A Multi‐Institutional Web‐Based Undergraduate Food Product Innovation and Marketing Course     

L.F. Hood  S.E. Stefanou  J.B. Lord  B.L. Zoumas  J. Hernandez‐Serrano 《Journal of Food Science Education》2002,1(1):10-17

ABSTRACT: Food product development courses at The Pennsylvania State University and Saint Joseph's University were combined into a single course with a common faculty, syllabus, and web‐based course management system. Industry specialists made weekly presentations on critical aspects of the product development and marketing process, via compressed video conferencing and the Web, to students at both locations. Cross‐institutional interdisciplinary student teams completed a comprehensive plan for developing, evaluating, and launching a new product. Assessment of student learning revealed an enhanced understanding of all aspects of the product innovation, development, and marketing processes. The net result is a model learning system transcending disciplines, place, and time.  相似文献   

University teacher preparation programmes as a quality enhancement mechanism: evaluating impact beyond individual teachers’ practice     

Don Houston  Cassandra Hood 《Quality in Higher Education》2017,23(1):65-78

Conceptually, practically and rhetorically teaching is at the core of quality in higher education. University teaching preparation programmes (TPPs) are regularly advocated to foster enhancement of teaching but there remains limited evidence to demonstrate their effectiveness or impact as a quality improvement mechanism. Support for such programmes is largely a matter of faith amongst their advocates. This paper presents an analysis of the impact of one initial TPP to add to the body of evidence on the efficacy of such programmes. The results reinforce other research indicating that such programmes do have beneficial effects on individual academics. The benefits extend to work groups and have value to the institution. However, the transfer of learning by academics to practice takes time and is mediated by many factors. Nevertheless, where institutional and local departmental cultures value teaching, TPPs provide a useful strategy for quality enhancement in higher education.  相似文献   

Home-school Agreements: A true partnership?     

Suzanne Hood 《School Leadership & Management》2013,33(4):427-440

From September 1999 all schools in England and Wales will be expected to have a 'home-school' agreement in place. The home-school agreement initiative has provoked considerable debate amongst and between politicians, educationalists, professional associations and parents' organisations. This article provides an analysis of this controversy . The first part places home-school agreements within the historical context of home-school relations. The second part discusses two key issues of 'enforceability' and 'partnership' that have informed much of the debate . The article concludes by suggesting that models of parents as 'problems', as 'partners' and as 'consumers' are all implicit within this recent initiative and it questions whether an acceptable balance between these models can be incorporated in the process of implementation.  相似文献   

Television as a course of study     

Stuart Hood 《The Urban Review》1975,8(1):76-78

  相似文献   

Trends in courses taught: Insights from CMG’s college faculty database     

John F. Hood 《Publishing Research Quarterly》1995,11(3):129-137

CMG Information Services, or CMG (formerly College Marketing Group), has been maintaining a database of U.S. college and university teaching faculty since the mid-1970s. The database is primarily used by scholarly, academic, and college text-book publishers to promote their books by direct mail. One of the features that makes the database valuable to publishers is that it contains all the courses taught by each faculty member. The number and kinds of courses taught over the period of time that the database has been maintained affords a unique perspective on some of the changes occurring in the academic world. John F. Hood is senior vice president of CMG Information Services. Formerly known as College Marketing Group, CMG developed and introduced the first college faculty database for college text and academic publishers in 1973.  相似文献   

Conceptualising online knowledge sharing: what teachers’ perceptions can tell us     

Nina Hood 《Technology, Pedagogy and Education》2017,26(5):573-585

This study questions the current dependence on theories of social learning and communities of practice in research on teachers’ online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the context of their broader teaching practice. The findings suggest that the platforms, together with teachers’ engagement with them, are intimately connected with, and must be understood in reference to, both the online and offline contexts in which they operate, with each setting providing unique affordances that shape engagement and outcomes. Teachers’ engagement was largely motivated by their individual knowledge requirements and practice-based needs, resulting in learning primarily being individually rather than socially mediated and constructed.  相似文献   

A review of the long-term effects of child sexual abuse.     

J H Beitchman  K J Zucker  J E Hood  G A daCosta  D Akman  E Cassavia 《Child abuse & neglect》1992,16(1):101-118

The existing literature on the long-term sequelae of child sexual abuse is reviewed. The evidence suggests that sexual abuse is an important problem with serious long-term sequelae; but the specific effects of sexual abuse, independent of force, threat of force, or such family variables as parental psychopathology, are still to be clarified. Adult women with a history of childhood sexual abuse show greater evidence of sexual disturbance or dysfunction, homosexual experiences in adolescence or adulthood, depression, and are more likely than nonabused women to be revictimized. Anxiety, fear, and suicidal ideas and behavior have also been associated with a history of childhood sexual abuse but force and threat of force may be a necessary concomitant. As yet, there is insufficient evidence to confirm a relation between a history of childhood sexual abuse and a postsexual abuse syndrome and multiple or borderline personality disorder. Male victims of child sexual abuse show disturbed adult sexual functioning. The relation between age of onset of abuse and outcome is still equivocal. Greater long-term harm is associated with abuse involving a father or stepfather and abuse involving penetration. Longer duration is associated with greater impact, and the use of force or threat of force is associated with greater harm.  相似文献