Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Science.gov (United States)

Godec, Spela

2018-01-01

Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is "for them", which then has implications for their learning and participation in science. In this paper, I…

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Class: A Case Study in a Successful School

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Classes: A Case Study in a Successful School

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

Class Size and Academic Achievement in Introductory Political Science Courses

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Towner, Terri L.

2016-01-01

Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

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Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

Science.gov (United States)

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

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Wang, Tzu-Ling; Berlin, Donna

2010-12-01

The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs-science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach's alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general "attitudes toward science class" scale. The analysis also showed that there were no gender or grade-level differences in students' overall attitudes toward science class.

Instructional quality of lower grades natural science classes: the ...

African Journals Online (AJOL)

... classes: the case of primary schools linked to Kemise College of Teacher Education. ... the quality of natural science education classroom instruction in lower grade ... on pedagogical and subject matter issue, closer support and supervision.

Kilowatt-Class Fission Power Systems for Science and Human Precursor Missions

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Mason, Lee S.; Gibson, Marc Andrew; Poston, Dave

2013-01-01

Nuclear power provides an enabling capability for NASA missions that might otherwise be constrained by power availability, mission duration, or operational robustness. NASA and the Department of Energy (DOE) are developing fission power technology to serve a wide range of future space uses. Advantages include lower mass, longer life, and greater mission flexibility than competing power system options. Kilowatt-class fission systems, designated "Kilopower," were conceived to address the need for systems to fill the gap above the current 100-W-class radioisotope power systems being developed for science missions and below the typical 100-k We-class reactor power systems being developed for human exploration missions. This paper reviews the current fission technology project and examines some Kilopower concepts that could be used to support future science missions or human precursors.

Girls' and Boys' Academic Self-Concept in Science in Single-Sex and Coeducational Classes

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Simpson, Amber; Che, S. Megan; Bridges, William C., Jr.

2016-01-01

Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents' attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male…

Probing the Natural World, Level III, Student Guide: Investigating Variation. Intermediate Science Curriculum Study.

Science.gov (United States)

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on diversity in human populations, measurement, and data collection. Numerous activities are given and optional excursions encourage students to pursue a topic in greater depth. Data tables within the…

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

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Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Probing the Natural World, Level III, Teacher's Edition: Investigating Variation. Intermediate Science Curriculum Study.

Science.gov (United States)

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on diversity in human populations, measurement, and data collection. Optional excursions are described for students who wish to study a topic in greater depth. An introduction describes…

Probing the Natural World, Level III, Student Guide: What's Up? Intermediate Science Curriculum Study.

Science.gov (United States)

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about rockets, space, and principles of physics, as well as activities related to the subject and optional excursions. A section of introductory notes to the student discusses how the…

Beating the numbers through strategic intervention materials (SIMs): Innovative science teaching for large classes

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Alboruto, Venus M.

2017-05-01

The study aimed to find out the effectiveness of using Strategic Intervention Materials (SIMs) as an innovative teaching practice in managing large Grade Eight Science classes to raise the performance of the students in terms of science process skills development and mastery of science concepts. Utilizing experimental research design with two groups of participants, which were purposefully chosen, it was obtained that there existed a significant difference in the performance of the experimental and control groups based on actual class observation and written tests on science process skills with a p-value of 0.0360 in favor of the experimental class. Further, results of written pre-test and post-test on science concepts showed that the experimental group with the mean of 24.325 (SD =3.82) performed better than the control group with the mean of 20.58 (SD =4.94), with a registered p-value of 0.00039. Therefore, the use of SIMs significantly contributed to the mastery of science concepts and the development of science process skills. Based on the findings, the following recommendations are offered: 1. that grade eight science teachers should use or adopt the SIMs used in this study to improve their students' performance; 2. training-workshop on developing SIMs must be conducted to help teachers develop SIMs to be used in their classes; 3. school administrators must allocate funds for the development and reproduction of SIMs to be used by the students in their school; and 4. every division should have a repository of SIMs for easy access of the teachers in the entire division.

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

Science.gov (United States)

Taneja, Anju

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students' engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation---active learning strategy---significantly increased. Quantitative findings also indicate that teachers' use of multiple methods in teaching science can affect various constructs of students' motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

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Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

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Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

Mothers as informal science class teachers

Science.gov (United States)

Katz, Phyllis

education class. Study outcomes include self-reported tendencies toward increased awareness of science teaching techniques and content, as well as pleasure, confidence, and family interactions around science. The survey amplifies these findings among a larger group. Negative cases and difficulties are discussed. This study suggests that the availability of mothers' informal science teaching/learning experience is one way to create a more pervasively supportive environment for science education. There is increased opportunity for women as adult learners, to be positive role models, and to mediate family settings. Recommendations are made for recruiting mothers as teachers and fulfilling their motivations. Informal science education theory is discussed

Class-first analysis in a continuum: an approach to the complexities of schools, society, and insurgent science

Science.gov (United States)

Valdiviezo, Laura Alicia

2010-06-01

This essay addresses Katherine Richardson Bruna's paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science, through five main points . First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers.

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

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Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Making Philosophy of Science Education Practical for Science Teachers

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Janssen, F. J. J. M.; van Berkel, B.

2015-04-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

Science.gov (United States)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of

A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom

Science.gov (United States)

Dexter, Douglas D.; Park, Youn J.; Hughes, Charles A.

2011-01-01

This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were…

Teaching Writing and Critical Thinking in Large Political Science Classes

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Franklin, Daniel; Weinberg, Joseph; Reifler, Jason

2014-01-01

In the interest of developing a combination of teaching techniques designed to maximize efficiency "and" quality of instruction, we have experimentally tested three separate and relatively common teaching techniques in three large introductory political science classes at a large urban public university. Our results indicate that the…

Emotional climate of a pre-service science teacher education class in Bhutan

Science.gov (United States)

Rinchen, Sonam; Ritchie, Stephen M.; Bellocchi, Alberto

2016-09-01

This study explored pre-service secondary science teachers' perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher's diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students' presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

Science.gov (United States)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

Science.gov (United States)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

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Crompton, Helen; Burgin, Stephen R.; De Paor, Declan G.; Gregory, Kristen

2018-01-01

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

Critical Science Education in a Suburban High School Chemistry Class

Science.gov (United States)

Ashby, Patrick

To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are

Language in use intermediate : classroom book

CERN Document Server

Doff, Adrian

1995-01-01

ach of the four levels comprises about 80 hours of class work, with additional time for the self-study work. The Teacher's Book contains all the pages from the Classroom Book, with interleaved teaching notes including optional activities to cater for different abilities. There is a video to accompany the Beginner, Pre-intermediate and Intermediate levels. Each video contains eight stimulating and entertaining short programmes, as well as a booklet of photocopiable activities. Free test material is available in booklet and web format for Beginner and Pre-intermediate levels. Visit www.cambridge.org/elt/liu or contact your local Cambridge University Press representative.

Language in use intermediate : teacher's book

CERN Document Server

Doff, Adrian

1998-01-01

Each of the four levels comprises about 80 hours of class work, with additional time for the self-study work. The Teacher's Book contains all the pages from the Classroom Book, with interleaved teaching notes including optional activities to cater for different abilities. There is a video to accompany the Beginner, Pre-intermediate and Intermediate levels. Each video contains eight stimulating and entertaining short programmes, as well as a booklet of photocopiable activities. Free test material is available in booklet and web format for Beginner and Pre-intermediate levels. Visit www.cambridge.org/elt/liu or contact your local Cambridge University Press representative.

Agency Amidst Formidable Structures: How Girls Perform Gender in Science Class

Science.gov (United States)

Carlone, Heidi B.; Johnson, Angela; Scott, Catherine M.

2015-01-01

Larger social structures such as race, class, gender, and sexuality and classroom structures like narrowly defined participation practices constrain individuals' agency to engage in untroubled and sustained science identity work. This article explores the central dilemma of attending to structure and agency in settings where inequities are…

Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype

Science.gov (United States)

Ryu, Minjung

2015-01-01

This study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and…

Trends in gender diversity American soil science classes: 2004-2005 to 2013-2014 academic years

Science.gov (United States)

Lindbo, David L.; Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dilliver, Holly; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan; Thomas, Pamela

2017-04-01

A diverse workforce has been viewed for a long time as a healthy workforce. Traditionally however Soil Science has been seen as a male dominated field. The total number of female students enrolled showed increasing trends in all classes investigated during this study, but the percentage of female students showed a decline when analyzed by total students enrolled and also declined in four of the seven individual classes investigated. While both total enrollment and female enrollment increased during the study, male enrollment increased more rapidly than female enrollment. Soil biology/microbiology classes had a trend of more than 45% female enrollment throughout the study period, but many classes had less than 40% female enrollment, especially after the 2008-2009 academic year, and some hovered around only 35% female enrollment. The percentage of female soil science students had increased in the USA and Canada from 1992 to 2004 (Baveye et al., 2006) and Miller (2011) reported an increase in the number of female students at Iowa State University in the early 2000s. Therefore, the decrease in percentage of female soil science students found in our study was disappointing, even though absolute numbers of female students increased. It appears there is still a need to find ways to better market soil science coursework to female students. One possible way to accomplish this is to take advantage of the fact that many schools are now focusing efforts on STEM training specifically for females in grades 5-12, whereby science projects, after school programs, and mentorship can substantively influence females to pursue science-based fields in college. Another possibility is to promote the trends in female employment. As an example female employment within the Soil Science Division of the USDA-NRCS has increased over the same period. It should also be noted that the number of females in leadership roles has also increased. As a profession, soil science should look to take

Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

Science.gov (United States)

Schinske, Jeffrey N.; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments (“Scientist Spotlights”) that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms. PMID:27587856

Language in use intermediate : self-study workbook

CERN Document Server

Doff, Adrian

1994-01-01

Each of the four levels comprises about 80 hours of class work, with additional time for the self-study work. The Teacher's Book contains all the pages from the Classroom Book, with interleaved teaching notes including optional activities to cater for different abilities. There is a video to accompany the Beginner, Pre-intermediate and Intermediate levels. Each video contains eight stimulating and entertaining short programmes, as well as a booklet of photocopiable activities. Free test material is available in booklet and web format for Beginner and Pre-intermediate levels. Visit www.cambridge.org/elt/liu or contact your local Cambridge University Press representative.

Investigating Optimal Learning Moments in U.S. and Finnish Science Classes

Science.gov (United States)

Schneider, Barbara; Krajcik, Joseph; Lavonen, Jari; Salmela-Aro, Katariina; Broda, Michael; Spicer, Justina; Bruner, Justin; Moeller, Julia; Linnansaari, Janna; Juuti, Kalle; Viljaranta, Jaana

2016-01-01

This study explores how often students are engaged in their science classes and their affective states during these times, using an innovative methodology that records these experiences "in situ". Sampling a subset of high schools in the U.S. and Finland, we collected over 7,000 momentary responses from 344 students over the course of a…

An integrative review of in-class activities that enable active learning in college science classroom settings

Science.gov (United States)

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-10-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

Multimodal Representation Contributes to the Complex Development of Science Literacy in a College Biology Class

Science.gov (United States)

Bennett, William Drew

2011-01-01

This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…

Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

Science.gov (United States)

Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

2013-01-01

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

Ethics Is Not Rocket Science: How to Have Ethical Discussions in Your Science Class

Directory of Open Access Journals (Sweden)

Kelly C. Smith

2014-10-01

Full Text Available The Rutland Institute for Ethics at Clemson University seeks to encourage discussion on campus, in businesses, and in the community about how ethical decision-making can be the basis of both personal and professional success.  In the last 15 years, our fellows have, among other things, served as Co-PI’s on a wide range of grants, produced Responsible Conduct of Research training for science and engineering graduate students and faculty, managed the ethics curriculum at a medical school, and produced video lectures on ethical thinking for undergraduate Biology majors.  The crown jewel of our efforts to-date is our Ethics Across the Curriculum program, affectionately known as “ethics boot camp.”Each year, we bring faculty from all corners of the disciplinary spectrum together to show them how to have rich ethical discussions in their own classes with the students from their majors.  The program has been extremely successful and over the past 15 years has touched the lives of hundreds of faculty and thousands of students.  The purpose of this paper is to provide a very abbreviated version of the Rutland Ethics Across the Curriculum material to a wider audience of science educators.  It is our hope that this will motivate more faculty to introduce ethics into their classes as well as provide them the basic tools they will need to make this experience fruitful for all concerned.

Search for intermediate vector bosons

International Nuclear Information System (INIS)

Cline, D.B.; Rubbia, C.; van der Meer, S.

1982-01-01

Over the past 15 years a new class of unified theories has been developed to describe the forces acting between elementary particles. The most successful of the new theories establishes a link between electromagnetism and the weak force. A crucial prediction of this unified electroweak theory is the existence of three massive particles called intermediate vector bosons. If these intermediate vector bosons exist and if they have properties attributed to them by electroweak theory, they should soon be detected, as the world's first particle accelerator with enough energy to create such particles has recently been completed at the European Organization for Nuclear Research (CERN) in Geneva. The accelerator has been converted to a colliding beam machine in which protons and antiprotons collide head on. According to electroweak theory, intermediate vector bosons can be created in proton-antiproton collisions. (SC)

Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class.

Science.gov (United States)

Schinske, Jeffrey N; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms. © 2016 J. N. Schinske et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A NEW CLASS OF GAMMA-RAY BURSTS FROM STELLAR DISRUPTIONS BY INTERMEDIATE-MASS BLACK HOLES

International Nuclear Information System (INIS)

Gao, H.; Lu, Y.; Zhang, S. N.

2010-01-01

It has been argued that the long gamma-ray burst (GRB) of GRB 060614 without an associated supernova (SN) has challenged the current classification and fuel model for long GRBs, and thus a tidal disruption model has been proposed to account for such an event. Since it is difficult to detect SNe for long GRBs at high redshift, the absence of an SN association cannot be regarded as the solid criterion for a new classification of long GRBs similar to GRB 060614, called GRB 060614-type bursts. Fortunately, we now know that there is an obvious periodic substructure observed in the prompt light curve of GRB 060614. We thus use such periodic substructure as a potential criterion to categorize some long GRBs into a new class of bursts, which might have been fueled by an intermediate-mass black hole (IMBH) gulping a star, rather than a massive star collapsing to form a black hole. Therefore, the second criterion to recognize for this new class of bursts is whether they fit the tidal disruption model. From a total of 328 Swift GRBs with accurately measured durations and without SN association, we find 25 GRBs satisfying the criteria for GRB 060614-type bursts: seven of them are with known redshifts and 18 with unknown redshifts. These new bursts are ∼6% of the total Swift GRBs, which are clustered into two subclasses: Type I and Type II with considerably different viscous parameters of accretion disks formed by tidally disrupting their different progenitor stars. We suggest that the two different kinds of progenitors are solar-type stars and white dwarfs: the progenitors for four Type I bursts with viscous parameter of around 0.1 are solar-type stars, and the progenitors for 21 Type II bursts with viscous parameter of around 0.3 are white dwarfs. The potential applications of this new class of GRBs as cosmic standard candles are discussed briefly.

The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

Science.gov (United States)

Semsar, Katharine; Knight, Jennifer K.; Birol, Gülnur; Smith, Michelle K.

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. PMID:21885823

The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology.

Science.gov (United States)

Semsar, Katharine; Knight, Jennifer K; Birol, Gülnur; Smith, Michelle K

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

Deriving the Dividend Discount Model in the Intermediate Microeconomics Class

Science.gov (United States)

Norman, Stephen; Schlaudraff, Jonathan; White, Karianne; Wills, Douglas

2013-01-01

In this article, the authors show that the dividend discount model can be derived using the basic intertemporal consumption model that is introduced in a typical intermediate microeconomics course. This result will be of use to instructors who teach microeconomics to finance students in that it demonstrates the value of utility maximization in…

An NPF transporter exports a central monoterpene indole alkaloid intermediate from the vacuole

DEFF Research Database (Denmark)

Payne, Richard; Xu, Deyang; Foureau, Emilien

2017-01-01

Plants sequester intermediates of metabolic pathways into different cellular compartments, but the mechanisms by which these molecules are transported remain poorly understood. Monoterpene indole alkaloids, a class of specialized metabolites that includes the anticancer agent vincristine, antimal......Plants sequester intermediates of metabolic pathways into different cellular compartments, but the mechanisms by which these molecules are transported remain poorly understood. Monoterpene indole alkaloids, a class of specialized metabolites that includes the anticancer agent vincristine...

The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes

NARCIS (Netherlands)

Brok, den P.J.; Fisher, D.; Scott, R.

2005-01-01

This study investigated relationships between students' perceptions of their teachers' interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

Science.gov (United States)

Tan, Edna; Barton, Angela Calabrese

2008-01-01

Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing…

Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

Science.gov (United States)

Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.

2013-01-01

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…

A multilevel analysis of teacher interpersonal behaviour and student attitudes in Brunei primary science classes

NARCIS (Netherlands)

Scott, R.; Brok, den P.J.; Fisher, D.; Putnam, R.; Borko, H.

2004-01-01

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

Earth and Space Science Ph.D. Class of 2003 Report released

Science.gov (United States)

Keelor, Brad

AGU and the American Geological Institute (AGI) released on 26 July an employment study of 180 Earth and space science Ph.D. recipients who received degrees from U.S. universities in 2003. The AGU/AGI survey asked graduates about their education and employment, efforts to find their first job after graduation, and experiences in graduate school. Key results from the study include: The vast majority (87%) of 2003 graduates found work in the Earth and space sciences, earning salaries commensurate with or slightly higher than 2001 and 2002 salary averages. Most (64%) graduates were employed within academia (including postdoctoral appointments), with the remainder in government (19%), industry (10%), and other (7%) sectors. Most graduates were positive about their employment situation and found that their work was challenging, relevant, and appropriate for someone with a Ph.D. The percentage of Ph.D. recipients accepting postdoctoral positions (58%) increased slightly from 2002. In contrast, the fields of physics and chemistry showed significant increases in postdoctoral appointments for Ph.D.s during the same time period. As in previous years, recipients of Ph.D.s in the Earth, atmospheric, and ocean sciences (median age of 32.7 years) are slightly older than Ph.D. recipients in most other natural sciences (except computer sciences), which is attributed to time taken off between undergraduate and graduate studies. Women in the Earth, atmospheric,and ocean sciences earned 33% of Ph.D.s in the class of 2003, surpassing the percentage of Ph.D.s earned by women in chemistry (32%) and well ahead of the percentage in computer sciences (20%), physics (19%), and engineering (17%). Participation of other underrepresented groups in the Earth, atmospheric, and ocean sciences remained extremely low.

Technological and Traditional Drawing Approaches Encourage Active Engagement in Histology Classes for Science Undergraduates

Science.gov (United States)

Cogdell, Barbara; Torsney, Ben; Stewart, Katherine; Smith, Robert A.

2012-01-01

In order to promote more active engagement of science undergraduates in histology practical classes some technology-based innovations were introduced. First, an interactive pre-lab tutorial was set up using an electronic handset voting system, where guidance on tissue analysis was given. Second, a web-based resource where students could access…

Intermediate energy data

International Nuclear Information System (INIS)

Koning, A.J.; Fukahori, T.; Hasegawa, A.

1998-01-01

Subgroup 13 (SG13) on Intermediate Energy Nuclear data was formed by NEA Nuclear Science Committee to solve common problems of these types of data for nuclear applications. An overview is presented in this final report of the present activities of SG13, including data needs, high-priority nuclear data request list (nuclides), compilation of experimental data, specialists meetings and benchmarks, data formats and data libraries. Some important accomplishments are summarized, and recommendations are presented. (R.P.)

Perceptions and attitudes of formative assessments in middle-school science classes

Science.gov (United States)

Chauncey, Penny Denyse

No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

UEP LT Codes with Intermediate Feedback

DEFF Research Database (Denmark)

Sørensen, Jesper Hemming; Popovski, Petar; Østergaard, Jan

2013-01-01

We analyze a class of rateless codes, called Luby transform (LT) codes with unequal error protection (UEP). We show that while these codes successfully provide UEP, there is a significant price in terms of redundancy in the lower prioritized segments. We propose a modification with a single inter...... intermediate feedback message. Our analysis shows a dramatic improvement on the decoding performance of the lower prioritized segment....

Intermediate-Mass Black Holes

Science.gov (United States)

Miller, M. Coleman; Colbert, E. J. M.

2004-01-01

The mathematical simplicity of black holes, combined with their links to some of the most energetic events in the universe, means that black holes are key objects for fundamental physics and astrophysics. Until recently, it was generally believed that black holes in nature appear in two broad mass ranges: stellar-mass (M~3 20 M⊙), which are produced by the core collapse of massive stars, and supermassive (M~106 1010 M⊙), which are found in the centers of galaxies and are produced by a still uncertain combination of processes. In the last few years, however, evidence has accumulated for an intermediate-mass class of black holes, with M~102 104 M⊙. If such objects exist they have important implications for the dynamics of stellar clusters, the formation of supermassive black holes, and the production and detection of gravitational waves. We review the evidence for intermediate-mass black holes and discuss future observational and theoretical work that will help clarify numerous outstanding questions about these objects.

How science teachers balance religion and evolution in the science classroom: A case study of science classes in a Florida Public School District

Science.gov (United States)

Willems, Pierre Dominique

The purpose of this case study was to research how science teachers balance both religion and evolution in the science classroom with as little controversy as possible. In this study I attempted to provide some insight on how teachers are currently teaching evolution in their science classes in light of the religious beliefs of the students as well as their own. The case study was conducted in a school district in Florida where I attempted to answer the following questions: (a) How do science teachers in the Florida School District (FSD) approach the religion--evolution issue in preparing students for a career in a field of science? (b) How do science teachers in the FSD reconcile the subject of evolution with the religious views of their students? (c) How do science teachers in the FSD reconcile their own religious views with the teaching of evolution? (d) How do science teachers in the FSD perceive the relationship between religion and science? The data was collected through interviews with two high school teachers, and one middle school teacher, by observing each participant teach, by collecting site documents and by administering an exploratory survey to student volunteers. Analysis was conducted by open coding which produced four themes from which the research questions were answered and the survey answers were counted to produce the percentages displayed in the tables in chapter four. The teachers avoided discussion on religiously oriented questions or statements by the students and did not reveal their own religious orientation. The topic of microevolution appeared to reduce stress in the classroom environment, as opposed to addressing macroevolution.

Incorporating Earth Science into Other High School Science Classes

Science.gov (United States)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students' Languages and Their Meaning-Making in Science

Science.gov (United States)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2017-04-01

In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students' conversations with the teacher and student's conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students' language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed.

High School Class for Gifted Pupils in Physics and Sciences and Pupils' Skills Measured by Standard and Pisa Test

Science.gov (United States)

Djordjevic, G. S.; Pavlovic-Babic, D.

2010-01-01

The "High school class for students with special abilities in physics" was founded in Nis, Serbia (www.pmf.ni.ac.yu/f_odeljenje) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, six years after establishing of this specialized class, and 3 years after the previous report, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. More precisely results are compared to the progress results of the pupils in a standard Grammar School and the corresponding classes of the Mathematical Gymnasiums in Nis. Analysis of achievement data should clarify what are benefits of introducing in school system track for gifted students. Additionally, item analysis helps in understanding and improvement of learning strategies' efficacy. We make some conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.

Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes

Science.gov (United States)

McMahon, Kendra

2012-01-01

By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in…

The impact of intermediate wet states on two-phase flow in porous media, studied by network modelling

Energy Technology Data Exchange (ETDEWEB)

Hoeiland, Linda Kaada

2006-04-15

Reservoir wettability is a measure of a rocks preference for the oil and/or the brine phase. Wettability has a dominant impact on fluid movements in porous media, hence oil displacement in reservoir rocks. Understanding the local wettability and the effect of wettability on the fluid movements are therefore of interest in relation to oil recovery processes. Contrary to the earlier believed homogenous wetted cases where the porous media was strongly oil-wet for carbonate reservoirs or strongly water-wet for clastic reservoirs, it is now believed that most reservoir rocks experience some kind of intermediate wet state. Since wettability affects oil recovery, different classes of intermediate wettability are expected to have different impacts on the fluid flow processes. The major subject treated in this thesis is how different intermediate wet states affect fluid flow parameters which are important for the oil recovery. This is done by use of a capillary dominated network model of two-phase flow, where the network is based on a model of reconstructed sandstone. The existence of different intermediate wet classes is argued in Paper I, while Paper II, III and IV analyse the effect different intermediate wet classes have on wettability indices, residual oil saturation, capillary pressure and relative permeability (author)

"Adotta scienza e arte nella tua classe": The results of a successfully teaching project which combines science with art⋆

Science.gov (United States)

Giansanti, S.

2015-03-01

The project called Adotta scienza e arte nella tua classe ("Adopt Science and Art in your class"), on the interconnection between science and art, has been addressed to the Italian secondary middle and high school involving more than 200 teachers and about 2200 students. The main purpose of this project is to make the young students aware of the strong link between science and art is a unique cultural and interdisciplinary occasion. To reach this goal, the Adotta project asked students to produce an artwork inspired by the interpretation of a quotation among a hundred commented quotes by physicists, mathematicians, scientist, writers, artists, accompanied by an original short sentence written by students themselves. More than 1000 artworks have been produced and collected in two galleries on Facebook. From their analysis emerges the students' feeling about science, which is usually associated to human brain, based on mathematical laws and related to technological progress, but it is also a powerful tool that should be responsibly used. This project also valorizes teachers' role in scientific education through activities that encourage students to recognize science in every aspect of their lives.

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

Science.gov (United States)

Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

2011-03-01

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

Science.gov (United States)

Liang, Xiaoping; Smith, Sara W.

2012-01-01

The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

Latent class analysis of diagnostic science assessment data using Bayesian networks

Science.gov (United States)

Steedle, Jeffrey Thomas

2008-10-01

Diagnostic science assessments seek to draw inferences about student understanding by eliciting evidence about the mental models that underlie students' reasoning about physical systems. Measurement techniques for analyzing data from such assessments embody one of two contrasting assessment programs: learning progressions and facet-based assessments. Learning progressions assume that students have coherent theories that they apply systematically across different problem contexts. In contrast, the facet approach makes no such assumption, so students should not be expected to reason systematically across different problem contexts. A systematic comparison of these two approaches is of great practical value to assessment programs such as the National Assessment of Educational Progress as they seek to incorporate small clusters of related items in their tests for the purpose of measuring depth of understanding. This dissertation describes an investigation comparing learning progression and facet models. Data comprised student responses to small clusters of multiple-choice diagnostic science items focusing on narrow aspects of understanding of Newtonian mechanics. Latent class analysis was employed using Bayesian networks in order to model the relationship between students' science understanding and item responses. Separate models reflecting the assumptions of the learning progression and facet approaches were fit to the data. The technical qualities of inferences about student understanding resulting from the two models were compared in order to determine if either modeling approach was more appropriate. Specifically, models were compared on model-data fit, diagnostic reliability, diagnostic certainty, and predictive accuracy. In addition, the effects of test length were evaluated for both models in order to inform the number of items required to obtain adequately reliable latent class diagnoses. Lastly, changes in student understanding over time were studied with a

Effects of Brain-Based Learning Approach on Students' Motivation and Attitudes Levels in Science Class

Science.gov (United States)

Akyurek, Erkan; Afacan, Ozlem

2013-01-01

The purpose of the study was to examine the effect of brain-based learning approach on attitudes and motivation levels in 8th grade students' science classes. The main reason for examining attitudes and motivation levels, the effect of the short-term motivation, attitude shows the long-term effect. The pre/post-test control group research model…

IPHAS J025827.88+635234.9 and IPHAS J051814.33+294113.0: Two probable eclipsing intermediate polars

Science.gov (United States)

Joshi, Arti; Pandey, Jeewan Chandra

2018-04-01

We present photometry in the R-band and linear polarimetry of two cataclysmic variables, namely IPHAS J025827.88 + 635234.9 and IPHAS J051814.33 + 294113.0. The data were obtained from 1-m class tele-scopes of the Aryabhatta Research Institute of Observational Sciences (ARIES; Nainital, India). In addition to the deep eclipse, strong short-period oscillations are also found. We derived a pulse period of (1203 ± 25) s for IPHAS J025827.88 + 635234.9 and (3277 ± 81) s for IPHAS J051814.33 + 294113.0. The presence of both orbital and spin modulations in these systems indicate that they belong to a class of intermediate polars. The full width at half depth of the eclipse is also found to be variable from epoch to epoch for IPHAS J025827.88 + 635234.9. The presence of a variable linear polarization of high value in these two sources indicates that these systems possess a strong magnetic field.

The issues that class teachers encounter during application of science and technology teaching curriculum

Directory of Open Access Journals (Sweden)

Mustafa Ugras

2014-08-01

Full Text Available This study aimed at investigating the challenges class teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ gender, level of education, department they graduated from and teaching experience. For this purpose; a questionnaire was developed by the researcher. Items of the questionnaire were selected from the related literature and validated by a group of expert in the field. A pilot study was conducted to assess the clarity of the questionnaire items. The internal reliability of the final version of questionnaire was calculated by using Cronbach’s Alpha Formula and found be high (α=0.85. The participants of this research included 342 class teachers who were teaching 4th and 5th class in 57 different elementary schools in 2010-2011 academic years in Bingol and Diayrbakir cities. The results of the survey were considered by using SPSS packet program. In the analyzing of data obtained from this study, frequency, arithmetic average, t-test and variance analysis were used. From the obtained data, it was determined that the 4th and 5th class teachers encounter different problems in science and technology teaching program, especially in performance homework, sourcing and lesson time topics.

Understanding social reproduction: The recursive nature of structure and agency within a science class

Science.gov (United States)

Seiler, Gale A.

Schools and science classrooms within schools continue to contribute to social reproduction and to the disenfranchisement of inner city African American students though attempts have been made to remedy the situation through standards, high-stakes testing, and compensatory programs. Such reforms ignore the sociocultural, political, and economic contexts of the individual students in the schools they are impacting. They do not take into account the uniqueness and diversity of the learners in these settings and have not included the voices of the students. Another possibility was studied here; that of starting with the cultural capital of the learner rather than with external standards. In a non-required science course at a local high school two coteachers endeavored to enact a student-emergent curriculum as a way to foster student agency and to counteract the reproductive nature of schools. The class was examined as a field within multiple other fields. The dialectical relationship between structure and agency in the class was used to frame the analysis and the tension between them was examined at several levels through video and audio analysis. Structural and rational choice views of action were abandoned in favor of an understanding hinged upon strategies of action that actors construct from cultural toolkits in and through practice. In this setting the students and teachers co-constructed a class that can be described and characterized in certain ways yet contained many counter-examples and alternative characterizations. A continuum of successes and failures, agency and subjectivity can be found in the trends and counter-trends in the course. The contradictions were examined to portray the complexity of the interactions and the possibilities for agency within them.

Tools for Implementing Science Practice in a Large Introductory Class

Science.gov (United States)

Prothero, W. A.

2008-12-01

Scientists must have in-depth background knowledge of their subject area and know where current knowledge can be advanced. They perform experiments that gather data to test new or existing theories, present their findings at meetings, publish their results, critically review the results of others, and respond to the reviews of their own work. In the context of a course, these activities correspond to learning the background material by listening to lectures or reading a text, formulating a problem, exploring data using student friendly data access and plotting software, giving brief talks to classmates in a small class or lab setting, writing a science paper or lab report, reviewing the writing of their peers, and receiving feedback (and grades) from their instructors and/or peers. These activities can be supported using course management software and online resources. The "LearningWithData" software system allows solid Earth (focused on plate tectonics) data exploration and plotting. Ocean data access, display, and plotting are also supported. Background material is delivered using animations and slide show type displays. Students are accountable for their learning through included homework assignments. Lab and small group activities provide support for data exploration and interpretation. Writing is most efficiently implemented using the "Calibrated Peer Review" method. This methodology is available at http://cpr.molsci.ucla.edu/. These methods have been successfully implemented in a large oceanography class at UCSB.

The effectivenes of science domain-based science learning integrated with local potency

Science.gov (United States)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

The Earth2Class Model for Professional Development to Implement the Next Generation Science Standards

Science.gov (United States)

Passow, M. J.; Assumpcao, C. M.; Baggio, F. D.; Hemming, S. R.; Goodwillie, A. M.; Brenner, C.

2014-12-01

Professional development for teachers involved in the implementation of the Next Generation Science Standards (NGSS) will require a multifaceted approach combining curriculum development, understanding the nature of science, applications of engineering and technology, integrating reading and writing, and other pedagogical components. The Earth2Class Workshops (E2C) at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) provides one model for creating effective training to meet the NGSS challenges. E2C has provided more than 135 workshops since 1998 that have brought together LDEO research scientists with classroom teachers and students from the New York metropolitan area and elsewhere. Each session provides teachers with the chance to learn first-hand about the wide range of investigations conducted at LDEO. This approach aligns strongly with the NGSS goals: mastery of the disciplinary core ideas, science and engineering practices, understanding the nature of science, and cross-cutting relationships. During workshops, participating teachers interact with scientists to gain understanding of what stimulated research questions, how scientists put together all the components of investigations, and ways in which results are disseminated. Networking among teachers often leads to developing lesson plans based on the science, as well as support for professional growth not always possible within the school setting. Through the E2C website www.earth2class.org, teachers and students not able to attend the live workshops can access archival versions of the sessions. The website also provides a wide variety of educational resources. These have proved to be valuable on a national basis, as evidenced by an average of more than 300,000 hits per month from thousands of site visitors. Participating researchers have found E2C to be an effective approach to provide broader outreach of their results. During the next couple of years, the E2C program will expand to provide

Doing, talking and writing science: A discourse analysis of the process of resemiotization in a middle school lab-based science class

Science.gov (United States)

Wright, Laura J.

This study examines students' sense making practices in a middle school science class from a discourse analytic perspective. Using Mediated Discourse Analysis (MDA) (Scollon 1998, 2001) and interactional sociolinguistics (Gumperz 1999, 2001, Schiffrin 1994), my research seeks to enrich findings from recent sociocultural studies of science classrooms that focus on doing, talking and writing science (Roth 2005, Kress, et al. 2002, Halliday & Martin 1993, Lemke 1990). Within a middle school science classroom, these fundamental activities form a nexus of practice (Scollon 1998, 2001) basic to science literacy (AAAS 1989) and reflective of the work of practicing scientists. Moreover, students' engagement in these practices provides insight into the cultural production and reproduction of science and scientist. I first examine how the students' curriculum text encourages these three scientific practices and then trace students' uptake; that is, how they subsequently do, talk, and write science throughout the course of the unit. I argue that learning science with this curriculum unit requires students to resemiotize (Iedema 2001, 2003) first hand experience so they can represent their knowledge cohesively and coherently in evaluable forms. Ultimately, students must transform language from the curriculum text and their teacher into action in their laboratory activities and action in their laboratory activities into language. In addition, I show how students are apprenticed to the conventionalized practices and voices (Bakhtin 1986) of science (i.e. the scientific register), and how their figures of personhood (Agha 2005) reflect the development of their scientific identities. Overall, I argue that the microanalytic methods I use illuminate how students draw upon curricular resources to become scientifically literate and develop scientific identities.

'Adotta scienza e arte nella tua classe': The results of a successfully teaching project which combines science with art

International Nuclear Information System (INIS)

Giansanti, S.

