Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

A conceptual framework to support exposure science research ...

Science.gov (United States)

While knowledge of exposure is fundamental to assessing and mitigating risks, exposure information has been costly and difficult to generate. Driven by major scientific advances in analytical methods, biomonitoring, computational tools, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition that allows it to be more agile, predictive, and data- and knowledge-driven. A necessary element of this evolved paradigm is an organizational and predictive framework for exposure science that furthers the application of systems-based approaches. To enable such systems-based approaches, we proposed the Aggregate Exposure Pathway (AEP) concept to organize data and information emerging from an invigorated and expanding field of exposure science. The AEP framework is a layered structure that describes the elements of an exposure pathway, as well as the relationship between those elements. The basic building blocks of an AEP adopt the naming conventions used for Adverse Outcome Pathways (AOPs): Key Events (KEs) to describe the measurable, obligate steps through the AEP; and Key Event Relationships (KERs) describe the linkages between KEs. Importantly, the AEP offers an intuitive approach to organize exposure information from sources to internal site of action, setting the stage for predicting stressor concentrations at an internal target site. These predicted concentrations can help inform the r

Frameworks to assess health systems governance: a systematic review.

Science.gov (United States)

Pyone, Thidar; Smith, Helen; van den Broek, Nynke

2017-06-01

Governance of the health system is a relatively new concept and there are gaps in understanding what health system governance is and how it could be assessed. We conducted a systematic review of the literature to describe the concept of governance and the theories underpinning as applied to health systems; and to identify which frameworks are available and have been applied to assess health systems governance. Frameworks were reviewed to understand how the principles of governance might be operationalized at different levels of a health system. Electronic databases and web portals of international institutions concerned with governance were searched for publications in English for the period January 1994 to February 2016. Sixteen frameworks developed to assess governance in the health system were identified and are described. Of these, six frameworks were developed based on theories from new institutional economics; three are primarily informed by political science and public management disciplines; three arise from the development literature and four use multidisciplinary approaches. Only five of the identified frameworks have been applied. These used the principal-agent theory, theory of common pool resources, North's institutional analysis and the cybernetics theory. Governance is a practice, dependent on arrangements set at political or national level, but which needs to be operationalized by individuals at lower levels in the health system; multi-level frameworks acknowledge this. Three frameworks were used to assess governance at all levels of the health system. Health system governance is complex and difficult to assess; the concept of governance originates from different disciplines and is multidimensional. There is a need to validate and apply existing frameworks and share lessons learnt regarding which frameworks work well in which settings. A comprehensive assessment of governance could enable policy makers to prioritize solutions for problems identified

Framework for Assessing Biogenic CO2 Emissions from ...

Science.gov (United States)

This revision of the 2011 report, Accounting Framework for Biogenic CO2 Emissions from Stationary Sources, evaluates biogenic CO2 emissions from stationary sources, including a detailed study of the scientific and technical issues associated with assessing biogenic carbon dioxide emissions from stationary sources. EPA developed the revised report, Framework for Assessing Biogenic CO2 Emissions from Stationary Sources, to present a methodological framework for assessing the extent to which the production, processing, and use of biogenic material at stationary sources for energy production results in a net atmospheric contribution of biogenic CO2 emissions. Biogenic carbon dioxide emissions are defined as CO2 emissions related to the natural carbon cycle, as well as those resulting from the production, harvest, combustion, digestion, decomposition, and processing of biologically-based materials. The EPA is continuing to refine its technical assessment of biogenic CO2 emissions through another round of targeted peer review of the revised study with the EPA Science Advisory Board (SAB). This study was submitted to the SAB's Biogenic Carbon Emissions Panel in February 2015. http://yosemite.epa.gov/sab/sabproduct.nsf/0/3235dac747c16fe985257da90053f252!OpenDocument&TableRow=2.2#2 The revised report will inform efforts by policymakers, academics, and other stakeholders to evaluate the technical aspects related to assessments of biogenic feedstocks used for energy at s

An extended framework for science.

Science.gov (United States)

Cazalis, Roland

2017-12-01

We may be at the cusp of a next generation framework for science which can be facilitated by understanding current limitations in the context of a divergence of 'scientific' tradition from the Axial Age (800-200 BCE) to the present. A powerful advance may come from fusing certain elements from Western and Eastern traditions, synthesizing the framework with an apt understanding of the divergence. Key traits will include the ethopoetic nature of the scientist with attention to his/her experience of self. The framework will also 'access' knowledge through a state of mind less encumbered with paradoxes, duality, incompatibility and other aporias. Case studies in biology and physics illustrate possibilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

The eastern Baltic cod fishery: a fleet-based management strategy evaluation framework to assess the cod recovery plan of 2008

DEFF Research Database (Denmark)

Bastardie, Francois; Nielsen, J. Rasmus; Kraus, Gerd

2010-01-01

The eastern Baltic cod fishery: a fleet-based management strategy evaluation framework to assess the cod recovery plan of 2008. - ICES Journal of Marine Science, 67: 71-86.......The eastern Baltic cod fishery: a fleet-based management strategy evaluation framework to assess the cod recovery plan of 2008. - ICES Journal of Marine Science, 67: 71-86....

A Science Framework for Connecticut River Watershed Sustainability

Science.gov (United States)

Rideout, Stephen; Nicolson, Craig; Russell-Robinson, Susan L.; Mecray, Ellen L.

2005-01-01

Introduction: This document outlines a research framework for water resource managers and land-use planners in the four-state Connecticut River Watershed (CRW). It specifically focuses on developing the decision-support tools and data needed by managers in the watershed. The purpose of the Science Framework is to identify critical research issues and information required to better equip managers to make decisions on desirable changes in the CRW. This Science Framework is the result of a cooperative project between the U.S. Geological Survey (USGS), the University of Massachusetts at Amherst (UMass-Amherst), and the U.S. Fish and Wildlife Service (FWS). The cooperative project was guided by a Science Steering Committee (SC) and included several focus groups, a 70-person workshop in September 2004, and an open collaborative process by which the workshop outcomes were synthesized, written up, and then progressively refined through peer review. This document is the product of that collaborative process.

Framework for ecological risk assessment

International Nuclear Information System (INIS)

Rodier, D.; Norton, S.

1992-02-01

Increased interest in ecological issues such as global climate change, habitat loss, acid deposition, reduced biological diversity, and the ecological impacts of pesticides and toxic chemicals prompts this U.S. Environmental Protection Agency (EPA) report, A Framework for Ecological Risk Assessment ('Framework Report'). The report describes basic elements, or a framework, for evaluating scientific information on the adverse effects of physical and chemical stressors on the environment. The framework offers starting principles and a simple structure as guidance for current ecological risk assessments and as a foundation for future EPA proposals for risk assessment guidelines

Exploring the development of a cultural care framework for European caring science.

Science.gov (United States)

Albarran, John; Rosser, Elizabeth; Bach, Shirley; Uhrenfeldt, Lisbeth; Lundberg, Pranee; Law, Kate

2011-01-01

The aim of this paper is to discuss the development of a cultural care framework that seeks to inform and embrace the philosophical ideals of caring science. Following a review of the literature that identified a lack of evidence of an explicit relationship between caring science and cultural care, a number of well-established transcultural care frameworks were reviewed. Our purpose was to select one that would resonate with underpinning philosophical values of caring science and that drew on criteria generated by the European Academy of Caring Science members. A modified framework based on the work of Giger and Davidhizar was developed as it embraced many of the values such as humanism that are core to caring science practice. The proposed caring science framework integrates determinants of cultural lifeworld-led care and seeks to provide clear directions for humanizing the care of individuals. The framework is offered to open up debate and act as a platform for further academic enquiry.

Framework of Information Science in Japan − Introduction: Comparison with United States −

OpenAIRE

加藤, 淳一; KATO, Junichi

2008-01-01

This report concisely explains the history of information science in the United States. The purpose of this report is to reconfirm the field framework of information science. The framework of information science of Japan is different from the information science that Machlup and Mansfield define, because it is a framework similar to informatics for Japan.

Quality Teaching in Science: an Emergent Conceptual Framework

Science.gov (United States)

Jordens, J. Zoe; Zepke, Nick

2017-09-01

Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching.

A framework for evaluating and designing citizen science programs for natural resources monitoring.

Science.gov (United States)

Chase, Sarah K; Levine, Arielle

2016-06-01

We present a framework of resource characteristics critical to the design and assessment of citizen science programs that monitor natural resources. To develop the framework we reviewed 52 citizen science programs that monitored a wide range of resources and provided insights into what resource characteristics are most conducive to developing citizen science programs and how resource characteristics may constrain the use or growth of these programs. We focused on 4 types of resource characteristics: biophysical and geographical, management and monitoring, public awareness and knowledge, and social and cultural characteristics. We applied the framework to 2 programs, the Tucson (U.S.A.) Bird Count and the Maui (U.S.A.) Great Whale Count. We found that resource characteristics such as accessibility, diverse institutional involvement in resource management, and social or cultural importance of the resource affected program endurance and success. However, the relative influence of each characteristic was in turn affected by goals of the citizen science programs. Although the goals of public engagement and education sometimes complimented the goal of collecting reliable data, in many cases trade-offs must be made between these 2 goals. Program goals and priorities ultimately dictate the design of citizen science programs, but for a program to endure and successfully meet its goals, program managers must consider the diverse ways that the nature of the resource being monitored influences public participation in monitoring. © 2016 Society for Conservation Biology.

Assessing citation networks for dissemination and implementation research frameworks.

Science.gov (United States)

Skolarus, Ted A; Lehmann, Todd; Tabak, Rachel G; Harris, Jenine; Lecy, Jesse; Sales, Anne E

2017-07-28

A recent review of frameworks used in dissemination and implementation (D&I) science described 61 judged to be related either to dissemination, implementation, or both. The current use of these frameworks and their contributions to D&I science more broadly has yet to be reviewed. For these reasons, our objective was to determine the role of these frameworks in the development of D&I science. We used the Web of Science™ Core Collection and Google Scholar™ to conduct a citation network analysis for the key frameworks described in a recent systematic review of D&I frameworks (Am J Prev Med 43(3):337-350, 2012). From January to August 2016, we collected framework data including title, reference, publication year, and citations per year and conducted descriptive and main path network analyses to identify those most important in holding the current citation network for D&I frameworks together. The source article contained 119 cited references, with 50 published articles and 11 documents identified as a primary framework reference. The average citations per year for the 61 frameworks reviewed ranged from 0.7 to 103.3 among articles published from 1985 to 2012. Citation rates from all frameworks are reported with citation network analyses for the framework review article and ten highly cited framework seed articles. The main path for the D&I framework citation network is presented. We examined citation rates and the main paths through the citation network to delineate the current landscape of D&I framework research, and opportunities for advancing framework development and use. Dissemination and implementation researchers and practitioners may consider frequency of framework citation and our network findings when planning implementation efforts to build upon this foundation and promote systematic advances in D&I science.

Virtual Reality Hypermedia Design Frameworks for Science Instruction.

Science.gov (United States)

Maule, R. William; Oh, Byron; Check, Rosa

This paper reports on a study that conceptualizes a research framework to aid software design and development for virtual reality (VR) computer applications for instruction in the sciences. The framework provides methodologies for the processing, collection, examination, classification, and presentation of multimedia information within hyperlinked…

Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.

Science.gov (United States)

Lyon, Aaron R; Connors, Elizabeth; Jensen-Doss, Amanda; Landes, Sara J; Lewis, Cara C; McLeod, Bryce D; Rutt, Christopher; Stanick, Cameo; Weiner, Bryan J

2017-09-01

The advancement of implementation science is dependent on identifying assessment strategies that can address implementation and clinical outcome variables in ways that are valid, relevant to stakeholders, and scalable. This paper presents a measurement agenda for implementation science that integrates the previously disparate assessment traditions of idiographic and nomothetic approaches. Although idiographic and nomothetic approaches are both used in implementation science, a review of the literature on this topic suggests that their selection can be indiscriminate, driven by convenience, and not explicitly tied to research study design. As a result, they are not typically combined deliberately or effectively. Thoughtful integration may simultaneously enhance both the rigor and relevance of assessments across multiple levels within health service systems. Background on nomothetic and idiographic assessment is provided as well as their potential to support research in implementation science. Drawing from an existing framework, seven structures (of various sequencing and weighting options) and five functions (Convergence, Complementarity, Expansion, Development, Sampling) for integrating conceptually distinct research methods are articulated as they apply to the deliberate, design-driven integration of nomothetic and idiographic assessment approaches. Specific examples and practical guidance are provided to inform research consistent with this framework. Selection and integration of idiographic and nomothetic assessments for implementation science research designs can be improved. The current paper argues for the deliberate application of a clear framework to improve the rigor and relevance of contemporary assessment strategies.

Completing the Link between Exposure Science and Toxicology for Improved Environmental Health Decision Making: The Aggregate Exposure Pathway Framework.

Science.gov (United States)

Teeguarden, Justin G; Tan, Yu-Mei; Edwards, Stephen W; Leonard, Jeremy A; Anderson, Kim A; Corley, Richard A; Kile, Molly L; Simonich, Staci M; Stone, David; Tanguay, Robert L; Waters, Katrina M; Harper, Stacey L; Williams, David E

2016-05-03

Driven by major scientific advances in analytical methods, biomonitoring, computation, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the "systems approaches" used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) concept in the toxicological sciences. Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more meaningful integration of exposure assessment and hazard identification. Together, the two frameworks form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making.

Framework for Leading Next Generation Science Standards Implementation

Science.gov (United States)

Stiles, Katherine; Mundry, Susan; DiRanna, Kathy

2017-01-01

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed…

Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework

Directory of Open Access Journals (Sweden)

Robert L. Mayes

2013-01-01

Full Text Available Quantitative reasoning is a complex concept with many definitions and a diverse account in the literature. The purpose of this article is to establish a working definition of quantitative reasoning within the context of science, construct a quantitative reasoning framework, and summarize research on key components in that framework. Context underlies all quantitative reasoning; for this review, environmental science serves as the context.In the framework, we identify four components of quantitative reasoning: the quantification act, quantitative literacy, quantitative interpretation of a model, and quantitative modeling. Within each of these components, the framework provides elements that comprise the four components. The quantification act includes the elements of variable identification, communication, context, and variation. Quantitative literacy includes the elements of numeracy, measurement, proportional reasoning, and basic probability/statistics. Quantitative interpretation includes the elements of representations, science diagrams, statistics and probability, and logarithmic scales. Quantitative modeling includes the elements of logic, problem solving, modeling, and inference. A brief comparison of the quantitative reasoning framework with the AAC&U Quantitative Literacy VALUE rubric is presented, demonstrating a mapping of the components and illustrating differences in structure. The framework serves as a precursor for a quantitative reasoning learning progression which is currently under development.

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

Science.gov (United States)

Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving

Science.gov (United States)

OECD Publishing, 2017

2017-01-01

What is important for citizens to know and be able to do? The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the…

A Scalable Framework and Prototype for CAS e-Science

Directory of Open Access Journals (Sweden)

Yuanchun Zhou

2007-07-01

Full Text Available Based on the Small-World model of CAS e-Science and the power low of Internet, this paper presents a scalable CAS e-Science Grid framework based on virtual region called Virtual Region Grid Framework (VRGF. VRGF takes virtual region and layer as logic manage-unit. In VRGF, the mode of intra-virtual region is pure P2P, and the model of inter-virtual region is centralized. Therefore, VRGF is decentralized framework with some P2P properties. Further more, VRGF is able to achieve satisfactory performance on resource organizing and locating at a small cost, and is well adapted to the complicated and dynamic features of scientific collaborations. We have implemented a demonstration VRGF based Grid prototype—SDG.

Dynamic pluralism: A pluralist framework for science

Science.gov (United States)

Ferret, Juan

The problem of measurement in quantum physics is one of the most recalcitrant problems of science. Part of the problem lies in the fact that several conflicting interpretations that account for how measurement takes place have endured. Most theorists of science assume that one of the available interpretations, or a future variation of one, will prove to be the true interpretation. What I argue in this dissertation is that the proper response to this problem may be to have a framework in which different relevant interpretations can coexist and offer critical examinations of the conceptual issues related to the problem of measurement. This pluralism of interpretations is not the result of some flaw or inadequacy in quantum physics. From this alternative framework, pluralism in the problem of measurement can be understood as an acceptable, even necessary, response to the process of theorizing and experimentation in quantum mechanics. An important claim in this dissertation is that contemporary versions of pluralism in philosophy of science do not provide an account that recognizes the viability of all the interpretations of the problem of measurement. After showing how these versions of pluralism in philosophy of science fall short, as they apply to the problem of measurement, I argue for several conditions that a pluralism needs to satisfy in order to serve as a pluralistic framework for the evaluation of all interpretations of the problem of measurement. I develop an alternative version of pluralism that does account for the existing and future plurality of interpretations of the problem of measurement. My proposal is that a version of pluralism based on the work of William James and Paul Feyerabend will meet these conditions. Specifically, after introducing the complex pluralism of James as a version of pluralism that comes close to accounting for the multiplicity of interpretations of the problem of measurement, I argue that his version of pluralism does not

TIMSS 2015 Assessment Frameworks

Science.gov (United States)

Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.

2013-01-01

Now entering into its 20th year of data collection, Trends in International Mathematics and Science Study, (TIMSS) is an international assessment of mathematics and science at the fourth and eighth grades. TIMSS 2015 is the most recent in the TIMSS series, which began with the first assessments in 1995 and has continued every four years--1999,…

Can programming frameworks bring smartphones into the mainstream of psychological science?

Directory of Open Access Journals (Sweden)

Lukasz Piwek

2016-08-01

Full Text Available Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key barriers that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use, secure, and becomes freely available.

Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

Science.gov (United States)

Piwek, Lukasz; Ellis, David A

2016-01-01

Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use and secure becomes freely available.

A New Framework for Science and Technology Policy

Energy Technology Data Exchange (ETDEWEB)

VanDevender, J.P.

1999-03-04

The usual divisions of science and technology into pure research applied research, development, demonstration, and production creates impediments for moving knowledge into socially useful products and services. This failing has been previously discussed without concrete suggestions of how to improve the situation. In the proposed framework the divisive and artificial distinctions of basic and applied are softened, and the complementary and somewhat overlapping roles of universities, corporations, and federal labs are clarified to enable robust partnerships. As a collegial group of scientists and technologists from industry, university, and government agencies and their national laboratories, we have worked together to clarify this framework. We offer the results in hopes of improving the results from investments in science and technology and thereby helping strengthen the social contract between the public and private investors and the scientists-technologists.

A Framework for Assessment of Intentional Fires

Directory of Open Access Journals (Sweden)

Iraj Mohammadfam

2014-04-01

Full Text Available Background & Objectives : It is not possible to live without using fire. However, fire could destruct human properties in a short time. One of the most important types of fire is intentional fire. This type of fire has become a great problem for insurance companies, fire departments, industries, government and business in the recent years. This study aimed to provide a framework for risk assessment of intentional fires . Methods: In the present study, risk assessment and management model for protecting critical properties and security vulnerability assessment model were used to develop a comprehensive framework for risk assessment of intentional fires. The framework was examined in an automotive industry . Results : The designed framework contained five steps as 1 asset inventory and prioritizing them according to their importance, 2 invasion assessment, 3 vulnerability assessment, 4 risk assessment and design and 5 implementation and evaluating the effectiveness of corrective/preventive actions. Thirty different scenarios for intentional fires were identified by implementing the designed framework in an automotive company, and then the associated risk of each scenario was quantitatively determined. Conclusion : Compared to seven models, the proposed framework represents its comprehension. Development of safety and security standards and a central security information bank to reduce security risks, including the risk of intentional fires is recommended .

Sustainability assessment framework for scenarios – SAFS

Energy Technology Data Exchange (ETDEWEB)

Arushanyan, Yevgeniya, E-mail: yevgeniya.arushanyan@abe.kth.se [KTH Royal Institute of Technology, School of Architecture and the Built Environment, Department of Sustainable Development, Environmental Science and Engineering, Division of Environmental Strategies Research, Drottning Kristinas väg 30, 10044 Stockholm (Sweden); KTH Royal Institute of Technology, Centre for Sustainable Communications (CESC), Lindstedtsvägen 5, 100 44 Stockholm (Sweden); Ekener, Elisabeth; Moberg, Åsa [KTH Royal Institute of Technology, School of Architecture and the Built Environment, Department of Sustainable Development, Environmental Science and Engineering, Division of Environmental Strategies Research, Drottning Kristinas väg 30, 10044 Stockholm (Sweden); KTH Royal Institute of Technology, Centre for Sustainable Communications (CESC), Lindstedtsvägen 5, 100 44 Stockholm (Sweden)

2017-03-15

To address current challenges regarding sustainable development and support planning for this form of development, new learning about different possible futures and their potential sustainability implications is needed. One way of facilitating this learning is by combining the futures studies and sustainability assessment (SA) research fields. This paper presents the sustainability assessment framework for scenarios (SAFS), a method developed for assessing the environmental and social risks and opportunities of future scenarios, provides guidelines for its application and demonstrates how the framework can be applied. SAFS suggests assessing environmental and social aspects using a consumption perspective and a life cycle approach, and provides qualitative results. SAFS does not suggest any modelling using precise data, but instead offers guidelines on how to carry out a qualitative assessment, where both the process of assessing and the outcome of the assessment are valuable and can be used as a basis for discussion. The benefits, drawbacks and potential challenges of applying SAFS are also discussed in the paper. SAFS uses systems thinking looking at future societies as a whole, considering both environmental and social consequences. This encourages researchers and decision-makers to consider the whole picture, and not just individual elements, when considering different futures. - Highlights: • The paper presents a new methodological framework for qualitative sustainability assessment of future scenarios with transformative changes. • The framework suggests qualitative assessment with consumption perspective and a life cycle approach. • The paper presents the framework and provides guidelines for its application. • The paper demonstrates on an example how the framework can be applied. • The benefits, drawbacks and challenges of the framework application and the need for further development are discussed.

Sustainability assessment framework for scenarios – SAFS

International Nuclear Information System (INIS)

Arushanyan, Yevgeniya; Ekener, Elisabeth; Moberg, Åsa

2017-01-01

To address current challenges regarding sustainable development and support planning for this form of development, new learning about different possible futures and their potential sustainability implications is needed. One way of facilitating this learning is by combining the futures studies and sustainability assessment (SA) research fields. This paper presents the sustainability assessment framework for scenarios (SAFS), a method developed for assessing the environmental and social risks and opportunities of future scenarios, provides guidelines for its application and demonstrates how the framework can be applied. SAFS suggests assessing environmental and social aspects using a consumption perspective and a life cycle approach, and provides qualitative results. SAFS does not suggest any modelling using precise data, but instead offers guidelines on how to carry out a qualitative assessment, where both the process of assessing and the outcome of the assessment are valuable and can be used as a basis for discussion. The benefits, drawbacks and potential challenges of applying SAFS are also discussed in the paper. SAFS uses systems thinking looking at future societies as a whole, considering both environmental and social consequences. This encourages researchers and decision-makers to consider the whole picture, and not just individual elements, when considering different futures. - Highlights: • The paper presents a new methodological framework for qualitative sustainability assessment of future scenarios with transformative changes. • The framework suggests qualitative assessment with consumption perspective and a life cycle approach. • The paper presents the framework and provides guidelines for its application. • The paper demonstrates on an example how the framework can be applied. • The benefits, drawbacks and challenges of the framework application and the need for further development are discussed.

Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

Science.gov (United States)

Dimick, Alexandra Schindel

2012-01-01

Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

The MMI Semantic Framework: Rosetta Stones for Earth Sciences

Science.gov (United States)

Rueda, C.; Bermudez, L. E.; Graybeal, J.; Alexander, P.

2009-12-01

Semantic interoperability—the exchange of meaning among computer systems—is needed to successfully share data in Ocean Science and across all Earth sciences. The best approach toward semantic interoperability requires a designed framework, and operationally tested tools and infrastructure within that framework. Currently available technologies make a scientific semantic framework feasible, but its development requires sustainable architectural vision and development processes. This presentation outlines the MMI Semantic Framework, including recent progress on it and its client applications. The MMI Semantic Framework consists of tools, infrastructure, and operational and community procedures and best practices, to meet short-term and long-term semantic interoperability goals. The design and prioritization of the semantic framework capabilities are based on real-world scenarios in Earth observation systems. We describe some key uses cases, as well as the associated requirements for building the overall infrastructure, which is realized through the MMI Ontology Registry and Repository. This system includes support for community creation and sharing of semantic content, ontology registration, version management, and seamless integration of user-friendly tools and application programming interfaces. The presentation describes the architectural components for semantic mediation, registry and repository for vocabularies, ontology, and term mappings. We show how the technologies and approaches in the framework can address community needs for managing and exchanging semantic information. We will demonstrate how different types of users and client applications exploit the tools and services for data aggregation, visualization, archiving, and integration. Specific examples from OOSTethys (http://www.oostethys.org) and the Ocean Observatories Initiative Cyberinfrastructure (http://www.oceanobservatories.org) will be cited. Finally, we show how semantic augmentation of web

Assessment in Science Education

Science.gov (United States)

Rustaman, N. Y.

2017-09-01

An analyses study focusing on scientific reasoning literacy was conducted to strengthen the stressing on assessment in science by combining the important of the nature of science and assessment as references, higher order thinking and scientific skills in assessing science learning as well. Having background in developing science process skills test items, inquiry in its many form, scientific and STEM literacy, it is believed that inquiry based learning should first be implemented among science educators and science learners before STEM education can successfully be developed among science teachers, prospective teachers, and students at all levels. After studying thoroughly a number of science researchers through their works, a model of scientific reasoning was proposed, and also simple rubrics and some examples of the test items were introduced in this article. As it is only the beginning, further studies will still be needed in the future with the involvement of prospective science teachers who have interests in assessment, either on authentic assessment or in test items development. In balance usage of alternative assessment rubrics, as well as valid and reliable test items (standard) will be needed in accelerating STEM education in Indonesia.

Useful and Usable Climate Science: Frameworks for Bridging the Social and Physical domains.

Science.gov (United States)

Buja, L.

2016-12-01

Society is transforming the Earth's system in unprecedented ways, often with significant variations across space and time. In turn, the impacts of climate change on the human system vary dramatically due to differences in cultural, socioeconomic, institutional, and physical processes at the local level. The Climate Science and Applications Program (CSAP) at the National Center for Atmospheric Research in Boulder Colorado addresses societal vulnerability, impacts and adaptation to climate change through the development of frameworks and methods for analyzing current and future vulnerability, and integrated analyses of climate impacts and adaptation at local, regional and global scales. CSAP relies heavily on GIS-based scientific data and knowledge systems to bridge social and physical science approaches in its five focus areas: Governance of inter-linked natural and managed resource systems. The role of urban areas in driving emissions of climate change Weather, climate and global human health, GIS-based science data & knowledge systems. Regional Climate Science and Services for Adaptation Advanced methodologies and frameworks for assessing current and future risks to environmental hazards through the integration of physical and social science models, research results, and remote sensing data are presented in the context of recent national and international projects on climate change and food/water security, urban carbon emissions, metropolitan extreme heat and global health. In addition, innovative CSAP international capacity building programs teaching interdisciplinary approaches for using geospatial technologies to integrate multi-scale spatial information of weather, climate change into important sectors such as disaster reduction, agriculture, tourism and society for decision-making are discussed.

[The role of science in policy making--EuSANH-ISA project, framework for science advice for health].

Science.gov (United States)

Cianciara, Dorota; Piotrowicz, Maria; Bielska-Lasota, Magdalena; Wysocki, Mirosław J

2012-01-01

Governments and other authorities (including MPs) should be well informed on issues of science and technology. This is particularly important in the era of evidence-based practice. This implies the need to get expert advice. The process by which scientific knowledge is transmitted, along with proposals how to solve the problem, is called science advice. The main aim of the article is to discuss the issue of science advice--definitions, interaction between science and policymaking, and its position in contemporary policies. The second aim is to present European Science Advisory Network for Health (EuSANH), EuSANH-ISA project, and framework for science advice for health which was developed by participants. Furthermore, the role of civil society in decision-making process and science advice is also discussed. Interaction between scientists and policy-makers are described in terms of science-push approach (technocratic model), policy-pull (decisionistic) and simultaneous push-pull approach (pragmatic). The position of science advice is described in historical perspective from the 50s, especially in the last two decades. Description relies to USA, Canada and UK. Principles of scientific advice to government (Government Office for Science, UK) are quoted. Some important documents related to science advice in EU and UN are mentioned. EuSANH network is described as well as EuSANH-ISA project, with its objectives and outcomes. According to findings of this project, the process of science advice for health should follow some steps: framing the issue to be covered; planning entire process leading to the conclusion; drafting the report; reviewing the report and revision; publishing report and assessing the impact on policy.

PRESENTED AT: TURNOVO, BULGARIA: LANDSCAPE SCIENCES FOR ENVIRONMENTAL ASSESSMENT: A NATO FRAMEWORK FOR INTERNATIONAL COOPERATION

Science.gov (United States)

An international pilot study has been developed to explore the possibility of quantifying and assessing environmental condition, processes of land degradation, and subsequent impacts on natural and human resources. The purpose of the study is to foster a framework for scientific...

A Decision Support Framework for Science-Based, Multi-Stakeholder Deliberation: A Coral Reef Example

Science.gov (United States)

Rehr, Amanda P.; Small, Mitchell J.; Bradley, Patricia; Fisher, William S.; Vega, Ann; Black, Kelly; Stockton, Tom

2012-12-01

We present a decision support framework for science-based assessment and multi-stakeholder deliberation. The framework consists of two parts: a DPSIR (Drivers-Pressures-States-Impacts-Responses) analysis to identify the important causal relationships among anthropogenic environmental stressors, processes, and outcomes; and a Decision Landscape analysis to depict the legal, social, and institutional dimensions of environmental decisions. The Decision Landscape incorporates interactions among government agencies, regulated businesses, non-government organizations, and other stakeholders. It also identifies where scientific information regarding environmental processes is collected and transmitted to improve knowledge about elements of the DPSIR and to improve the scientific basis for decisions. Our application of the decision support framework to coral reef protection and restoration in the Florida Keys focusing on anthropogenic stressors, such as wastewater, proved to be successful and offered several insights. Using information from a management plan, it was possible to capture the current state of the science with a DPSIR analysis as well as important decision options, decision makers and applicable laws with a the Decision Landscape analysis. A structured elicitation of values and beliefs conducted at a coral reef management workshop held in Key West, Florida provided a diversity of opinion and also indicated a prioritization of several environmental stressors affecting coral reef health. The integrated DPSIR/Decision landscape framework for the Florida Keys developed based on the elicited opinion and the DPSIR analysis can be used to inform management decisions, to reveal the role that further scientific information and research might play to populate the framework, and to facilitate better-informed agreement among participants.

ECTA/DaSy Framework Self-Assessment Comparison Tool

Science.gov (United States)

Center for IDEA Early Childhood Data Systems (DaSy), 2016

2016-01-01

The Self-Assessment Comparison (SAC) Tool is for state Part C and Section 619/Preschool programs to use to assess changes in the implementation of one or more components of the ECTA System Framework and/or subcomponenets of the DaSy Data System Framework. It is a companion to the ECTA/DaSy Framework Self-Assessment. Key features of the SAC are…

Hormesis in Regulatory risk assessment - Science and Science Policy.

Science.gov (United States)

Gray, George

2011-01-01

This brief commentary will argue that whether hormesis is considered in regulatory risk assessment is a matter less of science than of science policy. I will first discuss the distinction between science and science policy and their roles in regulatory risk assessment. Then I will focus on factors that influence science policy, especially as it relates to the conduct of risk assessments to inform regulatory decisions, with a focus on the U.S. Environmental Protection Agency (EPA). The key questions will then be how does hormesis interact with current concepts of science and science policy for risk assessment? Finally, I look ahead to factors that may increase, or decrease, the likelihood of hormesis being incorporated into regulatory risk assessment.

ASIC/FPGA Trust Assessment Framework

Science.gov (United States)

Berg, Melanie

2018-01-01

NASA Electronic Parts and Packaging (NEPP) is developing a process to be employed in critical applications. The framework assesses levels of Trust and assurance in microelectronic systems. The process is being created with participation from a variety of organizations. We present a synopsis of the framework that includes contributions from The Aerospace Corporation.

Kepler Science Operations Center Pipeline Framework

Science.gov (United States)

Klaus, Todd C.; McCauliff, Sean; Cote, Miles T.; Girouard, Forrest R.; Wohler, Bill; Allen, Christopher; Middour, Christopher; Caldwell, Douglas A.; Jenkins, Jon M.

2010-01-01

The Kepler mission is designed to continuously monitor up to 170,000 stars at a 30 minute cadence for 3.5 years searching for Earth-size planets. The data are processed at the Science Operations Center (SOC) at NASA Ames Research Center. Because of the large volume of data and the memory and CPU-intensive nature of the analysis, significant computing hardware is required. We have developed generic pipeline framework software that is used to distribute and synchronize the processing across a cluster of CPUs and to manage the resulting products. The framework is written in Java and is therefore platform-independent, and scales from a single, standalone workstation (for development and research on small data sets) to a full cluster of homogeneous or heterogeneous hardware with minimal configuration changes. A plug-in architecture provides customized control of the unit of work without the need to modify the framework itself. Distributed transaction services provide for atomic storage of pipeline products for a unit of work across a relational database and the custom Kepler DB. Generic parameter management and data accountability services are provided to record the parameter values, software versions, and other meta-data used for each pipeline execution. A graphical console allows for the configuration, execution, and monitoring of pipelines. An alert and metrics subsystem is used to monitor the health and performance of the pipeline. The framework was developed for the Kepler project based on Kepler requirements, but the framework itself is generic and could be used for a variety of applications where these features are needed.

The HTA Core Model^®—10 Years of Developing an International Framework to Share Multidimensional Value Assessment

DEFF Research Database (Denmark)

Kristensen, Finn Børlum; Lampe, Kristian; Wild, Claudia

2017-01-01

Background and Objectives The HTA Core Model® as a science-based framework for assessing dimensions of value was developed as a part of the European network for Health Technology Assessment project in the period 2006 to 2008 to facilitate production and sharing of health technology assessment (HT...

Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

Science.gov (United States)

Bernardo, Cyntra

This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

Framework for Processing Citizens Science Data for Applications to NASA Earth Science Missions

Science.gov (United States)

Teng, William; Albayrak, Arif

2017-01-01

key step is to process the "precipitation" tweets to be compatible with satellite-retrieved precipitation data. These key components for processing and managing "precipitation" tweets (and additional ones to be developed) are not limited to precipitation, nor are they limited to the Twitter social medium. Indeed, to maximize the value of our work for NASA earth science programs, these components should be generalized and be part of an overall framework for processing citizen science data for science research. In this paper, we outline such a framework.

Assessing excellence in translational cancer research: a consensus based framework.

Science.gov (United States)

Rajan, Abinaya; Caldas, Carlos; van Luenen, Henri; Saghatchian, Mahasti; van Harten, Wim H

2013-10-29

It takes several years on average to translate basic research findings into clinical research and eventually deliver patient benefits. An expert-based excellence assessment can help improve this process by: identifying high performing Comprehensive Cancer Centres; best practices in translational cancer research; improving the quality and efficiency of the translational cancer research process. This can help build networks of excellent Centres by aiding focused partnerships. In this paper we report on a consensus building exercise that was undertaken to construct an excellence assessment framework for translational cancer research in Europe. We used mixed methods to reach consensus: a systematic review of existing translational research models critically appraised for suitability in performance assessment of Cancer Centres; a survey among European stakeholders (researchers, clinicians, patient representatives and managers) to score a list of potential excellence criteria, a focus group with selected representatives of survey participants to review and rescore the excellence criteria; an expert group meeting to refine the list; an open validation round with stakeholders and a critical review of the emerging framework by an independent body: a committee formed by the European Academy of Cancer Sciences. The resulting excellence assessment framework has 18 criteria categorized in 6 themes. Each criterion has a number of questions/sub-criteria. Stakeholders favoured using qualitative excellence criteria to evaluate the translational research "process" rather than quantitative criteria or judging only the outputs. Examples of criteria include checking if the Centre has mechanisms that can be rated as excellent for: involvement of basic researchers and clinicians in translational research (quality of supervision and incentives provided to clinicians to do a PhD in translational research) and well designed clinical trials based on ground-breaking concepts (innovative

Project Assessment Framework through Design (PAFTD) - A Project Assessment Framework in Support of Strategic Decision Making

Science.gov (United States)

Depenbrock, Brett T.; Balint, Tibor S.; Sheehy, Jeffrey A.

2014-01-01

Research and development organizations that push the innovation edge of technology frequently encounter challenges when attempting to identify an investment strategy and to accurately forecast the cost and schedule performance of selected projects. Fast moving and complex environments require managers to quickly analyze and diagnose the value of returns on investment versus allocated resources. Our Project Assessment Framework through Design (PAFTD) tool facilitates decision making for NASA senior leadership to enable more strategic and consistent technology development investment analysis, beginning at implementation and continuing through the project life cycle. The framework takes an integrated approach by leveraging design principles of useability, feasibility, and viability and aligns them with methods employed by NASA's Independent Program Assessment Office for project performance assessment. The need exists to periodically revisit the justification and prioritization of technology development investments as changes occur over project life cycles. The framework informs management rapidly and comprehensively about diagnosed internal and external root causes of project performance.

Conceptual framework for behavioral and social science in HIV vaccine clinical research.

Science.gov (United States)

Lau, Chuen-Yen; Swann, Edith M; Singh, Sagri; Kafaar, Zuhayr; Meissner, Helen I; Stansbury, James P

2011-10-13

HIV vaccine clinical research occurs within a context where biomedical science and social issues are interlinked. Previous HIV vaccine research has considered behavioral and social issues, but often treated them as independent of clinical research processes. Systematic attention to the intersection of behavioral and social issues within a defined clinical research framework is needed to address gaps, such as those related to participation in trials, completion of trials, and the overall research experience. Rigorous attention to these issues at project inception can inform trial design and conduct by matching research approaches to the context in which trials are to be conducted. Conducting behavioral and social sciences research concurrent with vaccine clinical research is important because it can help identify potential barriers to trial implementation, as well as ultimate acceptance and dissemination of trial results. We therefore propose a conceptual framework for behavioral and social science in HIV vaccine clinical research and use examples from the behavioral and social science literature to demonstrate how the model can facilitate identification of significant areas meriting additional exploration. Standardized use of the conceptual framework could improve HIV vaccine clinical research efficiency and relevance. Published by Elsevier Ltd.

