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Mario Reguzzoni 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):53-62
Ohne Zusammenfassung
Educational reform in the european community
Reforme En Education Dans La Communaute Europeenne相似文献
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The period of Portuguese authoritarian government, followingupon the heels of economic and social decline which the countrylived through after the installation of the republic in 1910,was bolstered politically, culturally, and economically by theexperience of the country during these 64 years. Economic andcultural changes after 1945, including development of the media,worker migrations, tourism, and the decolonialization movements,gave rise to attitudes and behavior of increasingly wide groupswho rejected authoritarianism and the monolithic political system.Various factors paved the way for the downfall of this regime,among them Oliveira Salazar's physical incapacity and his replacementby the more liberal but less prestigious Marcelo Caetano, theunease in public opinion caused by the sending of troops tothe colonies in Africa, and international and political andcultural pressures. Public opinion was in favor of the new politicalsystem, and, gradually consolidated its hold with the supportof the Western international community, and, in particular,the countries of the EEC. The political parties contributedto the development of the political attitudes of the Portuguesepopulation and ensured that the regime maintained itself withina liberal democratic framework. 相似文献
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带电粒子在磁场中其加速度与速度垂直 ,所以速率不变化 ,故该粒子的动能是常数。那么一个磁场是怎样能够改变一个带电粒子的动能的 ?其有何规律 ? 相似文献
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Conflict,education and the global south: New critical directions 总被引:1,自引:0,他引:1
This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of ‘Education and Conflict Studies’. We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent ‘overviews’ of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its ‘global’ dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry. 相似文献
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