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

Abstract not available

Cyclic Ovarian Hormone Modulation of Supraspinal Δ\u3csup\u3e9\u3c/sup\u3e-tetrahydrocannabinol-induced Antinociception and Cannabinoid Receptor Binding in the Female Rat

Estrous cycle-related fluctuations in delta-9-tetrahydrocannabinol (THC)-induced antinociception have been observed in the rat. The aim of this study was to determine which major ovarian hormone modulates the antinociceptive effects of i.c.v. THC, and whether hormone modulation of THC\u27s behavioral effects could be due to changes in brain cannabinoid receptors (CBr). Vehicle (oil) or hormones (estradiol or progesterone, or both) were administered to female rats on days 3 and 7 post-ovariectomy. On the morning or afternoon of day 8 or day 9, vehicle or THC (100 μg) was administered i.c.v. Paw pressure, tail withdrawal, locomotor activity and catalepsy tests were conducted over a 3-h period. Estradiol (with and without progesterone) enhanced THC-induced paw pressure antinociception only. Ovarian hormones time-dependently modulated CBr in brain structures that mediate antinociception and locomotor activity, but the changes observed in CBr did not parallel changes in behavior. However, the time course of CBr changes must be further elucidated to determine the functional relationship between receptor changes and antinociceptive sensitivity to THC

Learning Effects of the Flipped Classroom in a Principles of Microeconomics Course Running Header: Flipped Principles of Micro

The authors of this article estimate the learning effects of the flipped classroom format using data from 16 sections of principles of microeconomics over a 4-year period. The experimental design is unique in that two treatment and two control sections were taught during the fall semester in four consecutive years. Further, the instructor switched the time of day when the treatment and control sections were taught each year. Controlling for gender, ACT score, a normed high school GPA, Pell Grant award, time of day, and initial knowledge of economics, the authors find no evidence of increased learning using end-of-semester measures for students in the flipped classroom in comparison to sections with a moderate amount of active learning

Understanding teenagers' personal contexts to design technology that supports learning about energy consumption

© 2013 Taylor & Francis. Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption

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

Proton NMR studies of the electronic structure of ZrH/sub x/

The proton spin lattice relaxation times and Knight shifts were measured in f.c.c. (delta-phase) and f.c.t. (epsilon-phase) ZrH/sub x/ for 1.5 or = to x or = to 2.0. Both parameters indicate that N(E/sub F/) is very dependent upon hydrogen content with a maximum occurring at ZrH1 83. This behavior is ascribed to modifications in N(E/sub F/) through a fcc/fct distortion in ZrH/sub x/ associated with a Jahn-Teller effect

Co-creativity Evaluation Analysis: C2Learn project delierable No. D5.4.2

Deliverable 5.4.2 is the final installment of a document describing the outcomes of qualitative and quantitative Co-creativity Evaluation Analysis of data and information gathered through the pilot activities (M21, M30 and M36 cycles), following the methodology defined by T2.3. Led by the UEDIN team, in close collaboration with OU, EA and BMBF it sets out in detail the qualitative and quantitative analysis performed, according to the defined conceptual foundations and assessment methodology of the project (D2.3.1-2), leading to a synthesis of the pilot findings. This is complemented by a review of the Socratic Dialogue tool, in light of the pilot findings

Evidence for a delay in diagnosis of Wilms' tumour in the UK compared with Germany: implications for primary care for children

The UK has a longstanding system of general practice which provides the vast majority of primary care, including that for children. It acts as a 'gatekeeper' to more specialist care. Parents may also use accident and emergency departments as their first point of medical contact for their children. Outcomes in the UK for many conditions in children appear to be worse than in comparable European countries where there is direct access to care by paediatricians. We have therefore looked at pathways to diagnosis and compared outcomes in the childhood kidney cancer, Wilms' tumour, which has been treated in the UK and Germany within the same clinical trial for over a decade. We find that Wilms' tumours are significantly larger in volume and have a more advanced tumour stage at diagnosis in the UK compared to Germany. There is a small (∼3%) difference in event free and overall survival between the two countries. Our data suggest that the system of primary care for children in the UK is less likely to result in the incidental finding of an abdominal mass in a child with no or vague symptoms. This may be a reason for the poorer outcome

Co-creativity Evaluation Analysis: C2Learn project delierable No. D5.4.2

Deliverable 5.4.2 is the final installment of a document describing the outcomes of qualitative and quantitative Co-creativity Evaluation Analysis of data and information gathered through the pilot activities (M21, M30 and M36 cycles), following the methodology defined by T2.3. Led by the UEDIN team, in close collaboration with OU, EA and BMBF it sets out in detail the qualitative and quantitative analysis performed, according to the defined conceptual foundations and assessment methodology of the project (D2.3.1-2), leading to a synthesis of the pilot findings. This is complemented by a review of the Socratic Dialogue tool, in light of the pilot findings