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71.
Bruce Williams 《Higher Education Quarterly》1994,48(4):277-293
Graduates from HEIs play key roles in process and product innovations which generate growth in output per worker and incomes. Some innovations increase and some reduce the demand for labour over time, and population growth apart, the net effect has been labour saving - life hours of work have fallen considerably. An important part of that reduction has been later entry to the labour force. While HEIs and their students respond to the manpower needs of employers, a more important response is that of employers to the great social change from elite to mass higher education. Post employment education and training is increasing and in the most dynamic economies the role of the business sector in FE&T is likely to increase relative to that of the education sector. 相似文献
72.
73.
Michael G. Bruce 《欧洲师范教育杂志》1991,14(3):227-239
This short biographical presentation was written by Mike Bruce himself to be published with this article, written for Pädagogik und Schule im Ost und West. It comes out in German in no. 3, 1991. 相似文献
74.
Bob Cowen Norman Evans Hugh Glanville Bruce Williams Rupert Wilkinson 《Higher Education》1993,26(4):471-479
75.
Bruce Weigl 《Journal of American culture (Malden, Mass. : 2003)》1993,16(3):120-120
76.
77.
A. Bruce Strauch 《Publishing Research Quarterly》1994,10(1):66-72
The U.S. Supreme Court’s 1991 decision in the Feist case wiped away the idea that “sweat of the brow” is adequate for a copyright
claim. The history of the relevant issues is discussed and the Court’s decision is examined. The decision has a number of
implications for publishers but leaves many questions unanswered. 相似文献
78.
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Barbara Armstrong David W. Johnson Bruce Balow 《Contemporary educational psychology》1981,6(2):102-109
The effects of cooperative and individualistic learning experiences were compared on (1) interpersonal attraction between nonhandicapped fifth- and sixth-grade elementary school students and learning-disabled peers and (2) achievement. Students participated in a language arts class lasting 90 min a day for 17 days. The results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the cooperative than in the competitive condition. 相似文献