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Tom A. Adami 《Archival Science》2007,7(3):213-221
The article sets out to pose the question ‘Is it possible for an archive to aid the process of reconciliation?’ Is the scale of a given event, in some cases, insurmountable in terms of reconciling the parties? The graphic nature of the archives and the issue of psychological impact of an archive on the archivist is explored. It is contended that through outreach and dissemination of the contents of the archive, it is possible to provide to the affected communities the information of what the international community has done in terms of judicial redress. Archives can also fulfil-dual roles and this issue is touched upon in that the purpose and organization of the archive is changing from an active records center or a tool of repression to suit a future audience of researchers or to aid reconciliation. 相似文献
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Archival Science - Two rival records management models emerged during the 1990s. Duranti’s model involved moving records out of business applications into a repository which has a... 相似文献
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This article reports the results of a study of the extent of management development programmes for managers of universities. The method used was a postal survey of all UK universities, which produced a response of over 60 per cent of universities. According to the responses received, about half of UK universities provide some organised management development for their managers with the other half doing nothing to develop their managers in any systematic way. On this basis, universities provide less management development for their managers than most other UK organisations. A few universities have achieved, and some are intending to seek, the Investors in People standard. Personnel managers within the universities are convinced of the need for management development for those who manage our universities. However, lack of resources and lack of commitment from vice-chancellors and other senior academics are the main barriers to the successful implementation of systematic management development. 相似文献
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Meliza González Tianna Loose Maite Liz Mónica Pérez Juan I. Rodríguez-Vinçon Clementina Tomás-Llerena Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924
The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development. 相似文献