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Sean Courtney 《International Journal of Lifelong Education》2013,32(6):465-476
This paper, which is situated within a discourse of inclusivity, is concerned with Higher Education's response to the needs of groups, such as working class adults with negative experiences of school, who are currently excluded from higher education throughout Europe. It argues, using illustrations from a case study, that there are a variety of organizational and pedagogical implications that must be addressed if participation is to be widened which relate to both individual ability and attitude and to institutional and situational barriers. It concludes that all universities have conceptions of equity which reflect ideological positions and influence the practice that is seen as acceptable. The dilemma facing those committed to social inclusion is that too much emphasis on the structural can imply that the efforts of individual students are of little consequence in determining success or failure. It is argued that a counter-balancing position is needed in which, whilst acknowledging the contribution of the student, course managers and institutions build structures to challenge the negative effects of inequality. 相似文献
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Structuring the curriculum and the classroom experience in ways that promote community building and develop an appreciation for diversity is a powerful way to deepen and personalize a student's learning experience. 相似文献
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Sean PIDGEON 《Learned Publishing》2009,22(1):13-16
It is widely recognized that interdisciplinary collaboration in science is crucial to the success of the research endeavor, but that long‐established institutional structures based on a firm division of the disciplines tend to make such teamwork difficult to achieve in practice. The development of the Wiley Interdisciplinary Reviews publishing model highlights some of the opportunities and challenges of crossing these traditional lines of demarcation. 相似文献
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Intentional Jealousy-Evoking Behavior in Romantic Relationships as a Function of Received Partner Affection and Love Styles 总被引:1,自引:1,他引:0
This study examined how (a) affection received from a partner and (b) love styles (i.e., eros, ludus, storge, pragma, mania, and agape) predicted the use of jealousy-evoking behaviors in romantic relationships. Participants were 197 undergraduate students currently involved in a committed romantic relationship, who completed a survey reporting on their partners' expressions of affection and their own perceived love styles and uses of jealousy evocation in their relationships. Results indicated that (a) after controlling for relationship length, the amount of affection received from a partner was inversely correlated with the use of jealousy-evoking behaviors, and (b) after controlling for relationship length and received affection, the ludus and mania love styles remained positive predictors of jealousy-evoking behavior. No other love styles were significant predictors. 相似文献