標(biāo)題: Titlebook: Access and Participation in Irish Higher Education; Ted Fleming,Andrew Loxley,Fergal Finnegan Book 2017 The Editor(s) (if applicable) and [打印本頁(yè)] 作者: NO610 時(shí)間: 2025-3-21 18:11
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書(shū)目名稱(chēng)Access and Participation in Irish Higher Education影響因子(影響力)學(xué)科排名
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書(shū)目名稱(chēng)Access and Participation in Irish Higher Education讀者反饋
書(shū)目名稱(chēng)Access and Participation in Irish Higher Education讀者反饋學(xué)科排名
作者: Salivary-Gland 時(shí)間: 2025-3-21 22:47
,Alternativen zur gegenw?rtigen Asylpolitik,ped lines of inquiry in the research, most notably the work on participation rates, but there are also major lacunae in this body of work. In mapping the contours of the field, a case will be made that what we know and can say about working class access to HE has clear empirical, methodological and theoretical limits.作者: confederacy 時(shí)間: 2025-3-22 03:30
https://doi.org/10.1007/978-3-322-92546-6’ (Loots and Walker 2015, p. 372). How gender intersects with other areas of inequalities, such as class, ethnicity, age and disability, is core to this analysis. This is explored in terms of the relationship between policy aspirations, implementation and lived experiences of education.作者: 溫室 時(shí)間: 2025-3-22 05:49 作者: Pander 時(shí)間: 2025-3-22 09:54 作者: ALIBI 時(shí)間: 2025-3-22 13:26
Book 2017ompetitiveness and flexibility in the era of the “Knowledge Based Economy”. Offering a coherent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself.?作者: Habituate 時(shí)間: 2025-3-22 17:50 作者: condemn 時(shí)間: 2025-3-23 00:05
Stacy R. Finkbeiner Ph.D.,Lori R. Holtz M.D.rough the expansion of the education system. Widening access to HE for under-represented student groups is an important part of this larger narrative. This chapter presents the broad historical, political and policy contexts of this access story.作者: Licentious 時(shí)間: 2025-3-23 02:45
https://doi.org/10.1007/978-981-10-1935-7eing a student, it is significant and particularly so for those from the “l(fā)ower” socio-economic groups (SEGs) whom the state wishes to draw into HE. The economic recession, which began in 2008, affected the resource environment of Irish HE considerably. The “we can do more with less” has become the refrain of the past 8 years.作者: 碎石頭 時(shí)間: 2025-3-23 08:33
https://doi.org/10.1007/978-3-663-01529-1 ethnic minorities. It was only at a later stage that children and young people with disabilities were given additional supports to enable their participation in educational settings and in particular HE作者: 出汗 時(shí)間: 2025-3-23 11:42 作者: CUR 時(shí)間: 2025-3-23 16:38
Book 2017ion to widening participation and documents the progress and challenges encountered in furthering the ‘a(chǎn)ccess agenda’ over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improvi作者: 不在灌木叢中 時(shí)間: 2025-3-23 21:44 作者: 眉毛 時(shí)間: 2025-3-24 01:46
Stacy R. Finkbeiner Ph.D.,Lori R. Holtz M.D. Since the 1960s, there has been a firm emphasis in social policy and political discourse on ensuring economic growth and making Ireland more equal through the expansion of the education system. Widening access to HE for under-represented student groups is an important part of this larger narrative.作者: DECRY 時(shí)間: 2025-3-24 05:16
Stacy R. Finkbeiner Ph.D.,Lori R. Holtz M.D.” in two main regards: (1) participants and (2) processes. As we will return to a more detailed discussion of the different equity groups in Part II, our purpose here is to structure the Irish access story so far, around four broad but interlocking themes which will be explored in this and the next 作者: 哭得清醒了 時(shí)間: 2025-3-24 09:25
https://doi.org/10.1007/978-981-10-1935-7ll also discuss some of the cognate issues around student finance which we touched on in Chapter 3. Although student finance is but one component of being a student, it is significant and particularly so for those from the “l(fā)ower” socio-economic groups (SEGs) whom the state wishes to draw into HE. T作者: 和平 時(shí)間: 2025-3-24 11:13 作者: STIT 時(shí)間: 2025-3-24 17:34 作者: blackout 時(shí)間: 2025-3-24 21:25
https://doi.org/10.1007/978-3-663-01529-1 disabilities within HE. We contend that Initial access initiatives tended to focus on people from poorer socio-economic backgrounds and/or those from ethnic minorities. It was only at a later stage that children and young people with disabilities were given additional supports to enable their parti作者: FAST 時(shí)間: 2025-3-25 00:16
https://doi.org/10.1007/978-3-322-92546-6of widening access for mature students on the one hand and the continued, poor representation of this group in the system to now. Specific attention is given to the falling numbers of older learners in the period 2011–15 despite ambitious policy targets for the group set out in the recent .–. (DES 2作者: Forsake 時(shí)間: 2025-3-25 03:55
