WorldWideScience

Sample records for critical inquiry twenty-first

  1. Seminar in Critical Inquiry Twenty-first Century Nuclear Systems

    International Nuclear Information System (INIS)

    LeMone, D. V.

    2002-01-01

    Critical Inquiry, has not only been successful in increasing university student retention rate but also in improving student academic performance beyond the initial year of transition into the University. The seminar course herein reviewed is a balanced combination of student personal and academic skill development combined with a solid background in modern nuclear systems. It is a valid premise to assume that entering students as well as stakeholders of the general public demonstrate equal levels of capability. Nuclear systems is designed to give a broad and basic knowledge of nuclear power, medical, industrial, research, and military systems (nuclear systems) in 20-25 hours

  2. Seminar in Critical Inquiry Twenty-first Century Nuclear Systems

    Energy Technology Data Exchange (ETDEWEB)

    LeMone, D. V.

    2002-02-25

    Critical Inquiry, has not only been successful in increasing university student retention rate but also in improving student academic performance beyond the initial year of transition into the University. The seminar course herein reviewed is a balanced combination of student personal and academic skill development combined with a solid background in modern nuclear systems. It is a valid premise to assume that entering students as well as stakeholders of the general public demonstrate equal levels of capability. Nuclear systems is designed to give a broad and basic knowledge of nuclear power, medical, industrial, research, and military systems (nuclear systems) in 20-25 hours.

  3. Bruce's Magnificent Quartet: Inquiry, Community, Technology and Literacy--Implications for Renewing Qualitative Research in the Twenty-First Century

    Science.gov (United States)

    Davidson, Judith

    2014-01-01

    Bruce and Bishop's community informatics work brings forward four critical concepts: inquiry, community, technology, and literacy. These four terms serve as the basis for a discussion of qualitative research in the twenty-first century--what is lacking and what is needed. The author suggests that to resolve the tensions or challenges…

  4. 2010 Critical Success Factors for the North Carolina Community College System. Twenty First Annual Report

    Science.gov (United States)

    North Carolina Community College System (NJ1), 2010

    2010-01-01

    First mandated by the North Carolina General Assembly in 1989 (S.L. 1989; C. 752; S. 80), the Critical Success Factors report has evolved into the major accountability document for the North Carolina Community College System. This twenty first annual report on the critical success factors is the result of a process undertaken to streamline and…

  5. Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century

    Science.gov (United States)

    Conrad, Clifton; Dunek, Laura

    2012-01-01

    Inquiry-driven learners anticipate, embrace, and adapt to disruptive change. Clifton Conrad and Laura Dunek advance a transformative purpose of a college education. They invite stakeholders from across higher education to engage in vigorous dialogue about the aims of a college education--and how to realize those aims. Increasingly influenced by…

  6. A Critical Feminist and Race Critique of Thomas Piketty's "Capital in the Twenty-First Century"

    Science.gov (United States)

    Moeller, Kathryn

    2016-01-01

    Thomas Piketty's "Capital in the Twenty-first Century" documents the foreboding nature of rising wealth inequality in the twenty-first century. In an effort to promote a more just and democratic global society and rein in the unfettered accumulation of wealth by the few, Piketty calls for a global progressive annual tax on corporate…

  7. Critical Remarks on Piketty's 'Capital in the Twenty-first Century'

    OpenAIRE

    Homburg, Stefan

    2014-01-01

    This paper discusses the central macroeconomic claims that are made in Thomas Piketty's book 'Capital in the Twenty-first Century'. The paper aims to show that Piketty's contentions are not only logically flawed but also contradicted by his own data.

  8. Teachers' Critical Reflective Practice in the Context of Twenty-First Century Learning

    Science.gov (United States)

    Benade, Leon

    2015-01-01

    In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex and dynamic world deeply influenced by globalisation and the revolution in digital technology. In addition to the use of digital technologies, is the development of flexible learning spaces. It is claimed that these developments demand,…

  9. Critical Narrative Inquiry

    DEFF Research Database (Denmark)

    While organizations have become central for thinking and structuring contemporary social action, existing perspectives on what they are and how to deal with them are still rooted in modern ideas about the foundations of society. The chapters in this volume take critical narrative inquiry — inspired...

  10. Critical Media Literacies in the Twenty-First Century: Writing Autoethnographies, Making Connections, and Creating Virtual Identities

    Science.gov (United States)

    Song, Ah-Young

    2017-01-01

    Critical media literacies can help nurture students' creative agencies and engender positive, sustained change in local communities. Although students do need to develop faculties with digital technologies, they must also participate in critical readings of cultural artifacts and discriminate between various multimedia sources. It is important for…

  11. Critical Quantitative Inquiry in Context

    Science.gov (United States)

    Stage, Frances K.; Wells, Ryan S.

    2014-01-01

    This chapter briefly traces the development of the concept of critical quantitative inquiry, provides an expanded conceptualization of the tasks of critical quantitative research, offers theoretical explanation and justification for critical research using quantitative methods, and previews the work of quantitative criticalists presented in this…

  12. Twenty-first century vaccines

    Science.gov (United States)

    Rappuoli, Rino

    2011-01-01

    In the twentieth century, vaccination has been possibly the greatest revolution in health. Together with hygiene and antibiotics, vaccination led to the elimination of many childhood infectious diseases and contributed to the increase in disability-free life expectancy that in Western societies rose from 50 to 78–85 years (Crimmins, E. M. & Finch, C. E. 2006 Proc. Natl Acad. Sci. USA 103, 498–503; Kirkwood, T. B. 2008 Nat. Med 10, 1177–1185). In the twenty-first century, vaccination will be expected to eliminate the remaining childhood infectious diseases, such as meningococcal meningitis, respiratory syncytial virus, group A streptococcus, and will address the health challenges of this century such as those associated with ageing, antibiotic resistance, emerging infectious diseases and poverty. However, for this to happen, we need to increase the public trust in vaccination so that vaccines can be perceived as the best insurance against most diseases across all ages. PMID:21893537

  13. Teaching Art Criticism As Aesthetic Inquiry

    Science.gov (United States)

    Ecker, David W.

    1972-01-01

    The teaching model in the visual arts will be derived less from the painter and more from the art critic as art education moves into aesthetic inquiry. There are implications for other arts as well. (Editor)

  14. Seeing the Wood from the Trees: A Critical Policy Analysis of Intersections between Social Class Inequality and Education in Twenty-First Century Ireland

    Science.gov (United States)

    Cahill, Kevin

    2015-01-01

    This paper is a critical policy analysis of intersections between social class inequality and education policy in Ireland. The focus is upon contemporary policy and legislation such as The Irish Constitution and equality legislation; social inclusion policies such as the DEIS scheme; literacy and numeracy policy documents; as well as current…

  15. Philosophy of Education in the World of Twenty-First Century Capitalism: A Response to My "Theory and Research in Education" Critics

    Science.gov (United States)

    White, John

    2015-01-01

    This is a reply to six "Theory and Research in Education" commentators on views I expressed in a 2013 "Theory and Research in Education" piece about priorities in philosophy of education today. The first section is about a concession to my critics; the second, about various misconceptions in their views. The third section…

  16. Comparing Critical Capitalist Commodity Chains in the Early Twenty-first Century: Opportunities For and Constraints on Labor and Political Movements

    Directory of Open Access Journals (Sweden)

    Elizabeth Sowers

    2015-08-01

    Full Text Available There have been a number of critical historical opportunities for labor to exert power by interrupting long distance flows of commodities at the extraction, processing, and transport stages. This vulnerability has been used by workers in these industries to gain higher wages and better working conditions and to achieve political goals in national and international arenas. In this paper, we compare two commodity chains that are critical components of the global economy. The first, which we describe as transport, is a broad category involving a range of manufactured goods, whose delivery to customers around the world was fundamentally changed in the past fifty years via "containerization" and "the logistics revolution." The second is oil and gas, which also has experienced recently dramatic changes in both extraction (via "tar sands" and "[racking" and transportation. In each case, we discuss possibilities and challenges for labor and political organizing to disrupt capital in these key commodity chains. We identify the "stakes" in each commodity chain by demonstrating the vulnerabilities on which labor and political organizations/movements could capitalize, which usually stem from the capital intensity and global integration of each critical commodity chain. These vulnerabilities are the factors which form the most basic opportunities for organizing in these sectors. Our analysis further suggests that while transport and raw materials remain vulnerable nodes in capitalist commodity chains, there are also constraints and challenges to be faced by labor and social movement organizations (SMOs that might attempt to leverage power over these circuits of the world-economy.

  17. Seeing the Wood from the Trees: A Critical Policy Analysis of Intersections between Social Class Inequality and Education in Twenty-first Century Ireland

    Directory of Open Access Journals (Sweden)

    Kevin CAHILL

    2015-12-01

    Full Text Available This paper is a critical policy analysis of intersections between social class inequality and education policy in Ireland. The focus is upon contemporary policy and legislation such as The Irish Constitution and equality legislation; social inclusion policies such as the DEIS scheme; literacy and numeracy policy documents; as well as current government policy statements on education. It utilises Stephen Ball’s policy analysis tools of policy as text, policy as discourse and policy effects to examine the social, cultural and political constructs of policy and legislation influencing social class inequality in education in Ireland (Ball, 1993. The focus is upon the refusal to name social class as a significant issue despite the weight of evidence showing the key influence class position and access to economic and cultural resources has on one’s educational opportunities, experiences and outcomes. The approach taken here is discursive in the sense that the documents are the data and the findings are infused with detailed theoretical discussion of contemporary issues around inequality in education in Ireland. The analysis finds that the absence of social class in official policy and legislative discourses is indicative of a growing neoliberalisation of education policy in Ireland where increased foci on international comparisons and a consumer-driven philosophy of educational provision militate against equality for students from lower socio-economic groups.

  18. Capital in the Twenty-First Century

    DEFF Research Database (Denmark)

    Hansen, Per H.

    2014-01-01

    Review essay on: Capital in the Twenty-First Century. By Thomas Piketty . Translated by Arthur Goldhammer . Cambridge, Mass.: The Belknap Press of Harvard University Press, 2014. viii + 685 pp......Review essay on: Capital in the Twenty-First Century. By Thomas Piketty . Translated by Arthur Goldhammer . Cambridge, Mass.: The Belknap Press of Harvard University Press, 2014. viii + 685 pp...

  19. Twenty-first century learning in afterschool.

    Science.gov (United States)

    Schwarz, Eric; Stolow, David

    2006-01-01

    Twenty-first century skills increasingly represent the ticket to the middle class. Yet, the authors argue, in-school learning is simply not enough to help students develop these skills. The authors make the case that after-school (or out-of-school) learning programs are emerging as one of the nation's most promising strategies for preparing young people for the workforce and civic life. Most school systems have significant limitations for teaching twenty-first century skills. They have the limits of time: with only six hours per day there is barely enough time to teach even the basic skills, especially for those students starting already behind. They have the limits of structure: typical school buildings and classrooms are not physically set up for innovative learning. They have the limits of inertia and bureaucracy: school systems are notoriously resistant to change. And perhaps most important, they have the limits of priorities: especially with the onset of the No Child Left Behind Act, schools are laserlike in their focus on teaching the basics and therefore have less incentive to incorporate twenty-first century skills. Meanwhile, the authors argue that after-school programs are an untapped resource with three competitive advantages. First, they enable students to work collaboratively in small groups, a setup on which the modern economy will increasingly rely. Second, they are well suited to project-based learning and the development of mastery. Third, they allow students to learn in the real-world contexts that make sense. Yet the after-school sector is fraught with challenges. It lacks focus-Is it child care, public safety, homework tutoring? And it lacks rigorous results. The authors argue that the teaching of twenty-first century skills should become the new organizing principle for afterschool that will propel the field forward and more effectively bridge in-school and out-of-school learning.

  20. The twenty-first century in space

    CERN Document Server

    Evans, Ben

    2015-01-01

    This final entry in the History of Human Space Exploration mini-series by Ben Evans continues with an in-depth look at the latter part of the 20th century and the start of the new millennium. Picking up where Partnership in Space left off, the story commemorating the evolution of manned space exploration unfolds in further detail. More than fifty years after Yuri Gagarin’s pioneering journey into space, Evans extends his overview of how that momentous voyage continued through the decades which followed. The Twenty-first Century in Space, the sixth book in the series, explores how the fledgling partnership between the United States and Russia in the 1990s gradually bore fruit and laid the groundwork for today’s International Space Station. The narrative follows the convergence of the Shuttle and Mir programs, together with standalone missions, including servicing the Hubble Space Telescope, many of whose technical and human lessons enabled the first efforts to build the ISS in orbit. The book also looks to...

  1. Critical inquiry and knowledge translation: exploring compatibilities and tensions

    Science.gov (United States)

    Reimer-Kirkham, Sheryl; Varcoe, Colleen; Browne, Annette J.; Lynam, M. Judith; Khan, Koushambhi Basu; McDonald, Heather

    2016-01-01

    Knowledge translation has been widely taken up as an innovative process to facilitate the uptake of research-derived knowledge into health care services. Drawing on a recent research project, we engage in a philosophic examination of how knowledge translation might serve as vehicle for the transfer of critically oriented knowledge regarding social justice, health inequities, and cultural safety into clinical practice. Through an explication of what might be considered disparate traditions (those of critical inquiry and knowledge translation), we identify compatibilities and discrepancies both within the critical tradition, and between critical inquiry and knowledge translation. The ontological and epistemological origins of the knowledge to be translated carry implications for the synthesis and translation phases of knowledge translation. In our case, the studies we synthesized were informed by various critical perspectives and hence we needed to reconcile differences that exist within the critical tradition. A review of the history of critical inquiry served to articulate the nature of these differences while identifying common purposes around which to strategically coalesce. Other challenges arise when knowledge translation and critical inquiry are brought together. Critique is one of the hallmark methods of critical inquiry and, yet, the engagement required for knowledge translation between researchers and health care administrators, practitioners, and other stakeholders makes an antagonistic stance of critique problematic. While knowledge translation offers expanded views of evidence and the complex processes of knowledge exchange, we have been alerted to the continual pull toward epistemologies and methods reminiscent of the positivist paradigm by their instrumental views of knowledge and assumptions of objectivity and political neutrality. These types of tensions have been productive for us as a research team in prompting a critical reconceptualization of

  2. Beardsley for the Twenty-First Century

    Science.gov (United States)

    Feagin, Susan L.

    2010-01-01

    Beardsley's "Aesthetics: Problems in the Philosophy of Criticism" continues to provide a valuable resource for those of one who takes questions about value and evaluation to be central to the philosophical enterprise, even if one chooses to focus on the philosophy of art more or less independently of the aesthetic. Nevertheless, Beardsley's…

  3. Fostering Deeper Critical Inquiry with Causal Layered Analysis

    Science.gov (United States)

    Haigh, Martin

    2016-01-01

    Causal layered analysis (CLA) is a technique that enables deeper critical inquiry through a structured exploration of four layers of causation. CLA's layers reach down from the surface litany of media understanding, through the layer of systemic causes identified by conventional research, to underpinning worldviews, ideologies and philosophies,…

  4. The Turn to Precarity in Twenty-First Century Fiction

    Directory of Open Access Journals (Sweden)

    Morrison Jago

    2014-01-01

    Full Text Available Recent years have seen several attempts by writers and critics to understand the changed sensibility in post-9/11 fiction through a variety of new -isms. This essay explores this cultural shift in a different way, finding a ‘turn to precarity’ in twenty-first century fiction characterised by a renewal of interest in the flow and foreclosure of affect, the resurgence of questions about vulnerability and our relationships to the other, and a heightened awareness of the social dynamics of seeing. The essay draws these tendencies together via the work of Judith Butler in Frames of War, in an analysis of Trezza Azzopardi’s quasi-biographical study of precarious life, Remember Me.

  5. Can critical inquiry differ from criticism? A dialogue with current occupational science and occupational therapy schools of inquiry

    Directory of Open Access Journals (Sweden)

    Jessie Wilson

    2016-07-01

    Full Text Available Introduction: Critical inquiry has been adopted by various academic disciplines. However, there is a lack of consistency and transparency in the way this complex theoretical and methodological position is applied in research. For novice researchers that ambiguity can lead to blurring the conceptual distinction between critical research and the act of criticizing. Objective: The purpose of this essay is to reflect on what it means to keep a critical perspective for novice researchers. Method: The concepts are explored through a personal narrative that allows authors to examine the details of their trajectory to embrace a critical perspective, which has the power to lead to change, both personal and social. Results: We explore the methodological foundations of the critical research and observe how the emotion is taken over or suppressed in the investigation process. Conclusion: We contextualize key concepts of critical investigation, examining its recent application both in occupational science and in occupational therapy.

  6. Qualitative inquiry and the debate between hermeneutics and critical theory.

    Science.gov (United States)

    Shaw, James A; DeForge, Ryan T

    2014-11-01

    Two issues have been central to ongoing disputes about judgments of quality in qualitative inquiry: (a) the ways in which paradigmatic orientations are understood to guide procedural decisions and (b) the meaning and intelligibility of paradigmatic incommensurability. In this article, we address these two key issues through an exploration of the debates between hermeneutics and critical social theory, including the exchanges between Hans-Georg Gadamer and Jurgen Habermas, and between Richard Rorty and Thomas McCarthy. We suggest that the key epistemological issue addressed in these debates is the nature of interpretation, separating the two philosophical camps based on beliefs about whether foundational knowledge is possible to achieve. We conclude the article by discussing the implications of these different positions for beliefs about quality in qualitative inquiry, and comment on the role of judgment in assessments of the value and quality of different approaches to qualitative research. © The Author(s) 2014.

  7. Exercise in Inquiry: Critical Thinking in an Inquiry-Based Exercise Physiology Laboratory Course.

    Science.gov (United States)

    DiPasquale, Dana M.; Mason, Cheryl L.; Kolkhorst, Fred W.

    2003-01-01

    Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

  8. Visual Literacy: Does It Enhance Leadership Abilities Required for the Twenty-First Century?

    Science.gov (United States)

    Bintz, Carol

    2016-01-01

    The twenty-first century hosts a well-established global economy, where leaders are required to have increasingly complex skills that include creativity, innovation, vision, relatability, critical thinking and well-honed communications methods. The experience gained by learning to be visually literate includes the ability to see, observe, analyze,…

  9. Approaching Twenty-First Century Education from a Cosmopolitan Perspective

    Science.gov (United States)

    Choo, Suzanne S.

    2018-01-01

    All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the…

  10. The Presidential Platform on Twenty-First Century Education Goals

    Science.gov (United States)

    Tichnor-Wagner, Ariel; Socol, Allison Rose

    2016-01-01

    As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using…

  11. University medical education in the twenty first century: Challenges ...

    African Journals Online (AJOL)

    University medical education in the twenty first century: Challenges of social determinants of health and noncommunicable diseases. ... Conclusion: The curricula and training times provided are inadequate for graduates to fully understand SDHs and their role in NCDs. The Bio medical model addresses secondary causes ...

  12. The Twenty-First NASTRAN (R) Users' Colloquium

    Science.gov (United States)

    1993-01-01

    This publication contains the proceedings of the Twenty-First NASTRAN Users' Colloquium held in Tampa, FL, April 26 through April 30, 1993. It provides some comprehensive general papers on the application of finite elements in engineering, comparisons with other approaches, unique applications, pre-and postprocessing with other auxiliary programs and new methods of analysis with NASTRAN.

  13. Globalisation drivers in the Twenty First Century | Ramakrishina ...

    African Journals Online (AJOL)

    For a global manager it is said that twenty first centenary offers an exciting and challenging atmosphere to work. Does it mean a big change in the way the business has been conducted so far as far or simply means a change in emphasis on certain ways. These currently, are some of the issues which are currently engaging ...

  14. Digital earth applications in the twenty-first century

    NARCIS (Netherlands)

    de By, R.A.; Georgiadou, P.Y.

    2014-01-01

    In these early years of the twenty-first century, we must look at how the truly cross-cutting information technology supports other innovations, and how it will fundamentally change the information positions of government, private sector and the scientific domain as well as the citizen. In those

  15. Afterword: Victorian Sculpture for the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    David J. Getsy

    2016-06-01

    Full Text Available Commenting on the directions proposed by this issue of '19', the afterword discusses the broad trends in twenty-first century studies of Victorian sculpture and the opportunity for debate arising from the first attempt at a comprehensive exhibition.

  16. Membership, belonging, and identity in the twenty-first century

    OpenAIRE

    Motteram, Gary

    2016-01-01

    This article takes a case study approach to exploring membership, belonging, and identity amongst English language teachers in the twenty-first century. It explores findings from two membership surveys conducted for the International Association of Teachers of English as a Foreign Language (IATEFL), and considers the impact of recommendations emerging from the first survey which were implemented to enable members to engage more fully in the organization. The article shows that a combination o...

  17. Proceedings of the twenty-first LAMPF users group meeting

    International Nuclear Information System (INIS)

    1988-04-01

    The Twenty-First Annual LAMPF Users Group Meeting was held November 9-10, 1987, at the Clinton P. Anderson Meson Physics Facility. The program included a number of invited talks on various aspects of nuclear and particle physics as well as status reports on LAMPF and discussions of upgrade options. The LAMPF working groups met and discussed plans for the secondary beam lines, experimental programs, and computing facilities

  18. Proceedings of the twenty-first LAMPF users group meeting

    Energy Technology Data Exchange (ETDEWEB)

    1988-04-01

    The Twenty-First Annual LAMPF Users Group Meeting was held November 9-10, 1987, at the Clinton P. Anderson Meson Physics Facility. The program included a number of invited talks on various aspects of nuclear and particle physics as well as status reports on LAMPF and discussions of upgrade options. The LAMPF working groups met and discussed plans for the secondary beam lines, experimental programs, and computing facilities.

  19. NATO’s Relevance in the Twenty-First Century

    Science.gov (United States)

    2012-03-22

    Globalization has increased the sharing of technology and boosted the world markets. It also brings with it perils to the international community. NATO’s...the desire of states and non-actors to obtain them, especially nuclear weapons technology . Chemical, biological and radioactive weapons are cheap and...Christopher Coker, Globalisation and Insecurity in the Twenty-first Century: NATO and the Management of Risk (The International Institute for Strategic

  20. Early twenty-first-century droughts during the warmest climate

    Directory of Open Access Journals (Sweden)

    Felix Kogan

    2016-01-01

    Full Text Available The first 13 years of the twenty-first century have begun with a series of widespread, long and intensive droughts around the world. Extreme and severe-to-extreme intensity droughts covered 2%–6% and 7%–16% of the world land, respectively, affecting environment, economies and humans. These droughts reduced agricultural production, leading to food shortages, human health deterioration, poverty, regional disturbances, population migration and death. This feature article is a travelogue of the twenty-first-century global and regional droughts during the warmest years of the past 100 years. These droughts were identified and monitored with the National Oceanic and Atmospheric Administration operational space technology, called vegetation health (VH, which has the longest period of observation and provides good data quality. The VH method was used for assessment of vegetation condition or health, including drought early detection and monitoring. The VH method is based on operational satellites data estimating both land surface greenness (NDVI and thermal conditions. The twenty-first-century droughts in the USA, Russia, Australia and Horn of Africa were intensive, long, covered large areas and caused huge losses in agricultural production, which affected food security and led to food riots in some countries. This research also investigates drought dynamics presenting no definite conclusion about drought intensification or/and expansion during the time of the warmest globe.

  1. Accelerators for the twenty-first century a review

    CERN Document Server

    Wilson, Edmund J N

    1990-01-01

    The development of the synchrotron, and later the storage ring, was based upon the electrical technology at the turn of this century, aided by the microwave radar techniques of World War II. This method of acceleration seems to have reached its limit. Even superconductivity is not likely to lead to devices that will satisfy physics needs into the twenty-first century. Unless a new principle for accelerating elementary particles is discovered soon, it is difficult to imagine that high-energy physics will continue to reach out to higher energies and luminosities.

  2. Twenty-first-century medical microbiology services in the UK.

    Science.gov (United States)

    Duerden, Brian

    2005-12-01

    With infection once again a high priority for the UK National Health Service (NHS), the medical microbiology and infection-control services require increased technology resources and more multidisciplinary staff. Clinical care and health protection need a coordinated network of microbiology services working to consistent standards, provided locally by NHS Trusts and supported by the regional expertise and national reference laboratories of the new Health Protection Agency. Here, I outline my thoughts on the need for these new resources and the ways in which clinical microbiology services in the UK can best meet the demands of the twenty-first century.

  3. Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

    Science.gov (United States)

    Lemus, Judith D.

    2015-01-01

    Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

  4. Developing Visual Creative Literacies through Integrating Art-Based Inquiry

    Science.gov (United States)

    Smilan, Cathy

    2016-01-01

    Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing…

  5. Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

    Science.gov (United States)

    Foster, Jamie S; Lemus, Judith D

    2015-01-01

    Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

  6. Twenty-First Water Reaction Safety Information Meeting

    International Nuclear Information System (INIS)

    Monteleone, S.

    1994-04-01

    This three-volume report contains 90 papers out of the 102 that were presented at the Twenty-First Water Reactor Safety Information Meeting held at the Bethesda Marriott Hotel, Bethesda, Maryland, during the week of October 25--27, 1993. The papers are printed in the order of their presentation in each session and describe progress and results of programs in nuclear safety research conducted in this country and abroad. Foreign participation in the meeting included papers presented by researchers from France, Germany, Japan, Russia, Switzerland, Taiwan, and United Kingdom. The titles of the papers and the names of the authors have been updated and may differ from those that appeared in the final program of the meeting. Individual papers have been cataloged separately. This document, Volume 2, presents papers on severe accident research

  7. Twenty-First Water Reactor Safety Information Meeting

    International Nuclear Information System (INIS)

    Monteleone, S.

    1994-04-01

    This three-volume report contains 90 papers out of the 102 that were presented at the Twenty-First Water Reactor Safety Information Meeting held at the Bethesda Marriott Hotel, Bethesda, Maryland, during the week of October 25-27, 1993. The papers are printed in the order of their presentation in each session and describe progress and results of programs in nuclear safety research conducted in this country and abroad. Foreign participation in the meeting included papers presented by researchers from France, Germany, Japan, Russia, Switzerland, Taiwan, and United Kingdom. The titles of the papers and the names of the authors have been updated and may differ from those that appeared in the final program of the meeting. Selected papers were indexed separately for inclusion in the Energy Science and Technology Database

  8. The Dialectics of Discrimination in the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    John Stone

    2007-12-01

    Full Text Available This article explores some of the latest developments in the scholarship on race relations and nationalism that seek to address the impact of globalization and the changed geo-political relations of the first decade of the twenty-first century. New patterns of identification, some of which challenge existing group boundaries and others that reinforce them, can be seen to flow from the effects of global market changes and the political counter-movements against them. The impact of the “war on terrorism”, the limits of the utility of hard power, and the need for new mechanisms of inter-racial and inter-ethnic conflict resolution are evaluated to emphasize the complexity of these group relations in the new world disorder.

  9. Remobilization of southern African desert dune systems by twenty-first century global warming.

    Science.gov (United States)

    Thomas, David S G; Knight, Melanie; Wiggs, Giles F S

    2005-06-30

    Although desert dunes cover 5 per cent of the global land surface and 30 per cent of Africa, the potential impacts of twenty-first century global warming on desert dune systems are not well understood. The inactive Sahel and southern African dune systems, which developed in multiple arid phases since the last interglacial period, are used today by pastoral and agricultural systems that could be disrupted if climate change alters twenty-first century dune dynamics. Empirical data and model simulations have established that the interplay between dune surface erodibility (determined by vegetation cover and moisture availability) and atmospheric erosivity (determined by wind energy) is critical for dunefield dynamics. This relationship between erodibility and erosivity is susceptible to climate-change impacts. Here we use simulations with three global climate models and a range of emission scenarios to assess the potential future activity of three Kalahari dunefields. We determine monthly values of dune activity by modifying and improving an established dune mobility index so that it can account for global climate model data outputs. We find that, regardless of the emission scenario used, significantly enhanced dune activity is simulated in the southern dunefield by 2039, and in the eastern and northern dunefields by 2069. By 2099 all dunefields are highly dynamic, from northern South Africa to Angola and Zambia. Our results suggest that dunefields are likely to be reactivated (the sand will become significantly exposed and move) as a consequence of twenty-first century climate warming.

  10. Nuclear energy into the twenty-first century

    International Nuclear Information System (INIS)

    Hammond, G.P.

    1996-01-01

    The historical development of the civil nuclear power generation industry is examined in the light of the need to meet conflicting energy-supply and environmental pressures over recent decades. It is suggested that fission (thermal and fast) reactors will dominate the market up to the period 2010-2030, with fusion being relegated to the latter part of the twenty-first century. A number of issues affecting the use of nuclear electricity generation in Western Europe are considered including its cost, industrial strategy needs, and the public acceptability of nuclear power. The contribution of nuclear power stations to achieving CO2 targets aimed at relieving global warming is discussed in the context of alternative strategies for sustainable development, including renewable energy sources and energy-efficiency measures. Trends in the generation of nuclear electricity from fission reactors are finally considered in terms of the main geopolitical groupings that make up the world in the mid-1990s. Several recent, but somewhat conflicting, forecasts of the role of nuclear power in the fuel mix to about 2020 are reviewed. It is argued that the only major expansion in generating capacity will take place on the Asia-Pacific Rim and not in the developing countries generally. Nevertheless, the global nuclear industry overall will continue to be dominated by a small number of large nuclear electricity generating countries; principally the USA, France and Japan. (UK)

  11. Strategies for Teaching Maritime Archaeology in the Twenty First Century

    Science.gov (United States)

    Staniforth, Mark

    2008-12-01

    Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.

  12. Children's environmental health in the twenty-first century.

    Science.gov (United States)

    Pronczuk, Jenny; Surdu, Simona

    2008-10-01

    In the twenty-first century, the global burden of disease trends are the result of complex interaction among rapid industrialization and urbanization, unsustainable use of natural resources, and population growth. In addition, global environmental changes due to climate change, ozone depletion, desertification/deforestation, loss of biodiversity, and increased used of some biotechnologies are having an important impact on human health. Many other factors also play an important role in the population's health response to global environmental threats, including poverty, malnutrition, poor sanitation, and infectious diseases. Worldwide, the burden of environmental disease is much higher for children than adults, especially in young children under 5 years of age. Quantification of the burden of diseases attributable to environment shows that environmental risk factors can contribute to more than one-third of the disease burden in children, a fraction of disease that could be prevented. Children are often exposed to multiple environmental threats combined with other behavioral, social, and economic risk factors. Many of the environmental health risk factors are shared among children's home, school, and community. Therefore, an integrated approach should be considered in order to create healthy environments for children. The promotion of safe environments for children has to involve decision makers, nongovernmental organizations (NGOs), families, and various sectors including health, education, housing, environment, agriculture, industry, transport, and energy. Multiple initiatives have been proposed from collection, evaluation, and dissemination of information on children's health and the potential environmental threats to research, monitoring, risk assessment, and policies to improve the environmental conditions and ultimately children's growth and development.

  13. Twenty-first workshop on geothermal reservoir engineering: Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    None

    1996-01-26

    PREFACE The Twenty-First Workshop on Geothermal Reservoir Engineering was held at the Holiday Inn, Palo Alto on January 22-24, 1996. There were one-hundred fifty-five registered participants. Participants came from twenty foreign countries: Argentina, Austria, Canada, Costa Rica, El Salvador, France, Iceland, Indonesia, Italy, Japan, Mexico, The Netherlands, New Zealand, Nicaragua, the Philippines, Romania, Russia, Switzerland, Turkey and the UK. The performance of many geothermal reservoirs outside the United States was described in several of the papers. Professor Roland N. Horne opened the meeting and welcomed visitors. The key note speaker was Marshall Reed, who gave a brief overview of the Department of Energy's current plan. Sixty-six papers were presented in the technical sessions of the workshop. Technical papers were organized into twenty sessions concerning: reservoir assessment, modeling, geology/geochemistry, fracture modeling hot dry rock, geoscience, low enthalpy, injection, well testing, drilling, adsorption and stimulation. Session chairmen were major contributors to the workshop, and we thank: Ben Barker, Bobbie Bishop-Gollan, Tom Box, Jim Combs, John Counsil, Sabodh Garg, Malcolm Grant, Marcel0 Lippmann, Jim Lovekin, John Pritchett, Marshall Reed, Joel Renner, Subir Sanyal, Mike Shook, Alfred Truesdell and Ken Williamson. Jim Lovekin gave the post-dinner speech at the banquet and highlighted the exciting developments in the geothermal field which are taking place worldwide. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank our students who operated the audiovisual equipment. Shaun D. Fitzgerald Program Manager.

  14. THE EFFECTIVENESS USING INQUIRY BASED NATURAL SCIENCE MODULE WITH AUTHENTIC ASSESSMENT TO IMPROVE THE CRITICAL THINKING AND INQUIRY SKILLS OF JUNIOR HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    H. Hairida

    2016-10-01

    Full Text Available The aim of this research is to investigate the effectiveness of inquiry-based science modul with authentic assessment to develop students’ inquiry skills and critical thinking. This research employed a quasi experiment method with pretest-posttest control group design. This research is conducted on 7th grade of one of Junior High School in Pontianak, by using 2 classes as a sample. The data was collected by using inquiry skills observation sheets, critical thinking test, and interview. The result shows that the mean of inquiry skills and critical thinking scores of experiment group is higher than the control group, and the significance score from using t-test is (0.00 < 0.05, which means there is a difference of inquiry skills in the experiment and control group. Score of N-gain shows that the mean of experiment group’s inqury skills and critical thinking score after the treatment, is higher than control group. It concludes that science learning by using inquiry-based modul with authentic assessment is effective to develop students’ inquiry skills and critical thinking.

  15. THE EFFECTS OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING TOWARDS SMA STUDENT LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Ella Lady Saura

    2014-12-01

    Full Text Available The purposes of the research are: (1 To determine differences in learning outcomes of students with Inquiry Training models and Direct Instruction teaching models, (2 to determine differences in physics learning outcomes of students who have high critical thinking and low critical thinking, (3 to determine the interaction between learning models with the level of critical thinking in improving student Physics learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied Inquiry Training models as a class and the second class of controls implemented Direct Instruction models. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 7 questions and critical thinking test in narrative form as 7 questions that have been declared valid and reliable. The results were found: (1 there are differences in physical students learning outcomes are taught by Inquiry Training models and Direct Instruction teaching models. Learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with Direct Instruction Model Learning. (2 There is a difference in student's learning outcomes that have high critical thinking and low critical thinking. Student learning outcomes that have a high critical thinking better than student learning outcomes that have a low critical thinking. (3 There is interaction between learning and mastery of material Model Physics prerequisite to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the Inquiry Training critical thinking, while learning outcomes of students who are taught with Direct Instruction models are not affected by the students' critical thinking.

  16. Racism, the Left and Twenty-First-Century Socialism: Some Observations on the Gur-Ze'ev/McLaren Interchange

    Science.gov (United States)

    Cole, Mike

    2013-01-01

    The Gur-Ze'ev/McLaren interchange covered a wide range of issues that are important for twenty-first century socialists. In this article, the author concentrates on two of them: first, Gur-Ze'ev's charge that critical pedagogy is part of the "new anti-Semitism"; second, his critique of McLaren's support for Hugo Chavez and the Bolivarian…

  17. Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs

    Science.gov (United States)

    Boulhrir, Taoufik

    2017-01-01

    Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading…

  18. Restructuring the Foreign Affairs Agencies for the Twenty First Century

    National Research Council Canada - National Science Library

    Smythe, Ana

    2000-01-01

    This paper underscores the critical need for cultural change and professional development in the Foreign Affairs Agencies of the United States in order to meet the challenge of a dynamically changed...

  19. A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States

    Science.gov (United States)

    Mackenzie, Blair Nicole

    2017-01-01

    This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with…

  20. Redesigning the World Trade Organization for the Twenty-First ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2009-12-15

    Dec 15, 2009 ... ... to enable it to respond to the challenges of the 21st century. Contributors focus on five critical areas: transparency, decision- and rule-making procedures, internal management structures, participation by nongovernmental organizations and civil society, and relationships with regional trade agreements.

  1. Critical Race Theory, Hip Hop, and "Huck Finn": Narrative Inquiry in a High School English Classroom

    Science.gov (United States)

    Martin, Jennifer L.

    2014-01-01

    This study explores the impact of reading "Huckleberry Finn" through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student…

  2. Critical Inquiry as Virtuous Truth-Telling: Implications of Phronesis and Parrhesia

    Science.gov (United States)

    Pickup, Austin

    2016-01-01

    This article examines critical inquiry and truth-telling from the perspective of two complementary theoretical frameworks. First, Aristotelian phronesis, or practical wisdom, offers a framework for truth that is oriented toward ethical deliberation while recognizing the contingency of practical application. Second, Foucauldian parrhesia calls for…

  3. The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

    Science.gov (United States)

    Duran, Meltem; Dökme, Ilbilge

    2016-01-01

    The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

  4. Continuing Professional Development in the Twenty-First Century.

    Science.gov (United States)

    Sachdeva, Ajit K

    2016-01-01

    The critical role of continuing professional development (CPD) in supporting delivery of patient care of the highest quality and safety is receiving significant attention in the current era of monumental change. CPD is essential in efforts to ensure effectiveness of new models of health care delivery, improve outcomes and value in health care, address external regulations, and foster patient engagement. The unique features of CPD; the use of special mastery-based teaching, learning, and assessment methods, and other special interventions to promote excellence; and direct involvement of a variety of key stakeholders differentiate CPD from undergraduate medical education and graduate medical education. The needs of procedural specialties relating to CPD are different from those of primary care disciplines and require special attention for the greatest impact. Simulation-based education and training can be very useful in CPD aimed at improving outcomes and promoting patient safety. Preceptoring, proctoring, mentoring, and coaching should be used routinely to address specific needs in CPD. Distinct CPD strategies are necessary for retraining, reentry, and remediation. Participation in CPD programs can be encouraged by leveraging the joy of learning, which should drive physicians and surgeons to strive continually to be the best in their professional work.

  5. Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model

    Science.gov (United States)

    Hadi, S. A.; Susantini, E.; Agustini, R.

    2018-01-01

    This research aimed at training students’ critical thinking skills through the implementation of a modified free inquiry learning model. The subjects of this research were 21 students of Mathematics Semester II. Using One-Group Pretest-Posttest Design, the data were analyzed descriptively using N-gain indicator. The results indicate that the modified free inquiry learning model was effective to train students’ critical thinking skills. The increase in the students’ critical thinking skills viewed from the value of N-Gain has a range of values with the categories of medium and high with a score between 0,25-0,95. Overall, the change in N-Gain score of each student and each indicator of critical thinking skills is as increasing with a moderate category. The increase of N-Gain value is resulted from the fact that the students were directly involved in organizing their learning process. These criteria indicate that the modified free inquiry learning model can be used to train students’ critical thinking skills on photosynthesis and cellular respiration materials. The results of this research are expected to be nationally implemented to familiarize students with andragogy learning style which places the students as the subjects of learning.

  6. Engendering Peace in Africa: A Critical Inquiry Into Some Current ...

    African Journals Online (AJOL)

    Romanticised, popular concepts of womanhood and of women's peace-building capacities need to be critically investigated. A gendered approach is recommended as a corrective to stereotyped perspectives about women and peace, as well as to gender-blind experiments. Such an approach may be found realistic and ...

  7. "Methods of Inquiry": Using Critical Thinking to Retain Students

    Science.gov (United States)

    Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

    2011-01-01

    In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

  8. The Neglected Patent Controversies in the Twenty First Century

    Directory of Open Access Journals (Sweden)

    Birgitte Andersen

    2003-01-01

    Full Text Available Na virada do século, assistimos a um reforço do sistema de patentes. No entanto, os gestores de políticas deixam sistematicamente de lado as controvérsias sobre patentes. Este artigo examina criticamente as complexas relações entre, por um lado, as razões para os direitos de patente e, por outro lado, seus efeitos sociais e econômicos. Só quando entendermos essa relação, seremos capazes de projetar regimes adequados de Direitos de Propriedade Intelectual (DPI para o novo paradigma tecnoeconômico de microeletrônica baseada em conhecimento e invenções de amplo alcance implementadas por computador. O foco se concentra nas razões morais, nas razões de incentivo econômico, e nas razões de aumento da concorrência e "proteção do talento empresarial no mercado", e nas razões econômicas para organizar ciência, tecnologia e criatividade. Afirma-se aqui que os sistemas de patentes não são neutros, eles estabelecem as regras do jogo em que indivíduos e organizações são os jogadores.At the turn of the century we have seen a tightening of the patent system. However, policy makers systematically neglect the patent controversies. This article critically reviews the complex relationships between the rationales for patent rights on the one hand, and the social and economic effects of such on the other hand. Only when we understand this relationship, will we be able to design appropriate Intellectual Property Right (IPR regimes for the new technoeconomic paradigm of knowledge-based micro-electronics and computer implemented pervasive inventions. Focus is on moral rationales, economic incentive rationales, increased competition and "market protection of entrepreneurial talent" rationales, and the economic rationales for organizing science, technology and creativity. It is argued that patent systems are not neutral, but set the rules of the game in which individuals and organizations are the players.

  9. On Resonance: A Critical Pluralistic Inquiry into Advertising Rhetoric.

    OpenAIRE

    McQuarrie, Edward F; Mick, David Glen

    1992-01-01

    Print ads exhibit resonance when they combine wordplay with a relevant picture to create ambiguity and incongruity. This article uses multiple perspectives and methods within a framework of critical pluralism to investigate advertising resonance. Semiotic text analyses, a content analysis of contemporary magazine ads, two experiments, and phenomenological interviews combine to yield insights into the operation, prevalence, impact and experience of resonance. Specifically, the two experiments ...

  10. Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study

    Science.gov (United States)

    Bentley, Danielle C.

    2014-01-01

    This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process…

  11. Twenty-first century learning in states: the case of the Massachusetts educational system.

    Science.gov (United States)

    Driscoll, David P

    2006-01-01

    A current crisis in education is leaving students less prepared to succeed in the working world than any generation before them. Increasingly complex external, nonacademic pressures have an impact on many of today's students, often causing them to drop out of school. Only 76 percent of Massachusetts high school students graduate, and only 29 percent earn a college degree. National figures are worse. Most educational institutions share a common goal to support students in becoming skilled, productive, successful members of society, but the author argues that this goal is not being met. Despite the constant changes in the world, educational practices have remained static. Most public schools are not adapting to meet the shifting needs of students. Universities are not able to prepare the right mix of prospective employees for the demands of the job market; for example, schools are graduating only 10 percent of the needed engineers. Institutions of higher learning cannot keep up with employers' needs in an evolving global market: strong math, science, and writing abilities; critical thinking skills; and the ability to work in teams. The author draws on exemplary efforts at work in his home state of Massachusetts--whose improvements in student achievement outcomes have been some of the best in the nation--to suggest there is promise in twenty-first century learning. Middle school students involved in a NASA-funded project write proposals, work in teams, and engage in peer review. Older students participate in enhanced, hands-on cooperative school-to-work and after-school programs. Schools are starting to offer expanded day learning, increasing the number of hours they are engaged in formal learning. Yet such programs have not reached significant levels of scale. The author calls for a major shift in education to help today's students be successful in the twenty-first century.