A framework for cumulative risk assessment in the 21st century.

Science.gov (United States)

Moretto, Angelo; Bachman, Ammie; Boobis, Alan; Solomon, Keith R; Pastoor, Timothy P; Wilks, Martin F; Embry, Michelle R

2017-02-01

The ILSI Health and Environmental Sciences Institute (HESI) has developed a framework to support a transition in the way in which information for chemical risk assessment is obtained and used (RISK21). The approach is based on detailed problem formulation, where exposure drives the data acquisition process in order to enable informed decision-making on human health safety as soon as sufficient evidence is available. Information is evaluated in a transparent and consistent way with the aim of optimizing available resources. In the context of risk assessment, cumulative risk assessment (CRA) poses additional problems and questions that can be addressed using the RISK21 approach. The focus in CRA to date has generally been on chemicals that have common mechanisms of action. Recently, concern has also been expressed about chemicals acting on multiple pathways that lead to a common health outcome, and non-chemical other conditions (non-chemical stressors) that can lead to or modify a common outcome. Acknowledging that CRAs, as described above, are more conceptually, methodologically and computationally complex than traditional single-stressor risk assessments, RISK21 further developed the framework for implementation of workable processes and procedures for conducting assessments of combined effects from exposure to multiple chemicals and non-chemical stressors. As part of the problem formulation process, this evidence-based framework allows the identification of the circumstances in which it is appropriate to conduct a CRA for a group of compounds. A tiered approach is then proposed, where additional chemical stressors and/or non-chemical modulating factors (ModFs) are considered sequentially. Criteria are provided to facilitate the decision on whether or not to include ModFs in the formal quantitative assessment, with the intention to help focus the use of available resources to have the greatest potential to protect public health.

A Framework for Guiding Future Citizens to Think Critically about Nature of Science and Socioscientific Issues

Science.gov (United States)

Yacoubian, Hagop A.

2015-01-01

In this article, I introduce a framework for guiding future citizens to think critically about nature of science (NOS) and "with" NOS as they engage in socioscientific decision making. The framework, referred to as the critical thinking--nature of science (CT-NOS) framework, explicates and targets both NOS as a learning objective and NOS…

towards a theory-based multi-dimensional framework for assessment in mathematics: The "SEA" framework

Science.gov (United States)

Anku, Sitsofe E.

1997-09-01

Using the reform documents of the National Council of Teachers of Mathematics (NCTM) (NCTM, 1989, 1991, 1995), a theory-based multi-dimensional assessment framework (the "SEA" framework) which should help expand the scope of assessment in mathematics is proposed. This framework uses a context based on mathematical reasoning and has components that comprise mathematical concepts, mathematical procedures, mathematical communication, mathematical problem solving, and mathematical disposition.

A Framework for Assessing High School Students' Statistical Reasoning.

Science.gov (United States)

Chan, Shiau Wei; Ismail, Zaleha; Sumintono, Bambang

2016-01-01

Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.

Water Hyacinth in China: A Sustainability Science-Based Management Framework

Science.gov (United States)

Lu, Jianbo; Wu, Jianguo; Fu, Zhihui; Zhu, Lei

2007-12-01

The invasion of water hyacinth ( Eichhornia crassipes) has resulted in enormous ecological and economic consequences worldwide. Although the spread of this weed in Africa, Australia, and North America has been well documented, its invasion in China is yet to be fully documented. Here we report that since its introduction about seven decades ago, water hyacinth has infested many water bodies across almost half of China’s territory, causing a decline of native biodiversity, alteration of ecosystem services, deterioration of aquatic environments, and spread of diseases affecting human health. Water hyacinth infestations have also led to enormous economic losses in China by impeding water flows, paralyzing navigation, and damaging irrigation and hydroelectricity facilities. To effectively control the rampage of water hyacinth in China, we propose a sustainability science-based management framework that explicitly incorporates principles from landscape ecology and Integrated Pest Management. This framework emphasizes multiple-scale long-term monitoring and research, integration among different control techniques, combination of control with utilization, and landscape-level adaptive management. Sustainability science represents a new, transdisciplinary paradigm that integrates scientific research, technological innovation, and socioeconomic development of particular regions. Our proposed management framework is aimed to broaden the currently dominant biological control-centered view in China and to illustrate how sustainability science can be used to guide the research and management of water hyacinth.

Students Explaining Science—Assessment of Science Communication Competence

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2013-12-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

The Kepler Science Operations Center Pipeline Framework Extensions

Science.gov (United States)

Klaus, Todd C.; Cote, Miles T.; McCauliff, Sean; Girouard, Forrest R.; Wohler, Bill; Allen, Christopher; Chandrasekaran, Hema; Bryson, Stephen T.; Middour, Christopher; Caldwell, Douglas A.;

FEDS : A Framework for Evaluation in Design Science Research

DEFF Research Database (Denmark)

Venable, John; Pries-Heje, Jan; Baskerville, Richard

2015-01-01

Evaluation of design artefacts and design theories is a key activity in Design Science Research (DSR), as it provides feedback for further development and (if done correctly) assures the rigour of the research. However, the extant DSR literature provides insufficient guidance on evaluation...... to enable Design Science Researchers to effectively design and incorporate evaluation activities into a DSR project that can achieve DSR goals and objectives. To address this research gap, this research paper develops, explicates, and provides evidence for the utility of a Framework for Evaluation in Design...... Science (FEDS) together with a process to guide design science researchers in developing a strategy for evaluating the artefacts they develop within a DSR project. A FEDS strategy considers why, when, how, and what to evaluate. FEDS includes a two-dimensional characterisation of DSR evaluation episodes...

Building an mlearning research framework through design science research

CSIR Research Space (South Africa)

Ford, M

2014-11-01

Full Text Available The purpose of this paper is to provide an explanation of how Design Science research has been applied in order to develop a mobile learning framework for the ICT4RED project which is currently in progress in Cofimvaba in the Eastern Cape Province...

Risk Assessment in the 21st Century | Science Inventory | US ...

Science.gov (United States)

For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response assessment. Originally sound and effective, with increasing dependence on chemical tools and the number of chemicals in commerce, this traditional approach is no longer adequate. This presentation provides an update on current progress in achieving the goals outlined in the NAS report on Toxicology Testing in the 21st Century, highlighting many of the advances lead by the EPA. Topics covered include the evolution of the mode of action framework into a chemically agnostic, adverse outcome pathway (AOP), a systems-based data framework that facilitates integration of modifiable factors (e.g., genetic variation, life stages), and an understanding of networks, and mixtures. Further, the EDSP pivot is used to illustrate how AOPs drive development of predictive models for risk assessment based on assembly of high throughput assays representing AOP key elements. The birth of computational exposure science, capable of large-scale predictive exposure models, is reviewed. Although still in its infancy, development of non-targeted analysis to begin addressing exposome also is presented. Finally, the systems-based AEP is described that integrates exposure, toxicokinetics and AOPs into a comprehensive framework. For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response as

Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

Science.gov (United States)

McAuliffe, C.

2016-12-01

Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

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.

Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

Science.gov (United States)

Lederman, Norm G.; Abd-El-Khalick, Fouad; Bell, Randy L.; Schwartz, Renée S.

2002-08-01

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K-12) science education. Since the early 1960s, major efforts have been undertaken to enhance K-12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (e) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples. We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs.

Translating Behavioral Science into Practice: A Framework to Determine Science Quality and Applicability for Police Organizations.

Science.gov (United States)

McClure, Kimberley A; McGuire, Katherine L; Chapan, Denis M

2018-05-07

Policy on officer-involved shootings is critically reviewed and errors in applying scientific knowledge identified. Identifying and evaluating the most relevant science to a field-based problem is challenging. Law enforcement administrators with a clear understanding of valid science and application are in a better position to utilize scientific knowledge for the benefit of their organizations and officers. A recommended framework is proposed for considering the validity of science and its application. Valid science emerges via hypothesis testing, replication, extension and marked by peer review, known error rates, and general acceptance in its field of origin. Valid application of behavioral science requires an understanding of the methodology employed, measures used, and participants recruited to determine whether the science is ready for application. Fostering a science-practitioner partnership and an organizational culture that embraces quality, empirically based policy, and practices improves science-to-practice translation. © 2018 American Academy of Forensic Sciences.

Effective integrated frameworks for assessing mining sustainability.

Science.gov (United States)

Virgone, K M; Ramirez-Andreotta, M; Mainhagu, J; Brusseau, M L

2018-05-28

The objectives of this research are to review existing methods used for assessing mining sustainability, analyze the limited prior research that has evaluated the methods, and identify key characteristics that would constitute an enhanced sustainability framework that would serve to improve sustainability reporting in the mining industry. Five of the most relevant frameworks were selected for comparison in this analysis, and the results show that there are many commonalities among the five, as well as some disparities. In addition, relevant components are missing from all five. An enhanced evaluation system and framework were created to provide a more holistic, comprehensive method for sustainability assessment and reporting. The proposed framework has five components that build from and encompass the twelve evaluation characteristics used in the analysis. The components include Foundation, Focus, Breadth, Quality Assurance, and Relevance. The enhanced framework promotes a comprehensive, location-specific reporting approach with a concise set of well-defined indicators. Built into the framework is quality assurance, as well as a defined method to use information from sustainability reports to inform decisions. The framework incorporates human health and socioeconomic aspects via initiatives such as community-engaged research, economic valuations, and community-initiated environmental monitoring.

Framework for conducting environmental assessments of trade negotiations

International Nuclear Information System (INIS)

2001-02-01

This document described the complex task of assessing the environmental impacts of trade negotiations with particular emphasis on the framework of the Strategic Environmental Assessment which the Government of Canada will conduct through a systematic process which can identify and evaluate possible and significant environmental impacts of an initiative. The objective of the assessment is to integrate environmental considerations into decision-making processes at the earliest possible stage. The first part of the framework identifies the importance of recognizing environmental considerations of trade and explains how the framework will contribute to environmental policy. The second part of the framework outlines the process and analytical requirements for conducting an environmental assessment of a trade negotiation. Environmental Assessment Committees will be formed by the Department of Foreign Affairs and International Trade, and will include representatives from federal government departments and agencies. All analyses will be conducted in four stages which will include identifying the economic effect of the negotiation, identifying the likely environmental impact of such changes, assessing the significance of the likely environmental impacts, and identifying enhancement/mitigation options to inform the negotiations. The framework is designed to be flexible enough to be used at current and future trade negotiations in the World Trade Organization, the Free Trade Area of the Americas and in bilateral Free Trade Agreements. An environmental assessment of trade negotiations is considered to be an important decision-making tool for promoting sustainable development. 16 refs., 1 tab

Assessing Ethics in Secondary Science

Science.gov (United States)

Reiss, Michael J.

2011-01-01

An increasing number of science courses now include consideration of the ethical implications of science. However, there is little agreement about how ethical reasoning in science should be assessed. This article highlights the conclusions of a seminar on the assessment of ethics in science that was organized by the Nuffield Foundation Curriculum…

Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

Science.gov (United States)

Sheth, Manali J.

Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

Evolving Frameworks for Different Communities of Scientists and End Users

Science.gov (United States)

Graves, S. J.; Keiser, K.

2016-12-01

Two evolving frameworks for interdisciplinary science will be described in the context of the Common Data Framework for Earth-Observation Data and the importance of standards and protocols. The Event Data Driven Delivery (ED3) Framework, funded by NASA Applied Sciences, provides the delivery of data based on predetermined subscriptions and associated workflows to various communities of end users. ED3's capabilities are used by scientists, as well as policy and resource managers, when event alerts are triggered to respond to their needs. The EarthCube Integration and Testing Environment (ECITE) Assessment Framework for Technology Interoperability and Integration is being developed to facilitate the EarthCube community's assessment of NSF funded technologies addressing Earth science problems. ECITE is addressing the translation of geoscience researchers' use cases into technology use case that apply EarthCube-funded building block technologies (and other existing technologies) for solving science problems. EarthCube criteria for technology assessment include the use of data, metadata and service standards to improve interoperability and integration across program components. The long-range benefit will be the growth of a cyberinfrastructure with technology components that have been shown to work together to solve known science objectives.

Framework for Integrating Science Data Processing Algorithms Into Process Control Systems

Science.gov (United States)

Mattmann, Chris A.; Crichton, Daniel J.; Chang, Albert Y.; Foster, Brian M.; Freeborn, Dana J.; Woollard, David M.; Ramirez, Paul M.

2011-01-01

A software framework called PCS Task Wrapper is responsible for standardizing the setup, process initiation, execution, and file management tasks surrounding the execution of science data algorithms, which are referred to by NASA as Product Generation Executives (PGEs). PGEs codify a scientific algorithm, some step in the overall scientific process involved in a mission science workflow. The PCS Task Wrapper provides a stable operating environment to the underlying PGE during its execution lifecycle. If the PGE requires a file, or metadata regarding the file, the PCS Task Wrapper is responsible for delivering that information to the PGE in a manner that meets its requirements. If the PGE requires knowledge of upstream or downstream PGEs in a sequence of executions, that information is also made available. Finally, if information regarding disk space, or node information such as CPU availability, etc., is required, the PCS Task Wrapper provides this information to the underlying PGE. After this information is collected, the PGE is executed, and its output Product file and Metadata generation is managed via the PCS Task Wrapper framework. The innovation is responsible for marshalling output Products and Metadata back to a PCS File Management component for use in downstream data processing and pedigree. In support of this, the PCS Task Wrapper leverages the PCS Crawler Framework to ingest (during pipeline processing) the output Product files and Metadata produced by the PGE. The architectural components of the PCS Task Wrapper framework include PGE Task Instance, PGE Config File Builder, Config File Property Adder, Science PGE Config File Writer, and PCS Met file Writer. This innovative framework is really the unifying bridge between the execution of a step in the overall processing pipeline, and the available PCS component services as well as the information that they collectively manage.

Citizen Science, Crowdsourcing and Big Data: A Scientific and Social Framework for Natural Resources and Environments

Science.gov (United States)

Glynn, P. D.; Jones, J. W.; Liu, S. B.; Shapiro, C. D.; Jenter, H. L.; Hogan, D. M.; Govoni, D. L.; Poore, B. S.

2014-12-01

We describe a conceptual framework for Citizen Science that can be applied to improve the understanding and management of natural resources and environments. For us, Citizen Science represents an engagement from members of the public, usually volunteers, in collaboration with paid professionals and technical experts to observe and understand natural resources and environments for the benefit of science and society. Our conceptual framework for Citizen Science includes crowdsourcing of observations (or sampling). It considers a wide range of activities, including volunteer and professional monitoring (e.g. weather and climate variables, water availability and quality, phenology, biota, image capture and remote sensing), as well as joint fact finding and analyses, and participatory mapping and modeling. Spatial distribution and temporal dynamics of the biophysical processes that control natural resources and environments are taken into account within this conceptual framework, as are the availability, scaling and diversity of tools and efforts that are needed to properly describe these biophysical processes. Opportunities are sought within the framework to properly describe, QA/QC, archive, and make readily accessible, the large amounts of information and traceable knowledge required to better understand and manage natural resources and environments. The framework also considers human motivational needs, primarily through a modern version of Maslow's hierarchy of needs. We examine several USGS-based Citizen Science efforts within the context of our framework, including the project called "iCoast - Did the Coast Change?", to understand the utility of the framework, its costs and benefits, and to offer concrete examples of how to expand and sustain specific projects. We make some recommendations that could aid its implementation on a national or larger scale. For example, implementation might be facilitated (1) through greater engagement of paid professionals, and (2

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

Science.gov (United States)

Armitage-Chan, Elizabeth

Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

Valid and Reliable Science Content Assessments for Science Teachers

Science.gov (United States)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

The comparative risk assessment framework and tools (CRAFT)

Science.gov (United States)

Southern Research Station. USDA Forest Service

2010-01-01

To help address these challenges, the USDA Forest Service’s Eastern Forest Environmental Threat Assessment Center (EFETAC) and the University of North Carolina Asheville’s National Environmental Modeling and Analysis Center (NEMAC) designed a planning framework, called the Comparative Risk Assessment Framework and Tools (CRAFT). CRAFT is...

A Comprehensive Framework for Evaluation in Design Science Research

DEFF Research Database (Denmark)

Pries-Heje, Jan; Baskerville, Richard; Venable, John

2012-01-01

Evaluation is a central and essential activity in conducting rigorous Design Science Research (DSR), yet there is surprisingly little guidance about designing the DSR evaluation activity beyond suggesting possible methods that could be used for evaluation. This paper extends the notable exception...... of the existing framework of Pries-Heje et al [11] to address this problem. The paper proposes an extended DSR evaluation framework together with a DSR evaluation design method that can guide DSR researchers in choosing an appropriate strategy for evaluation of the design artifacts and design theories that form...... the output from DSR. The extended DSR evaluation framework asks the DSR researcher to consider (as input to the choice of the DSR evaluation strategy) contextual factors of goals, conditions, and constraints on the DSR evaluation, e.g. the type and level of desired rigor, the type of artifact, the need...

Peer Assessment of Elementary Science Teaching Skills

Science.gov (United States)

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

E-health readiness assessment framework in iran.

Science.gov (United States)

Rezai-Rad, M; Vaezi, R; Nattagh, F

2012-01-01

Concept of e-readiness is used in many areas such as e-business, e-commerce, e-government, and e-banking. In terms of healthcare, e-readiness is a rather new concept, and is propounded under the title of E-healthcare. E-health readiness refers to the readiness of communities and healthcare institutions for the expected changes brought by programs related to Information and Communications Technology (lCT). The present research is conducted aiming at designing E-health Readiness Assessment Framework (EHRAF) in Iran. The e-health readiness assessment framework was designed based on reviewing literature on e-readiness assessment models and opinions of ICT and health experts. In the next step, Delphi method was used to develop and test the designed framework. Three questionnaires developed to test and modify the model while determining weights of the indices; afterward they were either sent to experts through email or delivered to them in face. The designed framework approved with 4 dimensions, 11 constituents and 58 indices. Technical readiness had the highest importance coefficient (0.256099), and the other dimensions were of the next levels of coefficient importance: core readiness (0.25520), social communication readiness (0.244658), and engagement readiness (0.244039). The framework presents the movement route and investment priorities in e-health in Iran. The proposed framework is a good instrument for measuring the e-readiness in health centers in Iran, and for identifying strengths and weaknesses of these centers to access ICT and its implementation for more effectiveness and for analyzing digital divide between them, as well.

E-Health Readiness Assessment Framework in Iran

Science.gov (United States)

Rezai-Rad, M; Vaezi, R; Nattagh, F

2012-01-01

Background: Concept of e-readiness is used in many areas such as e-business, e-commerce, e-government, and e-banking. In terms of healthcare, e-readiness is a rather new concept, and is propounded under the title of E-healthcare. E-health readiness refers to the readiness of communities and healthcare institutions for the expected changes brought by programs related to Information and Communications Technology (lCT). The present research is conducted aiming at designing E-health Readiness Assessment Framework (EHRAF) in Iran. Methods: The e-health readiness assessment framework was designed based on reviewing literature on e-readiness assessment models and opinions of ICT and health experts. In the next step, Delphi method was used to develop and test the designed framework. Three questionnaires developed to test and modify the model while determining weights of the indices; afterward they were either sent to experts through email or delivered to them in face. Results: The designed framework approved with 4 dimensions, 11 constituents and 58 indices. Technical readiness had the highest importance coefficient (0.256099), and the other dimensions were of the next levels of coefficient importance: core readiness (0.25520), social communication readiness (0.244658), and engagement readiness (0.244039). Conclusion: The framework presents the movement route and investment priorities in e-health in Iran. The proposed framework is a good instrument for measuring the e-readiness in health centers in Iran, and for identifying strengths and weaknesses of these centers to access ICT and its implementation for more effectiveness and for analyzing digital divide between them, as well. PMID:23304661

An integrated framework for health and ecological risk assessment

International Nuclear Information System (INIS)

Suter, Glenn W.; Vermeire, Theo; Munns, Wayne R.; Sekizawa, Jun

2005-01-01

The worldHealth Organization's (WHO's) International Program for Chemical Safety has developed a framework for performing risk assessments that integrate the assessment of risks to human health and risks to nonhuman organisms and ecosystems. The WHO's framework recognizes that stakeholders and risk managers have their own processes that are parallel to the scientific process of risk assessment and may interact with the risk assessment at various points, depending on the context. Integration of health and ecology provides consistent expressions of assessment results, incorporates the interdependence of humans and the environment, uses sentinel organisms, and improves the efficiency and quality of assessments relative to independent human health and ecological risk assessments. The advantage of the framework to toxicologists lies in the opportunity to use understanding of toxicokinetics and toxicodynamics to inform the integrated assessment of all exposed species

Conceptual Framework To Extend Life Cycle Assessment ...

Science.gov (United States)

Life Cycle Assessment (LCA) is a decision-making tool that accounts for multiple impacts across the life cycle of a product or service. This paper presents a conceptual framework to integrate human health impact assessment with risk screening approaches to extend LCA to include near-field chemical sources (e.g., those originating from consumer products and building materials) that have traditionally been excluded from LCA. A new generation of rapid human exposure modeling and high-throughput toxicity testing is transforming chemical risk prioritization and provides an opportunity for integration of screening-level risk assessment (RA) with LCA. The combined LCA and RA approach considers environmental impacts of products alongside risks to human health, which is consistent with regulatory frameworks addressing RA within a sustainability mindset. A case study is presented to juxtapose LCA and risk screening approaches for a chemical used in a consumer product. The case study demonstrates how these new risk screening tools can be used to inform toxicity impact estimates in LCA and highlights needs for future research. The framework provides a basis for developing tools and methods to support decision making on the use of chemicals in products. This paper presents a conceptual framework for including near-field exposures into Life Cycle Assessment using advanced human exposure modeling and high-throughput tools

Scientific underpinnings of biotechnology regulatory frameworks.

Science.gov (United States)

Gleim, Savannah; Smyth, Stuart J

2018-05-25

Part of what is presently missing at domestic regulatory levels (and that is important at the international level as well) is a detailed understanding of what the rules of, and for, regulation should be, who the actors, stakeholders and major decision makers are and finally, how to get agreement about the rules. Greater insights into the system of rules that underpin regulatory frameworks for agri-food and biotechnology products in genetically modified (GM) crop- adopting nations will provide value by clarifying the evidence used to commercialize these technologies. This article examines the public documents available from Canada, the United States, the European Union and the Organisation for Economic Cooperation and Development regarding the development of regulatory risk assessment frameworks for products of biotechnology to determine what science grounds these frameworks. The documentation used to provide the initial structure to the existing regulatory frameworks identifies the linkages, connections and relationships that exist between science, risk assessment and regulatory policy. The relationship between risk and regulation has never been more critical to the commercialization of innovative agricultural products. Documenting the role of science-based risk assessment in regulations and how this has changed over the 20 years of experience in regulating GM crops will identify changes in the risk/regulation relationship. Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.

Development of environmental risk assessment framework using index method

International Nuclear Information System (INIS)

Ali, M.W.; Wu, Y.

2000-01-01

This paper presents a newly developed framework for assessing the risk from events which are considered to be major accidents to the environment according to the classifications by the United Kingdom Department of Environment (DoE). The application of an environmental risk assessment framework using the newly developed index method is demonstrated by means of a case study. The framework makes use of Environmental Hazard Index (EHI) method by the United Kingdom AEA Technology for releases to river, but improves it by taking account to toxic dose rather than concentration; taking account of long-term effects including persistence and bio accumulation, not just short term effects; extending the method to all aspects of environment, not just rivers; and allowing account to be taken of design changes to mitigate the risk. The development of the framework has also led to a revision of the tolerability criteria to be used with the framework proposed earlier by weakness and recommend further work to improve this newly proposed environmental risk assessment framework. From the study, it is recommended that the environmental risk assessment framework be applied to a wide range of other case studies in order to further improve it. The framework should be modified to maintain consistency when the DoE revises its definitions of major accidents to the environment. Ease-of-use of the framework (and any other environmental framework) would be aided by the compilation of databases for environmental toxicity, river data and available consequence models. Further work could also be done to suggest methods of mitigating the risk and including them as numerical factors within method. (author)

Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

OpenAIRE

Piwek, Lukasz; Ellis, David A.

2016-01-01

Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in li...

A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

Science.gov (United States)

Tytler, Russell; Prain, Vaughan

2010-10-01

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.

Developing a water market readiness assessment framework

Science.gov (United States)

Wheeler, Sarah Ann; Loch, Adam; Crase, Lin; Young, Mike; Grafton, R. Quentin

2017-09-01

Water markets are increasingly proposed as a demand-management strategy to deal with water scarcity. Water trading arrangements, on their own, are not about setting bio-physical limits to water-use. Nevertheless, water trading that mitigates scarcity constraints can assist regulators of water resources to keep water-use within limits at the lowest possible cost, and may reduce the cost of restoring water system health. While theoretically attractive, many practitioners have, at best, only a limited understanding of the practical usefulness of markets and how they might be most appropriately deployed. Using lessons learned from jurisdictions around the world where water markets have been implemented, this study attempts to fill the existing water market development gap and provide an initial framework (the water market readiness assessment (WMRA)) to describe the policy and administrative conditions/reforms necessary to enable governments/jurisdictions to develop water trading arrangements that are efficient, equitable and within sustainable limits. Our proposed framework consists of three key steps: 1) an assessment of hydrological and institutional needs; 2) a market evaluation, including assessment of development and implementation issues; and 3) the monitoring, continuous/review and assessment of future needs; with a variety of questions needing assessment at each stage. We apply the framework to three examples: regions in Australia, the United States and Spain. These applications indicate that WMRA can provide key information for water planners to consider on the usefulness of water trading processes to better manage water scarcity; but further practical applications and tests of the framework are required to fully evaluate its effectiveness.

Climate change & extreme weather vulnerability assessment framework.

Science.gov (United States)

2012-12-01

The Federal Highway Administrations (FHWAs) Climate Change and Extreme Weather Vulnerability : Assessment Framework is a guide for transportation agencies interested in assessing their vulnerability : to climate change and extreme weather event...

An integrated science plan for the Lake Tahoe basin: conceptual framework and research strategies

Science.gov (United States)

Zachary P. Hymanson; Michael W. Collopy

2010-01-01

An integrated science plan was developed to identify and refine contemporary science information needs for the Lake Tahoe basin ecosystem. The main objectives were to describe a conceptual framework for an integrated science program, and to develop research strategies addressing key uncertainties and information gaps that challenge government agencies in the theme...

Safari Science: Assessing the reliability of citizen science data for wildlife surveys

Science.gov (United States)

Steger, Cara; Butt, Bilal; Hooten, Mevin B.

2017-01-01

Protected areas are the cornerstone of global conservation, yet financial support for basic monitoring infrastructure is lacking in 60% of them. Citizen science holds potential to address these shortcomings in wildlife monitoring, particularly for resource-limited conservation initiatives in developing countries – if we can account for the reliability of data produced by volunteer citizen scientists (VCS).This study tests the reliability of VCS data vs. data produced by trained ecologists, presenting a hierarchical framework for integrating diverse datasets to assess extra variability from VCS data.Our results show that while VCS data are likely to be overdispersed for our system, the overdispersion varies widely by species. We contend that citizen science methods, within the context of East African drylands, may be more appropriate for species with large body sizes, which are relatively rare, or those that form small herds. VCS perceptions of the charisma of a species may also influence their enthusiasm for recording it.Tailored programme design (such as incentives for VCS) may mitigate the biases in citizen science data and improve overall participation. However, the cost of designing and implementing high-quality citizen science programmes may be prohibitive for the small protected areas that would most benefit from these approaches.Synthesis and applications. As citizen science methods continue to gain momentum, it is critical that managers remain cautious in their implementation of these programmes while working to ensure methods match data purpose. Context-specific tests of citizen science data quality can improve programme implementation, and separate data models should be used when volunteer citizen scientists' variability differs from trained ecologists' data. Partnerships across protected areas and between protected areas and other conservation institutions could help to cover the costs of citizen science programme design and implementation.

Framework for Shared Drinking Water Risk Assessment.

Energy Technology Data Exchange (ETDEWEB)

Lowry, Thomas Stephen [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Tidwell, Vincent C. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Peplinski, William John [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Mitchell, Roger [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Binning, David [AEM Corp., Herndon, VA (United States); Meszaros, Jenny [AEM Corp., Herndon, VA (United States)

2017-01-01

Central to protecting our nation's critical infrastructure is the development of methodologies for prioritizing action and supporting resource allocation decisions associated with risk-reduction initiatives. Toward this need a web-based risk assessment framework that promotes the anonymous sharing of results among water utilities is demonstrated. Anonymous sharing of results offers a number of potential advantages such as assistance in recognizing and correcting bias, identification of 'unknown, unknowns', self-assessment and benchmarking for the local utility, treatment of shared assets and/or threats across multiple utilities, and prioritization of actions beyond the scale of a single utility. The constructed framework was demonstrated for three water utilities. Demonstration results were then compared to risk assessment results developed using a different risk assessment application by a different set of analysts.

A Sustainability Assessment Framework For Waterfront Communities

Directory of Open Access Journals (Sweden)

Sally Said Eldeeb

2015-08-01

Full Text Available It is predicted that the global phenomena of Climate change will have far reaching effects and implications on different local urban systems. For incidence, global average sea levels are expected to rise between 7 and 36 cm by the 2050s, and between 9 and 69 cm by the 2080s. Waterfront communities are the first to be affected by such impacts putting them at high risk. Planning tools are needed to assist these communities and increase their adaptive and learning capacities in the face of diverse challenges to their urban sub-systems.  The research investigates a number of sustainability frameworks and assessment rating systems for neighbourhoods and communities. It investigates the sustainable evaluation criteria carried out by three assessment rating systems. First is the LEED (Leadership in Energy & Environmental Design, USA, the second is BREEAM (Building Research Establishment Environmental Assessment Method, UK, and the third is the Estidama PEARL rating system (UAE.Examples of waterfront communities which applied the previous rating systemsare analyzed in order to determine the applicability and relevance of these systems to waterfront communities in particular.  The research concludes with a proposed framework of indicators for waterfront communities. The similarities and differences between the different rating systems and featured indicators specific to waterfront planning applied in the analyzed examples, yet absent in the three rating systems, have informed the selection of indicators in the proposed assessment framework. The proposed framework could be an effective tool for the planning and development of a waterfront community in the MENA region. In order to validate the framework, theset of environmental and physical indicators were applied on the case study of Abu Qir waterfront, Alexandria, Egypt. Conclusions and recommendations  are made that would enhance the resilience of this waterfront community and provide a comprehensive

Crowd science and engineering: concept and research framework

Directory of Open Access Journals (Sweden)

Yueting Chai

2017-03-01

Full Text Available Purpose – The synthetic application and interaction of/between the internet, Internet of Things, cloud computing, big data, Industry 4.0 and other new patterns and new technologies shall breed future Web-based industrial operation system and social operation management patterns, manifesting as a crowd cyber eco-system composed of multiple interconnected intelligent agents (enterprises, individuals and governmental agencies and its dynamic behaviors. This paper aims to explore the basic principles and laws of such a system and its behavior. Design/methodology/approach – The authors propose the concepts of crowd science and engineering (CSE and expound its main content, thus forming a research framework of theories and methodologies of crowd science. Findings – CSE is expected to substantially promote the formation and development of crowd science and thus lay a foundation for the advancement of Web-based industrial operation system and social operation management patterns. Originality/value – This paper is the first one to propose the concepts of CSE, which lights the beacon for the future research in this area.

Assessment of Examinations in Computer Science Doctoral Education

Science.gov (United States)

Straub, Jeremy

2014-01-01

This article surveys the examination requirements for attaining degree candidate (candidacy) status in computer science doctoral programs at all of the computer science doctoral granting institutions in the United States. It presents a framework for program examination requirement categorization, and categorizes these programs by the type or types…

Science framework for the conservation and restoration strategy of DOI secretarial order 3336: Utilizing resilience and resistance concepts to assess threats to sagebrush ecosystems and greater sage-grouse, prioritize conservation and restoration actions, and inform management strategies

Science.gov (United States)

Chambers, Jeanne C.; Campbell, Steve; Carlson, John; Beck, Jeffrey L.; Clause, Karen J.; Dinkins, Jonathan B.; Doherty, Kevin E.; Espinosa, Shawn; Griffin, Kathleen A.; Christiansen, Thomas J.; Crist, Michele R.; Hanser, Steven E.; Havlina, Douglas W.; Henke, Kenneth F.; Hennig, Jacob D.; Kurth, Laurie L.; Maestas, Jeremy D.; Mayer, Kenneth E.; Manning, Mary E.; Mealor, Brian A.; McCarthy, Clinton; Pellant, Mike; Prentice, Karen L.; Perea, Marco A.; Pyke, David A.; Wiechman , Lief A.; Wuenschel, Amarina

2016-01-01

The Science Framework for the Conservation and Restoration Strategy of the Department of the Interior, Secretarial Order 3336 (SO 3336), Rangeland Fire Prevention, Management and Restoration, provides a strategic, multiscale approach for prioritizing areas for management and determining effective management strategies across the sagebrush biome. The emphasis of this version is on sagebrush ecosystems and greater sage-grouse. The Science Framework uses a six step process in which sagebrush ecosystem resilience to disturbance and resistance to nonnative, invasive annual grasses is linked to species habitat information based on the distribution and abundance of focal species. The predominant ecosystem and anthropogenic threats are assessed, and a habitat matrix is developed that helps decision makers evaluate risks and determine appropriate management strategies at regional and local scales. Areas are prioritized for management action using a geospatial approach that overlays resilience and resistance, species habitat information, and predominant threats. Decision tools are discussed for determining the suitability of priority areas for management and the most appropriate management actions at regional to local scales. The Science Framework and geospatial crosscut are intended to complement the mitigation strategies associated with the Greater Sage-Grouse Land Use Plan amendments for the Department of the Interior Bureaus, such as the Bureau of Land Management, and the U.S. Forest Service.

The Tracking and Analysis Framework (TAF): A tool for the integrated assessment of acid deposition

International Nuclear Information System (INIS)

Bloyd, C.N.; Henrion, M.; Marnicio, R.J.

1995-01-01

A major challenge that has faced policy makers concerned with acid deposition is obtaining an integrated view of the underlying science related to acid deposition. In response to this challenge, the US Department of Energy is sponsoring the development of an integrated Tracking and Analysis Framework (TAF) which links together the key acid deposition components of emissions, air transport, atmospheric deposition, and aquatic effects in a single modeling structure. The goal of TAF is to integrate credible models of the scientific and technical issues into an assessment framework that can directly address key policy issues, and in doing so act as a bridge between science and policy. Key objectives of TAF are to support coordination and communication among scientific researchers; to support communications with policy makers, and to provide rapid response for analyzing newly emerging policy issues; and to provide guidance for prioritizing research programs. This paper briefly describes how TAF was formulated to meet those objectives and the underlying principals which form the basis for its development

Understanding Science: Frameworks for using stories to facilitate systems thinking

Science.gov (United States)

ElShafie, S. J.; Bean, J. R.

2017-12-01

Studies indicate that using a narrative structure for teaching and learning helps audiences to process and recall new information. Stories also help audiences retain specific information, such as character names or plot points, in the context of a broader narrative. Stories can therefore facilitate high-context systems learning in addition to low-context declarative learning. Here we incorporate a framework for science storytelling, which we use in communication workshops, with the Understanding Science framework developed by the UC Museum of Paleontology (UCMP) to explore the application of storytelling to systems thinking. We translate portions of the Understanding Science flowchart into narrative terms. Placed side by side, the two charts illustrate the parallels between the scientific process and the story development process. They offer a roadmap for developing stories about scientific studies and concepts. We also created a series of worksheets for use with the flowcharts. These new tools can generate stories from any perspective, including a scientist conducting a study; a character that plays a role in a larger system (e.g., foraminifera or a carbon atom); an entire system that interacts with other systems (e.g., the carbon cycle). We will discuss exemplar stories about climate change from each of these perspectives, which we are developing for workshops using content and storyboard models from the new UCMP website Understanding Global Change. This conceptual framework and toolkit will help instructors to develop stories about scientific concepts for use in a classroom setting. It will also help students to analyze stories presented in class, and to create their own stories about new concepts. This approach facilitates student metacognition of the learning process, and can also be used as a form of evaluation. We are testing this flowchart and its use in systems teaching with focus groups, in preparation for use in teacher professional development workshops.

Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities

Science.gov (United States)

Jones, Susan M.

2014-01-01

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include "Science Knowledge" as TLO 2. Science knowledge is commonly assessed…

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Science.gov (United States)

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

2016-02-01

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

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Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

Sustainability Science as a Transdisciplinary Framework for Institutional Transformation at Unity College

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Mulkey, S. S.

