Exploring the methods of autophotography and photointerviews: children taking pictures of science and technology.

In this paper we discuss the methods of auto-photography and photo-interviews. The benefits and disadvantages of using these methods with young children are examined in relation to a photographic study we conducted in a rural two-teacher primary school (years 1-8) to explore children's perceptions of science and technology (Moreland & Cowie, 2004). Combined, the photographs and the photo-interviews provided a unique insight into children's thinking about science and technology. They proved useful for accessing different viewpoints, as children took photographs at school, at home and in their communities. As methods, auto-photography and photo-interviews newly exposed the issues and challenges inherent in qualitative research, especially the need for the research process and the researcher to be open to the unexpected and surprising

The Crescent Student Newspaper, February 24, 1995

Student newspaper of George Fox College (later George Fox University). 8 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/2130/thumbnail.jp

University High Highlights 11/11/1959

This is the student newspaper from University High School, the high school that was on the campus of Western Michigan University, then called University High Highlights, in 1959

The case for transforming the approach to waste, and growing a circular economy; a design perspective.

In recent years, there has been a growing discussion of resource efficiency, the ‘circular economy’ and the economic and environmental benefits of maximising the value of resources beyond the life of a product. This Environmental Audit Committee inquiry was initiated to examine the case for transforming the approach to waste, and growing a 'circular economy'. This is an evidence paper published online at http://www.publications.parliament.uk/pa/cm201415/cmselect/cmenvaud/214/21411.htm A full transcript of the inquiry is available at http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/environmental-audit-committee/growing-a-circular-economy/oral/9635.html

Guiding Behavior of Children

PDF pages: 3

Evidences of lay people’s reasoning related to climate change: per country and cross country results

This deliverable is about lay citizens’ reasoning about sustainability, in particular environmental protection and climate change, in various consumption domains, and the relation of this reasoning to the day-to-day lives of the participants. It presents country and cross-country findings from all 18 STAVE trials conducted between May 2011 and February 2012 in all six PACHELBEL partner countries. Analyses demonstrate that participants in the STAVE trials predominantly display a clear awareness that citizen consumption as demonstrated in their everyday practices of energy use, mobility, waste etc. are strongly connected with issues of environmental sustainablility. The STAVE trials also demonstrated that to live sustainably is a daily challenge, and people are often not able to organize their everyday routines in an environmental-friendly manner. Frequently there is a gap between participants’ aspirations and their practical behaviours. Significantly, the group conversations enabled participants to become aware that the self-assessed soundness of their everyday lives in terms of sustainability was at variance from the actual impact of e.g. their energy use or or mobility practices

Distributed Processes, Distributed Cognizers and Collaborative Cognition

Cognition is thinking; it feels like something to think, and only those who can feel can think. There are also things that thinkers can do. We know neither how thinkers can think nor how they are able do what they can do. We are waiting for cognitive science to discover how. Cognitive science does this by testing hypotheses about what processes can generate what doing (“know-how”) This is called the Turing Test. It cannot test whether a process can generate feeling, hence thinking -- only whether it can generate doing. The processes that generate thinking and know-how are “distributed” within the heads of thinkers, but not across thinkers’ heads. Hence there is no such thing as distributed cognition, only collaborative cognition. Email and the Web have spawned a new form of collaborative cognition that draws upon individual brains’ real-time interactive potential in ways that were not possible in oral, written or print interactions