  12. Digital Systems Supporting Cognition and Exploratory Learning in Twenty-First Century: Guest Editorial

    Science.gov (United States)

    Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios G.

    2016-01-01

    Digital systems and digital technologies are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. This Special Issue on "Digital systems supporting cognition and exploratory learning in twenty-first century" aims to…

  13. Yeast culture collections in the twenty-first century: new opportunities and challenges

    NARCIS (Netherlands)

    Boundy-Mills, Kyria L.; Glantschnig, Ewald; Roberts, Ian N.; Yurkov, Andrey; Casaregola, Serge; Daniel, Heide-Marie; Groenewald, Marizeth; Turchetti, Benedetta

    The twenty-first century has brought new opportunities and challenges to yeast culture collections, whether they are long-standing or recently established. Basic functions such as archiving, characterizing and distributing yeasts continue, but with expanded responsibilities and emerging

  14. Book Review: Africa and Europe in the Twenty-First Century ...

    African Journals Online (AJOL)

    Abstract. Title: Africa and Europe in the Twenty-First Century. Author: Osita C. Eze and Amadu Sesay. Publisher: Nigerian Institute of International Affairs, 2010, xvi + 397pp, Tables, Index. ISBN: 978-002-102-7 ...

  15. Twenty-First-Century Air Warfare and the Invisible War: Strategic Agility

    Science.gov (United States)

    2015-10-01

    September–October 2015 | 85 Views Twenty-First-Century Air Warfare and the Invisible War Strategic Agility Maj Michael W. Benitez, USAF America’s... gap between the dynamic 21st-century environment and our 20th-century bureaucracy. Their initiative and perse- verance allow us to succeed in our...SUBTITLE Twenty-First-Century Air Warfare and the Invisible War: Strategic Agility 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6

  16. Nuclear power in the twenty-first century - An assessment (Part 1)

    OpenAIRE

    von Hirschhausen, Christian

    2017-01-01

    Nuclear power was one of the most important discoveries of the twentieth century, and it continues to play an important role in twenty-first century discussions about the future energy mix, climate change, innovation, proliferation, geopolitics, and many other crucial policy topics. This paper addresses some key issues around the emergence of nuclear power in the twentieth century and perspectives going forward in the twenty-first, including questions of economics and competitiveness, the str...

  17. Developing twenty-first century skills: insights from an intensive interdisciplinary workshop Mosaic of Life

    Directory of Open Access Journals (Sweden)

    Tamara Milosevic

    2013-11-01

    Full Text Available The Baltic Sea, one of the world’s largest semi-enclosed seas, which, with its very low salinity and quasi-isolation from the big oceans cannot decide whether it is a sea or a large lake. This geologically-unique environment supports an even more surprising and delicate marine ecosystem, where a complex community of fishes, marine mammals and important microscopic organisms creates a magical mosaic of life. Humans have enjoyed the abundance of life in the Baltic Sea for thousands of years, and major Scandinavian and Baltic cities have oriented themselves towards this geo-ecosystem in order to develop and seek ecological, economical and cultural inspiration and wealth. The ‘Mosaic of Life’ workshop aimed at going beyond the obvious in examining the meaning of the Baltic Sea by gathering together a selection of young, creative minds from different backgrounds ranging from the arts and economics to geology and life sciences. This intensive workshop was designed as a unique training opportunity to develop essential twenty-first century skills – to introduce and develop creative, critical and interdisciplinary thinking and collaborative teamwork, as well as to foster a visual and scientific literacy, using project-based learning and hands-on activities. Our final goal has been to be inspired by the resulting connections, differences and unifying concepts, creating innovative, interdisciplinary projects which would look further than the sea – further than the eye can see and further into the future.

  18. The advance of technology as a prelude to the laboratory of the twenty-first century.

    Science.gov (United States)

    Woo, J; Henry, J B

    1994-09-01

    Technological changes in the clinical laboratory are usually driven by the goal of patient care optimization. In the last decade, the trend appeared to be directed at clinical laboratory decentralization. A new generation of analytical instruments, the biosensors, is redirecting laboratory testing closer to the patient, at the bedside, in the physician's office, and by the patient at home. These miniaturized biosensors are easy to operate, require small specimen size, and provide reliable results with rapid TAT. Thus far, bedside testing using biosensor technology appears to offer unique opportunities for earlier availability of clinical laboratory data, decision making, and more specific diagnosis, and faster and more frequent monitoring; these may translate into improved patient care and reduced hospital costs. It is likely that this trend will continue into the twenty-first century. Electrochemical sensors (e.g., for electrolytes, glucose, urea, and hematocrit) and pulse oximetry, having gained clinical acceptance, will probably be the leading instrumentation for bedside testing. Continuous monitoring either by near-infrared sensing technology or with an implantable sensor is valuable in the care of the critically ill patient. Acceptance for clinical use will depend on complete data integration and a favorable cost-benefit ratio.

  19. Emerging Tick-Borne Viruses in the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    Karen L. Mansfield

    2017-07-01

    Full Text Available Ticks, as a group, are second only to mosquitoes as vectors of pathogens to humans and are the primary vector for pathogens of livestock, companion animals, and wildlife. The role of ticks in the transmission of viruses has been known for over 100 years and yet new pathogenic viruses are still being detected and known viruses are continually spreading to new geographic locations. Partly as a result of their novelty, tick-virus interactions are at an early stage in understanding. For some viruses, even the principal tick-vector is not known. It is likely that tick-borne viruses will continue to emerge and challenge public and veterinary health long into the twenty-first century. However, studies focusing on tick saliva, a critical component of tick feeding, virus transmission, and a target for control of ticks and tick-borne diseases, point toward solutions to emerging viruses. The aim of this review is to describe some currently emerging tick-borne diseases, their causative viruses, and to discuss research on virus-tick interactions. Through focus on this area, future protein targets for intervention and vaccine development may be identified.

  20. Community-based inquiry improves critical thinking in general education biology.

    Science.gov (United States)

    Quitadamo, Ian J; Faiola, Celia L; Johnson, James E; Kurtz, Martha J

    2008-01-01

    National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method.

  1. Effects of an Inquiry-Based Science Program on Critical Thinking, Science Process Skills, Creativity, and Science Fair Achievement of Middle School Students

    Science.gov (United States)

    Longo, Christopher M.

    2012-01-01

    This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs…

  2. ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

    Directory of Open Access Journals (Sweden)

    Dede Parsaoran Damanik

    2013-06-01

    Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

  3. INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

    Directory of Open Access Journals (Sweden)

    Hersulastuti Hersulastuti

    2017-12-01

    Full Text Available This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994. The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1 raise vital questions and problems; 2 gather and assess relevant information; 3 drawing well-reasoned conclusions; and 4 communicate effectively with others to seek solution to complex problems.

  4. The use of science inquiry and its effect on critical thinking skills and dispositions in third grade students

    Science.gov (United States)

    Burns, Eeva

    2009-12-01

    Many students reach the middle school level without appropriate critical thinking skills. This has important implications for educators and the future workforce. This mixed methods quasi-experimental design study investigated the use of a science inquiry kit and its effect on the critical thinking skills and dispositions of elementary students. Third grade students and their six teachers were the participants in this study. Two instruments were used to evaluate students' critical thinking skills and dispositions. Post-test results for critical thinking skills indicated the comparison group had increased their means significantly. Evaluation of the treatment groups pre-test vs. post-test means indicated that there was a significant difference; although it was not as great as the difference between the comparison group's pre-test vs. post-test means. The instrument used to evaluate the students' critical disposition did not show a significant difference between the post-test means. The qualitative portion was conducted to discover the experiences, training, and pedagogy used to teach science inquiry and critical thinking skills. The data revealed that teachers had very limited experiences with training in either science inquiry or critical thinking skills; their pedagogy in both areas was also fairly limited. The teachers in the treatment group expressed that they were pleased with the use of the kit in regard to its influence on their students' content knowledge and critical thinking skills, and they felt that the students' critical thinking skills improved as a result of using the science inquiry kit. Recommendations include repeating the use of the science kit with other third grade classes and with older students to discover if similar results are obtained. Additional information should be obtained from other teachers regarding their training in science inquiry and critical thinking skills to determine if this is a local issue or if it is a pervasive theme.

  5. Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

    Science.gov (United States)

    Prayogi, S.; Yuanita, L.; Wasis

    2018-01-01

    This study aimed to develop Critical-Inquiry-Based-Learning (CIBL) learning model to promote critical thinking (CT) ability of preservice teachers. The CIBL learning model was developed by meeting the criteria of validity, practicality, and effectiveness. Validation of the model involves 4 expert validators through the mechanism of the focus group discussion (FGD). CIBL learning model declared valid to promote CT ability, with the validity level (Va) of 4.20 and reliability (r) of 90,1% (very reliable). The practicality of the model was evaluated when it was implemented that involving 17 of preservice teachers. The CIBL learning model had been declared practice, its measuring from learning feasibility (LF) with very good criteria (LF-score = 4.75). The effectiveness of the model was evaluated from the improvement CT ability after the implementation of the model. CT ability were evaluated using the scoring technique adapted from Ennis-Weir Critical Thinking Essay Test. The average score of CT ability on pretest is - 1.53 (uncritical criteria), whereas on posttest is 8.76 (critical criteria), with N-gain score of 0.76 (high criteria). Based on the results of this study, it can be concluded that developed CIBL learning model is feasible to promote CT ability of preservice teachers.

  6. Critical Issues in Language and Education Planning in Twenty First Century in South Africa

    Science.gov (United States)

    Brook Napier, Diane

    2011-01-01

    Language and education planning issues and democratic policy implementation in the post-apartheid era in South Africa encompass a range of language-related issues and dilemmas that have counterparts in many countries, within the emerging global education system. The issues in South Africa were and continue to be shaped by the historical legacy of…

  7. Border Crossing in Contemporary Brazilian Culture: Global Perspectives from the Twenty-First Century Literary Scene

    Directory of Open Access Journals (Sweden)

    Cimara Valim de Melo

    2016-06-01

    Full Text Available Abstract: This paper investigates the process of internationalisation of Brazilian literature in the twenty-first century from the perspective of the publishing market. For this, we analyse how Brazil has responded to globalisation and what effects of cultural globalisation can be seen in the Brazilian literary scene, focusing on the novel. Observing the movement of the novelists throughout the globe, the reception of Brazilian literature in the United Kingdom and the relations between art and the literary market in Brazil, we intend to provoke some reflections on Brazilian cultural history in the light of the twenty-first century.

  8. Formatively Assessing Teamwork in Technology-Enabled Twenty-First Century Classrooms: Exploratory Findings of a Teamwork Awareness Programme in Singapore

    Science.gov (United States)

    Koh, Elizabeth; Hong, Helen; Tan, Jennifer Pei-Ling

    2018-01-01

    Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help…

  9. The Challenges of Teaching and Learning about Science in the Twenty-First Century: Exploring the Abilities and Constraints of Adolescent Learners

    Science.gov (United States)

    Anderman, Eric M.; Sinatra, Gale M.; Gray, DeLeon L.

    2012-01-01

    In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents'…

  10. Evaluation Research as a Mechanism for Critical Inquiry and Knowledge Construction in Architectural and Urban Education

    Directory of Open Access Journals (Sweden)

    Ashraf M. Salama

    2012-12-01

    Full Text Available This article responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Based on reviewing the literature on pedagogy the paper explores the value and benefits of introducing evaluation research as a mechanism for critical inquiry and knowledge construction in theory courses in architecture and urbanism. A framework is developed and employed to demonstrate the way in which this type of learning can be incorporated.   The development and implementation of a series of in-class and off campus exercises in two different contexts reveal that structured actions and experiences help students to be in control over their learning while invigorating their understanding of the body of knowledge delivered in a typical lecture format. It firmly believed that this would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.

  11. The conundrum of religious schools in twenty-first-century Europe

    NARCIS (Netherlands)

    Merry, M.S.

    2015-01-01

    In this paper Merry examines in detail the continued - and curious - popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this he considers a number of motivations underwriting the decision to place one's child in a religious school and delineates what are

  12. Way Forward in the Twenty-First Century in Content-Based Instruction: Moving towards Integration

    Science.gov (United States)

    Ruiz de Zarobe, Yolanda; Cenoz, Jasone

    2015-01-01

    The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards…

  13. Teaching and Learning in the Twenty-First Century: What Is an "Institute of Education" for?

    Science.gov (United States)

    Husbands, Chris

    2012-01-01

    As we begin the twenty-first century, schools and teachers are subject to enormous pressures for change. The revolution in digital technologies, the pressure to develop consistently high-performing schools systems, and the drive between excellence and equity all combine to raise profound questions about the nature of successful teaching and…

  14. EXOGENOUS CHALLENGES FOR THE TOURISM INDUSTRY IN THE BEGINNING OF THE TWENTY FIRST CENTURY

    Directory of Open Access Journals (Sweden)

    Akosz Ozan

    2009-05-01

    Full Text Available Tourism is one of the fastest growing industries in the world. Besides its sustained growth the tourism industry has shown in the first years of the twenty first century that it can deal with political, military and natural disasters. The present paper ac

  15. Twenty-first Semiannual Report of the Commission to the Congress, January 1957

    Energy Technology Data Exchange (ETDEWEB)

    Strauss, Lewis L.

    1957-01-31

    The document represents the twenty-first semiannual Atomic Energy Commission (AEC) report to Congress. The report sums up the major activities and developments in the national atomic energy program covering the period July - December 1956. A special part two of this semiannual report addresses specifically Radiation Safety in Atomic Energy Activities.

  16. Movies to the Rescue: Keeping the Cold War Relevant for Twenty-First-Century Students

    Science.gov (United States)

    Gokcek, Gigi; Howard, Alison

    2013-01-01

    What are the challenges of teaching Cold War politics to the twenty-first-century student? How might the millennial generation be educated about the political science theories and concepts associated with this period in history? A college student today, who grew up in the post-Cold War era with the Internet, Facebook, Twitter, smart phones,…

  17. Thomas Piketty – The Adam Smith of the Twenty-First Century?

    Directory of Open Access Journals (Sweden)

    Jacob Dahl Rendtorff

    2014-11-01

    Full Text Available Piketty’s book, Capital in the Twenty-First Century (2014 has become a bestseller in the world. Two month after its publication, it had sold more than 200.000 copies, and this success will surely continue for a long time. Piketty has established a new platform to discuss political economy.

  18. Theoretical Contexts and Conceptual Frames for the Study of Twenty-First Century Capitalism

    DEFF Research Database (Denmark)

    Hull Kristensen, Peer; Morgan, Glenn

    2012-01-01

    This chapter argues that the comparative institutionalist approach requires rethinking in the light of developments in the twenty-first century. The chapter emphasizes the following features of the new environment: first, the rise of the BRIC and the emerging economies; secondly, the changed...

  19. Twenty First Century Education: Transformative Education for Sustainability and Responsible Citizenship

    Science.gov (United States)

    Bell, David V. J.

    2016-01-01

    Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself…

  20. Culture, Power, and the University in the Twenty-First Century

    Science.gov (United States)

    Murphy, Peter

    2012-01-01

    Powerful nations have influential systems of higher education. The article explores the possible pattern of geopolitics in the twenty-first century, and the competing prospects of America and its rivals in higher education and research. Pressures on both the American and non-American worlds are evaluated, along with relative economic strengths,…

  1. Speaking American: Comparing Supreme Court and Hollywood Racial Interpretation in the Early Twenty-First Century

    Science.gov (United States)

    Hawkins, Paul Henry

    2010-01-01

    Apprehending that race is social, not biological, this study examines U.S. racial formation in the early twenty-first century. In particular, Hollywood and Supreme Court texts are analyzed as media for gathering, shaping and transmitting racial ideas. Representing Hollywood, the 2004 film "Crash" is analyzed. Representing the Supreme Court, the…

  2. Building Collective Leadership Capacity Using Collaborative Twenty-First Century Digital Tools

    Science.gov (United States)

    James, Freddy; Figaro-Henry, Sandra

    2017-01-01

    The current research explores how using collaborative twenty-first century digital tools developed the collective leadership capacity among participants in an educational leadership course. A qualitative interpretive approach was used. The data show how learning within the digital collaborative spaces was multidirectional and enhanced the…

  3. 78 FR 22025 - Twenty First Meeting: RTCA Special Committee 224, Airport Security Access Control Systems

    Science.gov (United States)

    2013-04-12

    ... Committee 224, Airport Security Access Control Systems AGENCY: Federal Aviation Administration (FAA), U.S... Access Control Systems. SUMMARY: The FAA is issuing this notice to advise the public of the twenty first meeting of the RTCA Special Committee 224, Airport Security Access Control Systems. DATES: The meeting...

  4. Testing Students under Cognitive Capitalism: Knowledge Production of Twenty-First Century Skills

    Science.gov (United States)

    Morgan, Clara

    2016-01-01

    Scholars studying the global governance of education have noted the increasingly important role corporations play in educational policy making. I contribute to this scholarship by examining the Assessment and Teaching of twenty-first century skills (ATC21S™) project, a knowledge production apparatus operating under cognitive capitalism. I analyze…

  5. A Comment on Class Productions in Elite Secondary Schools in Twenty-First-Century Global Context

    Science.gov (United States)

    Weis, Lois

    2014-01-01

    In this closing essay, Lois Weis offers a broad overview of the contributions of this Special Issue on class production in elite secondary schools in the twenty-first-century global context. Drawing upon her own research within US privileged secondary schools, Weis explores the contemporary social, economic and political landscape as connected to…

  6. 76 FR 56658 - Video Description Implementation of the Twenty-First Century Communications and Video...

    Science.gov (United States)

    2011-09-14

    ... COMMISSION 47 CFR Parts 73 and 79 Video Description Implementation of the Twenty-First Century Communications and Video Accessibility Act of 2010 Action: Final rules; announcement of effective date. SUMMARY: In... issues relating to the video description rules. The final information collection requirements were...

  7. 76 FR 68117 - Video Description: Implementation of the Twenty-First Century Communications and Video...

    Science.gov (United States)

    2011-11-03

    ... No. 11-43; FCC 11-126] Video Description: Implementation of the Twenty-First Century Communications and Video Accessibility Act of 2010 AGENCY: Federal Communications Commission. ACTION: Final rule... September 8, 2011, a document concerning implementation of the Video Description elements of the Twenty...

  8. Twenty-first century relevance of Soyinka's A dance of the forests : a ...

    African Journals Online (AJOL)

    This article embarks on a re-reading of Wole Soyinka's A Dance of the Forests in order to determine the relevance of the play to the twenty-first century Nigerian cum African society. The re-reading is cast in a postmodern conceptualization because it attempts a deconstructive reading procedure, which reassesses and ...

  9. Why American business demands twenty-first century learning: A company perspective.

    Science.gov (United States)

    Knox, Allyson

    2006-01-01

    Microsoft is an innovative corporation demonstrating the kind and caliber of job skills needed in the twenty-first century. It demonstrates its commitment to twenty-first century skills by holding its employees accountable to a set of core competencies, enabling the company to run effectively. The author explores how Microsoft's core competencies parallel the Partnership for 21st Century Skills learning frameworks. Both require advanced problem-solving skills and a passion for technology, both expect individuals to be able to work in teams, both look for a love of learning, and both call for the self-confidence to honestly self-evaluate. Microsoft also works to cultivate twenty-first century skills among future workers, investing in education to help prepare young people for competitive futures. As the need for digital literacy has become imperative, technology companies have taken the lead in facilitating technology training by partnering with schools and communities. Microsoft is playing a direct role in preparing students for what lies ahead in their careers. To further twenty-first century skills, or core competencies, among the nation's youth, Microsoft has established Partners in Learning, a program that helps education organizations build partnerships that leverage technology to improve teaching and learning. One Partners in Learning grantee is Global Kids, a nonprofit organization that trains students to design online games focused on global social issues resonating with civic and global competencies. As Microsoft believes the challenges of competing in today's economy and teaching today's students are substantial but not insurmountable, such partnerships and investments demonstrate Microsoft's belief in and commitment to twenty-first century skills.

  10. The Effect of Inquiry Combined Science-Technology-Society (STS Learning to Enhance Critical Thinking Skills on Science

    Directory of Open Access Journals (Sweden)

    Ita Ainun Jariyah

    2017-03-01

    Full Text Available One of the important skills to be mastered in the era of globalization is the critical thinking skills. This research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined STS, and to know learner response about inquiry learning combined STS. This research was a “pre-experimental design” by design “the group pretest posttest design”. Samples were taken from the students of class VII SMPN 3 Peterongan. Data Collection was done by testing: pretest, posttest and questionnaire response of learners. Pretest and posttest data were analyzed by using paired t-test statistic. Questionnaire response of learners data were analyzed by using a percentage formula. The results of paired t test were 0.00 which was less than 0.05. The conclusion was there are differences in the results of critical thinking skills before and after implementation of inquiry-based teaching materials combined STS. Based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined STS.

  11. New Poetics of the Film Body: Docility, Molecular Fundamentalism and Twenty First Century Destiny

    Directory of Open Access Journals (Sweden)

    Flynn Susan

    2015-06-01

    Full Text Available Twenty first century film evokes a new topology of the body. Science and technology are the new century’s ‘sovereign power’ which enforces biopolitics through bodies which, by virtue of being seen at their most fundamental level, have become docile surfaces. The film body is at once manipulated and coerced into an ethos of optimization; a thoroughly scientific and ‘molecular’ optimization which proffers ‘normalization’ and intimately regulated bodies. In the film bodies of this millennium, bodily intervention results in surveillance becoming internalized. Now the body is both a means and an end of social control. This essay applies the philosophies Michel Foucault and Nikolas Rose to twenty first century Hollywood film, elucidating a new tropos, a new film body/body of film.

  12. Complex responsive processes: a new lens for leadership in twenty-first-century health care.

    Science.gov (United States)

    Davidson, Sandra Jean

    2010-01-01

    Health care is currently in the midst of an age change. Leadership styles and organizational structures that were prevalent in the twentieth century no longer apply in twenty-first-century health care. Leaders of health care must embrace and help others to embrace new ways of being and relating in twenty-first-century organizations. This paper introduces a new framework through which leaders can see their organizations differently. Complex responsive processes (CRPs) focus on the interactions between people that take place in the living present as the building block of transformative organizations. This paper also introduces the seven da Vincian principles as a personal tool that twenty-first-century leaders might use to increase their capacity for creativity and to develop their ability to thrive in uncertainty. The power to shape the preferred future of health care lies within our relationships with others that take place locally and in the living present. Viewing organizations through the lens of CRPs and developing practices around the seven da Vincian principles provides directions and a starting point for traditional leaders to move away from rationalist, twentieth-century practices toward transformative leadership practices.

  13. Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs

    Directory of Open Access Journals (Sweden)

    Taoufik Boulhrir

    2017-07-01

    Full Text Available Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research-based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.

  14. Estimates of twenty-first century sea-level changes for Norway

    Science.gov (United States)

    Simpson, Matthew J. R.; Breili, Kristian; Kierulf, Halfdan P.

    2014-03-01

    In this work we establish a framework for estimating future regional sea-level changes for Norway. Following recently published works, we consider how different physical processes drive non-uniform sea-level changes by accounting for spatial variations in (1) ocean density and circulation (2) ice and ocean mass changes and associated gravitational effects on sea level and (3) vertical land motion arising from past surface loading change and associated gravitational effects on sea level. An important component of past and present sea-level change in Norway is glacial isostatic adjustment. Central to our study, therefore, is a reassessment of vertical land motion using a far larger set of new observations from a permanent GNSS network. Our twenty-first century sea-level estimates are split into two parts. Firstly, we show regional projections largely based on findings from the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC AR4) and dependent on the emission scenarios A2, A1B and B1. These indicate that twenty-first century relative sea-level changes in Norway will vary between -0.2 to 0.3 m (1-sigma ± 0.13 m). Secondly, we explore a high-end scenario, in which a global atmospheric temperature rise of up to 6 °C and emerging collapse for some areas of the Antarctic ice sheets are assumed. Using this approach twenty-first century relative sea-level changes in Norway are found to vary between 0.25 and 0.85 m (min/max ± 0.45 m). We attach no likelihood to any of our projections owing to the lack of understanding of some of the processes that cause sea-level change.

  15. Why American business demands twenty-first century skills: an industry perspective.

    Science.gov (United States)

    Bruett, Karen

    2006-01-01

    Public education is the key to individual and business prosperity. With a vested stake in education, educators, employers, parents, policymakers, and the public should question how this nation's public education system is faring. Knowing that recent international assessments have shown little or no gains in American students' achievement, the author asserts the clear need for change. As both a large American corporate employer and a provider of technology for schools, Dell is concerned with ensuring that youth will thrive in their adult lives. Changing workplace expectations lead to a new list of skills students will need to acquire before completing their schooling. Through technology, Dell supports schools in meeting educational goals, striving to supply students with the necessary skills, referred to as twenty-first century skills. The Partnership for 21st Century Skills, of which Dell is a member, has led an initiative to define what twenty-first century learning should entail. Through extensive research, the partnership has built a framework outlining twenty-first century skills: analytical thinking, communication, collaboration, global awareness, and technological and economic literacy. Dell and the partnership are working state by state to promote the integration of these skills into curricula, professional development for teachers, and classroom environments. The authors describe two current initiatives, one in Virginia, the other in Texas, which both use technology to help student learning. All stakeholders can take part in preparing young people to compete in the global economy. Educators and administrators, legislators, parents, and employers must play their role in helping students be ready for what the workforce and the world has in store for them.

  16. Managing the twenty-first century reference department challenges and prospects

    CERN Document Server

    Katz, Linda S

    2014-01-01

    Learn the skills needed to update and manage a reference department that efficiently meets the needs of clients today?and tomorrow! Managing the Twenty-First Century Reference Department: Challenges and Prospects provides librarians with the knowledge and skills they need to manage an effective reference service. Full of useful and practical ideas, this book presents successful methods for recruiting and retaining capable reference department staff and management, training new employees and adapting current services to an evolving field. Expert practitioners address the changing role of the r

  17. A Tale within a Tale: Mise en Abyme Adaptations of the Twenty-first Century

    OpenAIRE

    Željka Flegar

    2017-01-01

    In accord with the promise made by Henry Jenkins that “old and new media will interact in ever more complex ways” (Convergence Culture 6), this research observes metamodern fairy tale adaptations of the twenty-first century in light of Christina Bacchilega’s construct of the fairy-tale web and Henry Jenkins’ theory of convergence culture and transmedia storytelling. The research will address the growing trend of embedding “wonder tale” collections within the context of a larger narrative as a...

  18. Neurogenetics in Child Neurology: Redefining a Discipline in the Twenty-first Century.

    Science.gov (United States)

    Kaufmann, Walter E

    2016-12-01

    Increasing knowledge on genetic etiology of pediatric neurologic disorders is affecting the practice of the specialty. I reviewed here the history of pediatric neurologic disorder classification and the role of genetics in the process. I also discussed the concept of clinical neurogenetics, with its role in clinical practice, education, and research. Finally, I propose a flexible model for clinical neurogenetics in child neurology in the twenty-first century. In combination with disorder-specific clinical programs, clinical neurogenetics can become a home for complex clinical issues, repository of genetic diagnostic advances, educational resource, and research engine in child neurology.

  19. A history of meniscal surgery: from ancient times to the twenty-first century.

    Science.gov (United States)

    Di Matteo, B; Moran, C J; Tarabella, V; Viganò, A; Tomba, P; Marcacci, M; Verdonk, R

    2016-05-01

    The science and surgery of the meniscus have evolved significantly over time. Surgeons and scientists always enjoy looking forward to novel therapies. However, as part of the ongoing effort at optimizing interventions and outcomes, it may also be useful to reflect on important milestones from the past. The aim of the present manuscript was to explore the history of meniscal surgery across the ages, from ancient times to the twenty-first century. Herein, some of the investigations of the pioneers in orthopaedics are described, to underline how their work has influenced the management of the injured meniscus in modern times. Level of evidence V.

  20. Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

    Science.gov (United States)

    Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

    2016-02-01

    Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

  1. THE EFFECT OF MODEL SCIENTIFIC INQUIRY USING MEDIA PhET TOWARD SKILLS PROCESS OF SCIENCE VIEWED FROM CRITICAL THINKING SKILLS

    Directory of Open Access Journals (Sweden)

    Nanda Safarati

    2017-06-01

    Full Text Available The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.

  2. Bits, Bytes and Dinosaurs: Using Levinas and Freire to Address the Concept of "Twenty-First Century Learning"

    Science.gov (United States)

    Benade, Leon

    2015-01-01

    The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than…

  3. Post-Enlightenment theorising and global polity in the twenty-first ...

    African Journals Online (AJOL)

    My paper argues that, the philosophical and scientific achievements of the Enlightenment duly acknowledged (I have in mind here the positive central role that philosophical doubt plays in academic inquiry, for example), its destructive elements, epitomized by its dualistic, individualist, and, consequently, predatory ...

  4. Little Dorrit’s Fourth Volume. Twenty-first Century Remediation of a Victorian Classic

    Directory of Open Access Journals (Sweden)

    Simonetta Falchi

    2014-11-01

    Full Text Available The current interest in the Victorian period is particularly evident in the multitude of successful period dramas and cinema productions deriving their inspiration from Victorian history and culture. Dickens’s Little Dorrit, generated by the difficulties of understanding a ‘new’ world dominated by more and more complicated machines, and markets, is possibly the ideal paradigm to explore this ‘Victorianomania’ because this novel strikes us “no less forcefully today in its indictment of society's ability to destroy through greed and crushing self-interest” (Kirschner 2009. This study carries out a threefold analysis of Little Dorrit's remediation in the twenty-first century: visual remediation – Xue’s 2012 Little Dorrit; audio-visual remediation – the BBC series; and web remediation – fan fiction – in order to investigate Dickens’s appeal and longevity in contemporary media.

  5. Toward a Social Psychology of Race and Race Relations for the Twenty-First Century.

    Science.gov (United States)

    Richeson, Jennifer A; Sommers, Samuel R

    2016-01-01

    The United States, like many nations, continues to experience rapid growth in its racial minority population and is projected to attain so-called majority-minority status by 2050. Along with these demographic changes, staggering racial disparities persist in health, wealth, and overall well-being. In this article, we review the social psychological literature on race and race relations, beginning with the seemingly simple question: What is race? Drawing on research from different fields, we forward a model of race as dynamic, malleable, and socially constructed, shifting across time, place, perceiver, and target. We then use classic theoretical perspectives on intergroup relations to frame and then consider new questions regarding contemporary racial dynamics. We next consider research on racial diversity, focusing on its effects during interpersonal encounters and for groups. We close by highlighting emerging topics that should top the research agenda for the social psychology of race and race relations in the twenty-first century.

  6. ISLAMIC AND RELIGIOUS STUDIES: Challenges and Opportunities for Twenty-First Century Indonesia

    Directory of Open Access Journals (Sweden)

    Mark Woodward

    2009-06-01

    Full Text Available This paper explores challenges and opportunities for Religious and Islamic Studies in the opening years of the twenty first century. It is especially concerned with relationships between the Indonesian, North American and Global contexts in which the two disciplines are located and the ways in which scholarly discourse can be enriched by trans-national cooperation and discourse. It is argued that Religious Studies should be understood as an academic discourse about religion and must be clearly distinguished from religious discourse internal to and across confessional lines. In a more concrete way, the paper is concerned with the epistemological foundations of the academic study of religion and with the issue of pluralism. It is argued that in today’s globalized world pluralism is a fact that cannot be ignored or eliminated. Discussion on what Eck has identified as three dimensions of pluralism, civic, theolo­gical and academic.

  7. Niels Bohr and the philosophy of physics twenty-first century perspectives

    CERN Document Server

    Folse, Henry

    2017-01-01

    Niels Bohr and Philosophy of Physics: Twenty-First Century Perspectives examines the philosophical views, influences and legacy of the Nobel Prize physicist and philosophical spokesman of the quantum revolution, Niels Bohr. The sixteen contributions in this collection by some of the best contemporary philosophers and physicists writing on Bohr's philosophy today all carefully distinguish his subtle and unique interpretation of quantum mechanics from views often imputed to him under the banner of the “Copenhagen Interpretation.” With respect to philosophical influences on Bohr's outlook, the contributors analyse prominent similarities between his viewpoint and Kantian ways of thinking, the views of the Danish philosopher Harald Høffding, and themes characteristic of American pragmatism. In recognizing the importance of Bohr's epistemological naturalism they examine his defence of the indispensability of classical concepts from a variety of different perspectives. This collection shows us that Bohr's int...

  8. Golf science research at the beginning of the twenty-first century.

    Science.gov (United States)

    Farrally, M R; Cochran, A J; Crews, D J; Hurdzan, M J; Price, R J; Snow, J T; Thomas, P R

    2003-09-01

    At the beginning of the twenty-first century, there are 30,000 golf courses and 55 million people who play golf worldwide. In the USA alone, the value of golf club memberships sold in the 1990s was US dollar 3.2 billion. Underpinning this significant human activity is a wide variety of people researching and applying science to sustain and develop the game. The 11 golf science disciplines recognized by the World Scientific Congress of Golf have reported 311 papers at four world congresses since 1990. Additionally, scientific papers have been published in discipline-specific peer-reviewed journals, research has been sponsored by the two governing bodies of golf, the Royal and Ancient Golf Club of St. Andrews and the United States Golf Association, and confidential research is undertaken by commercial companies, especially equipment manufacturers. This paper reviews much of this human endeavour and points the way forward for future research into golf.

  9. Globalisation and Social Imaginaries: The Changing Ideological Landscape of the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    Manfred B. Steger

    2009-01-01

    Full Text Available The proliferation of prefixes like ‘neo’ and ‘post’ that adorn conventional ‘isms’ has cast a long shadow on the contemporary relevance of traditional political belief systems like liberalism, conservatism, and Marxism. This article explores how the thickening of global consciousness finds its expression in the growing capability of today’s political ideologies to translate the rising global imaginary into concrete political programs and agendas. But these subjective dynamics of denationalization at the heart of globalisation have not yet dispensed with the declining national imaginary. The twenty-first century promises to be an ideational interregnum in which both the global and national stimulate people’s deep-seated understandings of community. The essay also offers a rough outline and basic features of a new classification scheme that divides contemporary political ideologies into ‘market globalism’, ‘justice globalism’, and ‘religious globalism’.

  10. Report of the twenty-first session, London, 18-22 February 1991

    International Nuclear Information System (INIS)

    1991-01-01

    The Joint Group of Experts on the Scientific Aspects of Marine Pollution (GESAMP) held its twenty-first session at the Headquarters of the International Maritime Organization (IMO), London, from 18 to 22 February 1991. Marine pollution is primarily linked to coastal development. The most serious problems are those associated with inadequately controlled coastal development and intensive human settlement of the coastal zone. GESAMP emphasizes the importance of the following problems and issues: State of the marine environment; comprehensive framework for the assessment and regulation of waste disposal in the marine environment; information on preparations for the United Nations Conference on Environment and Development; review of potentially harmful substances: 1. Carcinogenic substances. 2. Mutagenic substances. 3. Teratogenic substances. 4. Organochlorine compounds. 5. Oil, and other hydrocarbons including used lubricating oils, oil spill dispersants and chemicals used in offshore oil exploration and exploitation; environmental impacts of coastal aquaculture; global change and the air/sea exchange of chemicals; future work programme

  11. The American dentists: ethics, technology and education for the twenty-first century.

    Science.gov (United States)

    Dolan, Brian

    2009-01-01

    Throughout the twentieth century, dentistry has been answering a powerful call to embrace science-driven oral health care, and align dental education with interdisciplinary biomedical training. Now, as we enter the twenty-first century, "evidence-based practice" has raised new challenges for scientific collaboration and professional education. Central to this new landscape is the task of realigning the vision of oral health science to provide a more comprehensive view of how dental science and technology can best serve the health of expanding populations, the underserved and global cultures. This article discusses examples of how educational challenges are beginning to be addressed, and how new technologies like teledentistry, while helping solve certain problems of outreach, raise their own challenging ethical questions of professional obligation and responsibility.

  12. The changing motives of cesarean section: from the ancient world to the twenty-first century.

    Science.gov (United States)

    Lurie, Samuel

    2005-04-01

    Cesarean delivery has been practiced for ages, although originally as a universally postmortem procedure. It is referred to in the myths and folklore of many ancient societies, for some of the infants delivered in this way survived, even though their mothers did not. Since the Renaissance, the objective of the procedure has gradually shifted towards saving the lives of both the mother and the child, and this has become ever more possible, as maternal and perinatal mortality and morbidity decreased dramatically during the twentieth century. Today (at the beginning of twenty-first century), we are not only concerned with the safety and health of the mother and the child, but also with mother's desires and preferences and the child's rights.

  13. Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

    Science.gov (United States)

    Gupta, Tanya

    Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

  14. Uncertainty in Twenty-First-Century CMIP5 Sea Level Projections

    Science.gov (United States)

    Little, Christopher M.; Horton, Radley M.; Kopp, Robert E.; Oppenheimer, Michael; Yip, Stan

    2015-01-01

    The representative concentration pathway (RCP) simulations included in phase 5 of the Coupled Model Intercomparison Project (CMIP5) quantify the response of the climate system to different natural and anthropogenic forcing scenarios. These simulations differ because of 1) forcing, 2) the representation of the climate system in atmosphere-ocean general circulation models (AOGCMs), and 3) the presence of unforced (internal) variability. Global and local sea level rise projections derived from these simulations, and the emergence of distinct responses to the four RCPs depend on the relative magnitude of these sources of uncertainty at different lead times. Here, the uncertainty in CMIP5 projections of sea level is partitioned at global and local scales, using a 164-member ensemble of twenty-first-century simulations. Local projections at New York City (NYSL) are highlighted. The partition between model uncertainty, scenario uncertainty, and internal variability in global mean sea level (GMSL) is qualitatively consistent with that of surface air temperature, with model uncertainty dominant for most of the twenty-first century. Locally, model uncertainty is dominant through 2100, with maxima in the North Atlantic and the Arctic Ocean. The model spread is driven largely by 4 of the 16 AOGCMs in the ensemble; these models exhibit outlying behavior in all RCPs and in both GMSL and NYSL. The magnitude of internal variability varies widely by location and across models, leading to differences of several decades in the local emergence of RCPs. The AOGCM spread, and its sensitivity to model exclusion and/or weighting, has important implications for sea level assessments, especially if a local risk management approach is utilized.

  15. The Significance, for Readers in the Twenty-first Century, of the Character of Safie in Mary Shelley's Frankestein

    Directory of Open Access Journals (Sweden)

    Esther Katheu Mbithi

    2017-02-01

    Full Text Available The Significance, for Readers in the Twenty-first century, of the Character of Safie in Mary Shelley's Frankenstein. Abstract: This paper presents a critical look at one of the characters in Mary Shelley’s Frankenstein, Safie, through the lenses of a female African scholar in the twenty-first century. A close look at the narrative structure leads to the gradual peeling off of the first two layers, to the core of the narration. The paper looks keenly at a minor character in this core, in the light of feminist literary criticism and against the concept of globalisation. The analysis of the character of Safie, carried out in full consciousness of the fact that Frankenstein was written two hundred years ago, involves a look at the words used to describe her; comparison between her and other characters, particularly other female characters; as well as a general overview of her circumstances and how she reacts in response to them. Keywords: literature, English, Gothic, Romanticism, feminism, Frankestein. // El significado del personaje de Safie en Frankestein, de Mary Shelley, para los lectores del siglo XXI. Resumen: Este artículo estudia críticamente a Safie, uno de los personajes de Frankestein de Mary Shelley, desde la perspectiva de una investigadora africana. Un examen atento de la estructura narrativa de la novela permite despojarla de sus dos capas exteriores, para alcanzar el núcleo de la narración. Este trabajo examina un personaje secundario de este núcleo a la luz de la crítica literaria feminista y en contra del concepto de globalización. El análisis del personaje de Safie, realizado con plena conciencia del hecho de que Frankestein fue escrito hace doscientos años, exige el examen de los términos usados para describirla; la comparación entre ella y otros personajes, especialmente otros personajes femeninos; así como una contextualización de sus circunstancias y de cómo Safie reacciona ante ellas. Palabras clave

  16. Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. Critical Qualitative Research. Volume 10

    Science.gov (United States)

    Brown, Ruth Nicole, Ed.; Carducci, Rozana, Ed.; Kuby, Candace R., Ed.

    2014-01-01

    "Disrupting Qualitative Inquiry" is an edited volume that examines the possibilities and tensions encountered by scholars who adopt disruptive qualitative approaches to the study of educational contexts, issues, and phenomena. It presents a collection of innovative and intellectually stimulating chapters which illustrate the potential…

  17. The Natural Selection: Identifying Student Misconceptions through an Inquiry-Based, Critical Approach to Evolution

    Science.gov (United States)

    Robbins, Jennifer R.; Roy, Pamela

    2007-01-01

    We invited 141 non-science major undergraduates to share and then challenge their preconceptions about evolution in a four-lesson inquiry lab unit that integrated diverse topics with rigorous assessment. Our experience suggests that an inquiring approach to evolutionary theory can be highly persuasive.

  18. EFFECT OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING SKILLS ON SCIENTIFIC KNOWLEDGE CLASS X

    Directory of Open Access Journals (Sweden)

    Envilwan Harefa

    2016-12-01

    Full Text Available The aims of research were to analize: (1 Student’s skill proccess science by using inquiry training learning model better than direct intruction learning model; (2 Student’s skill process science who had under average better than above average category in scientific knowledge; and (3 the interaction between learning model and the level of scientific knowledge in fluencing student’s skill process science. The research was quasi-experimental research. The population of this research is all of thenth grade students of SMAN 3 Gunungsitoli. The sample of this researchconsist of grade with was taken by cluster random sampling were X2 and X3 class.The research instrument consisted of skill process science essay test and criticalthinking skills test data be analysed by using Two–way ANAVA. Result of theresearch showed that kill of the student science process (1 between inquiry training and direct intruction, where inquiry training better than direct intruction, (2 between group of student in the group of the students scientific knowledgeupon and under of mean, where scientific knowledge upon of mean better then scientific knowledge under of mean, (3 no interaction between inquiry training and scientific knowledge increased skill of student science process.

