situations which it embodies, permits the student to establish theoretical terms of reference at the outset of training, and to acquire educational insights which relate meaningfully to the goals of teaching. The approach adopted makes certain demands upon the students; for example, they need to take stock, objectively, of their own experiences of learning and must be prepared to question their own assumptions. An important factor in the research has been the use of micro‐teaching, with CCTV, and it is necessary that the students be given an early opportunity to try out their learning from the studio setting in a ‘real’ environment. Overall, however, the experiment, which has been conducted in liaison with the Free University of Brussels, is a promising avenue for achieving the integration of theory with practice. 相似文献
215.
This study examines whether molestation is most likely to occur before or after the onset of puberty and also whether molestation is likely to be a one-time occurrence or last for a long time. The study analyzed intake interviews from 365 adults molested as children (AMACs). The AMACs were entering treatment at the Child Sexual Abuse Treatment Program, San Jose, CA. This paper presents data on the age of onset and end of the molestation and the duration of the molestation in years. For this sample, the average age of onset was 7.5; the average age at the end of the molestation was 13. The overwhelming majority of molestations lasted one year or more. We discuss results in the context of past studies and suggest areas for further research. 相似文献
216.
Simon Clarke 《Asia Pacific Journal of Education》2003,23(1):99-107
The last decade has witnessed a period of endemic reform within educational systems and schools. In particular, changes have been implemented that may entail different configurations of decision‐making at the site level with significant reverberations for the workplace environment of the school. This paper suggests that because of the ubiquity of reform, rich opportunities have been provided for researching educational change. Nevertheless, in order to develop a holistic understanding of the effect of change in schools a perspective is required that takes Into account the socio‐political and cultural context of an organisation. For this purpose, the micro‐political perspective may be able to convey a more realistic depiction organisational behaviour than conventional theory has been able to offer. Therefore, this paper elucidates the major ideas of some prominent micro‐political theorists and makes recommendations for future research into aspects of life in schools. It is hoped that the paper may contribute to a revival of the micro‐political perspective in conducting educational research. 相似文献
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Conclusions The core of our argument rests in the nature of the relationship between regional and provincial educational authorities and local schools/communities. In the present situation the relationship is ambiguous. On one hand, the province and the boards issue guidelines and demand that local schools develop programs in conformity with them. At the same time the schools are urged to be innovative and to develop programs to meet local needs. Although the drafters of guidelines apparently see no contradiction between these two directives, we, and many practitioners we have talked with, do.It is our position that the local school/community should be primarily accountable to the community it serves for developing learning environments that fairly reflect the community's educational values, expectations, and priorities. The school should be accountable to central authorities for proper expenditure of monies and for observing basic standards of honesty and fair play in its operations. Finally we wish to stress again the importance of providing help rather than advice to developing programs. Advice coming from a source that in the recent past was primarily a legislative and policing agency cannot help but be construed by school practitioners as a thinly disguised directive. Even if this were not the case, advice is of limited value to people who lack the resources and technical expertise to implement their educational ideas. Real help, in the form of needed resources, technical services, and expert consultation, might inject a new spirit of goodwill and cooperation into what has been at best a guarded relationship between the schools and central educational authorities.OISE 相似文献
219.
Conclusion Science teaching in Australia has been dogged by a lack of independence from the top-down pressures of the tertiary institutions
and overseas, particularly British, influences. In a future paper we will examine the influence of Professor Harry Messel
of Synney University and his Philosophy of Science as exemplified by the Wyndham Science Course for secondary schools in NSW.
Science teaching continues to ignore such questions as, whose interests are served by the managers of scientific research?
There is an absence of discussion about autonomous technology and growth economics advocated by Australian and other governments.
Even the curious juxtaposition of caution and demand for more technology by Barry Jones inSleepers, Wake! (1982) has failed to stimulate discussion. 相似文献
220.
Kidspeak 儿童语言
Our four-year-old son speaks English and French, and he has picked up some Guangdongese since living in Hong Kong. One day I was getting ready to take him to a rugby game. His mother, not being a rugby fan, planned a quiet afternoon at home. Our son, however, pleased. 相似文献