Living within a One Planet reality: the contribution of personal Footprint calculators

During the last 50 years, humanity's Ecological Footprint has increased by nearly 190% indicating a growing unbalance in the human-environment relationship, coupled with major environmental and social changes. Our ability to live within the planet's biological limits requires not only a major re-think in how we produce and distribute 'things', but also a shift in consumption activities. Footprint calculators can provide a framing that communicates the extent to which an individual's daily activities are compatible with our One Planet context. This paper presents the findings from the first international study to assess the value of personal Footprint calculators in guiding individuals towards sustainable consumption choices. It focuses specifically on Global Footprint Network's personal Footprint calculator, and aims to understand the profile of calculator users and assess the contribution of calculators to increasing individual awareness and encouraging sustainable choices. Our survey of 4245 respondents show that 75% of users resided in 10 countries, 54% were aged 18–34 years and had largely used the calculator within an educational context (62%). The calculator was considered a valuable tool for knowledge generation by 91% of users, and 78% found it useful to motivate action. However, only 23% indicated the calculator provided them with the necessary information to make actual changes to their life and reduce their personal Footprint. The paper discusses how and why this personal Footprint calculator has been effective in enhancing individuals' understanding of the environmental impact of their actions, framing the scale of the problem and empowering users to understand the impacts of different lifestyle choices. Those individual-level and system-level changes needed to generate global sustainability outcomes are also discussed. Similar to other calculators, a gap is also identified in terms of this calculator facilitating individuals to convert new knowledge into action

Graphics calculators and assessment

Graphics calculators are powerful tools for learning mathematics and we want our students to learn to use them effectively. The use of these hand held personal computers provides opportunities for learning in interactive and dynamic ways. However, it is not until their use is totally integrated into all aspects of the curriculum that students regard them with due importance. This includes their use in all kinds of assessment tasks such as assignments, tests and examinations as well as in activities and explorations aimed at developing students’ understanding. The incorporation of graphics calculators into assessment tasks requires careful construction of these tasks. In this paper, discuss issues of equity relating to calculator models, levels of calculator use and the purpose and design of appropriate tasks. We also describe a typology we have developed to assist in the design and wording of assessment tasks which encourage appropriate use of graphics calculators, but which do not compromise important course objectives

Semantics and the Computational Paradigm in Cognitive Psychology

There is a prevalent notion among cognitive scientists and philosophers of mind that computers are merely formal symbol manipulators, performing the actions they do solely on the basis of the syntactic properties of the symbols they manipulate. This view of computers has allowed some philosophers to divorce semantics from computational explanations. Semantic content, then, becomes something one adds to computational explanations to get psychological explanations. Other philosophers, such as Stephen Stich, have taken a stronger view, advocating doing away with semantics entirely. This paper argues that a correct account of computation requires us to attribute content to computational processes in order to explain which functions are being computed. This entails that computational psychology must countenance mental representations. Since anti-semantic positions are incompatible with computational psychology thus construed, they ought to be rejected. Lastly, I argue that in an important sense, computers are not formal symbol manipulators

Ecodriving and Carbon Footprinting: Understanding How Public Education Can Reduce Greenhouse Gas Emissions and Fuel Use

Ecodriving is a collection of changes to driving behavior and vehicle maintenance designed to impact fuel consumption and greenhouse gas (GHG) emissions in existing vehicles. Because of its promise to improve fuel economy within the existing fleet, ecodriving has gained increased attention in North America. One strategy to improve ecodriving is through public education with information on how to ecodrive. This report provides a review and study of ecodriving from several angles. The report offers a literature review of previous work and programs in ecodriving across the world. In addition, researchers completed interviews with experts in the field of public relations and public message campaigns to ascertain best practices for public campaigns. Further, the study also completed a set of focus groups evaluating consumer response to a series of websites that displayed ecodriving information. Finally, researchers conducted a set of surveys, including a controlled stated-response study conducted with approximately 100 University of California, Berkeley faculty, staff, and students, assessing the effectiveness of static ecodriving web-based information as well as an intercept clipboard survey in the San Francisco Bay Area. The stated-response study consisted of a comparison of the experimental and control groups. It found that exposure to ecodriving information influenced people’s driving behavior and some maintenance practices. The experimental group’s distributional shift was statistically significant, particularly for key practices including: lower highway cruising speed, driving behavior adjustment, and proper tire inflation. Within the experimental group (N = 51), fewer respondents significantly changed their maintenance practices (16%) than the majority that altered some driving practices (71%). This suggests intentionally altering driving behavior is easier than planning better maintenance practices. While it was evident that not everyone modifies their behavior as a result of reviewing the ecodriving website, even small shifts in behavior due to inexpensive information dissemination could be deemed cost effective in reducing fuel consumption and emissions

