User:Smlombardi

 United States (USA)

Dr. Lombardi's Userboxes

This user is a participant in WikiProject Userboxes.

EdDThis user has a
Doctor of Education degree

SBThis user lets SuggestBot recommend articles to edit once a month.

This user has been on Wikipedia for 13 years, 4 months and 10 days.

01001000
01101001There are
10
types of people: those who read binary and those who don't.

This user often makes mistakes while typing, and would like to take this oppurtunity to aoplogiae.

The Middlebury College history department banned Wikipedia citations in student papers in 2007. The resulting debate turned out to be quite helpful as a number of librarians finally popped out of the woodwork to say that no undergraduate paper should be citing any encyclopedia whatsoever, which ought to have been pointed out a lot sooner. By 2009 the complaints had more or less faded away, and nowadays what you have is college librarians writing blog posts in which they continue to reiterate the blindingly obvious: "Wikipedia is an excellent tool for leading you to more information. It is a step along the way, and it is extremely valuable."

Please use this format for requesting a citation . . .

Lion taming is performed in zoos across the world, to enable less dangerous feeding and to bring more profit by holding programmes like cub petting.

• Explain yourself. Not sufficiently explaining edits can be perceived as uncivil, whether that's the editor's intention or not. Use good edit summaries, and use the talk page if the edit summary doesn't provide enough space or if a more substantive debate is likely to be needed.

• Be careful with user warning templates. Be careful about issuing templated messages to editors you're currently involved in a dispute with, and exercise caution when using templated messages for newcomers (see Wikipedia:Please do not bite the newcomers). Consider using a personal message instead of, or in addition to, the templated message.

• Try not to get too intense. Other people can misread your passion as aggression. Take great care to avoid the appearance of being heavy-handed or bossy. Nobody likes to be bossed about by an editor who appears to believe that they are "superior"; nobody likes a bully.

• Avoid editing while you're in a bad mood. It does spill over. (See Editing under the influence!)

• Take a Real-Life check; disengage by two steps to assess what you're about to say (or have just said). Asking yourself "How would I feel if someone said that to me?" is often not enough, many people can just brush things off, and it's water off a duck's back. To get a better perspective, ask yourself: "How would I feel if someone said that to someone I love who can't just brush it off?" If you'd find that unacceptable, then don't say it. And, if you've already said it, strike it and apologize.

• Just because we're online and unpaid doesn't mean we can behave badly to each other. People working together in a newspaper office aren't supposed to get into punch-ups in the newsroom because they disagree about how something is worded or whose turn it is to make the coffee. Nor are volunteers working at the animal rescue center allowed to start screaming at each other over who left ferrets in the filing cabinet or the corn snake in the cutlery drawer. In fact, there's pretty much nowhere where people working together to do something good are allowed to get into fist-fights, shouting matches, hair-pulling or name-calling. The same applies here, too.

• Someone may very well be an idiot. But telling them so is neither going to increase their intelligence nor improve your ability to communicate with them.

• No matter how frustrated you are, do not tell people to "grow up" or include any wording along the lines of "if this were kindergarten" in your messages.

• Be careful with edit summaries. Edit summaries are relatively short comments, and thus potentially subject to misinterpretation or oversimplification. They cannot be changed after pressing "Save", and are often written in haste, particularly in stressful situations. Remember to explain your edit, especially when things are getting heated; to avoid personal comments about any editors you have disputes with; and to use the talk page to further explain your view of the situation.

