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VINCENT J. McCABE 《European Journal of Engineering Education》1988,13(1):63-66
In Ireland, content and level of engineering courses have in the past been influenced by views of professional institutions. Demands of industry are leading to provision of a wide range of courses at different levels with closer contact with industry, not all of which meet the requirements of professional institutions; the major increase in courses has been at sub-degree level. 相似文献
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This article discusses the impact of internationalisation on the strategy and language policy of the Portuguese University of Aveiro. In addition, it analyses how the Department of Languages and Cultures of the University contributes to the language policy. For the University of Aveiro, internationalisation is a priority and a distinctive feature of its profile. It is a member of many international networks and consortia in Europe and participates in a wide range of international study and research programmes. The principles of the Bologna Process have challenged UA policy makers to adopt a language policy and to give study programmes a more international profile by considering the option of English as a medium of instruction.
At the same time, and paradoxically, the role of the Portuguese language will become increasingly important in the near future because many of the foreign students at Aveiro come from the former Portuguese-speaking colonies. We conclude that the question of language has led to local dilemmas, discussions and sometimes tensions about the role of the English language in processes of internationalisation and curriculum change at the University of Aveiro. 相似文献
At the same time, and paradoxically, the role of the Portuguese language will become increasingly important in the near future because many of the foreign students at Aveiro come from the former Portuguese-speaking colonies. We conclude that the question of language has led to local dilemmas, discussions and sometimes tensions about the role of the English language in processes of internationalisation and curriculum change at the University of Aveiro. 相似文献
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Counselors and superintendents from Tennessee and Indiana were administered a semantic differential to compare their perceptions of counselor programs as reflected by counselor performance in 11 skill areas. Counselors rated their training programs higher than did the superintendents but did agree with the superintendents that the best counselor preparation was in educational counseling, pupil appraisal, public relations, and guidance program coordination. Counselors also agreed with the superintendents that better counselor preparation was needed in parental consulting, vocational counseling, and research. Primary disagreement between counselors and superintendents centered on personal-social counseling, an area in which counselors feel well prepared. 相似文献
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This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. 相似文献
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VINCENT COLAPIETRO 《Journal of Philosophy of Education》2007,41(3):459-469
This essay examines in detail the triangulated conversation Naoko Saito constructs, in The Gleam of Light , among the voices of R. W. Emerson, John Dewey and Stanley Cavell. The pivot around which everything turns is the Emersonian ideal of moral perfectionism and, in particular, the implications of this ideal for the philosophy of education. As explicated by Cavell, this ideal concerns 'the dimension of moral thought directed less to restraining the bad than to releasing the good'. For the conscientious person, it is, at once, unavoidable and unattainable. In constructing a conversation among these and other authors, Saito establishes herself as an arresting voice by her thoughtful contributions to many contemporary controversies bearing upon our educational practices, not least of all ones about curricular reform as well as personal transformation. 相似文献