排序方式： 共有14条查询结果，搜索用时 15 毫秒
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ADAM CURLE 《Higher Education Quarterly》1962,16(3):229-242
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ADAM BICKFORD 《Curator: The Museum Journal》2001,44(3):274-295
This paper compares two perspectives on why individuals visit museums using data from a telephone survey conducted in Minnesota in 1996. One perspective holds that individuals visit museums because of interest in the materials exhibited. Another holds that visits to museums are markers of social status, influenced more by social class variables, such as educational attainment. Information from the survey allows for construction of a set of interest indices, which reflect the respondents' levels of interest in various museum topics. The survey data also allow the estimation of regression models that test the relative roles of interest versus respondents' educational attainment as indicators of their likelihood of visiting any one of five different types of museums. Results show that topic interest is a stronger predictor than educational attainment. The implications for attracting museum visitors are discussed. 相似文献
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In the year after the exhibition Science in American Life opened at the National Museum of American History objections were raised by the exhibition's chief sponsor, the American Chemical Society, and by the American Physical Society. These critics argued that the exhibition gave the public a negative view of science. The Institutional Studies Office was asked to conduct a study to determine whether or not the exhibition was affecting visitors' views of science, and, if so, in what direction. Using an entrance/exit survey design, the study determined conclusively that the visiting public entered the exhibition with a very positive view of science and technology and that their views were reinforced and confirmed by the experience of Science in American Life, rather than changed in either a positive or negative direction. 相似文献
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J. ADAM CARTER 《Journal of Philosophy of Education》2020,54(2):449-466
What cognitive goods do children plausibly have a right to in an education? In attempting to answer this question, I begin with a puzzle centred around Joel Feinberg's observation that a denial of certain cognitive goods can violate a child's right to an open future. I show that propositionalist, dispositionalist and objectualist characterisations of the kinds of cognitive goods children have a right to, run in to problems. A promising alternative is then proposed and defended, one that is inspired in the main by Wittgenstein's ‘hinge’ epistemology as developed in his posthumous On Certainty. 相似文献
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BOYD C. PAULSON HOSSAM EL-BIBANY MOHAN MANAVAZHI ADAM RYSSDAL 《European Journal of Engineering Education》1994,19(1):15-30
This paper describes MultiTool, a new programming shell for use in developing multi-media education and training applications with microcomputer-based software and videodisk-based images. This system was generalized from a prototype system that was developed for teaching construction equipment and methods. MultiTool enables other users to develop their own education and training applications. It provides a variety of standard development options that perform distinctly different functions. It also includes libraries of graphic designs, function buttons, interface elements and video drivers. The potential impact of this program resides in improving the quality and productivity of training and education in engineering, science and other fields 相似文献
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