Those who are well-endowed with desirable physical attributes are often thought to obtain signi®cant economic and social advantages over the notso-well-endowed. A small but growing body of research, almost exclusively from the USA, suggests that physical appearance, measured by attractiveness, stature and body mass, has signi®cant effects on the success of male and female workers in the labour market. Wages have been found to be positively associated with attractiveness (Hamermesh and Biddle, 1994;1998) and height (Loh, 1993), and negatively related to obesity (Sargent and Blanch¯ower, 1994;Averett and Korenman, 1996). Using longitudinal data drawn from the National Child Development Study (NCDS) 1 we examine the effect of physical appearance on hourly earnings, employment patterns, and family income in Britain.The paper makes the following contributions to the study of the effects of physical appearance on the labour market. First, we examine the effect of being assessed as attractive or unattractive on earnings for a British sample. All previous economic research has examined solely U.S. data. Also, to assess the effect of appearance on employment, we examine evidence for hiring bias and occupational sorting arising from physical appearance. Second, we examine whether our results for physical appearance arise from general employer discrimination, occupation-speci®c effects, or from productivity differences arising from customer discrimination. Occupationspeci®c effects may include both occupation-speci®c discrimination and productivity effects. Third, we update the work of Sargent and Blanch¯ower (1994) on the effects of height and obesity on earnings in Britain. Fourth, we examine the effect of physical appearance on household labour income via the marriage market.The paper is organized as follows. A simple human capital model of the
Bennett, S.; Kosta, Lisa; Agostinho, S.; Lockyer, L.; Jones, J.; and Harper, B., "Understanding the design context for Australian university teachers: Implications for the future of learning design" (2009 DescriptionBased on the premise that support for university teachers in designing their units will improve teaching and ultimately improve the quality of student learning outcomes, recent interest in the development of tools and strategies has gained momentum. This paper reports on a study that has examined the contexts in which Australian university teachers design in order to understand what role design support tools and strategies could play. It appears that Australian university teachers can exercise a high degree of choice in terms of design, indicating that there may be opportunities for teachers to consider using reusable learning designs. AbstractBased on the premise that support for university teachers in designing their units will improve teaching and ultimately improve the quality of student learning outcomes, recent interest in the development of tools and strategies has gained momentum. This paper reports on a study that has examined the contexts in which Australian university teachers design in order to understand what role design support tools and strategies could play. It appears that Australian university teachers can exercise a high degree of choice in terms of design, indicating that there may be opportunities for teachers to consider using reusable learning designs. IntroductionRecent interest in the development of tools and strategies to support university teachers design their units is based on the premise that such supports will improve teaching and ultimately improve the quality of student learning outcomes. This body of work includes a varied set of related approaches such as online collections that enable teachers to publish, search for and comment on learning and teaching ideas. Examples include the Technology-Supported Learning Database
Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real life cases developed as support materials for learners undertaking a major multimedia design project. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials.
This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project. The findings indicated that enhancement of the educational descriptors was required. To address this, a learning object metadata application profile specific to Australian higher education has been developed. This paper describes the process by which the metadata application profile was developed within the context of the overall project.
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