What are conditional probabilities conditional upon?     

Hutchison  K 《The British journal for the philosophy of science》1999,50(4):665-695

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Cultural trends ‐ introduction     

Andrew Feist  Robert Hutchison 《Cultural Trends》1989,1(1)

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An analytical method for detecting blown-out shots in coal mines     

G.F. Hutchison  Jacob Barab 《Journal of The Franklin Institute》1919,188(6):824-825

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Introduction     

Andrew Feist  Robert Hutchison 《Cultural Trends》1990,2(7)

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List of tables     

Andrew Feist  Robert Hutchison 《Cultural Trends》1990,2(5):1-2

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An evaluation of computerised essay marking for national curriculum assessment in the UK for 11-year-olds     

Dougal Hutchison 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):977-989

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Editorial     

Keith Hutchison 《Metascience》1997,6(2):4-6

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Magic Windows and the Serious Life: Rituals and Community in Early American Local Television     

Phillip J. Hutchison 《广播与电子媒介杂志》2013,57(1):21-37

This historical study addresses the social impact of early local television by examining the ritual aspects of its now-extinct entertainment programming genres. The study assimilates several theories of ritual and collective memory to explain how this programming shaped the daily lives of television viewers in postwar America. It examines both the nature and form of this programming and how viewers remember it, largely via Internet-based tribute venues. This perspective helps better explain how such programming created a sense of community among technologically determined viewing audiences, and why it continues to structure the collective and individual memories of former viewers.  相似文献   

Britain and the Commonwealth     

James Curran  G.A. Cranfield  Keith Williams  Louis Heren  David Hutchison  H.J. Eysenck 《Communication Booknotes Quarterly》2013,44(10):196-200

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The educational (im)possibility for dietetics: a poststructural discourse analysis     

Jacqui Gingras 《Learning Inquiry》2009,3(3):177-191

Inquiring into the theoretical underpinnings of dietetic curriculum provides a means for further understanding who dietitians are (identity) and what dietitians do (performativity). Since dietetic curriculum exists as a structural influence on the dietetic student identity, it is worth inquiring into how such a structure is theoretically informed, especially considering that until now, this process has not be undertaken. This research attempts to illuminate how dietetic knowledge is generated and how various institutional structures reinforce this knowledge. Since dietetic education in Canada is standardized by a means of national accreditation, the accreditation texts were analyzed following a poststructural discourse analysis method. Those aspects of the Accreditation Manual concerning dietetic education were scrutinized to illuminate the presence/absence of curricular theory, knowledge assumptions, and educational values. Findings of the discourse analysis indicate that there is no explicit curricular theory framing dietetic education, learning processes are sequential and apolitical, and dietetic knowledge is decontextualized from the social world. These findings have implications for dietetic education, the scholarship of teaching and learning within the profession, and dietetic epistemology. With further attention to these issues it is hoped that dietetic educators will be encouraged to reflect on the historical and theoretical foundations of their curricula and will consider how teaching and learning, and ultimately dietetic knowledge could be enhanced through a socially integrated feminist science of food and nutrition.  相似文献