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Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is \"inside\" a digitally enhanced setting. Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer. Further studies are needed on the capabilities of immersive media for learning, on the instructional designs best suited to each type of immersive medium, and on the learning strengths and preferences these media develop in users.

There is an urgent need to improve the evaluation of conservation interventions. This requires specifying an objective and a frame of reference from which to measure performance. Reference frames can be baselines (i.e., known biodiversity at a fixed point in history) or counterfactuals (i.e., a scenario that would have occurred without the intervention). Biodiversity offsets are interventions with the objective of no net loss of biodiversity (NNL). We used biodiversity offsets to analyze the effects of the choice of reference frame on whether interventions met stated objectives. We developed 2 models to investigate the implications of setting different frames of reference in regions subject to various biodiversity trends and anthropogenic impacts. First, a general analytic model evaluated offsets against a range of baseline and counterfactual specifications. Second, a simulation model then replicated these results with a complex real world case study: native grassland offsets in Melbourne, Australia. Both models showed that achieving NNL depended upon the interaction between reference frame and background biodiversity trends. With a baseline, offsets were less likely to achieve NNL where biodiversity was decreasing than where biodiversity was stable or increasing. With a no‐development counterfactual, however, NNL was achievable only where biodiversity was declining. Otherwise, preventing development was better for biodiversity. Uncertainty about compliance was a stronger determinant of success than uncertainty in underlying biodiversity trends. When only development and offset locations were considered, offsets sometimes resulted in NNL, but not across an entire region. Choice of reference frame determined feasibility and effort required to attain objectives when designing and evaluating biodiversity offset schemes. We argue the choice is thus of fundamental importance for conservation policy. Our results shed light on situations in which biodiversity offsets may be an inappropriate policy instrument Importancia de la Especificación de Línea de Base en la Evaluación de Intervenciones de Conservación y la Obtención de Ninguna Pérdida Neta de la Biodiversidad

How do people think about time? Here we describe representations of time in Pormpuraaw, a remote Australian Aboriginal community. Pormpuraawans' representations of time differ strikingly from all others documented to date. Previously, people have been shown to represent time spatially from left to right or right to left, or from front to back or back to front. All of these representations are with respect to the body. Pormpuraawans instead arrange time according to cardinal directions: east to west. That is, time flows from left to right when one is facing south, from right to left when one is facing north, toward the body when one is facing east, and away from the body when one is facing west. These findings reveal a qualitatively different set of representations of time, with time organized in a coordinate frame that is independent from others reported previously. The results demonstrate that conceptions of even such fundamental domains as time can differ dramatically across cultures.

Complexity thinking is increasingly being embraced by a wide range of academics and professionals as imperative for dealing with today’s pressing social–ecological challenges. In this context, action researchers partner directly with stakeholders (communities, governance institutions, and work resource managers, etc.) to embed a complexity frame of reference for decision making. In doing so, both researchers and stakeholders must strive to internalize not only “intellectual complexity” (knowing) but also “lived complexity” (being and practicing). Four common conceptualizations of learning (explicit/tacit knowledge framework; unlearning selective exposure; conscious/competence learning matrix; and model of learning loops) are integrated to provide a new framework that describes how learning takes place in complex systems. Deep reflection leading to transformational learning is required to foster the changes in mindset and behaviors needed to adopt a complexity frame of reference. We then present three broad frames of mind (openness, situational awareness, and a healthy respect for the restraint/action paradox), which each encompass a set of habits of mind, to create a useful framework that allows one to unlearn reductionist habits while adopting and embedding those more conducive to working in complex systems. Habits of mind provide useful heuristic tools to guide researchers and stakeholders through processes of participative planning and adaptive decision making in complex social–ecological systems.

A meta-analysis of 69 data sets (N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (.67), but the correlation between math and verbal self concepts (.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self concepts (.61 for math, .49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (-.21 from math achievement on verbal self-concept, -.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when selfefficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students' self-evaluation processes as they are influenced by internal and external frames of reference.

