A comparison of learned aversions to gustatory and exteroceptive cues in rats

The experiment provides a direct comparison of the ability of subjects (rats) to associate gustatory and exteroceptive stimuli with illness. Previous experiments which have made similar comparisons between gustatory and exteroceptive cues have suffered from certain methodological problems involving stimulus control and compounding. The present experiment utilized a between-subjects design wherein half of the subjects had an auditory cue associated with poisoning and half had a taste cue. In both cases, the other cue was present, but was not predictive of poisoning, The auditory cue, like the taste cue, occurred only during drinking. This comparison was made in both an immediate and a delayed poisoning situation. The experiment found that while subjects were able to quickly associate a taste cue with illness, they were unable to form a similar association between poisoning and the exteroceptive stimulus. Results also showed that subjects will fail to acquire a taste aversion to a novel and salient gustatory cue when that cue is followed by illness only 50% of the time. This latter effect was more pronounced in the delayed poisoning situation.     

The hispanic world in the information age

Conclusion Despite their persistent economic ills, the Spanish-speaking areas of the world have managed to successfully cross the threshold into the Information Age. As programs and technology such as those described in this article continue to proliferate, perhaps Spanish-speaking countries will eventually surpass those countries that today are better equipped and trained in computer technology. It is not unfeasible to predict that, should the North American Free Trade Agreement (NAFTA) finally establish an open market with México, and eventually with other countries of Latin America, the Hispanic world would quickly emerge as one of the prime leaders of the Information Age.     

K–12 Blended Teaching Readiness: Model and Instrument Development

Abstract

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K–12 blended learning readiness. Specifically the instrument contained the following top-level areas: (a) foundational knowledge, skills, and dispositions, (b) instructional planning, (c) instructional methods and strategies, (d) assessment and evaluation, and (e) management. Each top-level construct also had two to four subconstructs. Through confirmatory factor analysis using survey responses from 2,290?K–12 teachers we found that the data met all four fit statistics cutoffs set forth in the literature (root mean square error of approximation [RMSEA]= 0.041, comparative fit index [CFI]?=?0.926, Tucker–Lewis index [TLI]?=?0.923, standardized root mean square residual [SRMR]?=?0.041, X2?=?978.934, df?=?1992).     

Frog dissection via the world-wide web: Implications for widespread delivery of instruction

While valuable instructional products are available for development and distribution via a variety of media, the Internet provides one of the most effective delivery mediums to date. In this paper, we describe the design and development of a set of Internet-based instructional materials on frog dissection and anatomy, and report on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction.A previous version of this paper was presented at the 1995 annual meeting of the Internet Society, Honolulu, HI.     

A Review of the Physics and the Building Science which Underpins Methods of Low Energy Storage of Museum and Archive Collections*

ABSTRACT

The need to keep things cool for durability should be the single most powerful influence on storage design. The simplest temperature control is to moderate the outside temperature by a combination of thermal insulation and heat capacity. The low energy storage building is a lightweight, thermally insulated, airtight building put on top of an uninsulated floor slab laid directly on the ground. The thermal insulation is calculated to even out the daily temperature cycle but to allow an annual temperature cycle which is about half the amplitude, but much smoother, than the annual temperature cycle outside. The winter temperature inside will nearly always be above ambient and so will maintain a moderate RH without need for either humidification or dehumidification. The temperature inside in summer will be below ambient and thus will force dehumidification of the infiltrating air. However, the airtightness of the building allows intermittent dehumidification with low energy consumption, less than one kWh/m³ per year. There now exist enough buildings designed on this principle to reassure curators that highly valued collections can be stored in a space with a gentle temperature cycle and with an RH stability as good as air-conditioning usually achieves.     

Enhancing non-technical skills by a multidisciplinary engineering summer school

In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called ‘Conceptual Design and Development of Innovative Products’ (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life.     

Globalisation and internationalisation of teacher education: a comparative case study of Canada and Greater China

This article begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. In order to see the diverse ways that teacher education programmes have been internationalised over the past 15 years, a case study comparing internationalisation initiatives in Greater China and Canada is presented. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors. Rather than consider internationalisation as one set of practices that have been taken up globally, this article suggests that there are many different forms of internationalisation in teacher education that are influenced by both global and local contexts. In this respect, the study moves us towards a more nuanced and complex understanding of how teacher education institutions across diverse settings are being internationalised in the twenty-first century.     

Introduction to the Special Section on Knowledge Management in Postmodern Society

This introductory essay contextualizes and meditates on the three articles—Bhattacharya, Day, and Waller—presented in this special section on “Knowledge Management in Postmodern Society.” In the process it reflects on following points: (1) the capacity the university had in the past to incorporate the irregular and its loss in the contemporary university, (2) the devaluation of humanities and social sciences because of the reduction of the narrative as well as the reflective and critical thinking to mere doxa, (3) the competition from mass media on university's traditional role in knowledge dissemination and the building of the public sphere, (4) the oscillation of academy between Taylorism and post-Taylorism, (5) the possible role students can play in overcoming crisis faced by the university, and (6) the evolution of the binomial writing/reading in the shift to digitalization and the information society.     

Walk This Way: A Select Annotated Bibliography of Periodicals Emphasizing Sustainability,Environmental Responsibility,and Walkable Communities

A select bibliography of publications focused on sustainability, walkability, and the overall philosophy of “being green” within the urban environment is presented. The publications include a mix of scholarly, trade, and popular titles. The same categories of information are present for each entry. This bibliography is the second in a series dedicated to examining the broad subject matter of urban studies within a more focused lens. The first bibliography, examining housing policy, was published in The Serials Librarian, 65(2).