  19. Tackling the health impacts of climate change in the twenty-first century.

    Science.gov (United States)

    Heng, Nicholas

    2017-12-01

    The turn of the twenty-first century has borne witness to the seemingly relentless march of climate change, with global mean temperatures and sea levels projected to rise significantly in the near future. Despite considerable improvements in healthcare, mortality rates and life expectancy worldwide over the past few decades, there is increasing evidence postulating the potentially adverse impacts of environmental alterations on health in more ways than one. These not only involve direct and indirect climatic-related health impacts, but also those modulated by human aspects. Undeniably, there is a pressing need to recognize these issues and come up with appropriate solutions to address them as much as possible. Fortunately, this has led to the development of a wide range of measures encompassing both adaptation and mitigation strategies, alongside the recent Paris accords which highlight renewed global resolve in tackling these challenges in a collaborative and coordinated manner. However, progress has been relatively muted, and whether these prove to be the turning point remains very much to be seen. Nonetheless, taking the above into consideration, there is little doubt about the gravity of the situation, and that much more needs to be done to integrate and bring society forward in this new era.

  20. New and newer[The New Physics for the Twenty-First Century

    Energy Technology Data Exchange (ETDEWEB)

    Clark, C. [Electron and Optical Physics Division, National Institute of Standards and Technology, MD (United States)]. E-mail: clark@mail.nist.gov

    2006-09-15

    Stephen Hawking's inaugural lecture as Lucasian Professor of Mathematics at Cambridge University in 1980 caused quite a stir. Its title - 'Is the end in sight for theoretical physics?' - raised the prospect of a unified 'theory of everything'. Hawking suggested that there was a good chance of resolving the remaining inconsistencies between the two big 'theories of something' - quantum mechanics and general relativity - before the turn of the century. My first impression on reading The New Physics for the Twenty-First Century, a collection of essays edited by science journalist Gordon Fraser, is that a theory of everything may still be attainable by the turn of the century. However, there is now 20 times more of everything in the universe than there was in the past century, 95% of which no-one has ever actually seen, or had even heard of until a few years ago - as summarized in articles by Wendy Freedman, Edward Kolb and Ronald Adler. Despite this, Michael Green describes amazing developments in string theory that could tie everything together, if one could just figure out which, if any, of the apparently infinite varieties of string theory applies to our world, and why. (U.K.)

  1. Civil engineering at the crossroads in the twenty-first century.

    Science.gov (United States)

    Ramírez, Francisco; Seco, Andres

    2012-12-01

    The twenty-first century presents a major challenge for civil engineering. The magnitude and future importance of some of the problems perceived by society are directly related to the field of the civil engineer, implying an inescapable burden of responsibility for a group whose technical soundness, rational approach and efficiency is highly valued and respected by the citizen. However, the substantial changes in society and in the way it perceives the problems that it considers important call for a thorough review of our structures, both professional and educational; so that our profession, with its undeniable historical prestige, may modernize certain approaches and attitudes in order to continue to be a reliable instrument in the service of society, giving priority from an ethical standpoint to its actions in pursuit of "the public good". It possesses important tools to facilitate this work (new technologies, the development of communications, the transmission of scientific thought.···); but there is nevertheless a need for deep reflection on the very essence of civil engineering: what we want it to be in the future, and the ability and willingness to take the lead at a time when society needs disinterested messages, technically supported, reasonably presented and dispassionately transmitted.

  2. Space power technology for the twenty-first century (SPT21)

    International Nuclear Information System (INIS)

    Borger, W.U.; Massie, L.D.

    1988-01-01

    During the spring and summer months of 1987, the Aero Propulsion Laboratory of the Air Force Wright Aeronautical Laboratories, Wright-Patterson AFB, Ohio in cooperation with the Air Force Space Technology Center at Kirtland AFB, New Mexico, undertook an initiative to develop a Strategic Plan for Space Power Technology Development. The initiative was called SPT21, Space Power Technology for the Twenty-First Century. The planning process involved the participation of other Government organizations (U.S. Army, Navy, DOE and NASA) along with major aerospace companies and universities. Following an SPT21 kickoff meeting on 28 May 1987, detailed strategic planning was accomplished through seven (7) Space Power Technology Discipline Workshops commencing in June 1987 and concluding in August 1987. Technology Discipline Workshops were conducted in the following areas: (1) Solar Thermal Dynamic Power Systems (2) Solar Photovoltaic Cells and Arrays (3) Thermal Management Technology (4) Energy Storage Technology (5) Nuclear Power Systems Technology (6) Power Conditioning, Distribution and Control and (7) Systems Technology/Advanced Concepts. This technical paper summarizes the planning process and describes the salient findings and conclusions of the workshops

  3. Diverging seasonal extremes for ocean acidification during the twenty-first century

    Science.gov (United States)

    Kwiatkowski, Lester; Orr, James C.

    2018-01-01

    How ocean acidification will affect marine organisms depends on changes in both the long-term mean and the short-term temporal variability of carbonate chemistry1-8. Although the decadal-to-centennial response to atmospheric CO2 and climate change is constrained by observations and models1, 9, little is known about corresponding changes in seasonality10-12, particularly for pH. Here we assess the latter by analysing nine earth system models (ESMs) forced with a business-as-usual emissions scenario13. During the twenty-first century, the seasonal cycle of surface-ocean pH was attenuated by 16 ± 7%, on average, whereas that for hydrogen ion concentration [H+] was amplified by 81 ± 16%. Simultaneously, the seasonal amplitude of the aragonite saturation state (Ωarag) was attenuated except in the subtropics, where it was amplified. These contrasting changes derive from regionally varying sensitivities of these variables to atmospheric CO2 and climate change and to diverging trends in seasonal extremes in the primary controlling variables (temperature, dissolved inorganic carbon and alkalinity). Projected seasonality changes will tend to exacerbate the impacts of increasing [H+] on marine organisms during the summer and ameliorate the impacts during the winter, although the opposite holds in the high latitudes. Similarly, over most of the ocean, impacts from declining Ωarag are likely to be intensified during the summer and dampened during the winter.

  4. Indication to Open Anatrophic Nephrolithotomy in the Twenty-First Century: A Case Report

    Directory of Open Access Journals (Sweden)

    Alfredo Maria Bove

    2012-01-01

    Full Text Available Introduction. Advances in endourology have greatly reduced indications to open surgery in the treatment of staghorn kidney stones. Nevertheless in our experience, open surgery still represents the treatment of choice in rare cases. Case Report. A 71-year-old morbidly obese female patient complaining about occasional left flank pain, and recurrent cystitis for many years, presented bilateral staghorn kidney stones. Comorbidities were obesity (BMI 36.2, hypertension, type II diabetes, and chronic obstructive pulmunary disease (COPD hyperlipidemia. Due to these comorbidities, endoscopic and laparoscopic approaches were not indicated. We offered the patient staged open anatrophic nephrolithotomy. Results. Operative time was 180 minutes. Blood loss was 500 cc. requiring one unit of packed red blood cells. Hospital stay was 7 days. The renal function was unaffected based on preoperative and postoperative serum creatinine levels. Stone-free status of the left kidney was confirmed after surgery with CT scan. Conclusions. Open surgery can represent a valid alterative in the treatment of staghorn kidney stones of very selected cases. A discussion of the current indications in the twenty-first century is presented.

  5. Climate change: a crop protection challenge for the twenty-first century.

    Science.gov (United States)

    Gustafson, David I

    2011-06-01

    Convincing data now show that temperatures are increasing, and that changing precipitation patterns are already affecting agriculture. Predicted future impacts vary by region, but all are projected to suffer productivity declines by the late twenty-first century unless successful mitigation measures are implemented soon. Exacerbating the climate change challenge, doubling of overall crop productivity will be required by mid-century. Clearly, crop protection will become increasingly difficult as higher-yielding varieties present a larger and more tempting target to all pests, and the pests themselves extend their ranges poleward and into other new geographies owing to reduced winter kill and longer growing seasons. Fortunately, good progress on enhancing crop protection technology to meet these challenges is already being made, but the scope of this climatic provocation is such that complacency is not an option. Increased investment into new technologies and adoption of new agricultural practices with improved adaptive and mitigation potential are both essential. Copyright © 2011 Society of Chemical Industry.

  6. Challenges and Opportunities for Occupational Epidemiology in the Twenty-first Century.

    Science.gov (United States)

    Stayner, L T; Collins, J J; Guo, Y L; Heederik, D; Kogevinas, M; Steenland, K; Wesseling, C; Demers, P A

    2017-09-01

    There are many opportunities and challenges for conducting occupational epidemiologic studies today. In this paper, we summarize the discussion of a symposium held at the Epidemiology in Occupational Health (EPICOH) conference, Chicago 2014, on challenges for occupational epidemiology in the twenty-first century. The increasing number of publications and attendance at our conferences suggests that worldwide interest in occupational epidemiology has been growing. There are clearly abundant opportunities for new research in occupational epidemiology. Areas ripe for further work include developing improved methods for exposure assessment, statistical analysis, studying migrant workers and other vulnerable populations, the use of biomarkers, and new hazards. Several major challenges are also discussed such as the rapidly changing nature and location of work, lack of funding, and political/legal conflicts. As long as work exists there will be occupational diseases that demand our attention, and a need for epidemiologic studies designed to characterize these risks and to support the development of preventive strategies. Despite the challenges and given the important past contribution in this field, we are optimistic about the importance and continued vitality of the research field of occupational epidemiology.

  7. Projected status of the Pacific walrus (Odobenus rosmarus divergens) in the twenty-first century

    Science.gov (United States)

    Jay, Chadwick V.; Marcot, Bruce G.; Douglas, David C.

    2011-01-01

    Extensive and rapid losses of sea ice in the Arctic have raised conservation concerns for the Pacific walrus (Odobenus rosmarus divergens), a large pinniped inhabiting arctic and subarctic continental shelf waters of the Chukchi and Bering seas. We developed a Bayesian network model to integrate potential effects of changing environmental conditions and anthropogenic stressors on the future status of the Pacific walrus population at four periods through the twenty-first century. The model framework allowed for inclusion of various sources and levels of knowledge, and representation of structural and parameter uncertainties. Walrus outcome probabilities through the century reflected a clear trend of worsening conditions for the subspecies. From the current observation period to the end of century, the greatest change in walrus outcome probabilities was a progressive decrease in the outcome state of robust and a concomitant increase in the outcome state of vulnerable. The probabilities of rare and extirpated states each progressively increased but remained level of 10% in 2004 to 22% by 2050 and 40% by 2095. The degree of uncertainty in walrus outcomes increased monotonically over future periods. In the model, sea ice habitat (particularly for summer/fall) and harvest levels had the greatest influence on future population outcomes. Other potential stressors had much smaller influences on walrus outcomes, mostly because of uncertainty in their future states and our current poor understanding of their mechanistic influence on walrus abundance.

  8. Between vanguard and exclusion- young people of the twenty-first century

    Directory of Open Access Journals (Sweden)

    Agnieszka Gil

    2011-12-01

    Full Text Available This study has been narrowed down to reveal a paradox. Here the vanguard of culture and civilization - which is regarded as young people of the twenty-first century – is embroiled in a discourse of exclusion: economic, political and cultural life. In secondary school programs and high schools we do not find specific references and studies, primarily based on the needs of students, about the theory of popular culture and cultural education in the area of pop culture. The paradox of exclusion of mainstream culture from educational discourse is schizophrenic. The political exclusion of young people of the XXI century I consider all the disparaging scientific discourse, which skips the actual media and communication competence of young people. Prosumers, cognitarchy, digital natives, C-generation – they are for the modern economy “Silicon Valley” - their market power to exclude is already unstoppable. In other areas it remains to be considered whether excluding young people from the cultural discourse will not deprive our future teachers and translators of the next civilization revolution of social reality...

  9. A Tale within a Tale: Mise en Abyme Adaptations of the Twenty-first Century

    Directory of Open Access Journals (Sweden)

    Željka Flegar

    2017-12-01

    Full Text Available In accord with the promise made by Henry Jenkins that “old and new media will interact in ever more complex ways” (Convergence Culture 6, this research observes metamodern fairy tale adaptations of the twenty-first century in light of Christina Bacchilega’s construct of the fairy-tale web and Henry Jenkins’ theory of convergence culture and transmedia storytelling. The research will address the growing trend of embedding “wonder tale” collections within the context of a larger narrative as an artefact of significance, power, and material value. Although original tales with known authorship, these fairy tale adaptations are appended to the mythology and culture of the fantastic secondary worlds. Such texts tend to be parodic, subversive, and even carnivalesque (Bakhtin; Stephens, providing a commentary on the culture of their origin, as well as our own. By blending cultures, styles, and formats, mise en abyme wonder tales also result in the empowerment of specifically marginalised groups. Generally defined as spin-offs that are otherwise a part of a complex inter- and hypertextual web, these fairy tale collections constitute a metafictional body of knowledge and wisdom. In the digital era much focus is placed on multimodal, hypertextual, and transmedia narratives with a significant influence of fandom on the production of such literary works. The study will focus on the popular examples of such practice, J.K. Rowling’s Tales of Beedle the Bard (2007/2008 and Ransom Riggs’ Tales of the Peculiar (2016, in order to define mise en abyme fairy tale adaptations, as well as to discuss their cultural significance and function.

  10. Yeast culture collections in the twenty-first century: new opportunities and challenges.

    Science.gov (United States)

    Boundy-Mills, Kyria L; Glantschnig, Ewald; Roberts, Ian N; Yurkov, Andrey; Casaregola, Serge; Daniel, Heide-Marie; Groenewald, Marizeth; Turchetti, Benedetta

    2016-07-01

    The twenty-first century has brought new opportunities and challenges to yeast culture collections, whether they are long-standing or recently established. Basic functions such as archiving, characterizing and distributing yeasts continue, but with expanded responsibilities and emerging opportunities. In addition to a number of well-known, large public repositories, there are dozens of smaller public collections that differ in the range of species and strains preserved, field of emphasis and services offered. Several collections have converted their catalogues to comprehensive databases and synchronize them continuously through public services, making it easier for users worldwide to locate a suitable source for specific yeast strains and the data associated with these yeasts. In-house research such as yeast taxonomy continues to be important at culture collections. Because yeast culture collections preserve a broad diversity of species and strains within a species, they are able to make discoveries in many other areas as well, such as biotechnology, functional, comparative and evolution genomics, bioprocesses and novel products. Due to the implementation of the Convention of Biological Diversity (CBD) and the Nagoya Protocol (NP), there are new requirements for both depositors and users to ensure that yeasts were collected following proper procedures and to guarantee that the country of origin will be considered if benefits arise from a yeast's utilization. Intellectual property rights (IPRs) are extremely relevant to the current access and benefit-sharing (ABS) mechanisms; most research and development involving genetic resources and associated traditional knowledge will be subject to this topic. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  11. Gendering inequality: a note on Piketty's Capital in the twenty-first century.

    Science.gov (United States)

    Perrons, Diane

    2014-12-01

    Thomas Piketty's Capital in the Twenty-First Century is remarkable for moving inequality from the margins to mainstream debate through detailed analysis of longitudinal statistics and, for an economist, by advocating an interdisciplinary perspective and writing in a witty and accessible style. With reference to the post 1970 period, when wage increases are largely responsible for the increase in inequality, Piketty shows how patrimonial capitalists (elite managers) in the top decile and centile of the distribution appropriate a growing share of social wealth as a consequence of their 'power to set their own remuneration' in the context of tolerant social norms rather than through their productive contributions. Piketty raises but defers the question of where these social norms come from to other disciplines. A Feminist Economics perspective indicates that these questions are central to a more inclusive form of economic analysis and such an approach would enrich Piketty's analysis in two main ways. First, by paying greater attention to the processes and social norms through which inequalities are produced and justified and second by highlighting the ways in which inequality is experienced differently depending not only on class, but also on other aspects of identity including gender. This approach also suggests that it is necessary to supplement the ex-post redistributive policies recommended by Piketty: a global wealth tax and more steeply progressive income tax, with ex-ante measures to stop the rise in wage inequality in the first place, especially by bridging the huge gulf that exists between those who care for people and those who manage money. © London School of Economics and Political Science 2014.

  12. Latvian Security and Defense Policy within the Twenty-First Century Security Environment

    Directory of Open Access Journals (Sweden)

    Rublovskis Raimonds

    2014-12-01

    Full Text Available The aim of this paper is to analyze fundamental factors which form and profoundly shape security and defense policy of the Republic of Latvia. One can argue that historical background, geographical location, common institutional history within the former Soviet Union, the Russia factor, the relative smallness of the territory of state and the population, the ethnic composition of the population, the low density of the population and rather limited financial and manpower resources available for the defense of the Republic of Latvia are the key factors of influence on the state security and defense policy. The core principles of the security and defense policy of Latvia are the membership in powerful global military alliance of NATO and bilateral strategic partnership with the United States. However, security and defense cooperation among the three Baltic States as well as enhanced cooperation within the Baltic-Nordic framework is seen as an important supplementary factor for the increased security of the Republic of Latvia. Latvia has developed a sustainable legal and institutional framework in order to contribute to state security and defense; however, security challenges and significant changes within the global security environment of the twenty-first century will further challenge the ability of the Republic of Latvia to sustain its current legal framework, and more importantly, current institutional structure of Latvian security and defense architecture. Significant internal and external challenges will impact the fundamental pillars of Latvian security and defense policy, such as American strategic shift to the Pacific, and lack of political will to increase defense budgets in European part of NATO. It has to be clear that very independence, security and defense of the Republic of Latvia depend on the ability of NATO to remain an effective organization with timely and efficient decision-making, and the ability of the United States to remain

  13. Strong Inference in Mathematical Modeling: A Method for Robust Science in the Twenty-First Century.

    Science.gov (United States)

    Ganusov, Vitaly V

    2016-01-01

    While there are many opinions on what mathematical modeling in biology is, in essence, modeling is a mathematical tool, like a microscope, which allows consequences to logically follow from a set of assumptions. Only when this tool is applied appropriately, as microscope is used to look at small items, it may allow to understand importance of specific mechanisms/assumptions in biological processes. Mathematical modeling can be less useful or even misleading if used inappropriately, for example, when a microscope is used to study stars. According to some philosophers (Oreskes et al., 1994), the best use of mathematical models is not when a model is used to confirm a hypothesis but rather when a model shows inconsistency of the model (defined by a specific set of assumptions) and data. Following the principle of strong inference for experimental sciences proposed by Platt (1964), I suggest "strong inference in mathematical modeling" as an effective and robust way of using mathematical modeling to understand mechanisms driving dynamics of biological systems. The major steps of strong inference in mathematical modeling are (1) to develop multiple alternative models for the phenomenon in question; (2) to compare the models with available experimental data and to determine which of the models are not consistent with the data; (3) to determine reasons why rejected models failed to explain the data, and (4) to suggest experiments which would allow to discriminate between remaining alternative models. The use of strong inference is likely to provide better robustness of predictions of mathematical models and it should be strongly encouraged in mathematical modeling-based publications in the Twenty-First century.

  14. Effects of an Inquiry-Based Science Program on Critical Thinking, Science Process Skills, Creativity, and Science Fair Achievement of Middle School Students

    Science.gov (United States)

    Longo, Christopher M.

    This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs to critical thinking, creativity, and science fair achievement in middle school classrooms. The research took place in a small, suburban middle school in the northeast from November 2010 to May 2011. A sample of convenience was comprised of seventh and eighth grade students. The study was quasi-experimental in nature, with a pretest-posttest comparison group design using intact classrooms of students. Five instruments were administered related to the elements of science process skills, critical thinking, creative thinking, and science fair achievement. The scores of those students in the inquiry-based science program were compared to those students in the traditional science classroom to determine the impact of each method of delivering instruction. In the multivariate analysis of variance, the inquiry instruction group scored significantly higher for science process skills as measured by the Earthworm Test (p Cognitive Integrity, an area of critical thinking measured by the CM3 (p creativity (p < .001). Science fair scores were significantly higher (p < .001) for the treatment as compared to that of the direct instruction group. Overall, science process skills (p < .025) and program type (p < .001) contributed significantly to the prediction of science fair achievement.

  15. Assessing twenty-first century skills through a teacher created video game for high school biology students

    Science.gov (United States)

    Annetta, Leonard A.; Cheng, Meng-Tzu; Holmes, Shawn

    2010-07-01

    As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty-first century skills while being engrossed in the embedded science content.

  16. Educating for Critical Thinking: Thought-Encouraging Questions in a Community of Inquiry

    Science.gov (United States)

    Golding, Clinton

    2011-01-01

    This paper presents one method for educating for critical thinking in Higher Education. It elaborates Richard Paul's method of Socratic questioning to show how students can learn to be critical thinkers. This method combines and uses the wider pedagogical and critical thinking literature in a new way: it emphasises a thinking-encouraging approach…

  17. A critical inquiry into the objection of Moeller to his energy-momentum complex

    International Nuclear Information System (INIS)

    Kovacs, D.

    1985-01-01

    In the year 1958 Mueller derived an energy-momentum complex to attain the localizability of the energy in gravitational fields. However, three years later after extensive investigations he himself raised an objection to his expression showing that the corresponding energy-momentum vector of a closed physical system does not transform like a free 4-vector with respect to a Lorentz transformation. An inquiry into the objection of Mueller is carried through at full length. Surprisingly it turns out that the equation on which he based his objection originates from a misinterpretation. Moreover, the argument given by him to explain the alleged failure of his expression proves to be incomplete. Complementing the argument, the objection of Mueller is no longer tenable. (author)

  18. Stoichiometry in Context: Inquiry-Guided Problems of Chemistry for Encouraging Critical Thinking in Engineering Students

    Directory of Open Access Journals (Sweden)

    Gabriel Pinto

    2013-01-01

    Full Text Available This paper focuses on examples of educational tools concerning the learning of chemistry for engineering students through different daily life cases. These tools were developed during the past few years for enhancing the active role of students. They refer to cases about mineral water, medicaments, dentifrices and informative panels about solar power, where an adequate quantitative treatment through stoichiometry calculations allows the interpretation of data and values announced by manufacturers. These cases were developed in the context of an inquiry-guided instruction model. By bringing tangible chemistry examples into the classroom we provide an opportunity for engineering students to apply this science to familiar products in hopes that they will appreciate chemistry more, will be motivated to study concepts in greater detail, and will connect the relevance of chemistry to everyday life.

  19. A Dialogue Worth Having: Vocational Competence, Career Identity and a Learning Environment for Twenty-First Century Success at Work

    NARCIS (Netherlands)

    Meijers, Frans; Lengelle, Reinekke; Winters, Annemie; Kuijpers, Marinka

    2018-01-01

    The cultivation of intrinsic motivation is key in the twenty first century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity.

  20. Rethinking Teaching and Learning Pedagogy for Education in the Twenty-First Century: Blended Learning in Music Education

    Science.gov (United States)

    Crawford, Renée

    2017-01-01

    In an increasingly technologically driven world, there is proliferate discussion among education and government authorities about the necessity to rethink education in the twenty-first century. The evolution of technology and its pervasive influence on the needs and requirements of society is central to this mindset. Innovations in online…

  1. Index to the Twenty-first Semiannual Report of the Commission to the Congress. July 1956 - December 1956

    Energy Technology Data Exchange (ETDEWEB)

    Strauss, Lewis L.

    1957-01-31

    This volume contains a name and subject indext for the twenty-first semiannual report of the United States Atomic Energy Commission to Congress. The full semiannual report covers the major unclassified activities of the Commission from July 1956 through December 1956.

  2. Greenland Surface Mass Balance as Simulated by the Community Earth System Model. Part II: Twenty-First-Century Changes

    NARCIS (Netherlands)

    Vizcaino, M.; Lipscomb, W.H.; Sacks, W.J.; van den Broeke, M.R.

    2014-01-01

    This study presents the first twenty-first-century projections of surface mass balance (SMB) changes for the Greenland Ice Sheet (GIS) with the Community Earth System Model (CESM), which includes a new ice sheet component. For glaciated surfaces, CESM includes a sophisticated calculation of energy

  3. Thinking Like Twenty-First Century Learners: An Exploration of Blog Use in a Skills-Based Counselor Education Course

    Science.gov (United States)

    Buono, Lisa L.

    2011-01-01

    Twenty-first century learners and millennial generation students have integrated technology into their personal lives; there is a growing expectation for technology to be integrated into their classroom experiences as well. Incorporating technology, including the use of blogs, into teaching and learning is receiving attention in the literature.…

  4. Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

    Science.gov (United States)

    Barak, Miri

    2017-04-01

    Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.

  5. The Twenty-First Century and Legal Studies in Business: Preparing Students to Perform in a Globally Competitive Environment

    Science.gov (United States)

    Burke, Debra D.; Johnson, Ronald A.; Kemp, Deborah J.

    2010-01-01

    This article first examines the dynamic role business education must play in a flat world economy. Second, it explains how legal courses in the business curricula already equip students with portable twenty-first-century skills and relevant academic content. The article then advocates the acceptance of the Boyer Model of Scholarship, which defines…

  6. Insights into Finnish First-Year Pre-Service Teachers' Twenty-First Century Skills

    Science.gov (United States)

    Valtonen, Teemu; Sointu, Erkko Tapio; Kukkonen, Jari; Häkkinen, Päivi; Järvelä, Sanna; Ahonen, Arto; Näykki, Piia; Pöysä-Tarhonen, Johanna; Mäkitalo-Siegl, Kati

    2017-01-01

    This study focuses on Finnish pre-service teachers' perceptions of their twenty-first century skills, especially their learning strategies, collaboration and teamwork, as well as knowledge and attitudes related to ICT in education. The target group consist of 263 first-year pre-service teachers from three universities. The results outline how…

  7. Imagination in Twenty-First Century Teaching and Learning Teachers as Creative-Adaptive Leaders in the Classroom

    Science.gov (United States)

    Dias, Shamini Samanlatha Elizabeth

    2013-01-01

    This dissertation explored the value and functions of imagination in leading learning in the twenty-first century, a knowledge-based age marked by diversity, change and unpredictability. In such a context, how can imagination enable teachers to be leaders of learning who optimally engage and prepare students for success? Research in cognitive…

  8. Nonlinear Pedagogy and Its Role in Encouraging Twenty-First Century Competencies through Physical Education: A Singapore Experience

    Science.gov (United States)

    Lee, Miriam Chang Yi; Chow, Jia Yi; Button, Chris; Tan, Clara Wee Keat

    2017-01-01

    Nonlinear Pedagogy is an exploratory approach to teaching and learning Physical Education that can be potentially effective to help children acquire relevant twenty-first century competencies. Underpinned by Ecological Dynamics, the focus of Nonlinear Pedagogy is on the learner and includes the provision of less prescriptive instructions and…

  9. Essential Soft Skills for Success in the Twenty-First Century Workforce as Perceived by Business Educators

    Science.gov (United States)

    Mitchell, Geana W.; Skinner, Leane B.; White, Bonnie J.

    2010-01-01

    Background: Soft skills describe career attributes that individuals should possess, such as team skills, communication skills, ethics, time-management skills, and an appreciation for diversity. In the twenty-first century workforce, soft skills are important in every business sector. However, employers in business continuously report that new…

  10. Predicting climate change impacts on native and invasive tree species using radial growth and twenty-first century climate scenarios

    NARCIS (Netherlands)

    González-Muñoz, N.; Linares, J.C.; Castro-Díez, P.; Sass-Klaassen, U.G.W.

    2014-01-01

    The climatic conditions predicted for the twenty-first century may aggravate the extent and impacts of plant invasions, by favouring those invaders more adapted to altered conditions or by hampering the native flora. We aim to predict the fate of native and invasive tree species in the oak forests

  11. The Effects of an Argument-Based Inquiry Approach on Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers

    Science.gov (United States)

    Memis, Esra Kabatas

    2016-01-01

    The aim of this study was to investigate the effect of the university-level application of an Argument-Based Inquiry Approach, as compared to the traditional laboratory teaching method, on the ability of students to learn about optics and to demonstrate critical thinking. In this quasi-experimental study, pretest-posttest scores and CCDTI were…

  12. Risk, security and technology: governing football supporters in the twenty-first century

    NARCIS (Netherlands)

    Spaaij, R.

    2013-01-01

    This paper critically examines the security and risk management technologies that are being used to conduct and pre-empt the behaviour of football supporters. It is shown how, in the Netherlands, pre-emptive risk management in the governing of football supporters involves a dispersed and fragmented

  13. Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills

    Science.gov (United States)

    Gretter, Sarah; Yadav, Aman

    2016-01-01

    Developing students' 21st century skills, including creativity, critical thinking, and problem solving, has been a prevailing concern in our globalized and hyper-connected society. One of the key components for students to accomplish this is to take part in today's participatory culture, which involves becoming creators of knowledge rather than…

  14. "Wild Scouts": Swedish Scouting Preparing Responsible Citizens for the Twenty-First Century

    Science.gov (United States)

    Westberg Brostrom, Anna

    2013-01-01

    The aim of this article is to analyze the Swedish scout program. Socialization is used as a theoretical tool in the analysis. The method is inspired by critical discourse analysis. What are children and young people being prepared for, how is it accomplished, and by whom? The findings reveal two discourses: doing things as an investment for the…

  15. Educational Psychology in the Twenty-First Century: Challenges for Our Community

    Science.gov (United States)

    Anderman, Eric M.

    2011-01-01

    This is a critical time for the field of educational psychology. As the roles of colleges and schools of education are being examined, the specific relevance of our research also may be questioned. In this article, I argue that educational psychologists need to engage in specific types of outreach activities so that our research can truly impact…

  16. Relevant and Effective Theological Education in the Context of Twenty-First Century South Asia

    Science.gov (United States)

    Raja, Joshva; Rajkumar, Peniel Jesudason Rufus

    2010-01-01

    This essay considers Christian theological education in South Asia highlighting pertinent issues in pedagogical content, form, method, and praxis. Debunking the notion of students as "empty bottles" to be filled, and criticizing the top-down model of education, the paper argues that theological education is an ongoing and interactive…

  17. Redesigning the World Trade Organization for the Twenty-first Century

    International Development Research Centre (IDRC) Digital Library (Canada)

    This book explains why institutional reform of the WTO is so necessary at this critical juncture in world history. It contains thoughtful views from contributors on key aspects of the WTO that need to be redesigned to meet the challenges of the 21st century. Moreover, it includes contributions from researchers in the developing ...

  18. Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

    Science.gov (United States)

    Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

    2014-01-01

    Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

  19. Overtly Teaching Critical Thinking and Inquiry-Based Learning: A Comparison of Two Undergraduate Biotechnology Classes

    Science.gov (United States)

    Friedel, Curtis; Irani, Tracy; Rudd, Rick; Gallo, Maria; Eckhardt, Erin; Ricketts, John

    2008-01-01

    Some researchers have argued that science classrooms must move away from rote and passive applications of memorized concepts to the use of critical thinking skills as a primary component in facilitating learning. Yet few studies have examined the effect of overtly teaching for critical thinking on subsequent skill development. The purpose of this…

  20. The Freedom of Religion and the Freedom of Education in Twenty-First-Century Belgium: A Critical Approach

    Science.gov (United States)

    Franken, Leni

    2016-01-01

    In spite of recent tendencies of secularisation and religious pluralism, most Belgian schools are Catholic schools, where Roman Catholic religious education is a compulsory subject. As we will argue, this can lead to a "de facto" undermining of the freedom of religion and education and a shift in the system is therefore required. In the…

  1. Proceedings: Twenty years of energy policy: Looking toward the twenty-first century

    Energy Technology Data Exchange (ETDEWEB)

    1992-12-31

    In 1973, immediately following the Arab Oil Embargo, the Energy Resources Center, University of Illinois at Chicago initiated an innovative annual public service program called the Illinois Energy Conference. The objective was to provide a public forum each year to address an energy or environmental issue critical to the state, region and nation. Twenty years have passed since that inaugural program, and during that period we have covered a broad spectrum of issues including energy conservation nuclear power, Illinois coal, energy policy options, natural gas, alternative fuels, new energy technologies, utility deregulation and the National Energy Strategy.

  2. Gun control in the United States: ethical perspectives for the twenty-first century.

    Science.gov (United States)

    Boylan, Michael

    2003-03-01

    The current author will explore the way we should think about the ethical implications of gun control in the United States today. The generating pedagogy will be: (1) an explication of worldview perspectives, personal and community as per the author's recently published writings; (2) a discussion of the worldviews of both sides of the gun control debate; (3) a critical appraisal of the positions of each side; and (4) some suggestions about a future that is without ordinary citizen ownership of guns. The author argues that based on an ethical rights model of analysis, an ordinary citizen's right to bear arms is outweighed by other competing rights claims.

  3. Proceedings: Twenty years of energy policy: Looking toward the twenty-first century

    International Nuclear Information System (INIS)

    1992-01-01

    In 1973, immediately following the Arab Oil Embargo, the Energy Resources Center, University of Illinois at Chicago initiated an innovative annual public service program called the Illinois Energy Conference. The objective was to provide a public forum each year to address an energy or environmental issue critical to the state, region and nation. Twenty years have passed since that inaugural program, and during that period we have covered a broad spectrum of issues including energy conservation nuclear power, Illinois coal, energy policy options, natural gas, alternative fuels, new energy technologies, utility deregulation and the National Energy Strategy

  4. The Return of "Patrimonial Capitalism": A Review of Thomas Piketty's Capital in the Twenty-First Century

    OpenAIRE

    Branko Milanovic

    2014-01-01

    Capital in the Twenty-First Century by Thomas Piketty provides a unified theory of the functioning of the capitalist economy by linking theories of economic growth and functional and personal income distributions. It argues, based on the long-run historical data series, that the forces of economic divergence (including rising income inequality) tend to dominate in capitalism. It regards the twentieth century as an exception to this rule and proposes policies that would make capitalism sustain...

  5. Proceedings of the twenty-first symposium of atomic energy research on WWER physics and reactor safety

    International Nuclear Information System (INIS)

    Vidovszky, I.

    2011-10-01

    The present volume contains 61 papers, presented on the twenty-first symposium of atomic energy research, held in Dresden, Germany, 19-23 September 2011. The papers are presented in their original form, i. e. no corrections or modifications were carried out. The content of this volume is divided into thematic groups: Improvement, extension and validation of parameterized few-group libraries for WWER-440 and WWER-1000.

  6. Twenty-first century learning in school systems: the case of the Metropolitan School District of Lawrence Township, Indianapolis, Indiana.

    Science.gov (United States)

    Capuano, Marcia; Knoderer, Troy

    2006-01-01

    To empower students with skills such as information and technological literacy, global awareness and cultural competence, self-direction, and sound reasoning, teachers must master these skills themselves. This chapter examines how the Digital Age Literacy Initiative of the Metropolitan School District of Lawrence Township in Indianapolis, Indiana, which is funded by the Lilly Endowment, incorporated twenty-first century learning through a systemic approach involving teacher training and the use of data. The authors explain the district's content, process, and context goals toward accomplishing its mission of empowering students with the necessary twenty-first century skills to succeed in the digital age. The district places a strong emphasis on professional development for teachers. To support the necessary teacher learning and therefore sustain the work of the initiative, the district has adopted action research, self-assessment, and an online professional development network. To support teachers in implementing new strategies, master teachers serve as digital age literacy coaches. The chapter discusses the initiative's focus on evidence of progress. Through a partnership with the Metiri Group of California, the district has built a range of assessments including online inventories and twenty-first century skill rubrics. For example, the Mankato Survey collected teacher and student data around access, ability, and use of technology in the classroom in 2001 and then in 2004. This research showed significant gains in some technologies across all grade levels and consistent gains in nearly all technologies for middle and high school students. As it moves into the next phase of implementing the Digital Age Literacy Initiative, the district embraces the systemic shifts in school culture necessary to institutionalize twenty-first century learning.

  7. American Naval Policy, Strategy, Plans and Operations in the Second Decade of the Twenty-first Century

    Science.gov (United States)

    2017-01-01

    during most of the 19th century , for example, and riverine warfare during most of its history (except for the American Civil War, the Vietnam War...Select a caveat DISTRIBUTION STATEMENT A. Approved for public release: distribution unlimited. American Naval Policy, Strategy, Plans and...Operations in the Second Decade of the Twenty- first Century Peter M. Swartz January 2017 This work was performed under Federal Government Contract

  8. Human population and environmental stresses in the twenty-first century.

    Science.gov (United States)

    Benedick, R E

    2000-01-01

    Human populations have put pressure on their natural surroundings throughout history. Yet the world is now facing truly global environmental challenges and rapid population growth in the final half of the twentieth century is a critical component to understanding these phenomena. In his article, Ambassador Richard Benedick examines a host of population dynamics and their complex interlinkages with three representative environmental issue areas: forest, freshwater resources, and climate change. These connections raise the importance of meeting the commitments made at the 1994 Cairo International Conference on Population and Development. Benedick maintains that investments in measures to slow the rate of population growth--and thereby to reach a stable population earlier, and at lower levels, than under current trends--WO WOMENuld significantly reinforce efforts to address the environmental challenges of the century ahead, and considerably lower the cost of such efforts.

  9. Overcoming the momentum of anachronism: American geologic mapping in a twenty-first-century world

    Science.gov (United States)

    House, P. Kyle; Clark, Ryan; Kopera, Joe

    2013-01-01

    The practice of geologic mapping is undergoing conceptual and methodological transformation. Profound changes in digital technology in the past 10 yr have potential to impact all aspects of geologic mapping. The future of geologic mapping as a relevant scientific enterprise depends on widespread adoption of new technology and ideas about the collection, meaning, and utility of geologic map data. It is critical that the geologic community redefine the primary elements of the traditional paper geologic map and improve the integration of the practice of making maps in the field and office with the new ways to record, manage, share, and visualize their underlying data. A modern digital geologic mapping model will enhance scientific discovery, meet elevated expectations of modern geologic map users, and accommodate inevitable future changes in technology.

  10. Analysis of the projected regional sea-ice changes in the Southern Ocean during the twenty-first century

    Energy Technology Data Exchange (ETDEWEB)

    Lefebvre, W.; Goosse, H. [Universite Catholique de Louvain, Institut d' Astronomie et de Geophysique Georges Lemaitre, Louvain-la-Neuve (Belgium)

    2008-01-15

    Using the set of simulations performed with atmosphere-ocean general circulation models (AOGCMs) for the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC AR4), the projected regional distribution of sea ice for the twenty-first century has been investigated. Averaged over all those model simulations, the current climate is reasonably well reproduced. However, this averaging procedure hides the errors from individual models. Over the twentieth century, the multimodel average simulates a larger sea-ice concentration decrease around the Antarctic Peninsula compared to other regions, which is in qualitative agreement with observations. This is likely related to the positive trend in the Southern Annular Mode (SAM) index over the twentieth century, in both observations and in the multimodel average. Despite the simulated positive future trend in SAM, such a regional feature around the Antarctic Peninsula is absent in the projected sea-ice change for the end of the twenty-first century. The maximum decrease is indeed located over the central Weddell Sea and the Amundsen-Bellingshausen Seas. In most models, changes in the oceanic currents could play a role in the regional distribution of the sea ice, especially in the Ross Sea, where stronger southward currents could be responsible for a smaller sea-ice decrease during the twenty-first century. Finally, changes in the mixed layer depth can be found in some models, inducing locally strong changes in the sea-ice concentration. (orig.)

  11. Critical and creative reflective inquiry: surfacing narratives to enable learning and inform action

    NARCIS (Netherlands)

    Rn, MscN Shaun Cardiff

    2012-01-01

    Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred

  12. School Uniforms: A Critical Review of the Literature. From Inquiry to Practice.

    Science.gov (United States)

    Brunsma, David L.

    The debate surrounding the effectiveness of school-uniform policies, as well as discussions concerning when and how to implement them, is rooted in anecdote. This review summarizes anecdotal literature on which the current debate is based and critically reviews the empirical literature, including theoretical underpinnings, findings, and…

  13. Self-Care in the Twenty First Century: A Vital Role for the Pharmacist.

    Science.gov (United States)

    Bell, John; Dziekan, Gerald; Pollack, Charles; Mahachai, Varocha

    2016-10-01

    In order for the global healthcare system to remain sustainable, healthcare spending needs to be reduced, and self-treating certain conditions under the guidance of a pharmacist provides a means of accomplishing this goal. This article was developed to describe global healthcare trends affecting self-care with a specific focus on the role of the pharmacist in facilitating over-the-counter (OTC) medication management. Potential healthcare-related economic benefits associated with the self-care model are outlined. The importance of the collaboration between healthcare providers (HCPs), including specialists, primary care providers, and pharmacists, is also discussed. The evolving role of the pharmacist is examined and recommendations are provided for ways to successfully engage with other HCPs and consumers to optimize the pharmacist's unique qualifications and accessibility in the community. Using the management of frequent heartburn with an OTC proton-pump inhibitor as a model, the critical role of the pharmacist in patient self-treatment of certain symptoms will be discussed based on the World Gastroenterology Organization's recently published guidelines for the community-based management of common gastrointestinal symptoms. As the global healthcare system continues to evolve, self-care is expected to have an increasing role in treating certain minor ailments, and pharmacists are at the forefront of these changes. Pharmacists can guide individuals in making healthy lifestyle choices, recommend appropriate OTC medications, and educate consumers about when they should consult a physician. Pfizer Inc.

  14. Internet Revolutions, Democratic Globalization and Elections Outcome in the Twenty-First Century: Echoes from Nigeria

    Directory of Open Access Journals (Sweden)

    Abdullahi Muhammad Maigari

    2018-02-01

    Full Text Available This paper examines the social contexts of the development and innovation of the science of global communication technology. It shows the significant roles the internet has played in the democratic process, and in particular, how it has influenced the outcomes of elections across developed and developing societies in an increasingly globalised community. This paper argues that Facebook, Twitter, WhatsApp, blogs and LinkedIn etc. serve as the mediums through which civil rights and democratic activism are expressed. It also argues that during the 2011 and 2015 General Elections in Nigeria, many electronic devices and online programs were developed and used on social media. Revoda enabled a parallel vote count, access to polling unit results, transmission of collated results and information about the entire electoral process. The paper stresses that the use of social media networks by both political candidates and electorates has greatly promoted civic engagement, credible elections and democratic activism in pre-election and post-election periods. This paper concludes that internet technology may soon assume the position of an effective and critically vital para-human actor in most global election outcomes in the near future.