2015-01-01

The project called 'Adotta scienza e arte nella tua classe' ('Adopt Science and Art in your class'), on the interconnection between science and art, has been addressed to the Italian secondary middle and high school involving more than 200 teachers and about 2200 students. The main purpose of this project is to make the young students aware of the strong link between science and art is a unique cultural and interdisciplinary occasion. To reach this goal, the Adotta project asked students to produce an artwork inspired by the interpretation of a quotation among a hundred commented quotes by physicists, mathematicians, scientist, writers, artists, accompanied by an original short sentence written by students themselves. More than 1000 artworks have been produced and collected in two galleries on Facebook. From their analysis emerges the students’ feeling about science, which is usually associated to human brain, based on mathematical laws and related to technological progress, but it is also a powerful tool that should be responsibly used. This project also valorizes teachers’ role in scientific education through activities that encourage students to recognize science in every aspect of their lives.

From Proposal Writing to Data Collection to Presentation: Physical Oceanography Laboratory Class Students Explore the Fundamentals of Science

Science.gov (United States)

Buijsman, M. C.; Church, I.; Haydel, J.; Martin, K. M.; Shiller, A. M.; Wallace, D. J.; Blancher, J.; Foltz, A.; Griffis, A. M.; Kosciuch, T. J.; Kincketootle, A.; Pierce, E.; Young, V. A.

2016-02-01

To better prepare first-year Department of Marine Science MSc students of the University of Southern Mississippi for their science careers, we plan to execute a semester-long Physical Oceanography laboratory class that exposes the enrolled students to all aspects of interdisciplinary research: writing a proposal, planning a cruise, collecting and analyzing data, and presenting their results. Although some of these aspects may be taught in any such class, the incorporation of all these aspects makes this class unique.The fieldwork will be conducted by boat in the Rigolets in Louisiana, a 13-km long tidal strait up to 1 km wide connecting the Mississippi Sound with Lake Pontchartrain. The students have the opportunity to collect ADCP, CTD, multibeam sonar, sediment and water samples.A second novel characteristic of this class is that the instructor partnered with the Lake Pontchartrain Basin Foundation, a not for profit environmental advocacy group. The foundation will give an hour-long seminar on the natural history of the study area and its environmental problems. This information provides context for the students' research proposals and allows them to formulate research questions and hypotheses that connect their research objectives to societally relevant issues, such as coastal erosion, salt water intrusion, and water quality. The proposal writing and cruise planning is done in the first month of the 3.5-month long semester. In the second month two surveys are conducted. The remainder of the semester is spent on analysis and reporting. Whenever possible we teach Matlab for the students to use in their data analysis. In this presentation, we will report on the successes and difficulties associated with teaching such a multi-faceted class.

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Vertical Integration at Junior and Intermediate Levels. School Research Newsletter.

Science.gov (United States)

Marklund, Inger, Ed.; Hanse, Mona-Britt, Ed.

1984-01-01

In recent years, there has been a rapid growth of interest in Sweden in vertically integrated classes in compulsory schools, especially at junior high school and intermediate grade levels. This development is supported in various ways by the curriculum, partly because it puts more emphasis than previous curricula on the occurrence of teaching…

Identifying Students' Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students' Science Self-Perceptions

Science.gov (United States)

Phelan, Julia; Ing, Marsha; Nylund-Gibson, Karen; Brown, Richard S.

2017-01-01

This study extends current research by organizing information about students' expectancy-value achievement motivation, in a way that helps parents and teachers identify specific entry points to encourage and support students' science aspirations. This study uses latent class analysis to describe underlying differences in ability beliefs, task…

Modern science in Portugal: the ‘class of the sphere’ in the college of Saint Anthony

Directory of Open Access Journals (Sweden)

Natália Cristina de Oliveira

2017-05-01

Full Text Available With the arrival of the Society of Jesus to Portugal in 1540, Jesuit schools were created by the Crown. The College of St. Anthony, in Lisbon, was the first Jesuit educational institution, created in 1553. We propose a discussion of the main objectives, characteristics and difficulties of the Jesuit religious order in the Portuguese territory, as well as a presentation of one of the most important classes of this College: the ‘Class of the Sphere’. The priests considered fundamental to teach issues related to mathematics and astronomy, because, through these disciplines, they addressed the theory and practice of items and concepts, such as the telescope, logarithms, equations, geometry and others. The curriculum of this college included, in addition to science and mathematics, subjects such as: Latin, Grammar, Humanities, Rhetoric, and Introduction to Moral Theology, Dogmatic Theology and Philosophy, considered only to teaching in the Portuguese context. Studying the College of St. Anthony helps us to understand how these innovations were considered in teaching, in the Jesuit case, in the temporal context of Portugal in the 16th century. We understand that the College, mainly by innovations, was essential to the development of science.

Rubbing Elbows and Blowing Smoke: Gender, Class, and Science in the Nineteenth-Century Patent Office.

Science.gov (United States)

Swanson, Kara W

2017-03-01

The United States Patent Office of the 1850s offers a rare opportunity to analyze the early gendering of science. In its crowded rooms, would-be scientists shared a workplace with women earning equal pay for equal work. Scientific men worked as patent examiners, claiming this new occupation as scientific in opposition to those seeking to separate science and technology. At the same time, in an unprecedented and ultimately unsuccessful experiment, female clerks were hired to work alongside male clerks. This article examines the controversies surrounding these workers through the lens of manners and deportment. In the unique context of a workplace combining scientific men and working ladies, office behavior revealed the deep assumption that the emerging American scientist was male and middle class.

Intermediate structure studies of 234U cross sections

International Nuclear Information System (INIS)

James, G.D.; Schindler, R.H.

1976-01-01

Neutron induced fission and total cross sections of 234 U have been measured over the neutron energy range from a few eV to several MeV. Neutron and fission widths for 118 cross section resonances below 1500 eV have been determined and give a class I level spacing of 10.64 + -0.46 eV and a neutron strength function of (0.857 +- 0.108)x10 -4 . These fine structure resonances comprise a narrow intermediate structure resonance in the sub-threshold fission cross section of 234 U. Parameters for the Lorentzian energy dependence of the mean fission width are deduced on the assumption that, relative to this mean, the observed fission widths have a Porter-Thomas distribution. Two large fission widths measured for resonances at 1092.5 eV and 1134 eV may indicate the presence of a second narrow intermediate structure resonance at about this energy. The class II level spacing derived from the observation of 7 resonances below 13 keV is 2.1 +-0.3 keV. Pronounced breaks in the fission cross section at 310 keV, 550 keV and 720 keV are assumed to be due to β-vibrational levels in the second minimum of the Strutinsky potential. Fluctuations due to the presence of class II resonances are strongly evident for each of these vibrational levels. It is shown that the fluctuations near 310 keV are consistent with parameters deduced from the low energy data and this enables parameters for the double humped fission barrier potential to be obtained

From State Diagram to Class Diagram

DEFF Research Database (Denmark)

Borch, Ole; Madsen, Per Printz

2009-01-01

UML class diagram and Java source code are interrelated and Java code is a kind of interchange format. Working with UML state diagram in CASE tools, a corresponding xml file is maintained. Designing state diagrams is mostly performed manually using design patterns and coding templates - a time...... consuming process. This article demonstrates how to compile such a diagram into Java code and later, by reverse engineering, produce a class diagram. The process from state diagram via intermediate SAX parsed xml file to Apache Velocity generated Java code is described. The result is a fast reproducible...

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

Science.gov (United States)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

On a functional equation related to the intermediate long wave equation

International Nuclear Information System (INIS)

Hone, A N W; Novikov, V S

2004-01-01

We resolve an open problem stated by Ablowitz et al (1982 J. Phys. A: Math. Gen. 15 781) concerning the integral operator appearing in the intermediate long wave equation. We explain how this is resolved using the perturbative symmetry approach introduced by one of us with Mikhailov. By solving a certain functional equation, we prove that the intermediate long wave equation and the Benjamin-Ono equation are the unique integrable cases within a particular class of integro-differential equations. Furthermore, we explain how the perturbative symmetry approach is naturally extended to treat equations on a periodic domain. (letter to the editor)

Intermediate-Valence Tautomerism in Decamethylytterbocene Complexes of Methyl-Substituted Bipyridines

Energy Technology Data Exchange (ETDEWEB)

Booth, Corwin H.; Kazhdan, Daniel; Werkema, Evan L.; Walter, Marc D.; Lukens, Wayne W.; Bauer, Eric D.; Hu, Yung-Jin; Maron, Laurent; Eisenstein, Odile; Head-Gordon, Martin; Andersen, Richard A.

2011-01-25

Multiconfigurational, intermediate valent ground states are established in several methyl-substituted bipyridine complexes of bispentamethylcyclopentadienylytterbium, Cp*{sub 2} Yb(Me{sub x}-bipy). In contrast to Cp*{sub 2} Yb(bipy) and other substituted-bipy complexes, the nature of both the ground state and the first excited state are altered by changing the position of the methyl or dimethyl substitutions on the bipyridine rings. In particular, certain substitutions result in multiconfigurational, intermediate valent open-shell singlet states in both the ground state and the first excited state. These conclusions are reached after consideration of single-crystal x-ray diffraction (XRD), the temperature dependence of x-ray absorption near-edge structure (XANES), extended x-ray absorption fine-structure (EXAFS), and magnetic susceptibility data, and are supported by CASSCF-MP2 calculations. These results place the various Cp*{sub 2}Yb(bipy) complexes in a new tautomeric class, that is, intermediate-valence tautomers.

Discourse as mediator in environmental education in a natural science class: a case study

Directory of Open Access Journals (Sweden)

Marta Massa

2004-08-01

Full Text Available Discourse is an educational practice through which students and teachers are related by a sequence of meanings that are expressed, interchanged, negociated and constructed in the dynamic of a class. In this article, we analize the discursive practices and the arguments that are stated during a Science class when the teacher and her students discuss about the concepts “drinkable water – pollute water” when they are dealing with Environmental Education contents. A qualitative research within the perspective of a case study, centred on discourse analysis, was performed. We examine the content, the resources and the structural features that are used by the teacher and the students in order to construct the arguments and to establish the ideas. Two different templates were detected: the teacher’s, is based on perceptions and operative concepts, while the student’s one is organized in order to seek a microscopic explanation. Nevertheless, negotiation between these two perspectives fails during the dialogic interaction.

Intermediate Photovoltaic System Application Experiment. Oklahoma Center for Science and Arts. Phase II. Final report

Energy Technology Data Exchange (ETDEWEB)

1984-01-01

This report presents the key results of the Phase II efforts for the Intermediate PV System Applications Experiment at the Oklahoma Center for Science and Arts (OCSA). This phase of the project involved fabrication, installation and integration of a nominal 140 kW flat panel PV system made up of large, square polycrystalline-silicon solar cell modules, each nominally 61 cm x 122 cm in size. The output of the PV modules, supplied by Solarex Corporation, was augmented, 1.35 to 1 at peak, by a row of glass reflectors, appropriately tilted northward. The PV system interfaces with the Oklahoma Gas and Electric Utility at the OCSA main switchgear. Any excess power generated by the system is fed into the utility under a one to one buyback arrangement. Except for a shortfall in the system output, presently suspected to be due to the poor performance of the modules, no serious problems were encountered. Certain value engineering changes implemented during construction and early operational failure events associated with the power conditioning system are also described. The system is currently undergoing extended testing and evaluation.

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

Science.gov (United States)

Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine

2014-03-01

Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Participants were 120 boys and 72 girls (all high-school students). Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance. One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. © 2013 The British Psychological Society.

Geological evaluation of spent fuel storage and low-intermediate level radwaste disposal in the site of NPP candidate

International Nuclear Information System (INIS)

Sucipta; Yatim, S.; Martono, H.; Pudyo, A.

1997-01-01

Based on the consideration of techno-economy and environmental safety, the radioactive waste treatment installation (RWI), interim storage of spen fuel (ISSF) and low-intermediate level disposal shall be sited in the surrounding of NPP area. The land suitability of NPP's site candidate at Muria Peninsula as spent fuel storage and low-intermediate level radwaste disposal need to be studied. Site selection was conducted by overlay method and scoring method, and based on safety criteria which include geological and environmental aspects. Land evaluation by overlay method has given result a potential site which have highest suitable land at surrounding of borehole L-15 about 17.5 hectares. Land evaluation by scoring method has given result two land suitability classes, i.e. moderate suitability class (includes 14 borehole) and high suitability class, include borehole L-2, L-14 and L-15 (author)

Effects of Self-Regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

Science.gov (United States)

Seyhan, Hatice Güngör

2016-01-01

This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between…

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

Science.gov (United States)

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

Science.gov (United States)

Sukariasih, Luh

2017-05-01

This study aims to produce teaching materials integrated natural science (IPA) webbed type of handout types are eligible for use in integrated science teaching. This type of research IS a kind of research and development / Research and Development (R & D) with reference to the 4D development model that is (define, design, develop, and disseminate). Data analysis techniques used to process data from the results of the assessment by the validator expert, and the results of the assessment by teachers and learners while testing is limited (12 students of class VIII SMPN 10 Kendari) using quantitative descriptive data analysis techniques disclosed in the distribution of scores on the scale of five categories grading scale that has been determined. The results of due diligence material gain votes validator material in the category of “very good” and “good”, of the data generated in the feasibility test presentation obtained the category of “good” and “excellent”, from the data generated in the feasibility of graphic test obtained the category of “very good “and” good “, as well as of the data generated in the test the feasibility of using words and language obtained the category of“very good “and” good “, so with qualifications gained the teaching materials IPA integrated type webbed by applying discourse analysis on the theme of energy and food for Junior High School (SMP) grade VIII suitable as teaching materials. In limited testing, data generated in response to a science teacher at SMPN 10 Kendari to product instructional materials as “excellent”, and from the data generated while testing is limited by the 12 students of class VIII SMPN 10 Kendari are more students who score indicates category “very good”, so that the qualification obtained by the natural science (IPA) teaching material integrated type webbed by applying discourse analysis on the theme of energy and food for SMP / class VIII fit for use as teaching material.

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

Science.gov (United States)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that

Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes

Science.gov (United States)

McMahon, Kendra

2012-07-01

By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in video-stimulated-reflective dialogue to capture participants' reflections upon their own pedagogic purposes and interactions in the classroom. The analytic framework was developed at three levels: sequence of lessons, lesson, and episode. For each episode, the 'communicative approach' and teaching purposes were recorded. Transcripts were developed for fine grain analysis of selected episodes and a quantitative analysis was undertaken of the use of communicative approaches. Findings exemplify how different communicative approaches were used by the case-study teachers for different pedagogical purposes at different points in the sequence of lessons, contributing to primary teachers' repertoire for planning and practice. The initial elicitation of children's ideas can be understood as pooling them to enhance multivoicedness and develop a shared resource for future dialogues. Whole-class talk can support univocality by rehearsing procedural knowledge and exploring the meanings of scientific terminology. Identifying salient features of phenomena in the context of the whole-class marks them as significant as shared knowledge but valuing other observations extends the multivoicedness of the discourse.

The PAD Class: a new paradigm for university classroom teaching

Science.gov (United States)

Zhang, Xuexin

2017-08-01

The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning.

Class categories and the subjective dimension of class: the case of Denmark.

Science.gov (United States)

Harrits, Gitte Sommer; Pedersen, Helene Helboe

2018-03-01

Class relations have been proven to affect various aspects of social life, even in modern individualized societies. However, following claims on individualization and the so-called 'death of class' thesis, studying the subjective dimension of class - that is, the way individuals perceive of class relations and their own position within them - has gone out of style. We argue that even in equalized societies, subjective class perceptions may still influence attitudes and behaviour as they evolve to fit modern class relations. To explore the existence as well as structure and content of perceived social classes, this article investigates how people describe society and social groups in focus group discussions. We find that groups in different positions in terms of education and economy all tend to apply hierarchical class categories to describe Danish society, which is normally seen as one of the most equal societies and political systems in the world. In addition, we find that economic resources serve as a baseline for the hierarchical ordering, often supplemented with notions of education, lifestyle and/or occupational profile. Even though people are somewhat uncomfortable with the notion of class, their descriptions of Danish society and classes are surprisingly similar within and across groups. We conclude that not only do class relations matter; people are also highly aware of the existing classes and able to position themselves and others according to their notion of classes. © London School of Economics and Political Science 2017.

Research on same-gender grouping in eighth-grade science classrooms

Science.gov (United States)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

Design validation of an eye-safe scanning aerosol lidar with the Center for Lidar and Atmospheric Sciences Students (CLASS) at Hampton University

Science.gov (United States)

Richter, Dale A.; Higdon, N. S.; Ponsardin, Patrick L.; Sanchez, David; Chyba, Thomas H.; Temple, Doyle A.; Gong, Wei; Battle, Russell; Edmondson, Mika; Futrell, Anne; Harper, David; Haughton, Lincoln; Johnson, Demetra; Lewis, Kyle; Payne-Baggott, Renee S.

2002-01-01

ITTs Advanced Engineering and Sciences Division and the Hampton University Center for Lidar and Atmospheric Sciences Students (CLASS) team have worked closely to design, fabricate and test an eye-safe, scanning aerosol-lidar system that can be safely deployed and used by students form a variety of disciplines. CLASS is a 5-year undergraduate- research training program funded by NASA to provide hands-on atmospheric-science and lidar-technology education. The system is based on a 1.5 micron, 125 mJ, 20 Hz eye-safe optical parametric oscillator (OPO) and will be used by the HU researchers and students to evaluate the biological impact of aerosols, clouds, and pollution a variety of systems issues. The system design tasks we addressed include the development of software to calculate eye-safety levels and to model lidar performance, implementation of eye-safety features in the lidar transmitter, optimization of the receiver using optical ray tracing software, evaluation of detectors and amplifiers in the near RI, test of OPO and receiver technology, development of hardware and software for laser and scanner control and video display of the scan region.

Class and ideological orientations revisited: an exploration of class-based mechanisms.

Science.gov (United States)

Bengtsson, Mattias; Berglund, Tomas; Oskarson, Maria

2013-12-01

Studies of the relationship between class position and political outlooks still only have a limited understanding of the class-related mechanisms that matter for ideological orientations. This article presents a comprehensive analysis of the mechanisms that link class position and left/right and authoritarian/libertarian orientations. Besides main factors such as income, career prospects, job security, education, class origin and class identification, the significance of work-related factors such as work autonomy, working in a team, a physically demanding job and a mentally demanding job is studied. The findings are based on a survey specifically designed for this purpose and collected in Sweden in 2008/2009. A great deal of the association between class position and left/right orientations is explained by socio-economic conditions; different classes sympathize with policies that will benefit them economically. Another important factor is class identification. Work-related factors also have relevance, but the effect of class position on left/right orientations works mainly through the remuneration system. Class position is also related to authoritarian/libertarian orientations. However, this relationship is less explained by socio-economic position per se, but is rather an effect of the educational system and its allocation of the workforce into different class positions. It also turns out that work-related factors do not explain the class effects; however, a physically demanding job shows a unique effect. Overall, our findings suggest that besides factors such as class position, income, education and class identification, we need to consider work-related aspects to derive a more complete understanding of the distribution of ideological orientations in Western societies. © London School of Economics and Political Science 2013.

Science Fiction on Film.

Science.gov (United States)

Burmester, David

1985-01-01

Reviews science fiction films used in a science fiction class. Discusses feature films, short science fiction films, short story adaptations, original science fiction pieces and factual science films that enrich literature. (EL)

Intermediate treatments

Science.gov (United States)

John R. Jones; Wayne D. Shepperd

1985-01-01

Intermediate treatments are those applied after a new stand is successfully established and before the final harvest. These include not only intermediate cuttings - primarily thinning - but also fertilization, irrigation, and protection of the stand from damaging agents.

Science Illiteracy: Breaking the Cycle

Science.gov (United States)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

Science.gov (United States)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher

Effectively using urban landscapes to teach biodiversity and echohydrology for introductory environmental science classes

Science.gov (United States)

Pondell, C.; van Doorn, A.; MacAvoy, S. E.

2017-12-01

Urban environments offer students interesting opportunities to explore and examine how human modified landscapes influence biodiversity, nutrient cycling, and water quality. Students demanding applied field experiences from their undergraduate environmental science (ENVS) programs can be well served in urban settings. Here, we present strategies for integrating urban areas into the undergraduate field experience. Urban locations provide an opportunity for a different type of local "field-work" than would otherwise be available. In the intro level undergraduate ENVS class, we use our campus, the surrounding neighborhood and city as well as a nearby National Park for field exercises. Here we share lesson plans for field activities that can be completed with incoming undergraduate students, and show how these activities help students gain quantitative and investigative competency.

Features of the Researches that Studying the Use of ICTs in Science Class

Directory of Open Access Journals (Sweden)

Andrea Miranda

2010-11-01

Full Text Available In recent years an increasing interest in the study of technological mediation in the educational processes at all levels of education. In this paper we communicate the characteristics found in current research on learning environments which integrate Information and Communication Technologies (ICTs into a science class. Analysis of the research uses Gowin’s heuristic technique V as a metacognitive strategy that allows the identification of the the relevant aspects of the research process. Reviewed and described were the different works selected to determine current trends in the study of teaching and learning processes using technology. It was possible to determine that the majority of the works analyzed study the aspects associated with the didactic efficacy of the use of ICTs, and only a few make reference to the interactive processes that emerge from learning activities.

Incorporating digital technologies into science classes

DEFF Research Database (Denmark)

Hilton, Annette; Hilton, Geoff

2013-01-01

in science. The first case study involved primary school students (12 years old) using digital video production to record and represent their learning in science. This study extended writing-to-learn approaches to include video production to learn. The second case study involved Year 11 chemistry students...... learning. There is a need for research that examines the ways in which digital technologies impact on teaching practices and learning outcomes. This paper describes case studies from two larger studies that examined ways in which digital technologies could be used to promote students’ understanding...... for students, including increased conceptual understanding, enhanced motivation and engagement, and increased representational competence. This paper reports on the classroom strategies and teaching resources used in each case, and describes the learning outcomes for the students involved and some...

Testing the Paradigm that Ultraluminous X-Ray Sources as a Class Represent Accreting Intermediate-Mass Black Holes

Science.gov (United States)

Berghea, C. T.; Weaver, K. A.; Colbert, E. J. M.; Roberts, T. P.

2008-11-01

To test the idea that ultraluminous X-ray sources (ULXs) in external galaxies represent a class of accreting intermediate-mass black holes (IMBHs), we have undertaken a program to identify ULXs and a lower luminosity X-ray comparison sample with the highest quality data in the Chandra archive. We establish as a general property of ULXs that the most X-ray-luminous objects possess the flattest X-ray spectra (in the Chandra bandpass). No prior sample studies have established the general hardening of ULX spectra with luminosity. This hardening occurs at the highest luminosities (absorbed luminosity >=5 × 1039 erg s-1) and is in line with recent models arguing that ULXs are actually stellar mass black holes. From spectral modeling, we show that the evidence originally taken to mean that ULXs are IMBHs—i.e., the "simple IMBH model"—is nowhere near as compelling when a large sample of ULXs is looked at properly. During the last couple of years, XMM-Newton spectroscopy of ULXs has to a large extent begun to negate the simple IMBH model based on fewer objects. We confirm and expand these results, which validates the XMM-Newton work in a broader sense with independent X-ray data. We find that (1) cool-disk components are present with roughly equal probability and total flux fraction for any given ULX, regardless of luminosity, and (2) cool-disk components extend below the standard ULX luminosity cutoff of 1039 erg s-1, down to our sample limit of 1038.3 erg s-1. The fact that cool-disk components are not correlated with luminosity damages the argument that cool disks indicate IMBHs in ULXs, for which strong statistical support was never found.

Freeze-quench (57)Fe-Mössbauer spectroscopy: trapping reactive intermediates.

Science.gov (United States)

Krebs, Carsten; Bollinger, J Martin

2009-01-01

(57)Fe-Mössbauer spectroscopy is a method that probes transitions between the nuclear ground state (I=1/2) and the first nuclear excited state (I=3/2). This technique provides detailed information about the chemical environment and electronic structure of iron. Therefore, it has played an important role in studies of the numerous iron-containing proteins and enzymes. In conjunction with the freeze-quench method, (57)Fe-Mössbauer spectroscopy allows for monitoring changes of the iron site(s) during a biochemical reaction. This approach is particularly powerful for detection and characterization of reactive intermediates. Comparison of experimentally determined Mössbauer parameters to those predicted by density functional theory for hypothetical model structures can then provide detailed insight into the structures of reactive intermediates. We have recently used this methodology to study the reactions of various mononuclear non-heme-iron enzymes by trapping and characterizing several Fe(IV)-oxo reaction intermediates. In this article, we summarize these findings and demonstrate the potential of the method. © Springer Science+Business Media B.V. 2009

Novel semiconductor solar cell structures: The quantum dot intermediate band solar cell

International Nuclear Information System (INIS)

Marti, A.; Lopez, N.; Antolin, E.; Canovas, E.; Stanley, C.; Farmer, C.; Cuadra, L.; Luque, A.

2006-01-01

The Quantum Dot Intermediate Band Solar Cell (QD-IBSC) has been proposed for studying experimentally the operating principles of a generic class of photovoltaic devices, the intermediate band solar cells (IBSC). The performance of an IBSC is based on the properties of a semiconductor-like material which is characterised by the existence of an intermediate band (IB) located within what would otherwise be its conventional bandgap. The improvement in efficiency of the cell arises from its potential (i) to absorb below bandgap energy photons and thus produce additional photocurrent, and (ii) to inject this enhanced photocurrent without degrading its output photo-voltage. The implementation of the IBSC using quantum dots (QDs) takes advantage of the discrete nature of the carrier density of states in a 0-dimensional nano-structure, an essential property for realising the IB concept. In the QD-IBSC, the IB arises from the confined electron states in an array of quantum dots. This paper reviews the operation of the first prototype QD-IBSCs and discusses some of the lessons learnt from their characterisation

Novel semiconductor solar cell structures: The quantum dot intermediate band solar cell

Energy Technology Data Exchange (ETDEWEB)

Marti, A. [Instituto de Energia Solar-UPM, ETSIT de Madrid, Ciudad Universitaria sn, 28040 Madrid (Spain)]. E-mail: amarti@etsit.upm.es; Lopez, N. [Instituto de Energia Solar-UPM, ETSIT de Madrid, Ciudad Universitaria sn, 28040 Madrid (Spain); Antolin, E. [Instituto de Energia Solar-UPM, ETSIT de Madrid, Ciudad Universitaria sn, 28040 Madrid (Spain); Canovas, E. [Instituto de Energia Solar-UPM, ETSIT de Madrid, Ciudad Universitaria sn, 28040 Madrid (Spain); Stanley, C. [Department of Electronics and Electrical Engineering, University of Glasgow, Glasgow G12 8QQ (United Kingdom); Farmer, C. [Department of Electronics and Electrical Engineering, University of Glasgow, Glasgow G12 8QQ (United Kingdom); Cuadra, L. [Departamento de Teoria de la Senal y Comunicaciones- Escuela Politecnica Superior, Universidad de Alcala, Ctra. Madrid-Barcelona, km. 33600, 28805-Alcala de Henares (Madrid) (Spain); Luque, A. [Instituto de Energia Solar-UPM, ETSIT de Madrid, Ciudad Universitaria sn, 28040 Madrid (Spain)

2006-07-26

The Quantum Dot Intermediate Band Solar Cell (QD-IBSC) has been proposed for studying experimentally the operating principles of a generic class of photovoltaic devices, the intermediate band solar cells (IBSC). The performance of an IBSC is based on the properties of a semiconductor-like material which is characterised by the existence of an intermediate band (IB) located within what would otherwise be its conventional bandgap. The improvement in efficiency of the cell arises from its potential (i) to absorb below bandgap energy photons and thus produce additional photocurrent, and (ii) to inject this enhanced photocurrent without degrading its output photo-voltage. The implementation of the IBSC using quantum dots (QDs) takes advantage of the discrete nature of the carrier density of states in a 0-dimensional nano-structure, an essential property for realising the IB concept. In the QD-IBSC, the IB arises from the confined electron states in an array of quantum dots. This paper reviews the operation of the first prototype QD-IBSCs and discusses some of the lessons learnt from their characterisation.

Flipped-learning course design and evaluation through student self-assessment in a predental science class.

Science.gov (United States)

Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

2017-06-01

This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

An Agenda for Research on Work and Class in the Post-socialist World

DEFF Research Database (Denmark)

Morris, Jeremy

2017-01-01

) greater confrontation of the one-sided discourse on class in these societies and the academy itself (a class blindness of research). 2) The value in studying postsocialist societies both comparatively to Global North and South, and as an intermediate positioning for worker exploitation and responses...... in global capitalism. 3) To achieve the first two agenda items a more grounded methodological approach proceeding from the lived experience of class and work is proposed. Current research on social networks, memory studies and personhood, the informal economy, deindustrialization, and the ‘domestication...

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

Science.gov (United States)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design

Characterization of a structural intermediate of flavivirus membrane fusion.

Directory of Open Access Journals (Sweden)

Karin Stiasny

2007-02-01

Full Text Available Viral membrane fusion proceeds through a sequence of steps that are driven by triggered conformational changes of viral envelope glycoproteins, so-called fusion proteins. Although high-resolution structural snapshots of viral fusion proteins in their prefusion and postfusion conformations are available, it has been difficult to define intermediate structures of the fusion pathway because of their transient nature. Flaviviruses possess a class II viral fusion protein (E mediating fusion at acidic pH that is converted from a dimer to a trimer with a hairpin-like structure during the fusion process. Here we show for tick-borne encephalitis virus that exposure of virions to alkaline instead of acidic pH traps the particles in an intermediate conformation in which the E dimers dissociate and interact with target membranes via the fusion peptide without proceeding to the merger of the membranes. Further treatment to low pH, however, leads to fusion, suggesting that these monomers correspond to an as-yet-elusive intermediate required to convert the prefusion dimer into the postfusion trimer. Thus, the use of nonphysiological conditions allows a dissection of the flavivirus fusion process and the identification of two separate steps, in which membrane insertion of multiple copies of E monomers precedes the formation of hairpin-like trimers. This sequence of events provides important new insights for understanding the dynamic process of viral membrane fusion.

Biomolecular Science (Fact Sheet)

Energy Technology Data Exchange (ETDEWEB)

2012-04-01

A brief fact sheet about NREL Photobiology and Biomolecular Science. The research goal of NREL's Biomolecular Science is to enable cost-competitive advanced lignocellulosic biofuels production by understanding the science critical for overcoming biomass recalcitrance and developing new product and product intermediate pathways. NREL's Photobiology focuses on understanding the capture of solar energy in photosynthetic systems and its use in converting carbon dioxide and water directly into hydrogen and advanced biofuels.

The structure of posttraumatic stress disorder: latent class analysis in 2 community samples.

Science.gov (United States)

Breslau, Naomi; Reboussin, Beth A; Anthony, James C; Storr, Carla L

2005-12-01

Latent structure analysis of DSM-IV posttraumatic stress disorder (PTSD) can help clarify how persons who experience traumatic events might be sorted into clusters with respect to their symptom profiles. Classification of persons exposed to traumatic events into clinically homogeneous groups would facilitate further etiologic and treatment research, as well as research on the relationship of trauma and PTSD with other disorders. To examine empirically the structure underlying PTSD criterion symptoms and identify discrete classes with similar symptom profiles. Data on PTSD symptoms from trauma-exposed subsets of 2 community samples were subjected to latent class analysis. The resultant classes were studied in associations with trauma type and indicators of impairment. The first sample is from the Detroit Area Survey of Trauma (1899 trauma-exposed respondents with complete data) and the second is from a mid-Atlantic study of young adults conducted by The Johns Hopkins University Prevention Research Center, Baltimore, Md (1377 trauma-exposed respondents with complete data). Respondents in the 2 community samples who experienced 1 or more qualifying PTSD-level traumatic events. Number, size, and symptom profiles of latent classes. In both samples, analysis yielded 3 classes: no disturbance, intermediate disturbance, and pervasive disturbance. The classes also varied qualitatively, with emotional numbing distinguishing the class of pervasive disturbance, a class that approximates the subset with DSM-IV PTSD. Members of the pervasive disturbance class were far more likely to report use of medical care and disruptions in life or activities. The 3-class structure separates trauma-exposed persons with pervasive disturbance (a class that approximates DSM-IV PTSD) from no disturbance and intermediate disturbance, a distinction that also helps identify population subgroups with low risk for any posttrauma disturbance. The results suggest that the structure of PTSD is ordinal

Trabalho e classes sociais Work and social classes

Directory of Open Access Journals (Sweden)

Fernando Haddad

1997-10-01

Full Text Available Exposição, discussão e refutação das principais tentativas de atualizar a teoria marxista de classes e posterior reavaliação dessa teoria à luz da transformação da ciência em fator de produção e da possível perda de centralidade do trabalho no processo produtivo, tendo por base as interpretações lógicas da obra de Marx feitas por Ruy Fausto.Exposition, discussion and refutation of the main attempts of actualizing marxist class theory and a posterior reevaluation of this theory taking into account the transformation of Science into a factor of production and of the possible centrality-loss of work in the productive process, based on the logic interpretations of Marx's work made by Ruy Fausto.

The structural dynamics of social class.

Science.gov (United States)

Kraus, Michael W; Park, Jun Won

2017-12-01

Individual agency accounts of social class persist in society and even in psychological science despite clear evidence for the role of social structures. This article argues that social class is defined by the structural dynamics of society. Specifically, access to powerful networks, groups, and institutions, and inequalities in wealth and other economic resources shape proximal social environments that influence how individuals express their internal states and motivations. An account of social class that highlights the means by which structures shape and are shaped by individuals guides our understanding of how people move up or down in the social class hierarchy, and provides a framework for interpreting neuroscience studies, experimental paradigms, and approaches that attempt to intervene on social class disparities. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

Science.gov (United States)

Smith, Debra Messenger

2010-01-01

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

Observational differences between Swift GRB classes

International Nuclear Information System (INIS)

Balazs, L. G.; Horvath, I.; Bagoly, Zs.; Szecsi, D.; Veres, P.

2011-01-01

There are accumulating evidences that GRBs have an intermediate group, beside the short and long classes. Based on the observational data available in the Swift table we compared the observational γ and X ray properties of GRBs making use the discriminant analysis of the multivariate mathematical statistics. The analysis resulted in two canonical discriminating functions giving the maximum separation between the groups. The first discriminating function is dominated by the γ and X-ray fluence while the second one is almost identical with the photon index.

Intermediate neutron spectrum problems and the intermediate neutron spectrum experiment

International Nuclear Information System (INIS)

Jaegers, P.J.; Sanchez, R.G.

1996-01-01

Criticality benchmark data for intermediate energy spectrum systems does not exist. These systems are dominated by scattering and fission events induced by neutrons with energies between 1 eV and 1 MeV. Nuclear data uncertainties have been reported for such systems which can not be resolved without benchmark critical experiments. Intermediate energy spectrum systems have been proposed for the geological disposition of surplus fissile materials. Without the proper benchmarking of the nuclear data in the intermediate energy spectrum, adequate criticality safety margins can not be guaranteed. The Zeus critical experiment now under construction will provide this necessary benchmark data

Flipped-learning course design and evaluation through student self-assessment in a predental science class

Directory of Open Access Journals (Sweden)

Jungjoon Ihm

2017-06-01

Full Text Available Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3% answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00, whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49. Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

Validity of Learning Module Natural Sciences Oriented Constructivism with the Contain of Character Education for Students of Class VIII at Yunior Hight School

Science.gov (United States)

Oktarina, K.; Lufri, L.; Chatri, M.

2018-04-01

Referring to primary data collected through observation and interview to natural science teachers and some students, it is found that there is no natural science teaching materials in the form of learning modules that can make learners learn independently, build their own knowledge, and construct good character in themselves. In order to address this problem, then it is developed natural science learning module oriented to constructivism with the contain of character education. The purpose of this study is to reconstruct valid module of natural science learning materials. This type of research is a development research using the Plomp model. The development phase of the Plomp model consists of 3 stages, namely 1) preliminary research phase, 2) development or prototyping phase, and 3) assessment phase. The result of the study shows that natural science learning module oriented to constructivism with the contain of character education for students class VIII of Yunior High School 11 Sungai Penuh is valid. In future work, practicality and effectiveness will be investigated.

