Towards a better transfer of knowledge and values   总被引：1，自引：0，他引：1  

Jacques Berque 《Prospects》1976,6(3):328-348

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Motivations for participation in higher education: narratives of non-traditional students at Makerere University in Uganda     

Peace Buhwamatsiko Tumuheki  Jacques Zeelen  George Ladaah Openjuru 《International Journal of Lifelong Education》2016,35(1):102-117

The objective of this qualitative study was to establish motivations for participation of non-traditional students (NTS) in university education. The findings are drawn from empirical data collected from 15 unstructured in-depth interviews with NTS of the School of Computing and Informatics Technology at Makerere University, and analysed with the aid of qualitative data analysis software ATLAS.ti. Three major findings were established: (1) motivations were found to be multiple, multifaceted and varied for each individual; (2) the sociocultural context of the African society including societal perceptions of university education were found to be the major factor shaping motivations of NTS to upgrade their educational qualifications; and (3) most motivations were found to be extrinsic in nature rather than intrinsic and based more on push rather than pull factors. Yet, although the demand for university education is increasing, life beyond university can no longer guarantee some of the anticipated rewards such as employment and its related benefits. It therefore becomes important that the purpose of education within universities in Africa is directed towards achieving development of the whole human being. In this way, a graduate’s capacity to function will not be seen only in the economic and professional life, but also in other spheres of life.  相似文献   

A CERTAIN “MADNESS” MUST WATCH OVER THINKING1     

Jacques Derrida  Franois Ewald 《Educational theory》1995,45(3):273-291

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科克苏-穹库什太古生代构造-岩浆作用及其对西南天山造山时代的约束     

王博  舒良树Michel FAURE Dominique CLUZEL Jacques CHARVET 《中国科技期刊研究》2007,23(6):1354-1368

天山造山带是古生代多期碰撞增生作用的产物,其确切的造山时代是当前争议较多的热点问题.分布在西南天山的科克苏-穹库什太剖面经历了复杂的构造变形,最明显的两期变形事件分别为朝北的推覆作用和NE-SW韧性走滑作用.本剖面可分为伊犁岩浆岛弧、伊犁结晶基底、高压变质杂岩三个岩石-构造单元.野外可见黑云母花岗闪长岩侵入到绿片岩相变质岩中,岩脉切穿绿片岩中面理构造.通过锆石U-Pb LA-ICPMS测年,科克苏剖面钾长花岗岩的年龄为341±6Ma和338±8Ma,穹库什太黑云母花岗闪长岩的年龄为313±4Ma.其中,花岗闪长岩发生了黑云母定向排列,通过对黑云母进行^40 Ar/^39 Ar测年,获得坪年龄为263.4士0.6Ma,表明该花岗闪长岩受过后期热事件的干扰.地球化学分析表明,黑云母花岗闪长岩属于钙碱性系列,Nb和Ta含量低而Rb,Ba和TH含量很高,与俯冲作用有关的岛弧岩浆岩地球化学组成非常相似.结合前人对该地区高压变质岩、花岗岩和火山岩的研究成果,本文提出,西南天山俯冲-碰撞造山作用发生在晚石炭世之前,研究区后碰撞区域走滑作用标志着西南天山碰撞造山作用在二叠纪之前全部结束.  相似文献   

Gamma ray astronomy and the COS-B satellite     

Catherine J Cesarsky  Jacques A Paul 《Endeavour》1984,8(1):9-16

Gamma photon by gamma photon, throughout almost seven years of perfect operation the European satellite COS-B has produced what amounts to a high-energy chart of the sky: this gives a totally new view of the Milky Way, our Galaxy. COS-B discovered new stars, extraordinarily intense sources of gamma radiation, most of which are invisible at other wavelengths. Are they young pulsars, the remains of supernovae, or evidence of black holes?  相似文献   

Les enseignants Catalans,le nouvel état espagnol et I'Europe     

Ricard Jordana  Jacques‐André Tschoumy 《欧洲师范教育杂志》1978,1(2):61-66

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Reading and summarizing challenging texts in first and second languages     

Alister Cumming  Jacques Rebuffot  Monica Ledwell 《Reading and writing》1989,1(3):201-219

The thinking processes of 14 adult Anglophone students of French performing challenging reading and summarizing tasks were compared in their first and second languages. Individuals proved to use equivalent proportions of higher-order problem solving strategies while writing and reading in both languages. These varied with people's levels of literate expertise in their mother tongue, correlating with the qualities of written summaries they produced in both languages. Uses of these problem solving strategies appeared unrelated to participants' levels (beginning and intermediate) of second language proficiency. Analyses of the verbal reports reveal thinking processes which are common to reading and summary writing in first and second languages but which appear to vary with people's literate expertise and relevant knowledge. Findings are interpreted in relation to Cummins' (1984) theories of the cross-linguistic interdependence of cognitive-academic skills and Van Dijk and Kintsch's (1983) model of discourse comprehension. Implications are drawn for theories of bilingual cognition, further research, and instruction in second language reading and writing.  相似文献   

Talented in Dance: The Bloom Stage Model revisited in the personal histories of dance students     

Jacques H. A. van Rossum 《High Ability Studies》2001,12(2):181-197

Bloom (1985) reported on the careers of a sample of 120 talented individuals from three domains: science, athletics and the arts. His findings are used as a starting point for the research on professional dance students presented in this article. Three issues were studied: the relevance of significant others in a dance career; the issue of detecting dance talent and, also, using Bloom's proposed three career stages in a talent domain, how teachers are described by students, and what the characteristics of a typical dance class are. A questionnaire was constructed and administered to 129 students in the Dance Department at the Amsterdam School of the Arts, the Netherlands. The results indicate that, in addition to the dance teacher and parents (as highlighted in Bloom's study), peers should also be considered. Furthermore, the majority of students have been labelled "talented" at some point in their career, notably by teachers and other dance experts, while in fact parents played no role here. A new measurement format was introduced in an attempt to reveal the peculiarities of teacher and dance class during the three career stages. The results obtained correspond to Bloom's findings. Therefore, the present study not only supports Bloom's findings in a dance sample, but also offers a generalisation from Bloom's male-dominated sample to a female-dominated one.  相似文献   

Mr. Crawford responds     

Jacques Barzun 《Academic Questions》2001,15(1):5-6

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THE EMANCIPATION OF WOMEN: A COMMON EUROPEAN CONCERN     

Jacques Coenen‐Huther 《Higher Education in Europe》1991,16(4):54-62

The true emancipation of women should become a common European concern and a common European goal. Emancipation means that no socio‐cultural or biological constraint should prevent women from obtaining the same chances and opportunities as men. True emancipation, which is still a distant objective in most of the European countries, implies that access to professional life should not have to be paid for by an exhausting cumulation of domestic and professional roles. A recent research programme on the student population of the University of Geneva provides data which are relevant in this respect. Female students are less likely to have internalized norms of behaviour which facilitate adaptation to a competitive environment in which women have to compete with men. Being subject to cross pressures and torn between two sets of behavioural norms, young women are often ambivalent in their attitudes. The conclusions of the Geneva research are consistent with other research results in other countries. The major explanatory factor is early socialization. True emancipation of women requires a long‐range education policy aiming at gradually reducing the differences in the socialization patterns of boys and girls.  相似文献