Neuroscientists are beginning to advance explanations of social behavior in terms of underlying brain mechanisms. Two distinct networks of brain regions have come to the fore. The first involves brain regions that are concerned with learning about reward and reinforcement. These same reward-related brain areas also mediate preferences that are social in nature even when no direct reward is expected. The second network focuses on regions active when a person must make estimates of another person's intentions. However, it has been difficult to determine the precise roles of individual brain regions within these networks or how activities in the two networks relate to one another. Some recent studies of reward-guided behavior have described brain activity in terms of formal mathematical models; these models can be extended to describe mechanisms that underlie complex social exchange. Such a mathematical formalism defines explicit mechanistic hypotheses about internal computations underlying regional brain activity, provides a framework in which to relate different types of activity and understand their contributions to behavior, and prescribes strategies for performing experiments under strong control.

Based on a long-term ethnography in state-run settlement projects on former sugarcane plantations in Northeast Brazil, in this paper I question the evidence of “the economy” as a privileged framework for understanding the life situation of the poor, which is structured by precariousness and uncertainty about the future. Exploring the polysemy of Portugueseesperar(to wait, to hope, and to expect), it analyzes the plurality of orientations to the future among former sugarcane wage workers included as beneficiaries in land reform projects and their strategies to mitigate uncertainty in various configurations. If radical uncertainty lies out of human hands, relative uncertainty may be acted on by mobilizing people. While money is desirable, it has a transitory character, and the value of friends lies in their potential to help, especially in case of a crisis. Ethnography thus suggests moving beyond an “economic anthropology” that aims to analyze “other economies” and set out to explore the fields of opportunities and frames of reference that structure life situations and the local versions ofoikonomiain its original meaning of “government of the household.”

The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EMpredicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative effects of mathematics and verbal achievements and ASCs on subsequent achievements and ASCs across domains. Although ample support was provided for the I/E model by cross-sectional data and for the REM within a single domain, there has been almost no research on the longitudinal generalizability of the reciprocal cross-domain effects. Using three waves of data collection from Grade 5 to Grade 8 with N = 1,508 students, analyses supported the validity of the RI/EM, revealing positive longitudinal effects of grades and ASCs on subsequent grades and ASCs within domains and negative effects of grades on subsequent ASCs across domains. There were also small negative effects of ASCs on subsequent grades across domains.

The sensorimotor transformations for visually guided reaching were originally thought to take place in a series of discrete transitions from one systematic frame of reference to the next with neurons coding location relative to the fixation position (gaze-centered) in occipital and posterior parietal areas, relative to the shoulder in dorsal premotor cortex, and in muscle- or joint-based coordinates in motor output neurons. Recent empirical and theoretical work has suggested that spatial encodings that use a range of idiosyncratic representations may increase computational power and flexibility. We now show that neurons in the parietal reach region use nonuniform and idiosyncratic frames of reference. We also show that these nonsystematic reference frames coexist with a systematic compound gain field that modulates activity proportional to the distance between the eyes and the hand. Thus, systematic and idiosyncratic signals may coexist within individual neurons.

In the fast-moving world of development policy, buzzwords play an important part in framing solutions. Today's development orthodoxies are captured in a seductive mix of such words, among which 'participation', 'empowerment' and 'poverty reduction' take a prominent place. This paper takes a critical look at how these three terms have come to be used in international development policy, exploring how different configurations of words frame and justify particular kinds of development interventions. It analyses their use in the context of two contemporary development policy instruments, the Poverty Reduction Strategy Papers (prsps) and the Millennium Development Goals (mdgs). We show how words that once spoke of politics and power have come to be reconfigured in the service of today's one-size-fits-all development recipes, spun into an apoliticised form that everyone can agree with. As such, we contend, their use in development policy may offer little hope of the world free of poverty that they are used to evoke.