Rethinking Universal Service: Citizenship, Consumption Norms, and the Telephone     

Paschal Preston  Roderick Flynn 《The Information Society》2000,16(2):91-98

One of the reasons the proponents of expanded universal service have not made much headway is that they have not been able to provide a coherent justification for the major resource and policy commitments it requires. The lack of consensus on the very meaning of the term "universal service" has added to the confusion. This article argues that it is critically important to articulate a clear justification for universal service before we discuss what it should include and how it should be funded, the two main preoccupations of the current debate. It answers the "why" question by drawing on the literature on consumption norms and citizenship rights and thereby provides a cogent justification for universal service. A clear articulation of the rationale for universal service should reduce some of the confusion in the current debate and bring greater clarity to the ongoing debate on this important public policy issue.  相似文献   

ERIC Research Abstracts     

Nancy R. Preston 《Performance Improvement Quarterly》1993,6(3):89-98

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ERIC Research Abstracts     

Nancy R. Preston 《Performance Improvement Quarterly》1994,7(1):101-105

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Editorial     

Loraine Blaxter  Christina Hughes  Rosemary Preston  Jane Martin 《Gender and education》2000,12(4):413-418

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The Educational Whirl     

Kermit Eby  Frederick Gordon Lyle  R. J. Bretnall  Effa E. Preston  Robert B. Nixon  Walter S. McColley 《Clearing house (Menasha, Wis.)》2013,86(7):414-415

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Students’ imaginings of spaces of learning in Outdoor and Environmental Education     

Lou Preston 《Journal of Adventure Education & Outdoor Learning》2013,13(2):172-190

In this article, I interrogate students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, I explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. I employ the work of poststructuralist geography scholar Doreen Massey in my analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. I conclude by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.  相似文献   

Effect of a Science Diagram on Primary Students’ Understanding About Magnets     

Christine Preston 《Research in Science Education》2016,46(6):857-877

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Community response in disasters: an ecological learning framework     

John Preston  Charlotte Chadderton  Kaori Kitagawa  Casey Edmonds 《International Journal of Lifelong Education》2013,32(6):727-753

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion.  相似文献   

The Educational Whirl     

Cecil W. Roberts  Walter S. McColley  Effa E. Preston  Frederick Gordon Lyle  Robert B. Nixon  Gordon M. Ridenour 《Clearing house (Menasha, Wis.)》2013,86(6):346-347

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Nicky Stanley, Bridget Penhale, Denise Riordan, Rosaline S. Barbour and Sue Holden, Child Protection and Mental Health Services: Interprofessional Responses to the Needs of Mothers, The Policy Press, Bristol, UK (2003) 148 pages, $29. 95 paperback.     

Lily T. Alpert  Preston A. Britner 《Child abuse & neglect》2004,28(12):1345-1347

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