The value of experiential learning for providing a contextual understanding of the construction process

This research investigates effectiveness of real site visits within an undergraduate course. Experiential learning is a process of providing education, based on the experiences and observations of real-world examples. Some of the theory of experiential learning has been used to examine whether site visits assist the students learning experience.

The results of the research show that students generally have a positive attitude towards site visits and see them as beneficial. Although the study identified that some aspects of construction technology could be easily replaced by computer simulations and the like, other aspects of the curriculum are more effectively taught by retaining real site visits. The research was intended to provide a more structured approach to determining the value of site-based learning in construction-related courses.

Gaming maching addiction : the role of avoidance, accessibility and social support

Commonality in etiology and clinical expression plus high comorbidity between pathological gambling and substance use disorders suggest common underlying motives. It is important to understand common motivators and differentiating factors. An overarching framework of addiction was used to examine predictors of problem gambling in current electronic gaming machine (EGM) gamblers. Path analysis was used to examine the relationships between antecedent factors (stressors, coping habits, social support), gambling motivations (avoidance, accessibility, social) and gambling behavior. Three hundred and forty seven (229 females: M = 29.20 years, SD = 14.93; 118 males: M = 29.64 years, SD = 12.49) people participated. Consistent with stress, coping and addiction theory, situational life stressors and general avoidance coping were positively related to avoidance-motivated gambling. In turn, avoidance-motivated gambling was positively related to EGM gambling frequency and problems. Consistent with exposure theory, life stressors were positively related to accessibility-motivated gambling, and accessibility-motivated gambling was positively related to EGM gambling frequency and gambling problems. These findings are consistent with other addiction research and suggest avoidance-motivated gambling is part of a more generalized pattern of avoidance coping with relative accessibility to EGM gambling explaining its choice as a method of avoidance. Findings also showed social support acted as a direct protective factor in relation to gambling frequency and problems and indirectly via avoidance and accessibility gambling motivations. Finally, life stressors were positively related to socially motivated gambling but this motivation was not related to either social support or gambling behavior suggesting it has little direct influence on gambling problems.

Aquatic plant shows flexible avoidance by escape from tuber predation by swans

Deeper burial of bulbs and tubers has been suggested as an escape against below-ground herbivory by vertebrates, but experimental evidence is lacking. As deep propagule burial can incur high costs of emergence after dormancy, burial depth may represent a trade-off between sprouting survival and herbivore avoidance. We tested whether burial depth of subterraneous tubers is a flexible trait in fennel pondweed (Potamogeton pectinatus), facing tuber predation by Bewick's swans (Cygnus columbianus bewickii) in shallow lakes in winter. In a four-year experiment involving eight exclosures, winter herbivory by swans and all vertebrate summer herbivory were excluded in a full-factorial design; we hence controlled for aboveground vertebrate herbivory in summer, possibly influencing tuber depth. Tuber depth was measured each September before swan arrival and each March before tuber sprouting. In accordance with our hypothesis, tuber depth in September decreased after excluding Bewick's swans in comparison to control plots. The summer exclosure showed an increase in tuber biomass and the number of shallow tubers, but not a significant effect on the mean burial depth of tuber mass. Our results suggest that a clonal plant like P. pectinatus can tune the tuber burial depth to predation pressure, either by phenotypic plasticity or genotype sorting, hence exhibiting flexible avoidance by escape. We suggest that a flexible propagule burial depth can be an effective herbivore avoidance strategy, which might be more widespread among tuber forming plant species than previously thought.

Perceptions of Place - evaluating experiential qualities of streetscapes

Working with a small set of 60 images from a collection of over 1000 digital photographs, the following paper presents ongoing research into the experiential qualities of street scapes. This paper examines the initial results of a survey of 75 voluntary based perceptive studies and focusses on a sample cohort of 30 participants (20 cognate and 10 non-cognate respondents) who were asked to evaluate a streetscape experience based on favourable and unfavourable perceptive qualities. Using a spatial sequencing process, akin to the 'Serial Vision' methodology of Gordon Cullen, respondents were asked to rate a section of urban fabric based on favourable (hot or warm) and unfavourable (cold or cool) traits and to digitally capture these images. The study yields results which highlight the importance of the quality and effect of green attributes within the overall street scape experience. The implications for urban design practice (streetscape greening), are briefly explored.

Developing creative citizens through experiential learning environments in applied drama

The Seoul Agenda (2010, p.8) recognizes the value of arts education in enhancing creative and innovative capacity in young people. It goes so far as to suggest that applying arts will “cultivate a new generation of creative citizens”. This paper documents a specific area of arts education in university level drama degrees. In a case study approach, it discusses the outcomes of a work-based learning approach for students of applied drama. It explores the drama student‟s experience and considers how engaging in the study of applied drama and applied performance and having the support and opportunity to transfer these skills in real contexts acts to develop creative capacity and to contribute to consolidating the students‟ identities as citizens

Australian school canteens: menu guideline adherence or avoidance?

Since 2005, all states and territories across Australia have progressively introduced policy guidelines to promote nutritious food sales in school canteens. This study aimed to assess the compliance of school canteens with their state or territory canteen guidelines.

Heritage rights - avoidance and reinforcement

 The conflicts that abound around the world between different groups struggling to control the definition, management, and use of heritage give rise to many issues that need to be foregrounded in scholarly and professional debates. Focusing on UNESCO’s World Heritage system, this paper asks: Why and how do nation states avoid respecting heritage rights? What can be and is being done about it? How can we move toward a more rightsbased approach to heritage management? The notion that people have rights to access and enjoy their cultural heritage has emerged within the domain of cultural rights, which, in turn, is a component of human rights. Prospects for achieving global recognition of cultural heritage rights have improved recently through interrelated activities being undertaken at the United Nations High Commission for Human Rights, in a Norwegian network of heritage, environmental and rights agencies, and at the United Nations Permanent Forum on Indigenous Issues. These advances relate mostly to Indigenous heritage, whereas the cultural heritage of other groups, such as women, children, and youth, or, in many parts of the world, ethnic and racial minorities that are not considered Indigenous peoples, lack comparable recognition and respect. © W. S. Maney & Son Ltd 2014

Institutional Support for Experiential Learning

This brief details institutional support structures and program structures for experiential learning at small colleges. It also examines credit structures associated with experiential learning, experiential learning as a graduation requirement, and program assessments.