School students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO2”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO2 program and on the themes that emerged from the students’ original digital fictions.
In a series of within-subject experiments employing a two-choice delayed conditional discrimination task, pigeons chose correctly more often when kind of correct choice and kind of reinforcer were perfectly correlated than when uncorrelated. Correct choice behavior fell to chance levels when the correlation was reversed or when it was removed by using only one kind of reinforcer. Implications for mediation theories are discussed, with the conclusion being that, although the possibility that instrumental mediators are present in this situation cannot be dismissed, the overall pattern of results indicates that classical mediators are of principal importance in this type of task. 相似文献
We hypothesized that tendencies to explain interest in peers' work in terms of mastery-promotion or of relative ability assessment is related both to the development of the normative conception of ability and to educational emphases on cooperative or competitive learning goals. Study 1 tapped acquisition of the normative conception, normative self-assessment, and reasons for looking at others' work among 208 kibbutz and urban Israeli subjects at ages 4–8. Results confirmed that acquisition of normative understandings was associated with a shift from mastery to ability explanations in urban, but not kibbutz, children. Study 2 revealed similar differences in the frequency of mastery versus ability assessment reasons among 48 kibbutz and urban third-grade children asked to explain the videotaped glances of an unfamiliar child. Thus, cooperative learning settings seem to maintain interest in using peers to promote mastery, even after acquisition of the normative conception. 相似文献
ABSTRACTThe teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income. 相似文献
This paper examines the relative influence of factors affecting the college choice decisions of graduate students. It is based on a 1986 survey of 2,834 admitted students at a major research university, to which 38 percent of the sample responded. Factor analysis of ratings of importance of 31 college characteristics yielded dimensions upon which student decisions are based. These results were used to build five scales of importance and preference, which were then tested with other variables in a regression model in which the dependent variable was the decision to enroll or not to enroll at the surveying institution. The following were found to influence decisions: residency status, quality and other academic environment characteristics, work-related concerns, spouse considerations, financial aid, and the campus social environment.A paper presented at the Annual Forum of the Association for Institutional Research, New Orleans, May 29–June 1, 1994. 相似文献