Understanding the experiences of a group of Yemeni students in an ESL science class

Science.gov (United States)

Fradi, Gihan

American classrooms are experiencing an influx of diverse language speaking students while for science educators the study of EBL students' learning in science classrooms is a relatively new field (Lee & Buxton, 2010). At the same time there is a growing emphasis on the importance of science practices (NGSS). This poses significant challenges for science educators who are enacting science curriculum that supports all students' learning. Supporting EBL students' academic achievement is significant because literacy is important for students' access to economic and social benefits that come with science literacy (Atwater, 1996). The purpose of this study was to examine the socio-linguistic challenges that a specific group of EBL students (Yemeni) faced and the extent to which such challenges affected their academic performance in science. These challenges are related to linguistic and cultural interactions, which can lead to conflicts between student and school, thereby interfering with the effectiveness of their education. This study also examined these students' and their science teacher's perspectives on strategies that can be used to facilitate their language acquisition during science class and help them become active participants in the school and classroom communities. The study used a qualitative interpretive research methodology and involved four Arab-American EBL students (two males and two females) from Yemen, who had been in the US for different periods of time. The amount of time these students had been in the US was important to examine differences in their acculturation and challenges they faced. Similarly, the use of female and male student participants was important to understand the impact of gender in the lived experiences of these students. The results of the study indicated that all the participants struggled with linguistic, social, and cultural aspects of their life in an American high school. These in turn led to a sense of being different

Clinical performance of a hybrid resin composite with and without an intermediate layer of flowable resin composite: a 7-year evaluation

DEFF Research Database (Denmark)

van Dijken, Jan W V; Pallesen, Ulla

2011-01-01

The objective of this prospective clinical follow up was to evaluate the long term clinical performance of a hybrid resin composite in Class II restorations with and without intermediate layer of flowable resin composite....

Improving protein fold recognition and structural class prediction accuracies using physicochemical properties of amino acids.

Science.gov (United States)

Raicar, Gaurav; Saini, Harsh; Dehzangi, Abdollah; Lal, Sunil; Sharma, Alok

2016-08-07

Predicting the three-dimensional (3-D) structure of a protein is an important task in the field of bioinformatics and biological sciences. However, directly predicting the 3-D structure from the primary structure is hard to achieve. Therefore, predicting the fold or structural class of a protein sequence is generally used as an intermediate step in determining the protein's 3-D structure. For protein fold recognition (PFR) and structural class prediction (SCP), two steps are required - feature extraction step and classification step. Feature extraction techniques generally utilize syntactical-based information, evolutionary-based information and physicochemical-based information to extract features. In this study, we explore the importance of utilizing the physicochemical properties of amino acids for improving PFR and SCP accuracies. For this, we propose a Forward Consecutive Search (FCS) scheme which aims to strategically select physicochemical attributes that will supplement the existing feature extraction techniques for PFR and SCP. An exhaustive search is conducted on all the existing 544 physicochemical attributes using the proposed FCS scheme and a subset of physicochemical attributes is identified. Features extracted from these selected attributes are then combined with existing syntactical-based and evolutionary-based features, to show an improvement in the recognition and prediction performance on benchmark datasets. Copyright © 2016 Elsevier Ltd. All rights reserved.

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

Science.gov (United States)

Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

Science.gov (United States)

Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place

Tuning In: Using the News for a Content-Based ESL Class

Science.gov (United States)

Moglen, Daniel

2014-01-01

Vast amounts of daily news content are widely available and easily accessible, and they can be converted into materials for intermediate and advanced ESL classes. This article will describe the why and how for integrating news media sources into a multiskills ESL classroom. Through the news, students are immediately engaged with the material…

Trapping and Characterization of a Reaction Intermediate in Carbapenem Hydrolysis by B. cereus Metallo-β-lactamase

Science.gov (United States)

Tioni, Mariana F.; Llarrull, Leticia I.; Poeylaut-Palena, Andrés A.; Martí, Marcelo A.; Saggu, Miguel; Periyannan, Gopal R.; Mata, Ernesto G.; Bennett, Brian; Murgida, Daniel H.; Vila, Alejandro J.

2009-01-01

Metallo-β-lactamases hydrolyze most β-lactam antibiotics. The lack of a successful inhibitor for them is related to the previous failure to characterize a reaction intermediate with a clinically useful substrate. Stopped-flow experiments together with rapid freeze-quench EPR and Raman spectroscopies were used to characterize the reaction of Co(II)-BcII with imipenem. These studies show that Co(II)-BcII is able to hydrolyze imipenem both in the mono- and dinuclear forms. In contrast to the situation met for penicillin, the species that accumulates during turnover is an enzyme-intermediate adduct in which the β-lactam bond has already been cleaved. This intermediate is a metal-bound anionic species, with a novel resonant structure, that is stabilized by the metal ion at the DCH or Zn2 site. This species has been characterized based on its spectroscopic features. This represents a novel, previously unforeseen intermediate, that is related to the chemical nature of carbapenems, as confirmed by the finding of a similar intermediate for meropenem. Since carbapenems are the only substrates cleaved by B1, B2 and B3 lactamases, the identification of this intermediate could be exploited as a first step towards the design of transition state based inhibitors for all three classes of metallo-β-lactamases. PMID:18980308

Exploration and practice in-class practice teaching mode

Science.gov (United States)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Active Learning in Large Classes

DEFF Research Database (Denmark)

Gørtz, Inge Li

2011-01-01

teaching large classes (more than 50 students), and describe how we successfully have in a second semester course in the Bachelor of Engineering (BEng) and Bachelor of Science Engineering (BSc Eng) program at the Technical University of Denmark (DTU). Approximately 200 students is attending...

Transport on intermediate time scales in flows with cat's eye patterns

Science.gov (United States)

Pöschke, Patrick; Sokolov, Igor M.; Zaks, Michael A.; Nepomnyashchy, Alexander A.

2017-12-01

We consider the advection-diffusion transport of tracers in a one-parameter family of plane periodic flows where the patterns of streamlines feature regions of confined circulation in the shape of "cat's eyes," separated by meandering jets with ballistic motion inside them. By varying the parameter, we proceed from the regular two-dimensional lattice of eddies without jets to the sinusoidally modulated shear flow without eddies. When a weak thermal noise is added, i.e., at large Péclet numbers, several intermediate time scales arise, with qualitatively and quantitatively different transport properties: depending on the parameter of the flow, the initial position of a tracer, and the aging time, motion of the tracers ranges from subdiffusive to superballistic. We report on results of extensive numerical simulations of the mean-squared displacement for different initial conditions in ordinary and aged situations. These results are compared with a theory based on a Lévy walk that describes the intermediate-time ballistic regime and gives a reasonable description of the behavior for a certain class of initial conditions. The interplay of the walk process with internal circulation dynamics in the trapped state results at intermediate time scales in nonmonotonic characteristics of aging not captured by the Lévy walk model.

When Science Studies Religion: Six Philosophy Lessons for Science Classes

Science.gov (United States)

Pigliucci, Massimo

2013-01-01

It is an unfortunate fact of academic life that there is a sharp divide between science and philosophy, with scientists often being openly dismissive of philosophy, and philosophers being equally contemptuous of the naivete of scientists when it comes to the philosophical underpinnings of their own discipline. In this paper I explore the…

Physics of intermediate shocks: A review

Science.gov (United States)

Karimabadi, H.

1995-01-01

Intermediate shocks (ISs) lead to a transition from super-Alfvenic to sub-Alfvenic flow and are different from slow and fast shocks in that an IS rotates the component of the magnetic field tangent to the shock plane by 180 deg. Another peculiarity of ISs is that for the same upstream conditions an IS can have two different downstream states. There also exist a second class of ISs which rotate the magnetic field by an angle other than 180 deg. Due to their noncoplanar nature they cannot be time-stationary and are referred to as time-dependent intermediate shocks (TDIS). The existence of ISs has been the subject of much controversy over the years. Early studies questioned the physical reality of ISs. However, the studies of ISs found a new impetus when C.C. Wu showed that ISs do exist and are stable within the resistive MHD framework. In this paper, after a brief historical overview of the subject, we will review the latest developments in the study of ISs. In particular, we will address the questions of stability and structure of ISs and the relationship between ISs and other discontinuities. One of the recent developments has been the finding that ISs can be unsteady, reforming in time. Details of this process will be discussed. Finally, we examine the effect of anisotropy on the resolutions and discuss the relevance of ISs to the observed field rotations at the Earth's magnetopause.

Assessment of Student Achievement: Evaluation of Student Achievement at the Intermediate Level. Final Report.

Science.gov (United States)

Wahlstrom, M.; And Others

Evaluation and assessment procedures of Ontario, Canada principals and teachers at the Intermediate level (grades 7 and 8) were examined. Extensive questionnaires were returned by 134 principals and 225 teachers divided across the subject areas of English, Mathematics, Science, Languages, History, Home Economics or Shop, Arts, and Physical…

Using Science Fiction Movie Scenes to Support Critical Analysis of Science

Science.gov (United States)

Barnett, Michael; Kafka, Alan

2007-01-01

This paper discusses pedagogical advantages and challenges of using science-fiction movies and television shows in an introductory science class for elementary teachers. The authors describe two instructional episodes in which scenes from the movies "Red Planet" and "The Core" were used to engage students in critiquing science as presented in…

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

How Information Literate Are Junior and Senior Class Biology Students?

Science.gov (United States)

Schiffl, Iris

2018-03-01

Information literacy—i.e. obtaining, evaluating and using information—is a key element of scientific literacy. However, students are frequently equipped with poor information literacy skills—even at university level—as information literacy is often not explicitly taught in schools. Little is known about students' information skills in science at junior and senior class level, and about teachers' competences in dealing with information literacy in science class. This study examines the information literacy of Austrian 8th, 10th and 12th grade students. Information literacy is important for science education in Austria, because it is listed as a basic competence in Austria's science standards. Two different aspects of information literacy are examined: obtaining information and extracting information from texts. An additional research focus of this study is teachers' competences in diagnosing information skills. The results reveal that students mostly rely on online sources for obtaining information. However, they also use books and consult with people they trust. The younger the students, the more they rely on personal sources. Students' abilities to evaluate sources are poor, especially among younger students. Although teachers claim to use information research in class, their ability to assess their students' information competences is limited.

Sharing the Sky: The Role of Family and Consumer Sciences in Sustainability.

Science.gov (United States)

Makela, Carole J.

2003-01-01

Explains why sustainability is integral to family and consumer sciences. Presents a framework depicting the relationship of ultimate means, intermediate means, intermediate ends, and ultimate ends. Provides classroom activities. (SK)

Increased risk of type 2 diabetes with ascending social class in urban South Indians is explained by obesity: The Chennai urban rural epidemiology study (CURES-116

Directory of Open Access Journals (Sweden)

Mette Skar

2013-01-01

Full Text Available Aim: The aim of this study is to determine the factors responsible for differences in the prevalence of diabetes mellitus (DM in subjects of different social class in an urban South Indian population. Materials and Methods: Analyses were based on the cross-sectional data from the Chennai Urban Rural Epidemiology Study of 1989 individuals, aged ≥20 years. Entered in the analyses were information obtained by self-report on (1 household income; (2 family history of diabetes; (3 physical activity; (4 smoking status; (5 alcohol consumption. Biochemical, clinical and anthropometrical measurements were performed and included in the analyses. Social class was classified based on income as low (Rs. <2000 intermediate (Rs. 2000-5000` and high (Rs. 5000-20000. Results: The prevalence rates of DM were 12.0%, 18.4% and 21.7% in low, intermediate and high social class, respectively (P < 0.001. A significant increase in the risk of diabetes was found with ascending social class (Intermediate class: Odds ratio [OR], 1.7 [confidence interval [CI], 1.2-2.3]; High class: OR, 2.0 [CI-1.4-2.9]. The multivariable adjusted logistic regression analysis revealed that the effect of social class on the risk of diabetes remained significant (P = 0.016 when age, family history of diabetes and blood pressure were included. However, with the inclusion of abdominal obesity in the model, the significant effect of social class disappeared (P = 0.087. Conclusion: An increased prevalence of DM was found in the higher social class in this urban South Indian population, which is explained by obesity.

Intermediate size LWR plant study for process heat plus power. Volume 1. Executive summary

International Nuclear Information System (INIS)

Head, M.A.

1977-01-01

The appropriateness of intermediate sized LWRs is evaluated for application to the process industry and for cogeneration of electric power and process steam. This brief study is directed toward determination of whether such plants show enough promise to warrant more detailed investigation. In light of higher fossil fuel costs, the study shows that intermediate sized, standardized power plants potentially are economically competitive for such industrial applications. A representative intermediate sized operating plant of the BWR/4 design class, the Swiss Muhleberg unit (1000 MWt) has been examined with respect to design, licensability, capacity factor and cost. It has operated at high capacity factor (approximately 75 percent) since turnover 11/72. Its cost when escalated from 1969 to 1976 ($620/kWe) appears competitive. Cost adjustments ($100-$250/kWe) included at this stage for compliance with current licensing and mandatory design requirements are only a preliminary estimate. Further study is recommended to confirm necessary regulatory upgrades for this BWR/4 nuclear plant and to explore specific cost economies through replication leading to a program for construction of a demonstration plant

Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

Science.gov (United States)

Karakuyu, Yunus

2011-01-01

The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

Intermediality and media change

OpenAIRE

2012-01-01

This book is about intermediality as an approach to analysing and understanding media change. Intermediality and Media Change is critical of technological determinism that characterises 'new media discourse' about the ongoing digitalization, framed as a revolution and creating sharp contrasts between old and new media. Intermediality instead emphasises paying attention to continuities between media of all types and privileges a comparative perspective on technological changes in media over ti...

The Comparison of the Inquiry Behavior of ISCS and Non-ISCS Science Students as Measured by the Tab Science Test

Science.gov (United States)

Stallings, Everett S.; Snyder, William R.

1977-01-01

Studies of a group of seventh-grade students who were tested for inquiry skills using the TAB Science Test showed no significant differences between those students who had studied the Intermediate Science Curriculum Study (ISCS) and those who studied another curriculum. (MLH)

Original article Latent classes of criminal intent associated with criminal behaviour

Directory of Open Access Journals (Sweden)

Daniel Boduszek

2014-07-01

Full Text Available Background This study aimed to examine the number of latent classes of criminal intent that exist among prisoners and to look at the associations with recidivism, number of police arrests, type of offending (robbery, violent offences, murder, and multiple offences, and age. Participants and procedure Latent class analysis was used to identify homogeneous subgroups of prisoners based on their responses to the 10 questions reflecting criminal intent. Participants were 309 male recidivistic prisoners incarcerated in a maximum security prison. Multinomial logistic regression was used to interpret the nature of the latent classes, or groups, by estimating the association between recidivism and latent classes of criminal intent while controlling for offence type (robbery, violent offences, murder, and multiple offences, number of arrests, and age. Results The best fitting latent class model was a three-class solution: ‘High criminal intent’ (49.3%, ‘Intermediate criminal intent’ (41.3%, and ‘Low criminal intent’ (9.4%. The latent classes were differentially related to the external variables (recidivism, violent offences, and age. Conclusions Criminal intent is best explained by three homogeneous classes that appear to represent an underlying continuum. Future work is needed to identify whether these distinct classes of criminal intent may predict engagement in various types of criminal behaviour.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences. A R Aithal. Articles written in Proceedings – Mathematical Sciences. Volume 115 Issue 1 February 2005 pp 93-102. On Two Functionals Connected to the Laplacian in a Class of Doubly Connected Domains in Space-Forms · M H C Anisa A R Aithal · More Details ...

Needs for experiment and theory in intermediate energy reactions

International Nuclear Information System (INIS)

Blann, M.

1991-01-01

We summarize several reasons intermediate energy data are needed in both basic and applied science. The status of the data base at energies up to 2 GeV is cursorily reviewed. Experimental excitation functions, single and double differential cross sections are compared with predictions of the nuclear model code ALICE. The strengths and weaknesses of the code to reproduce data are summarized. Opinions are given as to areas where data are too few or totally lacking, yet are needed for the verification of models and theories. (author). 25 refs, 22 figs

Music Education and the Earth Sciences

Science.gov (United States)

Beauregard, J. L.

2011-12-01

Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

Intermediate Fragment

DEFF Research Database (Denmark)

Kruse Aagaard, Anders

2015-01-01

This text and its connected exhibition are aiming to reflect both on the thoughts, the processes and the outcome of the design and production of the artefact ‘Intermediate Fragment’ and making as a contemporary architectural tool in general. Intermediate Fragment was made for the exhibition ‘Enga...... of realising an exhibition object was conceived, but expanded, refined and concretised through this process. The context of the work shown here is an interest in a tighter, deeper connection between experimentally obtained material knowledge and architectural design....

Governance-Default Risk Relationship and the Demand for Intermediated and Non-Intermediated Debt

Directory of Open Access Journals (Sweden)

Husam Aldamen

2012-09-01

Full Text Available This paper explores the impact of corporate governance on the demand for intermediated debt (asset finance, bank debt, non-bank private debt and non-intermediated debt (public debt in the Australian debt market. Relative to other countries the Australian debt market is characterised by higher proportions of intermediated or private debt with a lower inherent level of information asymmetry in that private lenders have greater access to financial information (Gray, Koh & Tong 2009. Our firm level, cross-sectional evidence suggests that higher corporate governance impacts demand for debt via the mitigation of default risk. However, this relationship is not uniform across all debt types. Intermediated debt such as bank and asset finance debt are more responsive to changes in governance-default risk relationship than non-bank and non-intermediated debt. The implication is that a firm’s demand for different debt types will reflect its governance-default risk profile.

Making the middle classes on shifting ground? Residential status, performativity and middle-class subjectivities in contemporary London.

Science.gov (United States)

Benson, Michaela; Jackson, Emma

2017-06-01

This paper argues that shifts in access to housing - both in relation to rental and ownership - disrupt middle-class reproduction in ways that fundamentally influence class formation. While property ownership has had a long association with middle-class identities, status and distinction, an increasingly competitive rental market alongside inflated property prices has impacted on expectations and anxieties over housing futures. In this paper, we consider two key questions: (1) What happens to middle-class identities under the conditions of this wider structural change? (2) How do the middle classes variously manoeuvre within this? Drawing on empirical research conducted in London, we demonstrate that becoming an owner-occupier may be fractured along lines of class but also along the axes of age, wealth and timing, particularly as this relates to the housing market. It builds on understandings of residential status and place as central to the formation of class, orienting this around the recognition of both people and place as mutable, emphasizing that changing economic and social processes generate new class positionalities and strategies for class reproduction. We argue that these processes are writ large in practices of belonging and claims to place, with wider repercussions within the urban landscape. © London School of Economics and Political Science 2017.

Enzymatic Browning: a practical class

Directory of Open Access Journals (Sweden)

Maria Teresa Pedrosa Silva Clerici

2014-10-01

Full Text Available This paper presents a practical class about the enzymes polyphenol oxidases, which have been shown to be responsible for the enzymatic browning of fruits and vegetables. Vegetables samples were submitted to enzymatic inactivation process with chemical reagents, as well as by bleaching methods of applying heat by conventional oven and microwave oven. Process efficiency was assessed qualitatively by both observing the guaiacol peroxidase activity and after the storage period under refrigeration or freezing. The practical results obtained in this class allow exploring multidisciplinary knowledge in food science, with practical applications in everyday life.

Simple webs of natural environment theme as a result of sharing in science teacher training

Science.gov (United States)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-03-01

Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

The Cradleboard Teaching Project: Using Curriculum and Cross-Cultural Partnering To Change Perceptions.

Science.gov (United States)

Sainte-Marie, Buffy

1999-01-01

Native Americans developed core curriculum units at the elementary, intermediate, and secondary levels in geography, history, music, social studies, and science presented from a Native American cultural perspective. Mainstream classes are paired with Native American classes and learn authentic information through cross-cultural exchange via…

Modernisation of the intermediate physics laboratory

Science.gov (United States)

Kontro, Inkeri; Heino, Olga; Hendolin, Ilkka; Galambosi, Szabolcs

2018-03-01

The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed laboratory courses consist of weekly workshops and small-group laboratory sessions. Many of the laboratory exercises are open-ended and have several possible ways of execution. They were designed around affordable devices, to allow for the purchase of multiple sets of laboratory equipment. This allowed students to work on the same problems simultaneously. Thus, it was possible to set learning goals which build on each other. Workshop sessions supported the course by letting the students solve problems related to conceptual and technical aspects of each laboratory exercise. The laboratory exercises progressed biweekly to allow for iterative problem solving. Students reached the learning goals well and the reform improved student experiences. Neither positive or negative changes in expert-like attitudes towards experimental physics (measured by E-CLASS questionnaire) were observed.

MHD intermediate shock discontinuities: Pt. 1

International Nuclear Information System (INIS)

Kennel, C.F.; Blandford, R.D.; Coppi, P.

1989-01-01

Recent numerical investigations have focused attention once more on the role of intermediate shocks in MHD. Four types of intermediate shock are identified using a graphical representation of the MHD Rankine-Hugoniot conditions. This same representation can be used to exhibit the close relationship of intermediate shocks to switch-on shocks and rotational discontinuities. The conditions under which intermediate discontinuities can be found are elucidated. The variations in velocity, pressure, entropy and magnetic-field jumps with upstream parameters in intermediate shocks are exhibited graphically. The evolutionary arguments traditionally advanced against intermediate shocks may fail because the equations of classical MHD are not strictly hyperbolic. (author)

The Class Initiatives of Intelligence Rhetoric: Implications of Racism for Scientific Inquiry.

Science.gov (United States)

Hall, Ronald E.

2002-01-01

Asserts that in a society that is not totalitarian, class disparities are enabled institutionally by science. A capital driven nation that associates intelligence with class and race can determine overall quality of life. Thus, perception of intelligence is an extremely powerful tool for reinforcing class. Suggests that in order to be better…

Transformative Multicultural Science curriculum: A case study of middle school robotics

Science.gov (United States)

Grimes, Mary Katheryn

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Mahdi Mardani

2015-08-01

Full Text Available The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL with Learning Together (LT or Cooperative Group-Based Learning (CGBL – the most popular method of Cooperative Learning (CL -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each, both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research.

Xplora: making science fun!

CERN Multimedia

2006-01-01

Remember those humdrum lectures in science class? Static textbook lessons have not done much to ignite excitement and interest in young children. Now the tables are turned and it is the teachers who are learning, but this time it is all about how to make science classes fun and spark the imaginations of the next generation. Xplora conference participants observing a working cloud experiment. The Xplora Conference, held at CERN from 15 to 18 June, was attended by more than 80 teachers and educators from across Europe ready to share and acquire some creative ways of teaching science. Xplora is an online reference project providing inventive techniques for teaching science in the classroom and beyond. Xplora is part of the Permanent European Resource Centre for Informal Learning (PENCIL) sponsored by the European Commission. PENCIL is comprised of 13 science centres, museums and aquariums, is partners with the University of Naples, Italy and King's College London, UK and is involved with 14 pilot projects thro...

Flexible Expectations of Learning Outcomes in Science

Science.gov (United States)

Binstead, Ayla; Campbell, Kirsty; Guasch, Susana Fraile; Sullivan, Claire; Williams, Lydia

2014-01-01

In this article five trainee teachers specialising in science at the University of Winchester describe their experience teaching science for three consecutive Fridays within a 2 year class (ages 6-7). They were given the task of teaching food and nutrition through the class topic of "turrets and tiaras," a medieval history focus. Their…

From established science to class room science, or how to take into account didactic activity in the history of science

Directory of Open Access Journals (Sweden)

Bruno Belhoste

2012-02-01

Full Text Available This paper deals with the relationship between science and education in historiography, questioning the separation between the two activities, and highlighting the role of education to scientific activity. First, it distinguishes the largely accepted needs of historical contextualization from the epistemological problem, related to the place of history education in the history of science. It defends that the history of science education is not foreign to the history of science. It criticizes Chevallard’s notion of didactic transposition for reinforcing the gap between scientific knowledge and teaching knowledge. Finally, it argues that the sciences are in permanent reconstruction and that scientific knowledge is not tied to socio-cultural contexts from which it emerged.

Effectively using urban landscapes to teach biodiversity and ecohydrology to introductory environmental science classes

Science.gov (United States)

MacAvoy, S. E.; van Doorn, A.; Pondell, C.

2016-12-01

Urban environments offer students interesting opportunities to explore and examine how human modified landscapes influence biodiversity, nutrient cycling, and water quality. Students demanding applied field experiences from their undergraduate environmental science (ENVS) programs can be well served in urban settings. Here, we present strategies for integrating urban areas into the undergraduate field experience. Urban locations provide an opportunity for a different type of local "field-work" than would otherwise be available. In the intro level undergraduate ENVS class, we use our campus, the surrounding neighborhood and city as well as a nearby National Park for field exercises. Activities include: assessing water quality from multiple sites, observing species composition and ecological succession using fallen logs, assessing biodiversity using biocubes and camera traps, investigating conservation strategies through the local zoo, and walking one mile transects through local urban ecosystems to observe and collect data on the animals, buildings, roads, litter and/or light sources in the surrounding area. These labs provide inspiration and hands on skills that students apply to their own self-selected projects at the end of the semester. In the second level majors class, we make use of our urban location to contrast water quality in parks and highly channelized urban streams, monitor populations of urban wildlife, and investigate the application of urban greening methods to reduce environmental impacts. Students spend labs immersed in streams and wetlands heavily impacted by the urban runoff their city generates to better understand the extent of human impact in an urban environment. Here we share lesson plans for field activities that can be completed with incoming undergraduate students, and show how these activities help students gain quantitative and investigative competency.

Direct Structural and Chemical Characterization of the Photolytic Intermediates of Methylcobalamin Using Time-Resolved X-ray Absorption Spectroscopy

Energy Technology Data Exchange (ETDEWEB)

Subramanian, Ganesh; Zhang, Xiaoyi; Kodis, Gerdenis; Kong, Qingyu; Liu, Cunming; Chizmeshya, Andrew; Weierstall, Uwe; Spence, John

2018-04-05

Cobalt−carbon bond cleavage is crucial to most natural and synthetic applications of the cobalamin class of compounds, and here we present the first direct electronic and geometric structural characteristics of intermediates formed following photoexcitation of methylcobalamin (MeCbl) using time-resolved X-ray absorption spectroscopy (XAS). We catch transients corresponding to two intermediates, in the hundreds of picoseconds and a few microseconds. Highlights of the picosecond intermediate, which is reduced in comparison to the ground state, are elongation of the upper axial Co−C bond and relaxation of the corrin ring. This is not so with the recombining photocleaved products captured at a few microseconds, where the Co−C bond almost (yet not entirely) reverts to its ground state configuration and a substantially elongated lower axial Co−NIm bond is observed. The reduced cobalt site here confirms formation of methyl radical as the photoproduct.

Interferon beta 1, an intermediate in the tumor necrosis factor alpha- induced increased MHC class I expression and an autocrine regulator of the constitutive MHC class I expression

OpenAIRE

1987-01-01

In conclusion, our observations indicate that the constitutive MHC class I expression is regulated by autocrine production of IFN-beta 1. TNF-alpha acts as an enhancer of the autocrine production of IFN-beta 1, and consequently as an enhancer of the MHC class I expression and viral protection.

Information acquisition and financial intermediation

OpenAIRE

Boyarchenko, Nina

2012-01-01

This paper considers the problem of information acquisition in an intermediated market, where the specialists have access to superior technology for acquiring information. These informational advantages of specialists relative to households lead to disagreement between the two groups, changing the shape of the intermediation-constrained region of the economy and increasing the frequency of periods when the intermediation constraint binds. Acquiring the additional information is, however, cost...

Work-life balance/imbalance: the dominance of the middle class and the neglect of the working class.

Science.gov (United States)

Warren, Tracey

2015-12-01

The paper was stimulated by the relative absence of the working class from work-life debates. The common conclusion from work-life studies is that work-life imbalance is largely a middle-class problem. It is argued here that this classed assertion is a direct outcome of a particular and narrow interpretation of work-life imbalance in which time is seen to be the major cause of difficulty. Labour market time, and too much of it, dominates the conceptualization of work-life and its measurement too. This heavy focus on too much labour market time has rendered largely invisible from dominant work-life discourses the types of imbalance that are more likely to impact the working class. The paper's analysis of large UK data-sets demonstrates a reduction in hours worked by working-class men, more part-time employment in working-class occupations, and a substantial growth in levels of reported financial insecurity amongst the working classes after the 2008-9 recession. It shows too that economic-based work-life imbalance is associated with lower levels of life satisfaction than is temporal imbalance. The paper concludes that the dominant conceptualization of work-life disregards the major work-life challenge experienced by the working class: economic precarity. The work-life balance debate needs to more fully incorporate economic-based work-life imbalance if it is to better represent class inequalities. © London School of Economics and Political Science 2015.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences; Volume 126; Issue 5. A Reactive Intermediate, [Ni5(C6H4N3)6(CO)4], in the Formation of Nonameric Clusters of Nickel, [Ni9(C6H4N3)12(CO)6] and [Ni9(C6H4N3)12(CO)6].2(C3H7NO). Subhradeep Mistry Srinivasan Natarajan. Special issue on Chemical Crystallography ...

A case study of Markdale High School's implementation of heterogeneously-grouped classes in English, mathematics, science, and social studies

Science.gov (United States)

Pierre-Louis, Fred

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006) experienced during this effort. The researcher used Hall and Hord's (2006) Concern-Based Adoption Model (CBAM) as a conceptual framework. Specifically, the researcher applied three elements of the CBAM model: (a) the Twelve Principles of Change, (b) the Change Facilitator Styles, and (c) the Stages of Concerns. Hall and Hord's framework served as a lens through which the researcher analyzed all data. The researcher used a mixed-method (qualitative and quantitative) approach to answer the four research questions. The participants completed three instruments: (a) the Stages of Concern Questionnaire (SoCQ), (b) the Principles of Change Survey, and (c) the Facilitator Style Survey. All three instruments were self-report, paper-pencil surveys. The sample included 72 faculty members who experienced the change over the past three years. Findings from the three data sources and the school principal's comments during debriefing are indicated for each research question and reported by unit of analysis. Respective to the research questions, the researcher concluded that: (1) Markdale High School accomplished the change by implementing both structural and instructional changes supporting to the change to heterogeneous grouping; (2) even though teachers had divergent opinions on the school principal's facilitation style, the principal thought of himself as an incrementalist and a practitioner of differentiated facilitation styles; (3) while half of the faculty felt that they received formal training on heterogeneous grouping, (4) half felt that they did not have a choice in the decision-making process as it occurred with college preparatory and

Photographs and Classroom Response Systems in Middle School Astronomy Classes

Science.gov (United States)

Lee, Hyunju; Feldman, Allan

2015-01-01

In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

Factors influencing exemplary science teachers' levels of computer use

Science.gov (United States)

Hakverdi, Meral

This study examines exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their students' use of computer applications/tools in or for their science class. After a relevant review of the literature certain variables were selected for analysis. These variables included personal self-efficacy in teaching with computers, outcome expectancy, pupil-control ideology, level of computer use, age, gender, teaching experience, personal computer use, professional computer use and science teachers' level of knowledge/skills in using specific computer applications for science instruction. The sample for this study includes middle and high school science teachers who received the Presidential Award for Excellence in Science Teaching Award (sponsored by the White House and the National Science Foundation) between the years 1997 and 2003 from all 50 states and U.S. territories. Award-winning science teachers were contacted about the survey via e-mail or letter with an enclosed return envelope. Of the 334 award-winning science teachers, usable responses were received from 92 science teachers, which made a response rate of 27.5%. Analysis of the survey responses indicated that exemplary science teachers have a variety of knowledge/skills in using computer related applications/tools. The most commonly used computer applications/tools are information retrieval via the Internet, presentation tools, online communication, digital cameras, and data collection probes. Results of the study revealed that students' use of technology in their science classroom is highly correlated with the frequency of their science teachers' use of computer applications/tools. The results of the multiple regression analysis revealed that personal self-efficacy related to

ZTI: Preliminary characterization of an ignition class reversed-field pinch

International Nuclear Information System (INIS)

Bathke, C.G.; Krakowski, R.A.; Miller, R.L.; Werley, K.A.

1990-01-01

A preliminary cost-optimized conceptual design of an intermediate-step, ignition-class RFP device (ZTI) for the study of alpha-particle physics in a DT plasma is reported. The ZTI design reflects potentially significant cost savings relative to similar ignition-class tokamaks for device parameters that reside on the path to a viable commercial RFP reactor. Reductions in both device costs and number of steps to commercialization portend a significantly reduced development cost for fusion. The methodology and result and coupling realistic physics, engineering, and cost models through a multi-dimensional optimizer are reported for ZTI, which is a device that would follow the 2--4 MA ZTH on a approx-gt 1996--98 timescale. 15 refs., 7 figs., 2 tabs

Discourses and Models of Intermediality

OpenAIRE

Schröter, Jens

2011-01-01

In his article "Discourses and Models of Intermediality" Jens Schröter discusses the question as to what relations do different discourses pose between different "media." Schröter identifies four models of discourse: 1) synthetic intermediality: a "fusion" of different media to super-media, a model with roots in the Wagnerian concept of Gesamtkunstwerk with political connotations, 2) formal (or transmedial) intermediality: a concept based on formal structures not "specific" to one medium but ...

Active Site Loop Dynamics of a Class IIa Fructose 1,6-Bisphosphate Aldolase from Mycobacterium tuberculosis

Energy Technology Data Exchange (ETDEWEB)

Pegan, Scott D. [Univ. of Denver, CO (United States); Rukseree, Kamolchanok [National Center for Genetic Engineering and Biotechnology (BIOTEC), Tha Khlong (Thailand); Capodagli, Glenn C. [Univ. of Denver, CO (United States); Baker, Erica A. [Univ. of Denver, CO (United States); Krasnykh, Olga [Univ. of Illinois, Chicago, IL (United States); Franzblau, Scott G. [Univ. of Illinois, Chicago, IL (United States); Mesecar, Andrew D. [Purdue Univ., West Lafayette, IN (United States)

2013-01-08

The class II fructose 1,6-bisphosphate aldolases (FBAs, EC 4.1.2.13) comprises one of two families of aldolases. Instead of forming a Schiff base intermediate using an ε-amino group of a lysine side chain, class II FBAs utilize Zn(II) to stabilize a proposed hydroxyenolate intermediate (HEI) in the reversible cleavage of fructose 1,6-bisphosphate, forming glyceraldehyde 3-phosphate and dihydroxyacetone phosphate (DHAP). As class II FBAs have been shown to be essential in pathogenic bacteria, focus has been placed on these enzymes as potential antibacterial targets. Although structural studies of class II FBAs from Mycobacterium tuberculosis (MtFBA), other bacteria, and protozoa have been reported, the structure of the active site loop responsible for catalyzing the protonation–deprotonation steps of the reaction for class II FBAs has not yet been observed. We therefore utilized the potent class II FBA inhibitor phosphoglycolohydroxamate (PGH) as a mimic of the HEI- and DHAP-bound form of the enzyme and determined the X-ray structure of the MtFBA–PGH complex to 1.58 Å. Remarkably, we are able to observe well-defined electron density for the previously elusive active site loop of MtFBA trapped in a catalytically competent orientation. Utilization of this structural information and site-directed mutagenesis and kinetic studies conducted on a series of residues within the active site loop revealed that E169 facilitates a water-mediated deprotonation–protonation step of the MtFBA reaction mechanism. Furthermore, solvent isotope effects on MtFBA and catalytically relevant mutants were used to probe the effect of loop flexibility on catalytic efficiency. Additionally, we also reveal the structure of MtFBA in its holoenzyme form.

