Towards the Inclusion of Students with Disabilities: Accessibility in Language Courses     

Muriel Gallego  Carey Busch 《Innovative Higher Education》2015,40(5):387-398

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‘There is nothing more practical than a good theory’: Conceptual tools for conservation practice     

Muriel Verbeeck 《文物保护研究》2016,61(3):233-240

Faced with the growing number of case studies in contemporary art, philosophy provides conservators with a series of conceptual tools that allow to theorize their practice. The notion of intentionality and attentionality borrowed from Genette enables a better understanding of the problems that Dirty Corner by Anish Kapoor (a work vandalized on many occasions) poses. I will show that the conservator deals with the issue of the identity of a contemporary work in a different way from the art historian, and that philosophy is a practical tool to understand the specificity of the former's approach and intervention.  相似文献   

The case for a competence-based public administration curriculum for urban managers     

Muriel Greenhill  Charles Metz  Philip Stander 《Innovative Higher Education》1982,7(1):27-43

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Lifelong Debt: Rates of Return to Mature Study   总被引：2，自引：0，他引：2  

Muriel Egerton  & Gareth Parry 《Higher Education Quarterly》2001,55(1):04-27

High rates of return to first degrees have been used to justify increased student financial contributions to higher education. However, no discrete study of rates of return to mature graduates has been carried out although mature graduates now form a significant proportion of the student population. The General Household Survey 1983–1992 was used to examine the earnings of mature graduates compared with those of matriculates. The GHS yielded 616 mature graduate men in full-time work and 296 mature graduate women who were in full-time employment. It was found that the rate of return to mature male graduates was just above one per cent. With recent added costs, new male mature graduates can be forecast to make a sizeable loss on their study. Rates of return to women mature graduates were higher, between five and six per cent, and, based on these figures, the recent increased cost of mature graduate study should be covered by increased earnings. However, these calculations are based on average earnings for the modal age cohort of mature graduates. Those who are older when they complete or earn below the average (a large percentage) will not recoup the costs of study.  相似文献   

Developing curriculum for canadian schools: What we learned from the atlantic salmon     

Gary J. Anderson  Ann E. Brimer  Muriel Cooper 《Interchange》1977,8(4):16-31

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Editorial statement     

Chan Ching-kiu Stephen  Law Yuen-fun Muriel 《Inter-Asia Cultural Studies》2013,14(2):213-214

Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn.  相似文献   

Contingency in innovation and the role of national systems: taxol and taxotère in the USA and France     

Vivien Walsh  Muriel Le Roux 《Research Policy》2004,33(9):1307-1327

A very rich collection of archival material is used to compare two anticancer drugs commercialised by multinationals collaborating with public sector research, one in the USA and one in France. The framework of national innovation systems is used to compare the innovative environments for each development (different institutional structures, research programmes, financing, industry-academic-government relationships, environmental concern, and intellectual property regimes). The empirical work was able to bring out the nuances and subtleties of each environment, the way in which innovation took place in practice, and some striking differences from what stereotypical accounts of innovation in each country would have suggested.  相似文献   

Immigration and student achievement: Evidence from Switzerland     

Muriel Meunier 《Economics of Education Review》2011,30(1):16-38

This paper investigates empirically whether immigrant students in Switzerland perform poorly compared to their native counterparts and provides some explanations. Using a national sample of the 2000 PISA (Programme for International Student Assessment) database, we first analyze the impact of immigrant status on pupils’ achievement. We find a negative and significant impact of immigrant status on test scores in reading, mathematics and science literacy, even after controlling for a set of characteristics. We then decompose the observed reading score gap between Swiss and immigrant students to identify whether gaps in endowments explain test score differences along the distribution. Lower endowments explain most of the achievement gap in reading between Swiss and second-generation immigrants. However, lower returns explain around one quarter of the achievement gap between Swiss and first-generation immigrants for the weakest pupils.  相似文献   

SUPPORTING COOPERATIVE LEARNING IN EARLY CHILDHOOD TEACHER EDUCATION     

Muriel K. Rand 《Journal of Early Childhood Teacher Education》2013,34(3):385-396

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Highbrows in University Education     

Adriaan Hofman  Muriel van den Berg 《Higher Education in Europe》2004,29(4):509-521

Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.

Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987 Tinto V 1987 Leaving College: Rethinking the Causes and Cures of Student Attrition Chicago The University of Chicago Press  [Google Scholar]) factors, will possibly be important determinants for pursuing one or two study programmes in higher education.  相似文献