Reading list

1. Altricher, H., Kemmis, S., McTaggart, R., & Zuber-Skerritt, O. (2002). The concept of action learning. The Learning Organization, 9(3), 130.
2. Austin, G. A., Bruner, J. S., & Goodnow, J. J. (1986). A study of thinking. New York, NY: John Wiley & Sons, Inc.
3. Axelrod, R. (1973). Schema theory: An information-processing model of perception and cognition. The American Political Science Review, 67 (4) 1248-1266. Retrieved 26 March 2007 from http://links.jstor.org/sici?sici=0003-0554%28197312%2967%3A4%3C1248%3ASTAIPM%3E2.0.CO%3B2-O and 9 June 2007 from http://www.lib.ncsu.edu:2072/view/00030554/di960971/96p0011w/0.
4. Bartlett, F. C. (1932). Remembering: An experimental and social study. Cambridge, United Kingdom: Cambridge University Press. New York: David McKay Co Inc.
5. Bloom, B. S. (1956b). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York, NY: Longmans, Green.
6. Bloom’s taxonomy (2007, May 3). School of Education, University of Mississippi. Retrieved from http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm.
7. Briggs, K. C. (1976). Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologist Press.
8. Briggs, K. C., Myers, I. B., & McCauley, M. H. (1987). Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologist Press.
9. Bruner, J. S. (1960). The process of education, Cambridge, MA: Harvard University Press.
10. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belkapp Press.
11. Bruner, J. S. (1971). The relevance of education. New York, NY: Norton.
12. Bruner, J. S., Goodnow, J. J., Austin, G. A. (1986). A study of thinking.
13. New Brunswick, NJ: Transaction Press.Clark, A. C. (1997). Identification of quality characteristics for technology education programs in North Carolina (Doctoral dissertation). Retrieved from North Carolina State University, 2007.
14. Clark, D. (1999). Learning domains or Bloom’s taxonomy. Retrieved 3 May 2007 from http://www.nwlink.com/~donclark/hrd/bloom.html.
15. Condillac, E. B. (1746/1970, 2001). Essai sur l'origine des connaissances [Essay on the origin of human knowledge] in Oeuvres Completes Tome 1. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Hans Aarsleff, Cambridge, MA: Cambridge University Press.
16. Condillac, E. B. (1749/1970, 1982). Traité des systèmes [Treatise on the systems] in Oeuvres Completes Tome 2. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Franklin Philip, Philosophical Writings of Etienne Bonnot, Abbé de Condillac (Vol. I), Hillsdale, NJ: Lawrence Erlbaum.
17. Condillac, E. B. (1754/1982). Traité des sensations [Treatise on the sensations]. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Franklin Philip, Philosophical Writings of Etienne Bonnot, Abbé de Condillac, (Vol. I), Hillsdale, NJ: Lawrence Erlbaum.
18. Condillac, E. B. (1756). An essay on the origin of human knowledge. In Locke’s Essay on the Human Understanding. Translated from the French of the Abbé de Condillac by Thomas Nugent. London, England: J. Nourse. Retrieved 23 September 2008 from http://books.google.com/books?id=rp_go5DhQqQC.
19. Cuban, L. (2004). Assessing the 20-year impact of multiple intelligences on schooling. Teachers Collage Record, 106(1), 140-146. Retrieved 12 October 2005 from http://www.tcrecord.org . ID Number: 11515.
20. Cutcliffe, J. R. & McKenna, H. P. (2002). When do we know that we know? Considering the truth of research findings and the craft of qualitative research. International Journal of Nursing Studies, 39, 611-618.
21. Dave, R. H. (1975). Developing and writing behavioural objectives. New York, NY: Educational Innovators Press.
22. Derntl, M. & Motschnig-Pitrik, R. (2005). The role of structure, pattern, and people in blended learning. Internet and Higher Education 8 (2005) 111–130. Retrieved 20 October, 2008 from http://www.sciencedirect.com.www.lib.ncsu.edu:2048/science?_ob=ArticleURL&_udi=B6W4X-4G9GP0W-1&_user=290868&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=290868&md5=f7d1e528fc2a4df4e5bef9f91aaf807f.
23. Dewey, J. (1929). My pedagogic creed. Journal of the National Education Association, 18(9), 291-295.
24. Dewey, J. (1933/1998). How we think (rev. ed.). Boston, MA: Houghton Mifflin Company.
25. Dweck, C. S. (2007). The Perils and Promises of Praise. Educational Leadership, 65(2), 34-39.De Soto, C. & Albrecht, F. (1968). Cognition and social ordering. In Robert P. Abelson (Ed.) Theories of Cognitive Consistency, Chicago, IL: Rand McNally, 531-538 Disney Channel, retrieved 18 November 2007 from http://www.disneychannelmedianet.com/web/showpage/showpage.aspx?program_id=3112743&type=lead.
26. Emden, C., & Sandelowski, M. (1999). The good, the bad, and the relative, part two: Goodness and the criterion problem in qualitative research. International Journal of Nursing Practice, 5, 2-7.