Chemical intermediate detection following corona discharge on volatile organic compounds: general method using molecular beam techniques

International Nuclear Information System (INIS)

He Luning; Sulkes, Mark

2011-01-01

Nonthermal plasma (NTP)-based treatments of volatile organic compounds (VOCs) have potential for effective environmental remediation. Theory and experiment that consider the basic science pertaining to discharge events have helped improve NTP remediation outcomes. If direct information on early post-discharge chemical intermediates were also available, it would likely lead to additional improvement in NTP remediation outcomes. To this point, however, experiments yielding direct information on post-NTP VOC intermediates have been limited. An approach using supersonic expansion molecular beam methods offers general promise for detection of post-discharge VOC intermediates. To illustrate the potential utility of these methods, we present mass spectra showing the growth of early products formed when pulsed corona discharges were carried out on toluene in He and then in He with added O 2 . Good general detection of neutral post-discharge species was obtained using 800 nm 150 fs photoionization pulses.

A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

Science.gov (United States)

Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie

2016-01-01

Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to…

The Promise of Single-Sex Classes

Science.gov (United States)

Stotsky, Sandra

2012-01-01

Despite the enthusiasm and the absence of definitive research on the pros and cons of single-sex classes, a 2011 article in Science, titled "The Pseudoscience of Single-Sex Schooling," by a new organization called American Council for CoEducational Schooling (ACCES) came out with the astonishing conclusion that single-sex education is…

Design and implementation of an e-class about continuous dynamical systems

NARCIS (Netherlands)

Heck, A.; Houwing, H.; Val, J.; Ekimova, L.; Papageorgiou, G.

2009-01-01

In 2008, a small team of university and secondary school teachers in the Netherlands jointly developed an e-class for students in their final pre-university year (age: 17-18 yrs) about continuous dynamical systems. The e-class is an innovative way of teaching and learning mathematics and science by

The Office of Science Data-Management Challenge

Energy Technology Data Exchange (ETDEWEB)

Mount, Richard P.; /SLAC

2005-10-10

Science--like business, national security, and even everyday life--is becoming more and more data intensive. In some sciences the data-management challenge already exceeds the compute-power challenge in its needed resources. Leadership in applying computing to science will necessarily require both world-class computing and world-class data management. The Office of Science program needs a leadership-class capability in scientific data management. Currently two-thirds of Office of Science research and development in data management is left to the individual scientific programs. About $18M/year is spent by the programs on data-management research and development targeted at their most urgent needs. This is to be compared with the $9M/year spent on data management by DOE computer science. This highly mission-directed approach has been effective, but only in meeting just the highest-priority needs of individual programs. A coherent, leadership-class, program of data management is clearly warranted by the scale and nature of the Office of Science programs. More directly, much of the Office of Science portfolio is in desperate need of such a program; without it, data management could easily become the primary bottleneck to scientific progress within the next five years. When grouped into simulation-intensive science, experiment/observation-intensive science, and information-intensive science, the Office of Science programs show striking commonalities in their data-management needs. Not just research and development but also packaging and hardening as well as maintenance and support are required. Meeting these needs is a medium- to long-term effort requiring a well-planned program of evolving investment. We propose an Office of Science Data-Management Program at an initial scale of $32M/year of new funding. The program should be managed by a Director charged with creating and maintaining a forward-looking approach to multiscience data-management challenges. The program

Subsequent investigation and management of patients with intermediate-category and - probability ventilation - perfusion scintigraphy

International Nuclear Information System (INIS)

Walsh, G.; Jones, D.N.

2000-01-01

The authors wished to determine the proportion of patients with intermediate-category and intermediate-probability ventilation-perfusion scintigraphy (IVQS) who proceed to further imaging for investigation of thromboembolism, to identify the defining clinical parameters and to determine the proportion of patients who have a definite imaging diagnosis of thromboembolism prior to discharge from hospital on anticoagulation therapy. One hundred and twelve VQS studies performed at the Flinders Medical Centre over a 9-month period were reported as having intermediate category and probability for pulmonary embolism. Medical case notes were available for review in 99 of these patients and from these the pretest clinical probability, subsequent patient progress and treatment were recorded. Eight cases were excluded because they were already receiving anticoagulation therapy. In the remaining 91 patients the pretest clinical probability was considered to be low in 25; intermediate in 30; and high in 36 cases. In total, 51.6% (n = 47) of these patients (8% (n = 2) with low, 66% (n = 20) with intermediate, and 69.4% (n = 25) with high pretest probability) proceeded to CT pulmonary angiography (CTPA) and/or lower limb duplex Doppler ultrasound (DUS) evaluation. Of the patients with IVQS results, 30.7% (n 28) were evaluated with CTPA. No patient with a low, all patients with a high and 46% of patients with an intermediate pretest probability initially received anticoagulation therapy. This was discontinued in three patients with high and in 12 patients with intermediate clinical probability prior to discharge from hospital. Overall, 40% of patients discharged on anticoagulation therapy (including 39% of those with a high pretest probability) had a positive imaging diagnosis of thromboembolism The results suggest that, although the majority of patients with intermediate-to-high pretest probability and IVQS proceed to further imaging investigation, CTPA is relatively underused in

Time-resolved resonance Raman spectroscopy of intermediates of bacteriorhodopsin: The bK(590) intermediate.

Science.gov (United States)

Terner, J; Hsieh, C L; Burns, A R; El-Sayed, M A

1979-07-01

We have combined microbeam and flow techniques with computer subtraction methods to obtain the resonance Raman spectrum of the short lived batho-intermediate (bK(590)) of bacteriorhodopsin. Comparison of the spectra obtained in (1)H(2)O and (2)H(2)O, as well as the fact that the bK(590) intermediate shows large optical red shifts, suggests that the Schiff base linkage of this intermediate is protonated. The fingerprint region of the spectrum of bK(590), sensitive to the isomeric configuration of the retinal chromophore, does not resemble the corresponding region of the parent bR(570) form. The resonance Raman spectrum of bK(590) as well as the spectra of all of the other main intermediates in the photoreaction cycle of bacteriorhodopsin are discussed and compared with resonance Raman spectra of published model compounds.

Looking in a science classroom: exploring possibilities of creative cultural divergence in science teaching and learning

Science.gov (United States)

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-03-01

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher's reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.

Role of Intermediate Filaments in Vesicular Traffic

Directory of Open Access Journals (Sweden)

Azzurra Margiotta

2016-04-01

Full Text Available Intermediate filaments are an important component of the cellular cytoskeleton. The first established role attributed to intermediate filaments was the mechanical support to cells. However, it is now clear that intermediate filaments have many different roles affecting a variety of other biological functions, such as the organization of microtubules and microfilaments, the regulation of nuclear structure and activity, the control of cell cycle and the regulation of signal transduction pathways. Furthermore, a number of intermediate filament proteins have been involved in the acquisition of tumorigenic properties. Over the last years, a strong involvement of intermediate filament proteins in the regulation of several aspects of intracellular trafficking has strongly emerged. Here, we review the functions of intermediate filaments proteins focusing mainly on the recent knowledge gained from the discovery that intermediate filaments associate with key proteins of the vesicular membrane transport machinery. In particular, we analyze the current understanding of the contribution of intermediate filaments to the endocytic pathway.

Intermediality: Bridge to Critical Media Literacy.

Science.gov (United States)

Pailliotet, Ann Watts; Semali, Ladislaus; Rodenberg, Rita K.; Giles, Jackie K.; Macaul, Sherry L.

2000-01-01

Defines "intermediality" as the ability to critically read and write with and across varied symbol systems. Relates it to critical media literacy. Offers rationales for teaching critical media literacy in general, and intermedial instruction in particular. Identifies seven guiding intermedial elements: theory, texts, processes, contexts,…

Girls and science education in Mauritius: a study of science class practices and their effects on girls

Science.gov (United States)

Naugah, Jayantee; Watts, Mike

2013-11-01

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls' interest in the sciences.

IN-SERVICE SCIENCE TEACHER PROFILES FROM THE EYES OF PRE-SERVICE SCIENCE TEACHERS: WHAT DID THEY OBSERVE?

OpenAIRE

Kıran, Dekant; Şen, Mehmet

2014-01-01

The purpose of this study is to portrayin-class implementations of in-service science teachers from the eyes of thepre-service science teachers. Specifically, this study examines various scienceteaching components such as overcoming misconceptions, assessment of sciencelearning, integrating nature of science aspects, using different scienceteaching methods etc. that science teachers use during instruction.Additionally, classroom management strategies of science teachers are alsoincluded. The ...

Protection for the U.S. Automobile Industry: A Joint Class Simulation in Trade Policy.

Science.gov (United States)

Hess, Peter N.; Ortmayer, Louis M.

A description of a joint class simulation in trade policy undertaken by an international economics class and a political science class at Davidson College (Pennsylvania) is presented in three sections. Section I describes the structure of the simulation. Students were divided into groups of United States auto manufacturers, the United Auto…

Emerging Scholars: The Class of 2008

Science.gov (United States)

Forde, Dana; Lum, Lydia; Nealy, Michelle J.; Pluviose, David; Roach, Ronald; Rogers, Ibram; Rolo, Mark Anthony; Seymour, Add, Jr., Valdata, Patricia; Watson, Jamal

2008-01-01

This year's crop of "Emerging Scholars"--The Class of 2008--includes a math biologist who was only the second woman to receive the Alfred P. Sloan Fellowship in math; a geneticist who recently became one of 20 winners of the National Science Foundation's Presidential Early Career Awards for Scientists and Engineers; and an extensively published…

What Kind of Boy Does Science? A Critical Perspective on the Science Trajectories of Four Scientifically Talented Boys

Science.gov (United States)

Carlone, Heidi B.; Webb, Angela W.; Archer, Louise; Taylor, Mandy

2015-01-01

The close association between science and masculinity has been widely discussed, yet few studies have focused on boys' negotiation with, and participation in, school science. This paper seeks to trouble monolithic notions of the link between science and masculinity, arguing that the "ideal science student" is a classed, racialized, and…

Illustration of Step-Wise Latent Class Modeling With Covariates and Taxometric Analysis in Research Probing Children's Mental Models in Learning Sciences

Directory of Open Access Journals (Sweden)

Dimitrios Stamovlasis

2018-04-01

Full Text Available This paper illustrates two psychometric methods, latent class analysis (LCA and taxometric analysis (TA using empirical data from research probing children's mental representation in science learning. LCA is used to obtain a typology based on observed variables and to further investigate how the encountered classes might be related to external variables, where the effectiveness of classification process and the unbiased estimations of parameters become the main concern. In the step-wise LCA, the class membership is assigned and subsequently its relationship with covariates is established. This leading-edge modeling approach suffers from severe downward-biased estimations. The illustration of LCA is focused on alternative bias correction approaches and demonstrates the effect of modal and proportional class-membership assignment along with BCH and ML correction procedures. The illustration of LCA is presented with three covariates, which are psychometric variables operationalizing formal reasoning, divergent thinking and field dependence-independence, respectively. Moreover, taxometric analysis, a method designed to detect the type of the latent structural model, categorical or dimensional, is introduced, along with the relevant basic concepts and tools. TA was applied complementarily in the same data sets to answer the fundamental hypothesis about children's naïve knowledge on the matters under study and it comprises an additional asset in building theory which is fundamental for educational practices. Taxometric analysis provided results that were ambiguous as far as the type of the latent structure. This finding initiates further discussion and sets a problematization within this framework rethinking fundamental assumptions and epistemological issues.

Illustration of Step-Wise Latent Class Modeling With Covariates and Taxometric Analysis in Research Probing Children's Mental Models in Learning Sciences.

Science.gov (United States)

Stamovlasis, Dimitrios; Papageorgiou, George; Tsitsipis, Georgios; Tsikalas, Themistoklis; Vaiopoulou, Julie

2018-01-01

This paper illustrates two psychometric methods, latent class analysis (LCA) and taxometric analysis (TA) using empirical data from research probing children's mental representation in science learning. LCA is used to obtain a typology based on observed variables and to further investigate how the encountered classes might be related to external variables, where the effectiveness of classification process and the unbiased estimations of parameters become the main concern. In the step-wise LCA, the class membership is assigned and subsequently its relationship with covariates is established. This leading-edge modeling approach suffers from severe downward-biased estimations. The illustration of LCA is focused on alternative bias correction approaches and demonstrates the effect of modal and proportional class-membership assignment along with BCH and ML correction procedures. The illustration of LCA is presented with three covariates, which are psychometric variables operationalizing formal reasoning, divergent thinking and field dependence-independence, respectively. Moreover, taxometric analysis, a method designed to detect the type of the latent structural model, categorical or dimensional, is introduced, along with the relevant basic concepts and tools. TA was applied complementarily in the same data sets to answer the fundamental hypothesis about children's naïve knowledge on the matters under study and it comprises an additional asset in building theory which is fundamental for educational practices. Taxometric analysis provided results that were ambiguous as far as the type of the latent structure. This finding initiates further discussion and sets a problematization within this framework rethinking fundamental assumptions and epistemological issues.

Application of expert-notice dialogue (END) method to assess students’ science communication ability on biology

Science.gov (United States)

Sriyati, S.; Amelia, D. N.; Soniyana, G. T.

2018-05-01

Student’s science communication ability can be assessed by the Expert-Notice Dialogue (END) method which focusing on verbal explanations using graphs or images as a tool. This study aims to apply the END method to assess students’ science communication ability. The study was conducted in two high schools with each sample of one class at each school (A and B). The number of experts in class A is 8 students and 7 in class B, the number of notice in class A 24 students and 30 in class B. The material chosen for explanation by expert is Ecosystem in class A and plant classification in class B. Research instruments are rubric of science communication ability, observation rubric, notice concept test and notice questionnaire. The implementation recorded with a video camera and then transcribed based on rubric science communication ability. The results showed that the average of science communication ability in class A and B was 60% and 61.8%, respectively, in enough categories. Mastery of the notice concept is in good category with 79.10 averages in class A and 94.64 in class B. Through the questionnaire notice it is known that the END method generally helps notice in understanding the concept.

Fermilab Education Office: Science Adventures

Science.gov (United States)

Search The Education Office: Science Adventures Adventure Catalog Search for Adventures Calendar Class Facebook Group. Contact: Science Adventures Registrar, Education Office Fermilab, MS 777, P.O. Box 500 it again." Opportunities for Instructors The Education Office has openings for instructors who

Development of an intermediate energy heavy-ion micro-beam irradiation system

International Nuclear Information System (INIS)

Song Mingtao; Wang Zhiguang; He Yuan; Gao Daqing; Yang Xiaotian; Liu Jie; Su Hong; Man Kaidi; Sheng Li'na

2008-01-01

The micro-beam irradiation system, which focuses the beam down the micron order and precisely delivers a predefined number of ions to a predefined spot of micron order, is a powerful tool for radio-biology, radio-biomedicine and micromachining. The Institute of Modern Physics of Chinese Academy of Sciences is developing a heavy-ion micro-beam irradiation system up to intermediate energy. Based on the intermediate and low energy beam provided by Heavy Ion Research Facility of Lanzhou, the micro-beam system takes the form of the magnetic focusing. The heavy-ion beam is conducted to the basement by a symmetrical achromatic system consisting of two vertical bending magnets and a quadrupole in between. Then a beam spot of micron order is formed by magnetic triplet quadrupole of very high gradient. The sample can be irradiated either in vacuum or in the air. This system will be the first opening platform capable of providing heavy ion micro-beam, ranging from low (10 MeV/u) to intermediate energy (100 MeV/u), for irradiation experiment with positioning and counting accuracy. Target material may be biology cell, tissue or other non-biological materials. It will be a help for unveiling the essence of heavy-ion interaction with matter and also a new means for exploring the application of heavy-ion irradiation. (authors)

Electron-atom scattering at intermediate energies

International Nuclear Information System (INIS)

Kingston, A.E.; Walters, H.R.J.

1982-01-01

The problems of intermediate energy scattering are approached from the low and high energy ends. At low intermediate energies difficulties associated with the use of pseudostates and correlation terms are discussed, special consideration being given to nonphysical pseudoresonances. Perturbation methods appropriate to high intermediate energies are described and attempts to extend these high energy approximations down to low intermediate energies are studied. It is shown how the importance of electron exchange effects develops with decreasing energy. The problem of assessing the 'effective completeness' of pseudostate sets at intermediate energies is mentioned and an instructive analysis of a 2p pseudostate approximation to elastic e - -H scattering is given. It is suggested that at low energies the Pauli Exclusion Principle can act to hide short range defects in pseudostate approximations. (author)

Radio Detections During Two State Transitions of the Intermediate-Mass Black Hole HLX-1

Science.gov (United States)

Webb, Natalie; Cseh, David; Lenc, Emil; Godet, Olivier; Barret, Didier; Corbel, Stephane; Farrell, Sean; Fender, Robert; Gehrels, Neil; Heywood, Ian

2012-01-01

Relativistic jets are streams of plasma moving at appreciable fractions of the speed of light. They have been observed from stellar-mass black holes (approx. 3 to 20 solar masses) as well as supermassive black holes (approx.. 10(exp 6) to 10(exp 9) Solar Mass) found in the centers of most galaxies. Jets should also be produced by intermediate-mass black holes (approx. 10(exp 2) to 10(exp 5) Solar Mass), although evidence for this third class of black hole has, until recently, been weak. We report the detection of transient radio emission at the location of the intermediate-mass black hole candidate ESO 243-49 HLX-1, which is consistent with a discrete jet ejection event. These observations also allow us to refine the mass estimate of the black hole to be between approx. 9 × 10(exp 3) Solar Mass and approx. 9 × 10(exp 4) Solar Mass.

A Retrospective Evaluation of the Class of Malocclusion amongst ...

African Journals Online (AJOL)

A Retrospective Evaluation of the Class of Malocclusion amongst Orthodontic Patients at the University Of Nigeria Teaching Hospital (UNTH), Enugu, Nigeria. ... Annals of Medical and Health Sciences Research. Journal Home · ABOUT THIS ...

The intermediate state in Patd

African Journals Online (AJOL)

) Jesus had assumed. (concerning the 'intermediate state') as existing, anything which does not exist. Three basic things about the intermediate state emerge from the parable: (a) Jesus recognizes that at the moment of death, in ipso articulo.

Higher order antibunching in intermediate states

International Nuclear Information System (INIS)

Verma, Amit; Sharma, Navneet K.; Pathak, Anirban

2008-01-01

Since the introduction of binomial state as an intermediate state, different intermediate states have been proposed. Different nonclassical effects have also been reported in these intermediate states. But till now higher order antibunching is predicted in only one type of intermediate state, which is known as shadowed negative binomial state. Recently we have shown that the higher order antibunching is not a rare phenomenon [P. Gupta, P. Pandey, A. Pathak, J. Phys. B 39 (2006) 1137]. To establish our earlier claim further, here we have shown that the higher order antibunching can be seen in different intermediate states, such as binomial state, reciprocal binomial state, hypergeometric state, generalized binomial state, negative binomial state and photon added coherent state. We have studied the possibility of observing the higher order subpoissonian photon statistics in different limits of intermediate states. The effects of different control parameters on the depth of non classicality have also been studied in this connection and it has been shown that the depth of nonclassicality can be tuned by controlling various physical parameters

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences; Volume 128; Issue 11. Nano MgBi₂O₄: A Novel Green Catalyst for the One-step Cascade Condensation of ... times, mild eco-friendly conditions and excellent yields to prepare a novel class of ...

Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

Science.gov (United States)

Alshammari, Ahmad

2013-01-01

The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

Remediating childhood recollection: facilitating intermedial theatre based on lived-experience, recollection and remediation of digital video

OpenAIRE

Kelly, Jeremy

2016-01-01

This paper offers a critically informed report examining ways in which nondirective pedagogy can be an effective learning agency for Level 5 and 6 undergraduate performance makers. I draw on two case studies to illustrate different themes for student devised intermedial practice – one, Gardens Of Eden, is a response to a Bible Class the other, Together Again is a re-framing and remediation of family videos with live performer. The examples given are developed through a nondirective pedagogica...

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

Science.gov (United States)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Senator Fred Harris's National Social Science Foundation proposal: Reconsidering federal science policy, natural science-social science relations, and American liberalism during the 1960s.

Science.gov (United States)

Solovey, Mark

2012-03-01

During the 1960s, a growing contingent of left-leaning voices claimed that the social sciences suffered mistreatment and undue constraints within the natural science-dominated federal science establishment. According to these critics, the entrenched scientific pecking order in Washington had an unreasonable commitment to the unity of the sciences, which reinforced unacceptable inequalities between the social and the natural sciences. The most important political figure who advanced this critique, together with a substantial legislative proposal for reform, was the Oklahoma Democratic Senator Fred Harris. Yet histories of science and social science have told us surprisingly little about Harris. Moreover, existing accounts of his effort to create a National Social Science Foundation have misunderstood crucial features of this story. This essay argues that Harris's NSSF proposal developed into a robust, historically unique, and increasingly critical liberal challenge to the post-World War II federal science establishment's treatment of the social sciences as "second-class citizens."

[Therapy of intermediate uveitis].

Science.gov (United States)

Doycheva, D; Deuter, C; Zierhut, M

2014-12-01

Intermediate uveitis is a form of intraocular inflammation in which the vitreous body is the major site of inflammation. Intermediate uveitis is primarily treated medicinally and systemic corticosteroids are the mainstay of therapy. When recurrence of uveitis or side effects occur during corticosteroid therapy an immunosuppressive treatment is required. Cyclosporine A is the only immunosuppressive agent that is approved for therapy of uveitis in Germany; however, other immunosuppressive drugs have also been shown to be effective and well-tolerated in patients with intermediate uveitis. In severe therapy-refractory cases when conventional immunosuppressive therapy has failed, biologics can be used. In patients with unilateral uveitis or when the systemic therapy is contraindicated because of side effects, an intravitreal steroid treatment can be carried out. In certain cases a vitrectomy may be used.

Common Mental Disorders among Occupational Groups: Contributions of the Latent Class Model

Directory of Open Access Journals (Sweden)

Kionna Oliveira Bernardes Santos

2016-01-01

Full Text Available Background. The Self-Reporting Questionnaire (SRQ-20 is widely used for evaluating common mental disorders. However, few studies have evaluated the SRQ-20 measurements performance in occupational groups. This study aimed to describe manifestation patterns of common mental disorders symptoms among workers populations, by using latent class analysis. Methods. Data derived from 9,959 Brazilian workers, obtained from four cross-sectional studies that used similar methodology, among groups of informal workers, teachers, healthcare workers, and urban workers. Common mental disorders were measured by using SRQ-20. Latent class analysis was performed on each database separately. Results. Three classes of symptoms were confirmed in the occupational categories investigated. In all studies, class I met better criteria for suspicion of common mental disorders. Class II discriminated workers with intermediate probability of answers to the items belonging to anxiety, sadness, and energy decrease that configure common mental disorders. Class III was composed of subgroups of workers with low probability to respond positively to questions for screening common mental disorders. Conclusions. Three patterns of symptoms of common mental disorders were identified in the occupational groups investigated, ranging from distinctive features to low probabilities of occurrence. The SRQ-20 measurements showed stability in capturing nonpsychotic symptoms.

Science Fiction: Serious Reading, Critical Reading

Science.gov (United States)

Zigo, Diane; Moore, Michael T.

2004-01-01

Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

An Examination of Single-Gender and Coeducational Classes: Their Impact on the Academic Achievement of Middle School Students Enrolled in Mathematics and Science at Selected Schools in Georgia

Science.gov (United States)

Elam, Jeanette H.

2009-01-01

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade…

Providing Students with Foundational Field Instruction within a 50 Minute Class Period: A Practical Example

Science.gov (United States)

Percy, M.

2014-12-01

There is a growing recognition among secondary educators and administrators that students need to have a science education that provides connections between familiar classes like biology, chemistry, and physics. Because of this waxing interest in an integrative approach to the sciences, there is a broader push for school districts to offer classes geared towards the earth sciences, a field that incorporates knowledge and skills gleaned from the three core science subjects. Within the contexts of a regular secondary school day on a traditional schedule (45- to 50-minute long classes), it is challenging to engage students in rigorous field-based learning, critical for students to develop a deeper understanding of geosciences content, without requiring extra time outside of the regular schedule. We suggest instruction using common, manmade features like drainage retention ponds to model good field practices and provide students with the opportunity to calculate basic hydrologic budgets, take pH readings, and, if in an area with seasonal rainfall, make observations regarding soils by way of trenching, and near-surface processes, including mass wasting and the effects of vegetation on geomorphology. Gains in student understanding are discussed by analyzing the difference in test scores between exams provided to the students after they had received only in-class instruction, and after they had received field instruction in addition to the in-class lectures. In an advanced setting, students made measurements regarding ion contents and pollution that allowed the classes to practice lab skills while developing a data set that was analyzed after field work was completed. It is posited that similar fieldwork could be an effective approach at an introductory level in post-secondary institutions.

Social closure, micro-class immobility and the intergenerational reproduction of the upper class: a comparative study.

Science.gov (United States)

Ruggera, Lucia; Barone, Carlo

2017-06-01

This article assesses how processes of social closure enhance intergenerational immobility in the regulated professions and thus promote persistence at the top of the occupational hierarchy. We compare four European countries (GB, Germany, Denmark and Sweden) that differ considerably in their degree of professional regulation and in their broader institutional arrangements. We run log-linear and logistic regression models on a cumulative dataset based on three large-scale surveys with detailed and highly comparable information at the level of unit occupations. Our analyses indicate that children of licensed professionals are far more likely to inherit the occupation of their parents and that this stronger micro-class immobility translates into higher chances of persistence in the upper class. These results support social closure theory and confirm the relevance of a micro-class approach for the explanation of social fluidity and of its cross-national variations. Moreover, we find that, when children of professionals do not reproduce the micro-class of their parents, they still display disproportionate chances of persistence in professional employment. Hence, on the one hand, processes of social closure erect barriers between professions and fuel micro-class immobility at the top. On the other hand, the cultural proximity of different professional groups drives intense intergenerational exchanges between them. Our analyses indicate that these micro- and meso-class rigidities work as complementary routes to immobility at the top. © London School of Economics and Political Science 2017.

Effect of Intermediate Hosts on Emerging Zoonoses.

Science.gov (United States)

Cui, Jing-An; Chen, Fangyuan; Fan, Shengjie

2017-08-01

Most emerging zoonotic pathogens originate from animals. They can directly infect humans through natural reservoirs or indirectly through intermediate hosts. As a bridge, an intermediate host plays different roles in the transmission of zoonotic pathogens. In this study, we present three types of pathogen transmission to evaluate the effect of intermediate hosts on emerging zoonotic diseases in human epidemics. These types are identified as follows: TYPE 1, pathogen transmission without an intermediate host for comparison; TYPE 2, pathogen transmission with an intermediate host as an amplifier; and TYPE 3, pathogen transmission with an intermediate host as a vessel for genetic variation. In addition, we established three mathematical models to elucidate the mechanisms underlying zoonotic disease transmission according to these three types. Stability analysis indicated that the existence of intermediate hosts increased the difficulty of controlling zoonotic diseases because of more difficult conditions to satisfy for the disease to die out. The human epidemic would die out under the following conditions: TYPE 1: [Formula: see text] and [Formula: see text]; TYPE 2: [Formula: see text], [Formula: see text], and [Formula: see text]; and TYPE 3: [Formula: see text], [Formula: see text], [Formula: see text], and [Formula: see text] Simulation with similar parameters demonstrated that intermediate hosts could change the peak time and number of infected humans during a human epidemic; intermediate hosts also exerted different effects on controlling the prevalence of a human epidemic with natural reservoirs in different periods, which is important in addressing problems in public health. Monitoring and controlling the number of natural reservoirs and intermediate hosts at the right time would successfully manage and prevent the prevalence of emerging zoonoses in humans.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 124; Issue 1. A Note on Conjugacy Classes of Finite Groups. Hemant Kalra Deepak Gumber. Volume 124 ... Author Affiliations. Hemant Kalra1 Deepak Gumber1. School of Mathematics and Computer Applications, Thapar University, Patiala 147 004, India ...

Intermediate structure and threshold phenomena

International Nuclear Information System (INIS)

Hategan, Cornel

2004-01-01

The Intermediate Structure, evidenced through microstructures of the neutron strength function, is reflected in open reaction channels as fluctuations in excitation function of nuclear threshold effects. The intermediate state supporting both neutron strength function and nuclear threshold effect is a micro-giant neutron threshold state. (author)

Searching for intermediate-mass black holes via optical variability

Science.gov (United States)

Adler-Levine, Ryan; Moran, Edward C.; Kay, Laura

2018-01-01

A handful of nearby dwarf galaxies with intermediate-mass black holes (IMBHs) in their nuclei display significant optical variability on short timescales. To investigate whether dwarf galaxy AGNs as a class exhibit similar variability, we have monitored a sample of low-mass galaxies that possess spectroscopically confirmed type 1 AGNs. However, because of the variations in seeing, focus, and guiding errors that occur in images taken at different epochs, analyses based on aperture photometry are ineffective. We have thus developed a new method for matching point-spread functions in images that permits use of image subtraction photometry techniques. Applying this method to our photometric data, we have confirmed that several galaxies with IMBHs are indeed variable, which suggests that variability can be used to search for IMBHs in low-mass galaxies whose emission-line properties are ambiguous.

A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math

Science.gov (United States)

Fike, David S.; Fike, Renea

2013-01-01

This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to…

Intermediate algebra & analytic geometry

CERN Document Server

Gondin, William R

1967-01-01

Intermediate Algebra & Analytic Geometry Made Simple focuses on the principles, processes, calculations, and methodologies involved in intermediate algebra and analytic geometry. The publication first offers information on linear equations in two unknowns and variables, functions, and graphs. Discussions focus on graphic interpretations, explicit and implicit functions, first quadrant graphs, variables and functions, determinate and indeterminate systems, independent and dependent equations, and defective and redundant systems. The text then examines quadratic equations in one variable, system

Story - Science - Solutions: A new middle school science curriculum that promotes climate-stewardship

Science.gov (United States)

Cordero, E.; Centeno Delgado, D. C.

2017-12-01

Over the last five years, Green Ninja has been developing educational media to help motivate student interest and engagement around climate science and solutions. The adoption of the Next Generation Science Standards (NGSS) offers a unique opportunity where schools are changing both what they teach in a science class and how they teach. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, Green Ninja developed a technology focused, integrative, and yearlong science curriculum (6th, 7th and 8th grade) focused broadly around solutions to environmental problems. The use of technology supports the development of skills valuable for students, while also offering real-time metrics to help measure both student learning and environmental impact of student actions. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that have created environmental benefits that transcend the traditional classroom. The notion that formal education, if done correctly, can be leveraged as a viable climate mitigation strategy will be discussed.

Determining the Optimal Protocol for Measuring an Albuminuria Class Transition in Clinical Trials in Diabetic Kidney Disease

DEFF Research Database (Denmark)

Kröpelin, Tobias F; de Zeeuw, Dick; Remuzzi, Giuseppe

2016-01-01

Albuminuria class transition (normo- to micro- to macroalbuminuria) is used as an intermediate end point to assess renoprotective drug efficacy. However, definitions of such class transition vary between trials. To determine the most optimal protocol, we evaluated the approaches used in four...... effect increased (decreased precision) with stricter end point definitions, resulting in a loss of statistical significance. In conclusion, the optimal albuminuria transition end point for use in drug intervention trials can be determined with a single urine collection for albuminuria assessment per...... clinical trials testing the effect of renin-angiotensin-aldosterone system intervention on albuminuria class transition in patients with diabetes: the BENEDICT, the DIRECT, the ALTITUDE, and the IRMA-2 Trial. The definition of albuminuria class transition used in each trial differed from the definitions...

Sadhana | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Sadhana. M Shahi. Articles written in Sadhana. Volume 40 Issue 1 February 2015 pp 51-74 Electrical and Computer Sciences. Automated adaptive sliding mode control scheme for a class of real complicated systems · M Shahi A H Mazinan · More Details Abstract Fulltext PDF. A class of real complicated ...

The Students Experiences With Live Video-Streamed Teaching Classes

DEFF Research Database (Denmark)

Jelsbak, Vibe Alopaeus; Ørngreen, Rikke; Buus, Lillian

2017-01-01

The Bachelor's Degree Programme of Biomedical Laboratory Science at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our...... previous studies revealed that the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and implement...... transparency in the live video-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative...

Teacher and student perspectives on motivation within the high school science classroom

Science.gov (United States)

Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

An Agenda for Research on Work and Class in the Post-socialist World

DEFF Research Database (Denmark)

Morris, Jeremy

2017-01-01

’ of neoliberalism, show that empirically-grounded work on postsocialist working-classes can make important contributions to wider social science debates. Studying the ‘losers’ of transition can tell us much about populist politics, the rise of the global working-class outside the Global North and the nature...

Regularities of intermediate adsorption complex relaxation

International Nuclear Information System (INIS)

Manukova, L.A.

1982-01-01

The experimental data, characterizing the regularities of intermediate adsorption complex relaxation in the polycrystalline Mo-N 2 system at 77 K are given. The method of molecular beam has been used in the investigation. The analytical expressions of change regularity in the relaxation process of full and specific rates - of transition from intermediate state into ''non-reversible'', of desorption into the gas phase and accumUlation of the particles in the intermediate state are obtained

FINANCIAL INTERMEDIATION, ENTREPRENEURSHIP AND ECONOMIC GROWTH

OpenAIRE

Wenli Cheng

2007-01-01

This paper presents a simple general equilibrium model of financial intermediation, entrepreneurship and economic growth. In this model, the role of financial intermediation is to pool savings and to lend the pooled funds to an entrepreneur, who in turn invests the funds in a new production technology. The adoption of the new production technology improves individual real income. Thus financial intermediation promotes economic growth through affecting individuals’ saving behaviour and enabl...

Some Intermediate-Level Violin Concertos.

Science.gov (United States)

Abramson, Michael

1997-01-01

Contends that many violin students attempt difficult concertos before they are technically or musically prepared. Identifies a variety of concertos at the intermediate and advanced intermediate-level for students to study and master before attempting the advanced works by Bach and Mozart. Includes concertos by Vivaldi, Leclair, Viotti, Haydn,…

Social representations of science and gender in Science teaching

Directory of Open Access Journals (Sweden)

Bettina Heerdt

2017-09-01

Full Text Available This paper analyzes the Social Representations (SR of teachers regarding the Nature of Science (NoS, gender issues in society, Science and in the teaching context. The theoretical approach is Moscovici’s SR associated to NoS discussions, Science feminist theories and Teaching of Science. A number of twenty-two teachers were part of this research. Data were collected through the filmic record. The lexical analysis was performed using the Alceste software. Four classes were formed: NoS, Gender and women in Science, Gender and teaching context, and Gender and society. In the areas of the teachers’ education, it was not possible to find significant differences in SR. Through empirical data, the distinct argumentation of men and women is noticed. The SR of men, naturalized, discriminatory and of gender issue denial in society and Science, is more forceful than of women. It is necessary, in the initial and continued education, the problematization of gender issues in Science.

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

Science.gov (United States)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

Factors that affect the physical science career interest of female students: Testing five common hypotheses

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.

2013-12-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n=7505), we test the following five commonly held beliefs regarding what factors might impact females’ physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women’s underrepresentation have a significant positive effect.