  15. From agricultural geology to hydropedology: Forging links within the twenty-first-century geoscience community

    Science.gov (United States)

    Landa, E.R.; ,

    2006-01-01

    Despite historical linkages, the fields of geology and soil science have developed along largely divergent paths in the United States during much of the mid- to late-twentieth century. The shift in recent decades within both disciplines, towards greater emphasis on environmental-quality issues and a systems approach, has created new opportunities for collaboration and cross-training. Because of the importance of the soil as a dynamic interface between the hydrosphere, biosphere, atmosphere and lithosphere, introductory and advanced soil-science classes are now taught in a number of Earth and environmental science departments. The National Research Council's recent report, Basic Research Opportunities in Earth Science, highlights the soil zone as part of the land surface to groundwater 'critical zone' requiring additional investigation. To better prepare geology undergraduates to deal with complex environmental problems, their training should include a fundamental understanding of the nature and properties of soils. Those undergraduate geology students with an interest in this area should be encouraged to view soil science as a viable Earth-science specialty area for graduate study. ?? The Geological Society of London 2006.

  16. The Observed State of the Water Cycle in the Early Twenty-First Century

    Science.gov (United States)

    Rodell, M.; Beaudoing, H. K.; L'Ecuyer, T. S.; Olson, W. S.; Famiglietti, J. S.; Houser, P. R.; Adler, R.; Bosilovich, M. G.; Clayson, C. A.; Chambers, D.; hide

    2015-01-01

    This study quantifies mean annual and monthly fluxes of Earth's water cycle over continents and ocean basins during the first decade of the millennium. To the extent possible, the flux estimates are based on satellite measurements first and data-integrating models second. A careful accounting of uncertainty in the estimates is included. It is applied within a routine that enforces multiple water and energy budget constraints simultaneously in a variational framework in order to produce objectively determined optimized flux estimates. In the majority of cases, the observed annual surface and atmospheric water budgets over the continents and oceans close with much less than 10% residual. Observed residuals and optimized uncertainty estimates are considerably larger for monthly surface and atmospheric water budget closure, often nearing or exceeding 20% in North America, Eurasia, Australia and neighboring islands, and the Arctic and South Atlantic Oceans. The residuals in South America and Africa tend to be smaller, possibly because cold land processes are negligible. Fluxes were poorly observed over the Arctic Ocean, certain seas, Antarctica, and the Australasian and Indonesian islands, leading to reliance on atmospheric analysis estimates. Many of the satellite systems that contributed data have been or will soon be lost or replaced. Models that integrate ground-based and remote observations will be critical for ameliorating gaps and discontinuities in the data records caused by these transitions. Continued development of such models is essential for maximizing the value of the observations. Next-generation observing systems are the best hope for significantly improving global water budget accounting.

  17. Narratives of Inquiry Learning in Middle-School Geographic Inquiry Class

    Science.gov (United States)

    Kuisma, Merja

    2018-01-01

    This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called twenty-first century skills in middle-school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning…

  18. From Plowshares to Swords? UN Forces on Israel's Borders in the Second Decade of the Twenty-First Century

    OpenAIRE

    Chen

    2014-01-01

    This article examines the contribution made by peacekeeping operations on Israel’s borders to regional stability since Israel’s establishment, especially in the face of the challenge posed by armed non-state actors in the second decade of the twenty-first century. The article is divided into three parts. The first part presents the main changes in the operating principles of peacekeeping missions from the Cold War to the present. The second provides a concise overview of the rationale for pea...

  19. The restructuring of the Argentina Navy between the end of the twentieth century and early twenty-first.

    Directory of Open Access Journals (Sweden)

    Germán Soprano

    2017-07-01

    Full Text Available The definition of a policy of national defense and internal security in democracy, created conditions to advance in the process of restructuring of the Argentina Navy, introducing changes in its organization and functions. In this article we will focus this process analyzing, on the one hand, the relationship between the definitions of defense policy and the configuration of naval military instrument between the end of the twentieth century and early twenty-first century; and, on the other hand, understanding their development in the case of two components of the force: the marine corps and the division of maritime patrol.

  20. A needs assessment for DOE's packaging and transportation activities - a look into the twenty-first century

    International Nuclear Information System (INIS)

    Pope, R.; Turi, G.; Brancato, R.; Blalock, L.; Merrill, O.

    1995-01-01

    The U.S. Department of Energy (DOE) has performed a department-wide scoping of its packaging and transportation needs and has arrived at a projection of these needs for well into the twenty-first century. The assessment, known as the Transportation Needs Assessment (TNA) was initiated during August 1994 and completed in December 1994. The TNA will allow DOE to better prepare for changes in its transportation requirements in the future. The TNA focused on projected, quantified shipping needs based on forecasts of inventories of materials which will ultimately require transport by the DOE for storage, treatment and/or disposal. In addition, experts provided input on the growing needs throughout DOE resulting from changes in regulations, in DOE's mission, and in the sociopolitical structure of the United States. Through the assessment, DOE's transportation needs have been identified for a time period extending from the present through the first three decades of the twenty-first century. The needs assessment was accomplished in three phases: (1) defining current packaging, shipping, resource utilization, and methods of managing packaging and transportation activities; (2) establishing the inventory of materials which DOE will need to transport on into the next century and scenarios which project when, from where, and to where these materials will need to be transported; and (3) developing requirements and projected changes for DOE to accomplish the necessary transport safely and economically

  1. Public Heath in Colonial and Post-Colonial Ghana: Lesson-Drawing for The Twenty-First Century

    Directory of Open Access Journals (Sweden)

    Adu-Gyamfi, Samuel

    2017-06-01

    Full Text Available Public health in twenty-first century Ghana is mired with several issues ranging from the inadequacy of public health facilities, improper settlement planning, insanitary conditions, and the inadequacy of laws and their implementation. This situation compared to the colonial era is a direct contradiction. Development in the pre-colonial era to the colonial era sought to make the prevention of diseases a priority in the colonial administration. This was begun with the establishment of the health branch in 1909 as a response to the bubonic plague that was fast spreading in the colony. From here public health policies and strategies were enacted to help the diseases prevention cause. Various public health boards, the medical research institute or the laboratory branch, the waste management department, the use of preventive medicine and maintenance of good settlement planning and sanitation were public health measures in the colonial era. This research seeks to analyse the public health system in the colonial era so as to draw basic lessons for twenty-first century Ghana. Archival data and other secondary sources are reviewed and analysed to help draw these lessons. Richard Rose’s lesson-drawing approach was used to draw the lessons.

  2. Internet Inquiry

    DEFF Research Database (Denmark)

    This collection of dialogues is the only textbook of its kind. Internet Inquiry: Conversations About Method takes students into the minds of top internet researchers as they discuss how they have worked through critical challenges as they research online social environments. Editors Annette N....... Markham and Nancy K. Baym illustrate that good research choices are not random but are deliberate, studied, and internally consistent. Rather than providing single "how to" answers, this book presents distinctive and divergent viewpoints on how to think about and conduct qualitative internet studies....

  3. Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills

    Science.gov (United States)

    Häkkinen, Päivi; Järvelä, Sanna; Mäkitalo-Siegl, Kati; Ahonen, Arto; Näykki, Piia; Valtonen, Teemu

    2017-01-01

    With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in…

  4. Maternal death inquiry and response in India - the impact of contextual factors on defining an optimal model to help meet critical maternal health policy objectives

    Directory of Open Access Journals (Sweden)

    Kalter Henry D

    2011-11-01

    Full Text Available Abstract Background Maternal death reviews have been utilized in several countries as a means of identifying social and health care quality issues affecting maternal survival. From 2005 to 2009, a standardized community-based maternal death inquiry and response initiative was implemented in eight Indian states with the aim of addressing critical maternal health policy objectives. However, state-specific contextual factors strongly influenced the effort's success. This paper examines the impact and implications of the contextual factors. Methods We identified community, public health systems and governance related contextual factors thought to affect the implementation, utilization and up-scaling of the death inquiry process. Then, according to selected indicators, we documented the contextual factors' presence and their impact on the process' success in helping meet critical maternal health policy objectives in four districts of Rajasthan, Madhya Pradesh and West Bengal. Based on this assessment, we propose an optimal model for conducting community-based maternal death inquiries in India and similar settings. Results The death inquiry process led to increases in maternal death notification and investigation whether civil society or government took charge of these tasks, stimulated sharing of the findings in multiple settings and contributed to the development of numerous evidence-based local, district and statewide maternal health interventions. NGO inputs were essential where communities, public health systems and governance were weak and boosted effectiveness in stronger settings. Public health systems participation was enabled by responsive and accountable governance. Communities participated most successfully through India's established local governance Panchayat Raj Institutions. In one instance this led to the development of a multi-faceted intervention well-integrated at multiple levels. Conclusions The impact of several contextual

  5. Maternal death inquiry and response in India--the impact of contextual factors on defining an optimal model to help meet critical maternal health policy objectives.

    Science.gov (United States)

    Kalter, Henry D; Mohan, Pavitra; Mishra, Archana; Gaonkar, Narayan; Biswas, Akhil B; Balakrishnan, Sudha; Arya, Gaurav; Babille, Marzio

    2011-11-30

    Maternal death reviews have been utilized in several countries as a means of identifying social and health care quality issues affecting maternal survival. From 2005 to 2009, a standardized community-based maternal death inquiry and response initiative was implemented in eight Indian states with the aim of addressing critical maternal health policy objectives. However, state-specific contextual factors strongly influenced the effort's success. This paper examines the impact and implications of the contextual factors. We identified community, public health systems and governance related contextual factors thought to affect the implementation, utilization and up-scaling of the death inquiry process. Then, according to selected indicators, we documented the contextual factors' presence and their impact on the process' success in helping meet critical maternal health policy objectives in four districts of Rajasthan, Madhya Pradesh and West Bengal. Based on this assessment, we propose an optimal model for conducting community-based maternal death inquiries in India and similar settings. The death inquiry process led to increases in maternal death notification and investigation whether civil society or government took charge of these tasks, stimulated sharing of the findings in multiple settings and contributed to the development of numerous evidence-based local, district and statewide maternal health interventions. NGO inputs were essential where communities, public health systems and governance were weak and boosted effectiveness in stronger settings. Public health systems participation was enabled by responsive and accountable governance. Communities participated most successfully through India's established local governance Panchayat Raj Institutions. In one instance this led to the development of a multi-faceted intervention well-integrated at multiple levels. The impact of several contextual factors on the death inquiry process could be discerned, and suggested an

  6. The horror of stigma: psychosis and mental health care environments in twenty-first-century horror film (part II).

    Science.gov (United States)

    Goodwin, John

    2014-10-01

    This paper highlights the specific manner in which twenty-first-century horror films stigmatize psychosis and mental health care environments (MHCEs) A search on various film forums using the terms "mental/psychiatric patient," "psychosis/psychoses," and "mental/psychiatric hospital" (limited from 2000 to 2012) revealed 55 films. A literature review revealed criteria for a checklist. Subsequent to viewings, salient recurring criteria were added to the checklist. Films were systematically analyzed under these criteria. Homicidal maniacs are the most common stereotypes. Misinformation is often communicated. Familiar horror tropes are used to stigmatize MHCEs. Practitioners should be aware of the specific manner in which clients are being stigmatized by the media. This paper highlights specific ways in which psychosis and MHCEs are stigmatized, and encourages practitioners to challenge these depictions. © 2013 Wiley Periodicals, Inc.

  7. The Renaissance of Word-of-Mouth Marketing: A ‘New’ Standard in Twenty-First Century Marketing Management?!

    Directory of Open Access Journals (Sweden)

    Norbert H. Meiners

    2010-12-01

    Full Text Available In this paper the importance of word of mouth for marketing management in the twenty-first century will be discussed. After a short introduction, there will be a focus on the demarcations and problems of traditional marketing. Then, in the third section, word ofmouth (WOM and word-of-mouth marketing (WOMM as a ‘new’ standard in modern marketing are described. The fourth section broaches the importance of word of mouth and word-of-mouth marketing from the point of view of business and consumers, and then in the fifth section their importance for the Internet is considered. Finally, in section six evangelism marketing is discussed as the most effective form of word-of-mouth marketing. Section seven concludes the paper with a short summary. The paper focuses on scholarly articles andcurrent research so as to keep theory as close as possible to reality.

  8. Open Educational Resources in Support of Science Learning: Tools for Inquiry and Observation

    Science.gov (United States)

    Scanlon, Eileen

    2012-01-01

    This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the…

  9. Processfolio: Uniting Academic Literacies and Critical Emancipatory Action Research for Practitioner-Led Inquiry into EAP Writing Assessment

    Science.gov (United States)

    Pearson, Jayne

    2017-01-01

    This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of…

  10. Developing Students' Critical Thinking, Problem Solving, and Analysis Skills in an Inquiry-Based Synthetic Organic Laboratory Course

    Science.gov (United States)

    Weaver, Marisa G.; Samoshin, Andrey V.; Lewis, Robert B.; Gainer, Morgan J.

    2016-01-01

    A course is described where students are engaged in an inquiry-based quarter-long research project to synthesize a known pharmaceutical target. Students use literature search engines, such as Reaxys and SciFinder, and the primary chemical literature as resources to plan and perform the synthesis of their pharmaceutical target. Through this…

  11. Building Interdisciplinary Leadership Skills among Health Practitioners in the Twenty-First Century: An Innovative Training Model.

    Science.gov (United States)

    Negandhi, Preeti; Negandhi, Himanshu; Tiwari, Ritika; Sharma, Kavya; Zodpey, Sanjay P; Quazi, Zahiruddin; Gaidhane, Abhay; Jayalakshmi N; Gijare, Meenakshi; Yeravdekar, Rajiv

    2015-01-01

    Transformational learning is the focus of twenty-first century global educational reforms. In India, there is a need to amalgamate the skills and knowledge of medical, nursing, and public health practitioners and to develop robust leadership competencies among them. This initiative proposed to identify interdisciplinary leadership competencies among Indian health practitioners and to develop a training program for interdisciplinary leadership skills through an Innovation Collaborative. Medical, nursing, and public health institutions partnered in this endeavor. An exhaustive literature search was undertaken to identify leadership competencies in these three professions. Published evidence was utilized in searching for the need for interdisciplinary training of health practitioners, including current scenarios in interprofessional health education and the key competencies required. The interdisciplinary leadership competencies identified were self-awareness, vision, self-regulation, motivation, decisiveness, integrity, interpersonal communication skills, strategic planning, team building, innovation, and being an effective change agent. Subsequently, a training program was developed, and three training sessions were piloted with 66 participants. Each cohort comprised a mix of participants from different disciplines. The pilot training guided the development of a training model for building interdisciplinary leadership skills and organizing interdisciplinary leadership workshops. The need for interdisciplinary leadership competencies is recognized. The long-term objective of the training model is integration into the regular medical, nursing, and public health curricula, with the aim of developing interdisciplinary leadership skills among them. Although challenging, formal incorporation of leadership skills into health professional education is possible within the interdisciplinary classroom setting using principles of transformative learning.

  12. From Decent Work to Decent Lives: Positive Self and Relational Management (PS&RM) in the Twenty-First Century

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E.

    2016-01-01

    The aim of the present study is to empirically test the theoretical model, Positive Self and Relational Management (PS&RM), for a sample of 184 Italian university students. The PS&RM model specifies the development of individuals' strengths, potentials, and talents across the lifespan and with regard to the dialect of self in relationship. PS&RM is defined theoretically by three constructs: Positive Lifelong Life Management, Positive Lifelong Self-Management, Positive Lifelong Relational Management. The three constructs are operationalized as follows: Positive Lifelong Life Management is measured by the Positive and Negative Affect Schedule (PANAS), the Satisfaction With Life Scale (SWLS), the Meaningful Life Measure (MLM), and the Authenticity Scale (AS); Positive Lifelong Self-Management is measured by the Intrapreneurial Self-Capital Scale (ISC), the Career Adapt-Abilities Scale (CAAS), and the Life Project Reflexivity Scale (LPRS); and Positive Lifelong Relational Management is measured by the Trait Emotional Intelligence Questionnaire (TEIQue), the Multidimensional Scale for Perceived Social Support (MSPSS), and the Positive Relational Management Scale (PRMS). Confirmatory factor analysis of the PS&RM model was completed using structural equation modeling. The theoretical PS&RM model was empirically tested as defined by the three hypothesized constructs. Empirical support for this model offers a framework for further research and the design of preventive interventions to promote decent work and decent lives in the twenty-first century. PMID:27047406

  13. From Decent Work to Decent Lives: Positive Self and Relational Management (PS&RM) in the Twenty-First Century.

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E

    2016-01-01

    The aim of the present study is to empirically test the theoretical model, Positive Self and Relational Management (PS&RM), for a sample of 184 Italian university students. The PS&RM model specifies the development of individuals' strengths, potentials, and talents across the lifespan and with regard to the dialect of self in relationship. PS&RM is defined theoretically by three constructs: Positive Lifelong Life Management, Positive Lifelong Self-Management, Positive Lifelong Relational Management. The three constructs are operationalized as follows: Positive Lifelong Life Management is measured by the Positive and Negative Affect Schedule (PANAS), the Satisfaction With Life Scale (SWLS), the Meaningful Life Measure (MLM), and the Authenticity Scale (AS); Positive Lifelong Self-Management is measured by the Intrapreneurial Self-Capital Scale (ISC), the Career Adapt-Abilities Scale (CAAS), and the Life Project Reflexivity Scale (LPRS); and Positive Lifelong Relational Management is measured by the Trait Emotional Intelligence Questionnaire (TEIQue), the Multidimensional Scale for Perceived Social Support (MSPSS), and the Positive Relational Management Scale (PRMS). Confirmatory factor analysis of the PS&RM model was completed using structural equation modeling. The theoretical PS&RM model was empirically tested as defined by the three hypothesized constructs. Empirical support for this model offers a framework for further research and the design of preventive interventions to promote decent work and decent lives in the twenty-first century.

  14. Watershed-scale response to climate change through the twenty-first century for selected basins across the United States

    Science.gov (United States)

    Hay, Lauren E.; Markstrom, Steven; Ward-Garrison, Christian D.

    2011-01-01

    The hydrologic response of different climate-change emission scenarios for the twenty-first century were evaluated in 14 basins from different hydroclimatic regions across the United States using the Precipitation-Runoff Modeling System (PRMS), a process-based, distributed-parameter watershed model. This study involves four major steps: 1) setup and calibration of the PRMS model in 14 basins across the United States by local U.S. Geological Survey personnel; 2) statistical downscaling of the World Climate Research Programme’s Coupled Model Intercomparison Project phase 3 climate-change emission scenarios to create PRMS input files that reflect these emission scenarios; 3) run PRMS for the climate-change emission scenarios for the 14 basins; and 4) evaluation of the PRMS output.This paper presents an overview of this project, details of the methodology, results from the 14 basin simulations, and interpretation of these results. A key finding is that the hydrological response of the different geographical regions of the United States to potential climate change may be very different, depending on the dominant physical processes of that particular region. Also considered is the tremendous amount of uncertainty present in the climate emission scenarios and how this uncertainty propagates through the hydrologic simulations. This paper concludes with a discussion of the lessons learned and potential for future work.

  15. Agriculture in West Africa in the Twenty-First Century: Climate Change and Impacts Scenarios, and Potential for Adaptation.

    Science.gov (United States)

    Sultan, Benjamin; Gaetani, Marco

    2016-01-01

    West Africa is known to be particularly vulnerable to climate change due to high climate variability, high reliance on rain-fed agriculture, and limited economic and institutional capacity to respond to climate variability and change. In this context, better knowledge of how climate will change in West Africa and how such changes will impact crop productivity is crucial to inform policies that may counteract the adverse effects. This review paper provides a comprehensive overview of climate change impacts on agriculture in West Africa based on the recent scientific literature. West Africa is nowadays experiencing a rapid climate change, characterized by a widespread warming, a recovery of the monsoonal precipitation, and an increase in the occurrence of climate extremes. The observed climate tendencies are also projected to continue in the twenty-first century under moderate and high emission scenarios, although large uncertainties still affect simulations of the future West African climate, especially regarding the summer precipitation. However, despite diverging future projections of the monsoonal rainfall, which is essential for rain-fed agriculture, a robust evidence of yield loss in West Africa emerges. This yield loss is mainly driven by increased mean temperature while potential wetter or drier conditions as well as elevated CO2 concentrations can modulate this effect. Potential for adaptation is illustrated for major crops in West Africa through a selection of studies based on process-based crop models to adjust cropping systems (change in varieties, sowing dates and density, irrigation, fertilizer management) to future climate. Results of the cited studies are crop and region specific and no clear conclusions can be made regarding the most effective adaptation options. Further efforts are needed to improve modeling of the monsoon system and to better quantify the uncertainty in its changes under a warmer climate, in the response of the crops to such

  16. Predicting the patterns of change in spring onset and false springs in China during the twenty-first century

    Science.gov (United States)

    Zhu, Likai; Meng, Jijun; Li, Feng; You, Nanshan

    2017-10-01

    Spring onset has generally shifted earlier in China over the past several decades in response to the warming climate. However, future changes in spring onset and false springs, which will have profound effects on ecosystems, are still not well understood. Here, we used the extended form of the Spring Indices model (SI-x) to project changes in the first leaf and first bloom dates, and predicted false springs for the historical (1950-2005) and future (2006-2100) periods based on the downscaled daily maximum/minimum temperatures under two emission scenarios from 21 General Circulation Models (GCMs) of the Coupled Model Intercomparison Project Phase 5 (CMIP5). On average, first leaf and first bloom in China were projected to occur 21 and 23 days earlier, respectively, by the end of the twenty-first century in the Representative Concentration Pathway (RCP) 8.5 scenario. Areas with greater earlier shifts in spring onset were in the warm temperate zone, as well as the north and middle subtropical zones of China. Early false spring risk increased rapidly in the warm temperate and north subtropical zones, while that declined in the cold temperate zone. Relative to early false spring risk, late false spring risk showed a common increase with smaller magnitude in the RCP 8.5 scenario but might cause greater damage to ecosystems because plants tend to become more vulnerable to the later occurrence of a freeze event. We conclude that future climate warming will continue to cause earlier occurrence of spring onset in general, but might counterintuitively increase plant damage risk in natural and agricultural systems of the warm temperate and subtropical China.

  17. Growth of Global Publishing Output of Health Economics in the Twenty-First Century: A Bibliographic Insight.

    Science.gov (United States)

    Jakovljevic, Mihajlo Michael; Pejcic, Ana V

    2017-01-01

    Strong growth of interdisciplinary sciences might find exceptional example in academic health economics. We decided to observe the quantitative output in this science since the beginning of the twenty-first century. Electronic search of the published literature was conducted in four different databases: one medical database-MEDLINE/PubMed, two general databases-Scopus/Elsevier and Web of Science (WoS), and one specialized health economic database-NHS Economic Evaluation Database (EED). The applied combination of key words was carefully chosen to cover the most commonly used terms in titles of publications dealing with conceptual areas of health economics. All bibliographic units were taken into account. Within the time horizon from January 1, 2000 to December 31, 2016, without language or limitations on bibliographic unit types, we identified an output ranging approximately from 60,345 to 88,246 records with applied search strategy in MEDLINE/PubMed, Scopus/Elsevier, and WoS. In NHS EED, we detected 14,761 records of economic evaluations of health interventions during the period in which database was maintained and regularly updated. With slightly more than one-third of the identified records, USA clearly dominates in this field. United Kingdom takes a strong second place with about 12% of identified records. Consistently, USA and UK universities are the most frequent among the top 15 affiliations/organizations of the authors of the identified records. Authors from Harvard University contributed to the largest number of the identified records. There is a clear evidence of both the upward stream of blossoming in health economics publications and its acceleration. Based on this bibliographic data set, it is difficult to distinguish the actual impact growth of this output provided dominantly by academia with modest contribution by pharmaceutical/medicinal device industry and diverse national government-based agencies. Further insight into the citation track record of

  18. Predicting the patterns of change in spring onset and false springs in China during the twenty-first century.

    Science.gov (United States)

    Zhu, Likai; Meng, Jijun; Li, Feng; You, Nanshan

    2017-10-28

    Spring onset has generally shifted earlier in China over the past several decades in response to the warming climate. However, future changes in spring onset and false springs, which will have profound effects on ecosystems, are still not well understood. Here, we used the extended form of the Spring Indices model (SI-x) to project changes in the first leaf and first bloom dates, and predicted false springs for the historical (1950-2005) and future (2006-2100) periods based on the downscaled daily maximum/minimum temperatures under two emission scenarios from 21 General Circulation Models (GCMs) of the Coupled Model Intercomparison Project Phase 5 (CMIP5). On average, first leaf and first bloom in China were projected to occur 21 and 23 days earlier, respectively, by the end of the twenty-first century in the Representative Concentration Pathway (RCP) 8.5 scenario. Areas with greater earlier shifts in spring onset were in the warm temperate zone, as well as the north and middle subtropical zones of China. Early false spring risk increased rapidly in the warm temperate and north subtropical zones, while that declined in the cold temperate zone. Relative to early false spring risk, late false spring risk showed a common increase with smaller magnitude in the RCP 8.5 scenario but might cause greater damage to ecosystems because plants tend to become more vulnerable to the later occurrence of a freeze event. We conclude that future climate warming will continue to cause earlier occurrence of spring onset in general, but might counterintuitively increase plant damage risk in natural and agricultural systems of the warm temperate and subtropical China.

  19. Dietary guidelines to nourish humanity and the planet in the twenty-first century. A blueprint from Brazil.

    Science.gov (United States)

    Monteiro, Carlos Augusto; Cannon, Geoffrey; Moubarac, Jean-Claude; Martins, Ana Paula Bortoletto; Martins, Carla Adriano; Garzillo, Josefa; Canella, Daniela Silva; Baraldi, Larissa Galastri; Barciotte, Maluh; Louzada, Maria Laura da Costa; Levy, Renata Bertazzi; Claro, Rafael Moreira; Jaime, Patrícia Constante

    2015-09-01

    To present and discuss the dietary guidelines issued by the Brazilian government in 2014. The present paper describes the aims of the guidelines, their shaping principles and the approach used in the development of recommendations. The main recommendations are outlined, their significance for the cultural, socio-economic and environmental aspects of sustainability is discussed, and their application to other countries is considered. Brazil in the twenty-first century. All people in Brazil, now and in future. The food- and meal-based Brazilian Dietary Guidelines address dietary patterns as a whole and so are different from nutrient-based guidelines, even those with some recommendations on specific foods or food groups. The guidelines are based on explicit principles. They take mental and emotional well-being into account, as well as physical health and disease prevention. They identify diet as having cultural, socio-economic and environmental as well as biological and behavioural dimensions. They emphasize the benefits of dietary patterns based on a variety of natural or minimally processed foods, mostly plants, and freshly prepared meals eaten in company, for health, well-being and all relevant aspects of sustainability, as well as the multiple negative effects of ready-to-consume ultra-processed food and drink products. The guidelines' recommendations are designed to be sustainable personally, culturally, socially, economically and environmentally, and thus fit to face this century. They are for foods, meals and dietary patterns of types that are already established in Brazil, which can be adapted to suit the climate, terrain and customs of all countries.

  20. Agriculture in West Africa in the Twenty-First Century: Climate Change and Impacts Scenarios, and Potential for Adaptation

    Science.gov (United States)

    Sultan, Benjamin; Gaetani, Marco

    2016-01-01

    West Africa is known to be particularly vulnerable to climate change due to high climate variability, high reliance on rain-fed agriculture, and limited economic and institutional capacity to respond to climate variability and change. In this context, better knowledge of how climate will change in West Africa and how such changes will impact crop productivity is crucial to inform policies that may counteract the adverse effects. This review paper provides a comprehensive overview of climate change impacts on agriculture in West Africa based on the recent scientific literature. West Africa is nowadays experiencing a rapid climate change, characterized by a widespread warming, a recovery of the monsoonal precipitation, and an increase in the occurrence of climate extremes. The observed climate tendencies are also projected to continue in the twenty-first century under moderate and high emission scenarios, although large uncertainties still affect simulations of the future West African climate, especially regarding the summer precipitation. However, despite diverging future projections of the monsoonal rainfall, which is essential for rain-fed agriculture, a robust evidence of yield loss in West Africa emerges. This yield loss is mainly driven by increased mean temperature while potential wetter or drier conditions as well as elevated CO2 concentrations can modulate this effect. Potential for adaptation is illustrated for major crops in West Africa through a selection of studies based on process-based crop models to adjust cropping systems (change in varieties, sowing dates and density, irrigation, fertilizer management) to future climate. Results of the cited studies are crop and region specific and no clear conclusions can be made regarding the most effective adaptation options. Further efforts are needed to improve modeling of the monsoon system and to better quantify the uncertainty in its changes under a warmer climate, in the response of the crops to such

  1. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    Science.gov (United States)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

  2. A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

    Science.gov (United States)

    Greenwald, Ralf R; Quitadamo, Ian J

    2014-01-01

    A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

  3. A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

    Science.gov (United States)

    Greenwald, Ralf R.; Quitadamo, Ian J.

    2014-01-01

    A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

  4. Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum "CRU+".

    Science.gov (United States)

    Ten Cate, Olle; Borleffs, Jan; van Dijk, Marijke; Westerveld, Tineke

    2018-02-22

    committed to developing training to meet twenty-first century demands of medical graduates.

  5. Traditional knowledge hiding in plain sight - twenty-first century ethnobotany of the Chácobo in Beni, Bolivia.

    Science.gov (United States)

    Paniagua Zambrana, Narel Y; Bussmann, Rainer W; Hart, Robbie E; Moya Huanca, Araceli L; Ortiz Soria, Gere; Ortiz Vaca, Milton; Ortiz Álvarez, David; Soria Morán, Jorge; Soria Morán, María; Chávez, Saúl; Chávez Moreno, Bertha; Chávez Moreno, Gualberto; Roca, Oscar; Siripi, Erlin

    2017-10-10

    The Chácobo are a Panoan speaking tribe of about 1000 members (300+ adults) in Beni, Bolivia. Originally nomadic, the Chácabo were relocated to their current main location in the 1960s. Researchers have visited the Chácabo since 1911. A first more detailed anthropological report exists from the late 1960s, and ecological-ethnobotanical studies were conducted in the 1980s and 1990s. The presented work represents a complete ethnobotanical inventory of the entire adult Chácobo population, with interviews and plant collection conducted directly by Chácobo counterparts. Based on previous reports and our preliminary studies, we hypothesized that twenty-first century Chácobo plant use centered on income generation, and that traditional plant use related to household utensils, medicine and traditional crop varieties had almost disappeared. To test this hypothesis, we started the "Chácobo Ethnobotany Project," training 10 indigenous Chácobo participants in ethnobotanical interview and plant collection techniques, in order to more fully document Chácobo knowledge and avoid the influence of foreign interviewers. Our study found 331 useful plant species in 241genera of 95 plant families, with leaves, roots and bark being the most commonly used plant parts The comprehensive documentation that these methods enabled completely nullified our initial hypothesis of knowledge loss. Traditional crop varieties are still widely grown and traditional knowledge is alive. Moreover, it is being actively recuperated in certain domains by the younger generation. Most Chácobo know, and can name, traditional utensils and tools, although only the older generation has still the skills to manufacture them. While many Chácobo still know the names and uses of medicinal species, the younger generation is however often unsure how to identify them. In this paper we illustrate the complexity of perspectives on knowledge at different ages, and the persistence of knowledge over almost a century

  6. Introducing Dramatic Inquiry as Visual Art Education

    Science.gov (United States)

    Rhoades, Mindi; Daiello, Vittoria S.

    2016-01-01

    This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating…

  7. High Religiosity and Societal Dysfunction in the United States during the First Decade of the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    R. Georges Delamontagne

    2010-10-01

    Full Text Available This study provides independent empirical evidence that bears upon the truth or falsity of recently formulated hypotheses regarding reciprocal relationships between levels of religiosity and societal dysfunction. Gregory S. Paul's findings, published in the Journal of Religion and Society (2005, Free Inquiry (2008, and Evolutionary Psychology (2009, have demonstrated that high degrees of theism are associated with high degrees of societal dysfunction among the prosperous democracies. Whereas his research employs numerous scatter diagrams and bivariate correlations involving measures of religiosity and societal dysfunction pertaining to 17 nation states, the current study's units of analysis are the 50 states and the District of Columbia. Additionally, the utilization of multiple regression analysis allows the detection of the effects of other potentially relevant explanatory variables, such as educational attainment, income level, and race. The findings are only minimally supportive of Paul's hypotheses regarding the contributions of high religiosity to societal dysfunction and to the effects of societal dysfunction upon religiosity. Simultaneously, the results of correlational and regression analyses attest to the more substantial explanatory power of the social inequality variables of education, income, and race. Accordingly, it is argued that “American Exceptionalism,” when understood as referring to a society manifesting the coexistence of high levels of theism and high levels of societal dysfunction, is best explained by the United States' high degree of social inequality, compared with other modern industrialized democracies.

  8. High religiosity and societal dysfunction in the United States during the first decade of the twenty-first century.

    Science.gov (United States)

    Delamontagne, R Georges

    2010-11-11

    This study provides independent empirical evidence that bears upon the truth or falsity of recently formulated hypotheses regarding reciprocal relationships between levels of religiosity and societal dysfunction. Gregory S. Paul's findings, published in the Journal of Religion and Society (2005), Free Inquiry (2008), and Evolutionary Psychology (2009), have demonstrated that high degrees of theism are associated with high degrees of societal dysfunction among the prosperous democracies. Whereas his research employs numerous scatter diagrams and bivariate correlations involving measures of religiosity and societal dysfunction pertaining to 17 nation states, the current study's units of analysis are the 50 states and the District of Columbia. Additionally, the utilization of multiple regression analysis allows the detection of the effects of other potentially relevant explanatory variables, such as educational attainment, income level, and race. The findings are only minimally supportive of Paul's hypotheses regarding the contributions of high religiosity to societal dysfunction and to the effects of societal dysfunction upon religiosity. Simultaneously, the results of correlational and regression analyses attest to the more substantial explanatory power of the social inequality variables of education, income, and race. Accordingly, it is argued that "American Exceptionalism," when understood as referring to a society manifesting the coexistence of high levels of theism and high levels of societal dysfunction, is best explained by the United States' high degree of social inequality, compared with other modern industrialized democracies.

  9. Proliferation and Nonproliferation in the Early Twenty-First Century. The Permanent Five Hold the Key to Success

    International Nuclear Information System (INIS)

    Santoro, David

    2012-01-01

    are. Its core finding is that much of the success against proliferation will be determined by the role played by the permanent members of the Security Council, the so-called Permanent Five or P-5 (China, France, Russia, the United Kingdom, and the United States). It is unclear, however, whether the Five will be able and willing to play this role adequately. The developments of the first decade of the twenty-first century have not been comforting for nonproliferation. Proliferation challenges have risen and grown more complex. In response, policy tools have been developed, but their effectiveness has suffered from divisions among the P-5 and between them and the NAM states. Half a century since Ikle's article and a decade since Roberts' review, the major powers have remained at a loss to address the threat of proliferation. Winning is still possible, but it will require more than wishful thinking. In the years ahead, the challenge will be to reconcile policy effectiveness with policy legitimacy, be it to restore compliance altogether or to prevent proliferation, counter it, detect and expose noncompliance, and manage nonproliferation failures. Meeting this challenge places the P-5 at the center-stage. Much of the success against proliferation will be determined by the role that the Five choose to play. But given current shifts in international power structures (what Joseph Nye calls 'the rise of the rest') the prospects appear uncertain.68 It is important, therefore, that further research focuses on how the P-5 role can be strengthened to address proliferation, and how this role can be better aligned with today's evolving international trends

  10. Sea-level rise and its possible impacts given a ‘beyond 4°C world’ in the twenty-first century

    NARCIS (Netherlands)

    Nicholls, R.; Marinova, N.A.; Lowe, J.; Brown, S.; Vellinga, P.

    2011-01-01

    The range of future climate-induced sea-level rise remains highly uncertain with continued concern that large increases in the twenty-first century cannot be ruled out. The biggest source of uncertainty is the response of the large ice sheets of Greenland and west Antarctica. Based on our analysis,

  11. High School Students' Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development

    Science.gov (United States)

    Sahin, Alpaslan; Gulacar, Ozcan; Stuessy, Carol

    2015-01-01

    Social cognitive theory guided the design of a survey to investigate high school students' perceptions of factors affecting their career contemplations and beliefs regarding the influence of their participation in the international Science Olympiad on their subject interests and twenty-first century skills. In addition, gender differences in…

  12. Use of Comics to Enhance Students' Learning for the Development of the Twenty-First Century Competencies in the Mathematics Classroom

    Science.gov (United States)

    Toh, Tin Lam; Cheng, Lu Pien; Ho, Siew Yin; Jiang, Heng; Lim, Kam Ming

    2017-01-01

    This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative…

  13. Towards a Common Ground: Arab versus Western Views about Challenges of Islamic Religious Education Curriculum of the Twenty-First Century

    Science.gov (United States)

    Rashed, Hazem

    2015-01-01

    The Islamic religious education curriculum of the twenty-first century is a cornerstone in a hot debate about necessary educational reforms in the Islamic World. This study aimed at investigating the depth of agreement/disagreement between Arab and Western educational views about challenges of this curriculum through reviewing academic…

  14. Solving the problems we face: the United States Environmental Protection Agency, sustainability, and the challenges of the twenty-first century

    Science.gov (United States)

    Addressing the problems of the twenty-first century will require new initiatives that complement traditional regulatory activities. Existing regulations, such as the Clean Air Act and Clean Water Act are important safety nets in the United States for protecting human health and t...

  15. Sensitivity of discharge and flood frequency to twenty-first century and late Holocene changes in climate and land use (River Meuse, northwest Europe)

    NARCIS (Netherlands)

    Ward, P.J.; Renssen, H.; Aerts, J.C.J.H.; Verburg, P.H.

    2011-01-01

    We used a calibrated coupled climate–hydrological model to simulate Meuse discharge over the late Holocene (4000–3000 BP and 1000–2000 AD). We then used this model to simulate discharge in the twenty-first century under SRES emission scenarios A2 and B1, with and without future land use change. Mean

  16. Managing Method: A Critical Inquiry into Language Policy in a Tertiary Institution in the United Arab Emirates

    Science.gov (United States)

    Hunt, Neil D.

    2012-01-01

    The development of critical sensibilities in English Language Teaching (ELT) in recent years has seen challenges to assumptions and methodologies in the field, placing an explicit focus on the manifestation of structures and relations of power. The critical stance affords a growing acceptance of English Language Teaching as a complex situated…

  17. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Science.gov (United States)

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  18. Lessons from the Sizewell B inquiry: how to make major public inquiries into energy projects fair and efficient. Address to the parliamentary group for energy studies

    Energy Technology Data Exchange (ETDEWEB)

    O' Riordan, T.; Purdue, M.; Kemp, R.

    1986-07-01

    The paper is an address to the Parliamentary Group for Energy Studies, and concerns an appraisal of the Sizewell B Inquiry. The unique nature of the Inquiry is described, and an assessment of the Inquiry is given. Based on the main criticisms of the Inquiry, proposals for the reform of future major public inquiries are put forward.

  19. Globalização social: desafio do século XXI GLOBALIZATION SOCIAL: CHALLENGE OF THE TWENTY-FIRST CENTURY

    Directory of Open Access Journals (Sweden)

    Antônio Carlos dos Santos

    2010-08-01

    Full Text Available A crítica de muitos à globalização é conseqüência dos rumos que ela está tomando. Embora a globalização seja um processo dinâmico em andamento, o seu avanço tem ocorrido de forma desequilibrada, gerando instabilidade política, econômica e social em várias regiões do planeta. O presente trabalho procura, de forma teórica, mostrar a falta da globalização social como um dos fatores que tem provocado desequilíbrio na dinâmica do processo de globalização. Pelo lado econômico, observa-se que a globalização ocorre de forma acelerada e já alcança os mais distantes pontos da face da Terra, ao passo que, pelo lado social, observa-se que a globalização está ausente em algumas regiões e, em outro tanto, ela ocorre de forma lenta e sem muito interesse. De nada vale os benefícios da globalização econômica se não existir a globalização social. Esse e o desafio do século XXI.The criticism of many of globalization is a consequence of directions it is taking. While globalization is a dynamic process in progress, its progress has occurred so unbalanced, creating politicalinstability, economic and social development in various regions of the planet. This paper demand, so theoretically, show the lack of social globalisation as one of the factors that have causedimbalance in the dynamics of the globalization process. On the economic side there is that globalization occurs so rapidly and have reached the most distant points of the face of theEarth, while the social side, there is that globalisation is absent in some regions, and in another both, it happens so slowly and without much interest. It is not worth the benefits of economicglobalization if there is the social globalisation. That and the challenge of the twenty-first century.

  20. Pragmatic inquiry and creativity

    DEFF Research Database (Denmark)

    Gimmler, Antje

    of Thevenot’s critical pragmatism this understanding might be naïve – not because this is an idealistic rather than a real-life scenario but because the idea of collaborative creativity and self-realization has actually become the driving force in a marked dominated organization of science and production......’Don’t block the road of inquiry” was the motto of Peirce and also Dewey situated inquiry in its ideal version in a democratic and cooperative community. Abduction became the key concept for the pragmatic and creative research process where the lonely engineer is substituted with intelligent...... collaborations of the many. Thus, inquiry is from a pragmatic understanding rather a social than a purely cognitive task. The paper will firstly give a sketch of this understanding of inquiry and creativity on the background of the theories of Peirce and Dewey and will draw some parallels to recent...

