標(biāo)題: Titlebook: Values Education and Lifelong Learning; Principles, Policies David N. Aspin,Judith D. Chapman Book 2007 Springer Science+Business Media B.V [打印本頁] 作者: 緩和緊張狀況 時(shí)間: 2025-3-21 18:47
書目名稱Values Education and Lifelong Learning影響因子(影響力)
書目名稱Values Education and Lifelong Learning影響因子(影響力)學(xué)科排名
書目名稱Values Education and Lifelong Learning網(wǎng)絡(luò)公開度
書目名稱Values Education and Lifelong Learning網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Values Education and Lifelong Learning被引頻次
書目名稱Values Education and Lifelong Learning被引頻次學(xué)科排名
書目名稱Values Education and Lifelong Learning年度引用
書目名稱Values Education and Lifelong Learning年度引用學(xué)科排名
書目名稱Values Education and Lifelong Learning讀者反饋
書目名稱Values Education and Lifelong Learning讀者反饋學(xué)科排名
作者: 初學(xué)者 時(shí)間: 2025-3-21 23:45 作者: Itinerant 時(shí)間: 2025-3-22 01:04 作者: 不在灌木叢中 時(shí)間: 2025-3-22 05:28
Janis (John) Ozolinsr variable. The two posterior cerebral arteries fix the boundaries of the brain stem in an oblique direction upwards and backwards. In this fashion they course into the ambiens cistern on the internal concavity of the temporal lobe parallel to the basal vein. Consequently they are in direct contact 作者: d-limonene 時(shí)間: 2025-3-22 09:56 作者: 玉米 時(shí)間: 2025-3-22 15:52 作者: 收養(yǎng) 時(shí)間: 2025-3-22 18:02 作者: 吵鬧 時(shí)間: 2025-3-22 23:16 作者: AWE 時(shí)間: 2025-3-23 04:49 作者: 多節(jié) 時(shí)間: 2025-3-23 08:46 作者: visual-cortex 時(shí)間: 2025-3-23 13:09 作者: 貪婪的人 時(shí)間: 2025-3-23 17:05 作者: Silent-Ischemia 時(shí)間: 2025-3-23 18:37
Judith D. Chapman,Ron Toomey,Sue Cahill,Maryanne Davis,Janet Gaffoint to a role in long-term cardiovascular regulation for endogenous RAS in target tissues. This article focuses on the multiple effects of tissue angiotensin enzyme (ACE) and angiotensin II (Ang II), its active peptide product. Ang II has been shown to be a potent growth factor in vascular smooth m作者: faddish 時(shí)間: 2025-3-24 00:46 作者: 環(huán)形 時(shí)間: 2025-3-24 03:11 作者: Fulsome 時(shí)間: 2025-3-24 10:16 作者: 重疊 時(shí)間: 2025-3-24 13:49
The Ethics of Lifelong Learning and its Implications for Values Education,niversal human flourishing through learning. It is an ethic that suffuses the character of social entities or individuals who practice lifelong learning – at least to the extent that they are true to the theory in that practice. It does not, in other words, lend itself to being compartmentalised int作者: 否決 時(shí)間: 2025-3-24 17:04
Rational Autonomy as an Educational Aim,e moment and try to find a short formula which unifies and systematises the varied activities in which we are engaged. One such formula which has perhaps been too hastily dismissed as an aim of education is rational autonomy.作者: optional 時(shí)間: 2025-3-24 21:55
Avoiding Bad Company: The Importance of Moral Habitat and Moral Habits in Moral Education,he mentioned the Spartans, a community who had habituated themselves to enjoy frugal living. The Persians, too, he said, enjoyed a moderate diet and life and by this means had sound bodies and unimpaired health (pp. 102–106). We do not wish to concentrate on the question of whether or not a frugal a作者: inspiration 時(shí)間: 2025-3-25 00:54
Challenges for Values Education Today: In Search of a Humanistic Approach for the Cultivation of thes more expansive values of particular political systems, cultures or religions to advocate the cultivation of perspective-sensitive attitude as democratic virtue. It can be noted that, while the former is primarily concerned with the formation of an individual’s character via personal virtues, i.e.作者: 組成 時(shí)間: 2025-3-25 04:24
Anti-egoistic School Leadership: Ecologically Based Value Perspectives for the 21st Century,ew of leadership based on an ecological perspective to meet the challenges of a knowledge-based society and provide a critique of toxic leadership (egoism). Finally, we present some considerations for ethical and sustainable leadership in schools.作者: Outmoded 時(shí)間: 2025-3-25 11:22