Plasticity of intermediate mechanics students’ coordinate system choice

Directory of Open Access Journals (Sweden)

Eleanor C. Sayre

2008-11-01

Full Text Available We investigate the interplay between mathematics and physics resources in intermediate mechanics students. In the mechanics course, the selection and application of coordinate systems is a consistent thread. At the University of Maine, students often start the course with a strong preference to use Cartesian coordinates, in accordance with their prior physics and mathematics classes. In small-group interviews and in homework help sessions, we ask students to define a coordinate system and set up the equations of motion for a simple pendulum for which polar coordinates are more appropriate. We analyze video data from several encounters using a combination of Process/Object theory and Resource Theory. We find that students sometimes persist in using an inappropriate Cartesian system. Furthermore, students often derive (rather than recall the details of the polar coordinate system, indicating that their knowledge is far from solid. To describe our work more precisely, we define a scale of plasticity and several heuristics for defining resources and their plasticity.

Oxidase catalysis via aerobically generated hypervalent iodine intermediates

Science.gov (United States)

Maity, Asim; Hyun, Sung-Min; Powers, David C.

2018-02-01

The development of sustainable oxidation chemistry demands strategies to harness O2 as a terminal oxidant. Oxidase catalysis, in which O2 serves as a chemical oxidant without necessitating incorporation of oxygen into reaction products, would allow diverse substrate functionalization chemistry to be coupled to O2 reduction. Direct O2 utilization suffers from intrinsic challenges imposed by the triplet ground state of O2 and the disparate electron inventories of four-electron O2 reduction and two-electron substrate oxidation. Here, we generate hypervalent iodine reagents—a broadly useful class of selective two-electron oxidants—from O2. This is achieved by intercepting reactive intermediates of aldehyde autoxidation to aerobically generate hypervalent iodine reagents for a broad array of substrate oxidation reactions. The use of aryl iodides as mediators of aerobic oxidation underpins an oxidase catalysis platform that couples substrate oxidation directly to O2 reduction. We anticipate that aerobically generated hypervalent iodine reagents will expand the scope of aerobic oxidation chemistry in chemical synthesis.

Can a Rabbit Be a Scientist? Stimulating Philosophical Dialogue in Science Classes

Science.gov (United States)

Dunlop, Lynda; de Schrijver, Jelle

2018-01-01

Philosophical dialogue requires an approach to teaching and learning in science that is focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and…

Welding. Performance Objectives. Intermediate Course.

Science.gov (United States)

Vincent, Kenneth

Several intermediate performance objectives and corresponding criterion measures are listed for each of nine terminal objectives for an intermediate welding course. The materials were developed for a 36-week (3 hours daily) course designed to prepare the student for employment in the field of welding. Electric welding and specialized (TIG & MIG)…

Effects of Long- and Intermediate-Wavelength Nonuniformities on Hot-Spot Energetics of Hydrodynamic Equivalent Targets

Science.gov (United States)

Bose, A.; Betti, R.; Woo, K. M.; Christopherson, A. R.; Shvarts, D.

2015-11-01

The impact of intermediate- and low-mode nonuniformities on the performance of inertial confinement fusion (ICF) implosions is investigated by a detailed study of hot-spot energetics. It is found that low- (1 ~ 2) and intermediate-mode (1 >= 10) asymmetries affect the hot-spot hydrodynamics in very different ways. It is observed that for low-mode asymmetries, the fusion yield decreases because of a significant reduction in hot-spot pressure while the neutron-averaged hot-spot volume remains comparable to that of unperturbed (clean) simulations. On the other hand, implosions with moderate-amplitude, intermediate-wavelength modes, which are amplified by the Rayleigh-Taylor instability (RTI), exhibit a fusion-yield degradation primarily caused by a reduction in the burn volume without significant degradation of the pressure. For very large amplitudes, the intermediate modes show a ``secondary piston effect,'' where the converging RTI spikes compress a much smaller volume, allowing for a secondary conversion of the shell's kinetic energy to internal energy at a central region. Understanding the effects of nonuniformities on the hot-spot energetics provides valuable insight in determining the causes of performance degradation in current ICF experiments. This material is based upon work supported by the Department of Energy National Nuclear Security Administration under Award Number DE-NA0001944 and DE-FC02-04ER54789 (Fusion Science Center).

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

Science.gov (United States)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest

Surface science and catalysis

International Nuclear Information System (INIS)

Somorjai, G.A.

1985-02-01

Modern surface science studies have explored a large number of metal catalyst systems. Three classes of catalytic reactions can be identified: (1) those that occur over the metal surface; (2) reactions that take place on top of a strongly adsorbed overlayer and (3) reactions that occur on co-adsorbate modified surfaces. Case histories for each class are presented. 44 refs., 13 figs., 3 tabs

How Does Science Learning Occur in the Classroom? Students' Perceptions of Science Instruction during the Implementation of REAPS Model

Science.gov (United States)

Gomez-Arizaga, Maria P.; Bahar, A. Kadir; Maker, C. June; Zimmerman, Robert; Pease, Randal

2016-01-01

In this qualitative study the researchers explored children's perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views…

Money distribution with intermediation

OpenAIRE

Teles, Caio Augusto Colnago

2013-01-01

This pap er analyzes the distribution of money holdings in a commo dity money search-based mo del with intermediation. Intro ducing heterogeneity of costs to the Kiyotaki e Wright ( 1989 ) mo del, Cavalcanti e Puzzello ( 2010) gives rise to a non-degenerated distribution of money. We extend further this mo del intro ducing intermediation in the trading pro cess. We show that the distribution of money matters for savings decisions. This gives rises to a xed p oint problem for the ...

Intermediate temperature solid oxide fuel cell based on lanthanum gallate electrolyte

Science.gov (United States)

Inagaki, Toru; Nishiwaki, Futoshi; Yamasaki, Satoru; Akbay, Taner; Hosoi, Kei

The Kansai Electric Power Co. Inc. (KEPCO) and Mitsubishi Materials Corporation (MMC) have been developing intermediate temperature solid oxide fuel cells (IT-SOFCs) which are operable at a temperature range between 600 and 800 °C. There are some significant features in IT-SOFC of KEPCO-MMC: (1) highly conductive lanthanum gallate-based oxide is adopted as an electrolyte to realize high-performance disk-type electrolyte-supported cells; (2) the cell-stacks with seal-less structure using metallic separators allow residual fuel to burn around the stack and the combustion heat is utilized for thermally self-sustainable operation; (3) the separators have flexible arms by which separate compressive forces can be applied for manifold parts and interconnection parts. We are currently participating in the project by New Energy and Industrial Technology Development Organization (NEDO) to develop 10 kW-class combined heat and power (CHP) systems. In FY2006, a 10 kW-class module was developed, with which the electrical efficiency of 50%HHV was obtained based on DC 12.6 kW. In the first quarter of FY2007, the 10 kW-class CHP system using the module gave the electrical efficiency of 41%HHV on AC 10 kW and the overall efficiency of 82%HHV when exhaust heat was recovered as 60 °C hot water. Currently, the operation has been accumulated for about 2500 h to evaluate the long-term stability of the system.

Intermediate temperature solid oxide fuel cell based on lanthanum gallate electrolyte

Energy Technology Data Exchange (ETDEWEB)

Inagaki, Toru; Nishiwaki, Futoshi; Yamasaki, Satoru [The Kansai Electric Power Co. Inc., Energy Use R and D Center, 11-20 Nakoji 3-choume, Amagasaki, Hyogo 661-0974 (Japan); Akbay, Taner; Hosoi, Kei [Mitsubishi Materials Corporation, Corporate Technology and Development Division, 1002-14 Mukohyama, Naka, Ibaraki 311-0102 (Japan)

2008-07-01

The Kansai Electric Power Co. Inc. (KEPCO) and Mitsubishi Materials Corporation (MMC) have been developing intermediate temperature solid oxide fuel cells (IT-SOFCs) which are operable at a temperature range between 600 and 800 C. There are some significant features in IT-SOFC of KEPCO-MMC: (1) highly conductive lanthanum gallate-based oxide is adopted as an electrolyte to realize high-performance disk-type electrolyte-supported cells; (2) the cell-stacks with seal-less structure using metallic separators allow residual fuel to burn around the stack and the combustion heat is utilized for thermally self-sustainable operation; (3) the separators have flexible arms by which separate compressive forces can be applied for manifold parts and interconnection parts. We are currently participating in the project by New Energy and Industrial Technology Development Organization (NEDO) to develop 10 kW-class combined heat and power (CHP) systems. In FY2006, a 10 kW-class module was developed, with which the electrical efficiency of 50%HHV was obtained based on DC 12.6 kW. In the first quarter of FY2007, the 10 kW-class CHP system using the module gave the electrical efficiency of 41%HHV on AC 10 kW and the overall efficiency of 82%HHV when exhaust heat was recovered as 60 C hot water. Currently, the operation has been accumulated for about 2500 h to evaluate the long-term stability of the system. (author)

PBL Group Autonomy in a High School Environmental Science Class

Science.gov (United States)

Weiss, D. Mark; Belland, Brian R.

2018-01-01

With increasing class sizes, teachers and facilitators alike hope for learning groups where students work together in self-contained and autonomous ways requiring reduced teacher support. Yet many instructors find the idea of developing independent learning in small groups to be elusive particularly in K-12 settings (Ertmer and Simons in…

Six world-class research teams to investigate overcoming ...

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

Six world-class research teams to investigate overcoming therapeutic resistance in high fatality cancers. 26 octobre 2017. Together with our partners the Canadian Institutes of Health Research, the Azrieli Foundation and the Israel Science Foundation we are pleased to announce the recipients of the Joint Canada-Israel ...

Search for intermediate vector bosons

International Nuclear Information System (INIS)

Klajn, D.B.; Rubbia, K.; Meer, S.

1983-01-01

Problem of registration and search for intermediate vector bosons is discussed. According to weak-current theory there are three intermediate vector bosons with +1(W + )-1(W - ) and zero (Z 0 ) electric charges. It was suggested to conduct the investigation into particles in 1976 by cline, Rubbia and Makintair using proton-antiproton beams. Major difficulties of the experiment are related to the necessity of formation of sufficient amount of antiparticles and the method of antiproton beam ''cooling'' for the purpose of reduction of its random movements. The stochastic method was suggested by van der Meer in 1968 as one of possible cooling methods. Several large detectors were designed for searching intermediate vector bosons

PALOMA: A Magnetic CV between Polars and Intermediate Polars

Science.gov (United States)

Joshi, Arti; Pandey, J. C.; Singh, K. P.; Agrawal, P. C.

2016-10-01

We present analyses of archival X-ray data obtained from the XMM-Newton satellite and optical photometric data obtained from 1 m class telescopes of ARIES, Nainital of a magnetic cataclysmic variable (MCV) Paloma. Two persistent periods at 156 ± 1 minutes and 130 ± 1 minutes are present in the X-ray data, which we interpret as the orbital and spin periods, respectively. These periods are similar to those obtained from the previous as well as new optical photometric observations. The soft-X-ray excess seen in the X-ray spectrum of Paloma and the averaged X-ray spectra are well fitted by two-temperature plasma models with temperatures of {0.10}-0.01+0.02 and {13.0}-0.5+0.5 keV with an Fe Kα line and an absorbing column density of 4.6 × 1022 cm-2. This material partially covers 60 ± 2% of the X-ray source. We also present the orbital and spin-phase-resolved spectroscopy of Paloma in the 0.3{--}10.0 {keV} energy band and find that the X-ray spectral parameters show orbital and spin-phase dependencies. New results obtained from optical and X-ray studies of Paloma indicate that it belongs to a class of a few magnetic CVs that seem to have the characteristics of both the polars and the intermediate polars.

Validation of intermediate end points in cancer research.

Science.gov (United States)

Schatzkin, A; Freedman, L S; Schiffman, M H; Dawsey, S M

1990-11-21

Investigations using intermediate end points as cancer surrogates are quicker, smaller, and less expensive than studies that use malignancy as the end point. We present a strategy for determining whether a given biomarker is a valid intermediate end point between an exposure and incidence of cancer. Candidate intermediate end points may be selected from case series, ecologic studies, and animal experiments. Prospective cohort and sometimes case-control studies may be used to quantify the intermediate end point-cancer association. The most appropriate measure of this association is the attributable proportion. The intermediate end point is a valid cancer surrogate if the attributable proportion is close to 1.0, but not if it is close to 0. Usually, the attributable proportion is close to neither 1.0 nor 0; in this case, valid surrogacy requires that the intermediate end point mediate an established exposure-cancer relation. This would in turn imply that the exposure effect would vanish if adjusted for the intermediate end point. We discuss the relative advantages of intervention and observational studies for the validation of intermediate end points. This validation strategy also may be applied to intermediate end points for adverse reproductive outcomes and chronic diseases other than cancer.

Biocatalytic Synthesis of Chiral Pharmaceutical Intermediates

Directory of Open Access Journals (Sweden)

Ramesh N. Patel

2004-01-01

Full Text Available The production of single enantiomers of drug intermediates has become increasingly important in the pharmaceutical industry. Chiral intermediates and fine chemicals are in high demand from both the pharmaceutical and agrochemical industries for the preparation of bulk drug substances and agricultural products. The enormous potential of microorganisms and enzymes for the transformation of synthetic chemicals with high chemo-, regio- and enantioselectivities has been demonstrated. In this article, biocatalytic processes are described for the synthesis of chiral pharmaceutical intermediates.

Generalized intermediate long-wave hierarchy in zero-curvature representation with noncommutative spectral parameter

Science.gov (United States)

Degasperis, A.; Lebedev, D.; Olshanetsky, M.; Pakuliak, S.; Perelomov, A.; Santini, P. M.

1992-11-01

The simplest generalization of the intermediate long-wave hierarchy (ILW) is considered to show how to extend the Zakharov-Shabat dressing method to nonlocal, i.e., integro-partial differential, equations. The purpose is to give a procedure of constructing the zero-curvature representation of this class of equations. This result obtains by combining the Drinfeld-Sokolov formalism together with the introduction of an operator-valued spectral parameter, namely, a spectral parameter that does not commute with the space variable x. This extension provides a connection between the ILWk hierarchy and the Saveliev-Vershik continuum graded Lie algebras. In the case of ILW2 the Fairlie-Zachos sinh-algebra was found.

Two-loop renormalization group analysis of supersymmetric SO(10) models with an intermediate scale

International Nuclear Information System (INIS)

Bastero-Gil, M.; Brahmachari, B.

1996-03-01

Two-loop evolutions of the gauge couplings in a class of intermediate scale supersymmetric SO(10) models including the effect of third generation Yukawa couplings are studied. The unification scale, the intermediate scale and the value of the unification gauge coupling in these models are calculated and the gauge boson mediated proton decay rates are estimated. In some cases the predicted proton lifetime turns out to be in the border-line of experimental limit. The predictions of the top quark mass, the mass ratio m b (m b )/m τ (m τ ) from the two-loop evolution of Yukawa couplings and the mass of the left handed neutrino via see-saw mechanism are summarized. The lower bounds on the ratio of the VEVs of the two low energy doublets (tan β) from the requirement of the perturbative unitarity of the top quark Yukawa coupling up to the grand unification scale are also presented. All the predictions have been compared with those of the one-step unified theory. (author). 33 refs, 5 figs, 1 tab

Toward Control of Matter: Basic Energy Science Needs for a New Class of X-Ray Light Sources

Energy Technology Data Exchange (ETDEWEB)

Arenholz, Elke; Belkacem, Ali; Cocke, Lew; Corlett, John; Falcone, Roger; Fischer, Peter; Fleming, Graham; Gessner, Oliver; Hasan, M. Zahid; Hussain, Zahid; Kevan, Steve; Kirz, Janos; McCurdy, Bill; Nelson, Keith; Neumark, Dan; Nilsson, Anders; Siegmann, Hans; Stocks, Malcolm; Schafer, Ken; Schoenlein, Robert; Spence, John; Weber, Thorsten

2008-09-24

Over the past quarter century, light-source user facilities have transformed research in areas ranging from gas-phase chemical dynamics to materials characterization. The ever-improving capabilities of these facilities have revolutionized our ability to study the electronic structure and dynamics of atoms, molecules, and even the most complex new materials, to understand catalytic reactions, to visualize magnetic domains, and to solve protein structures. Yet these outstanding facilities still have limitations well understood by their thousands of users. Accordingly, over the past several years, many proposals and conceptual designs for"next-generation" x-ray light sources have been developed around the world. In order to survey the scientific problems that might be addressed specifically by those new light sources operating below a photon energy of about 3 keV and to identify the scientific requirements that should drive the design of such facilities, a workshop"Science for a New Class of Soft X-Ray Light Sources" was held in Berkeley in October 2007. From an analysisof the most compelling scientific questions that could be identified and the experimental requirements for answering them, we set out to define, without regard to the specific technologies upon which they might be based, the capabilities such light sources would have to deliver in order to dramatically advance the state of research in the areas represented in the programs of the Department of Energy's Office of Basic Energy Sciences (BES). This report is based on the workshop presentations and discussions.

Toward Control of Matter: Basic Energy Science Needs for a New Class of X-Ray Light Sources

International Nuclear Information System (INIS)

Arenholz, Elke; Belkacem, Ali; Cocke, Lew; Corlett, John; Falcone, Roger; Fischer, Peter; Fleming, Graham; Gessner, Oliver; Hasan, M. Zahid; Hussain, Zahid; Kevan, Steve; Kirz, Janos; McCurdy, Bill; Nelson, Keith; Neumark, Dan; Nilsson, Anders; Siegmann, Hans; Stocks, Malcolm; Schafer, Ken; Schoenlein, Robert; Spence, John; Weber, Thorsten

2008-01-01

Over the past quarter century, light-source user facilities have transformed research in areas ranging from gas-phase chemical dynamics to materials characterization. The ever-improving capabilities of these facilities have revolutionized our ability to study the electronic structure and dynamics of atoms, molecules, and even the most complex new materials, to understand catalytic reactions, to visualize magnetic domains, and to solve protein structures. Yet these outstanding facilities still have limitations well understood by their thousands of users. Accordingly, over the past several years, many proposals and conceptual designs for 'next-generation' x-ray light sources have been developed around the world. In order to survey the scientific problems that might be addressed specifically by those new light sources operating below a photon energy of about 3 keV and to identify the scientific requirements that should drive the design of such facilities, a workshop 'Science for a New Class of Soft X-Ray Light Sources' was held in Berkeley in October 2007. From an analysis of the most compelling scientific questions that could be identified and the experimental requirements for answering them, we set out to define, without regard to the specific technologies upon which they might be based, the capabilities such light sources would have to deliver in order to dramatically advance the state of research in the areas represented in the programs of the Department of Energy's Office of Basic Energy Sciences (BES). This report is based on the workshop presentations and discussions

The Cosmology Large Angular Scale Surveyor (CLASS)

Science.gov (United States)

Cleary, Joseph

2018-01-01

The Cosmology Large Angular Scale Surveyor (CLASS) is an array of four telescopes designed to measure the polarization of the Cosmic Microwave Background. CLASS aims to detect the B-mode polarization from primordial gravitational waves predicted by cosmic inflation theory, as well as the imprint left by reionization upon the CMB E-mode polarization. This will be achieved through a combination of observing strategy and state-of-the-art instrumentation. CLASS is observing 70% of the sky to characterize the CMB at large angular scales, which will measure the entire CMB power spectrum from the reionization peak to the recombination peak. The four telescopes operate at frequencies of 38, 93, 145, and 217 GHz, in order to estimate Galactic synchrotron and dust foregrounds while avoiding atmospheric absorption. CLASS employs rapid polarization modulation to overcome atmospheric and instrumental noise. Polarization sensitive cryogenic detectors with low noise levels provide CLASS the sensitivity required to constrain the tensor-to-scalar ratio down to levels of r ~ 0.01 while also measuring the optical depth the reionization to sample-variance levels. These improved constraints on the optical depth to reionization are required to pin down the mass of neutrinos from complementary cosmological data. CLASS has completed a year of observations at 38 GHz and is in the process of deploying the rest of the telescope array. This poster provides an overview and update on the CLASS science, hardware and survey operations.

Reactions of stabilized Criegee Intermediates

Science.gov (United States)

Vereecken, Luc; Harder, Hartwig; Novelli, Anna

2014-05-01

Carbonyl oxides (Criegee intermediates) were proposed as key intermediates in the gas phase ozonolysis of alkenes in 1975 by Rudolf Criegee. Despite the importance of ozonolysis in atmospheric chemistry, direct observation of these intermediates remained elusive, with only indirect experimental evidence for their role in the oxidation of hydrocarbons, e.g. through scavenging experiments. Direct experimental observation of stabilized CI has only been achieved since 2008. Since then, a concerted effort using experimental and theoretical means is in motion to characterize the chemistry and kinetics of these reactive intermediates. We present the results of theoretical investigations of the chemistry of Criegee intermediates with a series of coreactants which may be of importance in the atmosphere, in experimental setups, or both. This includes the CI+CI cross-reaction, which proceeds with a rate coefficient near the collision limit and can be important in experimental conditions. The CI + alkene reactions show strong dependence of the rate coefficient depending on the coreactants, but is generally found to be rather slow. The CI + ozone reaction is sufficiently fast to occur both in experiment and the free troposphere, and acts as a sink for CI. The reaction of CI with hydroperoxides, ROOH, is complex, and leads both to the formation of oligomers, as to the formation of reactive etheroxides, with a moderately fast rate coefficient. The importance of these reactions is placed in the context of the reaction conditions in different atmospheric environments ranging from unpolluted to highly polluted.

Towards Science Education for all: Teacher Support for Female ...

African Journals Online (AJOL)

Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

The intermediate endpoint effect in logistic and probit regression

Science.gov (United States)

MacKinnon, DP; Lockwood, CM; Brown, CH; Wang, W; Hoffman, JM

2010-01-01

Background An intermediate endpoint is hypothesized to be in the middle of the causal sequence relating an independent variable to a dependent variable. The intermediate variable is also called a surrogate or mediating variable and the corresponding effect is called the mediated, surrogate endpoint, or intermediate endpoint effect. Clinical studies are often designed to change an intermediate or surrogate endpoint and through this intermediate change influence the ultimate endpoint. In many intermediate endpoint clinical studies the dependent variable is binary, and logistic or probit regression is used. Purpose The purpose of this study is to describe a limitation of a widely used approach to assessing intermediate endpoint effects and to propose an alternative method, based on products of coefficients, that yields more accurate results. Methods The intermediate endpoint model for a binary outcome is described for a true binary outcome and for a dichotomization of a latent continuous outcome. Plots of true values and a simulation study are used to evaluate the different methods. Results Distorted estimates of the intermediate endpoint effect and incorrect conclusions can result from the application of widely used methods to assess the intermediate endpoint effect. The same problem occurs for the proportion of an effect explained by an intermediate endpoint, which has been suggested as a useful measure for identifying intermediate endpoints. A solution to this problem is given based on the relationship between latent variable modeling and logistic or probit regression. Limitations More complicated intermediate variable models are not addressed in the study, although the methods described in the article can be extended to these more complicated models. Conclusions Researchers are encouraged to use an intermediate endpoint method based on the product of regression coefficients. A common method based on difference in coefficient methods can lead to distorted

Modeling subsurface reactive flows using leadership-class computing

Energy Technology Data Exchange (ETDEWEB)

Mills, Richard Tran [Computational Earth Sciences Group, Computer Science and Mathematics Division, Oak Ridge National Laboratory, Oak Ridge, TN 37831-6015 (United States); Hammond, Glenn E [Hydrology Group, Environmental Technology Division, Pacific Northwest National Laboratory, Richland, WA 99352 (United States); Lichtner, Peter C [Hydrology, Geochemistry, and Geology Group, Earth and Environmental Sciences Division, Los Alamos National Laboratory, Los Alamos, NM 87545 (United States); Sripathi, Vamsi [Department of Computer Science, North Carolina State University, Raleigh, NC 27695-8206 (United States); Mahinthakumar, G [Department of Civil, Construction, and Environmental Engineering, North Carolina State University, Raleigh, NC 27695-7908 (United States); Smith, Barry F, E-mail: rmills@ornl.go, E-mail: glenn.hammond@pnl.go, E-mail: lichtner@lanl.go, E-mail: vamsi_s@ncsu.ed, E-mail: gmkumar@ncsu.ed, E-mail: bsmith@mcs.anl.go [Mathematics and Computer Science Division, Argonne National Laboratory, Argonne, IL 60439-4844 (United States)

2009-07-01

We describe our experiences running PFLOTRAN-a code for simulation of coupled hydro-thermal-chemical processes in variably saturated, non-isothermal, porous media- on leadership-class supercomputers, including initial experiences running on the petaflop incarnation of Jaguar, the Cray XT5 at the National Center for Computational Sciences at Oak Ridge National Laboratory. PFLOTRAN utilizes fully implicit time-stepping and is built on top of the Portable, Extensible Toolkit for Scientific Computation (PETSc). We discuss some of the hurdles to 'at scale' performance with PFLOTRAN and the progress we have made in overcoming them on leadership-class computer architectures.

Modeling subsurface reactive flows using leadership-class computing

International Nuclear Information System (INIS)

Mills, Richard Tran; Hammond, Glenn E; Lichtner, Peter C; Sripathi, Vamsi; Mahinthakumar, G; Smith, Barry F

2009-01-01

We describe our experiences running PFLOTRAN-a code for simulation of coupled hydro-thermal-chemical processes in variably saturated, non-isothermal, porous media- on leadership-class supercomputers, including initial experiences running on the petaflop incarnation of Jaguar, the Cray XT5 at the National Center for Computational Sciences at Oak Ridge National Laboratory. PFLOTRAN utilizes fully implicit time-stepping and is built on top of the Portable, Extensible Toolkit for Scientific Computation (PETSc). We discuss some of the hurdles to 'at scale' performance with PFLOTRAN and the progress we have made in overcoming them on leadership-class computer architectures.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences; Volume 117; Issue 2. Volume 117, Issue 2. March 2005, pages 71-201. Recent Advances in Bio-Inorganic Chemistry. pp 71-71. Foreword · T K Chandrashekar · More Details Fulltext PDF. pp 73-84. Meso-functionalized octamethoxyporphyrins: A new class of nonasubstituted ...

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 123; Issue 1. Issue front cover thumbnail. Volume 123, Issue 1. February 2013, pages 1-150. pp 1-18. Divisibility of Class Numbers of Imaginary Quadratic Function Fields by a Fixed Odd Number · Pradipto Banerjee Srinivas Kotyada · More Details Abstract ...

Field classes: key to involve and attract students to soils

Science.gov (United States)

Muggler, Cristine Carole; Cardoso, Irene Maria; da Silva Lopes, Angelica

2015-04-01

Soil genesis is a subject taught to students of Agrarian Sciences and Geography at the Federal University of Viçosa in Minas Gerais, Brazil. Each semester 200 to 250 students inscribe for it. It is organized as the first 60 hours course on soils for 1st and 2nd year's students. The course has a distinct pedagogical approach, which is based on Paulo Freire's education principles, known as socio constructivism. In such approach, learning environments and materials are prepared to stimulate dialogues and exchange of knowledge between students themselves, strengthening that their role is crucial to their own learning. During the course, students have different types of practical classes: indoors, in a class room or at the Earth Sciences museum and outdoors, in the field. In the class room they have the opportunity to handle materials -minerals, rocks, soils and maps-, follow demonstrations and perform small experiments. The classes given in the museum intend a broadening of the subjects approached in theoretical and practical classes. In the field classes the students are organized in small groups with the task to investigate soil formation by observation and description of geology, landscape, land use, soil expositions and some of the soil properties. Attracting students to soils involves looking at meanings and perceptions related to soils they bring with themselves and follow this up to sensitize and create awareness about their importance. With this aim, it is also included, as part of the evaluation, a final voluntary presentation that many of the students do. The presentation can be a song, a poem, a sketch or whatever they propose and create. Many of the presentations bring topics related to the new perception about soils they get during the semester and to ideas or questions raised in the field classes. A survey with the students showed that field classes are by far the preferred classes and they are considered more dynamic. Since students have less and less

Gravity with Intermediate Goods Trade

Directory of Open Access Journals (Sweden)

Sujin Jang

2017-12-01

Full Text Available This paper derives the gravity equation with intermediate goods trade. We extend a standard monopolistic competition model to incorporate intermediate goods trade, and show that the gravity equation with intermediates trade is identical to the one without it except in that gross output should be used as the output measure instead of value added. We also show that the output elasticity of trade is significantly underestimated when value added is used as the output measure. This implies that with the conventional gravity equation, the contribution of output growth can be substantially underestimated and the role of trade costs reduction can be exaggerated in explaining trade expansion, as we demonstrate for the case of Korea's trade growth between 1995 and 2007.

A New Class of Retrocausal Models

Directory of Open Access Journals (Sweden)

Ken Wharton

2018-05-01

Full Text Available Globally-constrained classical fields provide a unexplored framework for modeling quantum phenomena, including apparent particle-like behavior. By allowing controllable constraints on unknown past fields, these models are retrocausal but not retro-signaling, respecting the conventional block universe viewpoint of classical spacetime. Several example models are developed that resolve the most essential problems with using classical electromagnetic fields to explain single-photon phenomena. These models share some similarities with Stochastic Electrodynamics, but without the infinite background energy problem, and with a clear path to explaining entanglement phenomena. Intriguingly, the average intermediate field intensities share a surprising connection with quantum “weak values”, even in the single-photon limit. This new class of models is hoped to guide further research into spacetime-based accounts of weak values, entanglement, and other quantum phenomena.

Mobile communication and intermediality

DEFF Research Database (Denmark)

Helles, Rasmus

2013-01-01

communicative affordances of mobile devices in order to understand how people choose between them for different purposes. It is argued that mobile communication makes intermediality especially central, as the choice of medium is detached from the location of stationary media and begins to follow the user across......The article argues the importance of intermediality as a concept for research in mobile communication and media. The constant availability of several, partially overlapping channels for communication (texting, calls, email, Facebook, etc.) requires that we adopt an integrated view of the various...

Learning Science through Computer Games and Simulations

Science.gov (United States)

Honey, Margaret A., Ed.; Hilton, Margaret, Ed.

2011-01-01

At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential.…

Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

Science.gov (United States)

Davidson, Anne Burgess

Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to

In the physics class: university physics students' enactment of class and gender in the context of laboratory work

Science.gov (United States)

Danielsson, Anna T.

2014-06-01

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

Evaluating Junior Secondary Science Textbook Usage in Australian Schools

Science.gov (United States)

McDonald, Christine V.

2016-08-01

A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was `one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes.

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Science.gov (United States)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

Classical model of intermediate statistics

International Nuclear Information System (INIS)

Kaniadakis, G.

1994-01-01

In this work we present a classical kinetic model of intermediate statistics. In the case of Brownian particles we show that the Fermi-Dirac (FD) and Bose-Einstein (BE) distributions can be obtained, just as the Maxwell-Boltzmann (MD) distribution, as steady states of a classical kinetic equation that intrinsically takes into account an exclusion-inclusion principle. In our model the intermediate statistics are obtained as steady states of a system of coupled nonlinear kinetic equations, where the coupling constants are the transmutational potentials η κκ' . We show that, besides the FD-BE intermediate statistics extensively studied from the quantum point of view, we can also study the MB-FD and MB-BE ones. Moreover, our model allows us to treat the three-state mixing FD-MB-BE intermediate statistics. For boson and fermion mixing in a D-dimensional space, we obtain a family of FD-BE intermediate statistics by varying the transmutational potential η BF . This family contains, as a particular case when η BF =0, the quantum statistics recently proposed by L. Wu, Z. Wu, and J. Sun [Phys. Lett. A 170, 280 (1992)]. When we consider the two-dimensional FD-BE statistics, we derive an analytic expression of the fraction of fermions. When the temperature T→∞, the system is composed by an equal number of bosons and fermions, regardless of the value of η BF . On the contrary, when T=0, η BF becomes important and, according to its value, the system can be completely bosonic or fermionic, or composed both by bosons and fermions

Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

Science.gov (United States)

Terry, Brian H.

In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

Collaborative Testing as a Model for Addressing Equity in Student Success in STEM Classes

Science.gov (United States)

Dileonardo, C.; James, B. R.

2016-12-01

Introductory Earth science classes at two-year colleges play a critical role as "gateway courses" for underrepresented student populations into undergraduate STEM programs. Students entering college underprepared in math and science typically receive their only exposure to science at the undergraduate level in introductory courses in the Earth and space sciences. In many colleges a huge disparity exists in these classes between success rates amongst students from groups traditionally represented in the STEM fields and those from underrepresented populations. Closing the equity gap in success in these courses is a major focus of many pilot projects nationally. This concern has also led to the adoption of new teaching and learning practices, based on research in learning, in introductory Earth science pedagogy. Models of teaching practices including greater engagement, active learning approaches, and collaborative learning structures seem to help with student achievement in introductory courses. But, whereas these practices might increase overall student success they have not proven to close the equity gap in achievement. De Anza a two-year college in the San Francisco bay area has a long history in the geology department of incorporating and testing teaching practices developed out of research in learning. Collaborative learning has infused every aspect of our learning approaches in the Earth sciences, including laboratory, fieldwork, and test preparation. Though these approaches seemed to have educational benefit the huge equity gap department-wide persisted between targeted and non-targeted populations. Three years ago collaborative testing models were introduced into our geology and meteorology classes. The mechanism included methods for directly comparing collaborative to individual testing. The net result was that targeted populations including African Americans, Latinos, and Filipinos increased steadily at around 3.5% per year from 66% to 73%. The overall

Unified definition of a class of Monte Carlo estimators

International Nuclear Information System (INIS)

Lux, I.

1978-01-01

A unified definition of a wide class of Monte Carlo reaction rate estimators is presented, since most commonly used estimators belong to that class. The definition is given through an integral transformation of an arbitrary estimator of the class. Since the transformation contains an arbitrary function, in principle an infinite number of new estimators can be defined on the basis of one known estimator. It is shown that the most common estimators belonging to the class, such as the track-length and expectation estimators, are special cases of transformation, corresponding to the simplest transformation kernels when transforming the usual collision estimator. A pair of new estimators is defined and their variances are compared to the variance of the expectation estimator. One of the new estimators, called the trexpectation estimator, seems to be appropriate for flux-integral estimation in moderator regions. The other one, which uses an intermediate estimation of the final result and is therefore called the self-improving estimator, always yields a lower variance than the expectation estimator. As is shown, this estimator approximates well to possibly the best estimator of the class. Numerical results are presented for the simplest geometries, and these results indicate that for absorbers that are not too strong, in practical cases the standard deviation of the self-improving estimator is less than that of the expectation estimator by more than 10%. The experiments also suggest that the self-improving estimator is always superior to the track-length estimator as well, i.e., that it is the best of all known estimators belonging to the class. In the Appendices, for simplified cases, approximate conditions are given for which the trexpectation and track-length estimators show a higher efficiency than the expectation estimator

Using Peephole Optimization on Intermediate Code

NARCIS (Netherlands)

Tanenbaum, A.S.; van Staveren, H.; Stevenson, J.W.

1982-01-01

Many portable compilers generate an intermediate code that is subsequently translated into the target machine's assembly language. In this paper a stack-machine-based intermediate code suitable for algebraic languages (e.g., PASCAL, C, FORTRAN) and most byte-addressed mini- and microcomputers is

Pair production of intermediate vector bosons

International Nuclear Information System (INIS)

Mikaelian, K.O.

