The Public's Use of Art—Visitor Behavior in an Art Museum     

MICHAEL O'HARE 《Curator: The Museum Journal》1974,17(4):309-320

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ESSENTIALISM: PART 2     

MICHAEL DELLA ROCCA 《Philosophical Books》1996,37(2):81-89

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Space and Incongruence: The Origins of Kant's Idealism     

MICHAEL HAMMOND 《Philosophical Books》1984,25(2):120-122

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Issues Based Work at Key Stage Four: Crofton School - A Case Study     

MARTIN KENNEDY 《The International Journal of Art & Design Education》1995,14(1):7-20

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A Set of Minitools for Education in Control System Analysis and Design     

PETER KOLB  MARTIN RICKLI  WALTER SCHAUFELBERGER 《European Journal of Engineering Education》1993,18(3):239-247

Summary Minitools are software tools that have been especially designed and implemented for use in education and on small industrial problems. They offer limited capabilities if compared to full-grown commercial systems but are much easier to learn and to use. Three such programs are introduced in this paper: DESolver for differential equation solving; Frequency for frequency response analysis and design; and BDE Sim for simulation and frequency response analysis from block diagrams. BlockSim, which is more a tool for implementation than a minitool, is also presented briefly. The four programs run on Macintosh and IBM compatible PCs. All programs are in the public domain; on the IBM PC a GEM desktop is needed to run them.  相似文献   

Teaching Thinking, and the Sanctity of Content     

MICHAEL BONNETT 《Journal of Philosophy of Education》1995,29(3):295-309

There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that affirms the sanctity of content are sketched.  相似文献   

Disproportionate Sacrifices: Ricoeur's Theories of Justice and the Widening Participation Agenda for Higher Education in the UK     

MICHAEL WATTS 《Journal of Philosophy of Education》2006,40(3):301-312

Ricoeur's theories of justice are used here to examine the injustice of the utilitarian drive to widen participation in higher education in the UK and, in particular, the attribution of low aspirations and achievements to those young people who do not participate in higher education. Government policy is considered through Ricoeur's theory of the just state; and his 'new commandment' is used to consider the disproportionate sacrifice required of these young people if they are to enter higher education. Despite its specific focus, the paper's arguments are relevant to all policies that conflate social inclusion and economic development.  相似文献   

Identity, Charactar, and Morathity     

MICHAEL PROUDFOOT 《Philosophical Books》1992,33(2):100-103

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Ending Lives     

MICHAEL J. COUGHLAN 《Philosophical Books》1988,29(4):234-235

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THE VALIDITY OF ACADEMIC PREDICTORS FOR BLACK AND WHITE STUDENTS AT A PREDOMINANTLY WHITE UNIVERSITY1     

C. MICHAEL PFEIFER  WILLIAM E. SEDLACEK 《Journal of Educational Measurement》1971,8(4):253-261

High school grades and both the verbal and mathematical scales of the Scholastic Aptitude Test (SAT-V and SAT-M, respectively) were examined as predictors of college grade point average in groups divided by race and sex. Results indicated that high school grades were not correlated as highly with college grades for black males as for the other three groups, although there were no significant differences in the correlation of either SAT-V or SAT-M with college grades. Moreover, the multiple regression equation for the black male group differed from the equations for the other groups in that SAT-V is the predictor of primary importance rather than high school grades. Weights derived on a random sample of the student body caused substantial shrinkage of the multiple R only in the black male sample. Both black males and black females were significantly overpredicted by such weights. The importance of separate prediction equations for race-sex groupings was emphasized.  相似文献