2012-12-01

Interdisciplinary programming in higher education is accepted as necessary for effective instructional delivery of complex environmental problems. Difficulties in sharing resources among disciplinary units and the need for students to sequentially access information from different disciplines limit the effectiveness of this approach. In contrast, transdisciplinary programming requires that the perspectives of various disciplines be simultaneously integrated in problem-focused pedagogy. Unity College, an environmental college in Maine, has recently adopted Sustainability Science (sensu U.S. National Academy of Science) as a framework for transdisciplinary pedagogy throughout all of its degree programs. Sustainability Science is a promising alternative framework that focuses on the dynamics of coupled human-natural systems and is defined by the problems that it addresses rather than by the disciplines it employs. Students are empowered to become brokers of knowledge, while faculty perform a curatorial role to provide students with networked resources generally external to the classroom. Although the transdisciplinary framework is effective for delivery of Sustainability Science in upper division and capstone courses, we propose this approach also for elements of our general education curriculum during the first two years of our baccalaureate programs. Classroom time is liberated for experiential student engagement and recitation. Our experience suggests that transdisciplinary programming can provide students with critical thinking skills and thus enhance the postgraduate value of their baccalaureate degree. We are coordinating the development of this distinctive curriculum delivery with a marketing program that will make Unity College accessible to a wider range of clientele. Our implementation of transdisciplinary programming will occur over a four-year period and requires explicit and fundamental change in essentially all aspects of College administration and

Exploring Middle School Students' Representational Competence in Science: Development and Verification of a Framework for Learning with Visual Representations

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Tippett, Christine Diane

Scientific knowledge is constructed and communicated through a range of forms in addition to verbal language. Maps, graphs, charts, diagrams, formulae, models, and drawings are just some of the ways in which science concepts can be represented. Representational competence---an aspect of visual literacy that focuses on the ability to interpret, transform, and produce visual representations---is a key component of science literacy and an essential part of science reading and writing. To date, however, most research has examined learning from representations rather than learning with representations. This dissertation consisted of three distinct projects that were related by a common focus on learning from visual representations as an important aspect of scientific literacy. The first project was the development of an exploratory framework that is proposed for use in investigations of students constructing and interpreting multimedia texts. The exploratory framework, which integrates cognition, metacognition, semiotics, and systemic functional linguistics, could eventually result in a model that might be used to guide classroom practice, leading to improved visual literacy, better comprehension of science concepts, and enhanced science literacy because it emphasizes distinct aspects of learning with representations that can be addressed though explicit instruction. The second project was a metasynthesis of the research that was previously conducted as part of the Explicit Literacy Instruction Embedded in Middle School Science project (Pacific CRYSTAL, http://www.educ.uvic.ca/pacificcrystal). Five overarching themes emerged from this case-to-case synthesis: the engaging and effective nature of multimedia genres, opportunities for differentiated instruction using multimodal strategies, opportunities for assessment, an emphasis on visual representations, and the robustness of some multimodal literacy strategies across content areas. The third project was a mixed

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries.

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Schulte, Stephanie J; Knapp, Maureen

2017-10-01

In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework. This study utilized a descriptive electronic survey. Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.

A framework for assessing Health Economic Evaluation (HEE) quality appraisal instruments.

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Langer, Astrid

2012-08-16

Health economic evaluations support the health care decision-making process by providing information on costs and consequences of health interventions. The quality of such studies is assessed by health economic evaluation (HEE) quality appraisal instruments. At present, there is no instrument for measuring and improving the quality of such HEE quality appraisal instruments. Therefore, the objectives of this study are to establish a framework for assessing the quality of HEE quality appraisal instruments to support and improve their quality, and to apply this framework to those HEE quality appraisal instruments which have been subject to more scrutiny than others, in order to test the framework and to demonstrate the shortcomings of existing HEE quality appraisal instruments. To develop the quality assessment framework for HEE quality appraisal instruments, the experiences of using appraisal tools for clinical guidelines are used. Based on a deductive iterative process, clinical guideline appraisal instruments identified through literature search are reviewed, consolidated, and adapted to produce the final quality assessment framework for HEE quality appraisal instruments. The final quality assessment framework for HEE quality appraisal instruments consists of 36 items organized within 7 dimensions, each of which captures a specific domain of quality. Applying the quality assessment framework to four existing HEE quality appraisal instruments, it is found that these four quality appraisal instruments are of variable quality. The framework described in this study should be regarded as a starting point for appraising the quality of HEE quality appraisal instruments. This framework can be used by HEE quality appraisal instrument producers to support and improve the quality and acceptance of existing and future HEE quality appraisal instruments. By applying this framework, users of HEE quality appraisal instruments can become aware of methodological deficiencies

2008 Arts Education Assessment Framework

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National Assessment Governing Board, 2008

2008-01-01

The National Assessment of Educational Progress (NAEP) for the arts measures students' knowledge and skills in creating, performing, and responding to works of music, theatre, and visual arts. This framework document asserts that dance, music, theatre and the visual arts are important parts of a full education. When students engage in the arts,…

The application of language-game theory to the analysis of science learning: Developing an interpretive classroom-level learning framework

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Ahmadibasir, Mohammad

In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL Framework for Information Literacy in health sciences libraries

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Stephanie J. Schulte

2017-10-01

Results: Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. Conclusion: The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.  This article has been approved for the Medical Library Association’s Independent Reading Program.

Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom

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Corvo, Arthur Francis

Given the reality that active and competitive participation in the 21 st century requires American students to deepen their scientific and mathematical knowledge base, the National Research Council (NRC) proposed a new conceptual framework for K--12 science education. The framework consists of an integration of what the NRC report refers to as the three dimensions: scientific and engineering practices, crosscutting concepts, and core ideas in four disciplinary areas (physical, life and earth/spaces sciences, and engineering/technology). The Next Generation Science Standards (NGSS ), which are derived from this new framework, were released in April 2013 and have implications on teacher learning and development in Science, Technology, Engineering, and Mathematics (STEM). Given the NGSS's recent introduction, there is little research on how teachers can prepare for its release. To meet this research need, I implemented a self-study aimed at examining my teaching practices and classroom outcomes through the lens of the NRC's conceptual framework and the NGSS. The self-study employed design-based research (DBR) methods to investigate what happened in my secondary classroom when I designed, enacted, and reflected on units of study for my science, engineering, and mathematics classes. I utilized various best practices including Learning for Use (LfU) and Understanding by Design (UbD) models for instructional design, talk moves as a tool for promoting discourse, and modeling instruction for these designed units of study. The DBR strategy was chosen to promote reflective cycles, which are consistent with and in support of the self-study framework. A multiple case, mixed-methods approach was used for data collection and analysis. The findings in the study are reported by study phase in terms of unit planning, unit enactment, and unit reflection. The findings have implications for science teaching, teacher professional development, and teacher education.

A Safe Cooperative Framework for Atmospheric Science Missions with Multiple Heterogeneous UAS using Piecewise Bezier Curves

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Mehdi, S. Bilal; Puig-Navarro, Javier; Choe, Ronald; Cichella, Venanzio; Hovakimyan, Naira; Chandarana, Meghan; Trujillo, Anna; Rothhaar, Paul M.; Tran, Loc; Neilan, James H.;

An assessment of collections at the University of Wisconsin-Madison Health Sciences Libraries: drug resistance.

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Bergen, P L; Nemec, D

1999-01-01

In December 1997, the authors completed an in-depth collection assessment project at the University of Wisconsin-Madison Health Sciences Libraries. The purpose was to develop a framework for future collection assessment projects by completing a multifaceted evaluation of the libraries' monograph and serial collections in the subject area of drug resistance. Evaluators adapted and synthesized several traditional collection assessment tools, including shelflist measurement, bibliography and standard list checking, and citation analysis. Throughout the project, evaluators explored strategies to overcome some of the problems inherent in the application of traditional collection assessment methods to the evaluation of biomedical collections. Their efforts resulted in the identification of standard monographs and core journals for the subject area, a measurement of the collections' strength relative to the collections of benchmark libraries, and a foundation for future collection development within the subject area. The project's primary outcome was a collection assessment methodology that has potential application to both internal and cooperative collection development in medical, pharmaceutical, and other health sciences libraries.

Contextualization of Nature of Science within the Socioscientific Issues Framework: A Review of Research

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Karisan, Dilek; Zeidler, Dana L.

2017-01-01

The aim of this paper is to examine the importance of contextualization of Nature of Science (NOS) within the Socioscientific Issues (SSI) framework, because of the importance to science education. The emphasis on advancing scientific literacy is contingent upon a robust understanding and appreciation of NOS, as well as the acquisition of…

Generic, Extensible, Configurable Push-Pull Framework for Large-Scale Science Missions

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Foster, Brian M.; Chang, Albert Y.; Freeborn, Dana J.; Crichton, Daniel J.; Woollard, David M.; Mattmann, Chris A.

2011-01-01

different underlying communication middleware (at present, both XMLRPC, and RMI). In addition, the framework is entirely suitable in a multi-mission environment and is supporting both NPP Sounder PEATE and the OCO Mission. Both systems involve tasks such as high-throughput job processing, terabyte-scale data management, and science computing facilities. NPP Sounder PEATE is already using the push-pull framework to accept hundreds of gigabytes of IASI (infrared atmospheric sounding interferometer) data, and is in preparation to accept CRIMS (Cross-track Infrared Microwave Sounding Suite) data. OCO will leverage the framework to download MODIS, CloudSat, and other ancillary data products for use in the high-performance Level 2 Science Algorithm. The National Cancer Institute is also evaluating the framework for use in sharing and disseminating cancer research data through its Early Detection Research Network (EDRN).

Exploring alternative assessment strategies in science classrooms

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Michèle Stears

2010-01-01

Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

A mathematical framework for multiscale science and engineering: the variational multiscale method and interscale transfer operators

International Nuclear Information System (INIS)

Shadid, John Nicolas; Lehoucq, Richard B.; Christon, Mark Allen; Slepoy, Alexander; Bochev, Pavel Blagoveston; Collis, Samuel Scott; Wagner, Gregory John

2004-01-01

Existing approaches in multiscale science and engineering have evolved from a range of ideas and solutions that are reflective of their original problem domains. As a result, research in multiscale science has followed widely diverse and disjoint paths, which presents a barrier to cross pollination of ideas and application of methods outside their application domains. The status of the research environment calls for an abstract mathematical framework that can provide a common language to formulate and analyze multiscale problems across a range of scientific and engineering disciplines. In such a framework, critical common issues arising in multiscale problems can be identified, explored and characterized in an abstract setting. This type of overarching approach would allow categorization and clarification of existing models and approximations in a landscape of seemingly disjoint, mutually exclusive and ad hoc methods. More importantly, such an approach can provide context for both the development of new techniques and their critical examination. As with any new mathematical framework, it is necessary to demonstrate its viability on problems of practical importance. At Sandia, lab-centric, prototype application problems in fluid mechanics, reacting flows, magnetohydrodynamics (MHD), shock hydrodynamics and materials science span an important subset of DOE Office of Science applications and form an ideal proving ground for new approaches in multiscale science.

U.S. Geological Survey core science systems strategy: characterizing, synthesizing, and understanding the critical zone through a modular science framework

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Bristol, R. Sky; Euliss, Ned H.; Booth, Nathaniel L.; Burkardt, Nina; Diffendorfer, Jay E.; Gesch, Dean B.; McCallum, Brian E.; Miller, David M.; Morman, Suzette A.; Poore, Barbara S.; Signell, Richard P.; Viger, Roland J.

2013-01-01

Core Science Systems is a new mission of the U.S. Geological Survey (USGS) that resulted from the 2007 Science Strategy, "Facing Tomorrow's Challenges: U.S. Geological Survey Science in the Decade 2007-2017." This report describes the Core Science Systems vision and outlines a strategy to facilitate integrated characterization and understanding of the complex Earth system. The vision and suggested actions are bold and far-reaching, describing a conceptual model and framework to enhance the ability of the USGS to bring its core strengths to bear on pressing societal problems through data integration and scientific synthesis across the breadth of science. The context of this report is inspired by a direction set forth in the 2007 Science Strategy. Specifically, ecosystem-based approaches provide the underpinnings for essentially all science themes that define the USGS. Every point on Earth falls within a specific ecosystem where data, other information assets, and the expertise of USGS and its many partners can be employed to quantitatively understand how that ecosystem functions and how it responds to natural and anthropogenic disturbances. Every benefit society obtains from the planet-food, water, raw materials to build infrastructure, homes and automobiles, fuel to heat homes and cities, and many others, are derived from or affect ecosystems. The vision for Core Science Systems builds on core strengths of the USGS in characterizing and understanding complex Earth and biological systems through research, modeling, mapping, and the production of high quality data on the Nation's natural resource infrastructure. Together, these research activities provide a foundation for ecosystem-based approaches through geologic mapping, topographic mapping, and biodiversity mapping. The vision describes a framework founded on these core mapping strengths that makes it easier for USGS scientists to discover critical information, share and publish results, and identify potential

Experiences of Using Automated Assessment in Computer Science Courses

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John English

2015-10-01

Full Text Available In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers. Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

Fundamental awareness: A framework for integrating science, philosophy and metaphysics.

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Theise, Neil D; Kafatos, Menas C

2016-01-01

The ontologic framework of Fundamental Awareness proposed here assumes that non-dual Awareness is foundational to the universe, not arising from the interactions or structures of higher level phenomena. The framework allows comparison and integration of views from the three investigative domains concerned with understanding the nature of consciousness: science, philosophy, and metaphysics. In this framework, Awareness is the underlying reality, not reducible to anything else. Awareness and existence are the same. As such, the universe is non-material, self-organizing throughout, a holarchy of complementary, process driven, recursive interactions. The universe is both its own first observer and subject. Considering the world to be non-material and comprised, a priori, of Awareness is to privilege information over materiality, action over agency and to understand that qualia are not a "hard problem," but the foundational elements of all existence. These views fully reflect main stream Western philosophical traditions, insights from culturally diverse contemplative and mystical traditions, and are in keeping with current scientific thinking, expressible mathematically.

AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS

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Rodrigo Drumond Vieira

Full Text Available In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue. From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs. Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

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National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks

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Mdutshekelwa Ndlovu

2012-12-01

Full Text Available South Africa’s performance in international benchmark tests is a major cause for concern amongst educators and policymakers, raising questions about the effectiveness of the curriculum reform efforts of the democratic era. The purpose of the study reported in this article was to investigate the degree of alignment between the TIMSS 2003 Grade 8 Mathematics assessment frameworks and the Revised National Curriculum Statements (RNCS assessment standards for Grade 8 Mathematics, later revised to become the Curriculum and Assessment Policy Statements (CAPS. Such an investigation could help to partly shed light on why South African learners do not perform well and point out discrepancies that need to be attended to. The methodology of document analysis was adopted for the study, with the RNCS and the TIMSS 2003 Grade 8 Mathematics frameworks forming the principal documents. Porter’s moderately complex index of alignment was adopted for its simplicity. The computed index of 0.751 for the alignment between the RNCS assessment standards and the TIMSS assessment objectives was found to be significantly statistically low, at the alpha level of 0.05, according to Fulmer’s critical values for 20 cells and 90 or 120 standard points. The study suggests that inadequate attention has been paid to the alignment of the South African mathematics curriculum to the successive TIMSS assessment frameworks in terms of the cognitive level descriptions. The study recommends that participation in TIMSS should rigorously and critically inform ongoing curriculum reform efforts.

A framework for risk assessment on lean production implementation

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Giuliano Almeida Marodin

2014-02-01

Full Text Available The organizational and technical complexity of implementing the lean principles and practices can become an extensively time consuming journey with few benefits. We argue that risk assessment can aid on the understanding and management of the major difficulties on the Lean production implementation (LPI. Thus, this paper proposes a framework for risk assessment on the LPI process. The literature review permitted to adapt the risk assessment steps to the characteristics of the LPI and develop data collection and analysis procedures for each step. The Sociotechnical systems (STS theory was brought in to improve the understanding of the context’s characteristics on the proposed framework because it has a major influence on the LPI. The framework was has five steps: (a defining the unit of analysis; (b describing the context; (c risk identification; (d risk analysis; and (e risk relationships modeling.

Assessing environmental assets for health promotion program planning: a practical framework for health promotion practitioners.

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Springer, Andrew E; Evans, Alexandra E

2016-01-01

Conducting a health needs assessment is an important if not essential first step for health promotion planning. This paper explores how health needs assessments may be further strengthened for health promotion planning via an assessment of environmental assets rooted in the multiple environments (policy, information, social and physical environments) that shape health and behavior. Guided by a behavioral-ecological perspective- one that seeks to identify environmental assets that can influence health behavior, and an implementation science perspective- one that seeks to interweave health promotion strategies into existing environmental assets, we present a basic framework for assessing environmental assets and review examples from the literature to illustrate the incorporation of environmental assets into health program design. Health promotion practitioners and researchers implicitly identify and apply environmental assets in the design and implementation of health promotion interventions;this paper provides foundation for greater intentionality in assessing environmental assets for health promotion planning.

The artful mind meets art history: toward a psycho-historical framework for the science of art appreciation.

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Bullot, Nicolas J; Reber, Rolf

2013-04-01

Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance, and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks. We defend and illustrate the psycho-historical framework with an analysis of existing studies on art appreciation in empirical aesthetics. Finally, we argue that the fluency theory of aesthetic pleasure can be amended to meet the requirements of the framework. We conclude that scientists can tackle fundamental questions about the nature and appreciation of art within the psycho-historical framework.

The ACRL framework for information literacy in higher education: implications for health sciences librarianship.

Science.gov (United States)

Knapp, Maureen; Brower, Stewart

2014-01-01

The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document.

A framework for integrating and synthesizing data to ask and answer science questions in the Critical Zone

Science.gov (United States)

Bristol, S.

2014-12-01

In 2007, the U.S. Geological Survey (USGS) published a science strategy that resulted in an organizational pivot toward more focused attention on societal challenges and our ability to predict changes and study mitigation and resilience. The strategy described a number of global dynamics including climate and resource-related critical zone (CZ) impacts and emphasized the need for data integration as a significant underpinning for all of the science questions raised in the report. Organizational changes that came about as a result of the science strategy sparked a new entity called Core Science Systems, which has set as its mission the creation of a Modular Science Framework designed to seamlessly organize and integrate all data, information, and knowledge from the CZ. A part of this grand challenge is directly within the purview of the USGS mission and our science programs, while the data integration framework itself is part of a much larger global scientific cyberinfrastructure. This talk describes current research and development in pursuit of the USGS Modular Science Framework and how the work is being conducted in the context of the broader earth system sciences. Communities of practice under the banner of the Earth Science Information Partners are fostering working relationships vital to cohesion and interoperability between contributing institutions. The National Science Foundation's EarthCube and Cyberinfrastructure for the 21st Century initiatives are providing some of the necessary building blocks through foundational informatics and data science research. The U.S. Group on Earth Observations is providing leadership and coordination across agencies who operate earth observation systems. The White House Big Data Initiative is providing long term research and development vision to set the stage for sustainable, long term infrastructure across government data agencies. The end result will be a major building block of CZ science.

Best practices for assessing ocean health in multiple contexts using tailorable frameworks

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Julia S. Stewart Lowndes

2015-12-01

Full Text Available Marine policy is increasingly calling for maintaining or restoring healthy oceans while human activities continue to intensify. Thus, successful prioritization and management of competing objectives requires a comprehensive assessment of the current state of the ocean. Unfortunately, assessment frameworks to define and quantify current ocean state are often site-specific, limited to a few ocean components, and difficult to reproduce in different geographies or even through time, limiting spatial or temporal comparisons as well as the potential for shared learning. Ideally, frameworks should be tailorable to accommodate use in disparate locations and contexts, removing the need to develop frameworks de novo and allowing efforts to focus on the assessments themselves to advise action. Here, we present some of our experiences using the Ocean Health Index (OHI framework, a tailorable and repeatable approach that measures health of coupled human-ocean ecosystems in different contexts by accommodating differences in local environmental characteristics, cultural priorities, and information availability and quality. Since its development in 2012, eleven assessments using the OHI framework have been completed at global, national, and regional scales, four of which have been led by independent academic or government groups. We have found the following to be best practices for conducting assessments: Incorporate key characteristics and priorities into the assessment framework design before gathering information; Strategically define spatial boundaries to balance information availability and decision-making scales; Maintain the key characteristics and priorities of the assessment framework regardless of information limitations; and Document and share the assessment process, methods, and tools. These best practices are relevant to most ecosystem assessment processes, but also provide tangible guidance for assessments using the OHI framework. These

Biodiversity impact assessment (BIA+) - methodological framework for screening biodiversity.

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Winter, Lisa; Pflugmacher, Stephan; Berger, Markus; Finkbeiner, Matthias

2018-03-01

For the past 20 years, the life cycle assessment (LCA) community has sought to integrate impacts on biodiversity into the LCA framework. However, existing impact assessment methods still fail to do so comprehensively because they quantify only a few impacts related to specific species and regions. This paper proposes a methodological framework that will allow LCA practitioners to assess currently missing impacts on biodiversity on a global scale. Building on existing models that seek to quantify the impacts of human activities on biodiversity, the herein proposed methodological framework consists of 2 components: a habitat factor for 14 major habitat types and the impact on the biodiversity status in those major habitat types. The habitat factor is calculated by means of indicators that characterize each habitat. The biodiversity status depends on parameters from impact categories. The impact functions, relating these different parameters to a given response in the biodiversity status, rely on expert judgments. To ensure the applicability for LCA practitioners, the components of the framework can be regionalized on a country scale for which LCA inventory data is more readily available. The weighting factors for the 14 major habitat types range from 0.63 to 1.82. By means of area weighting of the major habitat types in a country, country-specific weighting factors are calculated. In order to demonstrate the main part of the framework, examples of impact functions are given for the categories "freshwater eutrophication" and "freshwater ecotoxicity" in 1 major habitat type. The results confirm suitability of the methodological framework. The major advantages are the framework's user-friendliness, given that data can be used from LCA databases directly, and the complete inclusion of all levels of biodiversity (genetic, species, and ecosystem). It is applicable for the whole world and a wide range of impact categories. Integr Environ Assess Manag 2018;14:282-297. �

Partners in Science: A Suggested Framework for Inclusive Research

Science.gov (United States)

Pandya, R. E.

2012-12-01

Public participation in scientific research, also known as citizen science, is effective on many levels: it produces sound, publishable science and data, helps participants gain scientific knowledge and learn about the methods and practices of modern science, and can help communities advance their own priorities. Unfortunately, the demographics of citizen science programs do not reflect the demographics of the US; in general people of color and less affluent members of society are under-represented. To understand the reasons for this disparity, it is useful to look to the broader research about participation in science in a variety of informal and formal settings. From this research, the causes for unequal participation in science can be grouped into three broad categories: accessibility challenges, cultural differences, and a gap between scientific goals and community priorities. Many of these challenges are addressed in working with communities to develop an integrated program of scientific research, education, and community action that addresses community priorities and invites community participation at every stage of the process from defining the question to applying the results. In the spectrum of ways to engage the public in scientific research, this approach of "co-creation" is the most intensive. This talk will explore several examples of co-creation of science, including collaborations with tribal communities around climate change adaptation, work in the Louisiana Delta concerning land loss, and the link between weather and disease in Africa. We will articulate some of the challenges of working this intensively with communities, and suggest a general framework for guiding this kind of work with communities. This model of intensive collaboration at every stage is a promising one for adding to the diversity of citizen science efforts. It also provides a powerful strategy for science more generally, and may help us diversify our field, ensure the use and

Beyond exposure, sensitivity and adaptive capacity: A response based ecological framework to assess species climate change vulnerability

Science.gov (United States)

Fortini, Lucas B.; Schubert, Olivia

2017-01-01

As the impacts of global climate change on species are increasingly evident, there is a clear need to adapt conservation efforts worldwide. Species vulnerability assessments (VAs) are increasingly used to summarize all relevant information to determine a species’ potential vulnerability to climate change and are frequently the first step in informing climate adaptation efforts. VAs commonly integrate multiple sources of information by utilizing a framework that distinguishes factors relevant to species exposure, sensitivity, and adaptive capacity. However, this framework was originally developed for human systems, and its use to evaluate species vulnerability has serious practical and theoretical limitations. By instead defining vulnerability as the degree to which a species is unable to exhibit any of the responses necessary for persistence under climate change (i.e., toleration of projected changes, migration to new climate-compatible areas, enduring in microrefugia, and evolutionary adaptation), we can bring VAs into the realm of ecological science without applying borrowed abstract concepts that have consistently challenged species-centric research and management. This response-based framework to assess species vulnerability to climate change allows better integration of relevant ecological data and past research, yielding results with much clearer implications for conservation and research prioritization.

Strategic science: new frameworks to bring scientific expertise to environmental disaster response

Science.gov (United States)

Stoepler, Teresa Michelle; Ludwig, Kristin A.

2015-01-01

Science is critical to society’s ability to prepare for, respond to, and recover from environmental crises. Natural and technological disasters such as disease outbreaks, volcanic eruptions, hurricanes, oil spills, and tsunamis require coordinated scientific expertise across a range of disciplines to shape effective policies and protocols. Five years after the Deepwater Horizon oil spill, new organizational frameworks have arisen for scientists and engineers to apply their expertise to disaster response and recovery in a variety of capacities. Here, we describe examples of these opportunities, including an exciting new collaboration between the Association for the Sciences of Limnology and Oceanography (ASLO) and the Department of the Interior’s (DOI) Strategic Sciences Group (SSG).

Materials Knowledge Systems in Python - A Data Science Framework for Accelerated Development of Hierarchical Materials.

Science.gov (United States)

Brough, David B; Wheeler, Daniel; Kalidindi, Surya R

2017-03-01

There is a critical need for customized analytics that take into account the stochastic nature of the internal structure of materials at multiple length scales in order to extract relevant and transferable knowledge. Data driven Process-Structure-Property (PSP) linkages provide systemic, modular and hierarchical framework for community driven curation of materials knowledge, and its transference to design and manufacturing experts. The Materials Knowledge Systems in Python project (PyMKS) is the first open source materials data science framework that can be used to create high value PSP linkages for hierarchical materials that can be leveraged by experts in materials science and engineering, manufacturing, machine learning and data science communities. This paper describes the main functions available from this repository, along with illustrations of how these can be accessed, utilized, and potentially further refined by the broader community of researchers.

A framework for global river flood risk assessments

Science.gov (United States)

Winsemius, H. C.; Van Beek, L. P. H.; Jongman, B.; Ward, P. J.; Bouwman, A.

2013-05-01

There is an increasing need for strategic global assessments of flood risks in current and future conditions. In this paper, we propose a framework for global flood risk assessment for river floods, which can be applied in current conditions, as well as in future conditions due to climate and socio-economic changes. The framework's goal is to establish flood hazard and impact estimates at a high enough resolution to allow for their combination into a risk estimate, which can be used for strategic global flood risk assessments. The framework estimates hazard at a resolution of ~ 1 km2 using global forcing datasets of the current (or in scenario mode, future) climate, a global hydrological model, a global flood-routing model, and more importantly, an inundation downscaling routine. The second component of the framework combines hazard with flood impact models at the same resolution (e.g. damage, affected GDP, and affected population) to establish indicators for flood risk (e.g. annual expected damage, affected GDP, and affected population). The framework has been applied using the global hydrological model PCR-GLOBWB, which includes an optional global flood routing model DynRout, combined with scenarios from the Integrated Model to Assess the Global Environment (IMAGE). We performed downscaling of the hazard probability distributions to 1 km2 resolution with a new downscaling algorithm, applied on Bangladesh as a first case study application area. We demonstrate the risk assessment approach in Bangladesh based on GDP per capita data, population, and land use maps for 2010 and 2050. Validation of the hazard estimates has been performed using the Dartmouth Flood Observatory database. This was done by comparing a high return period flood with the maximum observed extent, as well as by comparing a time series of a single event with Dartmouth imagery of the event. Validation of modelled damage estimates was performed using observed damage estimates from the EM

A framework for global river flood risk assessments

Directory of Open Access Journals (Sweden)

H. C. Winsemius

2013-05-01

Full Text Available There is an increasing need for strategic global assessments of flood risks in current and future conditions. In this paper, we propose a framework for global flood risk assessment for river floods, which can be applied in current conditions, as well as in future conditions due to climate and socio-economic changes. The framework's goal is to establish flood hazard and impact estimates at a high enough resolution to allow for their combination into a risk estimate, which can be used for strategic global flood risk assessments. The framework estimates hazard at a resolution of ~ 1 km2 using global forcing datasets of the current (or in scenario mode, future climate, a global hydrological model, a global flood-routing model, and more importantly, an inundation downscaling routine. The second component of the framework combines hazard with flood impact models at the same resolution (e.g. damage, affected GDP, and affected population to establish indicators for flood risk (e.g. annual expected damage, affected GDP, and affected population. The framework has been applied using the global hydrological model PCR-GLOBWB, which includes an optional global flood routing model DynRout, combined with scenarios from the Integrated Model to Assess the Global Environment (IMAGE. We performed downscaling of the hazard probability distributions to 1 km2 resolution with a new downscaling algorithm, applied on Bangladesh as a first case study application area. We demonstrate the risk assessment approach in Bangladesh based on GDP per capita data, population, and land use maps for 2010 and 2050. Validation of the hazard estimates has been performed using the Dartmouth Flood Observatory database. This was done by comparing a high return period flood with the maximum observed extent, as well as by comparing a time series of a single event with Dartmouth imagery of the event. Validation of modelled damage estimates was performed using observed damage estimates from

Social impact assessments: Developing a consolidated conceptual framework

Energy Technology Data Exchange (ETDEWEB)

Arce-Gomez, Antonio, E-mail: aarcegomez@swin.edu.au; Donovan, Jerome D., E-mail: jdonovan@swin.edu.au; Bedggood, Rowan E., E-mail: rbedggood@swin.edu.au

2015-01-15

Social Impact Assessments (SIAs) have played an increasingly important role in the conduct of planned interventions, providing proponents the capacity to assess and manage the social consequences of their activities. Whilst the SIA field has experienced significant conceptual and practical development over the last decade, efforts at consolidating this within one framework have been limited. In this paper, we incorporate this new knowledge by redeveloping and thus updating the SIA procedural framework developed by Interorganizational Committee on Guidelines and Principles for Social Impact Assessment. In doing so, this updated procedural framework has attempted to incorporate current ‘best practice’ that focuses on participatory approaches to undertaking an SIA. This involved making adaptions to two steps, expansions to five steps, integration of a stronger participatory approach to six steps, and the development of a new step, Management and Evaluation reflecting moves towards ex-post use of SIA processes. It is hoped that this consolidation of the literature of a decade's worth of key findings in SIA research will lead to further efforts towards a meta-evaluation of SIA literature and a platform from which newer developments may be further investigated.

Social impact assessments: Developing a consolidated conceptual framework

International Nuclear Information System (INIS)

Arce-Gomez, Antonio; Donovan, Jerome D.; Bedggood, Rowan E.

2015-01-01

Social Impact Assessments (SIAs) have played an increasingly important role in the conduct of planned interventions, providing proponents the capacity to assess and manage the social consequences of their activities. Whilst the SIA field has experienced significant conceptual and practical development over the last decade, efforts at consolidating this within one framework have been limited. In this paper, we incorporate this new knowledge by redeveloping and thus updating the SIA procedural framework developed by Interorganizational Committee on Guidelines and Principles for Social Impact Assessment. In doing so, this updated procedural framework has attempted to incorporate current ‘best practice’ that focuses on participatory approaches to undertaking an SIA. This involved making adaptions to two steps, expansions to five steps, integration of a stronger participatory approach to six steps, and the development of a new step, Management and Evaluation reflecting moves towards ex-post use of SIA processes. It is hoped that this consolidation of the literature of a decade's worth of key findings in SIA research will lead to further efforts towards a meta-evaluation of SIA literature and a platform from which newer developments may be further investigated

Is normal science good science?

Directory of Open Access Journals (Sweden)

Adrianna Kępińska

2015-09-01

Full Text Available “Normal science” is a concept introduced by Thomas Kuhn in The Structure of Scientific Revolutions (1962. In Kuhn’s view, normal science means “puzzle solving”, solving problems within the paradigm—framework most successful in solving current major scientific problems—rather than producing major novelties. This paper examines Kuhnian and Popperian accounts of normal science and their criticisms to assess if normal science is good. The advantage of normal science according to Kuhn was “psychological”: subjective satisfaction from successful “puzzle solving”. Popper argues for an “intellectual” science, one that consistently refutes conjectures (hypotheses and offers new ideas rather than focus on personal advantages. His account is criticized as too impersonal and idealistic. Feyerabend’s perspective seems more balanced; he argues for a community that would introduce new ideas, defend old ones, and enable scientists to develop in line with their subjective preferences. The paper concludes that normal science has no one clear-cut set of criteria encompassing its meaning and enabling clear assessment.

Comparative Human Health Impact Assessment of Engineered Nanomaterials in the Framework of Life Cycle Assessment.

Science.gov (United States)

Fransman, Wouter; Buist, Harrie; Kuijpers, Eelco; Walser, Tobias; Meyer, David; Zondervan-van den Beuken, Esther; Westerhout, Joost; Klein Entink, Rinke H; Brouwer, Derk H

2017-07-01

For safe innovation, knowledge on potential human health impacts is essential. Ideally, these impacts are considered within a larger life-cycle-based context to support sustainable development of new applications and products. A methodological framework that accounts for human health impacts caused by inhalation of engineered nanomaterials (ENMs) in an indoor air environment has been previously developed. The objectives of this study are as follows: (i) evaluate the feasibility of applying the CF framework for NP exposure in the workplace based on currently available data; and (ii) supplement any resulting knowledge gaps with methods and data from the life cycle approach and human risk assessment (LICARA) project to develop a modified case-specific version of the framework that will enable near-term inclusion of NP human health impacts in life cycle assessment (LCA) using a case study involving nanoscale titanium dioxide (nanoTiO 2 ). The intent is to enhance typical LCA with elements of regulatory risk assessment, including its more detailed measure of uncertainty. The proof-of-principle demonstration of the framework highlighted the lack of available data for both the workplace emissions and human health effects of ENMs that is needed to calculate generalizable characterization factors using common human health impact assessment practices in LCA. The alternative approach of using intake fractions derived from workplace air concentration measurements and effect factors based on best-available toxicity data supported the current case-by-case approach for assessing the human health life cycle impacts of ENMs. Ultimately, the proposed framework and calculations demonstrate the potential utility of integrating elements of risk assessment with LCA for ENMs once the data are available. © 2016 Society for Risk Analysis.

Teaching about Israel in the Seventh Grade: How It Relates to the History/Social Science Framework.

Science.gov (United States)

Benson, Cecile

1981-01-01

Describes an eight-week unit on Israel for seventh graders and shows how the unit relates to the 1981 "California History/Social Science Framework." The unit introduces students to framework content goals in history and the humanities. Activities include journal writing, artifact building, archaeological simulations, and a geographical…

Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

Science.gov (United States)

Fernandes, Geraldo W. Rocha; Rodrigues, António M.; Ferreira, Carlos Alberto

2018-03-01

This article aims to characterise the research on science teachers' professional development programs that support the use of Information and Communication Technologies (ICTs) and the main trends concerning the theoretical frameworks (theoretical foundation, literature review or background) that underpin these studies. Through a systematic review of the literature, 76 articles were found and divided into two axes on training science teachers and the use of digital technologies with their categories. The first axis (characterisation of articles) presents the category key features that characterise the articles selected (major subjects, training and actions for the professional development and major ICT tools and digital resources). The second axis (trends of theoretical frameworks) has three categories organised in theoretical frameworks that emphasise the following: (a) the digital technologies, (b) prospects of curricular renewal and (c) cognitive processes. It also characterised a group of articles with theoretical frameworks that contain multiple elements without deepening them or that even lack a theoretical framework that supports the studies. In this review, we found that many professional development programs for teachers still use inadequate strategies for bringing about change in teacher practices. New professional development proposals are emerging with the objective of minimising such difficulties and this analysis could be a helpful tool to restructure those proposals.

Repeat: a framework to assess empirical reproducibility in biomedical research

Directory of Open Access Journals (Sweden)

Leslie D. McIntosh

2017-09-01

Full Text Available Abstract Background The reproducibility of research is essential to rigorous science, yet significant concerns of the reliability and verifiability of biomedical research have been recently highlighted. Ongoing efforts across several domains of science and policy are working to clarify the fundamental characteristics of reproducibility and to enhance the transparency and accessibility of research. Methods The aim of the proceeding work is to develop an assessment tool operationalizing key concepts of research transparency in the biomedical domain, specifically for secondary biomedical data research using electronic health record data. The tool (RepeAT was developed through a multi-phase process that involved coding and extracting recommendations and practices for improving reproducibility from publications and reports across the biomedical and statistical sciences, field testing the instrument, and refining variables. Results RepeAT includes 119 unique variables grouped into five categories (research design and aim, database and data collection methods, data mining and data cleaning, data analysis, data sharing and documentation. Preliminary results in manually processing 40 scientific manuscripts indicate components of the proposed framework with strong inter-rater reliability, as well as directions for further research and refinement of RepeAT. Conclusions The use of RepeAT may allow the biomedical community to have a better understanding of the current practices of research transparency and accessibility among principal investigators. Common adoption of RepeAT may improve reporting of research practices and the availability of research outputs. Additionally, use of RepeAT will facilitate comparisons of research transparency and accessibility across domains and institutions.

A framework for global river flood risk assessments

NARCIS (Netherlands)

Winsemius, H.C.; van Beek, L.P.H.|info:eu-repo/dai/nl/14749799X; Jongman, B.; Ward, P.J.; Bouwman, A.

2013-01-01

There is an increasing need for strategic global assessments of flood risks in current and future conditions. In this paper, we propose a framework for global flood risk assessment for river floods, which can be applied in current conditions, as well as in future conditions due to climate and

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

Science.gov (United States)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

NANoREG framework for the safety assessment of nanomaterials

OpenAIRE

Gottardo, Stefania; Alessandrelli, Maria; Amenta, Valeria; Atluri, Rambabu; Barberio, Grazia; Bekker, Cindy; Bergonzo, Philippe; Bleeker, Eric; Booth, Andy; Borges, Teresa; Buttol, Patrizia; Carlander, David; Castelli, Stefano; Chevillard, Sylvie

2017-01-01

The NANoREG framework addresses the need to ease the nanomaterials safety assessment in the REACH Regulation context. It offers forward-looking strategies: Safe-by-Design, a Nanospecific Prioritisation and Risk Assessment, and Life Cycle Assessment. It is intended for scientific experts, regulatory authorities and industry.

E-Services quality assessment framework for collaborative networks

Science.gov (United States)

Stegaru, Georgiana; Danila, Cristian; Sacala, Ioan Stefan; Moisescu, Mihnea; Mihai Stanescu, Aurelian

2015-08-01

In a globalised networked economy, collaborative networks (CNs) are formed to take advantage of new business opportunities. Collaboration involves shared resources and capabilities, such as e-Services that can be dynamically composed to automate CN participants' business processes. Quality is essential for the success of business process automation. Current approaches mostly focus on quality of service (QoS)-based service selection and ranking algorithms, overlooking the process of service composition which requires interoperable, adaptable and secure e-Services to ensure seamless collaboration, data confidentiality and integrity. Lack of assessment of these quality attributes can result in e-Service composition failure. The quality of e-Service composition relies on the quality of each e-Service and on the quality of the composition process. Therefore, there is the need for a framework that addresses quality from both views: product and process. We propose a quality of e-Service composition (QoESC) framework for quality assessment of e-Service composition for CNs which comprises of a quality model for e-Service evaluation and guidelines for quality of e-Service composition process. We implemented a prototype considering a simplified telemedicine use case which involves a CN in e-Healthcare domain. To validate the proposed quality-driven framework, we analysed service composition reliability with and without using the proposed framework.