1979-01-01

The production of intermediate vector boson pairs W + W - , Z 0 Z 0 , W +- Z 0 and W +- γ in pp and p anti p collisions is discussed. The motivation is to detect the self-interactions among the four intermediate vector bosons

The Effects of Motivation on Student Performance on Science Assessments

Science.gov (United States)

Glenn, Tina Heard

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

Hands-on-Science: Using Education Research to Construct Learner-Centered Classes

Science.gov (United States)

Ludwig, R. R.; Chimonidou, A.; Kopp, S.

2014-07-01

Research into the process of learning, and learning astronomy, can be informative for the development of a course. Students are better able to incorporate and make sense of new ideas when they are aware of their own prior knowledge (Resnick et al. 1989; Confrey 1990), have the opportunity to develop explanations from their own experience in their own words (McDermott 1991; Prather et al. 2004), and benefit from peer instruction (Mazur 1997; Green 2003). Students in astronomy courses often have difficulty understanding many different concepts as a result of difficulties with spatial reasoning and a sense of scale. The Hands-on-Science program at UT Austin incorporates these research-based results into four guided-inquiry, integrated science courses (50 students each). They are aimed at pre-service K-5 teachers but are open to other majors as well. We find that Hands-on-Science students not only attain more favorable changes in attitude towards science, but they also outperform students in traditional lecture courses in content gains. Workshop Outcomes: Participants experienced a research-based, guided-inquiry lesson about the motion of objects in the sky and discussed the research methodology for assessing students in such a course.

Emerging Trends in Computing, Informatics, Systems Sciences, and Engineering

CERN Document Server

Elleithy, Khaled

2013-01-01

Emerging Trends in Computing, Informatics, Systems Sciences, and Engineering includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of  Industrial Electronics, Technology & Automation, Telecommunications and Networking, Systems, Computing Sciences and Software Engineering, Engineering Education, Instructional Technology, Assessment, and E-learning. This book includes the proceedings of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 2010). The proceedings are a set of rigorously reviewed world-class manuscripts presenting the state of international practice in Innovative Algorithms and Techniques in Automation, Industrial Electronics and Telecommunications.

Educational Technologies in Health Science Libraries: Teaching Technology Skills

Science.gov (United States)

Hurst, Emily J.

2014-01-01

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

Educational technologies in health sciences libraries: teaching technology skills.

Science.gov (United States)

Hurst, Emily J

2014-01-01

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting?

The Good, The Bad, and The Ugly: Using Movies to Teach Science

Science.gov (United States)

Budzien, Joanne

2013-03-01

Can the plane outrun the explosion? Could the heroes escape injury from the bomb by hiding in the bathtub? Are we in danger of being overrun by 50-foot-tall bugs that have been exposed to radiation? Many people in the general public do want to know the science behind much of what they see in the movies and on television. However, those people are unlikely to take a whole class because ``everyone knows'' that science classes are boring and irrelevant. On the other hand, an evening with an hour or so of video clips interspersed with explanations of the science can be a big hit both to raise general science fluency and recruit students into general education science classes. Film-editing technology has advanced to the point that anyone who has a computer and is willing to invest a couple days in learning to use the software can make a clips-with-PowerPoint DVD that can be shown to a local audience for discussion or used in a science class to show the exact scenes to save time. In this presentation, I'll show an example of my work and talk about how you can make your own DVD.

Critical mass: Women in science

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-03-01

This report describes a video presentation designed to introduce science to middle and high school science classes as a field which is attractive to women. It is designed to facilitate thought and discussion on the issue of gender stereotypes and discrimination, and is intended for use as part of a curriculum plan which will discuss these issues.

A thirty year look at the nuclear science programs at the American Museum of Science and Energy

International Nuclear Information System (INIS)

Marsee, M.D.; Williams, A.J.

1993-01-01

The American Museum of Science and Energy has been involved in nuclear science education since it opened in 1949. For a period between the mid-1950's and the early 1980's, a series of travelling exhibits and demonstrations provided the nation with programs about basic nuclear science and peaceful applications of atomic energy. The Museum itself continues educating its visitors about nuclear science via audio-visuals, interactive exhibitry and live demonstrations and classes. (author) 1 fig

Factors that encourage females to pursue physical science careers: Testing five common hypotheses

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard

2012-03-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using Propensity Score Matching (PSM) on national data (n=7505) drawn from the Persistence Research in Science and Engineering (PRiSE) project, we test five commonly held beliefs including having a single-sex physics class, having a female physics teacher, having female scientist guest speakers in physics class, discussing the work of women scientists in physics class, and discussing the under-representation of women in physics class. The effect of these experiences is compared for female students who are matched on several factors, including parental education, prior science/math interests, and academic background, thereby controlling for the effect of many confounding variables.

The intersection of youth masculinities, decreasing homophobia and class: an ethnography.

Science.gov (United States)

McCormack, Mark

2014-03-01

This article examines the emergence of progressive attitudes toward homosexuality among working-class boys in a sixth form in the south of England to develop an intersectional analysis of class, youth masculinities and decreasing homophobia. Drawing on three months of ethnographic data collection, I find that working-class male youth intellectualize pro-gay attitudes and that homophobic language is almost entirely absent from the setting. I document the presence of homosocial tactility, as well as the valuing of friendship and emotional closeness. However, these behaviours are less pronounced than documented among middle-class boys, and I use these findings to advance understanding of how class influences the development of inclusive attitudes and behaviours. Inclusive masculinity theory is used to understand these findings, refining the theory and extending it to a new demographic. © London School of Economics and Political Science 2014.

Women, race, and science: The academic experiences of twenty women of color with a passion for science

Science.gov (United States)

Johnson, Angela C.

Women of color drop out of science at higher rates than other students. This study is an ethnographic examination of why this occurs and how women of color can be supported in studying science. Through participant observation in science classes, labs, and a program supporting high-achieving students of color, as well as interviews with minority women science students, the student identities celebrated by science departments, as well as those embraced by my informants, were uncovered. Cultural norms of science classes often differed from those of the women in the study. Only one identity---apprentice research scientist---was celebrated in science settings, although others were tolerated. The women tended to either embrace the apprentice research scientist identity, form an alternative science-oriented identity, or never form a satisfying science student identity. Women who were more racially marked were more likely to fall into the second and third groups. This study uncovered difficulties which women students of color faced more than other science students. In addition, it uncovered several seemingly neutral institutional features of science lectures and labs which actually served to discourage or marginalize women students of color. It revealed values held in common by the women in the study and how those characteristics (especially altruism and pride and pleasure in academic challenge) led them to study science. It also revealed strategies used by the most successful women science students, as well as by professors and programs most successful at supporting women of color in the study of science. Based on this study, increasing the participation of women of color in science holds the possibility of altering the basic values of science; however, institutional features and personal interactions within science departments tend to resist those changes, primarily by encouraging women of color to abandon their study of science.

Interpretation and code generation based on intermediate languages

DEFF Research Database (Denmark)

Kornerup, Peter; Kristensen, Bent Bruun; Madsen, Ole Lehrmann

1980-01-01

The possibility of supporting high level languages through intermediate languages to be used for direct interpretation and as intermediate forms in compilers is investigated. An accomplished project in the construction of an interpreter and a code generator using one common intermediate form...

Escrevendo em aulas de ciências Writing in science classes

Directory of Open Access Journals (Sweden)

Carla Marques Alvarenga de Oliveira

2005-12-01

Full Text Available Neste artigo, apresentamos uma análise dos registros escritos dos alunos do 3° ano do Ensino Fundamental nas aulas de Ciências, em que a professora utilizou as atividades de conhecimento físico, criadas pelo Laboratório de Pesquisa e Ensino de Física da Faculdade de Educação da Universidade de São Paulo. Os registros analisados foram coletados na Escola de Aplicação da Feusp, no ano de 2001, durante o acompanhamento de três aulas de Ciências: o problema do submarino, o problema do barquinho e o problema da pressão. O artigo procura mostrar um panorama de como aparecem os registros realizados pelos alunos, após uma aula de Ciências em que eles são levados a resolver situações problemáticas por meio da experimentação, argumentar e escrever sobre os fenômenos físicos. Durante a análise, levou-se em consideração os tipos de textos que os alunos escrevem, o uso da primeira pessoa, o uso de verbos de ação, o respeito à ordem cronológica dos eventos e quais os tipos de explicações os alunos atribuem aos fenômenos trabalhados.This article analyzed the written records of Third Grade students of Elementary School at Escola de Aplicação, Universidade de São Paulo, gathered during the Science classes of the 2001 school year, in which activities about physical understanding were used. Created by the Laboratory of Research and Teaching of Physics - LAPEF, of the College of Education of USP, the activities "The Problem of the Submarine", "The Problem of the Little Boat" and "The Problem of the Pressure" required the students to solve problematic situations through experimentation, developing arguments and write about the phenomena. The study developed a framework of how the records are presented by the students, considering the types of texts they produce, the use of the first person, the use of verbs of action, the respect of the chronological order of events and the types of explanations the students give for the

Statistical and dynamical aspects of intermediate energy nuclear collisions

International Nuclear Information System (INIS)

Ghetti, R.

1997-01-01

Studies of intermediate energy heavy ion reactions have revealed that the probability of emitting n-fragments is reducible to the probability of emitting a single fragment through the binomial distribution. The resulting one-fragment probability shows a dependence on the thermal energy that is characteristic of statistical decay. Similarly, the charge distributions associated with n-fragment emission are reducible to the one-fragment charge distribution, and thermal scaling is observed. The reducibility equation for the n-fragment charge distribution contains a quantity with a value that starts from zero, at low transverse energies, and saturates at high transverse energies. This evolution may signal a transition from a coexistence phase to a vapour phase. In the search for a signal of liquid-gas phase transition, the appearance of intermittency is reconsidered. Percolation calculations, as well as data analysis, indicate that an intermittent-like signal appears from classes of events that do not coincide with the critical one. 232 refs

Statistical and dynamical aspects of intermediate energy nuclear collisions

Energy Technology Data Exchange (ETDEWEB)

Ghetti, R.

1997-01-01

Studies of intermediate energy heavy ion reactions have revealed that the probability of emitting n-fragments is reducible to the probability of emitting a single fragment through the binomial distribution. The resulting one-fragment probability shows a dependence on the thermal energy that is characteristic of statistical decay. Similarly, the charge distributions associated with n-fragment emission are reducible to the one-fragment charge distribution, and thermal scaling is observed. The reducibility equation for the n-fragment charge distribution contains a quantity with a value that starts from zero, at low transverse energies, and saturates at high transverse energies. This evolution may signal a transition from a coexistence phase to a vapour phase. In the search for a signal of liquid-gas phase transition, the appearance of intermittency is reconsidered. Percolation calculations, as well as data analysis, indicate that an intermittent-like signal appears from classes of events that do not coincide with the critical one. 232 refs.

Astronomy for Astronomical Numbers - Education and Public Outreach with Massive Open Online Classes

Science.gov (United States)

Impey, C.; Buxner, S.; Wenger, M.; Formanek, M.

2015-12-01

Massive Open Online Classes (MOOCs) represent a powerful new mode of education and public outreach. While early hype has often given way to disappointment over the typically low completion rates, retaining the interest of free-choice learners is always a challenge, and the worldwide reach and low cost of of these online classes is a democratizing influence in higher education. We have used providers Udemy and Coursera to reach over 60,000 adults with an astronomy course that covers the recent research results across the subject from comets to cosmology. In addition to measures of participation, completion, and performance, we have administered surveys of the learners that measure science literacy, attitudes towards science and technology, and sources of information about science. Beyond the usual core of video lectures and quizzes, we have used peer reviewed writing assignments, observing project, and citizen science to create a richer learning environment. Research on MOOCs is still in its early stages, but we hope to learn what factors contribute most to student engagement and completion in these online settings.

Semantic Analysis of Virtual Classes and Nested Classes

DEFF Research Database (Denmark)

Madsen, Ole Lehrmann

1999-01-01

Virtual classes and nested classes are distinguishing features of BETA. Nested classes originated from Simula, but until recently they have not been part of main stream object- oriented languages. C++ has a restricted form of nested classes and they were included in Java 1.1. Virtual classes...... classes and parameterized classes have been made. Although virtual classes and nested classes have been used in BETA for more than a decade, their implementation has not been published. The purpose of this paper is to contribute to the understanding of virtual classes and nested classes by presenting...

39 CFR 3001.39 - Intermediate decisions.

Science.gov (United States)

2010-07-01

... 39 Postal Service 1 2010-07-01 2010-07-01 false Intermediate decisions. 3001.39 Section 3001.39 Postal Service POSTAL REGULATORY COMMISSION PERSONNEL RULES OF PRACTICE AND PROCEDURE Rules of General Applicability § 3001.39 Intermediate decisions. (a) Initial decision by presiding officer. In any proceedings in...

42 CFR 54.12 - Treatment of intermediate organizations.

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Treatment of intermediate organizations. 54.12... intermediate organizations. If a nongovernmental organization (referred to here as an “intermediate organization”), acting under a contract or other agreement with the Federal Government or a State or local...

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 120; Issue 2. Issue front cover thumbnail. Volume 120, Issue 2. April 2010, pages 131-258. pp 131-137. Integral Inequalities for Self-Reciprocal Polynomials · Horst Alzer · More Details Abstract Fulltext PDF. Let n ≥ 1 be an integer and let P n be the class of ...

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 113; Issue 2. On the Local ... Let be a local field with finite residue class field k K . We first define (cf. Definition ..... We then discuss the application of Theorem 1.2 on a problem posed by Weil on the construction of a `natural' A G of over C (Problem 1.3).

Formation, structure, and stability of MHD intermediate shocks

International Nuclear Information System (INIS)

Wu, C.C.

1990-01-01

Contrary to the usual belief that MHD intermediate shocks are extraneous, the author has recently shown by numerical solutions of dissipative MHD equations that intermediate shocks are admissible and can be formed through nonlinear wave steepening from continuous waves. In this paper, the formation, structure and stability of intermediate shocks in dissipative MHD are considered in detail. The differences between the conventional theory and his are pointed out and clarified. He shows that all four types of intermediate shocks can be formed from smooth waves. He also shows that there are free parameters in the structure of the intermediate shocks, and that these parameters are related to the shock stability. In addition, he shows that a rotational discontinuity can not exist with finite width, indicate how this is related to the existence of time-dependent intermediate shocks, and show why the conventional theory is not a good approximation to dissipative MHD solutions whenever there is rotation in magnetic field

Position Posters: An Alternative Take on Science Posters

Science.gov (United States)

Dorner, Meredith

2015-01-01

Research shows the importance of active learning, especially within science classes. One way to achieve this goal is to incorporate student-driven projects into the course (e.g., posters). Traditionally, science-poster assignments follow the spirit of the science fair in which a student conducts an experiment and analyzes the results. This article…

A very special Physics Class gets a flavour of the “spirit of CERN”

CERN Multimedia

CERN Bulletin

2010-01-01

On 9 and 10 November, forty members of a very special physics class visited CERN for the first time. They came from the Royal Swedish Academy… does that ring a bell?    From left to right: Gösta Ekspong, Mats Jonson and Lars Bergström, members of the Physics Class of the Royal Swedish Academy of Sciences. The Physics Class of the Royal Swedish Academy of Sciences is the institution that each year awards the Nobel Prize in Physics. Forty of its members visited CERN, just a few weeks after awarding the 2010 Nobel Prize in Physics to Andre Geim and Konstantin Novoselov ‘for groundbreaking experiments regarding the two-dimensional material graphene’. Although many of its members have strong links with the Laboratory, this was the first time the Class had come to CERN on an official visit. “I have been at CERN for the last two years, working at ISOLDE”, says Björn Jonson, visiting Scientist at CERN, chair of the P...

Astronomy for Astronomical Numbers with Massive Open Online Classes

Science.gov (United States)

Impey, Chris David; Wenger, Matthew; Buxner, Sanlyn; Formanek, Martin

2017-01-01

Massive Open Online Classes (MOOCs) have shown their ability to reach missions of adults across the world with science content. We have been experimenting with pedagogy in two MOOCs, provided through Udemy and Coursera, that have reached over 80,000 people. Although the completion rate is low, just under 10%, the cumulative outreach impact of nearly half a million hours of astronomy video watched is substantial. A similar fraction of learners is heavily engaged and participate in online discussions, live question and answer sessions, and social media connected to the class. MOOCs are valuable for testing pedagogy that might later be employed in online for-credit classes, with the caveat that the motivations and modes of engagement of free-choice learners can differ from those of college students.

Partially folded intermediates during trypsinogen denaturation

Directory of Open Access Journals (Sweden)

Martins N.F.

1999-01-01

Full Text Available The equilibrium unfolding of bovine trypsinogen was studied by circular dichroism, differential spectra and size exclusion HPLC. The change in free energy of denaturation was = 6.99 ± 1.40 kcal/mol for guanidine hydrochloride and = 6.37 ± 0.57 kcal/mol for urea. Satisfactory fits of equilibrium unfolding transitions required a three-state model involving an intermediate in addition to the native and unfolded forms. Size exclusion HPLC allowed the detection of an intermediate population of trypsinogen whose Stokes radii varied from 24.1 ± 0.4 Å to 26.0 ± 0.3 Å for 1.5 M and 2.5 M guanidine hydrochloride, respectively. During urea denaturation, the range of Stokes radii varied from 23.9 ± 0.3 Å to 25.7 ± 0.6 Å for 4.0 M and 6.0 M urea, respectively. Maximal intrinsic fluorescence was observed at about 3.8 M urea with 8-aniline-1-naphthalene sulfonate (ANS binding. These experimental data indicate that the unfolding of bovine trypsinogen is not a simple transition and suggest that the equilibrium intermediate population comprises one intermediate that may be characterized as a molten globule. To obtain further insight by studying intermediates representing different stages of unfolding, we hope to gain a better understanding of the complex interrelations between protein conformation and energetics.

Bacterial intermediate filaments

DEFF Research Database (Denmark)

Charbon, Godefroid; Cabeen, M.; Jacobs-Wagner, C.

2009-01-01

Crescentin, which is the founding member of a rapidly growing family of bacterial cytoskeletal proteins, was previously proposed to resemble eukaryotic intermediate filament (IF) proteins based on structural prediction and in vitro polymerization properties. Here, we demonstrate that crescentin...

Alkyne Hydroamination and Trimerization with Titanium Bis(phenolate)pyridine Complexes: Evidence for Low-Valent Titanium Intermediates and Synthesis of an Ethylene Adduct of Titanium(II)

KAUST Repository

Tonks, Ian A.

2013-06-24

A class of titanium precatalysts of the type (ONO)TiX2 (ONO = pyridine-2,6-bis(4,6-di-tert-butylphenolate); X = Bn, NMe2) has been synthesized and crystallographically characterized. The (ONO)TiX2 (X = Bn, NMe2, X2 = NPh) complexes are highly active precatalysts for the hydroamination of internal alkynes with primary arylamines and some alkylamines. A class of titanium imido/ligand adducts, (ONO)Ti(L)(NR) (L = HNMe2, py; R = Ph, tBu), have also been synthesized and characterized and provide structural analogues to intermediates on the purported catalytic cycle. Furthermore, these complexes exhibit unusual redox behavior. (ONO)TiBn2 (1) promotes the cyclotrimerization of electron-rich alkynes, likely via a catalytically active TiII species that is generated in situ from 1. Depending on reaction conditions, these TiII species are proposed to be generated through Ti benzylidene or imido intermediates. A formally TiII complex, (ONO)Ti II(η2-C2H4)(HNMe2) (7), has been prepared and structurally characterized. © 2013 American Chemical Society.

Alkyne Hydroamination and Trimerization with Titanium Bis(phenolate)pyridine Complexes: Evidence for Low-Valent Titanium Intermediates and Synthesis of an Ethylene Adduct of Titanium(II)

KAUST Repository

Tonks, Ian A.; Meier, Josef C.; Bercaw, John E.

2013-01-01

A class of titanium precatalysts of the type (ONO)TiX2 (ONO = pyridine-2,6-bis(4,6-di-tert-butylphenolate); X = Bn, NMe2) has been synthesized and crystallographically characterized. The (ONO)TiX2 (X = Bn, NMe2, X2 = NPh) complexes are highly active precatalysts for the hydroamination of internal alkynes with primary arylamines and some alkylamines. A class of titanium imido/ligand adducts, (ONO)Ti(L)(NR) (L = HNMe2, py; R = Ph, tBu), have also been synthesized and characterized and provide structural analogues to intermediates on the purported catalytic cycle. Furthermore, these complexes exhibit unusual redox behavior. (ONO)TiBn2 (1) promotes the cyclotrimerization of electron-rich alkynes, likely via a catalytically active TiII species that is generated in situ from 1. Depending on reaction conditions, these TiII species are proposed to be generated through Ti benzylidene or imido intermediates. A formally TiII complex, (ONO)Ti II(η2-C2H4)(HNMe2) (7), has been prepared and structurally characterized. © 2013 American Chemical Society.

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

Science.gov (United States)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

Living in the city: school friendships, diversity and the middle classes.

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2018-06-01

Much of the literature on the urban middle classes describes processes of both affiliation (often to the localities) and disaffiliation (often from some of the non-middle-class residents). In this paper, we consider this situation from a different position, drawing on research exploring whether and how children and adults living in diverse localities develop friendships with those different to themselves in terms of social class and ethnicity. This paper focuses on the interviews with the ethnically diverse, but predominantly white British, middle-class parent participants, considering their attitudes towards social and cultural difference. We emphasize the importance of highlighting inequalities that arise from social class and its intersection with ethnicity in analyses of complex urban populations. The paper's contribution is, first, to examine processes of clustering amongst the white British middle-class parents, particularly in relation to social class. Second, we contrast this process, and its moments of reflection and unease, with the more deliberate and purposeful efforts of one middle-class, Bangladeshi-origin mother who engages in active labour to facilitate relationships across social and ethnic difference. © London School of Economics and Political Science 2017.

Students' Perceptions of the Learning Environment in Tertiary Science Classrooms in Myanmar

Science.gov (United States)

Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Oo, Zeya; Kyaw, Thein Thein

2018-01-01

We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory…

Historia y filosofía de las ciencias en la educación polimodal: propuesta para su incorporación al aula History and philosophy of science in science curricula: a proposal for its incorporation in science classes

Directory of Open Access Journals (Sweden)

Verónica Guridi

2004-12-01

Full Text Available Durante los últimos años se viene enfatizando la necesidad de la incorporación de la Historia y Filosofía de las Ciencias (HFC, en adelante a los currículos de Ciencias. Mucho se ha avanzado respecto de la definición de los marcos teóricos que debieran orientar la incorporación de la HFC en la Enseñanza de las Ciencias, pero sin embargo son pocos los trabajos que muestran propuestas concretas de incorporación de la HFC en las clases de Ciencias. Este trabajo intenta realizar un aporte en el sentido antes mencionado, presentando una propuesta para el tratamiento de un núcleo temático específico correspondiente al primer año Polimodal (orientación Humanidades y Ciencias Sociales en el espacio curricular Físico - Química. El núcleo temático seleccionado corresponde al estudio de la evolución de los modelos atómicos (hasta el modelo atómico de Bohr.In the last few years the necessity of including History and Philosophy of Science (HFC, hereafter in Science Curricula has been emphasised. There have been important advances in theoretical frameworks, which should orient the incorporation of HFC into Science classes. However, there are only a few works that include proposals that show some ways of making this concrete. This work attempts to make a contribution in that direction, presenting a proposal for the treatment of a specific thematic nucleus of the curricular area "Physics-Chemistry". The proposal is designed for the first year of High School Education (with orientation in Humanities and Social Sciences. The selected content corresponds to the study of the evolution of atomic models (up to the model of Bohr.

The Description of Problems Relating to Analogies Used in Science and Technology Textbooks

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Rahmi YAĞBASAN

2008-01-01

Full Text Available The aim of this study was to determine the problems concerning the use of analogies ingeneral and analogies used in primary school science and technology lessons inparticular. In this study, descriptive method was used. 4th, 5th, and 8th classes Scienceand Technology course books; 7 th, 8 th classes Science Books were used as a source.Analogies in the course books were classified according to the literature and theproblems found related to the analogies are pointed out in the study. In this study itwas seen that eighty-nine analogies were used in Science and Technology and inScience course books. These analogies were used in descending order as 8, 4, 6, 7, 5class groups. Also it was seen that these analogies were generally at simple andpictorial analogies.

Present status of intermediate band solar cell research

International Nuclear Information System (INIS)

Cuadra, L.; Marti, A.; Luque, A.

2004-01-01

The intermediate band solar cell is a theoretical concept with the potential for exceeding the performance of conventional single-gap solar cells. This novel photovoltaic converter bases its superior theoretical efficiency over single-gap solar cells by enhancing its photogenerated current, via the two-step absorption of sub-band gap photons, without reducing its output voltage. This is achieved through a material with an electrically isolated and partially filled intermediate band located within a higher forbidden gap. This material is commonly named intermediate band material. This paper centres on summarising the present status of intermediate band solar cell research. A number of attempts, which aim to implement the intermediate band concept, are being followed: the direct engineering of the intermediate band material, its implementation by means of quantum dots and the highly porous material approach. Among other sub-band gap absorbing proposals, there is a renewed interest on the impurity photovoltaic effect, the quantum well solar cells and the particularly promising proposal for the use of up- and down-converters

Implementation of an Online Climate Science Course at San Antonio College

Science.gov (United States)

Reyes, R.; Strybos, J.

2016-12-01

San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

Science.gov (United States)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

Science.gov (United States)

Ginosar, Avshalom; Tal, Tali

2017-11-01

This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

Science.gov (United States)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

Science Literacy and Prior Knowledge of Astronomy MOOC Students

Science.gov (United States)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Type 1 Does The Two-Step: Type 1 Secretion Substrates With A Functional Periplasmic Intermediate.

Science.gov (United States)

Smith, Timothy J; Sondermann, Holger; O'Toole, George A

2018-06-04

Bacteria have evolved several secretion strategies for polling and responding to environmental flux and insult. Of these, the type 1 secretion system (T1SS) is known to secrete an array of biologically diverse proteins - from small < 10 kDa bacteriocins to gigantic adhesins with a mass over 1 MDa. For the last several decades T1SS have been characterized as a one-step translocation strategy whereby the secreted substrate is transported directly into the extracellular environment from the cytoplasm with no periplasmic intermediate. Recent phylogenetic, biochemical, and genetic evidence point to a distinct sub-group of T1SS machinery linked with a bacterial transglutaminase-like cysteine proteinase (BTLCP), which uses a two-step secretion mechanism. BTLCP-linked T1SS transport a class of repeats-in-toxin (RTX) adhesins that are critical for biofilm formation. The prototype of this RTX adhesin group, LapA of Pseudomonas fluorescens Pf0-1, uses a novel N-terminal retention module to anchor the adhesin at the cell surface as a secretion intermediate threaded through the outer membrane-localized, TolC-like protein LapE. This secretion intermediate is post-translationally cleaved by the BTLCP family LapG protein to release LapA from its cognate T1SS pore. Thus, secretion of LapA and related RTX adhesins into the extracellular environment appears to be a T1SS-mediated, two-step process that involves a periplasmic intermediate. In this review, we contrast the T1SS machinery and substrates of the BLTCP-linked two-step secretion process with those of the classical one-step T1SS to better understand the newly recognized and expanded role of this secretion machinery. Copyright © 2018 American Society for Microbiology.

An Integrative Cultural Model to better situate marginalized science students in postsecondary science education

Science.gov (United States)

Labouta, Hagar Ibrahim; Adams, Jennifer Dawn; Cramb, David Thomas

2018-03-01

In this paper we reflect on the article "I am smart enough to study postsecondary science: a critical discourse analysis of latecomers' identity construction in an online forum", by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

Science.gov (United States)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

Information actions in science and technology: institutionalities, agencies and subjects

Directory of Open Access Journals (Sweden)

Rodrigo Rabello

Full Text Available Considering the influence of new agency forms - intervention and interaction among subjects - in the context of information intermediation, we aim to approach information actions in Science and Technology (S&T taking into consideration the institutionalities involved. For such, we assume there is an influence of a theoretical model emerging in Information Science (IS regarding current inventive and interactive form propitiated by the Web. The text is structured in two central topics bringing: i theoretical and epistemic constructions of the "information action" concept; and ii a certain interpretation oriented by the "informational action in S&T" construct, taking as its object the actions performed by IBICT (Brazilian Institute for Information in Science and Technology, directed towards excellence in information. Finally, we discuss how limitations of the "systemic model" propitiate the construction of new study objects in the model emerging in IS from theoretical innovations and counterpoints thoughts facing the diverse forms of information action, considering, for instance, the action of subjects on what concerns the validation of information in the current scenery of institutional intermediation.

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology †

Science.gov (United States)

Brown, Tanya L.; Brazeal, Kathleen R.; Couch, Brian A.

2017-01-01

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses. PMID:28512514

Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

Science.gov (United States)

Rivard, Leonard P.; Cormier, Marianne; Turnbull, Miles

2012-01-01

This article proposes strategies and practices that create rich discursive spaces for learning science in French immersion contexts. These strategies and practices are drawn from a variety of scholarly sources; here we adapt them to reading in the French immersion science classroom. The strategies and practices are designed for use in a…

Science in Schools Project

Science.gov (United States)

Waugh, Mike

As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.

The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Hooshang Khoshsima

2014-06-01

Full Text Available The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.

Putting Bourdieu to work for class analysis: reflections on some recent contributions.

Science.gov (United States)

Flemmen, Magne

2013-06-01

Recent developments in class analysis, particularly associated with so-called 'cultural class analysis'; have seen the works of Pierre Bourdieu take centre stage. Apart from the general influence of 'habitus' and 'cultural capital', some scholars have tried to reconstruct class analysis with concepts drawn from Bourdieu. This involves a theoretical reorientation, away from the conventional concerns of class analysis with property and market relations, towards an emphasis on the multiple forms of capital. Despite the significant potential of these developments, such a reorientation dismisses or neglects the relations of power and domination founded in the economic institutions of capitalism as a crucial element of what class is. Through a critique of some recent attempts by British authors to develop a 'Bourdieusian' class theory, the paper reasserts the centrality of the relations of power and domination that used to be the domain of class analysis. The paper suggests some elements central to a reworked class analysis that benefits from the power of Bourdieu's ideas while retaining a perspective on the fundamentals of class relations in capitalism. © London School of Economics and Political Science 2013.

The Role of Field Classes in Education of Prospective Teachers in Biology

Directory of Open Access Journals (Sweden)

E. Fleszar

2009-12-01

Full Text Available Field classes are indispensable in education of biology and environment protection students, as they allow a future teacher to carry out teaching material bringing together theory and practice through activity. In the framework of Biology Didactics classes the biology students of the Faculty of Natural Sciences at the University of Szczecin participate actively in the works on didactic nature trail in the Arkoñski Woods prepared by Dr. Ewa Fleszar. During the work on didactic natural path the students make themselves acquainted with: field class objectives; field class tasks; field class programmes, e.g. concerning phenology; flora and fauna species. Writing synopsis of field classes for selected lesson units at different teaching levels they acquire sound knowledge based on the ecological contents. Contacts with nature as well as gaining the experience during field classes allow them to obtain competences for working in the field and to understand the objectives of carrying out such classes. Field classes have an effect on developing interests of participants in the subject, and affect the improvement of teaching performance. Visit to the field forms ecological awareness, which leads to obtaining an ecological culture.

Building Bridges between Science Courses Using Honors Organic Chemistry Projects

Science.gov (United States)

Hickey, Timothy; Pontrello, Jason

2016-01-01

Introductory undergraduate science courses are traditionally offered as distinct units without formalized student interaction between classes. To bridge science courses, the authors used three Honors Organic Chemistry projects paired with other science courses. The honors students delivered presentations to mainstream organic course students and…

Associations of Systemic Diseases with Intermediate Uveitis.

Science.gov (United States)

Shoughy, Samir S; Kozak, Igor; Tabbara, Khalid F

2016-01-01

To determine the associations of systemic diseases with intermediate uveitis. The medical records of 50 consecutive cases with intermediate uveitis referred to The Eye Center in Riyadh, Saudi Arabia, were reviewed. Age- and sex-matched patients without uveitis served as controls. Patients had complete ophthalmic and medical examinations. There were 27 male and 23 female patients. Mean age was 29 years with a range of 5-62 years. Overall, 21 cases (42%) had systemic disorders associated with intermediate uveitis and 29 cases (58%) had no associated systemic disease. A total of 11 patients (22%) had asthma, 4 (8%) had multiple sclerosis, 3 (6%) had presumed ocular tuberculosis, 1 (2%) had inflammatory bowel disease, 1 (2%) had non-Hodgkin lymphoma and 1 (2%) had sarcoidosis. Evidence of systemic disease was found in 50 (5%) of the 1,000 control subjects. Bronchial asthma was found in 37 patients (3.7 %), multiple sclerosis in 9 patients (0.9%), inflammatory bowel disease in 3 patients (0.3%), and tuberculosis in 1 patient (0.1%). None of the control patients had sarcoidosis or lymphoma. There were statistically significant associations between intermediate uveitis and bronchial asthma (p = 0.0001), multiple sclerosis (p = 0.003) and tuberculosis (p = 0.0005). Bronchial asthma and multiple sclerosis were the most frequently encountered systemic diseases associated with intermediate uveitis in our patient population. Patients with intermediate uveitis should undergo careful history-taking and investigations to rule out associated systemic illness.

FROM THE TEXTBOOK TO NATURAL SCIENCE LESSONS: THE CONSTRUCTION OF SCIENCE IN THE CLASSROOM

Directory of Open Access Journals (Sweden)

Naranjo, Gabriela

2010-07-01

Full Text Available This ethnographic study is about the case of a Mexican primary school whose main reference for developing their classes is the Official Textbook, distributed by the government to all the students in the country. It analyzed the process of meaning construction by which teacher and students transform the curricular content of the textbook, in order to show how they produce local school science. For the analysis we incorporated several theoretical and methodological contributions of a multimodal perspective (Kress et al; 2001; Kress et al; 2005. From this perspective, on one hand, the textbook is considered as a multimodal complex of signs that has potential meanings related with the natural science and, on the other hand, teacher and students are viewed as active meaning producers. It is showed that although the classes are developed as the textbook suggests, teacher and students involve diverse resources of communication and representation (semiotic modes for making particular meanings and constructing a local version of school science. This article is written in Spanish.

On a class of incomplete gamma functions with applications

CERN Document Server

Chaudhry, M Aslam

2001-01-01

The subject of special functions is rich and expanding continuously with the emergence of new problems encountered in engineering and applied science applications. The development of computational techniques and the rapid growth in computing power have increased the importance of the special functions and their formulae for analytic representations. However, problems remain, particularly in heat conduction, astrophysics, and probability theory, whose solutions seem to defy even the most general classes of special functions.On a Class of Incomplete Gamma Functions with Applications introduces a class of special functions, developed by the authors, useful in the analytic study of several heat conduction problems. It presents some basic properties of these functions, including their recurrence relations, special cases, asymptotic representations, and integral transform relationships. The authors explore applications of these generalized functions to problems in transient heat conduction, special cases of laser s...

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =

Science.gov (United States)

Wu, Jason S.

Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free-recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study's limitations and future directions of research.

