Conditioned flavor preferences based on hunger level during original flavor exposure

In five experiments, rats’ preference for a flavor was greater if the flavor had previously been consumed under low rather than high deprivation. This preference was conditioned in as few as three flavor-deprivation pairings (Experiment 1), and persisted through 28 test days, half under each deprivation level (Experiment 2). Rats never preferred the flavor associated with high deprivation even when calories were increased by giving 40 ml of 8% sucrose or when caloric density was increased to the equivalent of 20% sucrose. The preference for the low-deprivation flavor was greater when saccharin solutions were used rather than sucrose solutions, but the preference did emerge when sucrose solutions were used as testing proceeded and when a lower concentration of sucrose was used. We suggest that these preferences may be a result of flavor-taste associations rather than associations between flavors and postingestive consequences, and that the taste of the solutions under low deprivation is preferred to the taste under high deprivation.     

Developing and implementing a robust and flexible framework for the evaluation and impact of educational development in higher education in Chile

ABSTRACT

This article describes the development of an evaluation and impact framework to assess the effectiveness of educational innovations. It can be utilized within a single program, as well as at institutional and national levels. While it is contextualized in a Chilean university, it is argued that it is widely applicable as it is informed by international best practice.

The rationale that informed the development of the evaluation framework is described and is illustrated using two programs: Faculty Learning Communities; and Student Learning Assistants. These demonstrate how the framework can be customized utilizing indicators and outcomes relevant to specific programs and stakeholders.     

Power, Language, and Professional Choices: A Hermeneutic Approach to Teaching Technical Communication

This article argues that the philosophical hermeneutics of Hans-Georg Gadamer provides a useful theoretical framework from which to discuss ethical issues in the technical communication classroom. The article analyzes a previously published case study to demonstrate how hermeneutics can shed light on the ways that writers can be unconscious of ethical problems in their own writing. Finally, some suggestions for pedagogical applications are presented.     

Quality criteria for conceptual technology integration models in education: bridging research and practice

Educational technology research and development - In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today,...     

Promoting creativity in PhD supervision: Tensions and dilemmas

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes used to encourage and support creativity within supervision sessions. The findings from this small-scale study suggest that whilst the more formal instruction and monitoring processes that lead to the acquisition of transferrable research skills are both usefully and necessary aspects of doctoral training, the more open-ended and creative developments required at this level of study should be given equal weight. There needs to be space, time and encouragement for the types of interactions identified here (e.g. informal reflection, relationship building with peers and supervisor, playful exploration and risk taking) as well as mandatory skills development.     

Instrumentality,Expressivity, and Relational Qualities in the Same‐Sex Friendships of College Women and Men

Using the relational–cultural model (Jordan, Kaplan, Miller, Stiver, & Surrey, 1991), the authors hypothesized that instrumentality, expressivity, and the individual affective experience of same‐sex friendships would predict increased relationship mutuality, with college women and men showing different predictive patterns. Overall, results supported the hypotheses. Gender moderated the associations among variables, notably between mutuality and individual affective experiences of same‐sex friendships. Implications for counselors serving college student populations are discussed.     

What actually works to enhance graduate employability? The relative value of curricular,co-curricular,and extra-curricular learning and paid work

Higher Education - The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and...     

Treating twins as individuals: Maternal educative practices

For twins’ parents, the process of building up each child’s individuality is more complex than for singleton’s parents. The dyadic interaction becomes a triadic situation and the mother has to face the problem of distinguishing one twin from the other without comparing them. The analysis of mother’s twin care patterns provides highly relevant information on the processes promoting twins’ individualization and maternal adjustment to the triadic situation. An empirical study illustrates this point of view. It surveys forty parents of twins on their attitudes towards twin rearing and observes parental behaviour in the home to assess consistency between statements of actual practices. Observation and correspondence analysis show that: I) Some types of child care are more conductive to implementing differentiation strategies than others (dress and choice of toys in contrast to bedtime and meals); 2) mothers of twins who are explicit about child rearing practices are generally coherent about putting them into practice; mothers with less explicit views are less inclined to try to individualize their twins; 3) SES and degree of physical resemblance between twins both affect the type of differentiation strategies.     

Common Misconceptions about Students from South‐East Asia Studying in Australia

International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia.