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101.
102.
The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants. 相似文献
103.
In Pavlovian fear conditioning, context-mediated decrements in conditioned responding (e.g., the US preexposure effect) can
counteract competition between cues trained together (e.g., overshadowing). Two experiments were conducted using rats in a
conditioned lick suppression preparation to determine whether context-mediated competition also counteracts competition between
cues trained separately (retroactive interference, or RI). In Experiment 1, a combination of degraded contingency and RI treatments
produced less of a decrement in conditioned responding than did either of those treatments alone. Experiment 2 showed that
RI treatment attenuates the normally deleterious effect of trial massing. The results suggest that empirical similarities
are shared by interference between cues trained apart and competition between cues trained together. 相似文献
104.
Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The
operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year
study of the development of a peer mentoring program in which feedback is used to improve program implementation. Evidence
from surveys of participants in the program shows that this process has significantly enhanced their experiences and that
the effects of these benefits have increased throughout the life of the program. Moreover, participation in the program enhanced
the leadership, communication, and organizational skills of the peer mentors. 相似文献
105.
In the present experiments, we examined the role of within-compound associations in the interaction of the overshadowing procedure
with conditioned stimulus (CS) duration, using a conditioned suppression procedure with rats. In Experiment 1, we found that,
with elemental reinforced training, conditioned suppression to the target stimulus decreased as CS duration increased (i.e.,
the CS duration effect), whereas, with compound reinforced training (i.e., the overshadowing procedure), conditioned suppression to the target stimulus
increased as CS duration increased. In subsequent experiments, we replicated these findings with sensory preconditioning and
demonstrated that extinction of the overshadowing stimulus results in retrospective revaluation with short CSs and in mediated
extinction with long CSs. These results highlight the role of the duration of the stimulus in behavioral control. Moreover,
these results illuminate one cause (the CS duration) of whether retrospective revaluation or mediated extinction will be observed. 相似文献
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The economy has always been a knowledge economy. We accept as a premise of this paper that phenomena such as the explosion of information, information technology, intellectual capital, knowledge workers and firms as knowledge systems are real, while reserving space elsewhere for the critique of such phenomena. To date, doctoral education in business has focused almost exclusively on the needs of future academic staff. One response to the growing demand for a practitioner-oriented doctoral education is the rise of Doctorate of Business and Administration (DBA) programmes. The DBA differs from a Doctor of Philosophy (PhD) because of its increased focus on the application of knowledge, in addition to the development of that knowledge. While PhD research needs to make a significant contribution to theory, DBA research is expected to contribute to both theory and practice. This paper provides a brief history of doctoral education in business. We discuss the choices that have been taken in the design and content of the Massey DBA in relation to the academic/practice divide. An interim report of experiences by both academics and students is provided. The implications for doctoral education in areas that span the research/practice divide are then identified. 相似文献