Developing creative learning through possibility thinking with children aged 3-7

Abstract not available

The influence of days carried calf and dry period on milk and fat production in Tennessee DHIA herds

A number of items influence production records of dairy cows. Most dairy farmers recognize some of these, while many are generally overlooked. Items usually accepted as influencing production records are: age, body weight, frequency of milking, quality and amount of feed, general care and management, and length of lactation. Other items, affecting production, that are often given little attention are: the length of dry period, the number of days open during lactation, and calving interval. Conversion factors are available and in common use for age and milking frequency. Factors have been devised to adjust for the influence of days carried calf, but have not been widely accepted. With the growth of artificial insemination the problem of sire selection committees has been compounded. They have a tremendous respon-sibility to dairy cattle owners since they are making selection for all stud patrons. As sire selection is so hazardous, it is very important to account for all possible variables which may influence production records in order to improve the accuracy of selection procedure. Owners have the same problem in selecting foundation or replacement animals. However when considered on a herd basis, individual female selection will not exert nearly the influence on total potential improvement as male selection. The purpose of this study is to attempt to evaluate the importance of dry periods, and days carried calf as they influence production in DHIA herds in Tennessee

Overlapping histories, co-produced concepts: imperialism in Chinese eyes

Many historians of China, particularly those based in North America, insist that the Qing dynasty's territorial expansion was imperial and comparable to the imperial expansions of other global empires. Other historians, particularly but not only those based in the People's Republic of China, continue to resist this interpretation. They argue that dynastic expansion in the Ming and Qing periods was simply a form of nation-state building, akin to similar processes in Europe. Rather than rejecting their claims as a product of Chinese nationalism, we argue that the term "empire"should be (re)understood as a global co-production, emerging from multiple intersecting histories and scholarly debates about those histories. Doing so challenges influential definitions of empire that rely on a distinction between empires and nation-states, highlighting their dual presence in both Euro-American and Chinese pasts (and presents). This move demands a rejection of periodizations that suggest that empires ceased to exist following the period of decolonization from 1945 to the 1970s. This opens up new avenues of historical and normative inquiry to acknowledge the modern continuity between empires and nation-states

Introduction

Questions which bridge science and religion cross many boundaries, and this is especially the case in schools and other educational institutions. The boundaries that a curriculum puts around different types of knowledge and different ways of constructing knowledge work well in so many ways in education, but they can become barriers to asking and exploring questions that bridge science and religion if they become systematic and entrenched. At the heart of this book and this introductory chapter, there is a belief that a model of the relationship between science and religion that presumes conflict to be the only way in which they can be viewed does neither science nor religion justice

A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs)

PublishedThis is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record.Wise humanising creativity (WHC) is creativity guided by ethical action, meaning it is mindful of its consequences and is empowering, offering far greater shared hope for the future than the competitive mentality that pervades most education systems. Understanding how virtual learning environments (VLEs) can foster WHC is becoming exceedingly important because it problematizes the marketisation of childhood and youth. It also offers new ways of considering educational futures including implications for the theoretical understanding of creativity within VLEs. We report on the theoretical development of the concept of WHC within C2Learn, a three-year project designing a digital gaming environment that provides children and young people with multiple opportunities to engage in co-creativity to foster their WHC. C2Learn is the first time WHC has actively been conceptualised in a digital context. We present our over-arching co-creativity conceptual framework which has been developed to frame the specific kind of co-creativity that is envisaged within C2Learn’s VLE. Drawing on that framework, we present a co-creativity assessment methodology specifically focused on evaluating the presence of WHC. We argue that leveraging WHC within VLEs broadens perspectives on the purposes of education, as this ethically framed creativity foregrounds the role of values in generating fundamental small-scale creative change through ‘journeys of becoming’ that have the potential to generate ‘quiet revolutions’ or small cumulative, incremental changes over time which are meaningful to a particular community.The C2Learn project has been supported by the European Commission through the Seventh Framework Programme (FP7), under grant agreement no 318480 (November 2012–October 2015). The authors would also like to acknowledge the work of Andrew (Chin Chuan) Chong, who assisted in the design of the C2Learn Creativity Wheels. Finally we would like to remember Professor Anna Author 3 who sadly died during this project. It is because of Anna’s foresight and vision that our work on the C2Learn project was possible. Despite missing Anna, we are glad to have been able to see the project through to fruition so that children, young people and teachers across Europe can benefit from project outcomes inspired by Anna and her collaborative ideas and work on creativity in education

Effect of motion smoothness on the flash-lag illusion

AbstractTwo flash-lag experiments were performed in which the moving object was flashed in a succession of locations creating apparent motion and the inter-stimulus distance (ISD) between those locations was varied. In the first (n=10), the size of the flash-lag illusion was a declining non-linear function of the ISD and the largest reduction in its magnitude corresponded closely to the value where observers judged the continuity of optimal apparent motion to be lost. In the second (n=11) with large ISDs, we found the largest illusions when the flash initiated the movement, and no effect was observed when the flash terminated the movement. The data support motion position biasing or temporal integration accounts of the illusion with processing predominantly based on motion after the flash

Researching Posthumanizing Creativity: Expanding, Shifting, and Disrupting

This article explores the affordances, challenges, and imperfections of researching “post”humanizing creativity, by offering two exemplars, sharing how we walk the talk, so to speak, as well as how we have been rewarded and challenged. This is all within the larger umbrella of exploring how a posthumanizing creative approach can expand pedagogical and methodological possibilities for educators, facilitators, environments, and other actants, and ultimately to see how this can disrupt established cultural and educational practice and research to address the challenges of the Anthropocene.European Commissio