Cell Phones Transform a Science Methods Course

Science.gov (United States)

Madden, Lauren

2012-01-01

A science methods instructor intentionally encouraged cell phone use for class work to discover how cell phones can be used as research tools to enhance the content and engage the students. The anecdotal evidence suggested that students who used their smartphones as research tools experienced the science content and pedagogical information…

Class prediction for high-dimensional class-imbalanced data

Directory of Open Access Journals (Sweden)

Lusa Lara

2010-10-01

Full Text Available Abstract Background The goal of class prediction studies is to develop rules to accurately predict the class membership of new samples. The rules are derived using the values of the variables available for each subject: the main characteristic of high-dimensional data is that the number of variables greatly exceeds the number of samples. Frequently the classifiers are developed using class-imbalanced data, i.e., data sets where the number of samples in each class is not equal. Standard classification methods used on class-imbalanced data often produce classifiers that do not accurately predict the minority class; the prediction is biased towards the majority class. In this paper we investigate if the high-dimensionality poses additional challenges when dealing with class-imbalanced prediction. We evaluate the performance of six types of classifiers on class-imbalanced data, using simulated data and a publicly available data set from a breast cancer gene-expression microarray study. We also investigate the effectiveness of some strategies that are available to overcome the effect of class imbalance. Results Our results show that the evaluated classifiers are highly sensitive to class imbalance and that variable selection introduces an additional bias towards classification into the majority class. Most new samples are assigned to the majority class from the training set, unless the difference between the classes is very large. As a consequence, the class-specific predictive accuracies differ considerably. When the class imbalance is not too severe, down-sizing and asymmetric bagging embedding variable selection work well, while over-sampling does not. Variable normalization can further worsen the performance of the classifiers. Conclusions Our results show that matching the prevalence of the classes in training and test set does not guarantee good performance of classifiers and that the problems related to classification with class

Teacher conceptions in the area of Nature Sciences about the construction of interdisciplinarity in Polytechnic Intermediate Education: the contribution of faculty expertise to reality in two schools in Northern Rio Grande do Sul

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Bruna Carminatti

2015-08-01

Full Text Available High School education in Rio Grande do Sul underwent reformulations with the proposal for Polytechnic Intermediate Education suggested by the State Education Office. Overall, this proposal arose from the demand for improvements in elementary education, where High School education is concerned, and was implemented along the years of 2012, 2013 and 2014. Among the desired improvements was the need to overcome content education through interdisciplinarity and an integrated curriculum. Taking such changes into consideration – which implied the creation of knowledge areas, curricular restructuring, changes to the means of evaluation and the planning and teaching methodology presumptions – this article aims to report the path and results from research that proposed to investigate the manner in which interdisciplinarity began being constructed by educators in the area of Nature Sciences from faculty expertise. The methodology employed was of ethnographic research, that allowed to gather a wealth of data and opinions from the individuals investigated, namely nine teachers from the Nature Sciences area that encompasses the subjects of chemistry, physics and biology, from two intermediate education public schools in Northern Rio Grande do Sul. Data interpretation was carried out under the perspective of Discursive Textual Analysis and allowed for the identification of both the hurdles that made interdisciplinary construction and action unfeasible, such as lack of time for planning, and possible alternatives to overcome such hurdles, among which faculty expertise. From the discussion of those results, it can be observed that the proposal for Polytechnic High School provided space for the construction of the interdisciplinary praxis as well as for reflecting on and awareness building of its need, making it feasible from theoretic-methodological (reoptions on the part of the faculty in the bias of their expertise as such.

Hall effects on hydromagnetic Couette flow of Class-II in a rotating ...

African Journals Online (AJOL)

International Journal of Engineering, Science and Technology ... Couette flow of class-II of a viscous, incompressible and electrically conducting fluid with ... Numerical solution of energy equation and numerical values of rate of heat transfer at ...

The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

Science.gov (United States)

Racelis, A. E.; Brovold, A. A.

2010-12-01

The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

Science.gov (United States)

Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Different understanding: science through the eyes of visual thinkers

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.; Marchant, M.

1997-09-11

The objective of this emergent study was to follow the cognitive and creative processes demonstrated by five art student participants as they integrated a developing knowledge of big science, as practiced at the Department of Energy`s Lawrence Livermore National Laboratory, into a personal and idiosyncratic visual, graphical, or multimedia product. The non-scientist participants involved in this process attended design classes sponsored by the Laboratory at the Art Center College of Design in California. The learning experience itself, and how the students arrived at their product, were the focus of the class and the research. The study was emergent in that we found no applicable literature on the use of art to portray a cognitive understanding of science. This lack of literature led us to the foundation literature on creativity and to the corpus of literature on public understanding of science. We believe that this study contributes to the literature on science education, art education, cognitive change, and public understanding of science. 20 refs., 11 figs.

Student Opinions on Mobile Augmented Reality Application and Developed Content in Science Class

Directory of Open Access Journals (Sweden)

Damla Karagozlu

2017-11-01

Full Text Available As one of the most important branches of science, natural science studies have never lost their currency. The purpose of this study is to examine the development process of Augmented Reality contents which were developed using a design-based research method with the purpose of using it in teaching of natural science topics and to look into student evaluations. In the study which employed design-based research model, developed contents were applied, analysed and re-designed with students constantly. The study group of the research consisted of forty 7th grade students at a private college in 2016-2017 fall semester. Augmented reality contents developed for science teaching were evaluated by teachers and students as effective. According to the teacher and student opinions, it was concluded that augmented reality contents of science teaching developed during design-based research process was nice, easily applicable and useful. It can be said that while developing educative materials for students, applying design-based research model and paying attention to material design principles secures the effectiveness of the developed material.

Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

Science.gov (United States)

Paek, Seungoh; Fulton, Lori A.

2017-01-01

This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

Isoporphyrin Intermediate in Heme Oxygenase Catalysis

Science.gov (United States)

Evans, John P.; Niemevz, Fernando; Buldain, Graciela; de Montellano, Paul Ortiz

2008-01-01

Human heme oxygenase-1 (hHO-1) catalyzes the O2- and NADPH-dependent oxidation of heme to biliverdin, CO, and free iron. The first step involves regiospecific insertion of an oxygen atom at the α-meso carbon by a ferric hydroperoxide and is predicted to proceed via an isoporphyrin π-cation intermediate. Here we report spectroscopic detection of a transient intermediate during oxidation by hHO-1 of α-meso-phenylheme-IX, α-meso-(p-methylphenyl)-mesoheme-III, and α-meso-(p-trifluoromethylphenyl)-mesoheme-III. In agreement with previous experiments (Wang, J., Niemevz, F., Lad, L., Huang, L., Alvarez, D. E., Buldain, G., Poulos, T. L., and Ortiz de Montellano, P. R. (2004) J. Biol. Chem. 279, 42593–42604), only the α-biliverdin isomer is produced with concomitant formation of the corresponding benzoic acid. The transient intermediate observed in the NADPH-P450 reductase-catalyzed reaction accumulated when the reaction was supported by H2O2 and exhibited the absorption maxima at 435 and 930 nm characteristic of an isoporphyrin. Product analysis by reversed phase high performance liquid chromatography and liquid chromatography electrospray ionization mass spectrometry of the product generated with H2O2 identified it as an isoporphyrin that, on quenching, decayed to benzoylbiliverdin. In the presence of H218O2, one labeled oxygen atom was incorporated into these products. The hHO-1-isoporphyrin complexes were found to have half-lives of 1.7 and 2.4 h for the p-trifluoromethyl- and p-methyl-substituted phenylhemes, respectively. The addition of NADPH-P450 reductase to the H2O2-generated hHO-1-isoporphyrin complex produced α-biliverdin, confirming its role as a reaction intermediate. Identification of an isoporphyrin intermediate in the catalytic sequence of hHO-1, the first such intermediate observed in hemoprotein catalysis, completes our understanding of the critical first step of heme oxidation. PMID:18487208

Teaching 5th grade science for aesthetic understanding

Science.gov (United States)

Girod, Mark A.

Many scientists speak with great zeal about the role of aesthetics and beauty in their science and inquiry. Few systematic efforts have been made to teach science in ways that appeal directly to aesthetics and this research is designed to do just that. Drawing from the aesthetic theory of Dewey, I describe an analytic lens called learning for aesthetic understanding that finds power in the degree to which our perceptions of the world are transformed, our interests and enthusiasm piqued, and our actions changed as we seek further experiences in the world. This learning theory is contrasted against two other current and popular theories of science learning, that of learning for conceptual understanding via conceptual change theory and learning for a language-oriented or discourse-based understanding. After a lengthy articulation of the pedagogical strategies used to teach for aesthetic understanding the research is described in which comparisons are drawn between students in two 5th grade classrooms---one taught for the goal of conceptual understanding and the other taught for the goal of aesthetic understanding. Results of this comparison show that more students in the treatment classroom had aesthetic experiences with science ideas and came to an aesthetic understanding when studying weather, erosion, and structure of matter than students in the control group. Also statistically significant effects are shown on measures of interest, affect, and efficacy for students in the treatment class. On measures of conceptual understanding it appears that treatment class students learned more and forgot less over time than control class students. The effect of the treatment does not generally depend on gender, ethnicity, or prior achievement except in students' identity beliefs about themselves as science learners. In this case, a significant interaction for treatment class females on science identity beliefs did occur. A discussion of these results as well as elaboration and

Integration of Digital Technology and Innovative Strategies for Learning and Teaching Large Classes: A Calculus Case Study

Science.gov (United States)

Vajravelu, Kuppalapalle; Muhs, Tammy

2016-01-01

Successful science and engineering programs require proficiency and dynamics in mathematics classes to enhance the learning of complex subject matter with a sufficient amount of practical problem solving. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the…

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

Science.gov (United States)

Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

Science.gov (United States)

Schinske, Jeffrey N.; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical…

The BEST study--a prospective study to compare business class versus economy class air travel as a cause of thrombosis.

Science.gov (United States)

Jacobson, Barry F; Münster, Marion; Smith, Alberto; Burnand, Kevin G; Carter, Andrew; Abdool-Carrim, A Talib O; Marcos, Elizabeth; Becker, Piet J; Rogers, Timothy; le Roux, Dirk; Calvert-Evers, Jennifer L; Nel, Marietha J; Brackin, Robyn; Veller, Martin

2003-07-01

As many as 10% of airline passengers travelling without prophylaxis for long distances may develop a venous thrombosis. There is, however, no evidence that economy class travellers are at increased risk of thrombosis. A suitably powered prospective study, based on the incidence of deep-vein thrombosis (DVT) reported in previous studies on long-haul flights, was designed to determine the incidence of positive venous duplex scans and D-dimer elevations in low and intermediate-risk passengers, comparing passengers travelling in business and economy class. Eight hundred and ninety-nine passengers were recruited (180 travelling business class and 719 travelling economy). D-dimers were measured before and after the flight. A value greater than 500 ng/ml was accepted as abnormal. A thrombophilia screen was conducted which included the factor V Leiden mutation, the prothombin 20210A mutation, protein C and S levels, antithrombin levels, and anticardiolipin antibodies immunoglobulin G (IgG) and immunoglobulin M (IgM). On arrival, lower limb compression ultrasonography of the deep veins was performed. Logistical regression analysis was used to determine the risk factors related to abnormally high D-dimer levels. Only 434 subjects had a full venous duplex scan performed. None had ultrasonic evidence of venous thrombosis. Nine passengers tested at departure had elevated D-dimer levels and these volunteers were excluded from further study. Seventy-four of the 899 passengers had raised D-dimers on arrival. Twenty-two of 180 business class passengers (12%) developed elevated D-dimers compared with 52 of 719 economy class passengers (7%). There was no significant association between elevation of D-dimers and the class flown (odds ratio (OR) 0.61, p = 0.109). The factor V Leiden mutation, factor VIII levels and the use of aspirin were, however, associated with raised D-dimers (OR 3.36, p = 0.024; OR 1.01, p = 0.014; and OR 2.04, p = 0.038, respectively). Five hundred and five

an intermediate moisture meat

African Journals Online (AJOL)

STORAGESEVER

2008-07-04

Jul 4, 2008 ... traditional SM muscle without compromising quality. ... technique is intermediate moisture food processing. ... Traditionally, most tsire suya producers use ..... quality of Chinese purebred and European X Chinese crossbred ...

Hydrostatic Pressure Project: Linked-Class Problem-Based Learning in Engineering

Science.gov (United States)

Davis, Freddie J.; Lockwood-Cooke, Pamela; Hunt, Emily M.

2011-01-01

Over the last few years, WTAMU Mathematics, Engineering and Science faculty has used interdisciplinary projects as the basis for implementation of a linked-class approach to Problem-Based Learning (PBL). A project that has significant relevance to engineering statics, fluid mechanics, and calculus is the Hydrostatic Pressure Project. This project…

Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

Science.gov (United States)

Avard, Margaret

2009-01-01

In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

Models of science dynamics encounters between complexity theory and information sciences

CERN Document Server

Börner, Katy; Besselaar, Peter

2012-01-01

Models of science dynamics aim to capture the structure and evolution of science. They are developed in an emerging research area in which scholars, scientific institutions and scientific communications become themselves basic objects of research. In order to understand phenomena as diverse as the structure of evolving co-authorship networks or citation diffusion patterns, different models have been developed. They include conceptual models based on historical and ethnographic observations, mathematical descriptions of measurable phenomena, and computational algorithms. Despite its evident importance, the mathematical modeling of science still lacks a unifying framework and a comprehensive research agenda. This book aims to fill this gap, reviewing and describing major threads in the mathematical modeling of science dynamics for a wider academic and professional audience. The model classes presented here cover stochastic and statistical models, game-theoretic approaches, agent-based simulations, population-dy...

Dependent Classes

DEFF Research Database (Denmark)

Gasiunas, Vaidas; Mezini, Mira; Ostermann, Klaus

2007-01-01

of dependent classes and a machine-checked type soundness proof in Isabelle/HOL [29], the first of this kind for a language with virtual classes and path-dependent types. [29] T.Nipkow, L.C. Poulson, and M. Wenzel. Isabelle/HOL -- A Proof Assistant for Higher-Order Logic, volume 2283 of LNCS, Springer, 2002......Virtual classes allow nested classes to be refined in subclasses. In this way nested classes can be seen as dependent abstractions of the objects of the enclosing classes. Expressing dependency via nesting, however, has two limitations: Abstractions that depend on more than one object cannot...... be modeled and a class must know all classes that depend on its objects. This paper presents dependent classes, a generalization of virtual classes that expresses similar semantics by parameterization rather than by nesting. This increases expressivity of class variations as well as the flexibility...

Taxation of Financial Intermediation Activities in Hong Kong

OpenAIRE

Jack M. Mintz; Stephen R. Richardson

2001-01-01

This paper discusses issues related to the taxation of financial intermediation in Hong Kong in the context of Hong Kong's position as a major regional financial centre. It first provides some background analysis as to the definition of financial intermediation and identification of the providers of financial services. This is then followed by a discussion of the principles of taxation applicable to financial intermediation, including a comparison of income taxes to consumption taxes. Some sp...

Perspectives of Best Practices for Learning Gender-Inclusive Science: Influences of Extracurricular Science for Gifted Girls and Electrical Engineering for Women.

Science.gov (United States)

Wood, Shaunda L.

2002-01-01

Explores the perceptions of gifted girls with regard to how the family, home, and school environments influenced their choices to take extracurricular science classes. Uses qualitative and quantitative methods to measure girls' attitudes toward science. Specifically addresses gender differences of gifted girls and women in engineering. (Contains…

Data Science for Imbalanced Data: Methods and Applications

Science.gov (United States)

Johnson, Reid A.

2016-01-01

Data science is a broad, interdisciplinary field concerned with the extraction of knowledge or insights from data, with the classification of data as a core, fundamental task. One of the most persistent challenges faced when performing classification is the class imbalance problem. Class imbalance refers to when the frequency with which each class…

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

Science.gov (United States)

Vieira, Rui Marques; Tenreiro-Vieira, Celina

2016-01-01

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

Trapping of intermediates with substrate analog HBOCoA in the polymerizations catalyzed by class III polyhydroxybutyrate (PHB) synthase from Allochromatium vinosum.

Science.gov (United States)

Chen, Chao; Cao, Ruikai; Shrestha, Ruben; Ward, Christina; Katz, Benjamin B; Fischer, Christopher J; Tomich, John M; Li, Ping

2015-05-15

Polyhydroxybutyrate (PHB) synthases (PhaCs) catalyze the formation of biodegradable PHB polymers that are considered as an ideal alternative to petroleum-based plastics. To provide strong evidence for the preferred mechanistic model involving covalent and noncovalent intermediates, a substrate analog HBOCoA was synthesized chemoenzymatically. Substitution of sulfur in the native substrate HBCoA with an oxygen in HBOCoA enabled detection of (HB)nOCoA (n = 2-6) intermediates when the polymerization was catalyzed by wild-type (wt-)PhaECAv at 5.84 h(-1). This extremely slow rate is due to thermodynamically unfavorable steps that involve the formation of enzyme-bound PHB species (thioesters) from corresponding CoA oxoesters. Synthesized standards (HB)nOCoA (n = 2-3) were found to undergo both reacylation and hydrolysis catalyzed by the synthase. Distribution of the hydrolysis products highlights the importance of the penultimate ester group as previously suggested. Importantly, the reaction between primed synthase [(3)H]-sT-PhaECAv and HBOCoA yielded [(3)H]-sTet-O-CoA at a rate constant faster than 17.4 s(-1), which represents the first example that a substrate analog undergoes PHB chain elongation at a rate close to that of the native substrate (65.0 s(-1)). Therefore, for the first time with a wt-synthase, strong evidence was obtained to support our favored PHB chain elongation model.

Intermediate-energy nuclear chemistry workshop

International Nuclear Information System (INIS)

Butler, G.W.; Giesler, G.C.; Liu, L.C.; Dropesky, B.J.; Knight, J.D.; Lucero, F.; Orth, C.J.

1981-05-01

This report contains the proceedings of the LAMPF Intermediate-Energy Nuclear Chemistry Workshop held in Los Alamos, New Mexico, June 23-27, 1980. The first two days of the Workshop were devoted to invited review talks highlighting current experimental and theoretical research activities in intermediate-energy nuclear chemistry and physics. Working panels representing major topic areas carried out indepth appraisals of present research and formulated recommendations for future research directions. The major topic areas were Pion-Nucleus Reactions, Nucleon-Nucleus Reactions and Nuclei Far from Stability, Mesonic Atoms, Exotic Interactions, New Theoretical Approaches, and New Experimental Techniques and New Nuclear Chemistry Facilities

Intermediate-energy nuclear chemistry workshop

Energy Technology Data Exchange (ETDEWEB)

Butler, G.W.; Giesler, G.C.; Liu, L.C.; Dropesky, B.J.; Knight, J.D.; Lucero, F.; Orth, C.J.

1981-05-01

This report contains the proceedings of the LAMPF Intermediate-Energy Nuclear Chemistry Workshop held in Los Alamos, New Mexico, June 23-27, 1980. The first two days of the Workshop were devoted to invited review talks highlighting current experimental and theoretical research activities in intermediate-energy nuclear chemistry and physics. Working panels representing major topic areas carried out indepth appraisals of present research and formulated recommendations for future research directions. The major topic areas were Pion-Nucleus Reactions, Nucleon-Nucleus Reactions and Nuclei Far from Stability, Mesonic Atoms, Exotic Interactions, New Theoretical Approaches, and New Experimental Techniques and New Nuclear Chemistry Facilities.

Finding Connections: Using Accounting Concepts in a Career Planning Class

Science.gov (United States)

Wang, Michelle

2013-01-01

In higher education, the most common challenge for students is the ability to find a connection between one subject that they have learned and another subject. Thus, students' learning becomes compartmentalized and piecemeal. For instance, accounting students may find attending a drawing class boring and a waste of time. Science students may…

Rosalind Franklin and the DNA molecular structure: A case of history of science to learn about the nature of science

Directory of Open Access Journals (Sweden)

José Antonio Acevedo-Díaz

2016-08-01

Full Text Available The Rosalind Franklin’s case regarding the elucidation of the molecular structure of DNA is presented as an interesting story of the history of science to address a set of questions related to the nature of science (NOS from an explicit and reflective approach. The teaching proposal is aimed to the pre-service teachers training in NOS issues and its didactics. Attention is given to both epistemic and non-epistemic aspects in the narration and the NOS questions asked for reflecting about them. Also, some methodological recommendations for implementing the didactic proposal in science classroom are offered. This involves the follows: (i in small groups, the students read the controversy and respond to some questions on NOS; (ii they present their responses to the whole-class; and (iii they revise their initial responses in light of the whole-class discussion.

The ARES High-level Intermediate Representation

Energy Technology Data Exchange (ETDEWEB)

Moss, Nicholas David [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-03-03

The LLVM intermediate representation (IR) lacks semantic constructs for depicting common high-performance operations such as parallel and concurrent execution, communication and synchronization. Currently, representing such semantics in LLVM requires either extending the intermediate form (a signi cant undertaking) or the use of ad hoc indirect means such as encoding them as intrinsics and/or the use of metadata constructs. In this paper we discuss a work in progress to explore the design and implementation of a new compilation stage and associated high-level intermediate form that is placed between the abstract syntax tree and when it is lowered to LLVM's IR. This highlevel representation is a superset of LLVM IR and supports the direct representation of these common parallel computing constructs along with the infrastructure for supporting analysis and transformation passes on this representation.

Investigating an intervention to support computer simulation use in whole-class teaching

NARCIS (Netherlands)

Rutten, N.P.G.; van Joolingen, W.R.; van der Veen, J.T.

2016-01-01

Going beyond simply measuring the effectiveness of a teaching approach with computer simulations during whole-class science instruction, we investigated the interaction between teachers and their students as well as searched for mechanisms in the pedagogical context related to teachers’

The Effect of Listening to English Songs on Iranian EFL Pre-intermediate Learners’ Listening Comprehension

Directory of Open Access Journals (Sweden)

Mahin Rezaei

2015-05-01

Full Text Available The aim of this study was to find out whether listening to English songs can improve pre-intermediate EFL learners’ listening comprehension. To this end, a non-randomized pretest-posttest control group design as one of the quasi-experimental research designs was employed. The sample of the study consisted of 40 male and female English learners from two classes in an Institute in Marand, Iran. The two classes were randomly assigned into the experimental and control groups.  Then, a PET test was used to check the homogeneity of both groups. The listening section of PET was also considered as the pretest of the study. Then, fifteen English songs were used in the experimental group during the treatment period. Each session, within 45 minutes, one song was played for and practiced with the learners. Meanwhile, the control group had their usual teacher -fronted class without listening to songs. At the end, both groups were post tested on their listening comprehension using the listening section of another version of PET. The collected data were analyzed using Independent-Samples and Paired-Samples t-tests. The results revealed a statistically significant improvement in the performance of the experimental group. It is implied that songs are not only an entertaining tool but they can also be used as a pedagogic material in improving learners’ listening comprehension.

The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Islam NamazianDost

2017-09-01

Full Text Available The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

Gasoline Engine Mechanics. Performance Objectives. Intermediate Course.

Science.gov (United States)

Jones, Marion

Several intermediate performance objectives and corresponding criterion measures are listed for each of six terminal objectives presented in this curriculum guide for an intermediate gasoline engine mechanics course at the secondary level. (For the beginning course guide see CE 010 947.) The materials were developed for a two-semester (2 hour…

Working class conservatism: a system justification perspective.

Science.gov (United States)

Jost, John T

2017-12-01

Working class conservatism is a perennial issue in social science, but researchers have struggled to provide an adequate characterization. In social psychology, the question has too often been framed in 'either/or' terms of whether the disadvantaged are more or less likely to support the status quo than the advantaged. This is a crude rendering of the issue obscuring the fact that even if most working class voters are not conservative, millions are-and conservatives could not win elections without their support. System justification theory highlights epistemic, existential, and relational needs to reduce uncertainty, threat, and social discord that are shared by everyone-and that promote conservative attitudes. I summarize qualitative and quantitative evidence of system justification among the disadvantaged and consider prospects for more constructive political activity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Summary report of a seminar on geosphere modelling requirements of deep disposal of low and intermediate level radioactive wastes

International Nuclear Information System (INIS)

Piper, D.; Paige, R.W.; Broyd, T.W.

1989-02-01

A seminar on the geosphere modelling requirements of deep disposal of low and intermediate level radioactive wastes was organised by WS Atkins Engineering Sciences as part of Her Majesty's Inspectorate of Pollution's Radioactive Waste Assessment Programme. The objectives of the seminar were to review geosphere modelling capabilities and prioritise, if possible, any requirements for model development. Summaries of the presentations and subsequent discussions are given in this report. (author)

Latinos in science: Identifying factors that influence the low percentage of Latino representation in the sciences

Science.gov (United States)

Miranda, Susan Jennifer

A mixed methods approach was used to identify factors that influence the underrepresentation of Latinos in the domain of science. The researcher investigated the role of family influences, academic preparation, and personal motivations to determine science-related career choices by Latinos. Binary logistic regression analyses were conducted using information from Latinos gathered from the National Education Longitudinal Study of 1988 (NELS: 88) administered by the National Center for Education Statistics. For the present study, data were analyzed using participants' responses as high school seniors, college students, and post-baccalaureates. Students responded to questions on school, work, parental academic influences, personal aspirations, and self-perception. To provide more insight into the experiences of Latinos in science and support the statistical analyses, nine students majoring in science in a private, urban university located in the northeastern part of the country were interviewed. Eleven variables related to parents' academic support and students' perceptions of parental support were taken together as predictors for two separate criteria from the survey. These results identified parents' level of education and the importance of academics to parents in their teen's college choice as significant predictors in determining college major in science. When the criterion was degree in science, the significant predictor was the frequency parents contacted high school as volunteers. Student interviews supported this information, demonstrating the importance of parental support in attaining a degree in science. Academic preparation was also analyzed. Students' reasons for taking science classes in high school was a significant predictor for science major; significant predictors for science degree were the emphasis placed on objectives in math and science classes and number of courses in biology and physics. Student interviews supported this information and

Does the nature of science influence college students' learning of biological evolution?

Science.gov (United States)

Butler, Wilbert, Jr.

This quasi-experimental, mixed-methods study assessed the influence of the nature of science (NOS) instruction on college students' learning of biological evolution. In this research, conducted in two introductory biology courses, in each course the same instruction was employed, with one important exception: in the experimental section students were involved in an explicit, reflective treatment of the nature of science (Explicit, reflective NOS), in the traditional treatment section, NOS was implicitly addressed (traditional treatment). In both sections, NOS aspects of science addressed included is tentative, empirically based, subjective, inferential, and based on relationship between scientific theories and laws. Students understanding of evolution, acceptance of evolution, and understanding of the nature of science were assessed before, during and after instruction. Data collection entailed qualitative and quantitative methods including Concept Inventory for Natural Selection (CINS), Measure of Acceptance of the Theory of Evolution (MATE) survey, Views of nature of Science (VNOS-B survey), as well as interviews, classroom observations, and journal writing to address understand students' views of science and understanding and acceptance of evolution. The quantitative data were analyzed via inferential statistics and the qualitative data were analyzed using grounded theory. The data analysis allowed for the construction and support for four assertions: Assertion 1: Students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of the nature of science concepts. Alternatively, students engaged in instruction using an implicit approach to the nature of science did not improve their understanding of the nature of science to the same degree. The VNOS-B results indicated that students in the explicit, reflective NOS class showed the better understanding of the NOS after the course than students in the implicit NOS class

The science of cheese

Science.gov (United States)

The book describes the science of cheese in everyday language. The first chapters cover milk, mammals, and principles of cheesemaking and aging, along with lactose intolerance and raw milk cheese. Succeeding chapters deal with a category of cheese along with a class of compounds associated with it...

Reflections on Science Fiction in Light of Today's Global Concerns.

Science.gov (United States)

Aiex, Patrick K.

Science fiction is a literary genre that can be used in humanities courses to discuss ideas, attitudes, ethics, morality, and the effects of science and technology on the world's population. One of the best examples of a "classic" science fiction novel which can provoke class discussion is Aldous Huxley's "Brave New World,"…

Science Olympiad students' nature of science understandings

Science.gov (United States)

Philpot, Cindy J.

2007-12-01

Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

A midrapidity source of intermediate mass fragments in highly central collisions of Au+Au at 150 A MeV

Energy Technology Data Exchange (ETDEWEB)

Alard, J P; Bastid, N; Crouau, M; Dupieux, P; Fraysse, L; Jorio, M; Montarou, G; Morel, P [Laboratoire de Physique Corpusculaire, 63 - Clermont-Ferrand (France); Basrak, Z; Caplar, R; Cindro, N; Hoelbling, S [Rudjer Boskovic Inst., Zagreb (Yugoslavia); Belayev, I M; Frolov, S; Korchagin, Y; Lebedev, A; Smolyankin, S; Zhilin, A V [Institute for Experimental and Theoretical Physics, Moscow (Russia); Bini, M; Olmi, A; Pasquali, G; Poggi, G; Taccetti, N [Florence Univ. (Italy); [INFN, Florence (Italy); Blaich, T [Mainz Univ. (Germany); Buta, A; Legrand, I; Moisa, D; Petrovici, M; Simion, V [Institute for Physics and Nuclear Engineering, Bucharest (Romania); Cerruti, C; Coffin, J P; Fintz, P; Guillaume, G; Houari, O; Jundt, F; Kuhn, C; Maguire, C; Rami, F; Tezkratt, R; Wagner, P [Centre de Recherches Nucleaires, 67 - Strasbourg (France); [Strasbourg Univ., 67 (France); Eroe, J; Fodor, Z; Kecskemeti, J; Koncz, P; Seres, Z [Central Research Inst. for Physics, Budapest (Hungary); Grigoriyan, Y; Manko, V; Mgebrishvili, G; Sadchikov, A; Vasiliev, M A [Kurchatov Inst. for Atomic Energy, Moscow (Russia); Herrmann, N; Pelte, D; Trzaska, M; Wienold, T [Heidelberg Univ. (Germany). Physikalisches Inst.; Kotte, R; Moesner, J; Neubert, W; Wohlfarth, D [Forschungszentrum Rossendorf (Germany); Matulewicz, T; Sikora, B; Wilhelmi, Z [Warsaw Univ. (Poland). Inst. of Experimental Physics; Bock, R; Fan, Z G; Freifelder, R; Gobbi, A; Hildenbrand, K D; Jeong, S C; Kraemer, M; Reisdorf, W; Schuell, D; Sodan, U; Teh, K; Wessels, J P; FOPI Collaboration at GSI

1992-02-01

Charged particles have been observed in collisions of Au on Au at incident energy of 150 A MeV using a high-granularity detector system covering approximatley the forward hemisphere in the center-of-mass system. Highly central collisions have been studied using a double selection criterion which combines large charged particle multiplicities with small transverse momentum directivities. In this class of events about one quarter of the total nuclear charge emerges as intermediate mass fragments with nuclear charges Z>2. These fragments are centred at midrapidity and are produced with large transverse velocities. (orig.).

A midrapidity source of intermediate mass fragments in highly central collisions of Au+Au at 150 A MeV

International Nuclear Information System (INIS)

Alard, J.P.; Bastid, N.; Crouau, M.; Dupieux, P.; Fraysse, L.; Jorio, M.; Montarou, G.; Morel, P.; Basrak, Z.; Caplar, R.; Cindro, N.; Hoelbling, S.; Belayev, I.M.; Frolov, S.; Korchagin, Y.; Lebedev, A.; Smolyankin, S.; Zhilin, A.V.; Bini, M.; Olmi, A.; Pasquali, G.; Poggi, G.; Taccetti, N.; Blaich, T.; Buta, A.; Legrand, I.; Moisa, D.; Petrovici, M.; Simion, V.; Cerruti, C.; Coffin, J.P.; Fintz, P.; Guillaume, G.; Houari, O.; Jundt, F.; Kuhn, C.; Maguire, C.; Rami, F.; Tezkratt, R.; Wagner, P.; Eroe, J.; Fodor, Z.; Kecskemeti, J.; Koncz, P.; Seres, Z.; Grigoriyan, Y.; Manko, V.; Mgebrishvili, G.; Sadchikov, A.; Vasiliev, M.A.; Herrmann, N.; Pelte, D.; Trzaska, M.; Wienold, T.; Matulewicz, T.; Sikora, B.; Wilhelmi, Z.; Bock, R.; Fan, Z.G.; Freifelder, R.; Gobbi, A.; Hildenbrand, K.D.; Jeong, S.C.; Kraemer, M.; Reisdorf, W.; Schuell, D.; Sodan, U.; Teh, K.; Wessels, J.P.

1992-02-01

Charged particles have been observed in collisions of Au on Au at incident energy of 150 A MeV using a high-granularity detector system covering approximatley the forward hemisphere in the center-of-mass system. Highly central collisions have been studied using a double selection criterion which combines large charged particle multiplicities with small transverse momentum directivities. In this class of events about one quarter of the total nuclear charge emerges as intermediate mass fragments with nuclear charges Z>2. These fragments are centred at midrapidity and are produced with large transverse velocities. (orig.)

Measuring small time periods in earth sciences by uranium series disequilibrium

International Nuclear Information System (INIS)

Choudhary, A.K.

2008-01-01

During the last three decades mass spectrometry in India has seen its application in almost every field of science. In particular, TIMS has revolutionized geological sciences by taking it from a mainly descriptive to modern quantitative Earth Sciences. It has largely contributed in measurement of precise time scales of geological processes. During the last decade, focus has primarily been on measurement of time scales of these fundamental processes. Some of the radiometric methods initially developed for measuring shorter time-scales have their own problems. The intermediate nuclides in the uranium and thorium decay series having much shorter half lives compared to their parents, provide a useful tool to measure intermediate time scales. These isotopes had earlier been ignored due to analytical difficulties associated with their measurement. The development of new generation mass spectrometers with very high abundance sensitivity has now made it possible to measure these isotopic ratios. Consequently U-series isotopic measurements have put unique and at times the only quantitative constraints on the processes taking place in the interior of the Earth. Since such mass spectrometers have recently been installed in some of the laboratories in India, scientific investigation may now be taken up in some of the unexplored areas of Earth Sciences in our country

Mapping Intermediality in Performance

NARCIS (Netherlands)

2010-01-01

Mapping Intermediality in Performance benadert het vraagstuk van intermedialiteit met betrekking tot performance (vooral theater) vanuit vijf verschillende invalshoeken: performativiteit en lichaam; tijd en ruimte; digitale cultuur en posthumanisme; netwerken; pedagogiek en praxis. In deze boeiende

Darwinism in Context: An interdisciplinary, highly contextualized course on nature of science

Directory of Open Access Journals (Sweden)

Kostas Kampourakis

2015-10-01

Full Text Available In this article, we describe a course, titled Darwinism in Context, which focuses on the social, cultural and scientific influences on the development of Darwin's theory. This was an interdisciplinary, highly contextualized nature of science course that aimed to help students learn about a core nature of science aspect: that there are historical, cultural and social influences on the practice and directions of science. For this purpose, the course was based on a well-documented historical case study: the development of Darwin's theory. The course consisted of five classes that focused on: (a Victorian society, (b the views and beliefs of scholars that had an impact on Darwin's thinking (historical influences, (c aspects of Darwin's personal and social life that influenced the publication of his theory (social influences, (d the reception of Darwin's theory and the relationship between religion and science (cultural influences and (e the relationship between science and literature. In all cases, teaching included presentations of the historical events but was mostly based on the analysis and discussion of excerpts from the respective original writings. During the classes only a few examples were presented; students were motivated to study further the original writings and identify some key concepts and ideas after the classes. It is concluded that this kind of highly contextualized nature of science instruction can provide students with a more authentic view of science.