  1. Labor productivity losses over western Turkey in the twenty-first century as a result of alteration in WBGT

    Science.gov (United States)

    Altinsoy, Hamza; Yildirim, Haci Ahmet

    2015-04-01

    Occupational fatalities and work-related injuries are more common in Turkey than in most developing and developed countries. Several precautions have been taken concerning the matter, and The Occupational Health and Safety Act (OHSL 2012) has been passed. These efforts, however, have failed to incorporate in their framework the role of global warming. New legislation is underway for the prevention of occupational diseases, injuries, and fatalities. This is particularly worrisome given that Turkey is in the forefront of countries projected to be affected seriously by climate change. Consequently, a study on the direct and indirect impact of climate change on workers' health and labour productivity is paramount. The main purpose of this research is to present diminishing labour productivity as a consequence of decreased working hours via an estimate of rest hours of workers in manual labour. The climatic outputs of Regional Climate Model (RegCM3) obtained from the ENSEMBLES Project are used to calculate the wet bulb globe temperature (WBGT) over western Turkey. The study covers the span of years between 1971 and 2100. Moreover, spatial distributions of observed domain are estimated by means of a seasonal analysis, preliminary to a more detailed research. Critical regions, more adversely influenced than others, are identified. The total number of loss days for these critical regions are presented for various time periods. As a result, labour productivity particularly in agriculture and construction is expected to diminish seriously over Central Anatolia, Cyprus, and parts of the Aegean and eastern Mediterranean coastal areas. Between 2071 and 2100, deficiency in labour productivity may reach up to 52 % during the summer across some of these critical regions. Though it will be seen that the present study has focused primarily on manual labour and outdoor work in particular, it foreshadows nevertheless the dangerous impact of climate change on occupational health and

  2. Changing ideas in forestry: A comparison of concepts in Swedish and American forestry journals during the early twentieth and twenty-first centuries.

    Science.gov (United States)

    Mårald, Erland; Langston, Nancy; Sténs, Anna; Moen, Jon

    2016-02-01

    By combining digital humanities text-mining tools and a qualitative approach, we examine changing concepts in forestry journals in Sweden and the United States (US) in the early twentieth and early twenty-first centuries. Our first hypothesis is that foresters at the beginning of the twentieth century were more concerned with production and less concerned with ecology than foresters at the beginning of the twenty-first century. Our second hypothesis is that US foresters in the early twentieth century were less concerned with local site conditions than Swedish foresters. We find that early foresters in both countries had broader-and often ecologically focused-concerns than hypothesized. Ecological concerns in the forestry literature have increased, but in the Nordic countries, production concerns have increased as well. In both regions and both time periods, timber management is closely connected to concerns about governance and state power, but the forms that governance takes have changed.

  3. Historical Approach to the Role of Women in the Legislation of Iran: A Case Study on the Twenty-First Parliament

    Directory of Open Access Journals (Sweden)

    Sarah Sheibani

    2017-01-01

    Full Text Available One hundred and ten years ago, men and women took constitutionalism to achieve justice in Iran. National Council was the result of the Iranian people's struggle for justice, both women and men. Men policies from the beginning of legislation put women as minors and lunatics and bankrupted and banned them from vote. However, the Constitutional Revolution as a turning point and a national revolution played a key role in changing attitudes to women and structural context of their participation provided. In this paper, with the use of descriptive-analytical as well as quantitative methods, we sought to answer the question that what was the position of women in the twenty-first Parliament. The results of this study suggest that when Iranian women were allowed to participate politics, they have achieved to show their ability in politics as we saw examples in the twenty-first Parliament in which women had twenty-two percent participation.

  4. Proceedings of the Fifth Seminar of High Temperature Reactor: The Role and Challenge with HTR Opportunity in the Twenty-first Century

    International Nuclear Information System (INIS)

    As-Natio-Lasman; Zaki-Su'ud; Bambang-Sugiono

    2000-11-01

    The Seminar in HTR Reactor has become routine activities held in BATAN since 1994. This Seminar is a continuation of the Seminar on Technology and HTR Application held by Centre for Development of Advanced Reactor System. The theme of the seminar is Role, Challenge, Opportunity of HTR in the Twenty-first Century. Thirteen papers presented in the seminar were collected into proceedings. The aims of the proceedings is to provide information and references on nuclear technology, mainly on HTR technology. (DII)

  5. Critical Inquiry for the Social Good: Methodological Work as a Means for Truth-Telling in Education

    Science.gov (United States)

    Kuntz, Aaron M.; Pickup, Austin

    2016-01-01

    This article questions the ubiquity of the term "critical" in methodological scholarship, calling for a renewed association of the term with projects concerned with social justice, truth-telling, and overt articulations of the social good. Drawing on Michel Foucault's work with parrhesia (or truth-telling) and Aristotle's articulation of…

  6. Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

  7. Twenty-first century wave climate projections for Ireland and surface winds in the North Atlantic Ocean

    Science.gov (United States)

    Gallagher, Sarah; Gleeson, Emily; Tiron, Roxana; McGrath, Ray; Dias, Frédéric

    2016-04-01

    Ireland has a highly energetic wave and wind climate, and is therefore uniquely placed in terms of its ocean renewable energy resource. The socio-economic importance of the marine resource to Ireland makes it critical to quantify how the wave and wind climate may change in the future due to global climate change. Projected changes in winds, ocean waves and the frequency and severity of extreme weather events should be carefully assessed for long-term marine and coastal planning. We derived an ensemble of future wave climate projections for Ireland using the EC-Earth global climate model and the WAVEWATCH III® wave model, by comparing the future 30-year period 2070-2099 to the period 1980-2009 for the RCP4.5 and the RCP8.5 forcing scenarios. This dataset is currently the highest resolution wave projection dataset available for Ireland. The EC-Earth ensemble predicts decreases in mean (up to 2 % for RCP4.5 and up to 3.5 % for RCP8.5) 10 m wind speeds over the North Atlantic Ocean (5-75° N, 0-80° W) by the end of the century, which will consequently affect swell generation for the Irish wave climate. The WAVEWATCH III® model predicts an overall decrease in annual and seasonal mean significant wave heights around Ireland, with the largest decreases in summer (up to 15 %) and winter (up to 10 %) for RCP8.5. Projected decreases in mean significant wave heights for spring and autumn were found to be small for both forcing scenarios (less than 5 %), with no significant decrease found for RCP4.5 off the west coast in those seasons.

  8. Will a Twenty-First Century Logistics Management System Improve Federal Emergency Management Agency's Capability to Deliver Supplies to Critical Areas, during Future Catastrophic Disaster Relief Operations

    National Research Council Canada - National Science Library

    Gill, Glenda A

    2007-01-01

    The United States Homeland Security's Federal Emergency Management Agency (FEMA) must be prepared at all times to supplement state and local emergency personnel, or to provide logistics support during disaster relief operations...

  9. Does the Common Agricultural Policy still make sense in the twenty-first century? CAP after 2013 from the perspective of Poland and Hungary

    Directory of Open Access Journals (Sweden)

    Elżbieta Daszkowska

    2009-01-01

    Full Text Available The EU CAP has developed immensely since the 1960’s. However, its current determinants are completely different from those which formed the CAP foundations. This results mainly from the fact that the UE CAP must meet present-day challenges and threats. Moreover, further EU enlargements also significantly influenced performance of this sector of economy. It is important to determine whether the existence of the CAP in the twenty-first century still makes sense and to specify in more detail the CAP reform directions after 2013 from the perspective of Poland and Hungary.

  10. Causes and impacts of changes in the Arctic freshwater budget during the twentieth and twenty-first centuries in an AOGCM

    Energy Technology Data Exchange (ETDEWEB)

    Arzel, Olivier [University of New South Wales, Climate and Environmental Dynamics Laboratory, School of Mathematics and Statistics, Sydney, NSW (Australia); Fichefet, Thierry; Goosse, Hugues [Universite Catholique de Louvain, Institut d' Astronomie et de Geophysique G. Lemaitre, Louvain-la-Neuve (Belgium); Dufresne, Jean-Louis [Institut Pierre Simon Laplace UPMC/CNRS, Laboratoire de Meteorologie Dynamique, Paris (France)

    2008-01-15

    The fourth version of the atmosphere-ocean general circulation (AOGCM) model developed at the Institut Pierre-Simon Laplace (IPSL-CM4) is used to investigate the mechanisms influencing the Arctic freshwater balance in response to anthropogenic greenhouse gas forcing. The freshwater influence on the interannual variability of deep winter oceanic convection in the Nordic Seas is also studied on the basis of correlation and regression analyses of detrended variables. The model shows that the Fram Strait outflow, which is an important source of freshwater for the northern North Atlantic, experiences a rapid and strong transition from a weak state toward a relatively strong state during 1990-2010. The authors propose that this climate shift is triggered by the retreat of sea ice in the Barents Sea during the late twentieth century. This sea ice reduction initiates a positive feedback in the atmosphere-sea ice-ocean system that alters both the atmospheric and oceanic circulations in the Greenland-Iceland-Norwegian (GIN)-Barents Seas sector. Around year 2080, the model predicts a second transition threshold beyond which the Fram Strait outflow is restored toward its original weak value. The long-term freshening of the GIN Seas is invoked to explain this rapid transition. It is further found that the mechanism of interannual changes in deep mixing differ fundamentally between the twentieth and twenty-first centuries. This difference is caused by the dominant influence of freshwater over the twenty-first century. In the GIN Seas, the interannual changes in the liquid freshwater export out of the Arctic Ocean through Fram Strait combined with the interannual changes in the liquid freshwater import from the North Atlantic are shown to have a major influence in driving the interannual variability of the deep convection during the twenty-first century. South of Iceland, the other region of deep water renewal in the model, changes in freshwater import from the North Atlantic

  11. The uses of emotion maps in research and clinical practice with families and couples: methodological innovation and critical inquiry.

    Science.gov (United States)

    Gabb, Jacqui; Singh, Reenee

    2015-03-01

    We explore how "emotion maps" can be productively used in clinical assessment and clinical practice with families and couples. This graphic participatory method was developed in sociological studies to examine everyday family relationships. Emotion maps enable us to effectively "see" the dynamic experience and emotional repertoires of family life. Through the use of a case example, in this article we illustrate how emotion maps can add to the systemic clinicians' repertoire of visual methods. For clinicians working with families, couples, and young people, the importance of gaining insight into how lives are lived, at home, cannot be understated. Producing emotion maps can encourage critical personal reflection and expedite change in family practice. Hot spots in the household become visualized, facilitating dialogue on prevailing issues and how these events may be perceived differently by different family members. As emotion maps are not reliant on literacy or language skills they can be equally completed by parents and children alike, enabling children's perspective to be heard. Emotion maps can be used as assessment tools, to demonstrate the process of change within families. Furthermore, emotion maps can be extended to use through technology and hence are well suited particularly to working with young people. We end the article with a wider discussion of the place of emotions and emotion maps within systemic psychotherapy. © 2014 The Authors. Family Process published by Wiley Periodicals, Inc. on behalf of Family Process Institute.

  12. An International Collaboration to Promote Inquiry-Based Learning in Undergraduate Engineering Classrooms

    Science.gov (United States)

    Randall, D'Arcy C.; Moore, Christy; Carvalho, Isabel S.

    2012-01-01

    Purpose: The purpose of this paper is to describe specific techniques of "inquiry-based learning" employed by three instructors in Engineering schools, one in Europe and two in the USA. Design/methodology/approach: Theorists such as Bransford et al. argue that twenty-first century educators need to teach students to do more than simply…

  13. Twenty-first century Irvings

    Energy Technology Data Exchange (ETDEWEB)

    Sawler, H.

    2007-07-01

    The Irving family is the most powerful family in Atlantic Canada and one of the richest families in the world. The family is valued at $5.9 billion. This book discussed the family's growth and gradual domination over the forestry, energy, and transportation industries in Atlantic Canada. The book examined how the family has managed to remain dominant and powerful, and examined the ability of future Irving generations to maintain their power in the future, as the family expands and disperses. Details of the Irvings' particular style of entrepreneurship and their use of vertical integration were presented, and their relationships with government agencies were also discussed. The book examined the business practices and methods of different generations of Irvings, from the origins of the family business. The book demonstrated how the family has remained a progressive economic force for more than 150 years. An Irving family business history was also provided. Family attitudes towards the environment, philanthropy, and the media were also discussed. refs.

  14. How Has Elderly Migration Changed in the Twenty-First Century? What the Data Can-and Cannot-Tell Us.

    Science.gov (United States)

    Conway, Karen Smith; Rork, Jonathan C

    2016-08-01

    Interstate elderly migration has strong implications for state tax policies and health care systems, yet little is known about how it has changed in the twenty-first century. Its relative rarity requires a large data set with which to construct reliable measures, and the replacement of the U.S. Census long form (CLF) with the American Community Survey (ACS) has made such updates difficult. Two commonly used alternative migration data sources-the Current Population Survey (CPS) and the Statistics of Income (SOI) program of the Internal Revenue Service (IRS)-suffer serious limitations in studying the migration of any subpopulation, including the elderly. Our study informs migration research in the post-2000 era by identifying methodological differences between data sources and devising strategies for reconciling the CLF and ACS. Our investigation focusing on the elderly suggests that the ACS can generate comparable migration data that reveal a continuation of previously identified geographic patterns as well as changes unique to the 2000s. However, its changed definition of residence and survey timing leaves us unable to construct a comparable national migration rate, suggesting that one must use national trends in the smaller CPS to investigate whether elderly migration has increased or decreased in the twenty-first century.

  15. Book review of Capital in the Twenty-First Century, by Thomas Piketty. Cambridge, Massachusetts, London, England: The Belknap Press of Harvard Press, 2014, 605 pages

    Directory of Open Access Journals (Sweden)

    Paul Dobrescu

    2015-04-01

    Full Text Available “Every now and then, the field of economics produces an important book; this is one of them” (Cowen, 2014. These are the opening words of Tyler Cowen’s presentation of Thomas Piketty’s work, “Capital in the Twenty-First Century” (Piketty, 2014, in Foreign Affairs. This is a book that is visibly placed in all important bookstores around the world, widely debated, acclaimed, sold (over 1 million copies have been sold so far. It has been favorably reviewed or quoted in all major journals. The assessment of “Capital in the Twenty-First Century” by Paul Krugman, Nobel Economics Prize Laureate as a “magnificent, sweeping meditation on inequality”, is highly relevant: “This is a book that will change both the way we think about society and the way we do economics” (Krugman, 2014. Finally, Piketty’s book is included in the list of the year’s best books by prestigious journals, such as The Economist, Financial Times, The Washington Post, Observer, The Independent, Daily Telegraph; Financial Times and McKinsey have hailed it as the best book of 2014.

  16. High School Students' Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development

    Science.gov (United States)

    Sahin, Alpaslan; Gulacar, Ozcan; Stuessy, Carol

    2015-12-01

    Social cognitive theory guided the design of a survey to investigate high school students' perceptions of factors affecting their career contemplations and beliefs regarding the influence of their participation in the international Science Olympiad on their subject interests and twenty-first century skills. In addition, gender differences in students' choice of competition category were studied. Mixed methods analysis of survey returns from 172 Olympiad participants from 31 countries showed that students' career aspirations were affected most by their teachers, personal interests, and parents, respectively. Students also indicated that they believed that their participation in the Olympiad reinforced their plan to choose a science, technology, engineering, and mathematics (STEM) major at college and assisted them in developing and improving their twenty-first century skills. Furthermore, female students' responses indicated that their project choices were less likely to be in the engineering category and more likely to be in the environment or energy categories. Findings are discussed in the light of increasing the awareness of the role and importance of Science Olympiads in STEM career choice and finding ways to attract more female students into engineering careers.

  17. A Conservation Ethic and the Collecting of Animals by Institutions of Natural Heritage in the Twenty-First Century: Case Study of the Australian Museum

    Directory of Open Access Journals (Sweden)

    Timothy Ikin

    2011-02-01

    Full Text Available Collecting of animals from their habitats for preservation by museums and related bodies is a core operation of such institutions. Conservation of biodiversity in the current era is a priority in the scientific agendas of museums of natural heritage in Australia and the world. Intuitively, to take animals from the wild, while engaged in scientific or other practices that are supposed to promote their ongoing survival, may appear be incompatible. The Australian Museum presents an interesting ground to consider zoological collecting by museums in the twenty-first century. Anderson and Reeves in 1994 argued that a milieu existed that undervalued native species, and that the role of natural history museums, up to as late as the mid-twentieth century, was only to make a record the faunal diversity of Australia, which would inevitably be extinct. Despite the latter, conservation of Australia’s faunal diversity is a key aspect of research programmes in Australia’s institutions of natural heritage in the current era. This paper analyses collecting of animals, a core task for institutions of natural heritage, and how this interacts with a professed “conservation ethic” in a twenty-first century Australian setting.

  18. Fictional Inquiry

    DEFF Research Database (Denmark)

    Dindler, Christian; Iversen, Ole Sejer

    At designe i en fortællemæssig ramme giver brugere og designere mulighed for i fællesskab at udforske fremtidens it-anvendelser. Metoden hedder Fictional Inquiry, og den motiverer brugerne til at tænke ud over dagligdagens begrænsninger og sætte ord på ting i hverdagen, som ellers er svære...

  19. Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

    Science.gov (United States)

    Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

    2017-02-01

    Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

  20. Consideration of land-use and land-cover changes in the projection of climate extremes over North America by the end of the twenty-first century

    Science.gov (United States)

    Alexandru, Adelina

    2018-03-01

    Changes in the essential climate extremes indices and surface variables for the end of the twenty-first century are assessed in this study based on two transient climate change simulations, with and without land-use and land-cover changes (LULCC), but identical atmospheric forcing. The two simulations are performed with the 5th generation of the Canadian Regional Climate Model (CRCM5) driven by the Canadian Earth System Model for the (2006-2100)-Representative Concentration Pathway 4.5 (RCP4.5) scenario. For the simulation with LULCC, land-cover data sets are taken from the global change assessment model (GCAM) representing the RCP4.5 scenario for the period 2006-2100. LULCC in RCP4.5 scenario suggest significant reduction in cultivated land (e.g. Canadian Prairies and Mississippi basin) due to afforestation. CRCM5 climate projections imply a general warming by the end of the twenty-first century, especially over the northern regions in winter. CRCM5 projects more warm spell-days per year over most areas of the continent, and implicitly more summer days and tropical nights at the expense of cold-spell, frost and ice days whose number is projected to decrease by up to 40% by the end of the twenty-first century with respect to the baseline period 1971-2000. Most land areas north of 45°N, in all seasons, as well as the southeastern United States in summer, exhibit increases in mean precipitation under the RCP4.5 scenario. In contrast, central parts of the continent in summer and much of Mexico in all seasons show reduced precipitation. In addition, large areas of North America exhibit changes of 10 to 40% (depending on the season and geographical location) in the number of heavy precipitation days. Results also suggest that the biogeophysical effects of LULCC on climate, assessed through differences between the two simulations, lead to warmer regional climates, especially in winter. The investigation of processes leading to this response shows high sensitivity of the

  1. Twenty-First Water Reactor Safety Information Meeting. Volume 3, Primary system integrity; Aging research, products and applications; Structural and seismic engineering; Seismology and geology: Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Monteleone, S. [comp.] [Brookhaven National Lab., Upton, NY (United States)

    1994-04-01

    This three-volume report contains 90 papers out of the 102 that were presented at the Twenty-First Water Reactor Safety Information Meeting held at the Bethesda Marriott Hotel, Bethesda, Maryland, during the week of October 25-27, 1993. The papers are printed in the order of their presentation in each session and describe progress and results of programs in nuclear safety research conducted in this country and abroad. Foreign participation in the meeting included papers presented by researchers from France, Germany, Japan, Russia, Switzerland, Taiwan, and United Kingdom. The titles of the papers and the names of the authors have been updated and may differ from those that appeared in the final program of the meeting. Selected papers were indexed separately for inclusion in the Energy Science and Technology Database.

  2. Epidemiological trends of sepsis in the twenty-first century (2000-2013): an analysis of incidence, mortality, and associated costs in Spain.

    Science.gov (United States)

    Álvaro-Meca, Alejandro; Jiménez-Sousa, María A; Micheloud, Dariela; Sánchez-Lopez, Ainhoa; Heredia-Rodríguez, María; Tamayo, Eduardo; Resino, Salvador

    2018-02-12

    Sepsis has represented a substantial health care and economic burden worldwide during the previous several decades. Our aim was to analyze the epidemiological trends of hospital admissions, deaths, hospital resource expenditures, and associated costs related to sepsis during the twenty-first century in Spain. We performed a retrospective study of all sepsis-related hospitalizations in Spanish public hospitals from 2000 to 2013. Data were obtained from records in the Minimum Basic Data Set. The outcome variables were sepsis, death, length of hospital stay (LOHS), and sepsis-associated costs. The study period was divided into three calendar periods (2000-2004, 2005-2009, and 2010-2013). Overall, 2,646,445 patients with sepsis were included, 485,685 of whom had died (18.4%). The incidence of sepsis (events per 1000 population) increased from 3.30 (2000-2004) to 4.28 (2005-2009) to 4.45 (2010-2013) (p 2000-2004) to 7.88 (2005-2009) to 7.89 (2010-2013) (p 2000-2004) to 18.4% (2005-2009) to 17.9% (2010-2013) (p 2000-2004) to 15.7 (2005-2009) to 14.5 (2010-2013) (p 2000 to 2011, and then decreased by the impact of the economic crisis. Sepsis has caused an increasing burden in terms of hospital admission, deaths, and costs in the Spanish public health system during the twenty-first century, but the incidence and mortality seemed to stabilize in 2010-2013. Moreover, there was a significant decrease in LOHS in 2010-2013 and a decline in hospital costs after 2011.

  3. Projected impact of climate change in the hydroclimatology of Senegal with a focus over the Lake of Guiers for the twenty-first century

    Science.gov (United States)

    Tall, Moustapha; Sylla, Mouhamadou Bamba; Diallo, Ismaïla; Pal, Jeremy S.; Faye, Aïssatou; Mbaye, Mamadou Lamine; Gaye, Amadou Thierno

    2017-07-01

    This study analyzes the impact of anthropogenic climate change in the hydroclimatology of Senegal with a focus over the lake of Guiers basin for the middle (2041-2060) and late twenty-first century (2080-2099). To this end, high-resolution multimodel ensemble based on regional climate model experiments considering two Representative Concentration Pathways (RCP4.5 and RCP8.5) is used. The results indicate that an elevated warming, leading to substantial increase of atmospheric water demand, is projected over the whole of Senegal. In the Lake basin, these increases in potential evapotranspiration (PE) range between 10 and 25 % in the near future and for RCP4.5 while for the far future and RCP8.5, they exceed 50 %. In addition, mean precipitation unveils contrasting changes with wetter (10 to 25 % more) conditions by the middle of the century and drier conditions (more than 50 %) during the late twenty-first century. Such changes cause more/less evapotranspiration and soil moisture respectively during the two future periods. Furthermore, surface runoff shows a tendency to increase in most areas amid few locations including the Lake basin with substantial reduction. Finally, it is found that while semi-arid climates develop in the RCP4.5 scenario, generalized arid conditions prevail over the whole Senegal for RCP8.5. It is thus evident that these future climate conditions substantially threaten freshwater availability for the country and irrigated cropping over the Lake basin. Therefore, strong governmental politics are needed to help design response options to cope with the challenges posed by the projected climate change for the country.

  4. Regional climate of the Subtropical Central Andes using high-resolution CMIP5 models. Part II: future projections for the twenty-first century

    Science.gov (United States)

    Zazulie, Natalia; Rusticucci, Matilde; Raga, Graciela B.

    2017-12-01

    In Part I of our study (Zazulie et al. Clim Dyn, 2017, hereafter Z17) we analyzed the ability of a subset of fifteen high-resolution global climate models (GCMs) from the Coupled Model Intercomparison Project phase 5 to reproduce the past climate of the Subtropical Central Andes (SCA) of Argentina and Chile. A subset of only five GCMs was shown to reproduce well the past climate (1980-2005), for austral summer and winter. In this study we analyze future climate projections for the twenty-first century over this complex orography region using those five GCMs. We evaluate the projections under two of the representative concentration pathways considered as future scenarios: RCP4.5 and RCP8.5. Future projections indicate warming during the twenty-first century over the SCA region, especially pronounced over the mountains. Projections of warming at high elevations in the SCA depend on altitude, and are larger than the projected global mean warming. This phenomenon is expected to strengthen by the end of the century under the high-emission scenario. Increases in winter temperatures of up to 2.5 °C, relative to 1980-2005, are projected by 2040-2065, while a 5 °C warming is expected at the highest elevations by 2075-2100. Such a large monthly-mean warming during winter would most likely result in snowpack melting by late winter-early spring, with serious implication for water availability during summer, when precipitation is a minimum over the mountains. We also explore changes in the albedo, as a contributing factor affecting the net flux of energy at the surface and found a reduction in albedo of 20-60% at high elevations, related to the elevation dependent warming. Furthermore, a decrease in winter precipitation is projected in central Chile by the end of the century, independent of the scenario considered.

  5. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    NARCIS (Netherlands)

    Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach

  6. Global Cropland Area Database (GCAD) derived from Remote Sensing in Support of Food Security in the Twenty-first Century: Current Achievements and Future Possibilities

    Science.gov (United States)

    Teluguntla, Pardhasaradhi G.; Thenkabail, Prasad S.; Xiong, Jun N.; Gumma, Murali Krishna; Giri, Chandra; Milesi, Cristina; Ozdogan, Mutlu; Congalton, Russ; Tilton, James; Sankey, Temuulen Tsagaan; Massey, Richard; Phalke, Aparna; Yadav, Kamini

    2015-01-01

    to biofuels (Bindraban et al., 2009), limited water resources for irrigation expansion (Turral et al., 2009), limits on agricultural intensifications, loss of croplands to urbanization (Khan and Hanjra, 2008), increasing meat consumption (and associated demands on land and water) (Vinnari and Tapio, 2009), environmental infeasibility for cropland expansion (Gordon et al., 2009), and changing climate have all put pressure on our continued ability to sustain global food security in the twenty-first century. So, how does the World continue to meet its food and nutrition needs?. Solutions may come from bio-technology and precision farming, however developments in these fields are not currently moving at rates that will ensure global food security over next few decades. Further, there is a need for careful consideration of possible harmful effects of bio-technology. We should not be looking back 30– 50 years from now, like we have been looking back now at many mistakes made during the green revolution. During the green revolution the focus was only on getting more yield per unit area. Little thought was put about serious damage done to our natural environments, water resources, and human health as a result of detrimental factors such as uncontrolled use of herbicides-pesticides-nutrients, drastic groundwater mining, and salinization of fertile soils due to over irrigation. Currently, there is talk of a “second green revolution” or even an “ever green revolution”, but clear ideas on what these terms actually mean are still debated and are evolving. One of the biggest issues that are not given adequate focus is the use of large quantities of water for food production. Indeed, an overwhelming proportion (60-90%) of all human water use in India goes for producing their food (Falkenmark, M., & Rockström, 2006). But such intensive water use for food production is no longer tenable due to increasing pressure for water use alternatives such as increasing urbanization

  7. Are Head Coverings the New Black? Sheitels and the Religious-Secular Culture Wars in Twenty-first-century America and its Literature

    Directory of Open Access Journals (Sweden)

    Karen E. H. Skinazi

    2017-11-01

    Full Text Available In 1896, when Abraham Cahan’s collection of new Americans encouraged his greenhorn Gitl to remove her wig—which sits on her head as the metonymic symbol of religious ritual and thus Old World shame—readers of 'Yekl' were offered an account of twentieth-century American progress, rendered necessary (if painful. Just as Yekl/Jake shaved his earlocks and beard, so Gitl must give up her Jewish wig and stand before the world in her ‘own hair’. But we might imagine the necessity of such a sacrifice has become obsolete in twenty-first-century America, particularly as we see that what the grandmother doffed, the granddaughter comes to don. Beginning with a revival of religious themes in the 1980s, heralded by Cynthia Ozick, Jewish American literature is now rich with narratives centered on secular characters becoming Orthodox; on the inner-worlds of insular Orthodox communities; and on reimagining the potential of Orthodoxy within the context of Americanness. Interestingly, most of these narratives have been written by women, and it is the experiences of Jewish American women–the latter-day Gitls–that are foregrounded. Despite the proliferation of such narratives, it is important to recognize that the choice to embrace religion (made visible through wigs and shpitzels, turbans and kerchiefs continues to be fraught. The increasingly popular ‘off-the-derech’, or ex-Orthodox, memoirs of the twenty-first century identify the Jewish 'sheitel', like the Muslim veil, as a symbol of oppression, and the act of uncovering (like unveiling a tale of feminist triumph. Still, looking at a range of fiction, including Allegra Goodman’s 'Kaaterskill Falls' (1998, Nathan Englander’s short story ‘The Wig’ (2007, and Naomi Ragen’s satire, 'The Saturday Wife' (2007, we find the multivalent appearance and complexity of Jewish American women’s head coverings in recent literature suggest a different and varied signification, and a more nuanced

  8. Thomas Piketty: Capital in the Twenty-First Century (Le Capital au XXIe siècle. (Ensk þýðing: Arthur Goldhammer.

    Directory of Open Access Journals (Sweden)

    Gylfi Magnússon

    2014-06-01

    Full Text Available Í umsögn gagnrýnanda kemur meðal annars eftirfarandi fram: Ritinu er ekki ætlað að vera lokaorðin um viðfangsefnið heldur miklu frekar grunnur að frekari umræðu og rannsóknum. Það hefur tekist. Capital in the Twenty-First Century er verk sem hefur þegar vakið mikla umræðu og verður vafalaust rætt áfram árum saman. Það er raunar nánast skyldulesning fyrir þá sem ætla sér að fjalla um þjóðhagfræði og hlutverk hins opinbera, hversu sammála eða ósammála sem þeir eru höfundinum.

  9. Addressing the main challenges of energy security in the twenty-first century – Contributions of the conferences on Sustainable Development of Energy, Water and Environment Systems

    International Nuclear Information System (INIS)

    Markovska, Natasa; Duić, Neven; Mathiesen, Brian Vad; Guzović, Zvonimir; Piacentino, Antonio; Schlör, Holger; Lund, Henrik

    2016-01-01

    Climate change and fossil fuel reserve depletion both pose challenges for energy security and for wellbeing in general. The top ten among them include: Decarbonising the world economy; Enhancing the energy efficiency and energy savings in buildings; Advancing the energy technologies; Moving towards energy systems based on variable renewables; Electrifying the transport and some industrial processes; Liberalizing and extending the energy markets; Integrating energy sectors to Smart Energy Systems; Making the cities and communities smart; Diversifying the energy sources; and Building more biorefineries. Presenting the contributions of selected conference papers published in the special issues of leading scientific journals (including all the papers from the current Energy special issue), this review demonstrates the capacity of the Conferences on Sustainable Development of Energy, Water and Environment Systems for generation of knowledge which could serve as the centrepiece of a pertinent response to those challenges. - Highlights: • Top ten challenges of energy security in the twenty-first century identified. • Selected SDEWES contributions analysed against the identified challenges. • The role of SDEWES as knowledge generator towards addressing the identified challenges credibly demonstrated.

  10. Projected impact of twenty-first century ENSO changes on rainfall over Central America and northwest South America from CMIP5 AOGCMs

    Science.gov (United States)

    Steinhoff, Daniel F.; Monaghan, Andrew J.; Clark, Martyn P.

    2015-03-01

    Due to the importance that the El Niño-Southern Oscillation (ENSO) has on rainfall over the tropical Americas, future changes in ENSO characteristics and teleconnections are important for regional hydroclimate. Projected changes to the ENSO mean state and characteristics, and the resulting impacts on rainfall anomalies over Central America, Colombia, and Ecuador during the twenty-first century are explored for several forcing scenarios using a suite of coupled atmosphere-ocean global climate models (AOGCMs) from the fifth phase of the Coupled Model Intercomparison Project (CMIP5). Mean-state warming of eastern tropical Pacific sea surface temperatures, drying of Central America and northern Colombia, and wetting of southwest Colombia and Ecuador are consistent with previous studies that used earlier versions of the AOGCMs. Current and projected future characteristics of ENSO (frequency, duration, amplitude) show a wide range of values across the various AOGCMs. The magnitude of ENSO-related rainfall anomalies are currently underestimated by most of the models, but the model ensembles generally simulate the correct sign of the anomalies across the seasons around the peak ENSO effects. While the models capture the broad present-day ENSO-related rainfall anomalies, there is not a clear sense of projected future changes in the precipitation anomalies.

  11. Retos de la bioética en la medicina del siglo XXI Challenges of bioethics in twenty-first century medicine

    Directory of Open Access Journals (Sweden)

    Jorge Alberto Álvarez-Díaz

    2011-12-01

    Full Text Available Para plantear posibles retos de la bioética en la medicina del siglo XXI es necesario considerar que existieron algunos retos en el pasado (en el origen de esa nueva disciplina llamada bioética; que los retos se han ido modificando con el avance científico, biomédico y humanístico; considerando que los retos que pueden plantearse para el futuro serán, de diferentes maneras, resultado de este devenir histórico. Se plantean como grandes retos: los problemas no resueltos de justicia, equidad y pobreza; los retos que plantea la introducción de nuevas tecnologías con el paradigma de la nanomedicina y los retos que plantea el avance de las neurociencias con el paradigma de la neuroética.In order to propose possible challenges of bioethics in the twenty-first century medicine, it is necessary to consider that there were some past challenges (at the origin of this new discipline called bioethics, that the challenges have been modified with scientific, biomedical and humanistic breakthroughs, considering at the same time that challenges that may arise in the future will be, in different ways, a result of this historical evolution. The major challenges would be in the future: the unsolved problems of justice, equity and poverty; the challenges posed by the introduction of new technologies with the nanomedicine paradigm; and finally, the challenges driven by breakthroughs in neurosciences with the neuroethics paradigm.

  12. The past is a guide to the future? Comparing Middle Pliocene vegetation with predicted biome distributions for the twenty-first century.

    Science.gov (United States)

    Salzmann, U; Haywood, A M; Lunt, D J

    2009-01-13

    During the Middle Pliocene, the Earth experienced greater global warmth compared with today, coupled with higher atmospheric CO2 concentrations. To determine the extent to which the Middle Pliocene can be used as a 'test bed' for future warming, we compare data and model-based Middle Pliocene vegetation with simulated global biome distributions for the mid- and late twenty-first century. The best agreement is found when a Middle Pliocene biome reconstruction is compared with a future scenario using 560 ppmv atmospheric CO2. In accordance with palaeobotanical data, all model simulations indicate a generally warmer and wetter climate, resulting in a northward shift of the taiga-tundra boundary and a spread of tropical savannah and woodland in Africa and Australia at the expense of deserts. Our data-model comparison reveals differences in the distribution of polar vegetation, which indicate that the high latitudes during the Middle Pliocene were still warmer than its predicted modern analogue by several degrees. However, our future scenarios do not consider multipliers associated with 'long-term' climate sensitivity. Changes in global temperature, and thus biome distributions, at higher atmospheric CO2 levels will not have reached an equilibrium state (as is the case for the Middle Pliocene) by the end of this century.

  13. Future projections of synoptic weather types over the Arabian Peninsula during the twenty-first century using an ensemble of CMIP5 models

    Science.gov (United States)

    El Kenawy, Ahmed M.; McCabe, Matthew F.

    2017-10-01

    An assessment of future change in synoptic conditions over the Arabian Peninsula throughout the twenty-first century was performed using 20 climate models from the Coupled Model Intercomparison Project Phase 5 (CMIP5) database. We employed the mean sea level pressure (SLP) data from model output together with NCEP/NCAR reanalysis data and compared the relevant circulation types produced by the Lamb classification scheme for the base period 1975-2000. Overall, model results illustrated good agreement with the reanalysis, albeit with a tendency to underestimate cyclonic (C) and southeasterly (SE) patterns and to overestimate anticyclones and directional flows. We also investigated future projections for each circulation-type during the rainy season (December-May) using three Representative Concentration Pathways (RCPs), comprising RCP2.6, RCP4.5, and RCP8.5. Overall, two scenarios (RCP4.5 and RCP 8.5) revealed a statistically significant increase in weather types favoring above normal rainfall in the region (e.g., C and E-types). In contrast, weather types associated with lower amounts of rainfall (e.g., anticyclones) are projected to decrease in winter but increase in spring. For all scenarios, there was consistent agreement on the sign of change (i.e., positive/negative) for the most frequent patterns (e.g., C, SE, E and A-types), whereas the sign was uncertain for less recurrent types (e.g., N, NW, SE, and W). The projected changes in weather type frequencies in the region can be viewed not only as indicators of change in rainfall response but may also be used to inform impact studies pertinent to water resource planning and management, extreme weather analysis, and agricultural production.

  14. Changes of climate regimes during the last millennium and the twenty-first century simulated by the Community Earth System Model

    Science.gov (United States)

    Huang, Wei; Feng, Song; Liu, Chang; Chen, Jie; Chen, Jianhui; Chen, Fahu

    2018-01-01

    This study examines the shifts in terrestrial climate regimes using the Köppen-Trewartha (K-T) climate classification by analyzing the Community Earth System Model Last Millennium Ensemble (CESM-LME) simulations for the period 850-2005 and CESM Medium Ensemble (CESM-ME), CESM Large Ensemble (CESM-LE) and CESM with fixed aerosols Medium Ensemble (CESM-LE_FixA) simulations for the period 1920-2080. We compare K-T climate types from the Medieval Climate Anomaly (MCA) (950-1250) with the Little Ice Age (LIA) (1550-1850), from present day (PD) (1971-2000) with the last millennium (LM) (850-1850), and from the future (2050-2080) with the LM in order to place anthropogenic changes in the context of changes due to natural forcings occurring during the last millennium. For CESM-LME, we focused on the simulations with all forcings, though the impacts of individual forcings (e.g., solar activities, volcanic eruptions, greenhouse gases, aerosols and land use changes) were also analyzed. We found that the climate types changed slightly between the MCA and the LIA due to weak changes in temperature and precipitation. The climate type changes in PD relative to the last millennium have been largely driven by greenhouse gas-induced warming, but anthropogenic aerosols have also played an important role on regional scales. At the end of the twenty-first century, the anthropogenic forcing has a much greater effect on climate types than the PD. Following the reduction of aerosol emissions, the impact of greenhouse gases will further promote global warming in the future. Compared to precipitation, changes in climate types are dominated by greenhouse gas-induced warming. The large shift in climate types by the end of this century suggests possible wide-spread redistribution of surface vegetation and a significant change in species distributions.

  15. Trends in survival of chronic lymphocytic leukemia patients in Germany and the USA in the first decade of the twenty-first century

    Directory of Open Access Journals (Sweden)

    Dianne Pulte

    2016-03-01

    Full Text Available Abstract Background Recent population-based studies in the United States of America (USA and other countries have shown improvements in survival for patients with chronic lymphocytic leukemia (CLL diagnosed in the early twenty-first century. Here, we examine the survival for patients diagnosed with CLL in Germany in 1997–2011. Methods Data were extracted from 12 cancer registries in Germany and compared to the data from the USA. Period analysis was used to estimate 5- and 10-year relative survival (RS. Results Five- and 10-year RS estimates in 2009–2011 of 80.2 and 59.5 %, respectively, in Germany and 82.4 and 64.7 %, respectively, in the USA were observed. Overall, 5-year RS increased significantly in Germany and the difference compared to the survival in the USA which slightly decreased between 2003–2005 and 2009–2011. However, age-specific analyses showed persistently higher survival for all ages except for 15–44 in the USA. In general, survival decreased with age, but the age-related disparity was small for patients younger than 75. In both countries, 5-year RS was >80 % for patients less than 75 years of age but <70 % for those age 75+. Conclusions Overall, 5-year survival for patients with CLL is good, but 10-year survival is significantly lower, and survival was much lower for those age 75+. Major differences in survival between countries were not observed. Further research into ways to increase survival for older CLL patients are needed to reduce the persistent large age-related survival disparity.

  16. Why 'class' is too soft a category to capture the explosiveness of social inequality at the beginning of the twenty-first century.

    Science.gov (United States)

    Beck, Ulrich

    2013-03-01

    We can distinguish four positions on the continuing, or maybe even increasing, relevance of the category of class at the beginning of the twenty-first century depending on the extent to which they accord central importance to (1) the reproduction or (2) the transformation of social classes with regard to (3) the distribution of goods without bads or (4) the distribution of goods and bads. One could say that Dean Curran introduces the concept of 'risk-class' to radicalize the class distribution of risk and charts who will able to occupy areas less exposed to risk and who will have little choice but to occupy areas that are exposed to the brunt of the fact of the risk society. As he mentioned it is important to note that this social structuring of the distribution of bads will be affected not only by class, but also by other forms of social structuration of disadvantage, such as gender and race. In order to demonstrate that the distribution of bads is currently exacerbating class differences in life chances, however, Curran concentrates exclusively on phenomena of individual risks. In the process, he overlooks the problem of systemic risks in relation of the state, science, new corporate roles, management the mass media, law, mobile capital and social movements; at the same time, his conceptual frame of reference does not really thematize the interdependence between individual and systemic risks. Those who reduce the problematic of risk to that of the life chances of individuals are unable to grasp the conflicting social and political logics of risk and class conflicts. Or, to put it pointedly: 'class' is too soft a category to capture the explosiveness of social inequality in world risk society. © London School of Economics and Political Science 2013.

  17. Sub-Saharan Northern African climate at the end of the twenty-first century: forcing factors and climate change processes

    Energy Technology Data Exchange (ETDEWEB)

    Patricola, C.M. [Cornell University, Department of Earth and Atmospheric Sciences, Ithaca, NY (United States); Texas A and M University, Department of Atmospheric Sciences, College Station, TX (United States); Cook, K.H. [The University of Texas at Austin, Department of Geological Sciences, Jackson School of Geosciences, Austin, TX (United States)

    2011-09-15

    A regional climate model, the Weather Research and Forecasting (WRF) Model, is forced with increased atmospheric CO{sub 2} and anomalous SSTs and lateral boundary conditions derived from nine coupled atmosphere-ocean general circulation models to produce an ensemble set of nine future climate simulations for northern Africa at the end of the twenty-first century. A well validated control simulation, agreement among ensemble members, and a physical understanding of the future climate change enhance confidence in the predictions. The regional model ensembles produce consistent precipitation projections over much of northern tropical Africa. A moisture budget analysis is used to identify the circulation changes that support future precipitation anomalies. The projected midsummer drought over the Guinean Coast region is related partly to weakened monsoon flow. Since the rainfall maximum demonstrates a southward bias in the control simulation in July-August, this may be indicative of future summer drying over the Sahel. Wetter conditions in late summer over the Sahel are associated with enhanced moisture transport by the West African westerly jet, a strengthening of the jet itself, and moisture transport from the Mediterranean. Severe drought in East Africa during August and September is accompanied by a weakened Indian monsoon and Somali jet. Simulations with projected and idealized SST forcing suggest that overall SST warming in part supports this regional model ensemble agreement, although changes in SST gradients are important over West Africa in spring and fall. Simulations which isolate the role of individual climate forcings suggest that the spatial distribution of the rainfall predictions is controlled by the anomalous SST and lateral boundary conditions, while CO{sub 2} forcing within the regional model domain plays an important secondary role and generally produces wetter conditions. (orig.)

