Molecular excitation in the Interstellar Medium: recent advances in collisional, radiative and chemical processes

We review the different excitation processes in the interstellar mediumComment: Accepted in Chem. Re

Addressing climate change with behavioral science:A global intervention tournament in 63 countries

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions' effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior-several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people's initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors.</p

Addressing climate change with behavioral science: a global intervention tournament in 63 countries

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions’ effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior—several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people’s initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors

Addressing climate change with behavioral science:A global intervention tournament in 63 countries

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions' effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior-several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people's initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors.</p

Walking the talk ::adding value to the higher education experience through innovative technology-enhanced learning

This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroo m through the lens of adding value. Multi-phase qualitative research carried out with bachelor-d egree students (n=17), teaching faculty (n=20), administrative, and pedagogical services personnel (n=9) shows a certain incoherence in the manner in which technology is either viewed or used to enhance the overall learning experience. This highlights the need for scaffolding for both the students and the educators and more importantly supports the idea that change really needs to be driven by the institute in order that technology enhanced learning fulfils the promise of adding value to education today

Coming of age ::digital natives on the road to becoming digital learners

This paper presents findings from a mixed-method action research study the objective of which was to examine the use of Web 2.0 technologies in the higher education classroom to promote self-reg ulation, information-seeking and exchange, and collaborative learning. The research was carried out with 1st year (n=85) business degree students. Qualitative analysis, through observation, discussion, student feedback and class evaluation suggests that students, at least at the outset of higher education, are far from ready to shoulder the responsibility for their own learning. Quantitative results, using the Participant Perception Inventory-Internet versus Traditional Learning (PPI-IvT) (Lee & Tsai, 2011), instrument show that statistically there are few d ifferences perceived between th e two classroom situations and significant differences (p<.05) are found only in regard to information-seeking & exchange and, collaborative learning. These findings suggest that today's digital natives are not digital learners and that for them to evolve in education's changing paradigm will call for scaffolding and e ducator accompaniment. Recommendations are made for educators interested in the inclusion of digital technologies in their course design and delivery

Moving up the learning curve ::preparing next generation educators for the next generation higher education classroom

The research presented in this paper reports on making change happen and the challenge of tuming educators into change agents. The project is being carried out at the University of Applied Sciences & Arts Wester Switzerland, where there are over 20'000 students. lt is an action research project related to the inclusion of technology in the higher education classroom to add value to course design and delivery, and preparing educators for the next generation classroom. Following a phase of exploratory research, a series of four workshops have been developed and are currently being delivered across the 28 schools in the University. This project is the implementation of a programme which hopes to make such change becomes a reality and spread throughout the instituts. A description of the programme, its implementation and feedback from those involved provides the basis for discussion and suggestions are made for enabling change in the higher education arena

Technology enhanced learning in the higher education classroom ::educators as change agents

This paper reports on research related to bringing about technology-related change in the higher education classroom. The central research question was how to promote and support evolving paradigms in teaching and learning through those who are key in this change, namely the educators themselves. Starting from a constructivist view on the use of technology in education the theoretical base was expanded to include literature on change. Action research was the methodology used. It was implemented through a series of interactive workshops on technology-related pedagogical innovation and the creation of a virtual community. Initial results suggest that breaking away from tradition and embracing change does indeed start at an individual level, however, structured discussion and exchange not only encourage and support but also instil the confidence necessary to incite one to experiment in their delivery. The paper closes with suggestions for developing educators as change agents