27. Ericsson, K. & Charness, N., (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747.
28. Falkenstein, L. (2007). Etienne Bonnot de Condillac. In The Stanford Encyclopedia of Philosophy. Retrieved 23 September 2008 from http://plato.stanford.edu/entries/condillac/.
29. Fay, J. & Funk, D. (1995). Teaching with love & logic. Golden, CO: The Love & Logic Press, Inc.
30. Foy, N. (1977). Action learning comes to industry. Harvard Business Review, 55(5).
31. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.
32. Freire, P. (1973). Education: The practice of freedom. London: Writers and Readers.
33. Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart, & Winston.
34. Gardner, H. (1983/1993). Frames of mind: The theory of multiple intelligences (10th anniversary edition). New York, NY: Basic Books.
35. Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 4-10. retrieved 15 July 2013 from JSTOR.
36. Gardner, H. (1994). Multiple Intelligences: The theory into practice, a symposium. Teachers College Record, 95(4), 580.Glasser, W. (1984).Self-importance boosts learning. The School Administrator 45, 16-18.
37. Glasser, W. (1996). Then and now. The theory of choice. Learning 25(3), 20-22.
38. Goodlad, J. I., & Richter Jr., M. N. (1977). Decisions and levels of decision-making: Process and data sources. In Bellack, A. A. & Kliebard, H. M. (Eds.) Curriculum and evaluation. Berkley, CA: McCutchan.
39. Greatorex, J. & Dexter, T. (2000). An accessible analytical approach for investigating what happens between the rounds of a Delphi study, Journal of Advanced Nursing, 32(4), 1016-1024.
40. Hall, C. S., & Lindzey, G. (1978). Theories of personality (3rd ed.), New York, NY: John Wiley & Sons.
41. Hanafin Sinéad, (2004). Review of literature on the Delphi Technique. Dublin, Ireland: The National Children’s Office. Retrieved 4 October 2009 from http://www.omc.gov.ie/documents/publications/Delphi_Technique_A_Literature_Review.pdf.
42. Harrow, A. (1972). A taxonomy of psychomotor domain: A guide for developing behavioral objectives. New York, NY: David McKay.Helmer, O. & Rescher, N. (1959). On the epistemology of the inexact sciences. Management Science 6(1) 25-52. Retrieved 20 February, 2008 from http://links.jstor.org/sici?sici=0025-1909%28195910%296%3A1%3C25%3AOTEOTI%3E2.0.CO%3B2-L.
43. Hase, S. & Kenyon, C. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate higher education, London: Continuum Press.
44. Henak, R. M. (1995). Chapter 11: Construction Technology Education. In G.E. Martin (Ed.) Foundations of technology education 44th yearbook: Council on technology teacher education. New York, NY: Glencoe.
45. Herzenberg, S., Price, M., & Bradley, D. (2005). Losing Ground in Early Childhood Education: Declining Workforce Qualifications in an Expanding Industry. Economic Policy Institute: Research and Ideas for shared Prosperity. Retrieved 29 October 2008 from http://www.epi.org/publications/entry/study_ece_summary/.
46. Heyman, G., Dweck, C., & Cain, K. (1992). Young children’s vulnerability to self-blame and helplessness: Relationship to beliefs about goodness. Child Development, 63, 401-415.
47. Hollier, D., & Bloch, H. (1994). A new history of French literature. Cambridge, MA: Harvard University Press.
48. Huttenlocher, P. (1994). Human behavior and the developing brain. In G. Dawson and K. Fisher (Eds.). New York, NY: Guilford Press.
49. Itard, J. M. G. (1962). The wild boy of Aveyron. (G. Humphrey & M. Humphrey, Trans.). New York: Appleton-Century-Crofts. (Original works published 1801 and 1806).
50. ITEA, (2007). Standards for Technology Literacy: Content for the Study of Technology, 3rd Edition. Retrieved 9 November 2011 from http://www.iteea.org/TAA/PDFs/xstnd.pdf.
51. Jaffee, D, & Sroka, I. PhD [curriculum consultants of Hypothesis, an independent consulting firm specializing in child, family, and educator-targeted research].
52. Johnson, M. (1967). Definitions and models of curriculum theory. Educational Theory, 17(1), 127-140.Katsiouloudis, P. J. (2007). Identification of quality indicators of visual-based learning materials in Technology Education programs for grades 7-12 (Doctoral dissertation). North Carolina State University, 2007.
53. Keeney, S., Hasson, F. & McKenna, H. P. (2001). A critical review of the Delphi technique as a research methodology for nursing. International Journal of Nursing Studies,38, 195-200.
54. Kemmis, S. & McTaggart, R. (1988). The action research planner. Geelong: Deakin University Press.
55. Kelly, D. & Tangney, B. (2003). A framework for using multiple intelligences in an ITS. Journal of Multimedia and Hypermedia, 7(4).