  18. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Three: Curriculum Implementation and Evaluation

    Directory of Open Access Journals (Sweden)

    Jaime A. Corvin

    2017-11-01

    Full Text Available Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways.

  19. Specific Antigens by Federal Entity in Patients at the Transplant Unit of Specialities Hospital, National Medical Center Twenty-First Century, Mexico.

    Science.gov (United States)

    Hernández Rivera, J C H; Ibarra Villanueva, A; Espinoza Pérez, R; Cancino López, J D; Silva Rueda, I R; Rodríguez Gómez, R; García Covarrubias, L; Reyes Díaz, E; Pérez López, M J; Salazar Mendoza, M

    2016-03-01

    The study of the kidney transplant involves understanding the immunologic basis, such as histocompatibility and the genetic basis of a population. In Mexico, the study of the genetic basis has led to a genetic map by federal entities. We performed an HLA study with 1,276 kidney transplant patients (recipients and donors) in the Hospital of the National Medical Center Twenty-First Century, determining HLA class I (A, B, and Cw) and class II (DRβ1 and DQβ1) antigens with the use of SSOP-PCR. A descriptive analysis was conducted with measures of central tendency (mean, SD). Of 1,276 HLA patients studied, we obtained 2,552 results for each class by the composition of the 2 haplotypes, and for HLA-Cw we processed 796 patients, for a total of 1,592 antigens for this class. We found antigens specific to each federal entity, and it was found that the Federal District had the highest number of specific antigens (10) followed by Morelos (7), Querétaro and Mexico State (3 each), and Tamaulipas, Aguascalientes, Michoacán, Guerrero, Puebla, and Oaxaca (1 each). The genetic map allows us to know proportions of antigens in every state in the center and south of Mexico owing to the diversity and area of influence of the National Medical Center XXIst Century, as well as the wide number of patients. Furthermore, there are still preserved proportionally distinct genetic roots in every entity. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Future projections of synoptic weather types over the Arabian Peninsula during the twenty-first century using an ensemble of CMIP5 models

    KAUST Repository

    El Kenawy, Ahmed M.

    2016-07-28

    An assessment of future change in synoptic conditions over the Arabian Peninsula throughout the twenty-first century was performed using 20 climate models from the Coupled Model Intercomparison Project Phase 5 (CMIP5) database. We employed the mean sea level pressure (SLP) data from model output together with NCEP/NCAR reanalysis data and compared the relevant circulation types produced by the Lamb classification scheme for the base period 1975–2000. Overall, model results illustrated good agreement with the reanalysis, albeit with a tendency to underestimate cyclonic (C) and southeasterly (SE) patterns and to overestimate anticyclones and directional flows. We also investigated future projections for each circulation-type during the rainy season (December–May) using three Representative Concentration Pathways (RCPs), comprising RCP2.6, RCP4.5, and RCP8.5. Overall, two scenarios (RCP4.5 and RCP 8.5) revealed a statistically significant increase in weather types favoring above normal rainfall in the region (e.g., C and E-types). In contrast, weather types associated with lower amounts of rainfall (e.g., anticyclones) are projected to decrease in winter but increase in spring. For all scenarios, there was consistent agreement on the sign of change (i.e., positive/negative) for the most frequent patterns (e.g., C, SE, E and A-types), whereas the sign was uncertain for less recurrent types (e.g., N, NW, SE, and W). The projected changes in weather type frequencies in the region can be viewed not only as indicators of change in rainfall response but may also be used to inform impact studies pertinent to water resource planning and management, extreme weather analysis, and agricultural production.

  1. Future change of climate in South America in the late twenty-first century: intercomparison of scenarios from three regional climate models

    Energy Technology Data Exchange (ETDEWEB)

    Marengo, Jose A.; Valverde, Maria C.; Torres, Roger R.; Santos, Daniel C. [Centro de Ciencia do Sistema Terrestre, Instituto Nacional de Pesquisas Espaciais, CCST/INPE, Sao Paulo, SP (Brazil); Ambrizzi, Tercio; Rocha, Rosmeri P. da [University of Sao Paulo, IAG-DCA/USP, Department of Atmospheric Sciences, Sao Paulo, SP (Brazil); Alves, Lincoln M. [Centro de Previsao de Tempo e Estudos Climaticos, Instituto Nacional de Pesquisas Espaciais, CPTEC/INPE, Sao Paulo, SP (Brazil); Cuadra, Santiago V. [Universidade Federal de Vicosa, Vicosa, MG (Brazil); Ferraz, Simone E.T. [Universidade Federal de Santa Maria, Santa Maria, RS (Brazil)

    2010-11-15

    Regional climate change projections for the last half of the twenty-first century have been produced for South America, as part of the CREAS (Cenarios REgionalizados de Clima Futuro da America do Sul) regional project. Three regional climate models RCMs (Eta CCS, RegCM3 and HadRM3P) were nested within the HadAM3P global model. The simulations cover a 30-year period representing present climate (1961-1990) and projections for the IPCC A2 high emission scenario for 2071-2100. The focus was on the changes in the mean circulation and surface variables, in particular, surface air temperature and precipitation. There is a consistent pattern of changes in circulation, rainfall and temperatures as depicted by the three models. The HadRM3P shows intensification and a more southward position of the subtropical Pacific high, while a pattern of intensification/weakening during summer/winter is projected by the Eta CCS/RegCM3. There is a tendency for a weakening of the subtropical westerly jet from the Eta CCS and HadRM3P, consistent with other studies. There are indications that regions such of Northeast Brazil and central-eastern and southern Amazonia may experience rainfall deficiency in the future, while the Northwest coast of Peru-Ecuador and northern Argentina may experience rainfall excesses in a warmer future, and these changes may vary with the seasons. The three models show warming in the A2 scenario stronger in the tropical region, especially in the 5 N-15 S band, both in summer and especially in winter, reaching up to 6-8 C warmer than in the present. In southern South America, the warming in summer varies between 2 and 4 C and in winter between 3 and 5 C in the same region from the 3 models. These changes are consistent with changes in low level circulation from the models, and they are comparable with changes in rainfall and temperature extremes reported elsewhere. In summary, some aspects of projected future climate change are quite robust across this set of

  2. Future change of climate in South America in the late twenty-first century: intercomparison of scenarios from three regional climate models

    Science.gov (United States)

    Marengo, Jose A.; Ambrizzi, Tercio; Da Rocha, Rosmeri P.; Alves, Lincoln M.; Cuadra, Santiago V.; Valverde, Maria C.; Torres, Roger R.; Santos, Daniel C.; Ferraz, Simone E. T.

    2010-11-01

    Regional climate change projections for the last half of the twenty-first century have been produced for South America, as part of the CREAS (Cenarios REgionalizados de Clima Futuro da America do Sul) regional project. Three regional climate models RCMs (Eta CCS, RegCM3 and HadRM3P) were nested within the HadAM3P global model. The simulations cover a 30-year period representing present climate (1961-1990) and projections for the IPCC A2 high emission scenario for 2071-2100. The focus was on the changes in the mean circulation and surface variables, in particular, surface air temperature and precipitation. There is a consistent pattern of changes in circulation, rainfall and temperatures as depicted by the three models. The HadRM3P shows intensification and a more southward position of the subtropical Pacific high, while a pattern of intensification/weakening during summer/winter is projected by the Eta CCS/RegCM3. There is a tendency for a weakening of the subtropical westerly jet from the Eta CCS and HadRM3P, consistent with other studies. There are indications that regions such of Northeast Brazil and central-eastern and southern Amazonia may experience rainfall deficiency in the future, while the Northwest coast of Peru-Ecuador and northern Argentina may experience rainfall excesses in a warmer future, and these changes may vary with the seasons. The three models show warming in the A2 scenario stronger in the tropical region, especially in the 5°N-15°S band, both in summer and especially in winter, reaching up to 6-8°C warmer than in the present. In southern South America, the warming in summer varies between 2 and 4°C and in winter between 3 and 5°C in the same region from the 3 models. These changes are consistent with changes in low level circulation from the models, and they are comparable with changes in rainfall and temperature extremes reported elsewhere. In summary, some aspects of projected future climate change are quite robust across this set of

  3. Sea-level rise and its possible impacts given a 'beyond 4°C world' in the twenty-first century.

    Science.gov (United States)

    Nicholls, Robert J; Marinova, Natasha; Lowe, Jason A; Brown, Sally; Vellinga, Pier; de Gusmão, Diogo; Hinkel, Jochen; Tol, Richard S J

    2011-01-13

    The range of future climate-induced sea-level rise remains highly uncertain with continued concern that large increases in the twenty-first century cannot be ruled out. The biggest source of uncertainty is the response of the large ice sheets of Greenland and west Antarctica. Based on our analysis, a pragmatic estimate of sea-level rise by 2100, for a temperature rise of 4°C or more over the same time frame, is between 0.5 m and 2 m--the probability of rises at the high end is judged to be very low, but of unquantifiable probability. However, if realized, an indicative analysis shows that the impact potential is severe, with the real risk of the forced displacement of up to 187 million people over the century (up to 2.4% of global population). This is potentially avoidable by widespread upgrade of protection, albeit rather costly with up to 0.02 per cent of global domestic product needed, and much higher in certain nations. The likelihood of protection being successfully implemented varies between regions, and is lowest in small islands, Africa and parts of Asia, and hence these regions are the most likely to see coastal abandonment. To respond to these challenges, a multi-track approach is required, which would also be appropriate if a temperature rise of less than 4°C was expected. Firstly, we should monitor sea level to detect any significant accelerations in the rate of rise in a timely manner. Secondly, we need to improve our understanding of the climate-induced processes that could contribute to rapid sea-level rise, especially the role of the two major ice sheets, to produce better models that quantify the likely future rise more precisely. Finally, responses need to be carefully considered via a combination of climate mitigation to reduce the rise and adaptation for the residual rise in sea level. In particular, long-term strategic adaptation plans for the full range of possible sea-level rise (and other change) need to be widely developed.

  4. TSA Public Inquiry Data

    Data.gov (United States)

    Department of Homeland Security — All non-media public inquiries and complaints and responses to inquiries received by telephone, e-mail and fax, and handles contacts in English and Spanish. The data...

  5. Mobile Inquiry Based Learning

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

  6. Personal Inquiry Manager

    NARCIS (Netherlands)

    Suarez, Angel; Ternier, Stefaan; Specht, Marcus

    2014-01-01

    The Personal Inquiry Manager (PIM) is an integration approach based on a mobile application, based on Android, to support the IBL process and gives users mobile access to their inquiries. Moreover it facilitates a more self-directed approach as it enables to set up their own personal inquiries. The

  7. Bridging the climate-induced water gap in the twenty-first century: adaptation support based on water supply, demand, adaptation and financing.

    Science.gov (United States)

    Straatsma, Menno; Droogers, Peter; Brandsma, Jaïrus; Buytaert, Wouter; Karssenberg, Derek; Van Beek, Rens; Wada, Yoshihide; Sutanudjaja, Edwin; Vitolo, Claudia; Schmitz, Oliver; Meijer, Karen; Van Aalst, Maaike; Bierkens, Marc

    2014-05-01

    Water scarcity affects large parts of the world. Over the course of the twenty-first century, water demand is likely to increase due to population growth and associated food production, and increased economic activity, while water supply is projected to decrease in many regions due to climate change. Despite recent studies that analyze the effect of climate change on water scarcity, e.g. using climate projections under representative concentration pathways (RCP) of the fifth assessment report of the IPCC (AR5), decision support for closing the water gap between now and 2100 does not exist at a meaningful scale and with a global coverage. In this study, we aimed (i) to assess the joint impact of climatic and socio-economic change on water scarcity, (ii) to integrate impact and potential adaptation in one workflow, (iii) to prioritize adaptation options to counteract water scarcity based on their financial, regional socio-economic and environmental implications, and (iv) to deliver all this information in an integrated user-friendly web-based service. To enable the combination of global coverage with local relevance, we aggregated all results for 1604 water provinces (food producing units) delineated in this study, which is five times smaller than previous food producing units. Water supply was computed using the PCR-GLOBWB hydrological and water resources model, parameterized at 5 arcminutes for the whole globe, excluding Antarctica and Greenland. We ran PCR-GLOBWB with a daily forcing derived from five different GCM models from the CMIP5 (GFDL-ESM2M, Hadgem2-ES, IPSL-CMA5-LR, MIROC-ESM-CHEM, NorESM1-M) that were bias corrected using observation-based WATCH data between 1960-1999. For each of the models all four RCPs (RCP 2.6, 4.5, 6.0, and 8.5) were run, producing the ensemble of 20 future projections. The blue water supply was aggregated per month and per water province. Industrial, domestic and irrigation water demands were computed for a limited number of

  8. Twenty-First Century Educational Theory and the Challenges of Modern Education: Appealing to the Heritage of the General Teaching Theory of the Secondary Educational Curriculum and the Learning Process

    Science.gov (United States)

    Klarin, Mikhail V.

    2016-01-01

    The article presents an analysis of educational theory in light of the challenges confronting education in the twenty-first century. The author examines how our ideas about the methods for managing the transmission of culture, the subject of education, and the consequences of these changes for the theory of education have changed. The author…

  9. Twenty-First Century Creativity: An Investigation of How the Partnership for 21st Century Instructional Framework Reflects the Principles of Creativity

    Science.gov (United States)

    Guo, Jiajun; Woulfin, Sarah

    2016-01-01

    The purpose of this study is to consider how the 21st-century learning framework reflects principles of creativity. This article provides a qualitative analysis of the Partnership for 21st Century's (P21) policy documents, with a specific focus on how the principles of creativity, one of the 4Cs (creativity, critical thinking, collaboration, and…

  10. [Considerations on the Sistema Único de Saúde in the twenty-first century: an interview with Lígia Bahia].

    Science.gov (United States)

    Bahia, Lígia; Cueto, Marcos; Benchimol, Jaime; Teixeira, Luiz Antonio; Cerqueira, Roberta C

    2014-01-01

    This interview with Lígia Bahia explores evaluations of the first 25 years of Brazil's Sistema Único de Saúde (SUS) and analyzes the project's progress, impasses, and missteps. Bahia is critical of both tendencies currently found within SUS: the one that sees the system as aimed at equity and the other posing equality as its goal. She criticizes the ambivalence that various spheres of government have displayed in their decisions regarding large corporate groups and private health insurance plans, which conflict with the ideas of SUS. She evaluates the participation of doctors and other healthcare professionals in the system. Lastly, she analyzes the emergence of identity politics, which are missing from the public health reform project, whose emphasis was on equality.

  11. Academic Development as Educational Inquiry? Insights from Established Practices

    Science.gov (United States)

    van Hattum-Janssen, Natascha; Morgado, Jose Carlos; Vieira, Flavia

    2012-01-01

    If academic development is to contribute to (re)shaping the purposes and means of pedagogy in higher education, then it has to be based on educational inquiry, for only inquiry will allow us to undertake a critical analysis of educational policies, practices and beliefs with the goal of transforming them. However, the conditions under which…

  12. Assessing Critical-Analytical Listening Skills in Math and Engineering Students: An Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact Learning

    Science.gov (United States)

    Ferrari-Bridgers, Franca; Stroumbakis, Kostas; Drini, Merlinda; Lynch, Barbara; Vogel, Rosanne

    2017-01-01

    In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students' mastery of critical listening skills and how listening can help students to retain information. After…

  13. The Role of Critical Inquiry in (Re)constructing the Public Agenda for Higher Education: Confronting the Conservative Modernization of the Academy

    Science.gov (United States)

    Gildersleeve, Ryan Evely; Kuntz, Aaron M.; Pasque, Penny A.; Carducci, Rozana

    2010-01-01

    As higher education seeks to become more socially responsive, the public agenda is one form that has taken root in explicating the relation of higher education to society. In this paper, we critically analyze two different instantiations of the public agenda for higher education, placing them against the backdrop of what Michael Apple (2006a)…

  14. The Trombe Wall during the 1970s: technological device or architectural space? Critical inquiry on the Trombe Wall in Europe and the role of architectural magazines

    Directory of Open Access Journals (Sweden)

    Piero Medici

    2017-12-01

    Full Text Available During the 1970s, before and after the international oil crisis of 1973, some European architectural periodicals were critical of standard construction methods and the architecture of the time. They described how architects and engineers reacted to the crisis, proposing new techniques and projects in order to intervene innovatively in the built environment, using energy and natural resources more efficiently. This article will provide a critical analysis of the role of architectural magazines of the time, describing the technological innovation of the Trombe Wall in Europe. It will treat when, how, and what specific aspects were described. It will also carry out a critical analysis of the Trombe Wall itself: about its performances, its evolution throughout the 1970s, its integration in different houses, and its influence on inhabitants’ behaviour. Using three houses as case studies, an analysis of the architects’ efforts to integrate the technology of the Trombe Wall with architectural elements such as shape, aesthetic, materiality, and natural light will be carried out. Though this article is historical in character, it aims to inform the contemporary debate, especially concerning issues of the built environment meeting the Paris agreement on climate change (AA, 2015.

  15. Markers for blood-brain barrier integrity: how appropriate is Evans blue in the twenty-first century and what are the alternatives?

    Science.gov (United States)

    Saunders, Norman R.; Dziegielewska, Katarzyna M.; Møllgård, Kjeld; Habgood, Mark D.

    2015-01-01

    In recent years there has been a resurgence of interest in brain barriers and various roles their intrinsic mechanisms may play in neurological disorders. Such studies require suitable models and markers to demonstrate integrity and functional changes at the interfaces between blood, brain, and cerebrospinal fluid. Studies of brain barrier mechanisms and measurements of plasma volume using dyes have a long-standing history, dating back to the late nineteenth-century. Their use in blood-brain barrier studies continues in spite of their known serious limitations in in vivo applications. These were well known when first introduced, but seem to have been forgotten since. Understanding these limitations is important because Evans blue is still the most commonly used marker of brain barrier integrity and those using it seem oblivious to problems arising from its in vivo application. The introduction of HRP in the mid twentieth-century was an important advance because its reaction product can be visualized at the electron microscopical level, but it also has limitations. Advantages and disadvantages of these markers will be discussed together with a critical evaluation of alternative approaches. There is no single marker suitable for all purposes. A combination of different sized, visualizable dextrans and radiolabeled molecules currently seems to be the most appropriate approach for qualitative and quantitative assessment of barrier integrity. PMID:26578854

  16. Developing Web literacy in collaborative inquiry activities

    NARCIS (Netherlands)

    Kuiper, E.; Volman, M.L.L.; Terwel, J.

    2009-01-01

    Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an

  17. A Critical Humanist Curriculum

    Science.gov (United States)

    Magill, Kevin; Rodriguez, Arturo

    2015-01-01

    This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a…

  18. Critical Thinking and Learner Diversity in the Australian Curriculum: Implications and Epistemological Tensions

    Science.gov (United States)

    Ab Kadir, Mohammad Akshir

    2016-01-01

    The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing "students to live and work in the twenty-first century" and "fundamental to effective learning". More broadly, the AC is…

  19. Arts-based inquiry in nursing education.

    Science.gov (United States)

    Casey, Briege

    2009-01-01

    This paper is concerned with the methods, processes, and experiences of using arts-based inquiry within the context of an undergraduate nursing curriculum. Exploration of these phenomena was achieved through an ethnographic study that involved participatory research among twenty second year students as they engaged in a Nursing Humanities option module. The capacity of arts-based approaches in the nursing curriculum to foster inquiry and critical thinking; essential attributes in contemporary nursing, is explored through re-presentation and analysis of student artwork/art-making processes, contextual discussions and researcher field notes. The challenges encountered in using arts-informed pedagogical approaches within current nursing curricula are made visible and possibilities for integrating aesthetic inquiry into nurse education programmes are discussed.

  20. APPRECIATIVE INQUIRY AND PEDAGOGY

    DEFF Research Database (Denmark)

    Duvander, Mille Themsen

    2017-01-01

    I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark......I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark...

  1. Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

    Science.gov (United States)

    Towne, Forrest S.

    Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills

  2. Toward a Twenty-First Century Catalog

    Directory of Open Access Journals (Sweden)

    Kristen Antelman

    2006-09-01

    Full Text Available Library catalogs have represented stagnant technology for close to twenty years. Moving toward a next-generation catalog, North Carolina State University (NCSU Libraries purchased Endeca’s Information Access Platform to give its users relevance-ranked keyword search results and to leverage the rich metadata trapped in the MARC record to enhance collection browsing. This paper discusses the new functionality that has been enabled, the implementation process and system architecture, assessment of the new catalog’s performance, and future directions.

  3. Twenty-First-Century Aerial Mining

    Science.gov (United States)

    2015-04-01

    with little opposition (Anzio, Inchon, and Suez ), the follow- up delivery of reinforcements and materiel is essential. In an environ- ment where... 1956 ), chap. 5, http://nzetc.victoria.ac.nz/tm/scholarly/tei-WH2-2RAF-c5.html. 4. Chilstrom, Mines Away!, 25. 5. Ibid., 21. 6. Ibid., 22. 7. Ibid...in Crisis : The Case of the River Danube” (paper presented at the International Association of Maritime Economists 2002 Conference Proceed- ings

  4. Twenty-First Century Pathologists' Advocacy.

    Science.gov (United States)

    Allen, Timothy Craig

    2017-07-01

    Pathologists' advocacy plays a central role in the establishment of continuously improving patient care quality and patient safety, and in the maintenance and progress of pathology as a profession. Pathology advocacy's primary goal is the betterment of patient safety and quality medical care; however, payment is a necessary and appropriate component to both, and has a central role in advocacy. Now is the time to become involved in pathology advocacy; the Medicare Access and Children's Health Insurance Program (CHIP) Reauthorization Act of 2015 (MACRA) and the Protecting Access to Medicare Act of 2014 (PAMA) are 2 of the most consequential pieces of legislation impacting the pathology and laboratory industry in the last 20 years. Another current issue of far-reaching impact for pathologists is balance billing, and yet many pathologists have little or no understanding of balance billing. Pathologists at all stages of their careers, and in every professional setting, need to participate. Academic pathologists have a special obligation to, if not become directly involved in advocacy, at least have a broad and current understanding of those issues, as well as the need and responsibility of pathologists to actively engage in advocacy efforts to address them, in order to teach residents the place of advocacy, and its value, as an inseparable and indispensable component of their professional responsibilities.

  5. Developing occupational therapy students' practice habits via qualitative inquiry education.

    Science.gov (United States)

    Marterella, Abbey L; Aldrich, Rebecca M

    2015-04-01

    Accreditation standards and practice competencies underscore the importance of research for occupational therapy practice, but they do not guide how occupational therapy education addresses research. Despite the prominence of qualitative research in the health professions, there exists a need to articulate how and why qualitative inquiry is taught in occupational therapy education. We discuss how qualitative inquiry education can develop habits of reflection and reflexivity, criticality, and active engagement in preparation for occupational therapy practice. We hold that our students' professional abilities to practice in a well-reasoned, ethical, and responsive manner are enhanced by experiences with qualitative inquiry and suggest that there is potential in linking qualitative inquiry experiences to professional habit formation in occupational therapy education. In addition to teaching research for its own sake, we suggest that educators can adopt a broader view of how qualitative inquiry functions within occupational therapy education.

  6. Analyzing students' attitudes towards science during inquiry-based lessons

    Science.gov (United States)

    Kostenbader, Tracy C.

    Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

  7. Blow-by-Blow Inquiry.

    Science.gov (United States)

    Wittrock, Cathy A.; Barrow, Lloyd H.

    2000-01-01

    Focuses on inquiry-based science instruction for third grade elementary school students. Presents an activity on analyzing data using a graph. Explains what students learn from inquiry-based instruction. (YDS)

  8. Nuclear energy inquiries

    International Nuclear Information System (INIS)

    Robertson, J.A.L.

    1993-02-01

    Our choice of energy sources has important consequences for the economy and the environment. Nuclear energy is a controversial energy source, subject to much public debate. Most individuals find it difficult to decide between conflicting claims and allegations in a variety of technical subjects. Under these circumstances, knowledge of various relevant inquiries can be helpful. This publication summarizes the composition and major findings of more than thirty nuclear energy inquiries. Most of the these are Canadian, but others are included where they have relevance. The survey shows that, contrary to some claims, virtually every aspect of nuclear energy has been subject to detailed scrutiny. The inquiries' reports include many recommendations on how nuclear energy can be exploited safely, but none rejects it as an acceptable energy source when needed. (Author) 38 refs

  9. Changes in seasonal and diurnal precipitation types during summer over South Korea in the late twenty-first century (2081-2100) projected by the RegCM4.0 based on four RCP scenarios

    Science.gov (United States)

    Oh, Seok-Geun; Suh, Myoung-Seok

    2018-01-01

    Changes in seasonal and diurnal precipitation types over South Korea during summer in the late twenty-first century (2081-2100) were projected under four RCP scenarios using the Regional Climate Model (RegCM4.0) with a horizontal resolution of 12.5 km. Two boundary conditions, ERA-Interim and HadGEM2-AO, were used to drive the RegCM4.0 (jointly named RG4_ERA and RG4_HG2, respectively). In general, the RegCM4.0 reproduces the spatial distribution of summer precipitation over Northeast Asia for the current climate (1989-2008) reasonably well. The RG4_HG2 shows larger dry biases over South Korea, when compared with observations, than does the RG4_ERA. These strong dry biases result from the underestimation of convective precipitation (CPR) and are particularly noticeable in late afternoons during July and August. It is related to the performance of HadGEM2-AO which simulated southwesterly winds weakly in that time. However, interestingly, the RG4_HG2 simulates similar increases in the contribution of CPR to total precipitation after mid-July, resulting in comparable performance in the reproduction of heavy precipitation. In the late twenty-first century, a significant increase (decrease) in CPR (NCPR) is generally projected over South Korea, and particularly under the RCP8.5. During June, the total precipitation is affected primarily by changes in NCPR under RCP2.6 and RCP6.0. After mid-July, increasing total precipitation is primarily caused by the distinct increases in CPR in the late afternoons; this pattern is particularly noticeable under RCP8.5, which is associated with more destabilized atmospheric conditions during July and August. Light and heavy precipitation are projected to decrease and increase, respectively, under RCP8.5.

  10. Community of inquiry: Social presence revisited

    OpenAIRE

    Kreijns, Karel; Van Acker, Frederik; Vermeulen, Marjan; Van Buuren, Hans

    2018-01-01

    Social presence is a construct that has attracted the attention of many educational scholars involved in online collaborative learning settings wherein all the dialogue is happening through text-based asynchronous and synchronous communication channels. The social presence of the learning group members is associated with the degree of participation and social interaction amongst them and, as such, is therefore considered a critical variable for learning. The Community of Inquiry (CoI) framewo...

  11. This Is Inquiry ... Right?

    Science.gov (United States)

    Zangori, Laura; Forbes, Cory; Biggers, Mandy

    2012-01-01

    Many teachers have taught their share of science lessons that needed improvements. For the past eight years, the authors have been working with elementary teachers to implement quick and easy strategies to modify existing science lessons to make them more inquiry-based. Elementary teachers can use these strategies to adapt existing science lessons…

  12. A Model for Visual Aesthetic Inquiry in Television.

    Science.gov (United States)

    Degge, Rogena M.

    1985-01-01

    An aesthetically based analysis of the visual imagery of commercial television is provided, and the usefulness of television as a basis for visual aesthetic criticism in aesthetic education is considered. Directed, critical inquiry of television can extend knowledge in art and aesthetics and enhance the quality of people's lives. (RM)

  13. Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

    Science.gov (United States)

    Hess, Juliet

    2017-01-01

    In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

  14. Exploring the inquiry experience: A focus on Kentucky teachers

    Science.gov (United States)

    Nolte, Beth

    2007-12-01

    Inquiry-based instruction is driven by active participation by the learner. Through the learning process, critical thinking skills are practiced. While inquiry methods are often discussed in the realm of science education, the methods are not subject specific. In fact, the Kentucky Program of Studies calls for the incorporation of inquiry strategies into all areas of the curriculum. This call for more inquiry-based education occurs in the midst of a national testing debate in which accountability is tied to student test scores. This study takes a narrative approach to explore teachers' experiences with using inquiry methods. Interviews were conducted with teachers who, at least 1 year prior to participating in this study, had attended a weeklong intensive professional development workshop on using inquiry methods for instruction. A method is described for analyzing interview data direct in its digital audio form---without transcription. Eight teachers' experiences are presented here in the narrative form and their narratives are compared for an overall analysis. Themes of conflict previously reported in the literature are explored in participants' stories. This research concludes with a discussion of the results, a reflection on the method, and suggestions for the future based on teachers' experiences with using inquiry-based learning strategies.

  15. Meta-Analysis of Inquiry-Based Instruction Research

    Science.gov (United States)

    Hasanah, N.; Prasetyo, A. P. B.; Rudyatmi, E.

    2017-04-01

    Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.

  16. The (non)making/becoming of inquiry practicing science teachers

    Science.gov (United States)

    Sharma, Ajay; Muzaffar, Irfan

    2012-03-01

    Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

  17. A Virtual Tour of Plate Tectonics: Using Google Earth for Inquiry Investigations

    Science.gov (United States)

    Mulvey, Bridget; Bell, Randy

    2012-01-01

    Google Earth is an exciting way to engage students in scientific inquiry--the foundation of science education standards and reforms. The National Science Education Standards identify inquiry as an active process that incorporates questioning, gathering and analyzing data, and thinking critically about the interplay of evidence and explanations.…

  18. Successful Implementation of Inquiry-Based Physiology Laboratories in Undergraduate Major and Nonmajor Courses

    Science.gov (United States)

    Casotti, G.; Rieser-Danner, L.; Knabb, M. T.

    2008-01-01

    Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular…

  19. Teachers developing exemplary inquiry practices: Three longitudinal case studies

    Science.gov (United States)

    Sweetman, Sara Berry

    If students are to be successful in the ever-changing scientific world they need to be taught how to think critically, to manipulate materials, and to gather evidence to build knowledge. Most teachers fall short in providing students the inquiry instruction described in the Next Generation Science Frameworks (National Research Council, 2011). This study examined three elementary science teachers' processes as they developed inquiry practices over time. The Electronic Quality of Inquiry Protocol (EQUIP) was used to gather quantitative and qualitative evidence of the teachers' inquiry practices in terms of four factors, Curriculum, Instruction, Discourse, and Assessment. A chronological analysis was used to examine the teachers' professional development and curriculum experiences in relation to their teaching practices. The results showed that all three teachers did change their practice, although the changes varied among cases. For each case, multiple factors influenced the teacher's development. There was a strong positive correlation between the quality of the teachers' inquiry practices and the time spent in curriculum-contextualized professional development. This research indicates that when teachers are supported with curriculum and professional development over extended periods, they develop exemplary inquiry practices. Three recommendations are provided for those interested in implementing science education reform.

  20. Dialogical Principles for Qualitative Inquiry: A Nonfoundational Path

    Directory of Open Access Journals (Sweden)

    Marlei Pozzebon PhD

    2014-02-01

    Full Text Available Leaving the thesis proposal defense room, the PhD business student had an important assignment to accomplish before being authorized to set a date for defending her thesis: to better justify the validity of her qualitative inquiry framed by a critical interpretive standpoint. Knowing that the generation, analysis, and interpretation of empirical materials are processes always conducted within some understanding of what constitutes legitimate inquiry and valid knowledge, she drew inspiration from ethnographical, confessional, critical, and post-modern work to propose a set of dialogical principles for conducting and evaluating a nonfoundational type of research inquiry. This manuscript revisits this venture a number of years later, reflecting on what has changed and what is still missing. We argue that there is a space and an occasion in the research methods literature for proposing dialogical principles for nonfoundational research, principles that are particularly relevant for qualitative researchers struggling in business schools worldwide.

  1. Inquiry Science and Active Reading

    Science.gov (United States)

    Sandifer, Cody

    2011-01-01

    Pairing an inquiry lesson with a traditional reading activity creates a jarring philosophical mismatch between the interaction, deep thinking, and scientific reasoning that drives meaningful inquiry instruction and the "scan the text, copy the answers" response often obtained from elementary nonfiction readers. Realizing that there must be a…

  2. The nuclear inquiry

    International Nuclear Information System (INIS)

    Clement, K.J.

    1987-01-01

    Opposition to nuclear energy facilities has increased considerably in Scotland and Germany within the past two decades. The statutory institutions which exist in each country to consider formal objections to such developments have important differences, as do the licensing or planning processes of which they form an integral part. In Britain, the initiation of judicial review following public inquiries is very rare, due to the limited grounds within which this would be possible. By contrast, there has been a very high referral of nuclear power station decisions to the administrative courts in Germany, but the number is now declining as cases are invariably found in favour of the developers. The comparative examination of case studies reveals that objectors' interests may best be served, in terms of achieving policy influence, by acting outside the restrictions of the statutory planning and legal systems. The Scottish public inquiry is revealed as the more flexible institution and one which allows a much greater degree of public participation. (author)

  3. Critical Realist Review: Exploring the Real, beyond the Empirical

    Science.gov (United States)

    Edgley, Alison; Stickley, Theodore; Timmons, Stephen; Meal, Andy

    2016-01-01

    This article defines the "critical realist review", a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this…

  4. Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice

    Science.gov (United States)

    Stevens, Douglas M.; Brydon-Miller, Mary; Raider-Roth, Miriam

    2016-01-01

    Practitioner inquiry provides a powerful tool for improving practice and addressing critical issues in classrooms, schools, and broader communities. However, it also raises unique ethical challenges that often go unrecognized and unresolved. Structured Ethical Reflection (SER) provides teacher researchers with a process for identifying core values…

  5. Presence and Learning in a Community of Inquiry

    Science.gov (United States)

    Maddrell, Jennifer A.; Morrison, Gary R.; Watson, Ginger S.

    2017-01-01

    The community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those critical of the framework and related research…

  6. Writing as collaborative inquiry

    DEFF Research Database (Denmark)

    Frølunde, Lisbeth; Pedersen, Christina Hee; Novak, Martin

    2015-01-01

    involved in collaborative knowledge production across difference (including age, professional position, life situation, nation). We tell about our experiences with how collaboration can lead toward re-invention of our research practices and methods, as well as our own subjectivities, through involvement......In our presentation we strive to disturb and unravel the romantic discourses of collaboration, dialogue and empowerment in relation to qualitative inquiry. For more than two years we (five Danish and Czech researchers) have been exploring the complex obstructions, difficulties and potentials...... in the not-yet-known. Over the years, we have shared and analyzed personal stories about our collaborative experiences in an on-going reflective learning process. We draw on writing methodologies, including memory-work (Haug, Davies) and collaborative writing such as by Wyatt, Gale, Gannon & Davies. Our...

  7. Writing as collaborative inquiry

    DEFF Research Database (Denmark)

    Frølunde, Lisbeth; Pedersen, Christina Hee; Novak, Martin

    2015-01-01

    in the not-yet-known. Over the years, we have shared and analyzed personal stories about our collaborative experiences in an on-going reflective learning process. We draw on writing methodologies, including memory-work (Haug, Davies) and collaborative writing such as by Wyatt, Gale, Gannon & Davies. Our......In our presentation we strive to disturb and unravel the romantic discourses of collaboration, dialogue and empowerment in relation to qualitative inquiry. For more than two years we (five Danish and Czech researchers) have been exploring the complex obstructions, difficulties and potentials...... involved in collaborative knowledge production across difference (including age, professional position, life situation, nation). We tell about our experiences with how collaboration can lead toward re-invention of our research practices and methods, as well as our own subjectivities, through involvement...

  8. Infusing Authentic Inquiry into Biotechnology

    Science.gov (United States)

    Hanegan, Nikki L.; Bigler, Amber

    2009-10-01

    Societal benefit depends on the general public's understandings of biotechnology (Betsch in World J Microbiol Biotechnol 12:439-443, 1996; Dawson and Cowan in Int J Sci Educ 25(1):57-69, 2003; Schiller in Business Review: Federal Reserve Bank of Philadelphia (Fourth Quarter), 2002; Smith and Emmeluth in Am Biol Teach 64(2):93-99, 2002). A National Science Foundation funded survey of high school biology teachers reported that hands-on biotechnology education exists in advanced high school biology in the United States, but is non-existent in mainstream biology coursework (Micklos et al. in Biotechnology labs in American high schools, 1998). The majority of pre-service teacher content preparation courses do not teach students appropriate content knowledge through the process of inquiry. A broad continuum exists when discussing inquiry-oriented student investigations (Hanegan et al. in School Sci Math J 109(2):110-134, 2009). Depending on the amount of structure in teacher lessons, inquiries can often be categorized as guided or open. The lesson can be further categorized as simple or authentic (Chinn and Malhotra in Sci Educ 86(2):175-218, 2002). Although authentic inquiries provide the best opportunities for cognitive development and scientific reasoning, guided and simple inquiries are more often employed in the classroom (Crawford in J Res Sci Teach 37(9):916-937, 2000; NRC in Inquiry and the national science education standards: a guide for teaching and learning, 2000). For the purposes of this study we defined inquiry as "authentic" if original research problems were resolved (Hanegan et al. in School Sci Math J 109(2):110-134, 2009; Chinn and Malhotra in Sci Educ 86(2):175-218, 2002; Roth in Authentic school science: knowing and learning in open-inquiry science laboratories, 1995). The research question to guide this study through naturalistic inquiry research methods was: How will participants express whether or not an authentic inquiry experience enhanced

  9. PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

    Directory of Open Access Journals (Sweden)

    Handoko Santoso

    2015-11-01

    Full Text Available The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement   Kata kunci: cooperative learning, inquiry, berpikir kritis

  10. Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching

    Science.gov (United States)

    Stenbom, Stefan; Hrastinski, Stefan; Cleveland-Innes, Martha

    2016-01-01

    Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination…

  11. Summary of twelfth session of the AER Working Group F - 'Spent Fuel Transmutations' and third meeting of INPRO Project RMI - 'Meeting energy needs in the period of raw materials insufficiency during the twenty first century'

    International Nuclear Information System (INIS)

    Lelek, V.

    2010-01-01

    Information about the development in the problems spent fuel transmutation and future nuclear reactors development during the last years 2009-2010. Some critical views on the coming works tendencies are given by the coordinator of works within AER cooperation. (Author)

  12. College science teachers' views of classroom inquiry

    Science.gov (United States)

    Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

    2006-09-01

    The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.

  13. Theoretical perspectives on narrative inquiry.

    Science.gov (United States)

    Emden, C

    1998-04-01

    Narrative inquiry is gaining momentum in the field of nursing. As a research approach it does not have any single heritage of methodology and its practitioners draw upon diverse sources of influence. Central to all narrative inquiry however, is attention to the potential of stories to give meaning to people's lives, and the treatment of data as stories. This is the first of two papers on the topic and addresses the theoretical influences upon a particular narrative inquiry into nursing scholars and scholarship. The second paper, Conducting a narrative analysis, describes the actual narrative analysis as it was conducted in this same study. Together, the papers provide sufficient detail for others wishing to pursue a similar approach to do so, or to develop the ideas and procedures according to their own way of thinking. Within this first theoretical paper, perspectives from Jerome Bruner (1987) and Wade Roof (1993) are outlined. These relate especially to the notion of stories as 'imaginative constructions' and as 'cultural narratives' and as such, highlight the profound importance of stories as being individually and culturally meaningful. As well, perspectives on narrative inquiry from nursing literature are highlighted. Narrative inquiry in this instance lies within the broader context of phenomenology.

  14. Procedural status of prosecutor during the conduction of short inquiry

    Directory of Open Access Journals (Sweden)

    Nikanorov S.A.

    2014-12-01

    Full Text Available The issues of conducting short inquiry from the position of prosecutor’s procedural status are considered. Low rate of applying short inquiry is caused by ignorance about this procedural form among the participants in criminal procedure. The initiators of conducting short inquiry were not suspects (accused, but their lawyers who followed by their own ambitions, not by the interests of defendants. The insufficiency of total time of short inquiry is noted. The author proposes to minimize prosecutors’ paperwork, notably to concentrate their attention on collecting crime data by conducting secret investigation operations, receiving explanations and other documentation. Obtained data should be processed according to police regulations. Confession of guilt, recognition of damage and consent with legal assessment of criminal act allow to collect only the evidence, indicating crime event and complicacy of a person (expertise should be established on court’s initiative. The favourable conditions of adequacy of collected evidence for establishing crime event, character and amount of damage, as well as guilt of committing crime are confirmed. The right of investigators not to examine evidences if they were not contradicted by suspect, victim or his/her representative (predetermined strength of evidence is criticized. There is no short effective procedure of trying criminal cases with rational division of powers among the authorities, conducting criminal proceeding. The author proves the necessity of reasonable approach to prosecutor’s supervision of conducting short inquiry. Main tendency of further improvement of short inquiry procedure is redivision of powers among agencies in charge of preliminary investigation and prosecutor’s office.

  15. Inquiry-based science education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens

    2010-01-01

    Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

  16. Construir modernidade no século XXI: Aceleração — Intervalo — Interpretação // Constructing modernity in the twenty-first century: acceleration — time out — interpretation

    Directory of Open Access Journals (Sweden)

    Isabel Pires de Lima

    2017-06-01

    Full Text Available Finding contemporary society to be dominated by accelerating processes which reveal other forms of invisible violence, one is led to show the necessity of creating or recreating moments of interval. The interval instigates contemplation, and with it the questioning of the imperative character of productivity as the absolutisation of acceleration and comprehensive positivity, thus paving the way to interpretation and to the exercise of critical review in order to produce creative movement, of non-reactive action, resulting in the Modernity of today

  17. 10 CFR 1022.6 - Public inquiries.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Public inquiries. 1022.6 Section 1022.6 Energy DEPARTMENT... REQUIREMENTS General § 1022.6 Public inquiries. Inquiries regarding DOE's floodplain and wetland environmental... at 1-800-472-2756, toll free. ...

  18. Sustaining a Mature Teacher Inquiry Network

    Science.gov (United States)

    Satter, Sarah Bea

    2014-01-01

    This research consisted of a case study of an active network for teacher inquiry. Specifically, I investigated how an organization dedicated to teacher inquiry had provided the structure, leadership, and resources to sustain, maintain, and expand the network. The group studied was the Mid-Ohio Writing Project, a teacher inquiry network affiliated…

  19. 48 CFR 22.806 - Inquiries.

    Science.gov (United States)

    2010-10-01

    ... APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity 22.806 Inquiries. (a) An inquiry from a contractor regarding status of its compliance with E.O. 11246, or rights of appeal to any of the actions in 22.809, shall be referred to the OFCCP regional office. (b) Labor union inquiries...

