13,044 research outputs found

    Public Understanding of Carbon Sequestration in Australia: Socio-Demographic Predictors of Knowledge, Engagement and Trust

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    This article explores the extent to which socio-demographic characteristics influence knowledge, trust, risk perception and acceptance of an emerging scientific technology, carbon sequestration or carbon capture and storage (CCS), which is positioned as a solution to the greenhouse gas problem. An online survey of 1273 Australian adults highlights the general public’s lack of knowledge about CCS and willingness to engage and learn. Compared to men, women were less accepting of CCS and more concerned about safety, risk and effectiveness. Those with a higher education were more aware of the greenhouse gas debate and supportive of CCS, whilst younger Australians were more trusting of information providers to “tell the truth” about CCS. By identifying key attitudes, expectations and fears of specific sub-groups towards CCS, this research provides an initial basis for developing effective public policy and community engagement, risk communication and education strategies for this emerging technology in Australi

    Diversity in leadership: Australian women, past and present

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    This book provides a new understanding of the historical and contemporary aspects of Indigenous and non-Indigenous women’s leadership in a range of local, national and international contexts. Overview While leadership is an over-used term today, how it is defined for women and the contexts in which it emerges remains elusive. Moreover, women are exhorted to exercise leadership, but occupying leadership positions has its challenges. Issues of access, acceptable behaviour and the development of skills to be successful leaders are just some of them. Diversity in Leadership: Australian women, past and present provides a new understanding of the historical and contemporary aspects of Indigenous and non-Indigenous women’s leadership in a range of local, national and international contexts. It brings interdisciplinary expertise to the topic from leading scholars in a range of fields and diverse backgrounds. The aims of the essays in the collection document the extent and diverse nature of women’s social and political leadership across various pursuits and endeavours within democratic political structures

    An introduction to learning technology in tertiary education in the UK.

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    Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resource

    Unmet goals of tracking: within-track heterogeneity of students' expectations for

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    Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

    HR strategies for researchers: a review of the HR Excellence in Research Award implementation activities across Europe

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    This report explores how research institutions and funders across Europe are approaching the researcher HRM, particularly in response to the European Commission’s initiative to provide the HR Excellence in Research Award for organisations demonstrating their practical commitment to the principles set out in the Charter and Code.Vita

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Factors Impacting Women\u27s Participation in STEM Fields

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    Women are highly underrepresented in STEM (Science, Technology, Engineering, and Mathematics) field professions (Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). This has been a persistent issue since the study of mathematics and science has begun. The problem is well documented by research and there have been several efforts to remedy this issue, yet men are still dominant forces in the STEM world (Eccles, 1994; Xie & Shauman, 2003; Roberts & Ayre, 2002). It is clear that we need more women in STEM professions, but in order to make this happen, we need to determine what factors impact their participation. This thesis analyzes the way the media, stereotype threat, education, and the work environment impact women in STEM, and it concludes with some ideas for the future

    MOOC (Massive Open Online Courses)

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    Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on
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