56. Keynes, J. M. (1964). The general theory of employment, interest, and money. New York, NY: Harcourt, Brace & World. Retrieved 9 September 2008 from http://gillesdaniel.com/papers/1936.Keynes.The%20General%20Theory%20of%20Employment,%20Interest%20and%20Money.pdf. Kliebard, H. (1992). Constructing a history of American curriculum. In P.W. Jackson (Ed.), Handbook of research on curriculum (pp. 157-184).
57. Kolb, D. A. & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.) Theories of Group Process, London: John Wiley.
58. Kolb, D. (1976). Learning style inventory technical manual. Boston, MA: McBer.
59. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
60. Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York, NY: David McKay Co., Inc.
61. Knudsen, E. I.; Heckman, J. J.; Cameron, J. L.; & Shonkoff, J. P. (2006). Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the National Academy of Sciences of the United States of America 2006; 103; 10155-10162; originally published online Jun 26,1006; doi:10.1073/pnas.0600888103. Accessed 20 February 2006 from http://www.pnas.org/cgi/content/short/103/27/10155%20.
62. Knowles, Malcolm S. (1950). Informal adult education: a guide for administrators, leaders, and teachers. New York: Association Press.
63. Knowles, M. S., & Knowles, H. F. (1955). How to develop better leaders. New York: Association Press.
64. Knowles, M. S., & Knowles, H. F. (1959). Introduction to group dynamics. Chicago: Association Press. Revised edition 1972 *published by New York: Cambridge Books.
65. Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350–352, 386.
66. Knowles, M. S. (1973). The adult learner: A neglected species. Houston: Gulf Publishing Company. Revised Edition 1990.
67. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs: Prentice Hall/Cambridge.
68. Knowles, M. S. (1977). The adult education movement in the United States. Malabar, FL: Krieger.
69. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge.
70. Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
71. Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.
72. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.
73. Knowles, Malcolm; Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA:
74. Lambert, J. L. (2004). Technology integration expertise in middle school social studies teachers: A study of multiplicity in thinking and practice (Doctoral dissertation). North Carolina State University, 2004.
75. LaPorte, J. E. (1994). Instructional approaches to teaching construction in technology education. In J. W. Wescott & R. M. Henak (Eds.), Construction in technology education, 199-234. Mission Hills. CA: Glencoe.
76. Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (Ed.). New York: Harper & Row.Lewin, K. (1958). Group decision and social change. In E. E. Maccoby, T. M. Newcomb, & E. L. Hartley (Eds.) Readings in Social Psychology. New York, NY: Holt Rinehart & Winston, pp. 197-211.
77. Lincoln, Y. S. & Guba, E. G. (2000) Paradigmatic controversies, contradictions, and emerging confluences, in: Denzin, N. K. and Lincoln, Y. S. (eds.) Handbook of qualitative research. London: Sage: 163-188.
78. Linstone, H. A., & Turoff, M. (Eds.) 1975. The Delphi method: Techniques and applications. Reading MA: Addison-Wesley Publishing.
79. Lombardi, S.M. (2011). Internet Activities for a Preschool Technology Education Program Guided by Caregivers (Doctoral dissertation). North Carolina State University, 2011. Retrieved 29 December 2011 from http://repository.lib.ncsu.edu/ir/bitstream/1840.16/6826/1/etd.pdf.
80. Martin, G. E. (Eds.) (1995). Foundations of technology education 44th yearbook: Council on technology teacher education. New York, NY: Glencoe, McGraw Hill.
81. Maslow, A. (1954). Hierarchy of human needs: Motivation and personality. New York, NY: Harper & Row.
82. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
83. Montessori, M. (1946). Education for a New World. Madras, India: Kalakshetra Publications.
84. Motschnig-Pitrik, R. & Holzinger, A. (2002). Student-Centered Teaching meets new media: Concept and Case Study. Educational Technology & Society 5(4). Retrieved 20 October 2008 from http://www.ifets.info/journals/5_4/renate.html.
85. Motschnig-Pitrik, R. (2005). Person-Centered e-learning in action: Can technology help to manifest person-centered values in academic environments? Journal of Humanistic Psychology, 45(4) 503-530. Accessed 29 October 2008 from http://jhp.sagepub.com.www.lib.ncsu.edu:2048/cgi/reprint/45/4/503.
86. Motschnig-Pitrik, R. (2009). Web site accessed 20 February 2009 from http://www.cs.univie.ac.at/employee.php?tab=general&eid=23.
87. Mullinax, S. (2006). technology4kids [web page updated 25 July 2008]. Retrieved 25 July 2008 from http://www4.ncsu.edu/~stmullin/Home.html. The sites new URL is http://www.technology4kids-ncsu.org/.