Framework for an Effective Assessment and Accountability Program: The Philadelphia Example

Science.gov (United States)

Porter, Andrew C.; Chester, Mitchell D.; Schlesinger, Michael D.

2004-01-01

The purpose of this article is to put in the hands of researchers, practitioners, and policy makers a powerful framework for building and studying the effects of high-quality assessment and accountability programs. The framework is illustrated through a description and analysis of the assessment and accountability program in the School District of…

A framework for guiding sustainability assessment and on-farm strategic decision making

International Nuclear Information System (INIS)

Coteur, Ine; Marchand, Fleur; Debruyne, Lies; Dalemans, Floris; Lauwers, Ludwig

2016-01-01

Responding to future challenges and societal needs, various actions are taken in agriculture to evolve towards more sustainable farming practices. These actions imply strategic choices and suppose adequate sustainability assessments to identify, measure, evaluate and communicate sustainable development. However, literature is scarce on the link between strategic decision making and sustainability assessment. As questions emerge on how, what and when to measure, the objective of this paper is to construct a framework for guiding sustainability assessment and on-farm strategic decision making. Qualitative research on own experiences from the past and a recent project revealed four categories of actual needs farmers, advisors and experts have regarding sustainability assessment: context, flexibility, focus on farm and farmer and communication. These stakeholders' needs are then incorporated into a two-dimensional framework that marries the intrinsic complexity of sustainability assessment tools and the time frame of strategic decision making. The framework allows a farm-specific and flexible approach leading to harmonized actions towards sustainable farming. As this framework is mainly a procedural instrument to guide the use of sustainability assessment tools within strategic decision making, it fits to incorporate, even guide, future research on sustainability assessment tools themselves and on their adoption on farms. - Highlights: • How to link sustainability assessment and on-farm strategic decision making is unclear. • Two-dimensional framework incorporating stakeholders' needs regarding sustainability assessment • Linking complexity of sustainability assessment tools and the time frame of strategic decision making • Farm-specific and flexible approach to harmonize action towards sustainable farming

A framework for guiding sustainability assessment and on-farm strategic decision making

Energy Technology Data Exchange (ETDEWEB)

Coteur, Ine, E-mail: ine.coteur@ilvo.vlaanderen.be [Institute for Agricultural and Fisheries Research (ILVO)-Social sciences Unit, Burg. Van Gansberghelaan 115, box 2, 9820 Merelbeke (Belgium); Marchand, Fleur [Institute for Agricultural and Fisheries Research (ILVO)-Social sciences Unit, Burg. Van Gansberghelaan 115, box 2, 9820 Merelbeke (Belgium); University of Antwerp, Ecosystem Management Research Group and IMDO, Universiteitsplein 1, 2610 Wilrijk (Belgium); Debruyne, Lies; Dalemans, Floris [Institute for Agricultural and Fisheries Research (ILVO)-Social sciences Unit, Burg. Van Gansberghelaan 115, box 2, 9820 Merelbeke (Belgium); Lauwers, Ludwig [Institute for Agricultural and Fisheries Research (ILVO)-Social sciences Unit, Burg. Van Gansberghelaan 115, box 2, 9820 Merelbeke (Belgium); University of Ghent, Department of Agricultural Economics, Coupure Links 53, 9000 Ghent (Belgium)

2016-09-15

Responding to future challenges and societal needs, various actions are taken in agriculture to evolve towards more sustainable farming practices. These actions imply strategic choices and suppose adequate sustainability assessments to identify, measure, evaluate and communicate sustainable development. However, literature is scarce on the link between strategic decision making and sustainability assessment. As questions emerge on how, what and when to measure, the objective of this paper is to construct a framework for guiding sustainability assessment and on-farm strategic decision making. Qualitative research on own experiences from the past and a recent project revealed four categories of actual needs farmers, advisors and experts have regarding sustainability assessment: context, flexibility, focus on farm and farmer and communication. These stakeholders' needs are then incorporated into a two-dimensional framework that marries the intrinsic complexity of sustainability assessment tools and the time frame of strategic decision making. The framework allows a farm-specific and flexible approach leading to harmonized actions towards sustainable farming. As this framework is mainly a procedural instrument to guide the use of sustainability assessment tools within strategic decision making, it fits to incorporate, even guide, future research on sustainability assessment tools themselves and on their adoption on farms. - Highlights: • How to link sustainability assessment and on-farm strategic decision making is unclear. • Two-dimensional framework incorporating stakeholders' needs regarding sustainability assessment • Linking complexity of sustainability assessment tools and the time frame of strategic decision making • Farm-specific and flexible approach to harmonize action towards sustainable farming.

Protocol Analysis of Group Problem Solving in Mathematics: A Cognitive-Metacognitive Framework for Assessment.

Science.gov (United States)

Artzt, Alice F.; Armour-Thomas, Eleanor

The roles of cognition and metacognition were examined in the mathematical problem-solving behaviors of students as they worked in small groups. As an outcome, a framework that links the literature of cognitive science and mathematical problem solving was developed for protocol analysis of mathematical problem solving. Within this framework, each…

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

Science.gov (United States)

Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

2012-07-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

A Working Framework for Enabling International Science Data System Interoperability

Science.gov (United States)

Hughes, J. Steven; Hardman, Sean; Crichton, Daniel J.; Martinez, Santa; Law, Emily; Gordon, Mitchell K.

2016-07-01

For diverse scientific disciplines to interoperate they must be able to exchange information based on a shared understanding. To capture this shared understanding, we have developed a knowledge representation framework that leverages ISO level reference models for metadata registries and digital archives. This framework provides multi-level governance, evolves independent of the implementation technologies, and promotes agile development, namely adaptive planning, evolutionary development, early delivery, continuous improvement, and rapid and flexible response to change. The knowledge representation is captured in an ontology through a process of knowledge acquisition. Discipline experts in the role of stewards at the common, discipline, and project levels work to design and populate the ontology model. The result is a formal and consistent knowledge base that provides requirements for data representation, integrity, provenance, context, identification, and relationship. The contents of the knowledge base are translated and written to files in suitable formats to configure system software and services, provide user documentation, validate input, and support data analytics. This presentation will provide an overview of the framework, present a use case that has been adopted by an entire science discipline at the international level, and share some important lessons learned.

A Framework for Comparative Assessments of Energy Efficiency Policy Measures

Energy Technology Data Exchange (ETDEWEB)

Blum, Helcio; Atkinson, Barbara; Lekov, Alex

2011-05-24

When policy makers propose new policies, there is a need to assess the costs and benefits of the proposed policy measures, to compare them to existing and alternative policies, and to rank them according to their effectiveness. In the case of equipment energy efficiency regulations, comparing the effects of a range of alternative policy measures requires evaluating their effects on consumers’ budgets, on national energy consumption and economics, and on the environment. Such an approach should be able to represent in a single framework the particularities of each policy measure and provide comparable results. This report presents an integrated methodological framework to assess prospectively the energy, economic, and environmental impacts of energy efficiency policy measures. The framework builds on the premise that the comparative assessment of energy efficiency policy measures should (a) rely on a common set of primary data and parameters, (b) follow a single functional approach to estimate the energy, economic, and emissions savings resulting from each assessed measure, and (c) present results through a set of comparable indicators. This framework elaborates on models that the U.S. Department of Energy (DOE) has used in support of its rulemakings on mandatory energy efficiency standards. In addition to a rigorous analysis of the impacts of mandatory standards, DOE compares the projected results of alternative policy measures to those projected to be achieved by the standards. The framework extends such an approach to provide a broad, generic methodology, with no geographic or sectoral limitations, that is useful for evaluating any type of equipment energy efficiency market intervention. The report concludes with a demonstration of how to use the framework to compare the impacts estimated for twelve policy measures focusing on increasing the energy efficiency of gas furnaces in the United States.

Implementation of the Leaching Environmental Assessment Framework

Science.gov (United States)

New leaching tests are available in the U.S. for developing more accurate source terms for use in fate and transport models. For beneficial use or disposal, the use of the leaching environmental assessment framework (LEAF) will provide leaching results that reflect field condit...

The Assessment of Motivation within Maslow's Framework.

Science.gov (United States)

Haymes, Michael; Green, Logan

1982-01-01

Reports progress in the development of the Needsort, a research tool, for the assessment of the three developmentally earliest, within Maslow's framework, conative needs (physiological, safety, belongingness). Discusses item analyses, item selection methods, reliability studies, and validation studies across a broad range of populations. (Author)

Assessing mathematics within advanced school science qualifications

OpenAIRE

McAlinden, Mary; Noyes, Andrew

2017-01-01

Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is ru...

A new framework for designing programmes of assessment.

Science.gov (United States)

Dijkstra, J; Van der Vleuten, C P M; Schuwirth, L W T

2010-08-01

Research on assessment in medical education has strongly focused on individual measurement instruments and their psychometric quality. Without detracting from the value of this research, such an approach is not sufficient to high quality assessment of competence as a whole. A programmatic approach is advocated which presupposes criteria for designing comprehensive assessment programmes and for assuring their quality. The paucity of research with relevance to programmatic assessment, and especially its development, prompted us to embark on a research project to develop design principles for programmes of assessment. We conducted focus group interviews to explore the experiences and views of nine assessment experts concerning good practices and new ideas about theoretical and practical issues in programmes of assessment. The discussion was analysed, mapping all aspects relevant for design onto a framework, which was iteratively adjusted to fit the data until saturation was reached. The overarching framework for designing programmes of assessment consists of six assessment programme dimensions: Goals, Programme in Action, Support, Documenting, Improving and Accounting. The model described in this paper can help to frame programmes of assessment; it not only provides a common language, but also a comprehensive picture of the dimensions to be covered when formulating design principles. It helps identifying areas concerning assessment in which ample research and development has been done. But, more importantly, it also helps to detect underserved areas. A guiding principle in design of assessment programmes is fitness for purpose. High quality assessment can only be defined in terms of its goals.

Frameworks for Assessing the Quality of Modeling and Simulation Capabilities

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Rider, W. J.

2012-12-01

The importance of assuring quality in modeling and simulation has spawned several frameworks for structuring the examination of quality. The format and content of these frameworks provides an emphasis, completeness and flow to assessment activities. I will examine four frameworks that have been developed and describe how they can be improved and applied to a broader set of high consequence applications. Perhaps the first of these frameworks was known as CSAU [Boyack] (code scaling, applicability and uncertainty) used for nuclear reactor safety and endorsed the United States' Nuclear Regulatory Commission (USNRC). This framework was shaped by nuclear safety practice, and the practical structure needed after the Three Mile Island accident. It incorporated the dominant experimental program, the dominant analysis approach, and concerns about the quality of modeling. The USNRC gave it the force of law that made the nuclear industry take it seriously. After the cessation of nuclear weapons' testing the United States began a program of examining the reliability of these weapons without testing. This program utilizes science including theory, modeling, simulation and experimentation to replace the underground testing. The emphasis on modeling and simulation necessitated attention on the quality of these simulations. Sandia developed the PCMM (predictive capability maturity model) to structure this attention [Oberkampf]. PCMM divides simulation into six core activities to be examined and graded relative to the needs of the modeling activity. NASA [NASA] has built yet another framework in response to the tragedy of the space shuttle accidents. Finally, Ben-Haim and Hemez focus upon modeling robustness and predictive fidelity in another approach. These frameworks are similar, and applied in a similar fashion. The adoption of these frameworks at Sandia and NASA has been slow and arduous because the force of law has not assisted acceptance. All existing frameworks are

Interdisciplinary Priorities for Dissemination, Implementation, and Improvement Science: Frameworks, Mechanics, and Measures.

Science.gov (United States)

Brunner, Julian W; Sankaré, Ibrahima C; Kahn, Katherine L

2015-12-01

Much of dissemination, implementation, and improvement (DII) science is conducted by social scientists, healthcare practitioners, and biomedical researchers. While each of these groups has its own venues for sharing methods and findings, forums that bring together the diverse DII science workforce provide important opportunities for cross-disciplinary collaboration and learning. In particular, such forums are uniquely positioned to foster the sharing of three important components of research. First: they allow the sharing of conceptual frameworks for DII science that focus on the use and spread of innovations. Second: they provide an opportunity to share strategies for initiating and governing DII research, including approaches for eliciting and incorporating the research priorities of patients, study participants, and healthcare practitioners, and decision-makers. Third: they allow the sharing of outcome measures well-suited to the goals of DII science, thereby helping to validate these outcomes in diverse contexts, improving the comparability of findings across settings, and elevating the study of the implementation process itself. © 2015 Wiley Periodicals, Inc.

Performance Assessment Framework for Private Finance Initiative Projects in Malaysia

Directory of Open Access Journals (Sweden)

Lop Nor Suzila

2016-01-01

Full Text Available Private Finance Initiative (PFI is viewed as restructuring the previous privatisation concept in delivering value for money for the Malaysian public infrastructure. Among the restructuring efforts in the privatisation is specifying the standard assessment of private concessionaires’ performance through the execution of key performance indicators (KPIs where the private concessionaires’ performance is benchmarked against the government’s standard. KPIs have served as useful tools in assessing performance of PFI projects. However, there is still lacking on determination methods performed to define and measure this KPIs and the absence of guidelines or a framework is also an issue in the implementation of the PFI procurement in Malaysia. Therefore, the objectives of this paper is to investigate the notion of performance assessment model approaches globally (i.e. UK, China, Australia, Serbia and Malaysia and to identify direction for PFI performance assessment tools (KPIs to be practiced in Malaysia. Based on the consideration of these models, this research paper propose an initial framework of performance assessment for PFI projects in Malaysia. The framework is deliberate to cover the performance of PFI at the operation and maintenance phase. The outcomes of this paper can serve as a theoretical base for the development of comprehensive and effective performance assessment for PFI projects in Malaysia.

Analysing Theoretical Frameworks of Moral Education through Lakatos's Philosophy of Science

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Han, Hyemin

2014-01-01

The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of…

A Framework for Evaluating Science and Technology Electronic Reference Books: A Comparison of Five Platforms in Chemistry

Science.gov (United States)

Lafferty, Meghan

2009-01-01

This article examines what is desirable in online reference books in science and technology and outlines a framework for evaluating their interfaces. The framework considers factors unique to these subject areas like chemical structures and numerical data. Criteria in three categories, navigability, searchability, and results, were applied to five…

A Framework Applied Three Ways: Responsive Methods of Co-Developing and Implementing Community Science Solutions for Local Impact

Science.gov (United States)

Goodwin, M.; Pandya, R.; Udu-gama, N.; Wilkins, S.

2017-12-01

While one-size-fits all may work for most hats, it rarely does for communities. Research products, methods and knowledge may be usable at a local scale, but applying them often presents a challenge due to issues like availability, accessibility, awareness, lack of trust, and time. However, in an environment with diminishing federal investment in issues related climate change, natural hazards, and natural resource use and management, the ability of communities to access and leverage science has never been more urgent. Established, yet responsive frameworks and methods can help scientists and communities work together to identify and address specific challenges and leverage science to make a local impact. Through the launch of over 50 community science projects since 2013, the Thriving Earth Exchange (TEX) has created a living framework consisting of a set of milestones by which teams of scientists and community leaders navigate the challenges of working together. Central to the framework are context, trust, project planning and refinement, relationship management and community impact. We find that careful and respectful partnership management results in trust and an open exchange of information. Community science partnerships grounded in local priorities result in the development and exchange of stronger decision-relevant tools, resources and knowledge. This presentation will explore three methods TEX uses to apply its framework to community science partnerships: cohort-based collaboration, online dialogues, and one-on-one consultation. The choice of method should be responsive to a community's needs and working style. For example, a community may require customized support, desire the input and support of peers, or require consultation with multiple experts before deciding on a course of action. Knowing and applying the method of engagement best suited to achieve the community's objectives will ensure that the science is most effectively translated and applied.

Business recovery: an assessment framework.

Science.gov (United States)

Stevenson, Joanne R; Brown, Charlotte; Seville, Erica; Vargo, John

2018-07-01

This paper presents a Business Recovery Assessment Framework (BRAF) to help researchers and practitioners design robust, repeatable, and comparable studies of business recovery in various post-disruption contexts. Studies assessing business recovery without adequately considering the research aims, recovery definitions, and indicators can produce misleading findings. The BRAF is composed of a series of steps that guide the decisions that researchers need to make to ensure: (i) that recovery is indeed being measured; (ii) that the indicators of recovery that are selected align with the objectives of the study and the definition of recovery; and, where necessary, (iii) that appropriate comparative control variables are in place. The paper draws on a large dataset of business surveys collected following the earthquakes in Canterbury, New Zealand, on 4 September 2010 and 22 February 2011 to demonstrate the varied conclusions that different recovery indicators can produce and to justify the need for a systematic approach to business recovery assessments. © 2018 The Author(s). Disasters © Overseas Development Institute, 2018.

Risk Assessment of Bioaccumulation Substances. Part II: Description of a Model Framework

NARCIS (Netherlands)

Tamis, J.E.; Vries, de P.; Karman, C.C.

2009-01-01

This report provides a proposal for a framework for risk assessment of bioaccumulative substances, either from produced water discharges or present as background contamination. The proposed framework is such that it is compatible to the current EIF risk assessment models that are used in the

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

The Use of Ethical Frameworks for Implementing Science as a Human Endeavour in Year 10 Biology

Science.gov (United States)

Yap, Siew Fong; Dawson, Vaille

2014-01-01

This research focuses on the use of ethical frameworks as a pedagogical model for socio-scientific education in implementing the "Science as a Human Endeavour" (SHE) strand of the Australian Curriculum: Science in a Year 10 biology class in a Christian college in metropolitan Perth, Western Australia. Using a case study approach, a mixed…

A Development Framework for Smart Cities Assessment

Directory of Open Access Journals (Sweden)

Mustafa Khudhair Al-Alwani

2018-02-01

Full Text Available A smart city is rising as an approach and strategy to reduce the troubles produced by rapid urbanization and the growth of urban population. Although, cities continue to develop and purify their social, economic and environmental goals along with the strategies to achieve them, this phenomenon has been discussed by little research yet. However, due to the requiring immediate action or attention for practical application of the principles of smart cities, city authorities, stakeholders and local communities need to know the current reality of their city and where development is being attained in their systems. Therefore, constructing a framework for smart cities assessment will help share or exchange the newcomer strong and weak points, and emphasize where actual development is taking place and update a plan for future developments. Moreover, this assessment is able to assist cities prioritizes actions. This paper developed a guiding assessment framework for smart cites that will help the creating, carefully choosing and priorities of crucial indicators. These indicators can then show the way to the smart cites performance assessment and monitoring. Drawing on the investigation of an extensive and wide collection of literature from a variety of disciplinary areas and based on the conceptual literature on smart cities, in addition to interviews this study identify a good tool to help recognizing of virtual achievement of smart city. Furthermore, it is significant to be taken into consideration in assessing smart city smartness level.

DECISION-COMPONENTS OF NICE'S TECHNOLOGY APPRAISALS ASSESSMENT FRAMEWORK.

Science.gov (United States)

de Folter, Joost; Trusheim, Mark; Jonsson, Pall; Garner, Sarah

2018-01-01

Value assessment frameworks have gained prominence recently in the context of U.S. healthcare. Such frameworks set out a series of factors that are considered in funding decisions. The UK's National Institute of Health and Care Excellence (NICE) is an established health technology assessment (HTA) agency. We present a novel application of text analysis that characterizes NICE's Technology Appraisals in the context of the newer assessment frameworks and present the results in a visual way. A total of 243 documents of NICE's medicines guidance from 2007 to 2016 were analyzed. Text analysis was used to identify a hierarchical set of decision factors considered in the assessments. The frequency of decision factors stated in the documents was determined and their association with terms related to uncertainty. The results were incorporated into visual representations of hierarchical factors. We identified 125 decision factors, and hierarchically grouped these into eight domains: Clinical Effectiveness, Cost Effectiveness, Condition, Current Practice, Clinical Need, New Treatment, Studies, and Other Factors. Textual analysis showed all domains appeared consistently in the guidance documents. Many factors were commonly associated with terms relating to uncertainty. A series of visual representations was created. This study reveals the complexity and consistency of NICE's decision-making processes and demonstrates that cost effectiveness is not the only decision-criteria. The study highlights the importance of processes and methodology that can take both quantitative and qualitative information into account. Visualizations can help effectively communicate this complex information during the decision-making process and subsequently to stakeholders.

A Risk-based Assessment And Management Framework For Multipollutant Air Quality

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Frey, H. Christopher; Hubbell, Bryan

2010-01-01

The National Research Council recommended both a risk- and performance-based multipollutant approach to air quality management. Specifically, management decisions should be based on minimizing the exposure to, and risk of adverse effects from, multiple sources of air pollution and that the success of these decisions should be measured by how well they achieved this objective. We briefly describe risk analysis and its application within the current approach to air quality management. Recommendations are made as to how current practice could evolve to support a fully risk- and performance-based multipollutant air quality management system. The ability to implement a risk assessment framework in a credible and policy-relevant manner depends on the availability of component models and data which are scientifically sound and developed with an understanding of their application in integrated assessments. The same can be said about accountability assessments used to evaluate the outcomes of decisions made using such frameworks. The existing risk analysis framework, although typically applied to individual pollutants, is conceptually well suited for analyzing multipollutant management actions. Many elements of this framework, such as emissions and air quality modeling, already exist with multipollutant characteristics. However, the framework needs to be supported with information on exposure and concentration response relationships that result from multipollutant health studies. Because the causal chain that links management actions to emission reductions, air quality improvements, exposure reductions and health outcomes is parallel between prospective risk analyses and retrospective accountability assessments, both types of assessment should be placed within a single framework with common metrics and indicators where possible. Improvements in risk reductions can be obtained by adopting a multipollutant risk analysis framework within the current air quality management

A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

Science.gov (United States)

Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

2015-01-01

This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

Making Sense of New Science Assessments

Science.gov (United States)

Pellegrino, James W.

2016-01-01

What we choose to assess in science is what will end up being the focus of instruction. US science standards once treated content and inquiry as fairly separate strands of science learning, with content standards stating what students should know and inquiry standards stating what they should be able to do. In its content coverage, these standards…

Technical skills assessment toolbox: a review using the unitary framework of validity.

Science.gov (United States)

Ghaderi, Iman; Manji, Farouq; Park, Yoon Soo; Juul, Dorthea; Ott, Michael; Harris, Ilene; Farrell, Timothy M

2015-02-01

The purpose of this study was to create a technical skills assessment toolbox for 35 basic and advanced skills/procedures that comprise the American College of Surgeons (ACS)/Association of Program Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the included tools, using contemporary framework of validity. Competency-based training has become the predominant model in surgical education and assessment of performance is an essential component. Assessment methods must produce valid results to accurately determine the level of competency. A search was performed, using PubMed and Google Scholar, to identify tools that have been developed for assessment of the targeted technical skills. A total of 23 assessment tools for the 35 ACS/APDS skills modules were identified. Some tools, such as Operative Performance Rating System (OSATS) and Objective Structured Assessment of Technical Skill (OPRS), have been tested for more than 1 procedure. Therefore, 30 modules had at least 1 assessment tool, with some common surgical procedures being addressed by several tools. Five modules had none. Only 3 studies used Messick's framework to design their validity studies. The remaining studies used an outdated framework on the basis of "types of validity." When analyzed using the contemporary framework, few of these studies demonstrated validity for content, internal structure, and relationship to other variables. This study provides an assessment toolbox for common surgical skills/procedures. Our review shows that few authors have used the contemporary unitary concept of validity for development of their assessment tools. As we progress toward competency-based training, future studies should provide evidence for various sources of validity using the contemporary framework.

An Indigenous Framework for Science, Technology, Engineering and Mathematics

Science.gov (United States)

Monette, G.

2003-12-01

The American Indian Higher Education Consortium, composed of 35 American Indian tribally-controlled Colleges and Universities in the U.S. and Canada, is leading a comprehensive effort to improve American Indian student achievement in STEM. A key component of this effort is the synthesis of indigenous ways of knowing and western education systems. This presentation will provide an overview of culturally responsive, place-based teaching, learning, and research and will discuss potential opportunities and strategies for helping to ensure that education systems and research programs reflect our diversity and respect our cultures. One example to be discussed is the NSF-funded "Tribal College Rural Systemic Initiative." Founded on the belief that all students can learn and should be given the opportunity to reach their full potential, Tribal Colleges are leading this effort to achieve successful and sustainable improvement of science, math, and technology education at the K-14 level in rural, economically disadvantaged, geographically challenged areas. Working with parents, tribal governments, schools and the private sector, the colleges are helping to implement math and science standards-based curriculum for students and standards-based assessment for schools; provide math and science standards-based professional development for teachers, administrators, and community leaders; and integrate local Native culture into math and science standards-based curriculum. The close working relationship between the Tribal Colleges and K-12 is paying off. According to the National Science Foundation, successful systemic reform has resulted in enhanced student achievement and participation in science and math; reductions in the achievement disparities among students that can be attributed to socioeconomic status, race, ethnicity, gender, or learning styles; implementation of a comprehensive, standards-based curriculum aligned with instructions and assessment; development of a coherent

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

Science.gov (United States)

Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested

Retrofitting Non-Cognitive-Diagnostic Reading Assessment under the Generalized DINA Model Framework

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Chen, Huilin; Chen, Jinsong

2016-01-01

Cognitive diagnosis models (CDMs) are psychometric models developed mainly to assess examinees' specific strengths and weaknesses in a set of skills or attributes within a domain. By adopting the Generalized-DINA model framework, the recently developed general modeling framework, we attempted to retrofit the PISA reading assessments, a…

Citizen surveillance for environmental monitoring: combining the efforts of citizen science and crowdsourcing in a quantitative data framework.

Science.gov (United States)

Welvaert, Marijke; Caley, Peter

2016-01-01

Citizen science and crowdsourcing have been emerging as methods to collect data for surveillance and/or monitoring activities. They could be gathered under the overarching term citizen surveillance . The discipline, however, still struggles to be widely accepted in the scientific community, mainly because these activities are not embedded in a quantitative framework. This results in an ongoing discussion on how to analyze and make useful inference from these data. When considering the data collection process, we illustrate how citizen surveillance can be classified according to the nature of the underlying observation process measured in two dimensions-the degree of observer reporting intention and the control in observer detection effort. By classifying the observation process in these dimensions we distinguish between crowdsourcing, unstructured citizen science and structured citizen science. This classification helps the determine data processing and statistical treatment of these data for making inference. Using our framework, it is apparent that published studies are overwhelmingly associated with structured citizen science, and there are well developed statistical methods for the resulting data. In contrast, methods for making useful inference from purely crowd-sourced data remain under development, with the challenges of accounting for the unknown observation process considerable. Our quantitative framework for citizen surveillance calls for an integration of citizen science and crowdsourcing and provides a way forward to solve the statistical challenges inherent to citizen-sourced data.

Advanced Science for Kids: Multicultural Assessment and Programming.

Science.gov (United States)

Bettac, Teresa; Huckabee, Colleen; Musser, Louise; Patton, Paulette; Yates, Joyce

1997-01-01

Describes Advanced Science for Kids (ASK), a multicultural approach to assessment and programming for a middle school advanced science program. ASK is designed to provide alternative approaches to identification and assessment, facilitate authentic instruction and assessment, and provide minority students with academic and social support as they…

A Framework for Assessing Reading Comprehension of Geometric Construction Texts

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Yang, Kai-Lin; Li, Jian-Lin

2018-01-01

This study investigates one issue related to reading mathematical texts by presenting a two-dimensional framework for assessing reading comprehension of geometric construction texts. The two dimensions of the framework were formulated by modifying categories of reading literacy and drawing on key elements of geometric construction texts. Three…

Map Resource Packet: Course Models for the History-Social Science Framework, Grade Seven.

Science.gov (United States)

California State Dept. of Education, Sacramento.

This packet of maps is an auxiliary resource to the "World History and Geography: Medieval and Early Modern Times. Course Models for the History-Social Science Framework, Grade Seven." The set includes: outline, precipitation, and elevation maps; maps for locating key places; landform maps; and historical maps. The list of maps are…

A Framework for the Strategic Management of Science & Technology Parks

Directory of Open Access Journals (Sweden)

Juliane Ribeiro

2016-12-01

Full Text Available Science and technology parks (STPs have been playing an increasingly influential role in the stimulation and growth of the knowledge economy. However, the spread of STPs faces relevant challenges, such as the development of robust performance management systems, able to demonstrate results and indicate improvement opportunities. Thereby, this paper proposes a theoretical model of performance management, which combines premises of the Service-Dominant Logic (S-D Logic, the Balanced Scorecard (BSC and the General Hierarchical Model (GHM. Based on a multiple-case exploratory and qualitative study, relevant information about the strategic planning and management of these projects were extracted and paved the way for the construction of a performance hierarchical model composed of five perspectives, according to the BSC. Considering the outcomes, it is expected that the proposed model provide useful insights for the consolidation of a framework for the strategic management of science and technology parks.

A Framework for the Assessment of Research and Its Impacts

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Cinzia Daraio

2017-12-01

Full Text Available This paper proposes a holistic framework for the development of models for the assessment of research activities and their impacts. It distinguishes three dimensions, including in an original way, data as a main dimension, together with theory and methodology. Each dimension of the framework is further characterized by three main building blocks: education, research, and innovation (theory; efficiency, effectiveness, and impact (methodology; and availability, interoperability, and “unit-free” property (data. The different dimensions and their nine constituent building blocks are attributes of an overarching concept, denoted as “quality.” Three additional quality attributes are identified as implementation factors (tailorability, transparency, and openness and three “enabling” conditions (convergence, mixed methods, and knowledge infrastructures complete the framework. A framework is required to develop models of metrics. Models of metrics are necessary to assess the meaning, validity, and robustness of metrics. The proposed framework can be a useful reference for the development of the ethics of research evaluation. It can act as a common denominator for different analytical levels and relevant aspects and is able to embrace many different and heterogeneous streams of literature. Directions for future research are provided.

Ecological Risk Assessment Framework for Low-Altitude Overflights by Fixed-Wing and Rotary-Wing Military Aircraft

Energy Technology Data Exchange (ETDEWEB)

Efroymson, R.A.

2001-01-12

This is a companion report to the risk assessment framework proposed by Suter et al. (1998): ''A Framework for Assessment of Risks of Military Training and Testing to Natural Resources,'' hereafter referred to as the ''generic framework.'' The generic framework is an ecological risk assessment methodology for use in environmental assessments on Department of Defense (DoD) installations. In the generic framework, the ecological risk assessment framework of the US Environmental Protection Agency (EPA 1998) is modified for use in the context of (1) multiple and diverse stressors and activities at a military installation and (2) risks resulting from causal chains, e.g., effects on habitat that indirectly impact wildlife. Both modifications are important if the EPA framework is to be used on military installations. In order for the generic risk assessment framework to be useful to DoD environmental staff and contractors, the framework must be applied to specific training and testing activities. Three activity-specific ecological risk assessment frameworks have been written (1) to aid environmental staff in conducting risk assessments that involve these activities and (2) to guide staff in the development of analogous frameworks for other DoD activities. The three activities are: (1) low-altitude overflights by fixed-wing and rotary-wing aircraft (this volume), (2) firing at targets on land, and (3) ocean explosions. The activities were selected as priority training and testing activities by the advisory committee for this project.

Developing an Assessment Framework for Affordable and Sustainable Housing

Directory of Open Access Journals (Sweden)

Stephen Pullen

2010-07-01

Full Text Available Sustainable housing has been subject to research, practice and policy making for some considerable time. More recently attention has been drawn to the separate problem of declining affordability in housing. This paper describes research aimed at developing an assessment framework for both affordability and sustainability as part of the effort to incorporate both of these features into new housing projects. The research has a particular focus on developments aimed at urban densification. Background literature on both affordability and sustainability is reviewed as well as emerging schemes aimed at dealing with both aspects of housing developments. Performance indicators are identified and these are incorporated in an interim assessment framework which is tested using a group of industry experts. The research has highlighted areas where further development is required to attain quantitative assessments of affordable and sustainable housing developments

Development of Sustainability Assessment Framework in Hydropower sector

Science.gov (United States)

Soliha Sahimi, Nur; Turan, Faiz Mohd; Johan, Kartina

2017-08-01

Nowadays, Malaysian demand in energy sector was drastically increase due to technological developments. Since, hydropower is one of potential renewable energy source in Malaysia. The largest electricity utility company, Tenaga Nasional Berhad was provide an electricity to more than seven million people via independent suppliers in peninsular Malaysia and Sabah by intended a potential sustainable hydropower system. In order to increasingly the power capacity from current use, 1882 MW to more than 3000 MW by years 2020. In this study, the environmental issues and also the penalty to the responsible company especially on Tenaga Nasional Berhad (TNB) towards their project or business are one of the problems. Other than that, every project or business has to prepare a sustainability statement or sustainability report as vital to Bursa Malaysia Securities Berhad under their listing requirements. Next, the sustainability performance on their project cannot be determined to achieve the key performance indicators (KPI) satisfaction from Government, stakeholder or any responsible agencies. This study presents an exhaustive review of these studies and suggests a direction for future developments. Sustainability Assessment framework or self-assessment is decidedly as a significant framework to assist towards sustainability reporting and to produce a Sustainability index for Hydropower sector using a mathematical model study. The results reveal that, the quantitative measurement from Sustainability Assessment framework to Systematic Sustainability Asssesment tool can be produce. In doing so, it is possible to improve the performance of the project especially in hydropower planner.

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

Science.gov (United States)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Assessment of the Fusion Energy Sciences Program. Final Report

International Nuclear Information System (INIS)

2001-01-01

An assessment of the Office of Fusion Energy Sciences (OFES) program with guidance for future program strategy. The overall objective of this study is to prepare an independent assessment of the scientific quality of the Office of Fusion Energy Sciences program at the Department of Energy. The Fusion Science Assessment Committee (FuSAC) has been appointed to conduct this study

General System Theory: Toward a Conceptual Framework for Science and Technology Education for All.

Science.gov (United States)

Chen, David; Stroup, Walter

1993-01-01

Suggests using general system theory as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics, the ability to represent the relationship between microlevel and…

Teachers’ design and use of rubrics and modeling activities for formative assessment of lower secondary school students’ modeling competence in science

DEFF Research Database (Denmark)

Nielsen, Sanne Schnell

Modeling competence plays a central role in the recently revised science curriculum in Denmark. Teachers are requested to assess students learning progress targeting the modeling competence in their daily teaching. Accordingly, the teachers must understand this competence and have suitable...... assessment criteria and methods at hand. However, the curriculum descriptions of the modeling competence concept is only phrased in general terms and not based on a systematic framework....

Quality in environmental science for policy: Assessing uncertainty as a component of policy analysis

International Nuclear Information System (INIS)

Maxim, Laura; Sluijs, Jeroen P. van der

2011-01-01

The sheer number of attempts to define and classify uncertainty reveals an awareness of its importance in environmental science for policy, though the nature of uncertainty is often misunderstood. The interdisciplinary field of uncertainty analysis is unstable; there are currently several incomplete notions of uncertainty leading to different and incompatible uncertainty classifications. One of the most salient shortcomings of present-day practice is that most of these classifications focus on quantifying uncertainty while ignoring the qualitative aspects that tend to be decisive in the interface between science and policy. Consequently, the current practices of uncertainty analysis contribute to increasing the perceived precision of scientific knowledge, but do not adequately address its lack of socio-political relevance. The 'positivistic' uncertainty analysis models (like those that dominate the fields of climate change modelling and nuclear or chemical risk assessment) have little social relevance, as they do not influence negotiations between stakeholders. From the perspective of the science-policy interface, the current practices of uncertainty analysis are incomplete and incorrectly focused. We argue that although scientific knowledge produced and used in a context of political decision-making embodies traditional scientific characteristics, it also holds additional properties linked to its influence on social, political, and economic relations. Therefore, the significance of uncertainty cannot be assessed based on quality criteria that refer to the scientific content only; uncertainty must also include quality criteria specific to the properties and roles of this scientific knowledge within political, social, and economic contexts and processes. We propose a conceptual framework designed to account for such substantive, contextual, and procedural criteria of knowledge quality. At the same time, the proposed framework includes and synthesizes the various

Incorporating Contaminant Bioavailability into Sediment Quality Assessment Frameworks

Science.gov (United States)

The recently adopted sediment quality assessment framework for evaluating bay and estuarine sediments in the State of California incorporates bulk sediment chemistry as a key line of evidence(LOE) but does not address the bioavailability of measured contaminants. Thus, the chemis...

Contextual assessment in science education: Background, issues, and policy

Science.gov (United States)

Klassen, Stephen

2006-09-01

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

Critical analysis of e-health readiness assessment frameworks: suitability for application in developing countries.

Science.gov (United States)

Mauco, Kabelo Leonard; Scott, Richard E; Mars, Maurice

2018-02-01

Introduction e-Health is an innovative way to make health services more effective and efficient and application is increasing worldwide. e-Health represents a substantial ICT investment and its failure usually results in substantial losses in time, money (including opportunity costs) and effort. Therefore it is important to assess e-health readiness prior to implementation. Several frameworks have been published on e-health readiness assessment, under various circumstances and geographical regions of the world. However, their utility for the developing world is unknown. Methods A literature review and analysis of published e-health readiness assessment frameworks or models was performed to determine if any are appropriate for broad assessment of e-health readiness in the developing world. A total of 13 papers described e-health readiness in different settings. Results and Discussion Eight types of e-health readiness were identified and no paper directly addressed all of these. The frameworks were based upon varying assumptions and perspectives. There was no underlying unifying theory underpinning the frameworks. Few assessed government and societal readiness, and none cultural readiness; all are important in the developing world. While the shortcomings of existing frameworks have been highlighted, most contain aspects that are relevant and can be drawn on when developing a framework and assessment tools for the developing world. What emerged is the need to develop different assessment tools for the various stakeholder sectors. This is an area that needs further research before attempting to develop a more generic framework for the developing world.

Development of an Assessment Framework for Restored Forested Wetlands

Science.gov (United States)

Randall K. Kolka; Carl C. Trettin; E.A. Nelson

1998-01-01

Development of an assessment framework and associated indicators that can be used to evaluate the effectiveness of a wetland restoration is critical to demonstrating the sustainability of restored sites. An interdisciplinary approach was developed to assess how succession is proceeding on a restored bottomland site in South Carolina relative to an undisturbed...

