Titlebook: Higher Education in Portugal 1974-2009; A Nation, a Generati Guy Neave,Alberto Amaral Book 2012 Springer Science+Business Media B.V. 2012 E

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Book 2012in a solidly European perspective and sets out explicitly the differences in the dominant political, cultural and social values that set Portuguese as other Continental European systems of higher education apart from their Anglo Saxon counterparts.

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5, his fellow philosophers we re initially hostile to the ideas in his book. They were taken up, however, by specialists in fields like jurisprudence and psychology, who found that they fit the form s of argument and reasoning that they were studying. And Toulmin’s model was embraced by the field of

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Guy Neave,Alberto Amaral5, his fellow philosophers we re initially hostile to the ideas in his book. They were taken up, however, by specialists in fields like jurisprudence and psychology, who found that they fit the form s of argument and reasoning that they were studying. And Toulmin’s model was embraced by the field of

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José Manuel Sobral5, his fellow philosophers we re initially hostile to the ideas in his book. They were taken up, however, by specialists in fields like jurisprudence and psychology, who found that they fit the form s of argument and reasoning that they were studying. And Toulmin’s model was embraced by the field of

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Luis Reis Torgal5, his fellow philosophers we re initially hostile to the ideas in his book. They were taken up, however, by specialists in fields like jurisprudence and psychology, who found that they fit the form s of argument and reasoning that they were studying. And Toulmin’s model was embraced by the field of

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Ana Nunes de Almeida,Maria Manuel Vieirafied to focus on evidential relations between data and hypotheses. This change was driven in part by a refocus on collaborative learning (Koschmann, 1994; Slavin, 1980; Webb & Palincsar, 1996), which led to a major change in how we viewed the role of the interface representations. Rather than being

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ion for making the linked-convergent distinction. We criticize a number of tests for making the distinction as involving counterintuitive or anomalous results because they apply semantic considerations to do a syntactic job. We argue that recognizing that premises may function as counter-defeaters i