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81.
Josef Jarab 《Higher Education in Europe》1995,20(3):103-110
The process which got underway after the Velvet Revolution to transform Czech higher education had first to confront the fact that a good deal of desired continuity existed. The first reform law was hastily conceived, and the reform process has been hampered by insufficient funding. The possibilities of introducing tuition fees in the state institutions and of founding private universities are being debated in Parliament Both innovations would represent a major cultural change. The reform process has been aided by the contributions of western governmental and non‐governmental organizations. 相似文献
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Karl D. Hostetler 《Educational Philosophy and Theory》2016,48(2):179-190
In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well. 相似文献
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Journal of Zhejiang University-SCIENCE B - 线粒体病 (MID) 是由线粒体 DNA (mtDNA) 或核 DNA (nDNA)... 相似文献
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To extend the feedback analysis of legibility in handwriting, a coordinate force transducer has been devised that makes possible the separate sensing of the right-left and near-far directions of writing motions and the converting of these movements to their electrical analogs. This method of transducing handwriting motions made possible systematic measurement of the effects of feedback displacement and delay of the visual feedback of writing movements and of analyzing the types of variation in legibility related to variable feedback factors. Results showed that differential directional defects and general disturbances in legibility and timing of writing movements occurred in relation to both visual feedback displacement and delay of writing motions. The findings give added support to the view that writing is not a form of discrete stimulus-response behavior or stimulus tracking, but consists of self-generated forms of response comparable to steering, in which accuracy, legibility, and learning are directly determined by feedback time factors and directional specificity of particular right-left and near-far coordinates of movement that dynamically control and project visual input in the writing act. 相似文献