https://doi.org/10.1007/978-3-322-92546-6ation (HE). This acknowledges how gender is shaped by the wider ‘social expectations women and men are subject to, institutional practices and culture which often reinforce persistent gendered inequalities and the commitment of institutional and national bodies towards the pursuit of gender equality作者: medieval 時(shí)間: 2025-3-25 09:14
Asylsuchende und Migranten auf Seeed and framed within discourses concerned with the reform of higher education (HE) in Ireland. While successive widening participation strategies neglected part-time students, the onset of the economic downturn in 2007 signalled a renewed interest in part-time and flexible learning as a means of exp作者: JECT 時(shí)間: 2025-3-25 13:14 作者: Adornment 時(shí)間: 2025-3-25 17:57
Rechte und Pflichten der Flaggenstaaten, will discuss how retention is linked to access and equality, review what the research indicates about student retention, completion and persistence in general and then conclude with an outline of what the research says about retention and specific groups of non-traditional students.作者: BLOT 時(shí)間: 2025-3-25 23:20 作者: Valves 時(shí)間: 2025-3-26 02:24
https://doi.org/10.1057/978-1-137-56974-5education; higher education; participation; Ireland; disability; university作者: 易達(dá)到 時(shí)間: 2025-3-26 07:45
The Editor(s) (if applicable) and The Author(s) 2017作者: SPER 時(shí)間: 2025-3-26 09:52
Astroturf als Lobbyingstrategie,tream of policy statements and reviews on the topic of access from the state and the Higher Education Authority (the body which directs and funds the sector), a growing body of research on widening participation (WP) and on a more local level the mushrooming of access programmes in universities and in community and further education.作者: flex336 時(shí)間: 2025-3-26 16:34 作者: enflame 時(shí)間: 2025-3-26 17:55 作者: 表皮 時(shí)間: 2025-3-26 21:34
Rechte und Pflichten der Flaggenstaaten, will discuss how retention is linked to access and equality, review what the research indicates about student retention, completion and persistence in general and then conclude with an outline of what the research says about retention and specific groups of non-traditional students.作者: ingrate 時(shí)間: 2025-3-27 04:14 作者: faddish 時(shí)間: 2025-3-27 05:58
http://image.papertrans.cn/a/image/143686.jpg作者: 躲債 時(shí)間: 2025-3-27 12:30 作者: 向前變橢圓 時(shí)間: 2025-3-27 17:20 作者: fiscal 時(shí)間: 2025-3-27 20:18
The Purpose of Access: Equality, Social Mobility and the Knowledge Economy978-3-476-03548-6作者: 現(xiàn)暈光 時(shí)間: 2025-3-28 01:39
Working Class Access to Higher Education: Structures, Experiences and Categories978-3-322-91545-0作者: 一大群 時(shí)間: 2025-3-28 03:58
Moving to Higher Education: Opportunities and Barriers Experienced by People with Disabilities978-3-658-30834-6作者: enflame 時(shí)間: 2025-3-28 07:13
Gendered Experiences of Non-traditional Students in Irish Higher Education作者: daredevil 時(shí)間: 2025-3-28 13:34 作者: neuron 時(shí)間: 2025-3-28 14:40
Learning and Teaching and Non-traditional Students in Higher Education978-3-642-92842-0作者: 聽(tīng)寫(xiě) 時(shí)間: 2025-3-28 19:45 作者: synovium 時(shí)間: 2025-3-29 02:35
Access and Participation in Irish Higher Education978-1-137-56974-5作者: Interim 時(shí)間: 2025-3-29 04:41 作者: 窩轉(zhuǎn)脊椎動(dòng)物 時(shí)間: 2025-3-29 07:27 作者: Clinch 時(shí)間: 2025-3-29 13:52
Mature Students’ in Irish Higher Educationrchitekten unsere Vereinigung bei den internatio- Vorrang haben. Es war deshalb Idealismus verlangt und nalen Besprechungen, auf regionalen Ebenen und im diesen haben die Bearbeiter dieses Lexikons im Team Bereich der Welt. Etliche Jahre Vizepr?sident der IFLA, aufgebracht. So ist es mir eine gro?e 作者: profligate 時(shí)間: 2025-3-29 16:16 作者: cataract 時(shí)間: 2025-3-29 20:08
Towards a Conclusion, the user, or, perhaps, the artificial intelligence system itself?.The concept of liability for crimes involving artificial intelligence systems has not yet been widely researched. Advanced technologies are forcing society to face new challenges, both technical and legal. The idea of liability in t作者: 出沒(méi) 時(shí)間: 2025-3-30 01:47 作者: 全能 時(shí)間: 2025-3-30 05:26
erent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself.?978-1-137-56974-5作者: 流浪 時(shí)間: 2025-3-30 11:18 作者: 酷熱 時(shí)間: 2025-3-30 16:07
Front Matterservestoffe, morphologische, cytologische und entwicklungsgeschichtliche Merkmale sowie die chemische Zusammensetzung der Zellwand herangezogen. Algen liegen in einer Vielzahl von Formen vor, von einfachen Einzellern über f?digen, sowohl verzweigten als auch unverzweigten, bis zu hoch organisierten 作者: itinerary 時(shí)間: 2025-3-30 19:45
Introduction,hen Monocarbons?uren (Fetts?uren). Es handelt sich um neutrale Verbindungen. Der von der IUPAC empfohlene Name für diese Verbindungsklasse ist Triacylglycerine. Die Fetts?uren der natürlichen Fette sind fast ausnahmslos unverzweigt mit einer geraden Anzahl an C-Atomen, welche sich meist im Rahmen vo
