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This study investigated children's reasoning about laws and legal compliance. A total of 72 children, 24 each at 6, 8, and 10 years of age, made judgments of law evaluation ("Is it a good or bad law?"), legitimacy of legal regulation ("Is it OK or not for government to make a law?"), and law violation ("Is it OK or not for people to break the law?") for three socially beneficial laws (a traffic law, a vaccination law, and a law requiring compulsory education for children under 16) and three unjust laws (denial of education to a class of persons, denial of medical care to the poor, and age discrimination). Participants also evaluated the application of laws in conflict scenarios in which a socially beneficial law infringed on individual freedom. Results showed that children considered a number of factors in their judgments, including the perceived justice of the law, its socially beneficial purpose, and its potential for infringement on individual freedoms and rights. The findings showed that children apply moral concepts of harm, rights, and justice to evaluate laws and to inform their judgments of legal compliance. 相似文献
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Content removed at the request of the author. 相似文献
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Czajkowski Mikołaj Gajderowicz Tomasz Giergiczny Marek Grotkowska Gabriela Sztandar-Sztanderska Urszula 《Research in higher education》2020,61(4):510-539
Research in Higher Education - This study illustrates how respondents’ stated choices (the discrete choice experiment method) combined with the random utility framework can be used to model... 相似文献
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The development of DNA cryptography has contributed to the ability of solving many computationally difficult problems by offering the capability of executing calculations in parallel. This capability is used particularly in solving NP-complete problems or implementing cryptography and steganography solutions. Biological computation models based on bonds between nitrogen bases in nucleic acid chains that make up DNA structures can also be used to develop new solutions for smart information management. This study discusses new secret splitting techniques based on mathematical linguistic methods and designed for intelligently managing secret data within hierarchical structures. These techniques make use of information coding models found in the coding of DNA sequences. 相似文献
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Urszula Terentowicz-Fotyga 《Educational Philosophy and Theory》2019,51(3):346-355
AbstractIn the article, Thomas More’s vision of citizen education is a starting point for the analysis of the role of East European dissident thought and practice in addressing the present crisis of social agency posed by the legacy of postmodern philosophy and the surge of post-truth politics. The article argues that engaging with the experience of Eastern Europe in the last decades of the twentieth century offers a useful way of approaching the question of political action in relation to social dreaming and an important context to address the postmodern deconstruction of the subject. The way the thought and practice of East European dissidence both resonates with and questions the main principles of postmodern theory makes it particularly relevant for the current historical and political momentum and can be seen as an important contribution to the debates belonging to the ethico-political turn. 相似文献
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It is clear from several government reports and research papers published recently that the curriculum for English in primary and secondary schools is about to change yet again. After years of bureaucratic stranglehold that has left even Ofsted report writers criticising the teaching of English, it seems as if the conditions are right for further revisions. One of the questions that inevitably arise when a curriculum for English is reviewed, relates to the place and purpose of the teaching of grammar. This paper outlines a possible curriculum for grammar across both primary and secondary phases, arguing that for the teaching of grammar to have any salience or purpose at all, it has to be integrated into the curriculum as a whole, and not just writing. A recontextualised curriculum for grammar, of the kind proposed here, would teach pupils to become critically literate in ways which recognise diversity as well as unity, and with the aim of providing them with the means to analyse critically and appraise the culture in which they live. 相似文献
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Urszula Clark 《English in Education》1994,28(1):33-38
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