88. Murphy, M. K., Black, N. A., Lamping, D. L., McKee, C. M., Sanderson, C. D. B., Askham, J., & Marteau, T. (1998). Consensus development methods and their use in clinical guideline development: a review United Kingdom: Health Technology.
89. Motulsky, H. (1995). Intuitive Biostatistics . New York, NY: Oxford University Press Inc. (ISBN 0-19-508607-4).
90. Myers, I. B. & Myers, P. (1980). Gifts Differing: Understanding Personality Type. Palo Alto, CA: Consulting Psychologist Press.
91. Myers, I. B. (1987). Introduction to type: a description of the theory and applications of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologist Press.
92. Tomic, W. & Kingma, J (1996). Three theories of cognitive representation and their evaluation standards of training effect. Heerlson, The Netherlands: The Open University.
93. Posner, G. (1998). Models of curriculum planning. In L. Beyer & M. Apple (Eds.), The curriculum: Problems, politics, and possibilities (2nd ed.), pp. 79-100. Albany: SUNY press.
94. Powell, C. (2003). The Delphi technique: myths and realities. Journal of Advanced Nursing, 41(4) 376-382.
95. Roberts, D [expert in child education Stanford University] copyright 2000 Business Wire & copyright 2008 Gale Group Cengage Learning. Retrieved 18 November 2007 from http://findarticles.com/p/articles/mi_m0EIN/is_2000_Oct_18/ai_66181780/print.
96. Rogers, C. R. (1951) Client-centered counseling, Boston: Houghton-Mifflin.
97. Rogers, C. R. & Freiberg, H. J. (1993) Freedom to learn (3rd ed.), New York:Merrill.
98. Rumelhart, D. E. (1977). Introduction to human information processing. New York: John Wiley & Sons.
99. Schwab, J. J. (1970). A language for curriculum. Washington, D.C.: National Education Association.
100. Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review, 79, 501-522.
101. Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House.
102. Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review. 24(2), 86-87.
103. Smart Start (2006). Smart Start and North Carolina Partnership for Children [website]. Retrieved February 20, 2007 from http://www.ncsmartstart.org/familyresources/braindevelopment.htmlSmith, M. K. (1996).
104. David A. Kolb on experiential learning [online]. The encyclopedia of informal education. Retrieved 30 July 2007 from http://www.infed.org/biblio/b-explrn.htm.
105. Smith, M. K. (1997/2008). John Dewey [online]. The encyclopedia of informal education. Retrieved 30 July 2007 from http://www.infed.org/thinkers/et-dewey.htm.
106. Smith, M. K. (1997/2004). Carl Rogers, core conditions and education [online] The encyclopedia of informal education. Retrieved 30 July 2007 from http://www.infed.org/thinkers/et-rogers.htm.
107. Smith, M. K. (2001). Kurt Lewin: Groups, experiential learning and action research [online]. The encyclopedia of informal education. Retrieved 5 March 2007 from http://www.infed.org/thinkers/et-lewin.htm.
108. Smith, M. (Ed.) (2000). Standards for technological literacy: Content for the study of technology. Reston, Virginia: International Technology Education Association.
109. Sternberg, R. (2005). Intelligence, competence, and expertise. In A. Elliot & C. S. Dweck (Eds.), The handbook of competence and motivation (pp.15-30). New York: Guilford Press.
110. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
111. Taba, H. (1962). Curriculum development: Theory and practice. New York, NY: Harcourt, Brace, & World.
112. U.S. Department of Education (2004). Toward a new golden age in American education: How the internet, the law, and today’s students are revolutionizing education. National Education Technology Plan 2004, Office of the Secretary, Office of Educational Technology, 400 Maryland Avenue, S.W. Washington, D.C. 20202.
113. Vacca, R. T., & Vacca, J. A. (2005). Content area reading: Literacy and learning across the curriculum. Boston, MA: Pearson/Allyn & Bacon.
114. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
115. Walker, D. (1971). A naturalistic model for curriculum development. School Review (November), 51-65.
116. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
117. Zawacki-Richter, Olaf (2009). Research Areas in Distance Education: A Delphi Study. The International Review of Research in Open and Distance Learning, 10(3).
118. Zeitlin, J., Wildman, K., Bréart, G., Alexander, S., Barros, H., Blondel, B., Buitendijk, S., Gissler, M., MacFarlane, A. & the PERISTAT Scientific Advisory Committee (2003). PERISTAT: Indicators for Monitoring and Evaluating Perinatal Health in Europe. European Journal of Public Health, 13(3), 29-37.
119. Zuber-Skerritt, O. (2002). A model for designing action learning and action research programs. The Learning Organization, 9(4), 143-149.
120. Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing, L.L.C.