Teaching for a Better World: The Why and How of Student-initiated Curricula,ula – that is, curricula conceived and formulated by the students themselves – are very rare within formal education. Fundamental decisions about the content of the formal curriculum are normally taken by teachers, the school board, the local education authority, or central government.作者: 痛恨 時(shí)間: 2025-3-25 12:47
Lifelong Learning in Asia: Eclectic Concepts, Rhetorical Ideals, and Missing Values. Implications fin most countries, there are increased demands for public participation in educational provisions, including increased parental involvement in school activities and even policymaking and public participation in curriculum development. Lifelong learning is an area of educational provision that contai作者: Bucket 時(shí)間: 2025-3-25 18:46
Book 2007of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to som作者: stressors 時(shí)間: 2025-3-25 22:33 作者: cardiovascular 時(shí)間: 2025-3-26 00:40
Janis (John) Ozolinsrn the temporo-occipital area, lying outside the mesencephalon, object of our study. Very often segment P. describes a small concave curve towards the exterior at the level of the lateral mesencephalic sulcus. The minimal distance between the two arteries at the end of segment P. corresponds on the 作者: condone 時(shí)間: 2025-3-26 05:55 作者: 清晰 時(shí)間: 2025-3-26 08:58 作者: 叢林 時(shí)間: 2025-3-26 12:48 作者: companion 時(shí)間: 2025-3-26 17:12 作者: Tempor 時(shí)間: 2025-3-26 23:55
Susan Pascoeeobachten kann; und c) ein chronischer Mineralcorticoidüberschu? aufgrund von ALDO oder DOC mit einer vermehrten K.-Ausscheidung im Urin zusammenh?ngt, mit einer Nekrose kardialer Myozyten und mit einer Narbenbildung. Pharmakologische Substanzen, die mit diesen Effektorhormonen interferieren (d. h. 作者: 無畏 時(shí)間: 2025-3-27 04:41 作者: Halfhearted 時(shí)間: 2025-3-27 08:02 作者: 鑲嵌細(xì)工 時(shí)間: 2025-3-27 12:40
The Ethics of Lifelong Learning and its Implications for Values Education, either that which argues . lifelong learning or that which provides a . of lifelong learning as a concept of worth. Included are such works addressing the notion of “l(fā)ifelong education”, rather than that of “l(fā)ifelong learning”, and also those that are recognised in the scholarly literature of lifel作者: TAG 時(shí)間: 2025-3-27 15:28 作者: 松雞 時(shí)間: 2025-3-27 21:17 作者: 參考書目 時(shí)間: 2025-3-28 00:26
Avoiding Bad Company: The Importance of Moral Habitat and Moral Habits in Moral Education,ro said that truly wise persons will never do anything they might regret and that every action that they perform will always be dignified, consistent, serious and upright (., Harmondsworth: Penguin, 1971, p. 95). He also observed that custom can give people the power to face pain and suffering, noti作者: infarct 時(shí)間: 2025-3-28 05:07 作者: 變化 時(shí)間: 2025-3-28 08:24 作者: habile 時(shí)間: 2025-3-28 13:33 作者: osculate 時(shí)間: 2025-3-28 17:32
Formalizing Institutional Identity: A Workable Idea?,ever to have been a conscious effort to purposely define the identity of the institution at the outset, i.e., to establish an institution with a deliberate process of defining sources of meaning for the institution on the basis of a set of religious, life-conceptual, philosophical or cultural attrib作者: thwart 時(shí)間: 2025-3-28 22:10 作者: Lucubrate 時(shí)間: 2025-3-29 02:15
A Vision Splendid?,hool in Hamilton, a regional town in the State of Victoria. He was there to open a new science facility. It was an ordinary task of office undertaken by most ministers of education in most countries. However, on this occasion, in his address to the school community, the Australian Minister outlined 作者: radiograph 時(shí)間: 2025-3-29 05:02