  20. Strategies of Qualitative Inquiry. Third Edition

    Science.gov (United States)

    Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed.

    2007-01-01

    "Strategies of Qualitative Inquiry, Third Edition," the second volume in the paperback version of "The SAGE Handbook of Qualitative Research, 3rd Edition," consists of Part III of the handbook ("Strategies of Inquiry"). "Strategies of Qualitative Inquiry, Third Edition" presents the major tactics--historically, the research methods--that…

  1. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  2. Global Croplands and their Importance for Water and Food Security in the Twenty-first Century: Towards an Ever Green Revolution that Combines a Second Green Revolution with a Blue Revolution

    Directory of Open Access Journals (Sweden)

    Prasad S. Thenkabail

    2010-09-01

    Full Text Available In an increasingly food insecure world, there is a critical need for us to have a comprehensive understanding of global croplands. The reality that the “green revolution” has ended is beginning to be felt around the World. Whereas, global population continues to increase at a rate of about 100 million per year and is expected to reach around 10 billion by 2050, cropland areas are not increasing and have stagnated around 1.5 billion hectares globally. Indeed, cropland areas have even begun to decrease in some countries with important food contribution (e.g., USA due to increasing demand of fertile arable lands for alternative uses such as bio-fuels, encroachment from urbanization, and industrialization. [...

  3. Mennocostal Musings: Poetic Inquiry and Performance in Narrative Research

    Directory of Open Access Journals (Sweden)

    Natasha G. Wiebe

    2008-05-01

    Full Text Available My narrative research investigates the writing of two critically-acclaimed Canadian Mennonite authors. My methods include interviews with the authors and narrative analysis of their works. I also use a less conventional method, that of writing poetry. Through writing poems about my "mennocostal" (Mennonite and Pentecostal background, I am coming to new understandings of my self, my past experiences, and my writing-research practices. In turn, these insights help me better understand some experiences and writing practices of my research subjects, as well as what the scholarly literature says about such practices. I research how writing personal narratives can be an act of inquiry—how it can help the writer construct new understandings about her self and her topic. While studying how writing can be inquiry, I practice writing as inquiry. I also perform the poetic data from my research. In this article, I perform some poems through audio files (http://natashagwiebe.googlepages.com/poeticperformances and give examples of how writing them is making me a better researcher. Along the way, I mention how participating in poetic performances as a listener and performer has helped shape my poetic inquiry and engendered new insights into my narrative research. I conclude by situating my poetic inquiry as performative research. URN: urn:nbn:de:0114-fqs0802423

  4. Determining Validity in Qualitative Inquiry.

    Science.gov (United States)

    Creswell, John W.; Miller, Dana L.

    2000-01-01

    Suggests that the choice of validity procedures in qualitative inquiry is governed by two perspectives: the lens researchers choose to validate their studies and the researchers' paradigm assumptions. The article advances a two-dimensional framework to help researchers identify appropriate validity procedures for their studies. Nine validity…

  5. The Structure of Historical Inquiry

    Science.gov (United States)

    Retz, Tyson

    2017-01-01

    History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history…

  6. Mapping a Science Inquiry Unit

    Science.gov (United States)

    Kerlin, Steven C.; McDonald, Scott P.; Kelly, Gregory J.

    2009-01-01

    This study describes an analytic procedure to examine inquiry processes in science teaching and learning. This procedure was applied to the study of a seismology unit in a ninth-grade earth science classroom. An emergent coding scheme was developed that provided a description of the different activities, science content, and type of scientific…

  7. Collaborative Inquiry-based Learning

    NARCIS (Netherlands)

    Suarez, Angel

    2017-01-01

    This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and

  8. Remaking collective knowledge: An analysis of the complex and multiple effects of inquiries into historical institutional child abuse.

    Science.gov (United States)

    Wright, Katie

    2017-12-01

    This article provides an overview and critical analysis of inquiries into historical institutional child abuse and examines their multiple functions and complex effects. The article takes a broadly international view but focuses primarily on Australia, the UK and Ireland, jurisdictions in which there have been major national inquiries. Drawing on sociological and other social science literature, it begins by considering the forms, functions, and purposes of inquiries. An overview of emergent concerns with institutional abuse in the 1980s and 1990s is then provided, followed by an examination of the response of many governments since that time in establishing inquiries. Key findings and recommendations are considered. The final sections of the article explore the evaluation of inquiries, both during their operation and in their aftermath. Policy change and legislative reform are discussed but the focus is on aspects often underplayed or overlooked, including an inquiry's credibility, its role in processes of knowledge production, and the part it plays in producing social and cultural shifts. In the context of growing numbers of inquiries across Western democracies, including the Australian Royal Commission into Institutional Responses to Child Sexual Abuse, it is argued that grasping the complexity of the inquiry mechanism, with its inherent tensions and its multiple effects, is crucial to evaluating inquiry outcomes. Copyright © 2017 The Author. Published by Elsevier Ltd.. All rights reserved.

  9. Approaches to Inquiry Teaching: Elementary teacher's perspectives

    Science.gov (United States)

    Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

    2014-07-01

    Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

  10. GeoInquiries: Addressing a Grand Challenge for Teaching with GIS in Schools

    Science.gov (United States)

    DiBiase, D.; Baker, T.

    2016-12-01

    According to the National Research Council (2006), geographic information systems (GIS) is a powerful tool for expanding students' abilities to think spatially, a critical skill for future STEM professionals. However, educators in mainstream subjects in U.S. education have struggled for decades to use GIS effectively in classrooms. GeoInquiries are no cost, standards-based (NGSS or AP), Creative Commons-licensed instructional activities that guide inquiry around map-based concepts found in key subjects like Earth and environmental science. Web maps developed for GeoInquiries expand upon printed maps in leading textbooks by taking advantage of 21st GIS capabilities. GeoInquiry collections consist of 15 activities, each chosen to offer a map-based activity every few weeks throughout the school year. GeoInquiries use a common inquiry instructional framework, learned by many educators during their teacher preparation coursework. GeoInquiries are instructionally flexible - acting as much like building blocks for crafting custom activities as finished instructional materials. Over a half million geoinquiries will be accessed in the next twelve months - serving an anticipated 15 million students. After a generation of outreach to the educators, GIS is finally finding its way the mainstream.

  11. Promoting University Students' Critical Thinking Skills through Peer Feedback Activity in an Online Discussion Forum

    Science.gov (United States)

    Ekahitanond, Visara

    2013-01-01

    This study investigated the impact of the critical inquiry model through peer feedback strategies in an online environment on university students' critical thinking skills and examined their attitudes towards learning through the critical inquiry model and peer feedback strategies. Pre-and post-tests were employed to measure critical thinking…

  12. Engaging racial autoethnography as a teaching tool for womanist inquiry.

    Science.gov (United States)

    Taylor, Janette Y; Mackin, Melissa A Lehan; Oldenburg, Angela M

    2008-01-01

    Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.

  13. Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit.

    Science.gov (United States)

    Lincoln, Yvonna S.; Guba, Egon G.

    The educational audit is suggested for assessing the process of inquiry for reliability and the product of inquiry for absence of bias. The inquiry auditor must review the inquiry processes to determine that they conform to norms of "good professional practice." He must review inquiry products to ensure they can be substantiated from…

  14. Knowing nursing through inquiry: engaging students in knowledge creation.

    Science.gov (United States)

    Longo, Fabiola; Lindsay, Gail

    2011-12-01

    Two nurse educators share a nursing knowledge course, which was created as a forum for questioning and discovery, thereby revealing a process of knowing nursing through inquiry. The process of inquiry in nursing praxis is emphasized, facilitating students' understanding that they are knowledge-users and creators. With students, we explore the construction of praxis, which includes being/becoming (ontology), knowing (epistemology), and doing (actions with consequences). Nursing knowledge is understood to arise from philosophy, world views, nursing theories, patterns of knowing, evidence-based research, and standards of practice. Students are encouraged to critically reflect on and use what is congruent with their praxis and to construct new knowledge. Exemplars from nurse educators and students are presented as evidence of our claim for furthering the science of nursing education.

  15. Critical Skills and Critical Pedagogy in an Era of "Permanent Crisis" in Postsecondary Education Howard A. Doughty

    OpenAIRE

    Doughty, Howard A.

    2016-01-01

    "Critical thinking," is widely celebrated as a "soft" employability skill, like the communications and human relations capabilities deemed essential for work in the precarious twenty-first- century. We are told it enhances problem-solving skills and contributes to employee flexibility in the competitive global economy. Intellectually, critical thinking derives from the European Enlightenment. It favours the “scientific method,” strives for conceptual clarity and evidence- based statements. It...

  16. Pursuing Aesthetic Inquiry in Participatory Design

    DEFF Research Database (Denmark)

    Iversen, Ole Sejer; Dindler, Christian

    2008-01-01

    We introduce aesthetic inquiry as an important perspective to pursue in Participatory Design. Within the scope of tradition and transcendence we pursue aesthetic inquiry by tipping the scale towards transcendence and by staging offline loops for detached reflection by use of imaginative artefacts....... Although aesthetic inquiry to some extent resides in most Participatory Design practice, we see the need for elaborating this perspective and to further build Participatory Design practice, tools and techniques that address this issue. The Fictional Inquiry technique is presented as an illustrating example...... of a design technique for pursuing aesthetic inquiry by using fictional narratives to temporarily by-pass the existing structures of meaning and expectations within a given practice. We illustrate how Fictional Inquiry was utilized in a participatory design project in which two design concepts...

  17. Understanding students' concepts through guided inquiry learning and free modified inquiry on static fluid material

    OpenAIRE

    Sularso Sularso; Widha Sunarno; Sarwanto Sarwanto

    2017-01-01

    This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of it...

  18. Enhancing Inquiry, Evidence-Based Reflection, and Integrative Learning with the Lifelong ePortfolio Process: The Implementation of Integrative ePortfolios at Stony Brook University

    Science.gov (United States)

    Wozniak, Nancy McCoy

    2013-01-01

    Reflection plays a critical role in moving learning to the next level of inquiry. Stony Brook University has adopted an approach to using ePortfolios within the curriculum that emphasizes reflection. Stony Brook University successfully piloted ePortfolios in the Fall 2010 Semester and discovered their use facilitated the inquiry process for the…

  19. Contextual inquiry for medical device design

    CERN Document Server

    Privitera, Mary Beth

    2015-01-01

    Contextual Inquiry for Medical Device Design helps users understand the everyday use of medical devices and the way their usage supports the development of better products and increased market acceptance. The text explains the concept of contextual inquiry using real-life examples to illustrate its application. Case studies provide a frame of reference on how contextual inquiry is successfully used during product design, ultimately producing safer, improved medical devices. Presents the ways contextual inquiry can be used to inform the evaluation and business case of technologyHelps users

  20. Using technology to support science inquiry learning

    Directory of Open Access Journals (Sweden)

    P John Williams

    2017-03-01

    Full Text Available This paper presents a case study of a teacher’s experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of technologies can be effective in supporting student inquiry learning.

  1. Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

    Science.gov (United States)

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2017-01-01

    This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…

  2. From Knowledge-Inquiry to Wisdom-Inquiry: Is the Revolution Underway?

    Science.gov (United States)

    Iredale, Mathew

    2007-01-01

    In the final paragraph of his 1984 book "From knowledge to wisdom, a revolution in the aims and methods of science," the philosopher Nicholas Maxwell boldly declared that an intellectual revolution was underway in the aims and methods of science, and academic inquiry in general, from what he termed knowledge-inquiry to wisdom-inquiry.…

  3. A Framework for Disciplined Inquiry in Vocational Education.

    Science.gov (United States)

    Schwandt, Thomas A.

    1983-01-01

    This investigation is a meta-level inquiry, an inquiry into the scope and procedures of inquiry in vocational education research. It is also an exercise in reflexive thinking about that research enterprise. (SSH)

  4. Redesigning the World Trade Organization for the Twenty-First ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    15 déc. 2009 ... Two high-level commissions — the Sutherland report in 2004 and the Warwick Commission report in 2007 — addressed the future of the World Trade Organization (WTO) and made proposals for incremental reform. This book goes further. It explains why institutional reform of the WTO is needed at this ...

  5. Cyber Attacks and Terrorism: A Twenty-First Century Conundrum.

    Science.gov (United States)

    Albahar, Marwan

    2017-01-05

    In the recent years, an alarming rise in the incidence of cyber attacks has made cyber security a major concern for nations across the globe. Given the current volatile socio-political environment and the massive increase in the incidence of terrorism, it is imperative that government agencies rapidly realize the possibility of cyber space exploitation by terrorist organizations and state players to disrupt the normal way of life. The threat level of cyber terrorism has never been as high as it is today, and this has created a lot of insecurity and fear. This study has focused on different aspects of cyber attacks and explored the reasons behind their increasing popularity among the terrorist organizations and state players. This study proposes an empirical model that can be used to estimate the risk levels associated with different types of cyber attacks and thereby provide a road map to conceptualize and formulate highly effective counter measures and cyber security policies.

  6. Rethinking the humanities in twenty-first century Africa

    African Journals Online (AJOL)

    Using Bergson's theory of history and Foucault's concept of knowledge as power, and others, Msiska argues that the field of humanities in Africa should be reconceptualised into African Humanities in order to effect what Deleuze and Guattari have defined as conceptual self-semiotisation. Msiska also identifies the main ...

  7. Strategic Leader Competencies for the Twenty-First Century

    National Research Council Canada - National Science Library

    Becker, Bradley A

    2007-01-01

    ...: interpersonal skills, conceptual skills, and technical skills. From these three primary strategic leadership skills, there is a list of twenty-one competencies that a strategic leader should posses...

  8. A Review of Twenty-First Century Higher Education

    Science.gov (United States)

    Chan, Shirley

    2018-01-01

    This article is predominantly concerned with the global challenges associated with managing an academic workforce in an era characterised by increased demand for higher education. In scrutinising global trends in higher education and academic workforce management, the article will address two research questions. First, what are the global trends…

  9. Twenty-first century metadata operations challenges, opportunities, directions

    CERN Document Server

    Lee Eden, Bradford

    2014-01-01

    It has long been apparent to academic library administrators that the current technical services operations within libraries need to be redirected and refocused in terms of both format priorities and human resources. A number of developments and directions have made this reorganization imperative, many of which have been accelerated by the current economic crisis. All of the chapters detail some aspect of technical services reorganization due to downsizing and/or reallocation of human resources, retooling professional and support staff in higher level duties and/or non-MARC metadata, ""value-a

  10. Moral Psychology for the Twenty-First Century

    Science.gov (United States)

    Haidt, Jonathan

    2013-01-01

    Lawrence Kohlberg slayed the two dragons of twentieth-century psychology--behaviorism and psychoanalysis. His victory was a part of the larger cognitive revolution that shaped the world in which all of us study psychology and education today. But the cognitive revolution itself was modified by later waves of change, particularly an "affective…

  11. Schooling for Twenty-First-Century Socialism: Venezuela's Bolivarian Project

    Science.gov (United States)

    Griffiths, Tom G.

    2010-01-01

    The global dominance of neoliberal policy prescriptions in recent decades has been well documented, with particular implications for educational systems. These include reduced public expenditure and provision, the promotion of individual (parental) choice, competition, increased user-pays and the privatisation of education. Against this…

  12. War and Urban Terrain in the Twenty-First Century

    National Research Council Canada - National Science Library

    Murray, Williamson

    2000-01-01

    .... The spread of urban sprawl throughout the world is only part of the cause; the motivation of adversaries and friends alike to seek refuge in these environments offers a more compelling reason for the U.S...

  13. Strategic nutrition: a vision for the twenty-first century.

    Science.gov (United States)

    Temple, Norman J

    2016-01-01

    It is now widely accepted that poor nutrition plays a major role in the epidemic of various diseases, including obesity, type 2 diabetes and CVD. There has also been much research regarding the role of related factors such as advertising and food prices. Many intervention studies have been carried out where attempts have been made to persuade people to modify their behaviour, such as by making dietary changes, in order to enhance health (health promotion). There has also been much debate on the potential of government policy as a tool for achieving these goals. Various proposals have been made, such as a tax on sugary drinks, the redirection of food subsidies and how the salt content of food can be reduced. However, the great majority of previous papers have considered only single aspects of the topics discussed here. The present paper reviews strategies for improving public health, both health promotion interventions and the use of government policy approaches. Topics discussed include providing advice for the general population and the design of food guides and food labels. This leads to the conclusion that we need an overall strategy that integrates this diverse body of information and formulates a comprehensive action plan. I propose the term 'strategic nutrition'. The implementation of this plan opens up a path to a major advance in public health.

  14. Culture collections in the twenty-first century.

    Science.gov (United States)

    Smith, D; Ryan, M J

    2001-06-01

    Culture collections conserve the living tools for biotechnology. Without them there would be no reference organisms, and no stocks of crucial or rare microorganisms that are so valuable for biotechnology and biomedical research. The expertise that drives these collections is under threat, but the collections themselves may survive by pooling their knowledge.

  15. The twenty first century informatization and artificial intelligence system

    Energy Technology Data Exchange (ETDEWEB)

    Noh, Jung Ho

    1999-12-15

    The contents of this book are competition of mental weakness and visually handicapped people, barbarian about the knowledge of commodity, we are living in notion of time of the agricultural age, parade of informatization of fool. Is there a successful case of informatization when it is done as others do?, what is technology of informatization?, there is mistake in traditional information technology from a system of thought, information system, and analysis of improvement of industrial structure case of development for program case of system installation, and a thief free society.

  16. Microsurgery Training for the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    Simon Richard Myers

    2013-07-01

    Full Text Available Current educational interventions and training courses in microsurgery are often predicated on theories of skill acquisition and development that follow a ‘practice makes perfect’ model. Given the changing landscape of surgical training and advances in educational theories related to skill development, research is needed to assess current training tools in microsurgery education and devise alternative methods that would enhance training . Simulation is an increasingly important tool for educators because, whilst facilitating improved technical proficiency, it provides a way to reduce risks to both trainees and patients. The International Microsurgery Simulation Society has been founded in 2012 in order to consolidate the global effort in promoting excellence in microsurgical training. The society’s aim to achieve standarisation of microsurgical training worldwide could be realised through the development of evidence based educational interventions and sharing best practices.

  17. Microsurgery Training for the Twenty-First Century

    Directory of Open Access Journals (Sweden)

    Simon Richard Myers

    2013-07-01

    Full Text Available Current educational interventions and training courses in microsurgery are often predicated on theories of skill acquisition and development that follow a 'practice makes perfect' model. Given the changing landscape of surgical training and advances in educational theories related to skill development, research is needed to assess current training tools in microsurgery education and devise alternative methods that would enhance training. Simulation is an increasingly important tool for educators because, whilst facilitating improved technical proficiency, it provides a way to reduce risks to both trainees and patients. The International Microsurgery Simulation Society has been founded in 2012 in order to consolidate the global effort in promoting excellence in microsurgical training. The society's aim to achieve standarisation of microsurgical training worldwide could be realised through the development of evidence based educational interventions and sharing best practices.

  18. Sustaining Operational Maneuver in the Twenty-First Century

    Science.gov (United States)

    2010-05-13

    hedgerows while exploiting the breech created by strategic bombers and the other divisions of the United States Army VII Corps. Maneuver operations would...forces encountered the difficult hedgerow obstacles and a tenacious German enemy adapt at defending them. The allied forces lost momentum and needed... hedgerow country.27 For the American forces, it was the transition between the bloody, slow attritional fighting in the Normandy hedgerows and the

  19. The twenty-first century commercial space imperative

    CERN Document Server

    Young, Anthony

    2015-01-01

    Young addresses the impressive expansion across existing and developing commercial space business markets, with multiple private companies competing in the payload launch services sector. The author pinpoints the new markets, technologies, and players in the industry, as well as highlighting the overall reasons why it is important for us to develop space. NASA now relies on commercial partners to supply cargo and crew spacecraft and services to and from the International Space Station. The sizes of satellites are diminishing and their capabilities expanding, while costs to orbit are decreasing. Suborbital space tourism holds the potential of new industries and jobs. Commercial space exploration of the Moon and the planets also holds promise. All this activity is a catalyst for anyone interested in joining the developing space industry, from students and researchers to engineers and entrepreneurs. As more and more satellites and rockets are launched and the business of space is expanding at a signifi...

  20. Global Mental Health for Twenty First Century Education

    Science.gov (United States)

    Moradi Sheykhjan, Tohid

    2015-01-01

    Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and…

  1. Atomic Energy Board, twenty first annual report, 1977

    International Nuclear Information System (INIS)

    1978-01-01

    Progress is reported on the following: nuclear materials, nuclear power, application of radioisotopes and radiation, health and safety, and fundamental studies undertaken in the fields of physics, chemistry, metallurgy, medicine and geology during 1977. The supporting activities of the computer services, engineering sevices, waste disposal plant, instrumentation section, research reactor and analytical services are given for 1977. The report contains a bibliography of publications published by staff members and bursars of the Atomic Energy Board during 1977

  2. Twenty-first century weight loss: banding versus bypass.

    Science.gov (United States)

    Davies, Stephen W; Efird, Jimmy T; Guidry, Christopher A; Penn, Rachel I; Sawyer, Robert G; Schirmer, Bruce D; Hallowell, Peter T

    2015-04-01

    The two most commonly performed procedures for bariatric surgery include Roux-en-Y gastric bypass (RYGB) and adjustable gastric banding (AGB). While many studies have commented on short-term, postoperative outcomes of these procedures, few have reported long-term data. The purpose of this study was to compare long-term, postoperative outcomes between RYGB and AGB. This was a retrospective, cohort comparing all patients undergoing RYGB or AGB at our institution, from 01/1998 to 08/2012. Patients were followed at 1-, 3-, and 5-year intervals. Adjusted, Cox proportional hazard regression and mixed effects repeated measures modeling were performed to generate cure ratios (CR) and 95 % confidence intervals (CI). Two thousand four hundred twenty bariatric surgery patients (380 AGB, 2,040 RYGB) were identified by CPT code. Median (range) follow-up for patients was 3 (1-5) years. Preoperatively, RYGB patients were significantly younger, more obese, had higher hemoglobin A1c, and less often suffered from hypertension (HTN), dyslipidemia, and asthma as compared to AGB patients. Postoperatively, RYGB patients experienced significantly longer operating room times, higher incidences of intensive care unit admissions, longer hospital lengths of stay, and increased incidence of small bowel obstruction compared to AGB patients. After adjusting for statistically significant and clinically relevant factors [e.g., age, gender, body mass index, degenerative joint disease (DJD), diabetes, HTN, dyslipidemia, heart disease, apnea, and asthma], RYGB was independently associated with a significantly greater percentage of total body weight loss (p = 0.0065) and greater CR (95 % CI) regarding gastroesophageal reflux disease [2.1(1.4-3.0)], DJD [3.4(2.0-5.6)], diabetes [3.4(2.2-5.4)], apnea [3.1(1.9-5.3)], HTN [5.5(3.4-8.8)], and dyslipidemia [6.3(3.5-11)] compared to AGB. Our results support previous studies that have observed a greater weight loss associated with RYGB as compared to AGB and provide further evidence toward the long-term sustainability of this weight loss. Additionally, RYGB appears to result in a greater reduction of medical comorbidity.

  3. Water and Food in the Twenty-First Century

    Science.gov (United States)

    de Marsily, Ghislain; Abarca-del-Rio, Rodrigo

    2016-03-01

    In 2000, the World population was 6.2 billion people; it reached 7 billion in 2012 and is expected to reach 9.5 billion (±0.4) in 2050 and 11 billion (±1.5) in 2100, according to the 2012 UN projections (Gerland et al. in Science 346:234-237, 2014). The trend after 2100 is still one of the global demographic growths, but after 2060, Africa is the only continent where the population would still increase. The amount of water consumed annually to produce the food necessary to meet the needs of the populations varies greatly between countries, from about 600 to 2500 m3/year per capita (Zimmer in L'empreinte eau. Les faces cachées d'une ressource vitale. Charles Léopold Meyer, Paris, 2013), depending on their wealth, their food habits, and the percentage of food waste they generate (on average, 30 % of the food produced is wasted). In 2000, the total food production was on the order of 3300 million tons (in cereal equivalents). In 2014, it is estimated that about 0.8 billion inhabitants of the planet suffer from hunger (FAO in World agriculture: towards 2030-2050. FAO, Rome, 2014. http://www.fao.org/docrep/004/Y3557E/y3557e00.HTM) and do not get the nutrition they need to be in good health or, in the case of children, to grow properly (both physically and intellectually). This food deficit was on the order of 40 million tons of cereal equivalents in 2014. The number of inhabitants with a food deficit was about 0.85 billion before the 2008 crisis and was decreasing annually, but it increased abruptly after 2008 up to 1 billion inhabitants and is slowly decreasing now. Assuming a World average water consumption for food of 1300 m3/year per capita in 2000, 1400 m3/year in 2050, and 1500 m3/year in 2100, a volume of water of around 8200 km3/year was needed in 2000, 13,000 km3/year will be needed in 2050, and 16,500 km3/year in 2100 (Marsily in L'eau, un trésor en partage. Dunod, Paris, 2009). Can bioenergy be added to food production? Will that much water be available on Earth, and where will it come from? Is climate change going to modify the answers to these questions? Can severe droughts occur? Can there be conflicts related to a food deficit? Some preliminary answers and scenarios for food production will be given in this paper from a hydrologist's viewpoint.

  4. Preparing for China in the Twenty-First Century

    National Research Council Canada - National Science Library

    Simmons, Brian

    1998-01-01

    With China's emergence in the next century as a world economic and military power, it is imperative that the United States continue an engagement approach to assist with China's continued development...

  5. Gravity's ghost scientific discovery in the twenty-first century

    CERN Document Server

    Collins, Harry

    2011-01-01

    In theory, at least, gravitational waves do exist. We are constantly bathed in gravitational radiation, which is generated when stars explode or collide and a portion of their mass becomes energy that ripples out like a disturbance on the surface of a serene pond. But unfortunately no gravitational wave has ever been directly detected even though the search has lasted more than forty years. As the leading chronicler of the search for gravitational waves, Harry Collins has been right there with the scientists since the start. The result of his unprecedented access to the front lines of physical

  6. Teaching Privacy in the Twenty-First Century

    Science.gov (United States)

    Edbrooke, Odette; Ambrose, Meg Leta

    2012-01-01

    What would Benjamin Franklin's Facebook page look like? Would he be "friends" with William Pierce, James Madison, or Alexander Hamilton? Would there have been a separate Facebook group for the framers of the Constitution, where they would have posted comments on the wall regarding the different stipulations that needed inclusion in the…

  7. SEAPOWER: A GUIDE FOR THE TWENTY- FIRST CENTURY

    African Journals Online (AJOL)

    Abel

    terrorism. The central hypothesis of the book is rooted in the notion that the sea is central to the prosperity and security of all nations, and even more so since the emergence of an increasingly globalised world trading system. Till argues in. Seapower that the fate of nations is closely link to the sea as a source of resources.

  8. Talent management for the twenty-first century.

    Science.gov (United States)

    Cappelli, Peter

    2008-03-01

    Most firms have no formal programs for anticipating and fulfilling talent needs, relying on an increasingly expensive pool of outside candidates that has been shrinking since it was created from the white-collar layoffs of the 1980s. But the advice these companies are getting to solve the problem--institute large-scale internal development programs--is equally ineffective. Internal development was the norm back in the 1950s, and every management-development practice that seems novel today was routine in those years--from executive coaching to 360-degree feedback to job rotation to high-potential programs. However, the stable business environment and captive talent pipelines in which such practices were born no longer exist. It's time for a fundamentally new approach to talent management. Fortunately, companies already have such a model, one that has been well honed over decades to anticipate and meet demand in uncertain environments: supply chain management. Cappelli, a professor at the Wharton School, focuses on four practices in particular. First, companies should balance make-versus-buy decisions by using internal development programs to produce most--but not all--of the needed talent, filling in with outside hiring. Second, firms can reduce the risks in forecasting the demand for talent by sending smaller batches of candidates through more modularized training systems in much the same way manufacturers now employ components in just-in-time production lines. Third, companies can improve their returns on investment in development efforts by adopting novel cost-sharing programs. Fourth, they should seek to protect their investments by generating internal opportunities to encourage newly trained managers to stick with the firm. Taken together, these principles form the foundation for a new paradigm in talent management: a talent-on-demand system.

  9. Drone Warfare: Twenty-First Century Empire and Communications

    Directory of Open Access Journals (Sweden)

    Kevin Howley

    2017-02-01

    Full Text Available This paper, part of a larger project that examines drones from a social-construction of technology perspective, considers drone warfare in light of Harold Innis’s seminal work on empire and communication. Leveraging leading-edge aeronautics with advanced optics, data processing, and networked communication, drones represent an archetypal “space-biased” technology. Indeed, by allowing remote operators and others to monitor, select, and strike targets from half a world away, and in real-time, these weapon systems epitomize the “pernicious neglect of time” Innis sought to identify and remedy in his later writing. With Innis’s time-space dialectic as a starting point, then, the paper considers drones in light of a longstanding paradox of American culture: the impulse to collapse the geographical distance between the United States and other parts of the globe, while simultaneously magnifying the cultural difference between Americans and other peoples and societies. In the midst of the worldwide proliferation of drones, this quintessentially sublime technology embodies this (disconnect in important, profound, and ominous ways.

  10. What constitutes cerebral palsy in the twenty-first century?

    DEFF Research Database (Denmark)

    Smithers-Sheedy, Hayley; Badawi, Nadia; Blair, Eve

    2014-01-01

    of motor disorder in CP. Further work is warranted to reach agreement for (1) minimum age of survival and maximum age of postneonatal brain injury, and (2) metabolic disorders with highly variable clinical courses/responses to treatment. One hundred and ninety-seven syndromes/disorders were reviewed...

  11. A Catholic Curriculum for the Twenty-First Century?

    Science.gov (United States)

    Davis, Robert A.; Franchi, Leonard

    2013-01-01

    This essay responds to and develops ideas set out in Robert Davis' 1999 essay "Can there be a Catholic curriculum?" It takes the measure of far-reaching changes that have taken place in curriculum studies and strategic educational thought in the intervening period as the process of globalisation has intensified. It re-engages with the…

  12. Marketing of science in the twenty-first century

    International Nuclear Information System (INIS)

    Trivelpiece, A.

    1987-01-01

    The author gives a brief review of marketing of science from the 1930's to the present. He discusses the fact that at the present the scientific community is doing a lousy job of marketing and the fact that it is very important that this be reversed because science and technology have become absolutely essential to our future economic health and development. The four steps which he proposes will help with this problem are: (1) government, universities and industry working together to try and insure that there's an adequate basis of curiosity-driven research; (2) scientist making an effort to insure that they have enough political power to be taken seriously; (3) an adjustment to scientist thinking to reflect the fiscal realities of what the next generation of scientific facilities will cost; and (4) a need for public support

  13. Redesigning the World Trade Organization for the Twenty-First ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    15 déc. 2009 ... Au lieu de se limiter à une analyse du fonctionnement actuel de l'OMC, de ses problèmes et des défis auxquels l'organisation fait face, ce volume est également une exhortation à agir. Il formule des propositions aptes à orienter la réforme institutionnelle de l'OMC. Son contenu est éminemment digne de ...

  14. Capital in the twenty-first century: a critique.

    Science.gov (United States)

    Soskice, David

    2014-12-01

    I set out and explain Piketty's model of the dynamics of capitalism based on two equations and the r > g inequality (his central contradiction of capitalism). I then take issue with Piketty's analysis of the rebuilding of inequality from the 1970s to the present on three grounds: First, his model is based on the (neo-classical) assumption that companies are essentially passive actors who invest the amount savers choose to accumulate at equilibrium output - leading to the counterintuitive result that companies respond to the secular fall in growth (and hence their product markets) from the 1970s on by increasing their investment relative to output; this does indeed imply increased inequality on Piketty's β measure, the ratio of capital to output. I suggest a more realistic model in which businesses determine investment growth based on their expectations of output growth, with monetary policy bringing savings into line with business-determined investment; the implication of this model is that β does not change at all. And in fact as other recent empirical work which I reference has noted, β has not changed significantly over these recent decades. Hence Piketty's central analysis of the growth of contemporary inequality requires rethinking. Second, despite many references to the need for political economic analysis, Piketty's analysis of the growth of inequality in the period from the 1970s to the present is almost devoid of it, his explanatory framework being purely mathematical. I sketch what a political economic framework might look like during a period when politics was central to inequality. Third, inequality in fact rose on a variety of dimensions apart from β (including poverty which Piketty virtually makes no reference to in this period), but it is unclear what might explain why inequality rose in these other dimensions. © London School of Economics and Political Science 2014.

  15. Twenty-first-century African classicism: illustrations from the piano ...

    African Journals Online (AJOL)

    This article provides an insight into the thought processes of a composer, offering a guide for listeners to think creatively through the music. It presents a panoramic view and an analysis of the piano trio based on 'Sasabonsam's Match' composed by the author. The 18-minute work called Pivicafrique for piano, violin and ...

  16. Engagement and the Twenty-First Century University.

    Science.gov (United States)

    McGrath, C. Peter

    1999-01-01

    Argues for redefining the mission of the 21st-century university in order to focus on one overriding objective serving the public. Effective, expanding engagement with communities provides expertise and service to communities in ways in which universities are co-equal partners with other organizations and interests; it also provides rich…

  17. The global nitrogen cycle in the twenty-first century.

    Science.gov (United States)

    Fowler, David; Coyle, Mhairi; Skiba, Ute; Sutton, Mark A; Cape, J Neil; Reis, Stefan; Sheppard, Lucy J; Jenkins, Alan; Grizzetti, Bruna; Galloway, James N; Vitousek, Peter; Leach, Allison; Bouwman, Alexander F; Butterbach-Bahl, Klaus; Dentener, Frank; Stevenson, David; Amann, Marcus; Voss, Maren

    2013-07-05

    Global nitrogen fixation contributes 413 Tg of reactive nitrogen (Nr) to terrestrial and marine ecosystems annually of which anthropogenic activities are responsible for half, 210 Tg N. The majority of the transformations of anthropogenic Nr are on land (240 Tg N yr(-1)) within soils and vegetation where reduced Nr contributes most of the input through the use of fertilizer nitrogen in agriculture. Leakages from the use of fertilizer Nr contribute to nitrate (NO3(-)) in drainage waters from agricultural land and emissions of trace Nr compounds to the atmosphere. Emissions, mainly of ammonia (NH3) from land together with combustion related emissions of nitrogen oxides (NOx), contribute 100 Tg N yr(-1) to the atmosphere, which are transported between countries and processed within the atmosphere, generating secondary pollutants, including ozone and other photochemical oxidants and aerosols, especially ammonium nitrate (NH4NO3) and ammonium sulfate (NH4)2SO4. Leaching and riverine transport of NO3 contribute 40-70 Tg N yr(-1) to coastal waters and the open ocean, which together with the 30 Tg input to oceans from atmospheric deposition combine with marine biological nitrogen fixation (140 Tg N yr(-1)) to double the ocean processing of Nr. Some of the marine Nr is buried in sediments, the remainder being denitrified back to the atmosphere as N2 or N2O. The marine processing is of a similar magnitude to that in terrestrial soils and vegetation, but has a larger fraction of natural origin. The lifetime of Nr in the atmosphere, with the exception of N2O, is only a few weeks, while in terrestrial ecosystems, with the exception of peatlands (where it can be 10(2)-10(3) years), the lifetime is a few decades. In the ocean, the lifetime of Nr is less well known but seems to be longer than in terrestrial ecosystems and may represent an important long-term source of N2O that will respond very slowly to control measures on the sources of Nr from which it is produced.

  18. Tailings management for the twenty-first century

    International Nuclear Information System (INIS)

    Frost, S.E.

    1996-01-01

    The evolution of tailings management at Saskatchewan uranium mines is traced from the fifties to the nineties. Some of the problems with past systems are discussed. The new tailings systems now being proposed for the new operations currently undergoing environmental assessment in Saskatchewan are examined in detail. These new systems represent a change in tailings management philosophy, from keeping tailings high and dry on the surface, to placement of tailings in a low-energy regime within the water table. There they are removed from the active surface environment, avoiding future erosion problems, with a reduced likelihood of suffering intrusion from future human or animal activities. (author). 16 refs., 5 figs

  19. Organic agriculture in the twenty-first century.

    Science.gov (United States)

    Reganold, John P; Wachter, Jonathan M

    2016-02-03

    Organic agriculture has a history of being contentious and is considered by some as an inefficient approach to food production. Yet organic foods and beverages are a rapidly growing market segment in the global food industry. Here, we examine the performance of organic farming in light of four key sustainability metrics: productivity, environmental impact, economic viability and social wellbeing. Organic farming systems produce lower yields compared with conventional agriculture. However, they are more profitable and environmentally friendly, and deliver equally or more nutritious foods that contain less (or no) pesticide residues, compared with conventional farming. Moreover, initial evidence indicates that organic agricultural systems deliver greater ecosystem services and social benefits. Although organic agriculture has an untapped role to play when it comes to the establishment of sustainable farming systems, no single approach will safely feed the planet. Rather, a blend of organic and other innovative farming systems is needed. Significant barriers exist to adopting these systems, however, and a diversity of policy instruments will be required to facilitate their development and implementation.

  20. Particle physics of the twenty-first century

    International Nuclear Information System (INIS)

    Quigg, C.

    1987-01-01

    Elementary particle physics is the science devoted to searching for the ultimate constituents of matter and the interactions among them. The last 20 years has seen the emergence of the Standard Model. This is the single unified picture which gives us a language for discussing all the phenomena we see about us and for organizing that information and trying to understand it. Another important development has been the formulation of a mathematical expression for the forces of nature. These are called the gauge theories of the strong, weak, and electromagnetic interactions. The Standard Model has a couple of basic facets. One is that the elementary particles are quarks and leptons. Leptons experience gravitational, weak, and electromagnetic interactions and quarks experience the strong interaction. The carriers of these interactions are gluon for the strong, photon for the electromagnetic, intermediate bosons for the weak, and graviton for gravity. These facts have emerged through experiments using accelerators and detectors. However at energies for collisions among the fundamental constituents of about 1 TeV, the Standard Model ceases to make sense, so it can not be complete. Something else must be happening. Hence, more experiments need to be carried out. The instrument chosen for this is the Superconducting Super Collider. 12 figures, 1 table

  1. Redesigning the World Trade Organization for the Twenty-First ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    15 déc. 2009 ... AUCC-IDRC Partnership Grant 2011-2013: New Models of Partnership for Internationalization. Since the late 1970s, the Association of Universities and Colleges of Canada (AUCC) has received several grants from IDRC to enhance its members' understanding of and engagement with.

  2. Managing global business strategies: a twenty-first-century perspective

    OpenAIRE

    McManus, John; White, Don; Botten, Neil

    2009-01-01

    Aimed at key decision makers and those responsible for global strategy, this book is about changing markets and the complexity of undertaking business in a fast paced technological and knowledge based age in a dynamic and strategic context. Trends show a renaissance in entrepreneurial activity that is fuelling innovation particularly in the so called BRIC nations of Brazil, Russia, China and India. For example, both China and India have benefited immensely from Foreign Direct Investment (FDI)...

  3. NATO: Maintaining Relevance in the Twenty-First Century

    Science.gov (United States)

    2012-06-01

    the actions taken by Allied Command Transformation as it looks to confront future challenges. 22...greater allied unity.101 NATO confronted internal dissent, lack of cohesion, and evolving enemy tactics within ten years of its birth. Through its non...population and their social networks receives pedagogic attention at the highest levels of the Alliance’s military structure. In concert with UN

  4. Empowerment of Women through Education in Twenty First Century

    Science.gov (United States)

    Moradi Sheykhjan, Tohid; Rajeswari, K.; Jabari, Kamran

    2014-01-01

    This article explores theoretical and practical issues related to the impact of women's education in their empowerment. The development of women's education is discussed in this study. As women's education has become one of the key development objectives in the recent decades, the concept of empowerment has been tied to the range of activities…

  5. Cosmopolitan cities: the frontier in the twenty-first century?

    Science.gov (United States)

    Sevincer, A. Timur; Kitayama, Shinobu; Varnum, Michael E. W.

    2015-01-01

    People with independent (vs. interdependent) social orientation place greater priority on personal success, autonomy, and novel experiences over maintaining ties to their communities of origin. Accordingly, an independent orientation should be linked to a motivational proclivity to move to places that offer economic opportunities, freedom, and diversity. Such places are cities that can be called “cosmopolitan.” In support of this hypothesis, Study 1 found that independently oriented young adults showed a preference to move to cosmopolitan rather than noncosmopolitan cities. Study 2 used a priming manipulation and demonstrated a causal impact of independence on residential preferences for cosmopolitan cities. Study 3 established ecological validity by showing that students who actually moved to a cosmopolitan city were more independent than those who either moved to a noncosmopolitan city or never moved. Taken together, the findings illuminate the role of cosmopolitan settlement in the contemporary cultural change toward independence and have implications for urban development and economic growth. PMID:26528195

  6. Pre-Nursing Students Perceptions of Traditional and Inquiry Based Chemistry Laboratories

    Science.gov (United States)

    Rogers, Jessica

    This paper describes a process that attempted to meet the needs of undergraduate students in a pre-nursing chemistry class. The laboratory was taught in traditional verification style and students were surveyed to assess their perceptions of the educational goals of the laboratory. A literature review resulted in an inquiry based method and analysis of the needs of nurses resulted in more application based activities. This new inquiry format was implemented the next semester, the students were surveyed at the end of the semester and results were compared to the previous method. Student and instructor response to the change in format was positive. Students in the traditional format placed goals concerning technique above critical thinking and felt the lab was easy to understand and carry out. Students in the inquiry based lab felt they learned more critical thinking skills and enjoyed the independence of designing experiments and answering their own questions.