Strength of Bond Covenants and Bond Assessment Framework

Directory of Open Access Journals (Sweden)

Noel Yahanpath

2012-06-01

Full Text Available We examine bond covenants of 29 New Zealand bond issues between 2001 and 2007.Results from the study indicate that protection provided for bondholders is weak and limited.On average, only 2-3 types of covenants are embedded with the issues and only 27% of thesecovenants provide full protection to the bondholders. However, bondholders are not compensated for taking the additional risk. We propose an alternative assessment framework that directly assesses the level of protection offered to bondholders. We calculate thecovenant quality score for the issues and classify them into four levels of protection: very high protection, moderate, low and very low. Recent legislative changes will go some way towards improving investor protection and confidence, but the effect is yet to be seen. This proposed scoring framework can be used by potential investors to complement the traditional credit ratings when making their investment decisions.

Final Report for the ZERT Project: Basic Science of Retention Issues, Risk Assessment & Measurement, Monitoring and Verification for Geologic Sequestration

Energy Technology Data Exchange (ETDEWEB)

Spangler, Lee; Cunningham, Alfred; Lageson, David; Melick, Jesse; Gardner, Mike; Dobeck, Laura; Repasky, Kevin; Shaw, Joseph; Bajura, Richard; McGrail, B Peter; Oldenburg, Curtis M; Wagoner, Jeff; Pawar, Rajesh

2011-03-31

ZERT has made major contributions to five main areas of sequestration science: improvement of computational tools; measurement and monitoring techniques to verify storage and track migration of CO{sub 2}; development of a comprehensive performance and risk assessment framework; fundamental geophysical, geochemical and hydrological investigations of CO{sub 2} storage; and investigate innovative, bio-based mitigation strategies.

Stalking: A Multidimensional Framework for Assessment and Safety Planning.

Science.gov (United States)

Logan, T K; Walker, Robert

2015-09-03

Despite the high prevalence of stalking and the risk of harm it poses to victims, arrest rates, prosecutions, and convictions for stalking continue to be low in the United States. The overall goal of this article is to introduce a multidimensional framework of stalking that adds to the current literature by (1) providing a conceptual framework consistent with legal elements of many stalking statutes to facilitate assessment, communication, documentation, and safety planning for stalking several victims; (2) introducing a more systematic way of assessing course of conduct and the context of fear in stalking situations in order to increase the understanding of cumulative fear for stalking victims; (3) emphasizing the aspects of stalking harm that go beyond violence and that show how harm from stalking accumulates over time including life sabotage; and (4) discussing 12 risk factors derived from the overall multidimensional framework that can be used to describe the big picture of stalking and to facilitate safety planning for victims. Implications for future research are discussed. © The Author(s) 2015.

The Workshop Program on Authentic Assessment for Science Teachers

Science.gov (United States)

Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

2017-02-01

A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

Critical analysis of frameworks and approaches to assess the environmental risks of nanomaterials

DEFF Research Database (Denmark)

Grieger, Khara Deanne; Linkov, Igor; Hansen, Steffen Foss

and approaches which have been developed or proposed by large organizations or regulatory bodies for NM. These frameworks and approaches were evaluated and assessed based on a select number of criteria which have been previously proposed as important parameters for inclusion in successful risk assessment......7.1.7 Critical analysis of frameworks and approaches to assess the environmental risks of nanomaterials Khara D. Grieger1, Igor Linkov2, Steffen Foss Hansen1, Anders Baun1 1Technical University of Denmark, Kgs. Lyngby, Denmark 2Environmental Laboratory, U.S. Army Corps of Engineers, Brookline, USA...... Email: kdg@env.dtu.dk Scientists, organizations, governments, and policy-makers are currently involved in reviewing, adapting, and formulating risk assessment frameworks and strategies to understand and assess the potential environmental risks of engineered nanomaterials (NM). It is becoming...

A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

Science.gov (United States)

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

Life Sciences Centrifuge Facility assessment

Science.gov (United States)

Benson, Robert H.

1994-01-01

This report provides an assessment of the status of the Centrifuge Facility being developed by ARC for flight on the International Space Station Alpha. The assessment includes technical status, schedules, budgets, project management, performance of facility relative to science requirements, and identifies risks and issues that need to be considered in future development activities.

78 FR 38318 - Integrated Science Assessment for Lead

Science.gov (United States)

2013-06-26

... ENVIRONMENTAL PROTECTION AGENCY [FRL-9827-4] Integrated Science Assessment for Lead AGENCY... availability of a final document titled, ``Integrated Science Assessment for Lead'' (EPA/600/R-10/075F). The... lead (Pb). DATES: The document will be available on or around June 26, 2013. ADDRESSES: The...

Toward a consistent modeling framework to assess multi-sectoral climate impacts.

Science.gov (United States)

Monier, Erwan; Paltsev, Sergey; Sokolov, Andrei; Chen, Y-H Henry; Gao, Xiang; Ejaz, Qudsia; Couzo, Evan; Schlosser, C Adam; Dutkiewicz, Stephanie; Fant, Charles; Scott, Jeffery; Kicklighter, David; Morris, Jennifer; Jacoby, Henry; Prinn, Ronald; Haigh, Martin

2018-02-13

Efforts to estimate the physical and economic impacts of future climate change face substantial challenges. To enrich the currently popular approaches to impact analysis-which involve evaluation of a damage function or multi-model comparisons based on a limited number of standardized scenarios-we propose integrating a geospatially resolved physical representation of impacts into a coupled human-Earth system modeling framework. Large internationally coordinated exercises cannot easily respond to new policy targets and the implementation of standard scenarios across models, institutions and research communities can yield inconsistent estimates. Here, we argue for a shift toward the use of a self-consistent integrated modeling framework to assess climate impacts, and discuss ways the integrated assessment modeling community can move in this direction. We then demonstrate the capabilities of such a modeling framework by conducting a multi-sectoral assessment of climate impacts under a range of consistent and integrated economic and climate scenarios that are responsive to new policies and business expectations.

Framework for assessment of environmental impact (Fasset)

International Nuclear Information System (INIS)

Larsson, C.M.

2002-01-01

The overall aim of the FASSET project is to develop a framework within which assessment models, relevant to the impact of ionising radiation on the environment, can be applied and results analysed for European ecosystems. Complete documentation on the FASSET project can be found on the FASSET's web-site (www.fasset.org). This paper describes the current state of the project, based on the project's first Annual Report. Seven European ecosystems are considered; four terrestrial (natural forests, semi-natural pastures, agricultural ecosystems and wetlands) and three aquatic (marine, brackish and freshwater). In FASSET Deliverable 1 a list of candidate generic reference organisms has been drawn up on the basis of expert judgement of exposure situations in the selected ecosystems. They serve as a starting points for development of dosimetric models, and for pooling available information on ecological relevance and biological effects. Further analysis of the candidate reference organisms is performed to justify their choice and assess their applicability in different situations, taking into account modelling of radionuclide transfer, estimates of internal and external dose rates, ecological significance and biological effects. Four general 'umbrella' radiation effects on biota are considered that, when manifested in an individual, may have an impact at population level or at higher levels of the organisational hierarchy. The four 'umbrellas' are: morbidity (fitness or well-being), mortality (death directly attributable to radiation), reproductive success (changed number of offspring) and scorable cytogenetic effects (molecular actions, aberrations). A database is being assembled, compiling dose and dose rates data from the literature for a number of organism categories for each of these four umbrella effects. The database also considers the suitability of data to derive the relative biological efficiency (RBE) for different types of radiation. The work from the three

Science and technology for the new century : a framework for the human resources management of the federal science and technology community - project 1, management and scientific development and training

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-11-01

The science-based departments of the Canadian Government are responsible for ensuring the effectiveness and relevance of federal investment in science and technology research projects. This publication provides a flexible framework for effectively planning and delivering a learning strategy for the science and technology workforce to ensure that federal science and technology objectives can be met in the future. The framework helps to: (1) identify the corporate needs for developing the science and technology workforce of the federal government by providing recommendations to appropriate organizations, (2) establish the need for a learning strategy linked to the business lines of each organization, (3) find the best ways to implement learning at the appropriate level of investment, (4) choose means to monitor this investment so that its impact on the organization can be measured, and (5) take the proper steps to ensure the successful introduction and nurturing of a learning environment to ensure maximum return on the investment. 9 refs., 5 figs.

A Self-Assessment Framework for Inclusive Schools Supporting Assistive Technology Users.

Science.gov (United States)

Hoogerwerf, Evert-Jan; Solander-Gross, Andrea; Mavrou, Katerina; Traina, Ivan; Hersh, Marion

2017-01-01

In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.

An Evaluation of Holistic Sustainability Assessment Framework for Palm Oil Production in Malaysia

Directory of Open Access Journals (Sweden)

Chye Ing Lim

2015-12-01

Full Text Available Palm oil based biodiesel offers an alternative energy source that can reduce current dependence on conventional fossil fuels and may reduce greenhouse gas (GHG emissions depending on the type of feedstock and processes used. In the Malaysian context, the palm oil industry not only provides high-yield, renewable feedstock to the world, it brings socio-economic development to the Malaysian rural community and contributes to the national income. However, the sustainability of palm oil remains controversial, due to deforestation, pollution and social conflicts associated with its production. Sustainability assessment is vital for the palm oil industry to identify weaknesses, improve its sustainability performance and improve consumer confidence. This paper proposes a holistic sustainability assessment framework for palm oil production with the aim to address the weaknesses of existing palm oil sustainability assessment methods. It identifies environmental, social and economic Headline Performance Indicators, Key Performance Indicators and their Performance Measures in crude palm oil production in a structured framework. Each quantitative/semi-quantitative performance measure is translated into Likert Scale of 1–5, where 3 is the threshold value, 5 is the ideal condition, and 1 is the worst case scenario. Calculation methods were established for the framework to provide quantitative assessment results. The framework was tested using a hypothetical example with data from existing studies. The results suggest that crude palm oil production in Malaysia is below the sustainability threshold. Evaluations of this sustainability assessment framework also demonstrate that it is a comprehensive assessment method for assessing sustainability of feedstock for biofuel production.

Reshaping teacher thinking, planning and practice using embedded assessment: Case studies of three middle school science teachers

Science.gov (United States)

Jeranyama, Letina Ngwenya

, designers of what to do to advance that understanding and evaluators of teaching strategies. Even though teachers thought that it was hard to teach using embedded assessment because it presented pragmatic challenges, it improved the teachers' repertoire of teaching and assessment practices. It gave teachers concrete evidence about their students' understanding of scientific concepts. The dissertation also develops a model or framework in which contemporary goals of science education, embedded assessment and 'new' theories of learning are interconnected and intertwined. This model shows that the three parts complement each other but the problem is that they are being used in an old system that makes change hard.

The ConNECT Framework: a model for advancing behavioral medicine science and practice to foster health equity.

Science.gov (United States)

Alcaraz, Kassandra I; Sly, Jamilia; Ashing, Kimlin; Fleisher, Linda; Gil-Rivas, Virginia; Ford, Sabrina; Yi, Jean C; Lu, Qian; Meade, Cathy D; Menon, Usha; Gwede, Clement K

2017-02-01

Health disparities persist despite ongoing efforts. Given the United States' rapidly changing demography and socio-cultural diversity, a paradigm shift in behavioral medicine is needed to advance research and interventions focused on health equity. This paper introduces the ConNECT Framework as a model to link the sciences of behavioral medicine and health equity with the goal of achieving equitable health and outcomes in the twenty-first century. We first evaluate the state of health equity efforts in behavioral medicine science and identify key opportunities to advance the field. We then discuss and present actionable recommendations related to ConNECT's five broad and synergistic principles: (1) Integrating Context; (2) Fostering a Norm of Inclusion; (3) Ensuring Equitable Diffusion of Innovations; (4) Harnessing Communication Technology; and (5) Prioritizing Specialized Training. The framework holds significant promise for furthering health equity and ushering in a new and refreshing era of behavioral medicine science and practice.

Methodology to translate policy assessment problems into scenarios: the example of the SEAMLESS integrated framework

NARCIS (Netherlands)

Therond, O.; Belhouchette, H.; Janssen, S.J.C.; Louhichi, K.; Ewert, F.; Bergez, J.E.; Wery, J.; Heckelei, T.; Olsson, J.A.; Leenhardt, D.; Ittersum, van M.K.

2009-01-01

Scenario-based approaches in environmental and policy assessment studies are increasingly applied within integrated assessment and modelling frameworks. The SEAMLESS project develops such an integrated framework (SEAMLESS-IF) aiming to assess, ex-ante, impacts of alternative agro-environmental

Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills.

Science.gov (United States)

Pugh, Debra; Cavalcanti, Rodrigo B; Halman, Samantha; Ma, Irene W Y; Mylopoulos, Maria; Shanks, David; Stroud, Lynfa

2017-04-01

The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.

A conceptual framework for quality assessment and management of biodiversity data

Science.gov (United States)

Saraiva, Antonio Mauro; Chapman, Arthur David; Morris, Paul John; Gendreau, Christian; Schigel, Dmitry; Robertson, Tim James

2017-01-01

The increasing availability of digitized biodiversity data worldwide, provided by an increasing number of institutions and researchers, and the growing use of those data for a variety of purposes have raised concerns related to the "fitness for use" of such data and the impact of data quality (DQ) on the outcomes of analyses, reports, and decisions. A consistent approach to assess and manage data quality is currently critical for biodiversity data users. However, achieving this goal has been particularly challenging because of idiosyncrasies inherent in the concept of quality. DQ assessment and management cannot be performed if we have not clearly established the quality needs from a data user’s standpoint. This paper defines a formal conceptual framework to support the biodiversity informatics community allowing for the description of the meaning of "fitness for use" from a data user’s perspective in a common and standardized manner. This proposed framework defines nine concepts organized into three classes: DQ Needs, DQ Solutions and DQ Report. The framework is intended to formalize human thinking into well-defined components to make it possible to share and reuse concepts of DQ needs, solutions and reports in a common way among user communities. With this framework, we establish a common ground for the collaborative development of solutions for DQ assessment and management based on data fitness for use principles. To validate the framework, we present a proof of concept based on a case study at the Museum of Comparative Zoology of Harvard University. In future work, we will use the framework to engage the biodiversity informatics community to formalize and share DQ profiles related to DQ needs across the community. PMID:28658288

A conceptual framework for quality assessment and management of biodiversity data.

Science.gov (United States)

Veiga, Allan Koch; Saraiva, Antonio Mauro; Chapman, Arthur David; Morris, Paul John; Gendreau, Christian; Schigel, Dmitry; Robertson, Tim James

2017-01-01

The increasing availability of digitized biodiversity data worldwide, provided by an increasing number of institutions and researchers, and the growing use of those data for a variety of purposes have raised concerns related to the "fitness for use" of such data and the impact of data quality (DQ) on the outcomes of analyses, reports, and decisions. A consistent approach to assess and manage data quality is currently critical for biodiversity data users. However, achieving this goal has been particularly challenging because of idiosyncrasies inherent in the concept of quality. DQ assessment and management cannot be performed if we have not clearly established the quality needs from a data user's standpoint. This paper defines a formal conceptual framework to support the biodiversity informatics community allowing for the description of the meaning of "fitness for use" from a data user's perspective in a common and standardized manner. This proposed framework defines nine concepts organized into three classes: DQ Needs, DQ Solutions and DQ Report. The framework is intended to formalize human thinking into well-defined components to make it possible to share and reuse concepts of DQ needs, solutions and reports in a common way among user communities. With this framework, we establish a common ground for the collaborative development of solutions for DQ assessment and management based on data fitness for use principles. To validate the framework, we present a proof of concept based on a case study at the Museum of Comparative Zoology of Harvard University. In future work, we will use the framework to engage the biodiversity informatics community to formalize and share DQ profiles related to DQ needs across the community.

A Function-Based Framework for Stream Assessment & Restoration Projects

Science.gov (United States)

This report lays out a framework for approaching stream assessment and restoration projects that focuses on understanding the suite of stream functions at a site in the context of what is happening in the watershed.

Categorization framework to aid exposure assessment of nanomaterials in consumer products

DEFF Research Database (Denmark)

Hansen, Steffen Foss; Michelson, Evan S.; Kamper, Anja

2008-01-01

Exposure assessment is crucial for risk assessment for nanomaterials. We propose a framework to aid exposure assessment in consumer products. We determined the location of the nanomaterials and the chemical identify of the 580 products listed in the inventory maintained by the Woodrow Wilson Inte...

77 FR 26292 - Risk Evaluation and Mitigation Strategy Assessments: Social Science Methodologies to Assess Goals...

Science.gov (United States)

2012-05-03

...] Risk Evaluation and Mitigation Strategy Assessments: Social Science Methodologies to Assess Goals... announcing a public workshop entitled ``Risk Evaluation and Mitigation Strategy Assessments: Social Science... constructive dialogue and information-sharing among regulators, researchers, the pharmaceutical industry...

A framework for the quantitative assessment of performance-based system resilience

International Nuclear Information System (INIS)

Tran, Huy T.; Balchanos, Michael; Domerçant, Jean Charles; Mavris, Dimitri N.

2017-01-01

Increasing system complexity and threat uncertainty require the consideration of resilience in the design and analysis of engineered systems. While the resilience engineering community has begun to converge on a definition and set of characteristics for resilience, methods for quantifying the concept are still limited in their applicability to system designers. This paper proposes a framework for assessing resilience that focuses on the ability of a system to absorb disruptions, recover from them, and adapt over time. The framework extends current approaches by explicitly considering temporal aspects of system responses to disruptions, volatility in system performance data, and the possibility of multiple disruption events. Notional system performance data is generated using the logistic function, providing an experimental platform for a parametric comparison of the proposed resilience metric with an integration-based metric. An information exchange network model is used to demonstrate the applicability of the framework towards system design tradeoff studies using stochastic simulations. The presented framework is domain-agnostic and flexible, such that it can be applied to a variety of systems and adjusted to focus on specific aspects of resilience. - Highlights: • We propose a quantitative framework and metrics for assessing system resilience. • Metrics focus on absorption, recovery, and adaptation to disruptions. • The framework accepts volatile data and is easily automated for simulation studies. • The framework is applied to a model of adaptive information exchange networks. • Results show benefits of network adaptation against random and targeted threats.

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

Science.gov (United States)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

The Reinvention of General Relativity: A Historiographical Framework for Assessing One Hundred Years of Curved Space-time.

Science.gov (United States)

Blum, Alexander; Lalli, Roberto; Renn, M Jürgen

2015-09-01

The history of the theory of general relativity presents unique features. After its discovery, the theory was immediately confirmed and rapidly changed established notions of space and time. The further implications of general relativity, however, remained largely unexplored until the mid 1950s, when it came into focus as a physical theory and gradually returned to the mainstream of physics. This essay presents a historiographical framework for assessing the history of general relativity by taking into account in an integrated narrative intellectual developments, epistemological problems, and technological advances; the characteristics of post-World War II and Cold War science; and newly emerging institutional settings. It argues that such a framework can help us understand this renaissance of general relativity as a result of two main factors: the recognition of the untapped potential of general relativity and an explicit effort at community building, which allowed this formerly disparate and dispersed field to benefit from the postwar changes in the scientific landscape.

Surgical wound dehiscence: a conceptual framework for patient assessment.

Science.gov (United States)

Sandy-Hodgetts, Kylie; Carville, Keryln; Leslie, Gavin D

2018-03-02

This paper presents a conceptual framework which outlines the risk factors associated with surgical wound dehiscence (SWD) as identified in the literature. The purpose for the development of the conceptual framework was to derive an evidence-based, informed understanding of factors associated with SWD, in order to inform a programme of research on the aetiology and potential risk factors of SWD. Incorporated within the patient-centric conceptual framework are patient related comorbidities, intraoperative and postoperative risk factors related to SWD. These are categorised as either 'mechanical' or 'physiological mechanisms' posited to influence these relationships. The use of the conceptual model for assessment of patients has particular clinical relevance for identification of risk and the management of patients in the pre-, intra- and postoperative period.

Heisenberg and the framework of science policy

International Nuclear Information System (INIS)

Carson, C.

2002-01-01

In the decades after 1945, new structures were created for science policy in the Federal Republic. To the establishment of the postwar framework Heisenberg contributed as much as any other figure. This was true even though, on the whole, he took no great pleasure in the venture, nor was he always particularly adept at it. His conceptions revolved around certain key notions: autonomy and centralization, elite advisory bodies and relationships of trust, modernization and international standards. These show up at many levels of his activity, from the Max Planck Society to national and international advisory committees to the Humboldt Foundation itself. His opinions were shaped by encounters in the Federal Republic, but they also grew out of his experience of the Third Reich. At a moment like the present, when the postwar settlement is under review, it is interesting to reflect on the inherited system: on the extent to which it reflects the situation of the postwar decades and the intuitions of those who, like Heisenberg, created it. (orig.)

Taking Stock: Implications of a New Vision of Science Learning for State Science Assessment

Science.gov (United States)

Wertheim, Jill

2016-01-01

This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those…

Coalescent: an open-science framework for importance sampling in coalescent theory.

Science.gov (United States)

Tewari, Susanta; Spouge, John L

2015-01-01

Background. In coalescent theory, computer programs often use importance sampling to calculate likelihoods and other statistical quantities. An importance sampling scheme can exploit human intuition to improve statistical efficiency of computations, but unfortunately, in the absence of general computer frameworks on importance sampling, researchers often struggle to translate new sampling schemes computationally or benchmark against different schemes, in a manner that is reliable and maintainable. Moreover, most studies use computer programs lacking a convenient user interface or the flexibility to meet the current demands of open science. In particular, current computer frameworks can only evaluate the efficiency of a single importance sampling scheme or compare the efficiencies of different schemes in an ad hoc manner. Results. We have designed a general framework (http://coalescent.sourceforge.net; language: Java; License: GPLv3) for importance sampling that computes likelihoods under the standard neutral coalescent model of a single, well-mixed population of constant size over time following infinite sites model of mutation. The framework models the necessary core concepts, comes integrated with several data sets of varying size, implements the standard competing proposals, and integrates tightly with our previous framework for calculating exact probabilities. For a given dataset, it computes the likelihood and provides the maximum likelihood estimate of the mutation parameter. Well-known benchmarks in the coalescent literature validate the accuracy of the framework. The framework provides an intuitive user interface with minimal clutter. For performance, the framework switches automatically to modern multicore hardware, if available. It runs on three major platforms (Windows, Mac and Linux). Extensive tests and coverage make the framework reliable and maintainable. Conclusions. In coalescent theory, many studies of computational efficiency consider only

Coalescent: an open-science framework for importance sampling in coalescent theory

Directory of Open Access Journals (Sweden)

Susanta Tewari

2015-08-01

Full Text Available Background. In coalescent theory, computer programs often use importance sampling to calculate likelihoods and other statistical quantities. An importance sampling scheme can exploit human intuition to improve statistical efficiency of computations, but unfortunately, in the absence of general computer frameworks on importance sampling, researchers often struggle to translate new sampling schemes computationally or benchmark against different schemes, in a manner that is reliable and maintainable. Moreover, most studies use computer programs lacking a convenient user interface or the flexibility to meet the current demands of open science. In particular, current computer frameworks can only evaluate the efficiency of a single importance sampling scheme or compare the efficiencies of different schemes in an ad hoc manner.Results. We have designed a general framework (http://coalescent.sourceforge.net; language: Java; License: GPLv3 for importance sampling that computes likelihoods under the standard neutral coalescent model of a single, well-mixed population of constant size over time following infinite sites model of mutation. The framework models the necessary core concepts, comes integrated with several data sets of varying size, implements the standard competing proposals, and integrates tightly with our previous framework for calculating exact probabilities. For a given dataset, it computes the likelihood and provides the maximum likelihood estimate of the mutation parameter. Well-known benchmarks in the coalescent literature validate the accuracy of the framework. The framework provides an intuitive user interface with minimal clutter. For performance, the framework switches automatically to modern multicore hardware, if available. It runs on three major platforms (Windows, Mac and Linux. Extensive tests and coverage make the framework reliable and maintainable.Conclusions. In coalescent theory, many studies of computational efficiency

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Science.gov (United States)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

Science.gov (United States)

Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

2017-01-01

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

Steps toward improving ethical evaluation in health technology assessment: a proposed framework.

Science.gov (United States)

Assasi, Nazila; Tarride, Jean-Eric; O'Reilly, Daria; Schwartz, Lisa

2016-06-06

While evaluation of ethical aspects in health technology assessment (HTA) has gained much attention during the past years, the integration of ethics in HTA practice still presents many challenges. In response to the increasing demand for expansion of health technology assessment (HTA) methodology to include ethical issues more systematically, this article reports on a multi-stage study that aimed at construction of a framework for improving the integration of ethics in HTA. The framework was developed through the following phases: 1) a systematic review and content analysis of guidance documents for ethics in HTA; 2) identification of factors influencing the integration of ethical considerations in HTA; 3) preparation of an action-oriented framework based on the key elements of the existing guidance documents and identified barriers to and facilitators of their implementation; and 4) expert consultation and revision of the framework. The proposed framework consists of three main components: an algorithmic flowchart, which exhibits the different steps of an ethical inquiry throughout the HTA process, including: defining the objectives and scope of the evaluation, stakeholder analysis, assessing organizational capacity, framing ethical evaluation questions, ethical analysis, deliberation, and knowledge translation; a stepwise guide, which focuses on the task objectives and potential questions that are required to be addressed at each step; and a list of some commonly recommended or used tools to help facilitate the evaluation process. The proposed framework can be used to support and promote good practice in integration of ethics into HTA. However, further validation of the framework through case studies and expert consultation is required to establish its utility for HTA practice.

Sustainability assessment of nuclear power: Discourse analysis of IAEA and IPCC frameworks

International Nuclear Information System (INIS)

Verbruggen, Aviel; Laes, Erik

2015-01-01

Highlights: • Sustainability assessments (SAs) are methodologically precarious. • Discourse analysis reveals how the meaning of sustainability is constructed in SAs. • Discourse analysis is applied on the SAs of nuclear power of IAEA and IPCC. • For IAEA ‘sustainable’ equals ‘complying with best international practices’. • The IAEA framework largely inspires IPCC Fifth Assessment Report. - Abstract: Sustainability assessments (SAs) are methodologically precarious. Value-based judgments inevitably play a role in setting the scope of the SA, selecting assessment criteria and indicators, collecting adequate data, and developing and using models of considered systems. Discourse analysis can reveal how the meaning and operationalization of sustainability is constructed in and through SAs. Our discourse-analytical approach investigates how sustainability is channeled from ‘manifest image’ (broad but shallow), to ‘vision’, to ‘policy targets’ (specific and practical). This approach is applied on the SA frameworks used by IAEA and IPCC to assess the sustainability of the nuclear power option. The essentially problematic conclusion is that both SA frameworks are constructed in order to obtain answers that do not conflict with prior commitments adopted by the two institutes. For IAEA ‘sustainable’ equals ‘complying with best international practices and standards’. IPCC wrestles with its mission as a provider of “policy-relevant and yet policy-neutral, never policy-prescriptive” knowledge to decision-makers. IPCC avoids the assessment of different visions on the role of nuclear power in a low-carbon energy future, and skips most literature critical of nuclear power. The IAEA framework largely inspires IPCC AR5

Frameworks for Assessing Human Influence on Water Availability

Science.gov (United States)

AghaKouchak, A.; Mehran, A.; Mazdiyasni, O.; Ashraf, B.

2016-12-01

The water cycle is tightly coupled with water management and human water use behavior. Human activities and water use behavior can intensify the effects of a meteorological drought (a notion referred to as Anthropogenic Drought). In this presentation, we provide a general definition of anthropogenic drought. We then briefly review two different methods for assessing human influence on water availability: (1) a data-driven multivariate approach that links the information on inflow and surface reservoir storage to water demand; (2) A model-based framework that brings a top-down and bottom-up approach to provide localized water assessment based on local available infrastructure and projected water demands. Finally, we will show how the proposed methods can be used for water management scenario analysis (e.g., local water availability based on different human water demands scenarios). This presentation is primarily based on Mehran et al (Mehran A., Mazdiyasni O., AghaKouchak A., 2015, A Hybrid Framework for Assessing Socioeconomic Drought: Linking Climate Variability, Local Resilience, and Demand, Journal of Geophysical Research, 120 (15), 7520-7533, doi: 10.1002/2015JD023147.) and AghaKouchak et al (AghaKouchak A., Feldman D., Hoerling M., Huxman T., Lund J., 2015, Recognize Anthropogenic Drought, Nature, 524 (7566), 409-4011, doi:10.1038/524409a).

Science assessment of fusion power plant

International Nuclear Information System (INIS)

Nagai, Toru; Shimazu, Yasuo

1984-01-01

A concept of SCIENCE ASSESSMENT (SA) is proposed to support a research program of the so-called big science. The SA System should be established before the demonstration reactor is realized, and the system is classified into four categories: (1) Resource Economy Assessment (REA) (cost evaluation and availability of rare resource materials), (2) Risk Assessment (RA) (structural safety during operation and accident), (3) Environmental Assessment (EA) (adaptability to environments), and (4) Socio-Political Assessment (SPA) (from local public acceptance to national policy acceptance). Here, REA to the published conceptual designs of commercial fusion power plants (most of them are TOKAMAK) is carried out as the first step. The energy analysis method is imployed because the final goal of fusion plant is to supply energy. The evaluation index is the energy ratio (= output/input). Computer code for energy analysis was developed, to which the material inventory table from the conceptual design and the database for the energy intensity (= energy required to obtain a unit amount of materials) were prepared. (Nogami, K.)

Supporting Staff to Develop a Shared Understanding of Science Assessment

Science.gov (United States)

Sampey, Carol

2018-01-01

Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

The use of ethical frameworks by students following a new science course for 16 18 year-olds

Science.gov (United States)

Reiss, Michael

2008-09-01

There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16 18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and the development of ethical reasoning. Examination of a sample of reports written by students in 2005 as part of the course’s summative assessment shows that utilitarian ethical reasoning is used widely and that the other ethical frameworks to which students are introduced in the course—rights and duties, autonomy and virtue ethics—are used substantially less often. In addition, students mostly argue anthropocentrically though many of them argue ecocentrically and/or biocentrically too.

Data Management System for the National Energy-Water System (NEWS) Assessment Framework

Science.gov (United States)

Corsi, F.; Prousevitch, A.; Glidden, S.; Piasecki, M.; Celicourt, P.; Miara, A.; Fekete, B. M.; Vorosmarty, C. J.; Macknick, J.; Cohen, S. M.

2015-12-01

Aiming at providing a comprehensive assessment of the water-energy nexus, the National Energy-Water System (NEWS) project requires the integration of data to support a modeling framework that links climate, hydrological, power production, transmission, and economical models. Large amounts of Georeferenced data has to be streamed to the components of the inter-disciplinary model to explore future challenges and tradeoffs in the US power production, based on climate scenarios, power plant locations and technologies, available water resources, ecosystem sustainability, and economic demand. We used open source and in-house build software components to build a system that addresses two major data challenges: On-the-fly re-projection, re-gridding, interpolation, extrapolation, nodata patching, merging, temporal and spatial aggregation, of static and time series datasets in virtually any file formats and file structures, and any geographic extent for the models I/O, directly at run time; Comprehensive data management based on metadata cataloguing and discovery in repositories utilizing the MAGIC Table (Manipulation and Geographic Inquiry Control database). This innovative concept allows models to access data on-the-fly by data ID, irrespective of file path, file structure, file format and regardless its GIS specifications. In addition, a web-based information and computational system is being developed to control the I/O of spatially distributed Earth system, climate, and hydrological, power grid, and economical data flow within the NEWS framework. The system allows scenario building, data exploration, visualization, querying, and manipulation any loaded gridded, point, and vector polygon dataset. The system has demonstrated its potential for applications in other fields of Earth science modeling, education, and outreach. Over time, this implementation of the system will provide near real-time assessment of various current and future scenarios of the water-energy nexus.

Geologic framework for the national assessment of carbon dioxide storage resources—Southern Rocky Mountain Basins: Chapter M in Geologic framework for the national assessment of carbon dioxide storage resources

Science.gov (United States)

Merrill, Matthew D.; Drake, Ronald M.; Buursink, Marc L.; Craddock, William H.; East, Joseph A.; Slucher, Ernie R.; Warwick, Peter D.; Brennan, Sean T.; Blondes, Madalyn S.; Freeman, Philip A.; Cahan, Steven M.; DeVera, Christina A.; Lohr, Celeste D.; Warwick, Peter D.; Corum, Margo D.

2016-06-02

The U.S. Geological Survey has completed an assessment of the potential geologic carbon dioxide storage resources in the onshore areas of the United States. To provide geological context and input data sources for the resources numbers, framework documents are being prepared for all areas that were investigated as part of the national assessment. This report, chapter M, is the geologic framework document for the Uinta and Piceance, San Juan, Paradox, Raton, Eastern Great, and Black Mesa Basins, and subbasins therein of Arizona, Colorado, Idaho, Nevada, New Mexico, and Utah. In addition to a summary of the geology and petroleum resources of studied basins, the individual storage assessment units (SAUs) within the basins are described and explanations for their selection are presented. Although appendixes in the national assessment publications include the input values used to calculate the available storage resource, this framework document provides only the context and source of the input values selected by the assessment geologists. Spatial-data files of the boundaries for the SAUs, and the well-penetration density of known well bores that penetrate the SAU seal, are available for download with the release of this report.

A framework for clarifying the meaning of Triple Bottom-Line, Integrated, and Sustainability Assessment

International Nuclear Information System (INIS)

Hacking, Theo; Guthrie, Peter

2008-01-01

Terms such as Integrated Assessment and Sustainability Assessment are used to label 'new' approaches to impact assessment that are designed to direct planning and decision-making towards sustainable development (SD). Established assessment techniques, such as EIA and SEA, are also widely promoted as SD 'tools'. This paper presents the findings of a literature review undertaken to identify the features that are typically promoted for improving the SD-directedness of assessments. A framework is developed which reconciles the broad range of emerging approaches and tackles the inconsistent use of terminology. The framework comprises a three-dimensional space defined by the following axes: the comprehensiveness of the SD coverage; the degree of 'integration' of the techniques and themes; and the extent to which a strategic perspective is adopted. By applying the framework, assessment approaches can be positioned relative to one another, enabling comparison on the basis of substance rather than semantics

Framework for assessment of organic Micropollutant removals during managed Aquifer recharge and recovery

KAUST Repository

Maeng, Sungkyu

2010-11-04

Managed aquifer recharge and recovery (MAR) is a reliable and proven process, in which water quality can be improved by different physical, biological, and chemical reactions during soil passage. MAR can potentially be included in a multi-barrier treatment system for organic micropollutant (OMP) removal in drinking water treatment and wastewater reuse schemes. However, there is a need to develop assessment tools to help implement MAR as an effective barrier in attenuating different OMPs including pharmaceuticals and endocrine disruptors. In this study, guidelines were developed for different classes of organic micropollutants, in which removal efficiencies of these compounds are determined as a function of travel times and distances. Moreover, a quantitative structure activity relationship (QSAR) based model was proposed to predict the removals of organic micropollutants by MAR. The QSAR approach is especially useful for compounds with little information about their fate during soil passage. Such an assessment framework for organic micropollutant removal is useful for adapting MAR as a multi-objective (-contaminant) barrier and understanding different classes of compounds during soil passage and the determination of post treatment requirements for MAR. © Springer Science+Business Media B.V. 2011.

Assessing Information Security Strategies, Tactics, Logic and Framework

CERN Document Server

Vladimirov, Andrew; Michajlowski, Andriej

2010-01-01

This book deals with the philosophy, strategy and tactics of soliciting, managing and conducting information security audits of all flavours. It will give readers the founding principles around information security assessments and why they are important, whilst providing a fluid framework for developing an astute 'information security mind' capable of rapid adaptation to evolving technologies, markets, regulations, and laws.

Preparatory planning framework for Created Out of Mind: Shaping perceptions of dementia through art and science [version 1; referees: 2 approved

Directory of Open Access Journals (Sweden)

Emilie Brotherhood

2017-11-01

Full Text Available Created Out of Mind is an interdisciplinary project, comprised of individuals from arts, social sciences, music, biomedical sciences, humanities and operational disciplines. Collaboratively we are working to shape perceptions of dementias through the arts and sciences, from a position within the Wellcome Collection. The Collection is a public building, above objects and archives, with a porous relationship between research, museum artefacts, and the public.  This pre-planning framework will act as an introduction to Created Out of Mind. The framework explains the rationale and aims of the project, outlines our focus for the project, and explores a number of challenges we have encountered by virtue of working in this way.

Environmental exposure assessment framework for nanoparticles in solid waste

Science.gov (United States)

Boldrin, Alessio; Hansen, Steffen Foss; Baun, Anders; Hartmann, Nanna Isabella Bloch; Astrup, Thomas Fruergaard

2014-06-01

Information related to the potential environmental exposure of engineered nanomaterials (ENMs) in the solid waste management phase is extremely scarce. In this paper, we define nanowaste as separately collected or collectable waste materials which are or contain ENMs, and we present a five-step framework for the systematic assessment of ENM exposure during nanowaste management. The framework includes deriving EOL nanoproducts and evaluating the physicochemical properties of the nanostructure, matrix properties and nanowaste treatment processes as well as transformation processes and environment releases, eventually leading to a final assessment of potential ENM exposure. The proposed framework was applied to three selected nanoproducts: nanosilver polyester textile, nanoTiO2 sunscreen lotion and carbon nanotube tennis racquets. We found that the potential global environmental exposure of ENMs associated with these three products was an estimated 0.5-143 Mg/year, which can also be characterised qualitatively as medium, medium, low, respectively. Specific challenges remain and should be subject to further research: (1) analytical techniques for the characterisation of nanowaste and its transformation during waste treatment processes, (2) mechanisms for the release of ENMs, (3) the quantification of nanowaste amounts at the regional scale, (4) a definition of acceptable limit values for exposure to ENMs from nanowaste and (5) the reporting of nanowaste generation data.