,“What Kinds of People are We?”: Values Education After Apartheid,vil a social order as apartheid can be accomplished in a moment. Many practices of the apartheid era persist, as do age-old vices such as murder and incest. Add to these, widespread corruption at all levels of the public service and apparently new vices such as a shocking spate of baby-rapes, and th作者: 啟發(fā) 時(shí)間: 2025-3-29 07:21 作者: compassion 時(shí)間: 2025-3-29 12:19 作者: exorbitant 時(shí)間: 2025-3-29 18:06
The Neglected Role of Religion and Worldview in Schooling for Wisdom, Character, and Virtue,Socrates onwards, moral formation of children and the shaping of their character have always been regarded as a primary function of both parental nurture and formal education. The central concerns of ancient sages (Mesopotamia, Egypt, Israel) were about knowledge and religion. The aims of education,作者: 珍奇 時(shí)間: 2025-3-29 23:39
Clusters and Learning Networks: A Strategy for Reform in Values Education,ustralian Government programmes is the encouragement that schools work collaboratively to develop innovative approaches to teaching and learning. This approach is intended to improve student learning whilst at the same time strengthening both the member schools and the provision of education across 作者: 敵手 時(shí)間: 2025-3-30 02:50 作者: Cytokines 時(shí)間: 2025-3-30 05:12
Lifelong Learning in Asia: Eclectic Concepts, Rhetorical Ideals, and Missing Values. Implications fform in relation to school-based development, emphasising accountability especially in requiring school achievements be known to the public, redefinition of educational goals, aiming at quality and the assessment of quality, focusing on learning outcome rather than teaching performance, diverting th作者: Substance 時(shí)間: 2025-3-30 10:51 作者: geometrician 時(shí)間: 2025-3-30 12:52
1871-322X s of policies for values education and lifelong learning in .The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapte作者: Guaff豪情痛飲 時(shí)間: 2025-3-30 17:54 作者: 許可 時(shí)間: 2025-3-30 21:09 作者: 不透明 時(shí)間: 2025-3-31 03:14 作者: exostosis 時(shí)間: 2025-3-31 06:36 作者: 疏忽 時(shí)間: 2025-3-31 11:22
Formalizing Institutional Identity: A Workable Idea?,es, the identity of a particular educational institution, such as a school, college, or university, seems to have developed as a result of the way in which the individuals forming the totality of the institution strove for “success in action” (Blackburn 1996, p. 297).作者: HARD 時(shí)間: 2025-3-31 16:18
Values Education: The Missing Link in Quality Teaching and Effective Learning, 1955, p. 16). Against the potency of the family’s formative power, all else paled to insignificance according to the research findings, leading Christopher Jencks to sum up so aptly that “the character of a school’s output depends largely on a single input, namely the characteristics of the entering children” (1972, p. 256).作者: Endoscope 時(shí)間: 2025-3-31 20:21 作者: Fabric 時(shí)間: 2025-3-31 22:01
David H. Brownsed to examine the control of aldosterone during sodium deficiency with particular attention to the role of ionic factors and the question of whether the renin-angiotensin system is the major regulator of aldosterone secretion in sodium deficiency.作者: SMART 時(shí)間: 2025-4-1 05:09
Shirley Pendlebury,Penny Enslins RAAS, indem sie die ?.-Adrenozeptoren am juxtaglomerul?ren Apparat der Niere blockieren und so zu einer verminderten Bildung und Freisetzung des Schlüsselenzyms für die Angiotensin (Ang)-II-Biosynthese, des Renins, beitragen, aber dies ist nicht ihre Hauptwirkung.作者: commute 時(shí)間: 2025-4-1 06:34
Neville Carr,Julie Mitchellitories fails. The cerebral arteries are innervated by sympathetic, parasympathetic, and sensory nerve fibers, each type containing several potential neurotransmitters.. Furthermore CBF is controlled by local metabolic, or chemical, factors.. 作者: A精確的 時(shí)間: 2025-4-1 10:30 作者: modish 時(shí)間: 2025-4-1 14:19