Comparison of software models for energy savings from cool roofs

A web-based Roof Savings Calculator (RSC) has been deployed for the United States Department of Energy as an industry-consensus tool to help building owners, manufacturers, distributors, contractors and researchers easily run complex roof and attic simulations. RSC simulates multiple roof and attic technologies for side-by-side comparison including reflective roofs, different roof slopes, above sheathing ventilation, radiant barriers, low-emittance roof surfaces, duct location, duct leakage rates, multiple substrate types, and insulation levels. Annual simulations of hour-by-hour, whole-building performance are used to provide estimated annual energy and cost savings from reduced HVAC use. While RSC reported similar cooling savings to other simulation engines, heating penalty varied significantly. RSC results show reduced cool roofing cost-effectiveness, thus mitigating expected economic incentives for this countermeasure to the urban heat island effect. This paper consolidates comparison of RSC's projected energy savings to other simulation engines including DOE-2.1E, AtticSim, Micropas, and EnergyPlus. Also included are comparisons to previous simulation-based studies, analysis of RSC cooling savings and heating penalties, the role of radiative heat exchange in an attic assembly, and changes made for increased accuracy of the duct model. Radiant heat transfer and duct interaction not previously modeled is considered a major contributor to heating penalties

The importance of being accessible: The graphics calculator in mathematics education

The first decade of the availability of graphics calculators in secondary schools has just concluded, although evidence for this is easier to find in some countries and schools than in others, since there are gross socio-economic differences in both cases. It is now almost the end of the second decade since the invention of microcomputers and their appearance in mathematics educational settings. Most of the interest in technology for mathematics education has been concerned with microcomputers. But there has been a steady increase in interest in graphics calculators by students, teachers, curriculum developers and examination authorities, in growing recognition that accessibility of technology at the level of the individual student is the key factor in responding appropriately to technological change; the experience of the last decade suggests very strongly that mathematics teachers are well advised to pay more attention to graphics calculators than to microcomputers. There are clear signs that the commercial marketplace, especially in the United States, is acutely aware of this trend. It was recently reported that current US sales of graphics calculators are around six million units per year, and rising. There are now four major corporations developing products aimed directly at the high school market, with all four producing graphics calculators of high quality and beginning to understand the educational needs of students and their teachers. To get some evidence of this interest, I scanned a recent issue (April 1995) of The Mathematics Teacher, the NCTM journal focussed on high school mathematics. The evidence was very strong: of almost 20 full pages devoted to paid advertising, nine featured graphics calculators, while only two featured computer products, with two more featuring both computers and graphics calculators. The main purposes of this paper are to explain and justify this heightened level of interest in graphics calculators at the secondary school level, and to identify some of the resulting implications for mathematics education, both generally, and in the South-East Asian region

Graphics calculator use in examinations: accident or design?

As graphics calculators become more available, interest will focus on how to incorporate them appropriately into curriculum structures, and particularly into examinations. We describe and exemplify a typology of use of graphics calculators in mathematics examinations, from the perspective of people designing examinations, together with some principles for the awarding of partial credit to student responses. This typology can be used to help design examinations in which students are permitted to use graphics calculators as well as to interrogate existing examination practice

Why and how people of limited intelligence become calendrical calculators

Calendrical calculation is the rare talent of naming the days of the week for dates in the past and future. Calendrical savants are people with low measured intelligence who have this talent. This paper reviews evidence and speculation about why people become calendrical savants and how they answer date questions. Most savants are known to have intensively studied the calendar and show superior memory for calendrical information. As a result they may answer date questions either from recalling calendars or by using strategies that exploit calendrical regularities. While people of average or superior intelligence may become calendrical calculators through internalising formulae, the arithmetical demands of the formulae make them unlikely as bases for the talents of calendrical savants. We attempt to identify the methods used by a sample of 10 savants. None rely on an internalised formula. Some use strategies based on calendrical regularities probably in conjunction with memory for a range of years. For the rest a decision between use of regularities and recall of calendars cannot be made