Science framework for conservation and restoration of the sagebrush biome: Linking the Department of the Interior’s Integrated Rangeland Fire Management Strategy to long-term strategic conservation actions, Part 1. Science basis and applications

Science.gov (United States)

Chambers, Jeanne C.; Beck, Jeffrey L.; Bradford, John B.; Bybee, Jared; Campbell, Steve; Carlson, John; Christiansen, Thomas J; Clause, Karen J.; Collins, Gail; Crist, Michele R.; Dinkins, Jonathan B.; Doherty, Kevin E.; Edwards, Fred; Espinosa, Shawn; Griffin, Kathleen A.; Griffin, Paul; Haas, Jessica R.; Hanser, Steven E.; Havlina, Douglas W.; Henke, Kenneth F.; Hennig, Jacob D.; Joyce, Linda A; Kilkenny, Francis F.; Kulpa, Sarah M; Kurth, Laurie L; Maestas, Jeremy D; Manning, Mary E.; Mayer, Kenneth E.; Mealor, Brian A.; McCarthy, Clinton; Pellant, Mike; Perea, Marco A.; Prentice, Karen L.; Pyke, David A.; Wiechman , Lief A.; Wuenschel, Amarina

2017-01-01

The Science Framework is intended to link the Department of the Interior’s Integrated Rangeland Fire Management Strategy with long-term strategic conservation actions in the sagebrush biome. The Science Framework provides a multiscale approach for prioritizing areas for management and determining effective management strategies within the sagebrush biome. The emphasis is on sagebrush (Artemisia spp.) ecosystems and Greater sage-grouse (Centrocercus urophasianus). The approach provided in the Science Framework links sagebrush ecosystem resilience to disturbance and resistance to nonnative, invasive plant species to species habitat information based on the distribution and abundance of focal species. A geospatial process is presented that overlays information on ecosystem resilience and resistance, species habitats, and predominant threats and that can be used at the mid-scale to prioritize areas for management. A resilience and resistance habitat matrix is provided that can help decisionmakers evaluate risks and determine appropriate management strategies. Prioritized areas and management strategies can be refined by managers and stakeholders at the local scale based on higher resolution data and local knowledge. Decision tools are discussed for determining appropriate management actions for areas that are prioritized for management. Geospatial data, maps, and models are provided through the U.S. Geological Survey (USGS) ScienceBase and Bureau of Land Management (BLM) Landscape Approach Data Portal. The Science Framework is intended to be adaptive and will be updated as additional data become available on other values and species at risk. It is anticipated that the Science Framework will be widely used to: (1) inform emerging strategies to conserve sagebrush ecosystems, sagebrush dependent species, and human uses of the sagebrush system, and (2) assist managers in prioritizing and planning on-the-ground restoration and mitigation actions across the sagebrush biome.

Framework for a comparative environmental assessment of drilling fluids

Energy Technology Data Exchange (ETDEWEB)

Meinhold, A.F.

1998-11-01

During the drilling of an oil or gas well, drilling fluid (or mud) is used to maintain well control and to remove drill cuttings from the hole. In response to effluent limitation guidelines promulgated by the US Environmental Protection Agency (EPA) for discharge of drilling wastes offshore, alternatives to water and oil-based muds have been developed. These synthetic-based muds (SBMs) are more efficient than water-based muds (WBMs) for drilling difficult and complex formation intervals and have lower toxicity and smaller environmental impacts than diesel or conventional mineral oil-based muds (OBMs). A third category of drilling fluids, derived from petroleum and called enhanced mineral oils (EMOs), also have these advantages over the traditionally used OBMs and WBMs. EPA recognizes that SBMs and EMOs are new classes of drilling fluids, but their regulatory status is unclear. To address this uncertainty, EPA is following an innovative presumptive rulemaking process that will develop final regulations for SBM discharges offshore in less than three years. This report develops a framework for a comparative risk assessment for the discharge of SBMs and EMOs, to help support a risk-based, integrated approach to regulatory decision making. The framework will help identify potential impacts and benefits associated with the use of SBMs, EMOs, WBMs, and OBMs; identify areas where additional data are needed; and support early decision-making in the absence of complete data. As additional data becomes available, the framework can support a full quantitative comparative assessment. Detailed data are provided to support a comparative assessment in the areas of occupational and public health impacts.

Military Ecological Risk Assessment Framework (MERAF) for Assessment of Risks of Military Training and Testing to Natural Resources

Energy Technology Data Exchange (ETDEWEB)

Suter II, G.W.

2003-06-18

The objective of this research is to provide the DoD with a framework based on a systematic, risk-based approach to assess impacts for management of natural resources in an ecosystem context. This risk assessment framework is consistent with, but extends beyond, the EPA's ecological risk assessment framework, and specifically addresses DoD activities and management needs. MERAF is intended to be consistent with existing procedures for environmental assessment and planning with DoD testing and training. The intention is to supplement these procedures rather than creating new procedural requirements. MERAF is suitable for use for training and testing area assessment and management. It does not include human health risks nor does it address specific permitting or compliance requirements, although it may be useful in some of these cases. Use of MERAF fits into the National Environmental Policy Act (NEPA) process by providing a consistent and rigorous way of organizing and conducting the technical analysis for Environmental Impact Statements (EISs) (Sigal 1993; Carpenter 1995; Canter and Sadler 1997). It neither conflicts with, nor replaces, procedural requirements within the NEPA process or document management processes already in place within DoD.

Probabilistic safety assessment framework of pebble-bed modular high-temperature gas-cooled reactor

International Nuclear Information System (INIS)

Liu Tao; Tong Jiejuan; Zhao Jun; Cao Jianzhu; Zhang Liguo

2009-01-01

After an investigation of similar reactor type probabilistic safety assessment (PSA) framework, Pebble-bed Modular High-Temperature Gas-cooled Reactor (HTR-PM) PSA framework was presented in correlate with its own design characteristics. That is an integral framework which spreads through event sequence structure with initiating events at the beginning and source term categories in the end. The analysis shows that it is HTR-PM design feature that determines its PSA framework. (authors)

Assessing Prinary School; Second Cycle Social Science Textbooks ...

African Journals Online (AJOL)

Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.

A College Administrator's Framework to Assess Compliance with Accreditation Mandates

Science.gov (United States)

Davis†, Jerry M.; Rivera, John-Juan

2014-01-01

A framework to assess the impact of complying with college accreditation mandates is developed based on North's (1996) concepts of transaction costs, property rights, and institutions; Clayton's (1999) Systems Alignment Model; and the educational production function described by Hanushek (2007). The framework demonstrates how sought…

Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

Science.gov (United States)

Maherally, Uzma Nooreen

2014-01-01

The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

Advancing the Adverse Outcome Pathway Framework - an ...

Science.gov (United States)

The ability of scientists to conduct whole organism toxicity tests to understand chemical safety has been significantly outpaced by the rapid synthesis of new chemicals. Therefore, to increase efficiencies in chemical risk assessment, scientists are turning to mechanistic-based studies, making greater use of in vitro and in silico methods, to screen for potential environmental and human health hazards. A framework that has gained traction for capturing available knowledge describing the linkage between mechanistic data and apical toxicity endpoints, required for regulatory assessments, is the adverse outcome pathway (AOP). A number of international activities have focused on AOP development and plausible applications to regulatory decision-making. These interactions have prompted dialog between research scientists and regulatory communities to consider how best to use the AOP framework in risk assessment. While expert-facilitated discussions have been instrumental in moving the science of AOPs forward, it was recognized that a survey of the broader scientific community would aid in identifying shortcomings and guiding future initiatives for the AOP framework. To that end, a ?‘Horizon Scanning’ exercise was conducted to solicit questions from the global scientific and regulatory communities concerning the challenges or limitations that must be addressed to realize the full potential of the AOP framework in research and regulatory decision making. The m

Engaging Pre-Service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework

Science.gov (United States)

Chien, Yu-Ta; Chang, Chun-Yen; Yeh, Ting-Kuang; Chang, Kuo-En

2012-01-01

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers' roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they…

Needs Assessment Study in Science Education: Sample of Turkey

OpenAIRE

Z. Ozdilek; M. Ozkan

2008-01-01

A needs assessment process was conducted to determine the difficulties and requirements of a science unit as an example how needs assessment process can be used in science education in Turkey. A 40-item teacher questionnaire containing four dimensions related to a chemistry unit named “Travel to the Inner Structure of Matter” as presented in the current curriculum materials was administered. The questionnaire was completed by 130 elementary school science teachers in order to get their views ...

Framework for Proliferation Resistance and Physical Protection for Nonproliferation Impact Assessments

International Nuclear Information System (INIS)

Bari, R.

2008-01-01

This report describes a framework for proliferation resistance and physical protection evaluation for the fuel cycle systems envisioned in the expansion of nuclear power for electricity generation. The methodology is based on an approach developed as part of the Generation IV technical evaluation framework and on a qualitative evaluation approach to policy factors similar to those that were introduced in previous Nonproliferation Impact Assessments performed by DOE

Framework for Human Health Risk Assessment to Inform Decision Making

Science.gov (United States)

The purpose of this document is to describe a Framework for conducting human health risk assessments that are responsive to the needs of decision‐making processes in the U.S. Environmental Protection Agency (EPA).

Analysis of sustainable leadership for science learning management in the 21st Century under education THAILAND 4.0 framework

Science.gov (United States)

Jedaman, Pornchai; Buaraphan, Khajornsak; Pimdee, Paitoon; Yuenyong, Chokchai; Sukkamart, Aukkapong; Suksup, Charoen

2018-01-01

This article aims to study and analyze the 21st Century of sustainable leadership under the education THAILAND 4.0 Framework, and factor analysis of sustainable leadership for science learning. The study employed both quantitative and qualitative approaches in collecting data including a questionnaire survey, a documentary review and a Participatory Action Learning (PAL). The sample were sampling purposively. There were 225 administrators of Primary and Secondary Education Area Offices throughout Thailand. Out of 225, 183 (83.33%) and 42 (16.67%) respondents were the administrators of Primary and Secondary Education Offices, respectively. The quantitative data was analyzed by descriptive statistical analysis including mean, standard deviation. Also, the Confirmatory Factor Analysis (CFA) was conducted to analyze the factors associated with sustainable leadership under the education THAILAND 4.0 Framework. The qualitative data was analyzed by using three main stages, i.e., data reduction, data organization, data interpretation to conclusion. The study revealed that sustainable leadership under the education THAILAND 4.0 Framework needs to focus on development, awareness of duty and responsibility, equality, moral and knowledge. All aspects should be integrated together in order to achieve the organizational goals, good governance culture and identity. Importantly, there were six "key" elements of sustainable leadership under the education THAILAND 4.0 framework: i) Professional Leadership Role, ii) Leadership Under Change, iii) Leadership Skills 4.0 in the 21st Century, iv) Development in the Pace With Change, v) Creativity and Creative Tension, and vi) Hold True Assessments. The CFA showed that the six key elements of sustainable leadership under the education THAILAND 4.0 framework by weight of each elements were significant at the .01 significance level.

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

Science.gov (United States)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each

Suitability assessment of building energy saving technologies for office buildings in cold areas of China based on an assessment framework

International Nuclear Information System (INIS)

Geng, Geng; Wang, Zhaoxia; Zhao, Jing; Zhu, Neng

2015-01-01

Highlights: • An assessment method considering economy, environment and technology is proposed. • Office buildings are classified into 3 types and weights are calculated respectively. • BESTs were summed up as 3 suitability levels. • Recommendations are proposed for adopting in design stage. - Abstract: Blind application and extensive copy of building energy saving technologies have been found very common through investigation in China. Emphases should be put on the suitability assessment when selecting and optimizing building energy saving technologies. This paper created an assessment method, namely an assessment framework to assess the suitability level of building energy saving technologies from a holistic point of view. Fuzzy analytic hierarchy process was adopted. 3 factors and 8 sub-factors were included in the framework. The office buildings were classified into 3 types to calculate weights of factors and sub-factors. The assessment framework was established for each type of office buildings. 20 energy saving technologies from surveyed cases was selected as case study. Ranks of suitability level of the assessment objects were obtained for each type of office buildings. The assessment results could be referred when selecting building energy saving technologies in the design stage

Beginning science teachers' performances: Assessment in times of reform

Science.gov (United States)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

Canadian insights: The challenges of an integrated environmental assessment framework

International Nuclear Information System (INIS)

McCaig, Karen

2005-01-01

The paper draws results from a review of literature to examine the strengths and weaknesses of the integrated environmental assessment framework in Canada with respect to the inclusion of health impact assessment. Insights include the legislative nature, rigid structure and priority for the natural environment that may restrict progress and the pool of government agencies that need to be convinced of the benefits of health impact assessment that may provide a strong structure for compliance in the long term

A Programme-Wide Training Framework to Facilitate Scientific Communication Skills Development amongst Biological Sciences Masters Students

Science.gov (United States)

Divan, Aysha; Mason, Sam

2016-01-01

In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks…

Concepts in critical thinking applied to caries risk assessment in dental education.

Science.gov (United States)

Guzman-Armstrong, Sandra; Warren, John J; Cunningham-Ford, Marsha A; von Bergmann, HsingChi; Johnsen, David C

2014-06-01

Much progress has been made in the science of caries risk assessment and ways to analyze caries risk, yet dental education has seen little movement toward the development of frameworks to guide learning and assess critical thinking in caries risk assessment. In the absence of previous proactive implementation of a learning framework that takes the knowledge of caries risk and critically applies it to the patient with the succinctness demanded in the clinical setting, the purpose of this study was to develop a model learning framework that combines the science of caries risk assessment with principles of critical thinking from the education literature. This article also describes the implementation of that model at one dental school and presents some preliminary assessment data.

A Curriculum Framework for Geographical Information Science (GISc) Training at South African Universities

Science.gov (United States)

du Plessis, H.; van Niekerk, A.

2012-01-01

Geographical information science (GISc) is one of the fastest growing industries worldwide. Being a relatively new discipline, universities often provide training as part of geography, surveying, town planning, environmental and computer science programmes. This complicates professional accreditation assessments as the content, outcomes, extent…

A Unified Probabilistic Framework for Dose–Response Assessment of Human Health Effects

Science.gov (United States)

Slob, Wout

2015-01-01

Background When chemical health hazards have been identified, probabilistic dose–response assessment (“hazard characterization”) quantifies uncertainty and/or variability in toxicity as a function of human exposure. Existing probabilistic approaches differ for different types of endpoints or modes-of-action, lacking a unifying framework. Objectives We developed a unified framework for probabilistic dose–response assessment. Methods We established a framework based on four principles: a) individual and population dose responses are distinct; b) dose–response relationships for all (including quantal) endpoints can be recast as relating to an underlying continuous measure of response at the individual level; c) for effects relevant to humans, “effect metrics” can be specified to define “toxicologically equivalent” sizes for this underlying individual response; and d) dose–response assessment requires making adjustments and accounting for uncertainty and variability. We then derived a step-by-step probabilistic approach for dose–response assessment of animal toxicology data similar to how nonprobabilistic reference doses are derived, illustrating the approach with example non-cancer and cancer datasets. Results Probabilistically derived exposure limits are based on estimating a “target human dose” (HDMI), which requires risk management–informed choices for the magnitude (M) of individual effect being protected against, the remaining incidence (I) of individuals with effects ≥ M in the population, and the percent confidence. In the example datasets, probabilistically derived 90% confidence intervals for HDMI values span a 40- to 60-fold range, where I = 1% of the population experiences ≥ M = 1%–10% effect sizes. Conclusions Although some implementation challenges remain, this unified probabilistic framework can provide substantially more complete and transparent characterization of chemical hazards and support better-informed risk

A framework for assessing hydrogen management strategies involving multiple decisions

International Nuclear Information System (INIS)

Lee, S.D.; Suh, K.Y.; Park, G.C.; Jae, M.

2000-01-01

An accident management framework consisting of multiple and sequential decisions is developed and applied to a hydrogen control strategy for a reference plant. The compact influence diagrams including multiple decisions are constructed and evaluated with MAAP4 calculations. Each decision variable, represented by a node in the influence diagrams, has an uncertainty distribution. Using the values from the IPE (Individual Plant Examinations) report for the reference plant (UCN 3 and 4), the hydrogen control and accident management strategies are assessed. In this paper, a problem with two decisions is modeled for a simple illustration of the process involved. One decision is whether or not to actuate igniters at the time of core uncovery. Another decision is whether or not to turn on the containment sprays. We chose a small-break loss-of-coolant accident (LOCA) sequence, which was one of the dominant accident sequences in the reference plant. The framework involves the modeling of the decision problem by using decision-making tools, data analysis, and the MAAP4 calculations. It is shown that the proposed framework with a new measure for assessing hydrogen control is flexible enough to be applied to various accident management strategies. (author)

A Framework to Automate Assessment of Upper-Limb Motor Function Impairment: A Feasibility Study

Directory of Open Access Journals (Sweden)

Paul Otten

2015-08-01

Full Text Available Standard upper-limb motor function impairment assessments, such as the Fugl-Meyer Assessment (FMA, are a critical aspect of rehabilitation after neurological disorders. These assessments typically take a long time (about 30 min for the FMA for a clinician to perform on a patient, which is a severe burden in a clinical environment. In this paper, we propose a framework for automating upper-limb motor assessments that uses low-cost sensors to collect movement data. The sensor data is then processed through a machine learning algorithm to determine a score for a patient’s upper-limb functionality. To demonstrate the feasibility of the proposed approach, we implemented a system based on the proposed framework that can automate most of the FMA. Our experiment shows that the system provides similar FMA scores to clinician scores, and reduces the time spent evaluating each patient by 82%. Moreover, the proposed framework can be used to implement customized tests or tests specified in other existing standard assessment methods.

A general science-based framework for dynamical spatio-temporal models

Science.gov (United States)

Wikle, C.K.; Hooten, M.B.

2010-01-01

Spatio-temporal statistical models are increasingly being used across a wide variety of scientific disciplines to describe and predict spatially-explicit processes that evolve over time. Correspondingly, in recent years there has been a significant amount of research on new statistical methodology for such models. Although descriptive models that approach the problem from the second-order (covariance) perspective are important, and innovative work is being done in this regard, many real-world processes are dynamic, and it can be more efficient in some cases to characterize the associated spatio-temporal dependence by the use of dynamical models. The chief challenge with the specification of such dynamical models has been related to the curse of dimensionality. Even in fairly simple linear, first-order Markovian, Gaussian error settings, statistical models are often over parameterized. Hierarchical models have proven invaluable in their ability to deal to some extent with this issue by allowing dependency among groups of parameters. In addition, this framework has allowed for the specification of science based parameterizations (and associated prior distributions) in which classes of deterministic dynamical models (e. g., partial differential equations (PDEs), integro-difference equations (IDEs), matrix models, and agent-based models) are used to guide specific parameterizations. Most of the focus for the application of such models in statistics has been in the linear case. The problems mentioned above with linear dynamic models are compounded in the case of nonlinear models. In this sense, the need for coherent and sensible model parameterizations is not only helpful, it is essential. Here, we present an overview of a framework for incorporating scientific information to motivate dynamical spatio-temporal models. First, we illustrate the methodology with the linear case. We then develop a general nonlinear spatio-temporal framework that we call general quadratic

NEW MODEL OF QUALITY ASSESSMENT IN PUBLIC ADMINISTRATION - UPGRADING THE COMMON ASSESSMENT FRAMEWORK (CAF

Directory of Open Access Journals (Sweden)

Mirna Macur

2017-01-01

Full Text Available In our study, we developed new model of quality assessment in public administration. The Common Assessment Framework (CAF is frequently used in continental Europe for this purpose. Its use has many benefits, however we believe its assessment logic is not adequate for public administration. Upgraded version of CAF is conceptually different: instead of analytical and linear CAF we get the instrument that measures organisation as a network of complex processes. Original and upgraded assessment approaches are presented in the paper and compared in the case of self-assessment of selected public administration organisation. The two approaches produced different, sometimes contradictory results. The upgraded model proved to be logically more consistent and it produced higher interpretation capacity.

A Framework to Assess Where and How Children Connect to Nature

Science.gov (United States)

Giusti, Matteo; Svane, Ulrika; Raymond, Christopher M.; Beery, Thomas H.

2018-01-01

The design of the green infrastructure in urban areas largely ignores how people's relation to nature, or human-nature connection (HNC), can be nurtured. One practical reason for this is the lack of a framework to guide the assessment of where people, and more importantly children, experience significant nature situations and establish nature routines. This paper develops such a framework. We employed a mixed-method approach to understand what qualities of nature situations connect children to nature (RQ1), what constitutes children's HNC (RQ2), and how significant nature situations and children's HNC relate to each other over time (RQ3). We first interviewed professionals in the field of connecting children to nature (N = 26), performed inductive thematic analysis of these interviews, and then further examined the inductive findings by surveying specialists (N = 275). We identified 16 qualities of significant nature situations (e.g., “awe,” “engagement of senses,” “involvement of mentors”) and 10 abilities that constitute children's HNC (e.g., “feeling comfortable in natural spaces,” “feeling attached to natural spaces,” “taking care of nature”). We elaborated three principles to answer our research questions: (1) significant nature situations are various and with differing consequences for children's HNC; (2) children's HNC is a complex embodied ability; (3) children's HNC progresses over time through diverse nature routines. Together, these findings form the Assessment framework for Children's Human Nature Situations (ACHUNAS). ACHUNAS is a comprehensive framework that outlines what to quantify or qualify when assessing “child-nature connecting” environments. It guides the assessment of where and how children connect to nature, stimulating both the design of nature-connecting human habitats as well as pedagogical approaches to HNC. PMID:29354088

A Framework to Assess Where and How Children Connect to Nature

Directory of Open Access Journals (Sweden)

Matteo Giusti

2018-01-01

Full Text Available The design of the green infrastructure in urban areas largely ignores how people's relation to nature, or human-nature connection (HNC, can be nurtured. One practical reason for this is the lack of a framework to guide the assessment of where people, and more importantly children, experience significant nature situations and establish nature routines. This paper develops such a framework. We employed a mixed-method approach to understand what qualities of nature situations connect children to nature (RQ1, what constitutes children's HNC (RQ2, and how significant nature situations and children's HNC relate to each other over time (RQ3. We first interviewed professionals in the field of connecting children to nature (N = 26, performed inductive thematic analysis of these interviews, and then further examined the inductive findings by surveying specialists (N = 275. We identified 16 qualities of significant nature situations (e.g., “awe,” “engagement of senses,” “involvement of mentors” and 10 abilities that constitute children's HNC (e.g., “feeling comfortable in natural spaces,” “feeling attached to natural spaces,” “taking care of nature”. We elaborated three principles to answer our research questions: (1 significant nature situations are various and with differing consequences for children's HNC; (2 children's HNC is a complex embodied ability; (3 children's HNC progresses over time through diverse nature routines. Together, these findings form the Assessment framework for Children's Human Nature Situations (ACHUNAS. ACHUNAS is a comprehensive framework that outlines what to quantify or qualify when assessing “child-nature connecting” environments. It guides the assessment of where and how children connect to nature, stimulating both the design of nature-connecting human habitats as well as pedagogical approaches to HNC.

Architecture Framework for Fault Management Assessment and Design (AFFMAD), Phase II

Data.gov (United States)

National Aeronautics and Space Administration — Architecture Framework for Fault Management Assessment And Design(AFFMAD) provides Fault Management (FM) trade space exploration and rigorous performance constraint...

Assessing Quality of Data Standards: Framework and Illustration Using XBRL GAAP Taxonomy

Science.gov (United States)

Zhu, Hongwei; Wu, Harris

The primary purpose of data standards or metadata schemas is to improve the interoperability of data created by multiple standard users. Given the high cost of developing data standards, it is desirable to assess the quality of data standards. We develop a set of metrics and a framework for assessing data standard quality. The metrics include completeness and relevancy. Standard quality can also be indirectly measured by assessing interoperability of data instances. We evaluate the framework using data from the financial sector: the XBRL (eXtensible Business Reporting Language) GAAP (Generally Accepted Accounting Principles) taxonomy and US Securities and Exchange Commission (SEC) filings produced using the taxonomy by approximately 500 companies. The results show that the framework is useful and effective. Our analysis also reveals quality issues of the GAAP taxonomy and provides useful feedback to taxonomy users. The SEC has mandated that all publicly listed companies must submit their filings using XBRL. Our findings are timely and have practical implications that will ultimately help improve the quality of financial data.

Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

Science.gov (United States)

Berry Bertram, Kathryn

2011-12-01

The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

The Next Generation Science Standards: A Focus on Physical Science

Science.gov (United States)

Krajcik, Joe

2013-01-01

This article describes ways to adapt U.S. science curriculum to the U.S. National Research Council (NRC) "Framework for K-12 Science Education" and "Next Generation of Science Standards" (NGSS), noting their focus on teaching the physical sciences. The overall goal of the Framework and NGSS is to help all learners develop the…

A Community Assessmet of Biosignatures and their Frameworks

Science.gov (United States)

Domagal-Goldman, Shawn David; Nexus for Exoplanet Systems Science (NExSS)

2018-01-01

The Nexus for Exoplanet Systems Science (NExSS) organized a workshop to assess the current state of exoplanet biosignature research. Here, we review the products from that workshop. This includes: 1) a review of previously-proposed biosignatures in both the atmosphere and on the sruface of an exoplanet; 2) the need for context in assessing those biosignatures; 3) the potential for a Bayesian framework to formalize and quantify the need for context; 4) the interdisciplinary research required to advance that Bayesian framework; and 5) the missions that would search for biosignatures, including required contextual observations. Here we will revie those findings, the future path for research they suggest, and the implications they have for future missions, including both ground- and space-based missions.

Elements at risk as a framework for assessing the vulnerability of communities to landslides

Directory of Open Access Journals (Sweden)

M. Papathoma-Köhle

2007-12-01

Full Text Available The assessment of the vulnerability of communities prone to landslide related disasters is a topic that is growing in importance. Few studies discuss this issue and limited research has been carried out on the relationship between types of landslide and their potential impact on buildings and infrastructure. We outline a framework to undertake an assessment of the vulnerability of buildings to landslide utilising a similar framework used for assessing the vulnerability of buildings to tsunami damage. The framework is based on the development of an "elements at risk database" that takes into consideration the characteristics and use of the buildings, their importance for the local economy and the characteristics of the inhabitants (population density, age and so forth. The attributes that affect vulnerability are imported and examined within a GIS database which is used to visualise the physical, human and economic vulnerability. The results may have important implications for disaster management and emergency planning, and the database can be used by various end-users and stakeholders such as insurance companies, local authorities and the emergency services. The approach presented here can be integrated in to a wider more detailed "Framework for Landslide Risk and Vulnerability Assessment for Communities". We illustrate the potential of this framework and present preliminary results from Lichtenstein, Baden Württemberg, Germany.

A framework to integrate software behavior into dynamic probabilistic risk assessment

International Nuclear Information System (INIS)

Zhu Dongfeng; Mosleh, Ali; Smidts, Carol

2007-01-01

Software plays an increasingly important role in modern safety-critical systems. Although, research has been done to integrate software into the classical probabilistic risk assessment (PRA) framework, current PRA practice overwhelmingly neglects the contribution of software to system risk. Dynamic probabilistic risk assessment (DPRA) is considered to be the next generation of PRA techniques. DPRA is a set of methods and techniques in which simulation models that represent the behavior of the elements of a system are exercised in order to identify risks and vulnerabilities of the system. The fact remains, however, that modeling software for use in the DPRA framework is also quite complex and very little has been done to address the question directly and comprehensively. This paper develops a methodology to integrate software contributions in the DPRA environment. The framework includes a software representation, and an approach to incorporate the software representation into the DPRA environment SimPRA. The software representation is based on multi-level objects and the paper also proposes a framework to simulate the multi-level objects in the simulation-based DPRA environment. This is a new methodology to address the state explosion problem in the DPRA environment. This study is the first systematic effort to integrate software risk contributions into DPRA environments

Application of the International Life Sciences Institute Key Events Dose-Response Framework to food contaminants.

Science.gov (United States)

Fenner-Crisp, Penelope A

2012-12-01

Contaminants are undesirable constituents in food. They may be formed during production of a processed food, present as a component in a source material, deliberately added to substitute for the proper substance, or the consequence of poor food-handling practices. Contaminants may be chemicals or pathogens. Chemicals generally degrade over time and become of less concern as a health threat. Pathogens have the ability to multiply, potentially resulting in an increased threat level. Formal structures have been lacking for systematically generating and evaluating hazard and exposure data for bioactive agents when problem situations arise. We need to know what the potential risk may be to determine whether intervention to reduce or eliminate contact with the contaminant is warranted. We need tools to aid us in assembling and assessing all available relevant information in an expeditious and scientifically sound manner. One such tool is the International Life Sciences Institute (ILSI) Key Events Dose-Response Framework (KEDRF). Developed as an extension of the WHO's International Program on Chemical Safety/ILSI mode of action/human relevance framework, it allows risk assessors to understand not only how a contaminant exerts its toxicity but also the dose response(s) for each key event and the ultimate outcome, including whether a threshold exists. This presentation will illustrate use of the KEDRF with case studies included in its development (chloroform and Listeriaonocytogenes) after its publication in the peer-reviewed scientific literature (chromium VI) and in a work in progress (3-monochloro-1, 2-propanediol).

Pika: A snow science simulation tool built using the open-source framework MOOSE

Science.gov (United States)

Slaughter, A.; Johnson, M.

2017-12-01

The Department of Energy (DOE) is currently investing millions of dollars annually into various modeling and simulation tools for all aspects of nuclear energy. An important part of this effort includes developing applications based on the open-source Multiphysics Object Oriented Simulation Environment (MOOSE; mooseframework.org) from Idaho National Laboratory (INL).Thanks to the efforts of the DOE and outside collaborators, MOOSE currently contains a large set of physics modules, including phase-field, level set, heat conduction, tensor mechanics, Navier-Stokes, fracture and crack propagation (via the extended finite-element method), flow in porous media, and others. The heat conduction, tensor mechanics, and phase-field modules, in particular, are well-suited for snow science problems. Pika--an open-source MOOSE-based application--is capable of simulating both 3D, coupled nonlinear continuum heat transfer and large-deformation mechanics applications (such as settlement) and phase-field based micro-structure applications. Additionally, these types of problems may be coupled tightly in a single solve or across length and time scales using a loosely coupled Picard iteration approach. In addition to the wide range of physics capabilities, MOOSE-based applications also inherit an extensible testing framework, graphical user interface, and documentation system; tools that allow MOOSE and other applications to adhere to nuclear software quality standards. The snow science community can learn from the nuclear industry and harness the existing effort to build simulation tools that are open, modular, and share a common framework. In particular, MOOSE-based multiphysics solvers are inherently parallel, dimension agnostic, adaptive in time and space, fully coupled, and capable of interacting with other applications. The snow science community should build on existing tools to enable collaboration between researchers and practitioners throughout the world, and advance the

Strategies for the assessment of competence in laboratory animal science courses

DEFF Research Database (Denmark)

Hansen, Axel Kornerup; Sørensen, Dorte Bratbo

2014-01-01

Evaluation of skills, knowledge and competencies is an essential part of education in laboratory animal science. In Europe, a greater emphasis will be placed on such evaluations going forward, because the European Union will base its education and training framework on learning outcomes rather than...

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

Science.gov (United States)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience.

Science.gov (United States)

Leadbeatter, Delyse; Gao, Jinlong

2018-04-01

Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek

Framework for Assessing Biogenic CO2 Emissions from Stationary Sources

Science.gov (United States)

This revision of the 2011 report, Accounting Framework for Biogenic CO2 Emissions from Stationary Sources, evaluates biogenic CO2 emissions from stationary sources, including a detailed study of the scientific and technical issues associated with assessing biogenic carbon dioxide...

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Science.gov (United States)

Alonzo, Alicia C.; Ke, Li

2016-01-01

A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…

Measurement Science and Training.

Science.gov (United States)

Bunderson, C. Victor

The need for training and retraining is a central element in current discussions about the economy of the United States. This paper is designed to introduce training practitioners to some new concepts about how measurement science can provide a new framework for assessing progress and can add new discipline to the development, implementation, and…

Developing and testing an operational framework for assessing quality of life

International Nuclear Information System (INIS)

Fahy, F.; O Cinneide, M.

2008-01-01

Difficulties with operationalising the concept of sustainable development have generated much debate, and have stimulated a good deal of research on the challenging task of assessing progress towards that goal. This paper focuses on quality of life, as one discourse in the sustainable development literature, and reports on the development and testing of an operational framework for the assessment of quality of life in an urban setting. Core principles of sustainable development are translated into a set of operational criteria for investigating quality of life. The process of formulating these criteria and the manner in which they may be linked to policy and practice are outlined. The application of the framework is demonstrated by reference to the experience of implementing it in an urban centre in Ireland

On the use of mixture toxicity assessment in REACH and the water framework directive

DEFF Research Database (Denmark)

Syberg, Kristian; Jensen, T.S.; Cedergreen, Nina

2009-01-01

  This review seeks to connect the scientific theory of mixture toxicity to its implementation within different regulatory frameworks. The aim is to demonstrate how mixture toxicity assessment can be more thoroughly integrated into the European chemical regulations, REACH and the Water Framework...... of how the methods could be applied within REACH and WFD. It is concluded that oncentration addition should be applied as a default model for mixture toxicity assessment. Furthermore, it is concluded that REACH and WFD only include mixture toxicity assessments in specific situations. However, it is shown...

Framework for integrating human and animal data in chemical risk assessment.

Science.gov (United States)

Lavelle, Karlene S; Robert Schnatter, A; Travis, Kim Z; Swaen, Gerard M H; Pallapies, Dirk; Money, Chris; Priem, Peter; Vrijhof, Henk

2012-03-01

Although regulatory agencies formally encourage the integration of all available data in chemical risk assessment, consistent implementation of this practice has been constrained by the lack of a clear, systematic method for doing so. In this paper, we describe a methodology for evaluating, classifying and integrating human and animal data into the risk assessment process that incorporates: (1) a balanced appraisal of human and animal data, (2) relevance to different stages of the risk assessment process, and (3) accommodation for different data quality requirements. The proposed framework offers a flexible, step-wise approach for determining which set of available data best support the chemical risk assessment that involves the rating and relative ranking of human and animal data quality. The evaluation of human data incorporates seven data quality elements, nature and specificity of the lead effect; evaluation of animal data incorporates data quality and relevance to humans. Results of simulations with selected chemicals previously evaluated in a formal risk assessment generally agreed with existing regulatory guidance. Application of the proposed framework across a wider range of chemical agents will improve transparency of the risk assessment process and validity of results, while informing continuous refinements to this evolving methodology. Copyright © 2012 Elsevier Inc. All rights reserved.

Dilemmas of reform: An exploration of science teachers' collective sensemaking of formative assessment practices

Science.gov (United States)

Heredia, Sara Catherine

Current reform efforts in science education call for significant shifts in how science is taught and learned. Teachers are important gatekeepers for reform, as they must enact these changes with students in their own classrooms. As such, professional development approaches need to be developed and studied to understand how teachers interpret and make instructional plans to implement these reforms. However, traditional approaches to studying implementation of reforms often draw on metrics such as time allotted to new activities, rather than exploring the ways in which teachers make sense of these reforms. In this dissertation I draw upon a body of work called sensemaking that has focused on locating learning in teachers' conversations in departmental work groups. I developed a conceptual and analytic framework to analyze how teachers make sense of reform given their local contexts and then used this framework to perform a case study of one group of teachers that participated in larger professional development project that examined the impact of a learning progression on science teachers' formative assessment practices. I draw upon videotapes of three years of monthly professional development meetings as my primary source of data, and used an ethnographic approach to identify dilemmas surfaced by teachers, sources of ambiguity and uncertainty, and patterns of and resources for teacher sensemaking. The case study reveals relationships between the type of dilemma surfaced by the teachers and different patterns of sensemaking for modification of teaching practices. When teachers expressed concerns about district or administrative requirements, they aligned their work in the professional development to those external forces. In contrast, teachers were able to develop and try out new practices when they perceived coherence between the professional development and school or district initiatives. These results underscore the importance of coherence between various

mHealth Assessment: Conceptualization of a Global Framework.

Science.gov (United States)

Bradway, Meghan; Carrion, Carme; Vallespin, Bárbara; Saadatfard, Omid; Puigdomènech, Elisa; Espallargues, Mireia; Kotzeva, Anna

2017-05-02

The mass availability and use of mobile health (mHealth) technologies offers the potential for these technologies to support or substitute medical advice. However, it is worrisome that most assessment initiatives are still not able to successfully evaluate all aspects of mHealth solutions. As a result, multiple strategies to assess mHealth solutions are being proposed by medical regulatory bodies and similar organizations. We aim to offer a collective description of a universally applicable description of mHealth assessment initiatives, given their current and, as we see it, potential impact. In doing so, we recommend a common foundation for the development or update of assessment initiatives by addressing the multistakeholder issues that mHealth technology adds to the traditional medical environment. Organized by the Mobile World Capital Barcelona Foundation, we represent a workgroup consisting of patient associations, developers, and health authority representatives, including medical practitioners, within Europe. Contributions from each group's diverse competencies has allowed us to create an overview of the complex yet similar approaches to mHealth evaluation that are being developed today, including common gaps in concepts and perspectives. In response, we summarize commonalities of existing initiatives and exemplify additional characteristics that we believe will strengthen and unify these efforts. As opposed to a universal standard or protocol in evaluating mHealth solutions, assessment frameworks should respect the needs and capacity of each medical system or country. Therefore, we expect that the medical system will specify the content, resources, and workflow of assessment protocols in order to ensure a sustainable plan for mHealth solutions within their respective countries. A common framework for all mHealth initiatives around the world will be useful in order to assess whatever mHealth solution is desirable in different areas, adapting it to the

Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

Science.gov (United States)

Fleshman, Robin Earle

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college

The Resilience Assessment Framework: a common indicator for land management?

