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161.
It is intuitively clear that putting the cart before the horse is not the same as putting the horse before the cart. It is equally clear that a history of philosophy is different from a philosophy of history. Yet there is no logical relationship, like the AND/OR/NOT functions, which would enable manipulation of these permuted, non-commutative, relationships. In this paper we present a system for automatic handling of ordered sets, states based on these sets, and of differing points of view regarding a Universe of Discourse. We call what we are dealing with aspects and we represent them by means of a new logical function called the Overlap function. 相似文献
162.
Methodological considerations regarding the evaluation of maintenance of gains due to token programs
Fredric M. Levine Geraldine Fasnacht Dean Funabiki Michael R. Burkart 《Psychology in the schools》1979,16(4):568-575
The issue of maintenance of changes in behavior produced by token programs is unquestionably important. The present paper raises methodological considerations relating to the evaluation of such maintenance and offers suggestions for appropriate methodology. 相似文献
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In recent years, we have witnessed an upsurge in the attention given to Sport for Development and Peace (SDP). Yet, despite a burgeoning body of scholarship, SDP remains largely undertheorized. Emergent perspectives, however, point to the complex nature of SDP programmes. The purpose of this article is to assess how Sen’s Capability Approach – a normative framework rooted in human development – may help us better understand SDP at the conceptual level. In this paper, we analyse: (a) existing theories on SDP, (b) the Capability Approach and (c) implications of re-examining SDP through the Capability Approach. This includes an analysis of the applicability of the Capability Approach to SDP practice, policy and research. We conclude by suggesting that the Capability Approach provides a malleable normative framework that can promote conceptual clarity of SDP across a multitude of epistemological, theoretical and methodological perspectives. 相似文献
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Individual differences in children’s number knowledge arise early and are associated with variation in parents’ number talk. However, there exists little experimental evidence of a causal link between parent number talk and children’s number knowledge. Parent number talk was manipulated by creating picture books which parents were asked to read with their children every day for 4 weeks. N = 100 two- to four-year olds and their parents were randomly assigned to read either Small Number (1 – 3), Large Number (4 – 6), or Control (non-numerical) books. Small Number books were particularly effective in promoting number knowledge relative to the Control books. However, children who began the study further along in their number development also benefited from reading the Large Number Books with their parents. 相似文献
167.
Jaroslav Krejci Frank Brown Philip G. Altbach Margaret C. Ives M. L. Shattock M. G. de St V. Atkins D. G. Mulcahy Irving J. Spitzberg Arthur Levine David Warwick Charles Carter Robby Cohen Patti M. Peterson Philip G. Altbach Richard A. Wanner Bruce M. Shore Arye Perlberg Clive Church John B. Biggs Karl Halvor Teigen Pauline M. Rea Ernest Rudd E. D. Duryea 《Higher Education》1979,8(2):217-248
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