Learning and Teaching Institute Published
http://hdl.handle.net/10034/12655
2024-03-28T08:26:12Z
2024-03-28T08:26:12Z
Ecosystem health as the basis for human health
Barker, Tom
Fisher, Jane
http://hdl.handle.net/10034/621683
2023-07-25T08:58:37Z
2019-01-18T00:00:00Z
Ecosystem health as the basis for human health
Barker, Tom; Fisher, Jane
Ecosystem processes and the biodiversity that supports them are the basis for all ecological functions. All of human society makes use of ecological functions that regulate resources such as air, water, temperature, and flows of materials that we take for granted; provide food and natural resources that we use in building, clothes, and the basis for chemistry and medicines; and make life meaningful in terms of education, health, emotional connection, and aesthetics. It is well known now that ecological damage through the impacts of human activity has very serious consequences for our well‐being, health, and survival. Imbalances in natural systems due to disturbance, degradation, or destruction of natural ecosystems have impacts on predators and prey species, including disease organisms and the capacity of ecological systems to recover from damage. This chapter discusses the intimate and multifaceted connections between species, ecosystem integrity, nature's contributions to human survival and flourishing, and the increasingly important problem of matching policy decisions to both economic and ecological survival. If civilization is to sustainably meet the multiple pressures of climate change, biodiversity loss, and increasing global population while also ensuring quality of life and health for all, we will need to find a way of replacing profitability with sustainability as the bottom line of our economic existence.
2019-01-18T00:00:00Z
Connect 4: a novel paradigm to elicit positive and negative insight and search problem solving.
Hill, Gillian
Kemp, Shelly M.
http://hdl.handle.net/10034/621453
2019-08-29T15:41:19Z
2018-10-25T00:00:00Z
Connect 4: a novel paradigm to elicit positive and negative insight and search problem solving.
Hill, Gillian; Kemp, Shelly M.
Researchers have typically defined insight as a sudden new idea or understanding accompanied by an emotional feeling of Aha. Recently, examples of negative insight in everyday creative problem solving have been identified. These are seen as sudden and sickening moments of realisation experienced as an Uh-oh rather than Aha. However, such experiences have yet to be explored from an experimental perspective. One barrier to doing so is that methods to elicit insight in the lab. are constrained to positive insight. This study therefore aimed to develop a novel methodology that elicits both positive and negative insight solving, and additionally provides the contrasting experiences of analytic search solving in the same controlled conditions. The game of Connect 4 was identified as having the potential to produce these experiences, with each move representing a solving episode (where best to place the counter). Eighty participants played six games of Connect 4 against a computer and reported each move as being a product of positive search, positive insight, negative search or negative insight. Phenomenological ratings were then collected to provide validation of the experiences elicited. The results demonstrated that playing Connect 4 saw reporting of insight and search experiences that were both positive and negative, with the majority of participants using all four solving types. Phenomenological ratings suggest that these reported experiences were comparable to those elicited by existing laboratory methods focused on positive insight. This establishes the potential for Connect 4 to be used in future problem solving research as a reliable elicitation tool of insight and search experiences for both positive and negative solving. Furthermore, Connect 4 may be seen to offer more true to life solving experiences than other paradigms where a series of problems are solved working towards an overall superordinate goal rather than the presentation of stand-alone and un-related problems. Future work will need to look to develop versions of Connect 4 with greater control in order to fully utilise this methodology for creative problem solving research in experimental psychology and neuroscience contexts.
This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission
2018-10-25T00:00:00Z
Exploring the Development Needs of Postgraduate Taught Dissertation Supervisors
Regan, Julie-Anne
Taylor, Kirsty
Simcock, Thomas
http://hdl.handle.net/10034/594796
2019-08-29T15:38:52Z
2014-10-01T00:00:00Z
Exploring the Development Needs of Postgraduate Taught Dissertation Supervisors
Regan, Julie-Anne; Taylor, Kirsty; Simcock, Thomas
The Graduate School, in collaboration with the Learning and Teaching Institute (LTI), undertook this project to explore the development needs of PGT dissertation supervisors. This information was vital to the effective planning of development opportunities, in order to enhance dissertation supervision on PGT programmes and ultimately improve the overall postgraduate student experience.
2014-10-01T00:00:00Z
Peer observation and review of teaching in College Higher Education
Dutton, Caroline K.
Rapley, Eve
http://hdl.handle.net/10034/335667
2019-08-29T15:34:55Z
2014-07-01T00:00:00Z
Peer observation and review of teaching in College Higher Education
Dutton, Caroline K.; Rapley, Eve
This book chapter discusses how peer observation of teaching (POT) has become established practice in higher education (HE). It focuses on data generated from a small scale study of the nature and use of POT within an HE in FE context and argues that using a developmental, peer approach (as opposed to one focussed upon Ofsted grading criteria) is a cornerstone of higher education and needs to be embedded into HE in FE in order to develop an genuine and collegial HE culture within a further education college.
This is the authors' PDF version of an article published in Peer observation and review of teaching in College Higher Education published by SEDA© 2014.
2014-07-01T00:00:00Z