Science.gov (United States)

Cowie, Annette; Metternicht, Graciela; O'Connell, Deborah

2015-04-01

At the Rio+20 conference in June 2013, the United Nations Convention to Combat Desertification (UNCCD), the Convention on Biological Diversity (CBD), and the United Nations Framework Convention on Climate Change (UNFCCC) reinforced their mutual interests in building linkages between biodiversity conservation, sustainable land management, and climate change mitigation and adaptation. The UNCCD sees building resilience of agro-ecosystems as a common interest that could strengthen linkages between the conventions and deliver synergies in progressing goals of each of the conventions. Furthermore, enhancing resilience of productive agro-ecosystems is fundamental to food security and sustainable development, and thus aligns with the Sustainable Development Goals (SDGs). The Global Environment Facility (GEF) shares the interest of the conventions in building resilience in agro-ecosystems. Indicators of resilience are required for monitoring progress in these endeavors, application of a common indicator between the UNCCD, UNFCCC and CBD as a measure of both land-based adaptation and ecosystem resilience, could strengthen links between the conventions and increase attention to the broad benefits of improved land management. Consequently, the Scientific and Technical Advisory Panel (STAP) to the GEF commissioned the Commonwealth Scientific and Industrial Research Organisation (CSIRO) to produce a report reviewing the conceptual basis for resilience, and proposing an indicator approach that could meet the needs of the Conventions and the GEF for an indicator of agro-ecosystem resilience and land-based adaption. The paper presents a synthesis of scientific understanding of resilience in agro-ecosystems, reviews indicators that have been proposed, and, having concluded that none of the extant indicator approaches adequately assesses resilience of agro-ecosystems, proposes a new approach to the assessment of resilience. Recognizing that no single indicator of resilience is

Informatization Level Assessment Framework and Educational Policy Implications

OpenAIRE

Ana Sekulovska; Pece Mitrevski

2018-01-01

Seeing the informatization as a measure of the educational policy, we propose an informatization level assessment framework and introduce a composite indicator – Education Informatization Index, calculated as a weighted sum by applying the Rank-Order Centroid method for weight designation. Although it is made up of only two main categories (Educational Policy Implementation subindex and Educational Policy Creation subindex) and a total of six individual indicators, it captures well all the so...

Value Assessment Frameworks for HTA Agencies: The Organization of Evidence-Informed Deliberative Processes.

Science.gov (United States)

Baltussen, Rob; Jansen, Maarten Paul Maria; Bijlmakers, Leon; Grutters, Janneke; Kluytmans, Anouck; Reuzel, Rob P; Tummers, Marcia; der Wilt, Gert Jan van

2017-02-01

Priority setting in health care has been long recognized as an intrinsically complex and value-laden process. Yet, health technology assessment agencies (HTAs) presently employ value assessment frameworks that are ill fitted to capture the range and diversity of stakeholder values and thereby risk compromising the legitimacy of their recommendations. We propose "evidence-informed deliberative processes" as an alternative framework with the aim to enhance this legitimacy. This framework integrates two increasingly popular and complementary frameworks for priority setting: multicriteria decision analysis and accountability for reasonableness. Evidence-informed deliberative processes are, on one hand, based on early, continued stakeholder deliberation to learn about the importance of relevant social values. On the other hand, they are based on rational decision-making through evidence-informed evaluation of the identified values. The framework has important implications for how HTA agencies should ideally organize their processes. First, HTA agencies should take the responsibility of organizing stakeholder involvement. Second, agencies are advised to integrate their assessment and appraisal phases, allowing for the timely collection of evidence on values that are considered relevant. Third, HTA agencies should subject their decision-making criteria to public scrutiny. Fourth, agencies are advised to use a checklist of potentially relevant criteria and to provide argumentation for how each criterion affected the recommendation. Fifth, HTA agencies must publish their argumentation and install options for appeal. The framework should not be considered a blueprint for HTA agencies but rather an aspirational goal-agencies can take incremental steps toward achieving this goal. Copyright © 2017 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

Reference Data Layers for Earth and Environmental Science: History, Frameworks, Science Needs, Approaches, and New Technologies

Science.gov (United States)

Lenhardt, W. C.

2015-12-01

Global Mapping Project, Web-enabled Landsat Data (WELD), International Satellite Land Surface Climatology Project (ISLSCP), hydrology, solid earth dynamics, sedimentary geology, climate modeling, integrated assessments and so on all have needs for or have worked to develop consistently integrated data layers for Earth and environmental science. This paper will present an overview of an abstract notion of data layers of this types, what we are referring to as reference data layers for Earth and environmental science, highlight some historical examples, and delve into new approaches. The concept of reference data layers in this context combines data availability, cyberinfrastructure and data science, as well as domain science drivers. We argue that current advances in cyberinfrastructure such as iPython notebooks and integrated science processing environments such as iPlant's Discovery Environment coupled with vast arrays of new data sources warrant another look at the how to create, maintain, and provide reference data layers. The goal is to provide a context for understanding science needs for reference data layers to conduct their research. In addition, to the topics described above this presentation will also outline some of the challenges to and present some ideas for new approaches to addressing these needs. Promoting the idea of reference data layers is relevant to a number of existing related activities such as EarthCube, RDA, ESIP, the nascent NSF Regional Big Data Innovation Hubs and others.

A Unified Probabilistic Framework for Dose-Response Assessment of Human Health Effects.

Science.gov (United States)

Chiu, Weihsueh A; Slob, Wout

2015-12-01

When chemical health hazards have been identified, probabilistic dose-response assessment ("hazard characterization") quantifies uncertainty and/or variability in toxicity as a function of human exposure. Existing probabilistic approaches differ for different types of endpoints or modes-of-action, lacking a unifying framework. We developed a unified framework for probabilistic dose-response assessment. We established a framework based on four principles: a) individual and population dose responses are distinct; b) dose-response relationships for all (including quantal) endpoints can be recast as relating to an underlying continuous measure of response at the individual level; c) for effects relevant to humans, "effect metrics" can be specified to define "toxicologically equivalent" sizes for this underlying individual response; and d) dose-response assessment requires making adjustments and accounting for uncertainty and variability. We then derived a step-by-step probabilistic approach for dose-response assessment of animal toxicology data similar to how nonprobabilistic reference doses are derived, illustrating the approach with example non-cancer and cancer datasets. Probabilistically derived exposure limits are based on estimating a "target human dose" (HDMI), which requires risk management-informed choices for the magnitude (M) of individual effect being protected against, the remaining incidence (I) of individuals with effects ≥ M in the population, and the percent confidence. In the example datasets, probabilistically derived 90% confidence intervals for HDMI values span a 40- to 60-fold range, where I = 1% of the population experiences ≥ M = 1%-10% effect sizes. Although some implementation challenges remain, this unified probabilistic framework can provide substantially more complete and transparent characterization of chemical hazards and support better-informed risk management decisions.

A Computational Framework for Flood Risk Assessment in The Netherlands

Directory of Open Access Journals (Sweden)

A.A. Markus

2010-01-01

Full Text Available The safety of dikes in The Netherlands, located in the delta of the rivers Rhine, Meuse and Scheldt, has been the subject of debate for more than ten years. The safety (or flood risk of a particular area may depend on the safety of other areas. This is referred to as effects of river system behaviour on flood risk (quantified as the estimated number of casualties and economic damage. A computational framework was developed to assess these effects. It consists of several components that are loosely coupled via data files and Tcl scripts to manage the individual programs and keep track of the state of the computations. The computations involved are lengthy (days or even weeks on a Linux cluster, which makes the framework currently more suitable for planning and design than for real-time operation. While the framework was constructed ad hoc, it can also be viewed more formally as a tuplespace Realising this makes it possible to adopt the philosophy for other similar frameworks.

The conceptual framework for physical risk assessment in multi-purpose workplaces

Directory of Open Access Journals (Sweden)

Lasota Andrzej Marek

2017-01-01

Full Text Available In industry work related musculoskeletal disorders (WRMSDs are still a common problem which frequent cause of health problems, sick leave and it can result in decreased productivity, quality of work and increased absenteeism. Though, traditional manufacturing work practices do not enough take into account task variability issues during the work design – assessment process. Variations in task content and organizational work performance are due to effective use of equipments and reaching high level of productivity. But this variation has impact on work demand and risk to WRMSDs and makes some difficulties with assessment of risk. Therefore, this study aims develop a framework for assessment multi-purpose workplaces. The proposed method integrates complementary concepts of widely known techniques used for evaluation of physical risk factors to WRMSDs on workplaces. Additionally the research framework is highlighting major differences in worker’s exposure to WRMSDs risk, potential impact on awkward postures, and how these findings can be used for finding solutions in a future ergonomic intervention.

Sustainability Assessment Using a Unit-based Sustainability ...

African Journals Online (AJOL)

A sustainability assessment study was performed with three teaching departments at Rhodes University – Ichthyology and Fisheries Science, Anthropology, and Accounting. The assessment used a Unit-based Sustainability Assessment Tool (USAT) and was guided by systems thinking and the ontological framework ...

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

Science.gov (United States)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

Practical framework for Bloom's based teaching and assessment of engineering outcomes

Science.gov (United States)

Mead, Patricia F.; Bennett, Mary M.

2009-06-01

ABET's outcomes-based assessment and evaluation requirements for engineering school accreditation has been a catalyst for curricular reform for engineering programs across the U.S. and around the world. Norfolk State University launched programs in Electronics and Optical Engineering in 2003. In 2007, Norfolk State became one of only six accredited Optical Engineering programs in the United States. In preparation for their first ABET evaluation in fall 2007, the faculty initiated an embedded-assessment program to insure continuous improvement toward the desired learning outcomes. The initial program design includes embedded assessments that have been generated using a practical framework for the creation of course activities based on Bloom's Learning Taxonomy. The framework includes specific performance criteria for each ABET-defined learning outcome. The embedded assessments are generated by individual faculty for courses that they are assigned to teach, and the performance criteria provide sufficient information to guide the faculty as they generate the embedded assignments. The assignments are typically administered through course exams, projects, electronic portfolio assignments, and other structured educational activities. The effectiveness of the assessment design is being evaluated through faculty surveys, faculty group discussions, and student performance. This paper outlines the assessment and evaluation plan, and the integrated processes that have been used to support the evaluation of learning outcomes using embedded assessment instruments.

Strategic Environmental Assessment Framework for Landscape-Based, Temporal Analysis of Wetland Change in Urban Environments.

Science.gov (United States)

Sizo, Anton; Noble, Bram F; Bell, Scott

2016-03-01

This paper presents and demonstrates a spatial framework for the application of strategic environmental assessment (SEA) in the context of change analysis for urban wetland environments. The proposed framework is focused on two key stages of the SEA process: scoping and environmental baseline assessment. These stages are arguably the most information-intense phases of SEA and have a significant effect on the quality of the SEA results. The study aims to meet the needs for proactive frameworks to assess and protect wetland habitat and services more efficiently, toward the goal of advancing more intelligent urban planning and development design. The proposed framework, adopting geographic information system and remote sensing tools and applications, supports the temporal evaluation of wetland change and sustainability assessment based on landscape indicator analysis. The framework was applied to a rapidly developing urban environment in the City of Saskatoon, Saskatchewan, Canada, analyzing wetland change and land-use pressures from 1985 to 2011. The SEA spatial scale was rescaled from administrative urban planning units to an ecologically meaningful area. Landscape change assessed was based on a suite of indicators that were subsequently rolled up into a single, multi-dimensional, and easy to understand and communicate index to examine the implications of land-use change for wetland sustainability. The results show that despite the recent extremely wet period in the Canadian prairie region, land-use change contributed to increasing threats to wetland sustainability.

ExaGeoStat: A High Performance Unified Framework for Geostatistics on Manycore Systems

KAUST Repository

Abdulah, Sameh; Ltaief, Hatem; Sun, Ying; Genton, Marc G.; Keyes, David E.

2017-01-01

from climate and environmental science. ExaGeoStat provides a reference evaluation of statistical parameters, with which to assess the validity of the various approaches based on approximation. The framework takes a first step in the merger of large

The impact and effectiveness of health impact assessment: A conceptual framework

International Nuclear Information System (INIS)

Harris-Roxas, Ben; Harris, Elizabeth

2013-01-01

The use of health impact assessment (HIA) has expanded rapidly and there are increasing demands for it to demonstrate its effectiveness. This paper presents a conceptual framework for evaluating HIA and describes its development through (i) a review of the literature, (ii) a review of work undertaken as part of a major HIA capacity building project and (iii) an in-depth study of seven completed HIAs. The framework emphasises context, process and impacts as key domains in understanding and evaluating the effectiveness of an HIA. This new framework builds upon the existing approaches to evaluating HIA and extends them to reflect the broad range of factors that comprise and influence the effectiveness of HIAs. It may be of use in evaluating completed HIAs and in planning HIAs that are yet to be undertaken. -- Highlights: ► The first empirically-derived conceptual framework for evaluating HIA ► It may also be useful for planning and reporting on HIAs. ► The framework emphasises context, process and impacts as key domains. ► A broad range of factors influence the effectiveness of HIAs

Connecting Social Science and Information Technology through an Interface-Centric Framework of Analysis

Directory of Open Access Journals (Sweden)

Mikael Sundström

2008-06-01

Full Text Available The gathering pace of IT innovation has, or ought to have had notable methodological repercussions for the social-science community (and beyond. Where yesterday the researcher could unhurriedly unlock the social-scientific significance of a chosen medium, secure in the knowledge that his or her work would have bearing for many years, by now there is every reason to confront a fear that the prodded IT implementation may in fact be gone or at least heavily altered by the time such comprehensive research is concluded. This paper will propose a complementing systematic "interface-centric" research model capable of interconnecting a non-finite variety of IT implementations and social science studies in a coherent way. The paper also outlines how users "downstream", whether political actors or technology operators can use the proposed framework to more easily approach and weight academic input when evaluating complex IT effects.

Assessing Social Value in Open Data Initiatives: A Framework

Directory of Open Access Journals (Sweden)

Gianluigi Viscusi

2014-08-01

Full Text Available Open data initiatives are characterized, in several countries, by a great extension of the number of data sets made available for access by public administrations, constituencies, businesses and other actors, such as journalists, international institutions and academics, to mention a few. However, most of the open data sets rely on selection criteria, based on a technology-driven perspective, rather than a focus on the potential public and social value of data to be published. Several experiences and reports confirm this issue, such as those of the Open Data Census. However, there are also relevant best practices. The goal of this paper is to investigate the different dimensions of a framework suitable to support public administrations, as well as constituencies, in assessing and benchmarking the social value of open data initiatives. The framework is tested on three initiatives, referring to three different countries, Italy, the United Kingdom and Tunisia. The countries have been selected to provide a focus on European and Mediterranean countries, considering also the difference in legal frameworks (civic law vs. common law countries.

A spatially integrated framework for assessing socioecological drivers of carnivore decline.

Science.gov (United States)

Gálvez, Nicolás; Guillera-Arroita, Gurutzeta; St John, Freya A V; Schüttler, Elke; Macdonald, David W; Davies, Zoe G

2018-05-01

Habitat loss, fragmentation and degradation are key threats to the long-term persistence of carnivores, which are also susceptible to direct persecution by people. Integrating natural and social science methods to examine how habitat configuration/quality and human-predator relations may interact in space and time to effect carnivore populations within human-dominated landscapes will help prioritise conservation investment and action effectively.We propose a socioecological modelling framework to evaluate drivers of carnivore decline in landscapes where predators and people coexist. By collecting social and ecological data at the same spatial scale, candidate models can be used to quantify and tease apart the relative importance of different threats.We apply our methodological framework to an empirical case study, the threatened güiña ( Leopardus guigna ) in the temperate forest ecoregion of southern Chile, to illustrate its use. Existing literature suggests that the species is declining due to habitat loss, fragmentation and persecution in response to livestock predation. Data used in modelling were derived from four seasons of camera-trap surveys, remote-sensed images and household questionnaires.Occupancy dynamics were explained by habitat configuration/quality covariates rather than by human-predator relations. Güiñas can tolerate a high degree of habitat loss (>80% within a home range). They are primarily impacted by fragmentation and land subdivision (larger farms being divided into smaller ones). Ten per cent of surveyed farmers ( N  = 233) reported illegally killing the species over the past decade. Synthesis and applications . By integrating ecological and social data, collected at the same spatial scale, within a single modelling framework, our study demonstrates the value of an interdisciplinary approach to assessing the potential threats to a carnivore. It has allowed us to tease apart effectively the relative importance of different potential

Framework for e-learning assessment in dental education: a global model for the future.

Science.gov (United States)

Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

The Selective Cue Integration Framework: A Theory of Postidentification Witness Confidence Assessment

Science.gov (United States)

Charman, Steve D.; Carlucci, Marianna; Vallano, Jon; Gregory, Amy Hyman

2010-01-01

The current manuscript proposes a theory of how witnesses assess their confidence following a lineup identification, called the selective cue integration framework (SCIF). Drawing from past research on the postidentification feedback effect, the SCIF details a three-stage process of confidence assessment that is based largely on a…

An Assessment of Agency Theory as a Framework for the Government-University Relationship

Science.gov (United States)

Kivisto, Jussi

2008-01-01

The aim of this paper is to use agency theory as the theoretical framework for an examination of the government-university relationship and to assess the main strengths and weaknesses of the theory in this context. Because of its logically consistent framework, agency theory is able to manifest many of the complexities and difficulties that…

Next Generation Science Partnerships

Science.gov (United States)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

Elements of Design-Based Science Activities That Affect Students' Motivation

Science.gov (United States)

Jones, Brett D.; Chittum, Jessica R.; Akalin, Sehmuz; Schram, Asta B.; Fink, Jonathan; Schnittka, Christine; Evans, Michael A.; Brandt, Carol

2015-01-01

The primary purpose of this study was to examine the ways in which a 12-week after-school science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires,…

NEW INSTITUTIONAL ECONOMICS FRAMEWORK FOR ASSESSING AND IMPROVING AGRARIAN ORGANIZATIONS

Directory of Open Access Journals (Sweden)

H. Bachev

2013-08-01

Full Text Available We incorporate interdisciplinary New Institutional and Transaction Costs Economics and suggest a framework for assessing efficiency of farms and agrarian organizations. Our new approach includes: study of farm and agrarian organizations as governing rather than production structure; assessment of comparative efficiency of alternative market, contract, internal, and hybrid modes of governance; analysis of level of transaction costs and their institutional, behavioral, dimensional, technological and natural factors; determination of criteria of farm efficiency and its effective boundaries; specification of economic role of government and needs for public interventions in agrarian sector; assessment of comparative efficiency of alternative forms of public involvement.

Performance Assessment as a Diagnostic Tool for Science Teachers

Science.gov (United States)

Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

Science.gov (United States)

Carney, Patricia A.; Palmer, Ryan T.; Miller, Marissa Fuqua; Thayer, Erin K.; Estroff, Sue E.; Litzelman, Debra K.; Biagioli, Frances E.; Teal, Cayla R.; Lambros, Ann; Hatt, William J.; Satterfield, Jason M.

2015-01-01

Purpose Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. Method The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final, included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. Results Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. Conclusions These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development. PMID:26796091

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

Science.gov (United States)

Bhattacharya, Devarati

Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex

ASSESSING URBAN DROUGHTS IN A SMART CITY FRAMEWORK

Directory of Open Access Journals (Sweden)

R. Obringer

2016-06-01

Full Text Available This study aims to integrate environmental data for drought monitoring to reduce uncertainty in urban drought characterization as part of the smart city framework. Currently, drought monitoring in urban areas is a challenge. This is due, in part, to a lack of knowledge on the subject of urban droughts and urban drought vulnerability. A critical part to assessing urban drought and implementing the necessary policies is determining drought conditions. Often the timing and severity of the drought can leave cities to enforce water restrictions, so accuracy of this determination has socioeconomic implications. To determine drought conditions, we need to know the water balance over the urban landscape, of which evapotranspiration (ET is a key variable. However, ET data and models have high uncertainty when compared to other hydrological variables (i.e., precipitation. This is largely due to ill-defined empirical models for characterizing the urban surface resistance parameter (rs that is used in ET calculations. We propose a method to estimate rs values using a combination of the Surface Temperature Initiated Closure (STIC method that calculates regional evapotranspiration data and an inverted version of the Penman-Monteith equation. We use this approach across the region surrounding Indianapolis, IN (USA from 2010-2014. We discuss the potential for this method to be integrated in to smart city framework to improve urban drought assessment.

Tackling ethical issues in health technology assessment: a proposed framework.

Science.gov (United States)

Burls, Amanda; Caron, Lorraine; Cleret de Langavant, Ghislaine; Dondorp, Wybo; Harstall, Christa; Pathak-Sen, Ela; Hofmann, Bjørn

2011-07-01

Values are intrinsic to the use of health technology assessments (HTAs) in health policy, but neglecting value assumptions in HTA makes their results appear more robust or normatively neutral than may be the case. Results of a 2003 survey by the International Network of Agencies for Health Technology Assessment (INAHTA) revealed the existence of disparate methods for making values and ethical issues explicit when conducting HTA. An Ethics Working Group, with representation from sixteen agencies, was established to develop a framework for addressing ethical issues in HTA. Using an iterative approach, with email exchanges and face-to-face workshops, a report on Handling Ethical Issues was produced. This study describes the development process and the agreed upon framework for reflexive ethical analysis that aims to uncover and explore the ethical implications of technologies through an integrated, context-sensitive approach and situates the proposed framework within previous work in the development of ethics analysis in HTA. It is important that methodological approaches to address ethical reflection in HTA be integrative and context sensitive. The question-based approach described and recommended here is meant to elicit this type of reflection in a way that can be used by HTA agencies. The questions proposed are considered only as a starting point for handling ethics issues, but their use would represent a significant improvement over much of the existing practice.

Evaluation of the causal framework used for setting national ambient air quality standards.

Science.gov (United States)

Goodman, Julie E; Prueitt, Robyn L; Sax, Sonja N; Bailey, Lisa A; Rhomberg, Lorenz R

2013-11-01

Abstract A scientifically sound assessment of the potential hazards associated with a substance requires a systematic, objective and transparent evaluation of the weight of evidence (WoE) for causality of health effects. We critically evaluated the current WoE framework for causal determination used in the United States Environmental Protection Agency's (EPA's) assessments of the scientific data on air pollutants for the National Ambient Air Quality Standards (NAAQS) review process, including its methods for literature searches; study selection, evaluation and integration; and causal judgments. The causal framework used in recent NAAQS evaluations has many valuable features, but it could be more explicit in some cases, and some features are missing that should be included in every WoE evaluation. Because of this, it has not always been applied consistently in evaluations of causality, leading to conclusions that are not always supported by the overall WoE, as we demonstrate using EPA's ozone Integrated Science Assessment as a case study. We propose additions to the NAAQS causal framework based on best practices gleaned from a previously conducted survey of available WoE frameworks. A revision of the NAAQS causal framework so that it more closely aligns with these best practices and the full and consistent application of the framework will improve future assessments of the potential health effects of criteria air pollutants by making the assessments more thorough, transparent, and scientifically sound.

Cybersemiotics: Suggestion for a Transdisciplinary Framework Encompassing Natural, Life, and Social Sciences as Well as Phenomenology and Humanities

Directory of Open Access Journals (Sweden)

Søren Brier

2014-01-01

Full Text Available The modern evolutionary paradigm combined with phenomenology forces us to view human consciousness as a product of evolution as well as accepting humans as observers from “within the universe”. The knowledge produced by science has first-person embodied consciousness combined with second-person meaningful communication in language as a prerequisite for third-person fallibilist scientific knowledge. Therefore, the study of consciousness forces us theoretically to encompass the natural and social sciences as well as the humanities in one framework of unrestricted or absolute naturalism. This means to view conscious quale life world with its intentionality as well as the intersubjectivity of culture as a part of nature, and therefore the whole human being as treated in modern bio-medicine. The ‘bio’ is not enough. The crucial question for a transdisciplinary theory of conscious human being is therefore: What is the role of consciousness, signs, and meaning in evolution as well as in cultural development? But this is problematic since the sciences in their present form are without concepts of qualia and meaning, and the European phenomenological-hermeneutic “sciences of meaning” does not have an evolutionary foundation. It is therefore interesting that C.S. Peirce phaneroscopic semiotics - in its modern form of a biosemiotics - was based on a phenomenological basis as well as an evolutionary thinking and ecology of sign webs at the same time drawing on knowledge from the sciences. To develop this 100 year old paradigm it is necessary to supplement it with the knowledge gained from the technologically founded information sciences, as well as systems, and cybernetics in order to produce a transdisciplinary alternative to logical positivism on the one hand and postmodern constructivism on the other. Cybersemiotics constructs such a non-reductionist naturalistic framework in order to integrate third-person knowledge from the exact sciences

An Integrative Conceptual Framework for Assessing and Treating Suicidal Behavior in Adolescents.

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Rudd, M. David; Joiner, Thomas E., Jr.

1998-01-01

An integrative conceptual framework is provided for ongoing assessment and day-to-day treatment of suicidal adolescents. Goals are to provide a summary of therapeutic and assessment tasks consistent with existing standards of care and supported by empirical findings and to emphasize the roles, tasks, demands, and limitations of psychotherapy with…

Assessing sustainable remediation frameworks using sustainability principles.

Science.gov (United States)

Ridsdale, D Reanne; Noble, Bram F

2016-12-15

The remediation industry has grown exponentially in recent decades. International organizations of practitioners and remediation experts have developed several frameworks for integrating sustainability into remediation projects; however, there has been limited attention to how sustainability is approached and operationalized in sustainable remediation frameworks and practices - or whether sustainability plays any meaningful role at all in sustainable remediation. This paper examines how sustainability is represented in remediation frameworks and the guidance provided for practical application. Seven broad sustainability principles and review criteria are proposed and applied to a sample of six international remediation frameworks. Not all review criteria were equally satisfied and none of the frameworks fully met all criteria; however, the best performing frameworks were those identified as sustainability remediation frameworks. Intra-generational equity was addressed by all frameworks. Integrating social, economic and biophysical components beyond triple-bottom-line indicators was explicitly addressed only by the sustainable remediation frameworks. No frameworks provided principle- or rule-based guidance for dealing with trade-offs in sustainability decisions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Science framework for conservation and restoration of the sagebrush biome: Linking the Department of the Interior’s Integrated Rangeland Fire Management Strategy to long-term strategic conservation actions

Science.gov (United States)

J.C. Chambers; J.L. Beck; J.B. Bradford; J. Bybee; S. Campbell; J. Carlson; T.J. Christiansen; K.J. Clause; G. Collins; M.R. Crist; J.B. Dinkins; K.E. Doherty; F. Edwards; S. Espinosa; K.A. Griffin; P. Griffin; J.R. Haas; S.E. Hanser; D.W. Havlina; K.F. Henke; J.D. Hennig; L.A. Joyce; F.M. Kilkenny; S.M. Kulpa; L.L. Kurth; J.D. Maestas; M. Manning; K.E. Mayer; B.A. Mealor; C. McCarthy; M. Pellant; M.A. Perea; K.L. Prentice; D.A. Pyke; L.A. Wiechman; A. Wuenschel

2017-01-01

The Science Framework is intended to link the Department of the Interior’s Integrated Rangeland Fire Management Strategy with long-term strategic conservation actions in the sagebrush biome. The Science Framework provides a multiscale approach for prioritizing areas for management and determining effective management strategies within the sagebrush biome. The emphasis...

TIMSS 2011 Assessment Frameworks

Science.gov (United States)

Mullis, Ina V. S.; Martin, Michael O.; Ruddock, Graham J.; O'Sullivan, Christine Y.; Preuschoff, Corinna

2009-01-01

Because of the educational importance of mathematics and science, IEA's (International Association for the Evaluation of Educational Achievement) Trends in International Mathematics and Science Study, widely known as TIMSS, is dedicated to providing countries with information to improve teaching and learning in these curriculum areas. Conducted…

Climate change and plant health; Development of a conceptual frame-work for impact assessment

NARCIS (Netherlands)

Breukers, M.L.H.

2010-01-01

This report presents a conceptual framework for systematic assessment of direct economic impacts of climate change on pest and disease management at the crop level. The framework evaluates and aggregates the effects, and subsequently impacts, of climate change on selected pests and diseases and

GeoFramework: A Modeling Framework for Solid Earth Geophysics

Science.gov (United States)

Gurnis, M.; Aivazis, M.; Tromp, J.; Tan, E.; Thoutireddy, P.; Liu, Q.; Choi, E.; Dicaprio, C.; Chen, M.; Simons, M.; Quenette, S.; Appelbe, B.; Aagaard, B.; Williams, C.; Lavier, L.; Moresi, L.; Law, H.

2003-12-01

As data sets in geophysics become larger and of greater relevance to other earth science disciplines, and as earth science becomes more interdisciplinary in general, modeling tools are being driven in new directions. There is now a greater need to link modeling codes to one another, link modeling codes to multiple datasets, and to make modeling software available to non modeling specialists. Coupled with rapid progress in computer hardware (including the computational speed afforded by massively parallel computers), progress in numerical algorithms, and the introduction of software frameworks, these lofty goals of merging software in geophysics are now possible. The GeoFramework project, a collaboration between computer scientists and geoscientists, is a response to these needs and opportunities. GeoFramework is based on and extends Pyre, a Python-based modeling framework, recently developed to link solid (Lagrangian) and fluid (Eulerian) models, as well as mesh generators, visualization packages, and databases, with one another for engineering applications. The utility and generality of Pyre as a general purpose framework in science is now being recognized. Besides its use in engineering and geophysics, it is also being used in particle physics and astronomy. Geology and geophysics impose their own unique requirements on software frameworks which are not generally available in existing frameworks and so there is a need for research in this area. One of the special requirements is the way Lagrangian and Eulerian codes will need to be linked in time and space within a plate tectonics context. GeoFramework has grown beyond its initial goal of linking a limited number of exiting codes together. The following codes are now being reengineered within the context of Pyre: Tecton, 3-D FE Visco-elastic code for lithospheric relaxation; CitComS, a code for spherical mantle convection; SpecFEM3D, a SEM code for global and regional seismic waves; eqsim, a FE code for dynamic

A new framework to assess risk for a spent fuel dry storage facility

International Nuclear Information System (INIS)

Ryu, J. H.; Jae, M. S.; Jung, C. W.

2004-01-01

A spent fuel dry storage facility is a dry cooling storage facility for storing irradiated nuclear fuel and associated radioactive materials. It has very small possibilities to release radiation materials. It means a safety analysis for a spent fuel dry storage facility is required before construction. In this study, a new framework for assessing risk associated with a spent fuel dry storage facility is represented. A safety assessment framework includes 3 modules such as assessment of basket/cylinder failure rates, that of overall storage system, and site modeling. A reliability physics model for failure rates, event tree analysis(ETA)/fault tree analysis for system analysis, Bayesian analysis for initial events data, and MACCS code for consequence analysis have been used in this study

Evaluation Of Investments In Science, Technology And Innovation: Applying Scientific and Technical Human Capital Framework For Assessment of Doctoral Students In Cooperative Research Centers

Science.gov (United States)

Leonchuk, Olena

This dissertation builds on an alternative framework for evaluation of science, technology and innovation (STI) outcomes - the scientific & technical (S&T) human capital which was developed by Bozeman, Dietz and Gaughan (2001). At its core, this framework looks beyond simple economic and publication metrics and instead focuses on scientists' social capital. The premise of the framework is that science does not happen in vacuum and that resources embedded in scientists' social networks are important and enduring outcomes of the scientific process that were not being captured by traditional metrics. This dissertation examines social capital of science and engineering (S&E) graduate students, an underrepresented group of stakeholders in STI evaluations. S&E graduate students are unique for several reasons. In comparison with students in other disciplines, S&E graduate students have a greater proportion of international students; are widely employed by industry in numbers exceeded only by business graduates. And, most importantly, S&E graduates pursue education in fields that contribute the most to the US innovation capacity. This dissertation introduces a multidimensional measure of social capital based on the network theory of social capital proposed by Nan Lin (1999). According to Lin, social capital consists of three components: availability of resources and social embeddedness in one's network and mobilization of these resources. In order to address these elements, the dissertation employs two studies that focus on different components of social capital. Study 1 looks at accessibility of resources in students' social networks and whether students would be likely to mobilize them by using a proxy measure of norms and values about collaborations. The study also addresses the effect of social capital on students' experiences and outcomes, specifically, on their satisfaction and perceived career preparedness. The researcher investigates the mechanisms that explain

The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

Science.gov (United States)

Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

2011-01-01

This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

Measuring data quality for ongoing improvement a data quality assessment framework

CERN Document Server

Sebastian-Coleman, Laura

2013-01-01

The Data Quality Assessment Framework shows you how to measure and monitor data quality, ensuring quality over time. You'll start with general concepts of measurement and work your way through a detailed framework of more than three dozen measurement types related to five objective dimensions of quality: completeness, timeliness, consistency, validity, and integrity. Ongoing measurement, rather than one time activities will help your organization reach a new level of data quality. This plain-language approach to measuring data can be understood by both business and IT and provides pra

Evaluating design-based formative assessment practices in outdoor science teaching

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Stevenson, Matthew Peter; Bentsen, Peter

2016-01-01

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue...... that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching. Sample, design and methods: We conducted an evaluation...... of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers...

Using a Multicultural Social Justice Framework to Analyze Elementary Teachers' Meanings of Multicultural Science Education

Science.gov (United States)

Kye, Hannah Anne

In response to the persistent gaps in science opportunities and outcomes across lines of race, class, gender, and disability, decades of science reforms have called for "science for all." For elementary teachers, science for all demands that they not only learn to teach science but learn to teach it in ways that promote more equitable science learning opportunities and outcomes. In this qualitative case study, I use a framework of multicultural social justice education to examine three teachers' beliefs and practices of multicultural science education. The teachers, one preservice and two in-service, taught elementary science in a month-long summer program and met weekly with this researcher to discuss connections between their expressed commitments about teaching toward social justice and their work as science teachers. The data sources for this study included audio recordings of weekly meetings, science lessons, and semi-structured individual interviews. These data were transcribed, coded, and analyzed to define the most salient themes and categories among the individual teachers and across cases. I found that the teachers' beliefs and practices aligned with traditional approaches to school and science wherein science was a set of scripted right answers, diversity was only superficially acknowledged, and multiculturalizing the curriculum meant situating science in unfamiliar real world contexts. These meanings of science positioned the teacher as authority and operated outside of a structural analysis of the salience of race, culture, gender, and disability in students' science learning experiences. As they taught and reflected on their teaching in light of their social justice commitments, I found that the teachers negotiated more constructivist and student-centered approaches to science education. These meanings of science required teachers to learn about students and make their experiences more central to their learning. Yet they continued to only acknowledge

Everyday classroom assessment practices in science classrooms in Sweden

Science.gov (United States)

Gómez, María del Carmen; Jakobsson, Anders

2014-12-01

The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

“Which Child Left Behind”: Historical Issues Regarding Equity in Science Assessment

Directory of Open Access Journals (Sweden)

J. Joy Cumming

2013-08-01

Full Text Available Assessment of learning plays a dominant role in formal education in the forms of determining features of curriculum that are emphasized, pedagogic methods that teachers use with their students, and parents’ and employers’ understanding of how well students have performed. A common perception is that fair assessment applies the same mode of assessment and content focus for all students—the approach of assessments in international comparative studies of science achievement. This article examines research evidence demonstrating that the act of assessment is not neutral—different forms of assessment advantage or disadvantage groups of students on the basis of family backgrounds, gender, race, or disability. Assessment that implicitly or explicitly captures the social capital of the child serves to consolidate, not address, educational equity. The article provides an overview of ways that science curriculum focus and assessment can introduce bias in the identification of student achievement. It examines the effect of changes to curriculum and assessment approaches in science, and relationships between assessment of science and the cultural context of the student. Recommendations are provided for science–assessment research to address bias for different groups of students.

A planning-oriented sustainability assessment framework for peri-urban water management in developing countries.

Science.gov (United States)

Starkl, Markus; Brunner, Norbert; López, Eduardo; Martínez-Ruiz, José Luis

2013-12-15

DPSIR and the three-pillar model are well-established frameworks for sustainability assessment. This paper proposes a planning-oriented sustainability assessment framework (POSAF). It is informed by those frameworks but differs insofar as it puts more emphasis on a constructivist conception which recognises that sustainability needs to be defined anew for each planning problem. In finding such a consensus definition, POSAF uses participatory scenario analysis and participatory planning, technical feasibility study, participatory assessment, analysis of trade-offs and social networks in an unusual combination and for goals that differ from the original conceptions of these methods. POSAF was applied in a peri-urban area of Mexico City for the design of improved water service provision, integrating solid waste management. It supported consensus amongst users about the importance of environmental issues, informed planners about the values of stakeholders and users, detected local differences, and identified possible conflicts at an early stage of decision-making. Copyright © 2013 Elsevier Ltd. All rights reserved.

Development and Large-Scale Validation of an Instrument to Assess Arabic-Speaking Students' Attitudes Toward Science

Science.gov (United States)

Abd-El-Khalick, Fouad; Summers, Ryan; Said, Ziad; Wang, Shuai; Culbertson, Michael

2015-11-01

This study is part of a large-scale project focused on 'Qatari students' Interest in, and Attitudes toward, Science' (QIAS). QIAS aimed to gauge Qatari student attitudes toward science in grades 3-12, examine factors that impact these attitudes, and assess the relationship between student attitudes and prevailing modes of science teaching in Qatari schools. This report details the development and validation of the 'Arabic-Speaking Students' Attitudes toward Science Survey' (ASSASS), which was specifically developed for the purposes of the QIAS project. The theories of reasoned action and planned behavior (TRAPB) [Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173-221). Mahwah, NJ: Erlbaum] guided the instrument development. Development and validation of the ASSASS proceeded in 3 phases. First, a 10-member expert panel examined an initial pool of 74 items, which were revised and consolidated into a 60-item version of the instrument. This version was piloted with 369 Qatari students from the target schools and grade levels. Analyses of pilot data resulted in a refined version of the ASSASS, which was administered to a national probability sample of 3027 participants representing all students enrolled in grades 3-12 in the various types of schools in Qatar. Of the latter, 1978 students completed the Arabic version of the instrument. Analyses supported a robust, 5-factor model for the instrument, which is consistent with the TRAPB framework. The factors were: Attitudes toward science and school science, unfavorable outlook on science, control beliefs about ability in science, behavioral beliefs about the consequences of engaging with science, and intentions to pursue science.

