MORALITY, CIVICS, AND CITIZENSHIP: VALUES AND VIRTUES IN MODERN DEMOCRACIES     

Stacy Smith 《Educational theory》2000,50(3):405-418

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Dissecting values in the classroom     

Smith J 《New scientist (1971)》1992,134(1820):31-35

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ERASMUS: THE EUROPEAN COMMUNITY'S HIGHER EDUCATION ACTION PROGRAMME IN ITS FIRST YEAR     

Alan Smith  Fritz Dalichow 《Higher Education in Europe》1988,13(3):39-47

On 14 May 1987, the Education Ministers of the Twelve reached agreement on the European Community Action Scheme for the Mobility of University Students (ERASMUS). With a total of 85 million ECU** ** One ECU is worth approximately $ 0.8131 United States dollars. View all notes earmarked for its initial phase (1 July 1987 to 30 June 1990), the programme will aim at encouraging increased student and staff mobility throughout the European Community by means of the creation of a European University Network, the award of grants to individual students, arrangements for the mutual recognition of qualifications and courses or parts of courses, and a range of additional supporting measures. In the following article, the authors will examine, in some detail, the Actions provided for in the Programme, which was formally adopted by the Council on 15 June 1987.

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Developing a virtual engineering management community     

Bill Hewitt  Moray Kidd  Robin Smith 《European Journal of Engineering Education》2016,41(2):220-230

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.  相似文献   

Conservation of length and instruction in linear measurement in young children     

Susan R. Smith  Cecil R. Trueblood  Michael Szabo 《科学教学研究杂志》1981,18(1):61-68

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Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence   总被引：6，自引：0，他引：6  

P Cohen  C N Velez  J Brook  J Smith 《Child development》1989,60(3):701-709

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.  相似文献   

Acknowledging the affective in higher education   总被引：1，自引：0，他引：1  

Colin Beard  Sue Clegg  Karen Smith 《British Educational Research Journal》2007,33(2):235-252

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.  相似文献   

ICT and educational (dis)advantage: families,computers and contemporary social and educational inequalities     

Lawrence Angus  Wendy Sutherland‐Smith 《British Journal of Sociology of Education》2004,25(1):3-18

Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so‐called information‐rich and information‐poor. Such concerns have led to high‐profile information technology policy initiatives in many countries. In Australia, in an attempt to ‘redress the balance between the information rich and poor’ by providing ‘equal access to the World Wide Web’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make ‘technology affordable for all Australians’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]). In this paper, we examine four families, one of which had long‐term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.  相似文献   

The inheritance of behavioral wildness in house mice (Mus musculus L.)     

Roy H. Smith  James L. Connor 《Learning & behavior》1974,2(4):249-256

Fourteen behavioral measures were ranked according to their ability to differentiate performances of a wild population of mice from three domestic inbred strains. These “wildness” rankings were then analyzed for their ability to predict genetic and Genotype by Environment interactions. Genetic parameters were derived from analysis of three inbred domestic strains and their three hybrid crosses via the diallel technique of genetic analysis. Genotype by Environment interactions were assessed both as mean differences in stock performances resulting from rearing in a laboratory vs naturalistic environment and as differences in environmental variability within stock genotypes. Behavioral characters ranking high on “wildness” failed to demonstrate any unitary pattern of Genotype by Environment interactions. The diallel genetic analysis revealed many examples of additive variation but relatively few examples of dominant variation. An extremely wide range of interactions occurred between genotype and rearing environments, with “wildness” and “developmental homeostasis” concepts both failing to account for all the observed interactions.  相似文献   

Strategies for Broadening Participation in Advanced Technological Education Programs: Practice and Perceptions     

Corey Smith  Lori Wingate 《Community College Journal of Research & Practice》2016,40(9):779-796

Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group.  相似文献