Graduate identity and employability     

Geoffrey William Hinchliffe  Adrienne Jolly 《British Educational Research Journal》2011,37(4):563-584

This paper develops the concept of graduate identity as a way of deepening the understanding of graduate employability. It does this through presenting research in which over 100 employers in East Anglia were asked to record their perceptions of graduates in respect of their employability. The findings suggest a composite and complex graduate identity, depending on employer size and sector. There is no one fixed identity for graduates. Nevertheless, certain themes emerged that seriously put into question the traditional model of graduate employability comprising skills, competencies and attributes. What emerges is a four‐stranded concept of identity that comprises value, intellect, social engagement and performance. Thus, when assessing the potential of graduates, performance is not the only criteria that employers take into account. Moreover, the four elements of identity are by no means independent of each other but are expected to interpenetrate producing a composite identity, with different employers emphasising different facets of this identity.

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In search of consolidation of short-term memory in nonhuman animals     

Amanda Calder  K. Geoffrey White 《Learning & behavior》2014,42(1):83-92

Wixted (Annual Review of Psychology, 55, 235 – 269, 2004) has argued that forgetting is due to consolidation failure. Previous research with humans and nonhuman animals has reported evidence for consolidation in intermediate or long-term memory (LTM). The present study examines whether consolidation occurs in short-term memory in pigeons. Delayed matching-to-sample accuracy was reduced when retroactive interference (an extraneous task in Experiment 1 or houselight illumination in Experiment 2) was interpolated in the retention interval. Accuracy was not greater, however, when interference occurred at the end of the retention interval, as compared with when it occurred at the beginning. That is, there was no evidence for consolidation in short-term memory for pigeons. We did find, however, the beginning–end effect originally reported by Roberts and Grant (Journal of Experimental Psychology: Animal Behavior Processes, 4, 219–236, 1978) and the recovery from forgetting reported by White and Brown (Journal of the Experimental Analysis of Behavior, 96, 177–189, 2011). The results are discussed in relation to temporal distinctiveness theory as an alternative to consolidation.  相似文献   

Backs to the wall,or you in your small corner?     

Geoffrey Smaldon 《Health information and libraries journal》1996,13(3):169-171

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Developing tolerance: A comparison of contextual versus program effectsEl desarrollo de la tolerancia: una comparación de los efectos de contexto versus programasDeveloppement de la tolérance: une comparaison d'effets contextuels et de programme.     

Cornelius Riordan 《Int J Intercult Relat》1978,2(3):309-327

This paper reports a quasi-experimental study of a six-week integrated summer camp experience for a group of teenagers from all parts of the country and from various economic and racial/ethnic backgrounds. A set of controls (withdrawals and friends of participants) were employed for comparative purposes. Contrary to other evidence, interracial tolerance for black and white participants was not increased as a result of contact. Whites actually became significantly less tolerant towards Blacks over the six-week period. Likewise, ethnocentric attitudes for both Blacks and whites were not decreased. By comparison, these same participants received a specific educational program dealing with homosexuals and ex-convicts and did become more tolerant of these groups. An explanatory discussion of these results is offered along with the practical implications of the research.  相似文献   

Copyright and the Librarian     

Geoffrey Crabb 《Health information and libraries journal》1986,3(4):257-258

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Obstacles to Liberal Education in Australia     

Geoffrey Partington 《比较教育学》1993,29(1):93-105

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The future of higher education: a Conservative view1     

Geoffrey Strickland 《Higher Education Quarterly》1982,36(2):113-121

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The application of theoretical research findings to a practical learning problem     

Geoffrey W. Beeson 《Research in Science Education》1977,7(1):223-230

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The paradox of tolerance     

Geoffrey Brown 《Higher Education Quarterly》1982,36(4):333-336

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Test in English?     

Geoffrey Kilner 《Higher Education Quarterly》1966,20(3):284-288

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