Graduate degrees by external studies: the Nova University programmes in Florida     

Michael A. White 《Distance Education》1980,1(2):188-197

This article examines the graduate degrees by external study programmes offered by Nova University, Florida. These programmes have generated much criticism from traditional institutions in the United States of America, but the success of the programmes rests on the quality of academic staff recruited, programme evaluation techniques and student demand for the awards.  相似文献   

The Compulsory Curriculum and Beyond: a reply to Peter Gardner     

John White 《Journal of Philosophy of Education》1985,19(1):129-136

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Promoting self-control of learning     

John R. Baird  Richard T. White 《Instructional Science》1982,11(3):227-247

The process of learning with understanding was investigated by case study of three male students learning genetics at a tertiary college. Five conclusions regarding the process arise from the study. These conclusions are: (1) Learning outcome is determined by decisions made by the learner. These decisions are influenced by learner perceptions and interpretations. (2) Inadequate learning is due to ineffective decision-making. This ineffective decision-making is associated with specific, recurring learning deficiencies. The main types of deficiency, deficient processing tendencies and misconceptions, cause inadequate performance and preclude learning with understanding. A total of seven tendencies was observed. Each learner applied tendencies idiosyncratically. Tendencies also generated particular misconceptions which further inhibited learning. (3) It takes energy to learn with understanding, or to unlearn a misconception. (4) Learners often are unaware of their deficiencies. This lack of awareness generates inappropriate attitudes. (5) Increased learner awareness of the nature and process of learning changes attitudes and procedures. The major implication of this study relates to promoting self-control of learning. It is proposed that improved learning will result from increasing learner awareness of the nature and process of learning, and by training learners in procedures for enhancing self-evaluation and decision-making.  相似文献   

The Presidents, First Ladies, and Vice Presidents: White House Biographies, 1789–2005. Daniel C. Diller and Stephen L. Robertson. Washington, DC: CQ Press, 2005. 291 pp. $46.00 (paper), ISBN: 1568029853..     

The Presidents  First Ladies  Vice Presidents: White House Biographies  &#x;. Daniel C. Diller  Stephen L. Robertson. Washington  DC: CQ Press  . pp. $.  ISBN: . 《Government Information Quarterly》2007,24(4):892-894

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I: INTRODUCTION     

Caroline Floccia  Thomas D. Sambrook  Claire Delle Luche  Rosa Kwok  Jeremy Goslin  Laurence White  Allegra Cattani  Emily Sullivan  Kirsten Abbot-Smith  Andrea Krott  Debbie Mills  Caroline Rowland  Judit Gervain  Kim Plunkett 《Monographs of the Society for Research in Child Development》2018,83(1):7-29

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Issues in aims,content and methods of general education     

Nikolai D. Nikandrov  John White 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(1):123-123

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Food of paradise: Tahitian breadfruit and the autocritique of European consumption     

Spary E  White P 《Endeavour》2004,28(2):75-80

In many ways, Tahiti was central to European colonialism, for it was there that European visitors forged a model of primitive nature that served as a comparison to, and sometimes critique of, European civilization. Tahiti was also the place from which a unique plant, the breadfruit, was brought to European colonies and to England and France during the late 18th century, at the behest of naturalists. With the breadfruit travelled contrasting perceptions of the Tahitian way of life. The autocritique of European lifestyles and the naturalization of the breadfruit are closely intertwined. The breadfruit indeed became a radical food of the end of the 18th century.  相似文献   

The obscenity of Internet regulation in the United States     

A. White 《Ethics and Information Technology》2004,6(2):111-119

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Maternal perinatal risk factors and child abuse   总被引：1，自引：0，他引：1  

M I Benedict  R B White  D A Cornely 《Child abuse & neglect》1985,9(2):217-224

A retrospective matched pair study was designed to compare maternal perinatal factors such as abnormal pregnancy history and labor and delivery experience in families who subsequently were reported as physically abusive to one or more of their children as compared to non-abusive families. The study population consisted of the mothers of 532 children reported to the Baltimore (Maryland) Department of Social Services as physically abused during the years 1975-77. The comparison group was handmatched to the study group from State of Maryland birth certificates on the basis of the abused child's birth year and sex, maternal race, education and hospital of delivery. The study population was 67% black with a mean maternal education of 10.5 completed years. The abused children were 59% male with 48% less than 2 years of age. Results indicated that selected medical definitions of abnormal pregnancy, labor and delivery did not identify families at differential risk of maltreatment. However, mothers in maltreating families were younger, had shorter birth intervals, less prenatal care and were significantly more likely to have had a stillbirth or reported abortion or a prior child death. Study limitations are addressed as are suggestions for future research.  相似文献   

Contribution of Distance Education to the Development of Individual Learners     

Cynthia White 《Distance Education》2005,26(2):165-181

An important touchstone of distance education has been to contribute to the development of individual learners whatever their life circumstances. The first half of the article provides an overview of this contribution and of the understanding and awareness that has been developed about distance learners in their individual learning contexts. The overview is based around five themes: access to education, adjustment to new learning environments, individual development, knowledge and awareness of learners in context, and the importance of understanding the learner’s perspective of distance education. In the latter part of the article it is argued that the way ahead for distance education requires attention to more than technological approaches to learning, and that the field is well placed to provide an informed critique of current trends and developments, to focus on the student experience, and to contribute to learner development and practitioner development.  相似文献