  7. Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

    Science.gov (United States)

    Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

    2017-01-01

    The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…

  8. Learning Analytics for Communities of Inquiry

    Science.gov (United States)

    Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek

    2014-01-01

    This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

  9. 4-H Science Inquiry Video Series

    Science.gov (United States)

    Green, Jeremy W.; Black, Lynette; Willis, Patrick

    2013-01-01

    Studies support science inquiry as a positive method and approach for 4-H professionals and volunteers to use for teaching science-based practices to youth. The development of a science inquiry video series has yielded positive results as it relates to youth development education and science. The video series highlights how to conduct science-rich…

  10. An Inquiry-Based Linear Algebra Class

    Science.gov (United States)

    Wang, Haohao; Posey, Lisa

    2011-01-01

    Linear algebra is a standard undergraduate mathematics course. This paper presents an overview of the design and implementation of an inquiry-based teaching material for the linear algebra course which emphasizes discovery learning, analytical thinking and individual creativity. The inquiry-based teaching material is designed to fit the needs of a…

  11. Intelligent Tutoring Systems for Scientific Inquiry Skills.

    Science.gov (United States)

    Shute, Valerie; Bonar, Jeffrey

    Described are the initial prototypes of several intelligent tutoring systems designed to build students' scientific inquiry skills. These inquiry skills are taught in the context of acquiring knowledge of principles from a microworld that models a specific domain. This paper discusses microworlds that have been implemented for microeconomics,…

  12. Eliciting User Requirements Using Appreciative Inquiry

    Science.gov (United States)

    Gonzales, Carol Kernitzki

    2010-01-01

    Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes,…

  13. Epistemological and Methodological Bases of Naturalistic Inquiry.

    Science.gov (United States)

    Guba, Egon G.; Lincoln, Yvonna S.

    1982-01-01

    Five major differences between the rationalistic and naturalistic paradigms of inquiry are accounted for: the nature of reality; the nature of the inquirer-object relationship; the nature of truth statements; assumptions about causal relationships; and the role of values within disciplined inquiry. Thirty-one sources are appended. (EJS)

  14. Preservice teachers working with narrative inquiry

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    ’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin...

  15. Effects of guided-inquiry on physiology students at a community college

    Science.gov (United States)

    Lyons, Michael Charles

    Current research into the effects of inquiry education in college science classes has resulted in improvements in student classroom performance and critical thinking skills. Much of the data collected for these studies was obtained from students in four-year institutions majoring in science fields. Many community college science instructors are reluctant to adopt inquiry exercises as there is a perception that inquiry activities will shift student attention away from essential course content. Vocational programs and articulation agreements with four-year institutions are dependent upon course curricula. It is necessary to demonstrate that content learning in community college science classes will not be harmed by inquiry activities for the adoption by community college science instructors to succeed. Two sections of Human Anatomy and Physiology students from Kirkwood Community College were used to test the effects of guided inquiry on learning course content. The treatment group (INQ) performed 3 guided-inquiry laboratories whereas the control group performed 3 traditional laboratories (TRD). The activities were identical for both groups and only differed in learning methodology. Analysis by ANCOVA showed no statistical differences between means in summed quiz scores, lecture exam scores, or lecture exam questions specific to laboratory exercises. No statistical difference was found between groups for time needed to complete assignments. No additional statistical differences were determined between student attitudes towards group work, inquiry and investigation activities but both groups stated they enjoyed these elements of inquiry learning. The results indicate the INQ students participating in the study were not harmed by guided-inquiry as INQ formal assessment scores did not differ significantly from TRD scores. No influence on the results can be attributed to students spending additional time on laboratory exercises as time was controlled for both groups. Not

  16. Inquiry identity and science teacher professional development

    Science.gov (United States)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  17. Conceptualising inquiry based education in mathematics

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...... of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...

  18. Naturalistic Inquiry in E-Learning Research

    Directory of Open Access Journals (Sweden)

    Shirley Agostinho

    2005-03-01

    Full Text Available In this article, the author explains how and why one particular qualitative research approach, the naturalistic inquiry paradigm, was implemented in an e-learning research study that investigated the use of the World Wide Web technology in higher education. A framework is presented that situates the research study within the qualitative research literature. The author then justifies how the study was compliant with naturalistic inquiry and concludes by presenting a model for judging the quality of such research. The purpose of this article is to provide an example of how naturalistic inquiry can be implemented in e-learning research that can serve as a guide for researchers undertaking this form of qualitative inquiry. As such, the focus of the article is to illustrate how methodological issues pertaining to naturalistic inquiry were addressed and justified to represent a rigorous research approach rather than presenting the results of the research study.

  19. Teacher students' dilemmas when teaching science through inquiry

    Science.gov (United States)

    Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

    2015-09-01

    Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

  20. Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives

    Science.gov (United States)

    Jarosz, Ellen E.; Kutay, Stephen

    2017-01-01

    At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College…

  1. Using a Blog to Create and Support a Community of Inquiry in Secondary Education

    Science.gov (United States)

    Pifarre, Manoli; Guijosa, Alex; Argelagos, Esther

    2014-01-01

    Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This article explores how blogs may be used to support secondary education students' collaborative interaction and how such an interaction process can promote the creation of a Community of Inquiry to enhance critical thinking and…

  2. The Educational Theory of Mary Sheldon Barnes: Inquiry Learning as Indoctrination in History Education.

    Science.gov (United States)

    McAninch, Stuart A.

    1990-01-01

    Barnes, an educator and textbook author, was a pioneer in the use of inquiry to teach secondary school history. Her work is criticized for the indoctrination it entailed and for its failure to encourage students to identify and examine the spiritual and political premises underlying the historical framework Barnes presented. (IAH)

  3. Teacher Inquiries into Gay and Lesbian Families in Early Childhood Classrooms

    Science.gov (United States)

    Souto-Manning, Mariana; Hermann-Wilmarth, Jill

    2008-01-01

    Gay and lesbian issues are often silenced in teacher education programs. Such silencing has serious consequences for teachers who feel unprepared to discuss such issues in their classrooms. Challenging the silence regarding gay and lesbian issues that often permeates early childhood classrooms, we share a teacher's critical inquiry into teaching…

  4. Guided Inquiry in a Biochemistry Laboratory Course Improves Experimental Design Ability

    Science.gov (United States)

    Goodey, Nina M.; Talgar, Cigdem P.

    2016-01-01

    Many biochemistry laboratory courses expose students to laboratory techniques through pre-determined experiments in which students follow stepwise protocols provided by the instructor. This approach fails to provide students with sufficient opportunities to practice experimental design and critical thinking. Ten inquiry modules were created for a…

  5. Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar

    Science.gov (United States)

    Cuenca, Alexander

    2014-01-01

    Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing…

  6. A review of the types of mobile activities in mobile inquiry-based learning

    NARCIS (Netherlands)

    Suarez, Angel; Specht, Marcus; Prinsen, Fleur; Kalz, Marco; Ternier, Stefaan

    2017-01-01

    Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology

  7. Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies

    Science.gov (United States)

    McRae-Jones, Wanda Joycelyn

    2017-01-01

    21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

  8. Challenging the Wikipedia Mentality: Encouraging Original Inquiry through Freire's Problem-Posing Method

    Science.gov (United States)

    Deys, Kellie L.; Deys, James L.

    2016-01-01

    For most millennials, information has always been a couple of quick taps away. Sites have seemingly always existed to provide them with "the answer." Instructors must recognize that not only are they teaching material from their disciplines, but also they are trying to teach the skill and value of critical inquiry. Adopting a Freirean…

  9. The Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies

    Science.gov (United States)

    Evans, Ronald W.

    2010-01-01

    As the issue of school reform grows ever more intense, it is imperative that we learn what we can from previous efforts. The new social studies was a 1960's attempt to transform the teaching of history and the social sciences in schools. With origins in the Cold War, the movement sought to develop critical thinkers through "inquiry" and…

  10. Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers' Narratives

    Science.gov (United States)

    Musanti, Sandra I.

    2017-01-01

    The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…

  11. Scientific Inquiry, Digital Literacy, and Mobile Computing in Informal Learning Environments

    Science.gov (United States)

    Marty, Paul F.; Alemanne, Nicole D.; Mendenhall, Anne; Maurya, Manisha; Southerland, Sherry A.; Sampson, Victor; Douglas, Ian; Kazmer, Michelle M.; Clark, Amanda; Schellinger, Jennifer

    2013-01-01

    Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing…

  12. Research Paradigms and Their Use and Importance in Theological Inquiry and Education

    Science.gov (United States)

    Mittwede, Steven K.

    2012-01-01

    A survey and analysis of four major research paradigms--positivism, postpositivism, critical theory and constructivism--reveal that all have been applied effectively in recent theological inquiry. Although these paradigms might resemble worldviews to some extent, they are not so all-encompassing. Rather, they are essentially matrices of deeply…

  13. Land grabbing and formalization in Africa : a critical inquiry

    NARCIS (Netherlands)

    Stein, H.; Cunningham, S.

    2015-01-01

    Two developments in Africa have generated an extensive literature. The first focuses on investment and land grabbing and the second on the formalization of rural property rights. Less has been written on the impact of formalization on land grabbing and of land grabbing on formalization. Recently,

  14. Engendering Peace in Africa: A Critical Inquiry Into Some Current ...

    African Journals Online (AJOL)

    Women in Peace-building and Non-violent Means of Conflict Resolution, (Addis Ababa, 1997); as well as other ... woman as mother, has been deconstructed by feminists of many hues to reveal that "neither a woman .... place the responsibility for peace and justice on the shoulders of the most marginal, least empowered.

  15. Engendering Peace in Africa: A Critical Inquiry Into Some Current ...

    African Journals Online (AJOL)

    For the same reason, they are also very active in restoring essential social services such as health and education, both during and after conflict. Some commentators have seen this gendered role definition as having the potential to place significant power in women's hands. In war-torn societies, education is often regarded ...

  16. Influence of teacher-directed scientific inquiry on students' primal inquiries in two science classrooms

    Science.gov (United States)

    Stone, Brian Andrew

    Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for

  17. Inquiry

    DEFF Research Database (Denmark)

    Alrø, Helle; Johnsen-Høines, Marit

    2012-01-01

    in inquiring questions, and what other ways of communicating may have an inquiring function in learning conversations? The intention is to develop and frame the concept of ’inquiry’ in learning conversations, and this is the focus of analysis of an authentic classroom situation, where teacher and pupils...

  18. Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom

    Science.gov (United States)

    Vie, Stephanie; Dieterle, Brandy

    2016-01-01

    Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to…

  19. Educational Change in Singapore and Its "Tinkering" around the Edges: A Critical Realist Perspective

    Science.gov (United States)

    De Souza, Denise E.

    2018-01-01

    This article re-examines the contents of Singapore's Thinking Schools Learning Nation (TSLN) and Teach Less Learn More (TLLM) educational initiatives, introduced and implemented to promote change and to prepare Singaporeans for a twenty-first century knowledge-based economy. Adopting a critical realist perspective that enables investigations into…

  20. Collaborative Inquiry Learning: Models, tools, and challenges

    Science.gov (United States)

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-02-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

  1. A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence.

    Science.gov (United States)

    Seltzer, E

    1977-06-01

    This article compares John Dewey's theory of inquiry with Jean Piaget's analysis of the mechanisms implied in the increase of knowledge. The sources for this paper are Dewey's studies on logic and the theory of inquiry and Piaget's historical-critical and psychogenetic investigations. Three major conclusions result from the comparison: first, there are significant convergences between the two theories; second, Piaget's developmental analysis makes explicit what is programmatic in Dewey's investigations; and, finally, Piaget is incorrect in characterizing Dewey's pragmatism as a method that does not meet the criteria of intelligent activity.

  2. INQUIRY OF A MUSIC (UNEDUCATION

    Directory of Open Access Journals (Sweden)

    Eduardo Guedes Pacheco

    2014-04-01

    Full Text Available This inquiry is an object of PhD thesis named By a Music (Un Education carried out in the Education Graduate Program of Federal University of Rio Grande do Sul in December 2011. On the other hand, this work also make the Education Observatory Escrileituras – One Way to Read and Write in the Midst of Life, a project approved at 038/2010 public notice – MEC Education Observatory joined to CAPES and INEP with general coordination executed by Prof. Dr.ª Sandra Mara Corazza. The essay has un as prefix for act of creation and it makes available to intertwined propositions with Music Education having the Philosophy of Difference as intercessor and driving of compositional process associated to Music and Music Education.

  3. Qualitative Inquiry in Everyday Life

    DEFF Research Database (Denmark)

    Brinkmann, Svend

    This book is a 'survival guide' for students and researchers who would like to conduct a qualitative study with limited resources. Brinkmann shows how everyday life materials such as books, television, the internet, the media and everyday conversations and interactions can help us to understand...... larger social issues. As living human beings in cultural worlds, we are constantly surrounded by 'data' that call for analysis, and as we cope with the different situations and episodes of our lives, we are engaged in understanding and interpreting the world as a form of qualitative inquiry. The book...... helps its reader develop a disciplined and analytic awareness informed by theory, and shows how less can be more in qualitative research. Each chapter introduces theoretical tools to think with, and demonstrates how they can be put to use in working concretely with everyday life materials....

  4. Narrative journalism as complementary inquiry

    Directory of Open Access Journals (Sweden)

    Jørgen Jeppesen

    2011-10-01

    Full Text Available Narrative journalism is a method to craft stories worth reading about real people. In this article, we explore the ability of that communicative power to produce insights complementary to those obtainable through traditional qualitative and quantitative research methods. With examples from a study of journalistic narrative as patient involvement in professional rehabilitation, interview data transcribed as stories are analyzed for qualities of heterogeneity, sensibility, transparency, and reflexivity. Building on sociological theories of thinking with stories, writing as inquiry, and public journalism as ethnography, we suggest that narrative journalism as a common practice might unfold dimensions of subjective otherness of the self. Aspiring to unite writing in both transparently confrontational and empathetically dialogic ways, the narrative journalistic method holds a potential to expose dynamics of power within the interview.

  5. Enhancing Scientific Inquiry Literacy of Prospective Biology Teachers through Inquiry Lab Project in Microbiology

    Science.gov (United States)

    Kusnadi, K.; Rustaman, N. Y.; Redjeki, S.; Aryantha, I. N. P.

    2017-09-01

    The implementation of the inquiry laboratory based project to enhance scientific inquiry literacy of prospective biology teachers in Microbiology course has been done. The inquiry lab based project was designed by three stages were debriefing of basic microbiology lab skills, guided inquiry and free inquiry respectively. The Study was quasi experimental with control group pretest-posttest design. The subjects were prospective biology teachers consists of 80 students. The scientific inquiry literacy instrument refers to ScInqLiT by Wenning. The results showed that there was significant difference of scientific inquiry literacy posttest scores between experiment and control (α 0,05) and was obtained N-gain score was 0.49 (medium) to experiment and 0.24 (low) to control. Based on formative assessment showed that development of student’s scientific attitude, research and microbiology lab skills during conducting project were increased. Student’s research skills especially in identification of variables, constructing a hypothesis, communicating and concluding were increased. During implementation of inquiry project also showed that they carried out mind and hands-on and so collaborative group investigation lab activities. Our findings may aid in reforming higher-education, particularly in microbiology laboratory activities to better promote scientific inquiry literacy, scientific attitude, research and laboratory skills.

  6. Thinking and Acting Like Scientists: Inquiry in the Undergraduate Astronomy Classroom

    Science.gov (United States)

    Cobb, B. E.

    2012-08-01

    Students can benefit from a more authentic scientific experience in introductory astronomy laboratories. Rather than simply following step-by-step instructions to replicate well-known results, students in inquiry labs are forced to think critically and fully engage in the scientific process. Developing inquiry labs and activities can, however, be a challenging task. I present here some resources available for undergraduate-level educators who are interested in bringing inquiry into their classrooms. Even minor changes to current traditional labs can provide students with the opportunity to answer scientific questions more independently. I also introduce the idea of substituting scientific "poster" sessions for traditional "lab reports" to provide students with immediate feedback as well as exposure to their peers' work and thinking. Allowing students to think and act more like scientists can increase their interest and engagement in science and enhance their basic understanding of the scientific process.

  7. Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

    Science.gov (United States)

    Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

  8. Flipped Science Inquiry@Crescent Girls' School

    Directory of Open Access Journals (Sweden)

    Peishi Goh

    2017-06-01

    Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.

  9. Inquiry, New Literacies, and the Common Core

    Science.gov (United States)

    Stegman, Bridget

    2014-01-01

    For 21st century learning, students need to be well versed in techniques for inquiry using new literacies. Developing these skills also will meet the rigorous expectations of the Common Core State Standards.

  10. Understanding Classroom Roles in Inquiry Education

    Directory of Open Access Journals (Sweden)

    Cheryl L. Walker

    2015-10-01

    Full Text Available Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teachers may undertake multiple roles simultaneously in inquiry. This article expands on existing research and proposes a framework potentially applicable to both learners and teachers, but here focused on learners. Beyond exploration, engagement, and stabilization of roles, diversification was added and described. This framework expanded on current education theory, adding new insight to a minimally explored topic, with implications for students, teachers, consultants, and researchers.

  11. Digital Collaborative Literacy, Critical Literacy, and Writing for Social Justice: A Case Study of Meaningful Learning in a First Grade Classroom

    Science.gov (United States)

    Stover, Katherine

    2012-01-01

    The need for twenty-first century learning skills such as critical thinking, collaboration, communication, and the use of technology are paramount to success in today's classroom. The purpose of this study was to explore what happened when children engaged in collaborative and critical discussions of themes related to social skills and social…

  12. Inquiry-based Learning in Mathematics Education

    DEFF Research Database (Denmark)

    Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier

    From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...... developed to determine which implications were important for the didactical intervention of the design in the Quality in the subjects Danish and Mathematics (KiDM) project....

  13. Scientific Inquiry in Health Sciences Education

    DEFF Research Database (Denmark)

    Musaeus, Peter

    Background: Assistant professors in the health sciences (108 participants from biomedicine, clinical medicine, dentistry, sports, nursing and public health) submitted their teaching portfolio as part of the requirement for a pedagogical course for university teachers at Aarhus University, Denmark....... The course introduced participants to concepts and methods to create constructive alignment and activating teaching and to a teaching portfolio as a means of reflecting upon inquiry and teaching. Design: This study investigated assistant professors espoused beliefs about the role of scientific inquiry...

  14. Emergent Paradigm: Critical Realism and Transformative Research in Educational Administration

    Science.gov (United States)

    Egbo, Benedicta

    2005-01-01

    This paper explores the prospects of using critical realism as a guiding philosophy for critical inquiry in the field of educational administration. A relatively recent philosophy in the social sciences, critical realism offers an alternative framework for researchers engaged in empirical work that is aimed at transforming undesirable social…

  15. Inquiry-based leading and learning : Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind

    NARCIS (Netherlands)

    Luijk, E.

    2017-01-01

    Inquiry-based working is assumed to contribute to improving educational quality and to stimulate professional learning. It involves having an inquiry habit of mind, being data literate and creating a culture of inquiry in schools (based on Earl & Katz, 2006). The general aim of this study was to

  16. History Teachers' Knowledge of Inquiry Methods: An Analysis of Cognitive Processes Used During a Historical Inquiry

    Science.gov (United States)

    Voet, Michiel; De Wever, Bram

    2017-01-01

    The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…

  17. The Inquiry Matrix: A Tool for Assessing and Planning Inquiry in Biology and Beyond

    Science.gov (United States)

    Grady, Julie

    2010-01-01

    One way to advance inquiry in the classroom is to establish a systematic strategy for reflecting on our practice and our students' readiness to engage in increasingly complex scientific reasoning. The Matrix for Assessing and Planning Scientific Inquiry (MAPSI) is a tool that promotes this valuable reflection so that we, as teachers, are better…

  18. A collaborative narrative inquiry: Two teacher educators learning about narrative inquiry

    Directory of Open Access Journals (Sweden)

    Barkhuizen, Gary

    2009-12-01

    Full Text Available With its capacity to unharness the power of narrative to promote meaning-making of lived experience, narrative inquiry is developing as a credible approach to research in several areas in the field of language teaching (Johnson, 2006. This article tells the story of two narrative researchers working in language teacher education who engaged in a collaborative narrative inquiry as both participants and inquirers, in order to learn more about narrative inquiry. The ‘bounded’ nature of their inquiry design provided a feasible way for them to explore their focus of research (i.e. their learning about narrative inquiry, and led them, through an iterative and reflexive process of analysing their narrative data, to formulate what they believe are essential ingredients of principled narrative inquiry work. Four narrative inquiry variables became the scaffolding which enabled them to answer their research questions, and are offered here as a heuristic for teaching practitioners, whether they be teachers, teacher educators or researchers, to guide them in narrative inquiries into their own work.

  19. Personal Inquiry: Innovations in Participatory Design and Models for Inquiry Learning

    Science.gov (United States)

    Conole, Grainne; Scanlon, Eileen; Littleton, Karen; Kerawalla, Lucinda; Mulholland, Paul

    2010-01-01

    This paper describes a participatory design approach to the development of inquiry-based learning supported through a technology toolkit. The work is part of an interdisciplinary project--Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the…

  20. Ark of Inquiry: Responsible Research and Innovation through Computer-Based Inquiry Learning

    NARCIS (Netherlands)

    Margus Pedaste; Leo Siiman; Bregje de Vries; Mirjam Burget; Tomi Jaakkola; Emanuele Bardone; Meelis Brikker; Mario Mäeots; Marianne Lind; Koen Veermans

    2015-01-01

    Ark of Inquiry is a learning platform that uses a computer-based inquiry learning approach to raise youth awareness to Responsible Research and Innovation (RRI). It is developed in the context of a large-scale European project (http://www.arkofinquiry.eu) and provides young European citizens

  1. Phases of inquiry-based learning: Definitions and the inquiry cycle

    NARCIS (Netherlands)

    Pedaste, Margus; Mäeots, Mario; Siiman, Leo A.; de Jong, Anthonius J.M.; van Riesen, Siswa; Kamp, E.T.; Kamp, E.T.; Manoli, Constantinos C.; Zacharia, Zacharias C.; Tsourlidaki, Eleftheria

    2015-01-01

    Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be

  2. Introducing the Cycle of Inquiry System: A Reflective Inquiry Practice for Early Childhood Teacher Development

    Science.gov (United States)

    Broderick, Jane Tingle; Hong, Seong Bock

    2011-01-01

    The Cycle of Inquiry (COI) is a tool for emergent curriculum planning and for professional development of early childhood teachers and teacher education students. The COI includes a sequence of five organizational forms connecting analysis of documentation data with intentional planning for long-term emergent inquiry inspired by the Reggio Emilia…

  3. Inquiry based learning with a virtual microscope

    Science.gov (United States)

    Kelley, S. P.; Sharples, M.; Tindle, A.; Villasclaras-Fernández, E.

    2012-12-01

    As part of newly funded initiative, the Wolfson OpenScience Laboratory, we are linking a tool for inquiry based learning, nQuire (http://www.nquire.org.uk) with the virtual microscope for Earth science (http://www.virtualmicroscope.co.uk) to allow students to undertake projects and gain from inquiry based study thin sections of rocks without the need for a laboratory with expensive petrological microscopes. The Virtual Microscope (VM) was developed for undergraduate teaching of petrology and geoscience, allowing students to explore rock hand specimens and thin sections in a browser window. The system is based on HTML5 application and allows students to scan and zoom the rocks in a browser window, view in ppl and xpl conditions, and rotate specific areas to view birefringence and pleochroism. Importantly the VM allows students to gain access to rare specimens such as Moon rocks that might be too precious to suffer loss or damage. Experimentation with such specimens can inspire the learners' interest in science and allows them to investigate relevant science questions. Yet it is challenging for learners to engage in scientific processes, as they may lack scientific investigation skills or have problems in planning their activities; for teachers, managing inquiry activities is a demanding task (Quintana et al., 2004). To facilitate the realization of inquiry activities, the VM is being integrated with the nQuire tool. nQuire is a web tool that guides and supports students through the inquiry process (Mulholland et al., 2011). Learners are encouraged to construct their own personally relevant hypothesis, pose scientific questions, and plan the method to answer them. Then, the system enables users to collect and analyze data, and share their conclusions. Teachers can monitor their students' progress through inquiries, and give them access to new parts of inquiries as they advance. By means of the integration of nQuire and the VM, inquiries that involve collecting data

  4. Epistemologic inquiries in evidence-based medicine.

    Science.gov (United States)

    Djulbegovic, Benjamin; Guyatt, Gordon H; Ashcroft, Richard E

    2009-04-01

    Since the term "evidence-based medicine" (EBM) first appeared in the scientific literature in 1991, the concept has had considerable influence in many parts of the world. Most professional societies, the public,and funding agencies have accepted EBM with remarkable enthusiasm. The concept of evidence-based practice is now applied in management, education, criminology, and social work. Yet, EBM has attracted controversy: its critics allege that EBM uses a narrow concept of evidence and a naive conception of the relationships between evidence, theory, and practice. They also contend that EBM presents itself as a radical restructuring of medical knowledge that discredits more traditional ways of knowing in medicine, largely in the interests of people with a particular investment in the enterprise of large-scale clinical trials. Because EBM proposes aspecific relationship between theory, evidence, and knowledge, its theoretical basis can be understood as an epistemological system. Undertaking epistemological inquiry is important because the adoption of a particular epistemological view defines how science is conducted. In this paper, we challenge this critical view of EBM by examining how EBM fits into broad epistemological debates within the philosophy of science. We consider how EBM relates to some classical debates regarding the nature of science and knowledge. We investigate EBM from the perspective of major epistemological theories (logical-positivism/inductivism, deductivism/falsificationism/theory-ladeness of observations, explanationism/holism, instrumentalism, underdetermination theory by evidence). We first explore the relationship between evidence and knowledge and discuss philosophical support for the main way that evidence is used in medicine: (1) in the philosophical tradition that "rational thinkers respect their evidence," we show that EBM refers to making medical decisions that are consistent with evidence, (2) as a reliable sign, symptom, or mark to

  5. Proceedings of the Twenty-First Water Reactor Safety Information Meeting: Volume 1, Plenary session; Advanced reactor research; advanced control system technology; advanced instrumentation and control hardware; human factors research; probabilistic risk assessment topics; thermal hydraulics; thermal hydraulic research for advanced passive LWRs

    Energy Technology Data Exchange (ETDEWEB)

    Monteleone, S. [Brookhaven National Lab., Upton, NY (United States)] [comp.

    1994-04-01

    This three-volume report contains 90 papers out of the 102 that were presented at the Twenty-First Water Reactor Safety Information Meeting held at the Bethesda Marriott Hotel, Bethesda, Maryland, during the week of October 25--27, 1993. The papers are printed in the order of their presentation in each session and describe progress and results of programs in nuclear safety research conducted in this country and abroad. Foreign participation in the meeting included papers presented by researchers from France, Germany, Japan, Russia, Switzerland, Taiwan, and United Kingdom. The titles of the papers and the names of the authors have been updated and may differ from those that appeared in the final program of the meeting. Individual papers have been cataloged separately. This document, Volume 1 covers the following topics: Advanced Reactor Research; Advanced Instrumentation and Control Hardware; Advanced Control System Technology; Human Factors Research; Probabilistic Risk Assessment Topics; Thermal Hydraulics; and Thermal Hydraulic Research for Advanced Passive Light Water Reactors.

  6. Proceedings of the Twenty-First Water Reactor Safety Information Meeting: Volume 1, Plenary session; Advanced reactor research; advanced control system technology; advanced instrumentation and control hardware; human factors research; probabilistic risk assessment topics; thermal hydraulics; thermal hydraulic research for advanced passive LWRs

    International Nuclear Information System (INIS)

    Monteleone, S.

    1994-04-01

    This three-volume report contains 90 papers out of the 102 that were presented at the Twenty-First Water Reactor Safety Information Meeting held at the Bethesda Marriott Hotel, Bethesda, Maryland, during the week of October 25--27, 1993. The papers are printed in the order of their presentation in each session and describe progress and results of programs in nuclear safety research conducted in this country and abroad. Foreign participation in the meeting included papers presented by researchers from France, Germany, Japan, Russia, Switzerland, Taiwan, and United Kingdom. The titles of the papers and the names of the authors have been updated and may differ from those that appeared in the final program of the meeting. Individual papers have been cataloged separately. This document, Volume 1 covers the following topics: Advanced Reactor Research; Advanced Instrumentation and Control Hardware; Advanced Control System Technology; Human Factors Research; Probabilistic Risk Assessment Topics; Thermal Hydraulics; and Thermal Hydraulic Research for Advanced Passive Light Water Reactors

  7. Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

    Science.gov (United States)

    Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

    2007-12-01

    Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

  8. Minimizing student’s faults in determining the design of experiment through inquiry-based learning

    Science.gov (United States)

    Nilakusmawati, D. P. E.; Susilawati, M.

    2017-10-01

    The purpose of this study were to describe the used of inquiry method in an effort to minimize student’s fault in designing an experiment and to determine the effectiveness of the implementation of the inquiry method in minimizing student’s faults in designing experiments on subjects experimental design. This type of research is action research participants, with a model of action research design. The data source were students of the fifth semester who took a subject of experimental design at Mathematics Department, Faculty of Mathematics and Natural Sciences, Udayana University. Data was collected through tests, interviews, and observations. The hypothesis was tested by t-test. The result showed that the implementation of inquiry methods to minimize of students fault in designing experiments, analyzing experimental data, and interpret them in cycle 1 students can reduce fault by an average of 10.5%. While implementation in Cycle 2, students managed to reduce fault by an average of 8.78%. Based on t-test results can be concluded that the inquiry method effectively used to minimize of student’s fault in designing experiments, analyzing experimental data, and interpreting them. The nature of the teaching materials on subject of Experimental Design that demand the ability of students to think in a systematic, logical, and critical in analyzing the data and interpret the test cases makes the implementation of this inquiry become the proper method. In addition, utilization learning tool, in this case the teaching materials and the students worksheet is one of the factors that makes this inquiry method effectively minimizes of student’s fault when designing experiments.

  9. ANALYZE THE KNOWLEDGE INQUIRY SCIENCE PHYSICS TEACHER CANDIDATES WITH ESSENCE INQUIRY SCIENCE TEST INSTRUMENT OPTIKA GEOMETRY

    Directory of Open Access Journals (Sweden)

    Wawan Bunawan

    2013-06-01

    Full Text Available The objective in this research to explore the relationship between ability of the knowledge essential features inquiry science and their reasons underlying sense of scientific inquiry for physics teacher candidates on content geometrical optics. The essential features of inquiry science are components that should arise during the learning process subject matter of geometrical optics reflectance of light on a flat mirror, the reflection of light on curved mirrors and refraction of light at the lens. Five of essential features inquiry science adopted from assessment system developed by the National Research Council. Content geometrical optics developed from an analysis of a college syllabus material. Based on the study of the essential features of inquiry and content develop the multiple choice diagnostic test three tier. Data were taken from the students who are taking courses in optics and wave from one the LPTK in North Sumatra totaled 38 students. Instruments showed Cronbach alpha reliability of 0.67 to test the essential features of inquiry science and 0.61 to there as on geometrical optics science inquiry.

  10. Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

    Science.gov (United States)

    Gyllenpalm, Jakob; Wickman, Per-Olof; Holmgren, Sven-Olof

    2010-06-01

    With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

  11. Inquiry based learning in physical education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2014-01-01

    The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

  12. The Teaching and Assessment of Inquiry Competences

    DEFF Research Database (Denmark)

    Rönnebeck, Silke; Nielsen, Jan Alexis; Olley, Christopher

    2018-01-01

    need to be accompanied by changes in assess-ment in order to be sustainable. Teaching and learning goals need to be aligned and assessment methods developed that allow for the assessment of competences related to scientific inquiry, mathematical problem solving or design and innova-tion processes......New competence-oriented learning goals can only be sustainably implemented if they are aligned with teaching and assessment goals. Within the fields of science, technology and mathematics education, one approach of compe-tence-oriented teaching is based on the concept of inquiry-based education....... Scien-tific inquiry in science, problem solving in mathematics, design processes in tech-nology and innovation as a cross-curricular approach to teaching and learning that is emphasised as a key element of 21st century skills allow students to engage in the thinking and working processes of scientists...

  13. An inquiry-based programming lesson

    Science.gov (United States)

    Douglas, Stephanie; Rice, Emily; Derdzinski, Andrea

    2016-03-01

    We designed a 2-day inquiry activity where students learned about error analysis and coding practices in Python. Inquiry-based lessons provide students with opportunities to independently investigate scientific concepts and tools. A general structure is developed ahead of time and minimal, careful guidance provided during the activity, but students are given as much freedom as possible to explore the concepts at their own pace. We designed our activity to help students learn to write flexible, re-usable, and readable code. I will describe the lesson structure we initially designed, as well as what aspects worked for our students (or didn't) and our experience leading the activity.

  14. Evaluation Inquiry in Donor Funded Programmes in Northern Ghana ...

    African Journals Online (AJOL)

    An evaluation inquiry has been noted to have a significant influence on whether the evaluation outcomes are used or not. However, only limited studies have examined evaluation inquiry and its implication on the use of evaluation in Ghana. This study therefore seeks to contribute to knowledge on evaluation inquiry and the ...

  15. The Benefits of Using Authentic Inquiry within Biotechnology Education

    Science.gov (United States)

    Hanegan, Nikki; Bigler, Amber

    2010-01-01

    A broad continuum exists to describe the structure of inquiry lessons (Hanegan, Friden, & Nelson, 2009). Most teachers have heard inquiry described from a range of simple questioning to completely student-designed scientific studies (Chinn & Malhotra, 2002). Biotechnology education often uses a variety of inquiries from cookbook laboratory…

  16. Assessment of Inquiry Skills in the SAILS Project

    Science.gov (United States)

    Harrison, Chris

    2014-01-01

    Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the…

  17. Building a Culture of Inquiry in a Professional Development School.

    Science.gov (United States)

    Dana, Nancy Fichtman; Silva, Diane Yendol; Snow-Gerono, Jennifer

    2002-01-01

    Explores the evolution of inquiry into a Professional Development School (PDS) context. Teacher educators hoped to cultivate inquiry as a stance into the PDS culture. This required time for teachers to understand inquiry and embrace it as a powerful tool for reflective teaching and educational change. Mentor teachers gained space to understand…

  18. The Art of Questions: Inquiry, the CCSS, and School Librarians

    Science.gov (United States)

    Wadham, Rachel

    2013-01-01

    This article examines the association among inquiry, the Common Core State Standards (CCSS) and school librarians. It explains the significance of asking questions, and describes the characteristics of the questions that are central to inquiry learning. The role of school librarians in inquiry learning and the implementation of CCSS is also…

  19. A Return to Methodological Commitment: Reflections on Narrative Inquiry

    Science.gov (United States)

    Caine, Vera; Estefan, Andrew; Clandinin, D. Jean

    2013-01-01

    In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a "narrative revolution," researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to…

  20. 32 CFR 516.53 - News media and other inquiries.

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 3 2010-07-01 2010-07-01 true News media and other inquiries. 516.53 Section... Litigation in Which the United States Has An Interest § 516.53 News media and other inquiries. News media... clearance. Local public affairs officers will refer press inquiries to HQDA (SAPA), WASH DC 20310-1500, with...

  1. Research, Evaluation, and Policy Analysis: Heuristics for Disciplined Inquiry.

    Science.gov (United States)

    Lincoln, Yvonna S.; Guba, Egon E.

    Research, evaluation, and policy analysis are elements of inquiry whose functions, aims, purposes, intended audiences, and intended outcomes have been confused in the literature discussing how to accomplish them. Using the definition of "disciplined inquiry" provided by Cronbach and Suppes (1969), which defines disciplined inquiry as the…

  2. Economics through Inquiry: Creating Social Businesses in Fifth Grade

    Science.gov (United States)

    Whitlock, Annie McMahon

    2015-01-01

    The College, Career, and Civic Life (C3) Framework from the National Council for Social Studies (NCSS) features an inquiry approach to teaching K-12 social studies in which social studies standards are organized into an "inquiry arc." Inquiry in elementary economics is often underused in practice (Laney 2001). This study describes how a…

  3. Systems thinking, critical realism and philosophy a confluence of ideas

    CERN Document Server

    Mingers, John

    2014-01-01

    Systems Thinking, Critical Realism and Philosophy: A Confluence of Ideas seeks to re-address the whole question of philosophy and systems thinking for the twenty first century and provide a new work that would be of value to both systems and philosophy. This is a highly opportune time when different fields - critical realism, philosophy of science and systems thinking - are all developing around the same set of concepts and yet not realizing it. This book will be of interest to the academic systems community worldwide and due to it's interdisciplinary coverage, it will also

  4. A Teacher's Inquiry into Bringing in Biliteracy in a Fifth-Grade English-Only Classroom

    Science.gov (United States)

    Abraham, Stephanie Lynn

    2017-01-01

    This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project.…

  5. Assessment for Learning in Inquiry Based Science Education

    DEFF Research Database (Denmark)

    Fornaguera, Cristina Carulla

    The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford......’s activity theory perspectives, this study looks critically at assessment for learning within IBSE activity research shaped by an individualistic approach to learning. The thesis proposed a movement towards an approach using a socio-cultural perspective. The researcher's process of learning structured...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...

  6. An Inquiry-based Astronomy Summer School in West Africa

    Science.gov (United States)

    Strubbe, Linda; Okere, Bonaventure; Chibueze, James; Lepo, Kelly; White, Heidi; Zhang, Jielai; Okoh, Daniel; Reid, Mike; Hunter, Lisa

    2015-01-01

    In October 2013 over 75 undergraduate science students and teachers from Nigeria and Ghana attended the week-long West African International Summer School for Young Astronomers. The school was organized by a collaboration of astronomers from the University of Toronto, the University of Nigeria, and the Nigerian National Space Research and Development Agency. We designed and led activities that taught astronomy content, promoted students' self-identity as scientists, and encouraged students to think critically and figure out solutions themselves. I will describe the inquiry-based and active learning techniques used in the school, share results from the qualitative and quantitative evaluations of student performance, and describe future plans for holding the school in 2015, supporting our alumni, and building a sustainable partnership between North American and Nigerian universities.

  7. The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

    Science.gov (United States)

    Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

    2018-01-01

    This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…

  8. Public Inquiry Data - Report on Incoming, Pending, and Completed Inquiries - FY 2015 Onward

    Data.gov (United States)

    Social Security Administration — This dataset provides data on the number of new incoming, pending, and completed inquiries by quarter. The data source is the Electronic Management of Assignments...

  9. Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

    Science.gov (United States)

    Brand, Brenda R.; Moore, Sandra J.

    2011-05-01

    This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

  10. Using problem based learning and guided inquiry in a high school acid-base chemistry unit

    Science.gov (United States)

    McKinley, Katie

    The purpose of this investigation was to determine if incorporating problem based learning and guided inquiry would improve student achievement in an acid base unit for high school chemistry. The activities and labs in the unit were modified to be centered around the problem of a fish kill that students investigated. Students also participated in guided inquiry labs to increase the amount of critical thinking and problem solving being done in the classroom. The hypothesis was that the implementation of problem based learning and guided inquiry would foster student learning. Students took a pre-test and post-test on questions covering the objectives of the acid base unit. These assessments were compared to determine the effectiveness of the unit. The results indicate that the unit was effective in increasing student performance on the unit test. This study also analyzed the process of problem based learning. Problem based learning can be an effective method of engaging students in inquiry. However, designing an effective problem based learning unit requires careful design of the problem and enough structure to assure students learn the intended content.

  11. CriticalEd

    DEFF Research Database (Denmark)

    Kjellberg, Caspar Mølholt; Meredith, David

    2014-01-01

    such as Sibelius or Finale. It was hypothesized that it would be possible to develop a Sibelius plug-in, written in Manuscript 6, that would improve the critical editing work flow, but it was found that the capabilities of this scripting language were insufficient. Instead, a 3-part system was designed and built......, consisting of a Sibelius plug-in, a cross-platform application, called CriticalEd, and a REST-based solution, which handles data storage/retrieval. A prototype has been tested at the Danish Centre for Music Publication, and the results suggest that the system could greatly improve the efficiency......The best text method is commonly applied among music scholars engaged in producing critical editions. In this method, a comment list is compiled, consisting of variant readings and editorial emendations. This list is maintained by inserting the comments into a document as the changes are made...

  12. 48 CFR 32.909 - Contractor inquiries.

    Science.gov (United States)

    2010-10-01

    ... CONTRACTING REQUIREMENTS CONTRACT FINANCING Prompt Payment 32.909 Contractor inquiries. (a) Direct questions involving— (1) Delinquent payments to the designated billing office or designated payment office; and (2) Disagreements in payment amount or timing to the contracting officer for resolution. The contracting officer...

  13. Commentary: Toward Convergence in Creativity Inquiry

    Science.gov (United States)

    Tan, Ai-Girl; Wong, Meng-Ee

    2015-01-01

    This commentary is about reflection in the new language of creativity and the meanings of inquiry into creative life. The authors of the commentary adopt the cultural paradigm of psychology of creativity. They praise effortful creativity of the authors who submitted the articles to this special issue. Their studies employed diverse methods of…

  14. Artful inquiry as a leadership skill

    DEFF Research Database (Denmark)

    Darsø, Lotte

    (experience, pre-cognition, sensations, perceptions and pre-verbal repertoire) and can thus be seen as a way of “Empowering the Intangible”, the theme of this conference. Artful Inquiry is suggested as consisting of two main parts: 1. Formulating the purpose and the specific questions 2. Designing...

  15. Artistic Expressions as Primary Modes of Inquiry

    Science.gov (United States)

    McNiff, Shaun

    2011-01-01

    "Art-Based Research" (McNiff, 1998a) introduced the idea of using artistic expressions by researchers as ways of knowing and methods of inquiry as distinguished from approaching art made by subjects as data which are interpreted by discursive methods, a practice that has been widely used in various disciplines studying human behaviour.…

  16. Trust and the Community of Inquiry

    Science.gov (United States)

    Haynes, Felicity

    2018-01-01

    This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what…

  17. Cooperative Inquiry for Learning and Connectedness

    Science.gov (United States)

    Ospina, Sonia; El Hadidy, Waad; Hofmann-Pinilla, Amparo

    2008-01-01

    There has been rising concern about the disconnect between universities, their communities and society at large. This is of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing…

  18. Appreciative Inquiry - anerkendende udforskning skaber mulighedsrum

    DEFF Research Database (Denmark)

    Mejlvig, Kirsten

    2012-01-01

    Anerkendende udforskning, den danske danske betegnelse for aktionsforskningstilgangen Appreciative Inquiry, fokuserer på at udforske og forandre forhold i det organisatoriske liv, gennem understregningen af, at det er muligt at skabe og vedligeholde en organisation, på grundlag af dens styrker...

  19. 38 CFR 18.414 - Preemployment inquiries.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Preemployment inquiries. 18.414 Section 18.414 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS... or history of the applicant shall be collected and maintained on separate forms that shall be...

  20. Narrative experiments and imaginative inquiry | Gough | South ...

    African Journals Online (AJOL)

    I share a number of experiences of writing as a mode of educational inquiry, with particular reference to narrative experiments inspired by Gilles Deleuze and Félix Guattari's figuration of the rhizome — a process characterised as rhizosemiotic play — and demonstrate the generativity of intertextual readings of selected ...