Defining and Assessing Quality Improvement Outcomes: A Framework for Public Health

Science.gov (United States)

Nawaz, Saira; Thomas, Craig; Young, Andrea

2015-01-01

We describe an evidence-based framework to define and assess the impact of quality improvement (QI) in public health. Developed to address programmatic and research-identified needs for articulating the value of public health QI in aggregate, this framework proposes a standardized set of measures to monitor and improve the efficiency and effectiveness of public health programs and operations. We reviewed the scientific literature and analyzed QI initiatives implemented through the Centers for Disease Control and Prevention’s National Public Health Improvement Initiative to inform the selection of 5 efficiency and 8 effectiveness measures. This framework provides a model for identifying the types of improvement outcomes targeted by public health QI efforts and a means to understand QI’s impact on the practice of public health. PMID:25689185

An Evaluation Framework and Instrument for Evaluating e-Assessment Tools

Science.gov (United States)

Singh, Upasana Gitanjali; de Villiers, Mary Ruth

2017-01-01

e-Assessment, in the form of tools and systems that deliver and administer multiple choice questions (MCQs), is used increasingly, raising the need for evaluation and validation of such systems. This research uses literature and a series of six empirical action research studies to develop an evaluation framework of categories and criteria called…

Teaching climate science within the transdisciplinary framework of Critical Zone science

Science.gov (United States)

White, T. S.; Wymore, A.; Dere, A. L. D.; Washburne, J. C.; Hoffman, A.; Conklin, M. H.

2017-12-01

During the past decade a new realm of Earth surface and environmental science has evolved, Critical Zone (CZ) science. The CZ is the outermost layer of the continents spanning from the top of the vegetation canopy down to the bottom of the fresh groundwater zone. CZ science integrates across many disciplines and cross cutting concepts, including climate science, and much progress has been made by the CZ community to develop educational curricula - descriptions of the climate science aspects of two of those follows. An interdisciplinary team of CZ scientists developed an undergraduate course entitled "Introduction to CZ science". The semester-long course is modular, has been tested in multiple university settings, and the content is available online. A primary tenet of the course is that to achieve environmental sustainability, society must understand the CZ system, the natural processes and services of the CZ that are of value to society, and how those processes operate with and without the presence of humanity. A fundamental concept in the course is that the fluxes of water, C, energy, reactive gases, particulates and nutrients throughout the CZ are directly and indirectly related to climatic phenomenon and processes. Units on land-atmosphere interactions, weathering, and water budgets highlight the connection between CZ science and climate science, and are augmented by learning activities that consider climate links to soil development and landscape evolution. An online open-source course entitled "Earth 530: Earth Surface Processes in the Critical Zone'" is offered as part of The Pennsylvania State University's Masters of Education in Earth Sciences program. The course is designed to educate teachers interested in incorporating CZ science into their classrooms, though it is usable by anyone with a basic understanding of Earth surface and environmental science. Earth 530 introduces students to knowledge needed to understand the CZ through integration of

Cumulative impact assessments and bird/wind farm interactions: Developing a conceptual framework

International Nuclear Information System (INIS)

Masden, Elizabeth A.; Fox, Anthony D.; Furness, Robert W.; Bullman, Rhys; Haydon, Daniel T.

2010-01-01

The wind power industry has grown rapidly in the UK to meet EU targets of sourcing 20% of energy from renewable sources by 2020. Although wind power is a renewable energy source, there are environmental concerns over increasing numbers of wind farm proposals and associated cumulative impacts. Individually, a wind farm, or indeed any action, may have minor effects on the environment, but collectively these may be significant, potentially greater than the sum of the individual parts acting alone. EU and UK legislation requires a cumulative impact assessment (CIA) as part of Environmental Impact Assessments (EIA). However, in the absence of detailed guidance and definitions, such assessments within EIA are rarely adequate, restricting the acquisition of basic knowledge about the cumulative impacts of wind farms on bird populations. Here we propose a conceptual framework to promote transparency in CIA through the explicit definition of impacts, actions and scales within an assessment. Our framework requires improved legislative guidance on the actions to include in assessments, and advice on the appropriate baselines against which to assess impacts. Cumulative impacts are currently considered on restricted scales (spatial and temporal) relating to individual development EIAs. We propose that benefits would be gained from elevating CIA to a strategic level, as a component of spatially explicit planning.

The Water Framework Directive and the Strategic Environmental Assessment Directive: Exploring the linkages

International Nuclear Information System (INIS)

Carter, Jeremy; Howe, Joe

2006-01-01

This paper highlights, explores and reflects on the linkages between the Water Framework Directive (WFD) and the Strategic Environmental Assessment (SEA) Directive. The assessment of river basin management plans (RBMPs), the key procedural linkage between the two Directives, is addressed. The assessment of other actions affecting the water environment, particularly land use plans, could also aid the achievement of the aims of the Water Framework Directive. As water quality is related intimately to the development and use of land, this significant issue is considered. There are numerous potential benefits that could arise from exploring the linkages between these two pieces of EU environmental legislation. These are highlighted, and include encouraging resource savings, generating a holistic approach to water resource management and ultimately the promotion of more sustainable forms of development

An atmospheric vulnerability assessment framework for environment management and protection based on CAMx.

Science.gov (United States)

Zhang, Yang; Shen, Jing; Li, Yu

2018-02-01

This paper presents an atmospheric vulnerability assessment framework based on CAMx that should be helpful to assess potential impacts of changes in human, atmospheric environment, and social economic elements of atmospheric vulnerability. It is also a useful and effective tool that can provide policy-guidance for environmental protection and management to reduce the atmospheric vulnerability. The developed framework was applied to evaluate the atmospheric environment vulnerability of 13 cities in the Beijing-Tianjin-Hebei (BTH) region for verification. The results indicated that regional disparity of the atmospheric vulnerability existed in the study site. More specifically, the central and southern regions show more atmospheric environment vulnerability than the northern regions. The impact factors of atmospheric environment vulnerability in the BTH region mainly derived from increasing population press, frequently unfavorable meteorological conditions, extensive economic growth of secondary industry, increased environmental pollution, and accelerating population aging. The framework shown in this paper is an interpretative and heuristic tool for a better understanding of atmospheric vulnerability. This framework can also be replicated at different spatial and temporal scales using context-specific datasets to straightly support environmental managers with decision-making. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

Science.gov (United States)

Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

2013-12-01

It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

Value Assessment Frameworks for HTA Agencies: The Organization of Evidence-Informed Deliberative Processes

NARCIS (Netherlands)

Baltussen, R.M.; Jansen, M.P.M.; Bijlmakers, L.A.; Grutters, J.P.; Kluytmans, A.C.P.M.; Reuzel, R.P.B.; Tummers, M.J.; Wilt, G.J. van der

2017-01-01

Priority setting in health care has been long recognized as an intrinsically complex and value-laden process. Yet, health technology assessment agencies (HTAs) presently employ value assessment frameworks that are ill fitted to capture the range and diversity of stakeholder values and thereby risk

Development and Exemplification of a Model for Teacher Assessment in Primary Science

Science.gov (United States)

Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C.

2017-01-01

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a…

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF) in Serbia.

Science.gov (United States)

Stojkov, Svetlana; Tadić, Ivana; Crnjanski, Tatjana; Krajnović, Dušanka

2016-09-01

Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF). The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1) had the lowest score (average value 2.98), while the cluster Management and Organizational Competency (KK2) had the highest score (average value 3.15). The competence Recognition of the Diagnosis and Patient Counseling (K8), which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively) among the all evaluated competencies. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

A Wide Area Risk Assessment Framework for Underwater Military Munitions Response

Science.gov (United States)

Holland, K. T.; Calantoni, J.

2017-12-01

Our objective was to develop a prototype statistical framework supporting Wide Area Assessment and Remedial Investigation decisions relating to the risk of unexploded ordnance and other military munitions concentrated in underwater environments. Decision making involving underwater munitions is inherently complex due to the high degree of uncertainty in the environmental conditions that force munitions responses (burial, decay, migration, etc.) and associated risks to the public. The prototype framework provides a consistent approach to accurately delineating contaminated areas at underwater munitions sites through the estimation of most probable concentrations. We adapted existing deterministic models and environmental data services for use within statistical modules that allowed the estimation of munition concentration given historic site information and environmental attributes. Ultimately this risk surface can be used to evaluate costs associated with various remediation approaches (e.g. removal, monitoring, etc.). Unfortunately, evaluation of the assessment framework was limited due to the lack of enduser data services from munition site managers. Of the 450 U.S. sites identified as having potential contamination with underwater munitions, assessment of available munitions information (including historic firing or disposal records, and recent ground-truth munitions samples) indicated very limited information in the databases. Example data types include the most probable munition types, approximate firing / disposal dates and locations, and any supportive munition survey or sampling results. However the overall technical goal to integrate trained statistical belief networks with detailed geophysical knowledge of sites, of sensors and of the underwater environment was demonstrated and should allow probabilistic estimates of the most likely outcomes and tradeoffs while managing uncertainty associated with military munitions response.

Framework for dementia Quality of Life assessment with Assistive Technology

DEFF Research Database (Denmark)

Peterson, Carrie Beth; Prasad, Neeli R.; Prasad, Ramjee

2010-01-01

This paper proposes a theoretical framework for a Quality of Life (QOL) evaluation tool that is sensitive, flexible, computerized, and specific to assistive technology (AT) for dementia care. Using the appropriate evaluation tool serves to improve methodologies that are used for AT assessment...... to assessing QOL is that results are subjective and difficult to analyze in an objective, empirical manner. This paper accentuates that this is not a hindrance to measuring OQL, but could be emphasized and adapted to create a precise measurement tool; the consumer voice must be sought and empowered...

Novel flood risk assessment framework for rapid decision making

Science.gov (United States)

Valyrakis, Manousos; Koursari, Eftychia; Solley, Mark

2016-04-01

The impacts of catastrophic flooding, have significantly increased over the last few decades. This is due to primarily the increased urbanisation in ever-expanding mega-cities as well as due to the intensification both in magnitude and frequency of extreme hydrologic events. Herein a novel conceptual framework is presented that incorporates the use of real-time information to inform and update low dimensionality hydraulic models, to allow for rapid decision making towards preventing loss of life and safeguarding critical infrastructure. In particular, a case study from the recent UK floods in the area of Whitesands (Dumfries), is presented to demonstrate the utility of this approach. It is demonstrated that effectively combining a wealth of readily available qualitative information (such as crowdsourced visual documentation or using live data from sensing techniques), with existing quantitative data, can help appropriately update hydraulic models and reduce modelling uncertainties in future flood risk assessments. This approach is even more useful in cases where hydraulic models are limited, do not exist or were not needed before unpredicted dynamic modifications to the river system took place (for example in the case of reduced or eliminated hydraulic capacity due to blockages). The low computational cost and rapid assessment this framework offers, render it promising for innovating in flood management.

Preparing for the Plunge: Preservice Teachers' Assessment Literacy

Science.gov (United States)

Siegel, Marcelle A.; Wissehr, Cathy

2011-01-01

Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

Examining Deaf Students' Equitable Access to Science vis-a-vis Contemporary Pedagogical Practices

Science.gov (United States)

Ross, Annemarie D.

As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the statistically significant gap in Climate Change knowledge between Deaf students' and Hearing students' at the Rochester Institute of Technology. It is within this topic that the writing-to-learn-science framework is practiced and Deaf students in the Laboratory Science Technology program at the National Technical Institute for the Deaf participate in a study to assess whether or not the use of writing-to-learn-science strategies help them become better scientists, writers and learners. In this study, the social constructivist framework (Vygotsky, 1987) is used to study the impact of the use of the Berland and Reiser (2009) argumentation framework, so that they write-to-learn-science through the steps of sense-making, articulation and persuasion.

Development of a Computer-Based Measure of Listening Comprehension of Science Talk

Science.gov (United States)

Lin, Sheau-Wen; Liu, Yu; Chen, Shin-Feng; Wang, Jing-Ru; Kao, Huey-Lien

2015-01-01

The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and…

Quality Assessment of Collection 6 MODIS Atmospheric Science Products

Science.gov (United States)

Manoharan, V. S.; Ridgway, B.; Platnick, S. E.; Devadiga, S.; Mauoka, E.

2015-12-01

Since the launch of the NASA Terra and Aqua satellites in December 1999 and May 2002, respectively, atmosphere and land data acquired by the MODIS (Moderate Resolution Imaging Spectroradiometer) sensor on-board these satellites have been reprocessed five times at the MODAPS (MODIS Adaptive Processing System) located at NASA GSFC. The global land and atmosphere products use science algorithms developed by the NASA MODIS science team investigators. MODAPS completed Collection 6 reprocessing of MODIS Atmosphere science data products in April 2015 and is currently generating the Collection 6 products using the latest version of the science algorithms. This reprocessing has generated one of the longest time series of consistent data records for understanding cloud, aerosol, and other constituents in the earth's atmosphere. It is important to carefully evaluate and assess the quality of this data and remove any artifacts to maintain a useful climate data record. Quality Assessment (QA) is an integral part of the processing chain at MODAPS. This presentation will describe the QA approaches and tools adopted by the MODIS Land/Atmosphere Operational Product Evaluation (LDOPE) team to assess the quality of MODIS operational Atmospheric products produced at MODAPS. Some of the tools include global high resolution images, time series analysis and statistical QA metrics. The new high resolution global browse images with pan and zoom have provided the ability to perform QA of products in real time through synoptic QA on the web. This global browse generation has been useful in identifying production error, data loss, and data quality issues from calibration error, geolocation error and algorithm performance. A time series analysis for various science datasets in the Level-3 monthly product was recently developed for assessing any long term drifts in the data arising from instrument errors or other artifacts. This presentation will describe and discuss some test cases from the

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

Science.gov (United States)

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

A new framework for interactive quality assessment with application to light field coding

Science.gov (United States)

Viola, Irene; Ebrahimi, Touradj

2017-09-01

In recent years, light field has experienced a surge of popularity, mainly due to the recent advances in acquisition and rendering technologies that have made it more accessible to the public. Thanks to image-based rendering techniques, light field contents can be rendered in real time on common 2D screens, allowing virtual navigation through the captured scenes in an interactive fashion. However, this richer representation of the scene poses the problem of reliable quality assessments for light field contents. In particular, while subjective methodologies that enable interaction have already been proposed, no work has been done on assessing how users interact with light field contents. In this paper, we propose a new framework to subjectively assess the quality of light field contents in an interactive manner and simultaneously track users behaviour. The framework is successfully used to perform subjective assessment of two coding solutions. Moreover, statistical analysis performed on the results shows interesting correlation between subjective scores and average interaction time.

Creating Nurturing Environments: A Science-Based Framework for Promoting Child Health and Development within High-Poverty Neighborhoods

Science.gov (United States)

Komro, Kelli A.; Flay, Brian R.; Biglan, Anthony

2013-01-01

Living in poverty and living in areas of concentrated poverty pose multiple risks for child development and for overall health and wellbeing. Poverty is a major risk factor for several mental, emotional, and behavioral disorders, as well as for other developmental challenges and physical health problems. In this paper, the Promise Neighborhoods Research Consortium describes a science-based framework for the promotion of child health and development within distressed high-poverty neighborhoods. We lay out a model of child and adolescent developmental outcomes, and integrate knowledge of potent and malleable influences to define a comprehensive intervention framework to bring about a significant increase in the proportion of young people in high-poverty neighborhoods who will develop successfully. Based on a synthesis of research from diverse fields, we designed the Creating Nurturing Environments framework to guide community-wide efforts to improve child outcomes and reduce health and educational inequalities. PMID:21468644

Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study

Directory of Open Access Journals (Sweden)

Manuel Lillo-Crespo

2017-11-01

Full Text Available Purpose Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning. Methods The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference. Results The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions. Conclusion We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

Landscape Environmental Assessment Framework

Energy Technology Data Exchange (ETDEWEB)

2017-07-20

LEAF Version 2.0 is a framework comprising of three models RUSLE2, WEPS, and AGNPS. The framework can predict row crop, crop residue, and energy crop yields at a sub-field resolutions for various combinations of soil, climate and crop management and residue harvesting practices. It estimates the loss of soil, carbon, and nutrients to the atmosphere, to the groundwater, and to runoff. It also models the overland flow of water and washed-off sediments, nutrients and other chemicals to provide estimates of sediment, nutrient, and chemical loadings to water bodies within a watershed. AGNPS model and wash-off calculations are the new additions to this version of LEAF. Development of LEAF software is supported by DOE's BETO program.

Sensei: A Multi-Modal Framework for Assessing Stress Resiliency

Science.gov (United States)

2013-04-01

interest for the second subject is the upturn in the GSR response before the start of the Stroop test, possibly indicating some anticipatory stress ...Framework for Assessing Stress Resiliency (March 1-31, 2013) From: Ajay Divakaran, Technical Leader Jeffrey Lubin, Senior Research Scientist Joe...Period 15 (March 2013): Task 3.1: Capture Behavioral Stress Markers in Real-Time in Lab Environment with graded exposure to ICT’s scenarios MAC 1-6

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

Science.gov (United States)

Zoller, Uri; Ben-Chaim, David

1998-06-01

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

Human choice and climate change. Volume 1: The societal framework

International Nuclear Information System (INIS)

Raynor, S.; Malone, E.

1998-01-01

This book is Volume 1 of a four-volume set which assesses social science research that is relevant to global climate change from a wide-ranging interdisciplinary perspective. Attention is focused on the societal framework as it relates to climate change. This series is indispensable reading for scientists and engineers wishing to make an effective contribution to the climate change policy debate

Scientific Opinion addressing the state of the science on risk assessment of plant protection products for in-soil organisms

DEFF Research Database (Denmark)

EFSA PPR Panel (EFSA Panel on Plant Protection Products and their Residues); Ockleford, Colin; Adriaanse, Paulien

2017-01-01

Following a request from EFSA, the Panel on Plant Protection Products and their Residues developed an opinion on the science behind the risk assessment of plant protection products for in-soil organisms. The current risk assessment scheme is reviewed, taking into account new regulatory frameworks...... exposure routes for in-soil organisms and the potential direct and indirect effects is proposed. In order to address species recovery and long-term impacts of PPPs, the use of population models is also proposed....... and scientific developments. Proposals are made for specific protection goals for in-soil organisms being key drivers for relevant ecosystem services in agricultural landscapes such as nutrient cycling, soil structure, pest control and biodiversity. Considering the time-scales and biological processes related...

Developing a Performance Assessment Framework and Indicators for Communicable Disease Management in Natural Disasters.

Science.gov (United States)

Babaie, Javad; Ardalan, Ali; Vatandoost, Hasan; Goya, Mohammad Mehdi; Akbarisari, Ali

2016-02-01

Communicable disease management (CDM) is an important component of disaster public health response operations. However, there is a lack of any performance assessment (PA) framework and related indicators for the PA. This study aimed to develop a PA framework and indicators in CDM in disasters. In this study, a series of methods were used. First, a systematic literature review (SLR) was performed in order to extract the existing PA frameworks and indicators. Then, using a qualitative approach, some interviews with purposively selected experts were conducted and used in developing the PA framework and indicators. Finally, the analytical hierarchy process (AHP) was used for weighting of the developed indicators. The input, process, products, and outcomes (IPPO) framework was found to be an appropriate framework for CDM PA. Seven main functions were revealed to CDM during disasters. Forty PA indicators were developed for the four categories. There is a lack of any existing PA framework in CDM in disasters. Thus, in this study, a PA framework (IPPO framework) was developed for the PA of CDM in disasters through a series of methods. It can be an appropriate framework and its indicators could measure the performance of CDM in disasters.

Interim research assessment 2003-2005 - Computer Science

NARCIS (Netherlands)

Mouthaan, A.J.; Hartel, Pieter H.

This report primarily serves as a source of information for the 2007 Interim Research Assessment Committee for Computer Science at the three technical universities in the Netherlands. The report also provides information for others interested in our research activities.

Models for Understanding Student Thinking using Data from Complex Computerized Science Tasks

OpenAIRE

LaMar, Michelle

2014-01-01

The Next Generation Science Standards (NGSS Lead States, 2013) define performance targets which will require assessment tasks that can integrate discipline knowledge and cross-cutting ideas with the practices of science. Complex computerized tasks will likely play a large role in assessing these standards, but many questions remain about how best to make use of such tasks within a psychometric framework (National Research Council, 2014). This dissertation explores the use of a more extensive...

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Development and exemplification of a model for Teacher Assessment in Primary Science

Science.gov (United States)

Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C.

2017-09-01

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a data-flow 'pyramid' (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow 'pyramid' model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.

Earth Systems Science: An Analytic Framework

Science.gov (United States)

Finley, Fred N.; Nam, Younkeyong; Oughton, John

2011-01-01

Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems.…

Student Explanations of Their Science Teachers' Assessments, Grading Practices and How They Learn Science

Science.gov (United States)

del Carmen Gomez, María

2018-01-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During…

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

Science.gov (United States)

Barak, Miri

2017-04-01

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

The InSAR Scientific Computing Environment (ISCE): A Python Framework for Earth Science

Science.gov (United States)

Rosen, P. A.; Gurrola, E. M.; Agram, P. S.; Sacco, G. F.; Lavalle, M.

2015-12-01

The InSAR Scientific Computing Environment (ISCE, funded by NASA ESTO) provides a modern computing framework for geodetic image processing of InSAR data from a diverse array of radar satellites and aircraft. ISCE is both a modular, flexible, and extensible framework for building software components and applications as well as a toolbox of applications for processing raw or focused InSAR and Polarimetric InSAR data. The ISCE framework contains object-oriented Python components layered to construct Python InSAR components that manage legacy Fortran/C InSAR programs. Components are independently configurable in a layered manner to provide maximum control. Polymorphism is used to define a workflow in terms of abstract facilities for each processing step that are realized by specific components at run-time. This enables a single workflow to work on either raw or focused data from all sensors. ISCE can serve as the core of a production center to process Level-0 radar data to Level-3 products, but is amenable to interactive processing approaches that allow scientists to experiment with data to explore new ways of doing science with InSAR data. The NASA-ISRO SAR (NISAR) Mission will deliver data of unprecedented quantity and quality, making possible global-scale studies in climate research, natural hazards, and Earth's ecosystems. ISCE is planned as the foundational element in processing NISAR data, enabling a new class of analyses that take greater advantage of the long time and large spatial scales of these new data. NISAR will be but one mission in a constellation of radar satellites in the future delivering such data. ISCE currently supports all publicly available strip map mode space-borne SAR data since ERS and is expected to include support for upcoming missions. ISCE has been incorporated into two prototype cloud-based systems that have demonstrated its elasticity in addressing larger data processing problems in a "production" context and its ability to be

A Framework for Assessing the Social and Economic Impact of Sustainable Investments

Directory of Open Access Journals (Sweden)

Räikkönen Minna

2016-09-01

Full Text Available Investments towards sustainable development are vital for the future and they must be carefully planned to deliver immediate and long-term benefits. Hence, the ability to communicate the forms of impact of sustainable investments to local societies, people, investors and other stakeholders can provide a competitive advantage. However, the assessments are often under pressure to demonstrate short-term effects rather than emphasise the long-term impact. In addition, indirect and intangible forms of impacts should not be measured solely in economic terms. This paper proposes an assessment framework to support the integrated economic and social impact assessment of sustainable investments aimed at improving physical and socio-economic wellbeing. The framework is demonstrated in two case studies: new construction and renovation investments in affordable housing and social impact investment in sustainable development. The investments in the case studies are evaluated, selected and prioritized not only in terms of money but also with regard to sustainability, social acceptability and their overall impact on society, as a whole. The results indicate that a systematic integrated assessment of monetary and non-monetary factors can be successfully combined with the sustainable development decisions.

Teacher beliefs about teaching science through Science-Technology-Society (STS)

Science.gov (United States)

Massenzio, Lynn

2001-07-01

Statement of the problem. As future citizens, students will have the enormous responsibility of making decisions that will require an understanding of the interaction of science and technology and its interface with society. Since many societal issues today are grounded in science and technology, learning science in its social context is vital to science education reform. Science-Technology-Society (STS) has been strongly identified with meeting this goal, but despite its benefits, putting theory into practice has been difficult. Research design and methodology. The purpose of this study was to explore teacher beliefs about teaching science through STS. The following broad research questions guided the study: (1) What are the participants' initial beliefs about teaching science through STS? (2) What beliefs emerge as participants reflect upon and share their STS instructional experiences with their peers? A social constructivist theoretical framework was developed to plan interactions and collect data. Within this framework, a qualitative methodology was used to interpret the data and answer the research questions. Three provisionally certified science teachers engaged in a series of qualitative tasks including a written essay, verbal STS unit explanation, reflective journal writings, and focus group interviews. After implementing their STS unit, the participants engaged in meaningful dialogue with their peers as they reflected upon, shared, and constructed their beliefs. Conclusions. The participants strongly believed in STS as a means for achieving scientific and technological literacy, developing cognition, enhancing scientific habits of mind and affective qualities, and fostering citizen responsibility. Four major assertions were drawn: (a) Participants' initial belief in teaching for citizen responsibility did not fully align with practice, (b) Educators at the administrative level should be made aware of the benefits of teaching science through STS, (c

Model based risk assessment - the CORAS framework

Energy Technology Data Exchange (ETDEWEB)

Gran, Bjoern Axel; Fredriksen, Rune; Thunem, Atoosa P-J.

2004-04-15

Traditional risk analysis and assessment is based on failure-oriented models of the system. In contrast to this, model-based risk assessment (MBRA) utilizes success-oriented models describing all intended system aspects, including functional, operational and organizational aspects of the target. The target models are then used as input sources for complementary risk analysis and assessment techniques, as well as a basis for the documentation of the assessment results. The EU-funded CORAS project developed a tool-supported methodology for the application of MBRA in security-critical systems. The methodology has been tested with successful outcome through a series of seven trial within the telemedicine and ecommerce areas. The CORAS project in general and the CORAS application of MBRA in particular have contributed positively to the visibility of model-based risk assessment and thus to the disclosure of several potentials for further exploitation of various aspects within this important research field. In that connection, the CORAS methodology's possibilities for further improvement towards utilization in more complex architectures and also in other application domains such as the nuclear field can be addressed. The latter calls for adapting the framework to address nuclear standards such as IEC 60880 and IEC 61513. For this development we recommend applying a trial driven approach within the nuclear field. The tool supported approach for combining risk analysis and system development also fits well with the HRP proposal for developing an Integrated Design Environment (IDE) providing efficient methods and tools to support control room systems design. (Author)

A microbial identification framework for risk assessment.

Science.gov (United States)

Bernatchez, Stéphane; Anoop, Valar; Saikali, Zeina; Breton, Marie

2018-06-01

Micro-organisms are increasingly used in a variety of products for commercial uses, including cleaning products. Such microbial-based cleaning products (MBCP) are represented as a more environmentally-friendly alternative to chemically based cleaning products. The identity of the micro-organisms formulated into these products is often considered confidential business information and is not revealed or it is only partly revealed (i.e., identification to the genus, not to the species). That paucity of information complicates the evaluation of the risk associated with their use. The accurate taxonomic identification of those micro-organisms is important so that a suitable risk assessment of the products can be conducted. To alleviate difficulties associated with adequate identification of micro-organisms in MBCP and other products containing micro-organisms, a microbial identification framework for risk assessment (MIFRA) has been elaborated. It serves to provide guidance on a polyphasic tiered approach, combining the data obtained from the use of various methods (i.e., polyphasic approach) combined with the sequential selection of the methods (i.e., tiered) to achieve a satisfactory identity of the micro-organism to an acceptable taxonomic level. The MIFRA is suitable in various risk assessment contexts for micro-organisms used in any commercial product. Copyright © 2018. Published by Elsevier Ltd.

The role of assessment infrastructures in crafting project-based science classrooms

Science.gov (United States)

D'Amico, Laura Marie

In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

A Framework for Evaluation of Climate Science Professional Development Projects: A NICE NASA Example

Science.gov (United States)

Comfort, K.; Bleicher, R. E.

2012-12-01

Purpose of Presentation This research presents the overall logic model for the evaluation plan for a three-year NASA-funded project focused on teacher professional development. This session will highlight how we are using data to continually revise the evaluation plan, and we will also share insights about communication between the external evaluator and the PI. Objectives and Research Questions PEL leverages three NASA NICE projects with a high school district, providing professional development for teachers, learning opportunities for students, parental involvement and interaction with NASA scientists. PEL aims to increase Climate Science literacy in high school students, with a focus on Hispanic students, through scientific argumentation using authentic NASA data. Our research will concentrate on investigating the following questions: 1. What do we know about the alternative conceptions students' hold about climate science and what is challenging for students? 2. Are students developing climate science literacy, especially in the difficult concept areas, after PEL implementation? 3. How effective is PEL in nurturing scientific argumentation skills? 4. How effective are the resources we are providing in PEL? 5. Is there evidence that teachers are establishing stronger leadership capacity in their schools? Theoretical Framework for PEL Evaluation The expectancy-value theory of achievement motivation (E-V-C) (Fan, 2011; Wigfield & Eccles, 1994) provides a theoretical foundation for the research. Expectancy is the degree to which a teacher or student has reason to expect that they will be successful in school. Value indicates whether they think that performance at school will be worthwhile to them. Cost is the perceived sacrifices that must be undertaken, or factors that can inhibit a successful performance at school. For students, data from an embedded E-V-C investigation will help articulate how E-V-C factors relate to student interest in science, continuing to

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF in Serbia

Directory of Open Access Journals (Sweden)

Stojkov Svetlana

2016-01-01

Full Text Available Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF. The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. Results. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1 had the lowest score (average value 2.98, while the cluster Management and Organizational Competency (KK2 had the highest score (average value 3.15. The competence Recognition of the Diagnosis and Patient Counseling (K8, which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively among the all evaluated competencies. Conclusion. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

Dual-Use Threat Assessment Framework - An Attempt to Quantify the Risk

International Nuclear Information System (INIS)

Stephen, E. R.; Lavigne, J. J.; Colton, B.

2007-01-01

Advances in the biosciences over the past decade have been rapid and transformative. While these advances offer significant benefit to society, they also provide very significant challenges in terms of security. Concerns over misuse and/or accidental use/release (dual use) although not new, are now being viewed through the security lens. There is a wide-spread view that public or private sector scientists, supported through investments by pharmaceutical, environmental and agricultural interests working in the fields that comprise biotechnology, posses the ability to assess the implications of their own work and work within a regime of self-control that is for the most part self-governing (codes of practice). On the other end of the spectrum are those that would codify or legislative control. All this is being done in the absence of a mechanism for quantifying the threat. This presentation will discuss the development of an assessment framework that addresses both actual and potential threats. The framework was developed based on available intelligence and other open source information along with interviews with those persons familiar with the concept of dual use and the multiple, sometimes competing agendas of a variety of interest groups. The framework will help to bring some clarity to the discussion and at the same time, help to inform those that are positioned to respond to the threat. (author)

A framework to assess diagnosis error probabilities in the advanced MCR

Energy Technology Data Exchange (ETDEWEB)

Kim, Ar Ryum; Seong, Poong Hyun [KAIST, Daejeon (Korea, Republic of); Kim, Jong Hyun [Chosun University, Gwangju (Korea, Republic of); Jang, Inseok; Park, Jinkyun [Korea Atomic Research Institute, Daejeon (Korea, Republic of)

2016-10-15

The Institute of Nuclear Power Operations (INPO)’s operating experience database revealed that about 48% of the total events in world NPPs for 2 years (2010-2011) happened due to human errors. The purposes of human reliability analysis (HRA) method are to evaluate the potential for, and mechanism of, human errors that may affect plant safety. Accordingly, various HRA methods have been developed such as technique for human error rate prediction (THERP), simplified plant analysis risk human reliability assessment (SPAR-H), cognitive reliability and error analysis method (CREAM) and so on. Many researchers have asserted that procedure, alarm, and display are critical factors to affect operators’ generic activities, especially for diagnosis activities. None of various HRA methods was explicitly designed to deal with digital systems. SCHEME (Soft Control Human error Evaluation MEthod) considers only for the probability of soft control execution error in the advanced MCR. The necessity of developing HRA methods in various conditions of NPPs has been raised. In this research, the framework to estimate diagnosis error probabilities in the advanced MCR was suggested. The assessment framework was suggested by three steps. The first step is to investigate diagnosis errors and calculate their probabilities. The second step is to quantitatively estimate PSFs’ weightings in the advanced MCR. The third step is to suggest the updated TRC model to assess the nominal diagnosis error probabilities. Additionally, the proposed framework was applied by using the full-scope simulation. Experiments conducted in domestic full-scope simulator and HAMMLAB were used as data-source. Total eighteen tasks were analyzed and twenty-three crews participated in.

[Development of a Conceptual Framework for the Assessment of Chronic Care in the Spanish National Health System].

Science.gov (United States)

Espallargues, Mireia; Serra-Sutton, Vicky; Solans-Domènech, Maite; Torrente, Elena; Moharra, Montse; Benítez, Dolors; Robles, Noemí; Domíngo, Laia; Escarrabill Sanglas, Joan

2016-07-07

The aim was to develop a conceptual framework for the assessment of new healthcare initiatives on chronic diseases within the Spanish National Health System. A comprehensive literature review between 2002 and 2013, including systematic reviews, meta-analysis, and reports with evaluation frameworks and/or assessment of initiatives was carried out; integrated care initiatives established in Catalonia were studied and described; and semistructured interviews with key stakeholders were performed. The scope and conceptual framework were defined by using the brainstorming approach.Of 910 abstracts identified, a total of 116 studies were included. They referred to several conceptual frameworks and/or assessment indicators at a national and international level. An overall of 24 established chronic care initiatives were identified (9 integrated care initiatives); 10 in-depth interviews were carried out. The proposed conceptual framework envisages: 1)the target population according to complexity levels; 2)an evaluation approach of the structure, processes, and outcomes considering the health status achieved, the recovery process and the maintenance of health; and 3)the dimensions or attributes to be assessed. The proposed conceptual framework will be helpful has been useful to develop indicators and implement them with a community-based and result-oriented approach and a territorial or population-based perspective within the Spanish Health System. This will be essential to know which are the most effective strategies, what are the key elements that determine greater success and what are the groups of patients who can most benefit.

Soil Health Assessment Approaches and the Cornell Framework

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van Es, Harold

2016-04-01

Soil health constraints beyond nutrient limitations and excesses currently limit agroecosystem productivity and sustainability, resilience to drought and extreme rainfall, and progress in soil and water conservation. With mounting pressure to produce food, feed, fiber, and even fuel for an increasing population, the concept of soil health is gaining national and international attention. Multiple regional, national, and global efforts are now leveraging that work to reach new stakeholder audiences, so that soil health management is expanding into mainstream agriculture. Each grower is generally faced with a unique situation in the choice of management options to address soil health constraints and each system affords its own set of opportunities or limitations to soil management. A more comprehensive understanding of soil health status can better guide farmers' management decisions. Until recently, there has not been a formalized decision making process for implementing a soil health management system that alleviates field-specific constrains identified through standard measurements and then maintains improved soil health. This presentation will discuss current US-based efforts related to soil health assessment, including efforts to build national consensus on appropriate methods for simple (inexpensive) and comprehensive tests. This includes the Cornell Soil Health Management Planning and Implementation Framework. The most relevant components of the framework are 1) measurement of indicators that represent critical soil processes, 2) scoring of measured values that allows for interpretation, and 3) linkage of identified constraints with management practices. Land managers can monitor changes over time through further assessment, and adapt management practices to achieve chosen goals. We will discuss the full tests and approaches for simplification.

Overlooking the Conceptual Framework

Science.gov (United States)

Leshem, Shosh; Trafford, Vernon

2007-01-01

The conceptual framework is alluded to in most serious texts on research, described in some and fully explained in few. However, examiners of doctoral theses devote considerable attention to exploring its function within social science doctoral vivas. A literature survey explores how the conceptual framework is itself conceptualised and explained.…

A weight of evidence framework for environmental assessments: Inferring quantities.

Science.gov (United States)

Suter, Glenn; Cormier, Susan; Barron, Mace

2017-11-01

The US Environmental Protection Agency (USEPA) has developed a generally applicable framework for a weight-of-evidence (WoE) process for deriving quantitative values from multiple estimates. These guidelines are intended for environmental assessments that require the generation of quantitative parameters such as degradation rates or that develop quantitative products such as criterion values or magnitudes of effects. The basic steps are to weigh evidence for the environmental quality to be quantified, generate the value by merging estimates or by identifying the best estimate, and weight the results to determine confidence in the numerical value. When multiple data sets or outputs of multiple models are available, it may be appropriate to weigh the evidence. Use of the framework to weigh multiple estimates may increase the accuracy of quantitative results compared to a single estimate from a default method. Its use can provide greater transparency compared to ad hoc weighing of evidence. Integr Environ Assess Manag 2017;13:1045-1051. Published 2017. This article is a US Government work and is in the public domain in the USA. Published 2017. This article is a US Government work and is in the public domain in the USA.

LANDSCAPE SCIENCES FOR ENVIRONMENTAL ASSESSMENT: A NATO FRAMEWORK FOR INTERNATIONAL COOPERATION

Science.gov (United States)

An international pilot study has been developed to explore the possibility of quantifying and assessing environmental condition, processes of land degradation, and subsequent impacts on natural and human resources by combining the advanced technologies of remote sensing, geograph...

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

Science.gov (United States)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Science Policy in Spain: National Programs and Public Perception of Science

Directory of Open Access Journals (Sweden)

Veronica M. Novikova

2016-01-01

Full Text Available The article studies the organization and financing of the Spanish state policy in the field of scientific and technological research and innovation, its institutional basic and the legal and regulatory framework, as well as analyzes the problem of Spanish public opinion on research and work of scientists. The author uses the methods of texts analysis, interviews and expert assessments. First, the author examines the legislative framework of scientific and technical policy of the Kingdom of Spain, the theoretical basis of its development and implementation Then, we study the institutional characteristics of scientific policy in the country, in particular the principal organs of coordination, financing and implementation, including their functional powers. Finally, we investigate the Spanish people perception of the science as a whole, the introduction of new technologies and the sources of material support to scientific research. In conclusion, the past 10years have seen active steps of the Spanish authorities improve the legislation in the field of science in order to ensure the effective implementation of innovation and enhance the overall competitiveness of the country in the international arena. An important finding was also positive changes in the public attitude towards science and the intensification of the dialogue between the scientific community and the public.

A Triple Aim Framework For the Performance Assessment of Disease Management Programs

NARCIS (Netherlands)

Verbeek, N.A.; M.G. Franken (Margreet); M.A. Koopmanschap (Marc); M.P.M.H. Rutten-van Mölken (Maureen)

2015-01-01

markdownabstractObjectives: A structured and comprehensive assessment of disease management implementations is not straightforward due to the broadness of the interventions and the various evaluation possibilities. The aim of this study was to develop a comprehensive framework for outcome