Open by Degrees

This chapter focuses on the history, development, and perceived value of The Open University UK's multidisciplinary ‘open' qualifications at undergraduate and postgraduate level, together with the development of multidisciplinary ‘open box' modules. It addresses the debate around the coherence and acceptance of such personalized programs of study. As well as identifying some of the challenges facing multidisciplinary learners, it describes how open educational resources (OERs) can be used by students to negotiate their own learning experience. The chapter concludes by outlining the benefits of introducing multidisciplinary modules based on OERs and other types of non-formal learning into the curriculum

New sources of resistance of cowpea (Vigna unguiculata) to Striga gesnerioides, a parasitic angiosperm

http://www.springerlink.com/content/j1735m38g7350346/fulltext.pdfInternational audienc

Function over Form: A Behavioral Approach to Implicit Attitudes

Research surrounding the construct of “implicit attitudes” and the various methodologies for measuring that construct is currently founded on the social cognitive paradigm. However, no robust and agreed upon theoretical framework has emerged from this paradigm, despite the widespread adoption of implicit testing methodologies and their associated theoretical assumptions. The current chapter outlines a functional approach to implicit testing, describing research stemming from Relational Frame Theory that was developed in parallel with the emergence of the IAT, and arguing for the benefits of connecting these two strands of research to improve the understanding of attitude behaviors and create better understood implicit testing methodologies. The chapter concludes with descriptions of two examples of such methodologies: the IRAP and the FAST