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Charis Enns 《Globalisation, Societies & Education》2015,13(3):369-387
As the target date of 2015 draws near for both the Education for All and Millennium Development Goals, consultations are well-underway to begin defining the shape and scope of the post-2015 development agenda. Between September 2012 and March 2013, UN Member States, private sector representatives, multilateral development agencies, epistemic communities and non-governmental organisations participated in the Global Thematic Consultation on Education in the Post-2015 Development Agenda. Participants involved emphasised education as a societal good and a fundamental human right. Participants also highlighted the importance of education in addressing broader global challenges, stating that ‘education and learning should be transformative and foster global citizenship, thereby assuming its central role in helping people to forge more just, peaceful, tolerant and inclusive societies’. Such discourse suggests a shift in the objectives and priorities of global education in the post-2015 context. Is it possible that the post-2015 education agenda will represent a counter-hegemonic vision for global education? This paper engages in discursal analysis of the Global Thematic Consultation on Education in the Post-2015 Development Agenda to offer a preliminary answer to this question. 相似文献
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JT.O'Donnell 《海外英语》2008,(11):30-31
Never before have Americans been as responsible for keeping themselves skilled and employable as they are today.I tell people to expect to have as many as nine different careers in their lifetime,with an average of three jobs in every one.…… 相似文献
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T. Enns 《Journal of The Franklin Institute》1947,244(4):315-316
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Anthony Enns 《Culture, Theory & Critique》2013,54(1):11-27
The history of spiritualist sound experiments – from nineteenth‐century ‘trumpet manifestations’ to contemporary ‘electronic voice phenomena’ – represents a sustained engagement with electrical noise and its psychic, linguistic, and media‐technological implications. While the study of noise generally focuses on music and cinema sound, in which its transgressive nature is often recuperated back into artistic production, spiritualist efforts to record so‐called transmissions from the dead illustrate the ways in which noise resists conscious mediation or artistic representation. A closer study of their methods and practices shows that the real, physical‐acoustic nature of voice phenomena even resists the spiritualists' own attempts to translate and interpret these noises as coherent ‘messages’. Through an examination of the history of spiritualist sound experimentation in the Nineteenth Century and its continued practice following the development of the radio and tape recorder in the Twentieth Century, this paper argues that the spiritualists' enduring fascination with noise exposes the connections between sound technologies, psychic phenomena and schizophrenic hallucinations which pose a threat to the autonomy and integrity of the listening and speaking subject. 相似文献
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For various reasons the practice of reviewing programs in universities is gaining increasing acceptance. After a three‐year period of discussion and planning, reviews of all academic and support units began at the University of Alberta in 1980. These reviews are organised by a four‐member President's Advisory Committee on Campus Reviews (PACCR). After the unit to be reviewed has prepared a self‐study report, discussions among PACCR, the President and the unit head lead to appointment of a Unit Review Committee (URC), usually of four members, which spends two to four days on campus. The URC report, the unit's self‐study report, and the unit's response are discussed by senior administrators and the Planning and Priorities Committee. Many changes have resulted from the reviews, including hiring of new staff members. Several important issues have been identified including how teaching loads should be assessed and how the special problems related to reviews of support units can be accommodated. 相似文献
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Covert orienting was measured in 50 college athletes and 51 nonathletes of both genders. Visual environments of the sports were both static (swimming, track) and dynamic (soccer, volleyball). Participants made speeded responses in a task measuring vigilance, alerting, automatic orienting, voluntary orienting, modulation of automatic orienting, and modulation of inhibition of return. Gender differences werefound in the overall response times of nonathletes and in the alerting measures for all participants. However, all participants were similar in their automatic orienting. Sport-specific effects were seen in voluntary orienting and in the modulation of automatic orienting. These gender and sports-related findings are interpreted in light of the experience athletes have in the dynamic control of spatial attention. 相似文献
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A developmental study of filtering in visual attention 总被引：3，自引：0，他引：3
Children aged 4, 5, and 7 years and adults aged 20 years performed a speeded classification task designed to isolate several sources of interference in visual selective attention. On each trial, observers responded to 1 of 4 targets which were mapped to 2 responses. On some trials the targets were also flanked by distractor stimuli, which observers were asked to ignore. The interference measures examined the effects of attentional set, increases in feature number, increases in feature type, response competition, and stimulus generalization. All but 1 of the measures (stimulus generalization) produced reliable interference in the adult observers. However, only 2 of the measures (attentional set, increases in feature number) produced reliable interference in children. The implications of these findings for theories of attentional development are discussed. 相似文献
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Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment. 相似文献
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Learning to read and write is a challenge for most deaf children due to their limited experiences with, and access to, spoken language. In the case of deaf students who have difficulty processing visual print, literacy becomes an even greater challenge. The study piloted an intervention procedure that incorporated the principles of automaticity, repetition, functional vocabulary, and a positive teacher-student relationship as recommended in programs for struggling readers and adapted them to the needs of two deaf high school students with dyslexia in an American Sign Language-English bilingual program. The findings reveal gains in reading ability on the formal measures, though not more than would be expected over a 6-month period simply due to development. The real improvements were noted in the students' attitudes toward literacy, improved social interaction, and increased self-confidence. 相似文献
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