ESP AS A CHALLENGE TO CONFRONT – A CASE STUDY OF TECHNICAL ENGLISH IN A PRE-INTERMEDIATE LEVEL UNIVERSITY CLASSROOM

Directory of Open Access Journals (Sweden)

LUSTIGOVÁ, Lenka

2013-12-01

Full Text Available Drowned in explosive amounts of information, new technology developments, globalisation, international job opportunities and large-scale job migration, ESP courses are faced with the increasing requirement of tailoring language-learning to accommodate employer/employee specialisations. This dynamism is currently being transmitted to courses at the university level, along with the accompanying challenges for all involved. This paper reviews these potential barriers to implementation of ESP courses for students with low proficiency of English, taking a pre-intermediate-level Technical English course at the Czech University of Life Sciences Prague as a case study. After analysing various scholarly references aimed at ESP, the classroom-based research for this paper confirms the feasibility and efficacy of implementing ESP and TE, in particular, even into pre-intermediate classrooms. The self-motivating design of 6 TASKS, as well as authentic video sessions, combined with a student survey and teacher observations, all serve to point to ESP introduction on the pre-intermediate level as achievable in terms of application and resourceful regarding future life-career situations in which students will eventually find themselves.

Exploring Science Through Polar Exploration

Science.gov (United States)

Pfirman, S. L.; Bell, R. E.; Zadoff, L.; Kelsey, R.

2003-12-01

Exploring the Poles is a First Year Seminar course taught at Barnard College, Columbia University. First Year Seminars are required of incoming students and are designed to encourage critical analysis in a small class setting with focused discussion. The class links historical polar exploration with current research in order to: introduce non-scientists to the value of environmental science through polar literature; discuss issues related to venturing into the unknown that are of relevance to any discipline: self-reliance, leadership, preparation, decisions under uncertainty; show students the human face of science; change attitudes about science and scientists; use data to engage students in exploring/understanding the environment and help them learn to draw conclusions from data; integrate research and education. These goals are met by bringing analysis of early exploration efforts together with a modern understanding of the polar environment. To date to class has followed the efforts of Nansen in the Fram, Scott and Amundsen in their race to the pole, and Shackleton's Endurance. As students read turn-of-the-century expedition journals, expedition progress is progressively revealed on an interactive map showing the environmental context. To bring the exploration process to life, students are assigned to expedition teams for specific years and the fates of the student "expeditions" are based on their own decisions. For example, in the Arctic, they navigate coastal sea ice and become frozen into the ice north of Siberia, re-creating Nansen's polar drift. Fates of the teams varied tremendously: some safely emerged at Fram Strait in 4 years, while others nearly became hopelessly lost in the Beaufort Gyre. Students thus learn about variability in the current polar environment through first hand experience, enabling them to appreciate the experiences, decisions, and, in some cases, the luck, of polar explorers. Evaluation by the Columbia Center for New Media, Teaching

A Sense of Place in the Science Classroom

Science.gov (United States)

Membiela, Pedro; DePalma, Renee; Pazos, Mercedes Suarez

2011-01-01

Place-based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training…

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

Science.gov (United States)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

Middle school girls: Experiences in a place-based education science classroom

Science.gov (United States)

Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

Novel classes of non-coding RNAs and cancer

Directory of Open Access Journals (Sweden)

Sana Jiri

2012-05-01

Full Text Available Abstract For the many years, the central dogma of molecular biology has been that RNA functions mainly as an informational intermediate between a DNA sequence and its encoded protein. But one of the great surprises of modern biology was the discovery that protein-coding genes represent less than 2% of the total genome sequence, and subsequently the fact that at least 90% of the human genome is actively transcribed. Thus, the human transcriptome was found to be more complex than a collection of protein-coding genes and their splice variants. Although initially argued to be spurious transcriptional noise or accumulated evolutionary debris arising from the early assembly of genes and/or the insertion of mobile genetic elements, recent evidence suggests that the non-coding RNAs (ncRNAs may play major biological roles in cellular development, physiology and pathologies. NcRNAs could be grouped into two major classes based on the transcript size; small ncRNAs and long ncRNAs. Each of these classes can be further divided, whereas novel subclasses are still being discovered and characterized. Although, in the last years, small ncRNAs called microRNAs were studied most frequently with more than ten thousand hits at PubMed database, recently, evidence has begun to accumulate describing the molecular mechanisms by which a wide range of novel RNA species function, providing insight into their functional roles in cellular biology and in human disease. In this review, we summarize newly discovered classes of ncRNAs, and highlight their functioning in cancer biology and potential usage as biomarkers or therapeutic targets.

Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

Science.gov (United States)

Boe, Bryce A.

There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

Interest in STEM is contagious for students in biology, chemistry, and physics classes.

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

2017-08-01

We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

Interest in STEM is contagious for students in biology, chemistry, and physics classes

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D.; Godwin, Allison; Scott, Tyler D.; Klotz, Leidy

2017-01-01

We report on a study of the effect of peers’ interest in high school biology, chemistry, and physics classes on students’ STEM (science, technology, engineering, and mathematics)–related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students‘ experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students‘ STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students’ intentions toward STEM careers while enhancing or maintaining course performance. PMID:28808678

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

Science.gov (United States)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

Science.gov (United States)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Class size versus class composition

DEFF Research Database (Denmark)

Jones, Sam

Raising schooling quality in low-income countries is a pressing challenge. Substantial research has considered the impact of cutting class sizes on skills acquisition. Considerably less attention has been given to the extent to which peer effects, which refer to class composition, also may affect...... bias from omitted variables, the preferred IV results indicate considerable negative effects due to larger class sizes and larger numbers of overage-for-grade peers. The latter, driven by the highly prevalent practices of grade repetition and academic redshirting, should be considered an important...

The Intermediate Neutrino Program

CERN Document Server

Adams, C.; Ankowski, A.M.; Asaadi, J.A.; Ashenfelter, J.; Axani, S.N.; Babu, K.; Backhouse, C.; Band, H.R.; Barbeau, P.S.; Barros, N.; Bernstein, A.; Betancourt, M.; Bishai, M.; Blucher, E.; Bouffard, J.; Bowden, N.; Brice, S.; Bryan, C.; Camilleri, L.; Cao, J.; Carlson, J.; Carr, R.E.; Chatterjee, A.; Chen, M.; Chen, S.; Chiu, M.; Church, E.D.; Collar, J.I.; Collin, G.; Conrad, J.M.; Convery, M.R.; Cooper, R.L.; Cowen, D.; Davoudiasl, H.; de Gouvea, A.; Dean, D.J.; Deichert, G.; Descamps, F.; DeYoung, T.; Diwan, M.V.; Djurcic, Z.; Dolinski, M.J.; Dolph, J.; Donnelly, B.; Dwyer, D.A.; Dytman, S.; Efremenko, Y.; Everett, L.L.; Fava, A.; Figueroa-Feliciano, E.; Fleming, B.; Friedland, A.; Fujikawa, B.K.; Gaisser, T.K.; Galeazzi, M.; Galehouse, D.C.; Galindo-Uribarri, A.; Garvey, G.T.; Gautam, S.; Gilje, K.E.; Gonzalez-Garcia, M.; Goodman, M.C.; Gordon, H.; Gramellini, E.; Green, M.P.; Guglielmi, A.; Hackenburg, R.W.; Hackenburg, A.; Halzen, F.; Han, K.; Hans, S.; Harris, D.; Heeger, K.M.; Herman, M.; Hill, R.; Holin, A.; Huber, P.; Jaffe, D.E.; Johnson, R.A.; Joshi, J.; Karagiorgi, G.; Kaufman, L.J.; Kayser, B.; Kettell, S.H.; Kirby, B.J.; Klein, J.R.; Kolomensky, Yu. G.; Kriske, R.M.; Lane, C.E.; Langford, T.J.; Lankford, A.; Lau, K.; Learned, J.G.; Ling, J.; Link, J.M.; Lissauer, D.; Littenberg, L.; Littlejohn, B.R.; Lockwitz, S.; Lokajicek, M.; Louis, W.C.; Luk, K.; Lykken, J.; Marciano, W.J.; Maricic, J.; Markoff, D.M.; Martinez Caicedo, D.A.; Mauger, C.; Mavrokoridis, K.; McCluskey, E.; McKeen, D.; McKeown, R.; Mills, G.; Mocioiu, I.; Monreal, B.; Mooney, M.R.; Morfin, J.G.; Mumm, P.; Napolitano, J.; Neilson, R.; Nelson, J.K.; Nessi, M.; Norcini, D.; Nova, F.; Nygren, D.R.; Orebi Gann, G.D.; Palamara, O.; Parsa, Z.; Patterson, R.; Paul, P.; Pocar, A.; Qian, X.; Raaf, J.L.; Rameika, R.; Ranucci, G.; Ray, H.; Reyna, D.; Rich, G.C.; Rodrigues, P.; Romero, E.Romero; Rosero, R.; Rountree, S.D.; Rybolt, B.; Sanchez, M.C.; Santucci, G.; Schmitz, D.; Scholberg, K.; Seckel, D.; Shaevitz, M.; Shrock, R.; Smy, M.B.; Soderberg, M.; Sonzogni, A.; Sousa, A.B.; Spitz, J.; St. John, J.M.; Stewart, J.; Strait, J.B.; Sullivan, G.; Svoboda, R.; Szelc, A.M.; Tayloe, R.; Thomson, M.A.; Toups, M.; Vacheret, A.; Vagins, M.; Van de Water, R.G.; Vogelaar, R.B.; Weber, M.; Weng, W.; Wetstein, M.; White, C.; White, B.R.; Whitehead, L.; Whittington, D.W.; Wilking, M.J.; Wilson, R.J.; Wilson, P.; Winklehner, D.; Winn, D.R.; Worcester, E.; Yang, L.; Yeh, M.; Yokley, Z.W.; Yoo, J.; Yu, B.; Yu, J.; Zhang, C.

2015-01-01

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program (WINP) at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summ...

Working with the Nature of Science in Physics Class: Turning "Ordinary" Classroom Situations into Nature of Science Learning Situations

Science.gov (United States)

Hansson, Lena; Leden, Lotta

2016-01-01

In the science education research field there is a large body of literature on the "nature of science" (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It…

Fuzzy multi-objective decision making on a low and intermediate level waste repository safety assessment

International Nuclear Information System (INIS)

Lemos, Francisco Luiz de; Deshpande, Ashok; Guimaraes, Lamartine

2002-01-01

Low and intermediate waste disposal facilities safety assessment is comprised of several steps from site selection , construction and operation to post-closure performance assessment. This is a multidisciplinary and complex task , and can not be analyzed by one expert only. This high complexity can lead to ambiguity and vagueness in information and consequently in the decision making process. In order to make the decision process clear and objective, there is the need to provide the decision makers with a clear and comprehensive picture of the whole process and, at the same time, simple and easily understandable by the public. This paper suggests the development of an inference system based on fuzzy decision making methodology. Fuzzy logic tools are specially suited to deal with ambiguous data by using language expressions. This process would be capable of integrating knowledge from various fields of environmental sciences. It has an advantage of keeping record of reasoning for each intermediate decision that lead to the final results which makes it more dependable and defensible as well. (author)

Social Class Dialogues and the Fostering of Class Consciousness

Science.gov (United States)

Madden, Meredith

2015-01-01

How do critical pedagogies promote undergraduate students' awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students' class consciousness-raising in an…

Fostering Science Club: Creating a Welcoming Extra-Curricular Science Inquiry Space for ALL Learners that Seeks to Close the Science Experience Gap in a Predominantly Minority Urban Community

Science.gov (United States)

Mayfield, K. K.

2017-12-01

BackgroundTo minority adolescents in urban centers science inquiry seems like an engagement completed by others with specialized skills (Alkon & Agyeman, 2012). When scientists teach science classes those spaces and pedagogy are underwritten by the science teachers' beliefs about how science happens (Southerland, Gess-Newsome & Johnston, 2002). Further, scientific inquiry is often presented as the realm of upperclass whiteness (Alkon & Agyeman, 2012; Mayfield, 2014). When science educators talk about the achievement gaps between raced and classed learners, accompanying that gap is also a gap in science experience. My high school students in a postindustrial school district: attend a school under state takeover (the lowest 5/5 rating (MA Executive Office of Education, 2017)); have a student body that is 70% Latinx; and 96% of whom receive Free and Reduced Lunch (a Federal marker of a family below the poverty line). Annual Yearly Progress is a goal set by state and federal governments for school populations by race, ability, and language. In 2016, the site has failed to make its goals for special education, black, hispanic, white, and English as a Second Language populations. As a high poverty district there is a paucity of extracurricular science experiences. This lack of science extensions make closing standardized test gaps difficult. Geoscience Skills & FindingsThis after school program does not replicate deficit narratives that keep certain bodies of students away from science inquiry (Mayfield, 2015; Ogbu, 1987). Instead, Science Club uses an array of student-centered science (physics, math, arts, chemistry, biology) projects to help students see themselves as citizen scientists who lead explorations of their world. We meet 1.5 hours a week in a 30 week school year. Science club helps students feel like powerful and capable science inquirers with 80% girls in attendance, and uses science experiments to cultivate essential inquiry skills like: Observation

Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

Science.gov (United States)

Fraser, Barry J.; Giddings, Geoffrey J.; McRobbie, Campbell J.

The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

Science.gov (United States)

Hampton, Kathryn Walker

This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty

Is There a Relationship between Brain Type, Sex and Motivation to Learn Science?

Science.gov (United States)

Zeyer, Albert; Wolf, Sarah

2010-01-01

Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non-science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non-science students of upper secondary…

Intermediate Inflation or Late Time Acceleration?

International Nuclear Information System (INIS)

Sanyal, A.K.

2008-01-01

The expansion rate of intermediate inflation lies between the exponential and power law expansion but corresponding accelerated expansion does not start at the onset of cosmological evolution. Present study of intermediate inflation reveals that it admits scaling solution and has got a natural exit form it at a later epoch of cosmic evolution, leading to late time acceleration. The corresponding scalar field responsible for such feature is also found to behave as a tracker field for gravity with canonical kinetic term.

On financial equilibrium with intermediation costs

DEFF Research Database (Denmark)

Markeprand, Tobias Ejnar

2008-01-01

This paper studies the set of competitive equilibria in financial economies with intermediation costs. We consider an arbitrary dividend structure, which includes options and equity with limited liabilities.We show a general existence result and upper-hemi continuity of the equilibrium correspond......This paper studies the set of competitive equilibria in financial economies with intermediation costs. We consider an arbitrary dividend structure, which includes options and equity with limited liabilities.We show a general existence result and upper-hemi continuity of the equilibrium...

Intermediate product selection and blending in the food processing industry

DEFF Research Database (Denmark)

Kilic, Onur A.; Akkerman, Renzo; van Donk, Dirk Pieter

2013-01-01

This study addresses a capacitated intermediate product selection and blending problem typical for two-stage production systems in the food processing industry. The problem involves the selection of a set of intermediates and end-product recipes characterising how those selected intermediates...

Temperature dependent analysis of three classes of fluorescence spectra from p-6P nanofiber films

DEFF Research Database (Denmark)

Balzer, F.; Pogantsch, Alexander; Rubahn, Horst-Günter

2009-01-01

devices, given that the spectra are reproducible for varying surface temperatures. A detailed investigation as a function of surface temperature variation from 300 to 30 K reveals three classes of spectra: (a) spectra with well resolved excitonic peaks, which shift 35meV to the blue with decreasing...... temperature, (b) similar spectra with an additional intermediate broadening around 150 K, and (c) excitonic spectra similar to (b), but with a green defect emission band. Quantitative fitting of type (a) spectra results in an  exciton–phonon coupling factor of 80 ± 10meV and an average phonon temperature of Θ...... = 670 ± 70 K. The Huang–Rhys factor decreases linearly from 1.2 at 300 K to 1.0 at 30 K. Fitting of type (b) spectra reveals that the apparent intermediate temperature broadening is due to additional fluorescence peaks, the relative importance of which increasing with decreasing temperature....

Describing three-class task performance: three-class linear discriminant analysis and three-class ROC analysis

Science.gov (United States)

He, Xin; Frey, Eric C.

2007-03-01

Binary ROC analysis has solid decision-theoretic foundations and a close relationship to linear discriminant analysis (LDA). In particular, for the case of Gaussian equal covariance input data, the area under the ROC curve (AUC) value has a direct relationship to the Hotelling trace. Many attempts have been made to extend binary classification methods to multi-class. For example, Fukunaga extended binary LDA to obtain multi-class LDA, which uses the multi-class Hotelling trace as a figure-of-merit, and we have previously developed a three-class ROC analysis method. This work explores the relationship between conventional multi-class LDA and three-class ROC analysis. First, we developed a linear observer, the three-class Hotelling observer (3-HO). For Gaussian equal covariance data, the 3- HO provides equivalent performance to the three-class ideal observer and, under less strict conditions, maximizes the signal to noise ratio for classification of all pairs of the three classes simultaneously. The 3-HO templates are not the eigenvectors obtained from multi-class LDA. Second, we show that the three-class Hotelling trace, which is the figureof- merit in the conventional three-class extension of LDA, has significant limitations. Third, we demonstrate that, under certain conditions, there is a linear relationship between the eigenvectors obtained from multi-class LDA and 3-HO templates. We conclude that the 3-HO based on decision theory has advantages both in its decision theoretic background and in the usefulness of its figure-of-merit. Additionally, there exists the possibility of interpreting the two linear features extracted by the conventional extension of LDA from a decision theoretic point of view.

Increasing Student Engagement with Practical Classes through Online Pre-Lab Quizzes

Science.gov (United States)

Cann, Alan J.

2016-01-01

Laboratory practicals classes are an essential component of all science degrees, but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual…

Analysis of an AP600 intermediate-size loss-of-coolant accident

Energy Technology Data Exchange (ETDEWEB)

Boyack, B.E.; Lime, J.F. [Los Alamos National Lab., NM (United States)

1995-09-01

A postulated double-ended guillotine break of an AP600 direct-vessel-injection line has been analyzed. This event is characterized as an intermediate-break loss-of-coolant accident. Most of the insights regarding the response of the AP600 safety systems to the postulated accident are derived from calculations preformed with the TRAC-PF1/MOD2 code. However, complementary insights derived from a scaled experiment conducted in the ROSA facility, as well as insights based upon calculations by other codes, are also presented. Based upon the calculated and experimental results, the AP600 will not experience a core heat up and will reach a safe shutdown state using only safety-class equipment. Only the early part of the long-term cooling period initiated by In-containment Refueling Water Storage Tank injection was evaluated. Thus, the observation that the core is continuously cooled should be verified for the later phase of the long-term cooling period when sump injection and containment cooling processes are important.

Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

Science.gov (United States)

Drew, Sally Valentino; Thomas, Jeffrey

2018-01-01

Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

Intermediate product selection and blending in the food processing industry

NARCIS (Netherlands)

Kilic, Onur A.; Akkerman, Renzo; van Donk, Dirk Pieter; Grunow, Martin

2013-01-01

This study addresses a capacitated intermediate product selection and blending problem typical for two-stage production systems in the food processing industry. The problem involves the selection of a set of intermediates and end-product recipes characterising how those selected intermediates are

Social affiliation in same-class and cross-class interactions.

Science.gov (United States)

Côté, Stéphane; Kraus, Michael W; Carpenter, Nichelle C; Piff, Paul K; Beermann, Ursula; Keltner, Dacher

2017-02-01

Historically high levels of economic inequality likely have important consequences for relationships between people of the same and different social class backgrounds. Here, we test the prediction that social affiliation among same-class partners is stronger at the extremes of the class spectrum, given that these groups are highly distinctive and most separated from others by institutional and economic forces. An internal meta-analysis of 4 studies (N = 723) provided support for this hypothesis. Participant and partner social class were interactively, rather than additively, associated with social affiliation, indexed by affiliative behaviors and emotions during structured laboratory interactions and in daily life. Further, response surface analyses revealed that paired upper or lower class partners generally affiliated more than average-class pairs. Analyses with separate class indices suggested that these patterns are driven more by parental income and subjective social class than by parental education. The findings illuminate the dynamics of same- and cross-class interactions, revealing that not all same-class interactions feature the same degree of affiliation. They also reveal the importance of studying social class from an intergroup perspective. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using a motivation-based instructional model for teacher development and students' learning of science

Science.gov (United States)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

Classification of frequency response areas in the inferior colliculus reveals continua not discrete classes.

Science.gov (United States)

Palmer, Alan R; Shackleton, Trevor M; Sumner, Christian J; Zobay, Oliver; Rees, Adrian

2013-08-15

A differential response to sound frequency is a fundamental property of auditory neurons. Frequency analysis in the cochlea gives rise to V-shaped tuning functions in auditory nerve fibres, but by the level of the inferior colliculus (IC), the midbrain nucleus of the auditory pathway, neuronal receptive fields display diverse shapes that reflect the interplay of excitation and inhibition. The origin and nature of these frequency receptive field types is still open to question. One proposed hypothesis is that the frequency response class of any given neuron in the IC is predominantly inherited from one of three major afferent pathways projecting to the IC, giving rise to three distinct receptive field classes. Here, we applied subjective classification, principal component analysis, cluster analysis, and other objective statistical measures, to a large population (2826) of frequency response areas from single neurons recorded in the IC of the anaesthetised guinea pig. Subjectively, we recognised seven frequency response classes (V-shaped, non-monotonic Vs, narrow, closed, tilt down, tilt up and double-peaked), that were represented at all frequencies. We could identify similar classes using our objective classification tools. Importantly, however, many neurons exhibited properties intermediate between these classes, and none of the objective methods used here showed evidence of discrete response classes. Thus receptive field shapes in the IC form continua rather than discrete classes, a finding consistent with the integration of afferent inputs in the generation of frequency response areas. The frequency disposition of inhibition in the response areas of some neurons suggests that across-frequency inputs originating at or below the level of the IC are involved in their generation.

Future possibilities with intermediate-energy neutron beams

International Nuclear Information System (INIS)

Brady, F.P.

1987-01-01

Future possibilities for using neutrons of intermediate energies (50 - 200 MeV) as a probe of the nucleus are discussed. Some of the recent thinking concerning a systematic approach for studying elastic and inelastic scattering of electrons and hadrons and the important role of medium- and intermediate-energy neutrons in such a programme is reviewed. The advantages of neutrons in this energy range over neutrons with lower energies and over intermediate-energy pions for determining nuclear-transition and ground state densities, and for distinguishing proton from neutron density (isovector sensitivity), are noted. The important role of (n,p) charge exchange reactions in nuclear excitation studies is also reviewed. Experimental methods for utilizing neutrons as probes in elastic, inelastic, and charge exchange studies at these energies are discussed

The Intermediate Neutrino Program

Energy Technology Data Exchange (ETDEWEB)

Adams, C.; et al.

2015-03-23

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program (WINP) at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop.

The Intermediate Neutrino Program

Energy Technology Data Exchange (ETDEWEB)

Adams, C. [Yale Univ., New Haven, CT (United States); Alonso, J. R. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Ankowski, A. M. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Asaadi, J. A. [Syracuse Univ., NY (United States); Ashenfelter, J. [Yale Univ., New Haven, CT (United States); Axani, S. N. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Babu, K [Oklahoma State Univ., Stillwater, OK (United States); Backhouse, C. [California Inst. of Technology (CalTech), Pasadena, CA (United States); Band, H. R. [Yale Univ., New Haven, CT (United States); Barbeau, P. S. [Duke Univ., Durham, NC (United States); Barros, N. [Univ. of Pennsylvania, Philadelphia, PA (United States); Bernstein, A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Betancourt, M. [Illinois Inst. of Technology, Chicago, IL (United States); Bishai, M. [Brookhaven National Lab. (BNL), Upton, NY (United States); Blucher, E. [Univ. of Chicago, IL (United States); Bouffard, J. [State Univ. of New York (SUNY), Albany, NY (United States); Bowden, N. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Brice, S. [Illinois Inst. of Technology, Chicago, IL (United States); Bryan, C. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Camilleri, L. [Columbia Univ., New York, NY (United States); Cao, J. [Inst. of High Energy Physics, Beijing (China); Carlson, J. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Carr, R. E. [Columbia Univ., New York, NY (United States); Chatterjee, A. [Univ. of Texas, Arlington, TX (United States); Chen, M. [Univ. of California, Irvine, CA (United States); Chen, S. [Tsinghua Univ., Beijing (China); Chiu, M. [Brookhaven National Lab. (BNL), Upton, NY (United States); Church, E. D. [Illinois Inst. of Technology, Chicago, IL (United States); Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Collar, J. I. [Univ. of Chicago, IL (United States); Collin, G. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Conrad, J. M. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Convery, M. R. [SLAC National Accelerator Lab., Menlo Park, CA (United States); Cooper, R. L. [Indiana Univ., Bloomington, IN (United States); Cowen, D. [Pennsylvania State Univ., University Park, PA (United States); Davoudiasl, H. [Brookhaven National Lab. (BNL), Upton, NY (United States); Gouvea, A. D. [Northwestern Univ., Evanston, IL (United States); Dean, D. J. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Deichert, G. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Descamps, F. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); DeYoung, T. [Michigan State Univ., East Lansing, MI (United States); Diwan, M. V. [Brookhaven National Lab. (BNL), Upton, NY (United States); Djurcic, Z. [Argonne National Lab. (ANL), Argonne, IL (United States); Dolinski, M. J. [Drexel Univ., Philadelphia, PA (United States); Dolph, J. [Brookhaven National Lab. (BNL), Upton, NY (United States); Donnelly, B. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Dwyer, D. A. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Dytman, S. [Univ. of Pittsburgh, PA (United States); Efremenko, Y. [Univ. of Tennessee, Knoxville, TN (United States); Everett, L. L. [Univ. of Wisconsin, Madison, WI (United States); Fava, A. [University of Padua, Padova (Italy); Figueroa-Feliciano, E. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Fleming, B. [Yale Univ., New Haven, CT (United States); Friedland, A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Fujikawa, B. K. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Gaisser, T. K. [Univ. of Delaware, Newark, DE (United States); Galeazzi, M. [Univ. of Miami, FL (United States); Galehouse, DC [Univ. of Akron, OH (United States); Galindo-Uribarri, A. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Garvey, G. T. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Gautam, S. [Tribhuvan Univ., Kirtipur (Nepal); Gilje, K. E. [Illinois Inst. of Technology, Chicago, IL (United States); Gonzalez-Garcia, M. [Stony Brook Univ., NY (United States); Goodman, M. C. [Argonne National Lab. (ANL), Argonne, IL (United States); Gordon, H. [Brookhaven National Lab. (BNL), Upton, NY (United States); Gramellini, E. [Yale Univ., New Haven, CT (United States); Green, M. P. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Guglielmi, A. [University of Padua, Padova (Italy); Hackenburg, R. W. [Brookhaven National Lab. (BNL), Upton, NY (United States); Hackenburg, A. [Yale Univ., New Haven, CT (United States); Halzen, F. [Univ. of Wisconsin, Madison, WI (United States); Han, K. [Yale Univ., New Haven, CT (United States); Hans, S. [Brookhaven National Lab. (BNL), Upton, NY (United States); Harris, D. [Illinois Inst. of Technology, Chicago, IL (United States); Heeger, K. M. [Yale Univ., New Haven, CT (United States); Herman, M. [Brookhaven National Lab. (BNL), Upton, NY (United States); Hill, R. [Univ. of Chicago, IL (United States); Holin, A. [Univ. College London, Bloomsbury (United Kingdom); Huber, P. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Jaffe, D. E. [Brookhaven National Lab. (BNL), Upton, NY (United States); Johnson, R. A. [Univ. of Cincinnati, OH (United States); Joshi, J. [Brookhaven National Lab. (BNL), Upton, NY (United States); Karagiorgi, G. [Univ. of Manchester (United Kingdom); Kaufman, L. J. [Indiana Univ., Bloomington, IN (United States); Kayser, B. [Illinois Inst. of Technology, Chicago, IL (United States); Kettell, S. H. [Brookhaven National Lab. (BNL), Upton, NY (United States); Kirby, B. J. [Brookhaven National Lab. (BNL), Upton, NY (United States); Klein, J. R. [Univ. of Texas, Arlington, TX (United States); Kolomensky, Y. G. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Univ. of California, Berkeley, CA (United States); Kriske, R. M. [Univ. of Minnesota, Minneapolis, MN (United States); Lane, C. E. [Drexel Univ., Philadelphia, PA (United States); Langford, T. J. [Yale Univ., New Haven, CT (United States); Lankford, A. [Univ. of California, Irvine, CA (United States); Lau, K. [Univ. of Houston, TX (United States); Learned, J. G. [Univ. of Hawaii, Honolulu, HI (United States); Ling, J. [Univ. of Illinois, Urbana-Champaign, IL (United States); Link, J. M. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Lissauer, D. [Brookhaven National Lab. (BNL), Upton, NY (United States); Littenberg, L. [Brookhaven National Lab. (BNL), Upton, NY (United States); Littlejohn, B. R. [Illinois Inst. of Technology, Chicago, IL (United States); Lockwitz, S. [Illinois Inst. of Technology, Chicago, IL (United States); Lokajicek, M. [Inst. of Physics of the Academy of Sciences of Czech Republic, Prague (Czech Republic); Louis, W. C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Luk, K. [Univ. of California, Berkeley, CA (United States); Lykken, J. [Illinois Inst. of Technology, Chicago, IL (United States); Marciano, W. J. [Brookhaven National Lab. (BNL), Upton, NY (United States); Maricic, J. [Univ. of Hawaii, Honolulu, HI (United States); Markoff, D. M. [North Carolina Central Univ., Durham, NC (United States); Caicedo, D. A. M. [Illinois Inst. of Technology, Chicago, IL (United States); Mauger, C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Mavrokoridis, K. [Univ. of Liverpool (United Kingdom); McCluskey, E. [Illinois Inst. of Technology, Chicago, IL (United States); McKeen, D. [Univ. of Washington, Seattle, WA (United States); McKeown, R. [Thomas Jefferson National Accelerator Facility (TJNAF), Newport News, VA (United States); Mills, G. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Mocioiu, I. [Pennsylvania State Univ., University Park, PA (United States); Monreal, B. [Univ. of California, Santa Barbara, CA (United States); Mooney, M. R. [Brookhaven National Lab. (BNL), Upton, NY (United States); Morfin, J. G. [Illinois Inst. of Technology, Chicago, IL (United States); Mumm, P. [National Inst. of Standards and Technology (NIST), Boulder, CO (United States); Napolitano, J. [Temple Univ., Philadelphia, PA (United States); Neilson, R. [Drexel Univ., Philadelphia, PA (United States); Nelson, J. K. [College of William and Mary, Williamsburg, VA (United States); Nessi, M. [European Organization for Nuclear Research (CERN), Geneva (Switzerland); Norcini, D. [Yale Univ., New Haven, CT (United States); Nova, F. [Univ. of Texas, Austin, TX (United States); Nygren, D. R. [Univ. of Texas, Arlington, TX (United States); Gann, GDO [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Univ. of California, Berkeley, CA (United States); Palamara, O. [Illinois Inst. of Technology, Chicago, IL (United States); Parsa, Z. [Brookhaven National Lab. (BNL), Upton, NY (United States); Patterson, R. [California Inst. of Technology (CalTech), Pasadena, CA (United States); Paul, P. [Stony Brook Univ., NY (United States); Pocar, A. [Univ. of Massachusetts, Amherst, MA (United States); Qian, X. [Brookhaven National Lab. (BNL), Upton, NY (United States); Raaf, J. L. [Illinois Inst. of Technology, Chicago, IL (United States); Rameika, R. [Illinois Inst. of Technology, Chicago, IL (United States); Ranucci, G. [National Inst. of Nuclear Physics, Milano (Italy); Ray, H. [Univ. of Florida, Gainesville, FL (United States); Reyna, D. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Rich, G. C. [Triangle Universities Nuclear Lab., Durham, NC (United States); Rodrigues, P. [Univ. of Rochester, NY (United States); Romero, E. R. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Univ. of Tennessee, Knoxville, TN (United States); Rosero, R. [Brookhaven National Lab. (BNL), Upton, NY (United States); Rountree, S. D. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Rybolt, B. [Univ. of Tennessee, Knoxville, TN (United States); Sanchez, M. C. [Iowa State Univ., Ames, IA (United States); Santucci, G. [Stony Brook Univ., NY (United States); Schmitz, D. [Univ. of Chicago, IL (United States); Scholberg, K. [Duke Univ., Durham, NC (United States); Seckel, D. [Univ. of Delaware, Newark, DE (United States); Shaevitz, M. [Columbia Univ., New York, NY (United States); Shrock, R. [Stony Brook Univ., NY (United States); Smy, M. B. [Univ. of California, Irvine, CA (United States); Soderberg, M. [Syracuse Univ., NY (United States); Sonzogni, A. [Brookhaven National Lab. (BNL), Upton, NY (United States); Sousa, A. B. [Univ. of Cincinnati, OH (United States); Spitz, J. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); John, J. M. S. [Univ. of Cincinnati, OH (United States); Stewart, J. [Brookhaven National Lab. (BNL), Upton, NY (United States); Strait, J. B. [Illinois Inst. of Technology, Chicago, IL (United States); Sullivan, G. [Univ. of Maryland, College Park, MD (United States); Svoboda, R. [Univ. of California, Davis, CA (United States); Szelc, A. M. [Yale Univ., New Haven, CT (United States); Tayloe, R. [Indiana Univ., Bloomington, IN (United States); Thomson, M. A. [Univ. of Cambridge (United Kingdom); Toups, M. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Vacheret, A. [Univ. of Oxford (United Kingdom); Vagins, M. [Univ. of California, Irvine, CA (United States); Water, R. G. V. D. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Vogelaar, R. B. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Weber, M. [Bern (Switzerland); Weng, W. [Brookhaven National Lab. (BNL), Upton, NY (United States); Wetstein, M. [Univ. of Chicago, IL (United States); White, C. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); White, B. R. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Whitehead, L. [Univ. of Houston, TX (United States); Whittington, D. W. [Indiana Univ., Bloomington, IN (United States); Wilking, M. J. [Stony Brook Univ., NY (United States); Wilson, R. J. [Colorado State Univ., Fort Collins, CO (United States); Wilson, P. [Illinois Inst. of Technology, Chicago, IL (United States); Winklehner, D. [Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States); Winn, D. R. [Fairfield Univ., CT (United States); Worcester, E. [Brookhaven National Lab. (BNL), Upton, NY (United States); Yang, L. [Univ. of Illinois, Urbana-Champaign, IL (United States); Yeh, M [Brookhaven National Lab. (BNL), Upton, NY (United States); Yokley, Z. W. [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Yoo, J. [Illinois Inst. of Technology, Chicago, IL (United States); Yu, B. [Brookhaven National Lab. (BNL), Upton, NY (United States); Yu, J. [Univ. of Texas, Arlington, TX (United States); Zhang, C. [Brookhaven National Lab. (BNL), Upton, NY (United States)

2017-04-03

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program (WINP) at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop.

An Examination of Views of Science Held by English-Trained Chinese Students

Science.gov (United States)

Stonier, Francis W.; Dickerson, Daniel L.; Lucking, Robert

2012-01-01

The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and…

History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

Science.gov (United States)

Guerra, Andreia; Braga, Marco; Reis, Jose Claudio

2013-01-01

Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an…

Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

Science.gov (United States)

Robertson, Amy D.; Daane, Abigail R.

2017-01-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

From art to applied science.

Science.gov (United States)

Schatzberg, Eric

2012-09-01

Before "applied science" and "technology" became keywords, the concept of art was central to discourse about material culture and its connections to natural knowledge. By the late nineteenth century, a new discourse of applied science had replaced the older discourse of art. This older discourse of art, especially as presented in Enlightenment encyclopedias, addressed the relationship between art and science in depth. But during the nineteenth century the concept of fine art gradually displaced the broader meanings of "art," thus undermining the utility of the term for discourse on the relationship between knowledge and practice. This narrowed meaning of "art" obscured key aspects of the industrial world. In effect, middle-class agents of industrialism, including "men of science," used the rhetoric of "applied science" and, later, "technology" to cement the exclusion of artisanal knowledge from the discourse of industrial modernity.

Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

Science.gov (United States)