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

Science.gov (United States)

Godec, Spela

2018-01-01

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

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

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

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

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

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

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

Class Size and Academic Achievement in Introductory Political Science Courses

Science.gov (United States)

Towner, Terri L.

2016-01-01

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

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

Science.gov (United States)

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

2017-04-01

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

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

Science.gov (United States)

Jin, Guang; Bierma, Tom

2013-01-01

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

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

Science.gov (United States)

Wang, Tzu-Ling; Berlin, Donna

2010-12-01

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

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

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

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

Science.gov (United States)

Alboruto, Venus M.

2017-05-01

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

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

Science.gov (United States)

Taneja, Anju

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

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

Science.gov (United States)

Stanger-Hall, Kathrin F.

2012-01-01

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

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

Science.gov (United States)

Boyle, Joseph R.

2010-01-01

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

Mothers as informal science class teachers

Science.gov (United States)

Katz, Phyllis

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

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

Science.gov (United States)

Valdiviezo, Laura Alicia

2010-06-01

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

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

Science.gov (United States)

Thawinkarn, Dawruwan

2018-01-01

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

S K Date

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. S K Date. Articles written in Bulletin of Materials Science. Volume 23 Issue 2 April 2000 pp 97-101 Magnetic Materials. Comparison of the irreversible thermomagnetic behaviour of some ferro- and ferrimagnetic systems · P S Anil Kumar P A Joy S K Date · More Details Abstract ...

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

Science.gov (United States)

Cook, G. W.

2012-12-01

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

Teaching Writing and Critical Thinking in Large Political Science Classes

Science.gov (United States)

Franklin, Daniel; Weinberg, Joseph; Reifler, Jason

2014-01-01

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

Class impressions : Higher social class elicits lower prosociality

NARCIS (Netherlands)

Van Doesum, Niels J.; Tybur, Joshua M.; Van Lange, Paul A.M.

2017-01-01

Social class predicts numerous important life outcomes and social orientations. To date, literature has mainly examined how an individual's own class shapes interactions with others. But how prosocially do people treat others they perceive as coming from lower, middle, or higher social classes?

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

Science.gov (United States)

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

2016-09-01

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

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

Science.gov (United States)

Brooks, Tanisha

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

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

Science.gov (United States)

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

2017-08-01

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

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

Science.gov (United States)

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

2018-01-01

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

Critical Science Education in a Suburban High School Chemistry Class

Science.gov (United States)

Ashby, Patrick

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

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

Ryu, Minjung

2015-01-01

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

Science that connects the past and the future. Fifty years of 14C dating

International Nuclear Information System (INIS)

Imamura, M.

2006-01-01

Major contribution of radiochemistry in archaeological sciences is the dating which provides the most essential information in studies of prehistory. In particular the method of 14 C dating revolutionized the theory of civilization in the world. In this talk I will review 50 years of 14 C dating, techniques and applications, and then the possibilities in contemporary world. The technical developments are featured by ultra-sensitive method of accelerator mass spectrometry in 1977 and its developments, and an introduction of international calibration datasets for 14 C dates started in 1986. Both contributed greatly to improvements in versatility and precision for dating. As for the applications, several interesting topics are reviewed such as the origin of agriculture and its propagation in the western world, the oldest pottery production in Japanese archipelago and its relation to world climate, paddy-rice agriculture and its propagation in Japanese archipelago. Since 14 C studies in nature is also well known as key information on carbon dynamics in earth's surface, it may be said that 14 C play an extraordinary role in understanding our past, present and the future. (author)

Patterns of Dating Violence Victimization and Perpetration among Latino Youth.

Science.gov (United States)

Reyes, H Luz McNaughton; Foshee, Vangie A; Chen, May S; Ennett, Susan T

2017-08-01

Theory and research suggest that there may be significant heterogeneity in the development, manifestation, and consequences of adolescent dating violence that is not yet well understood. The current study contributed to our understanding of this heterogeneity by identifying distinct patterns of involvement in psychological, physical, and sexual dating violence victimization and perpetration in a sample of Latino youth (n = 201; M = 13.87 years; 42% male), a group that is understudied, growing, and at high risk for involvement in dating violence. Among both boys and girls, latent class analyses identified a three-class solution wherein the largest class demonstrated a low probability of involvement in dating violence across all indices ("uninvolved"; 56% of boys, 64% of girls) and the smallest class demonstrated high probability of involvement in all forms of dating violence except for sexual perpetration among girls and physical perpetration among boys ("multiform aggressive victims"; 10% of boys, 11% of girls). A third class of "psychologically aggressive victims" was identified for which there was a high probability of engaging and experiencing psychological dating violence, but low likelihood of involvement in physical or sexual dating violence (34% of boys, 24% of girls). Cultural (parent acculturation, acculturation conflict), family (conflict and cohesion) and individual (normative beliefs, conflict resolution skills, self-control) risk and protective factors were associated with class membership. Membership in the multiform vs. the uninvolved class was concurrently associated with emotional distress among girls and predicted emotional distress longitudinally among boys. The results contribute to understanding heterogeneity in patterns of involvement in dating violence among Latino youth that may reflect distinct etiological processes.

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

Science.gov (United States)

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

2017-04-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-10-01

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

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

Science.gov (United States)

Bennett, William Drew

2011-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Science Study Aids 1: Dehydration for Food Preservation.

Science.gov (United States)

Boeschen, John; And Others

This publication is the first of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grades 9 through 12. It is concerned with the osmatic dehydration of fruits. The guide provides students with information about food…

Science Study Aids 3: Carbohydrates - Nature's Energy Source.

Science.gov (United States)

McConnell, Bill

This publication is the third of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 7 through 12. It is concerned with the role of carbohydrates as important nutrients for consumers. This guide will enable…

Dating Violence, Bullying, and Sexual Harassment: Longitudinal Profiles and Transitions over Time

Science.gov (United States)

Miller, Shari; Williams, Jason; Cutbush, Stacey; Gibbs, Deborah; Clinton-Sherrod, Monique; Jones, Sarah

2013-01-01

Although there is growing recognition of the problem of dating violence, little is known about how it unfolds among young adolescents who are just beginning to date. This study examined classes (subgroups) and transitions between classes over three time points based on dating violence, bullying, and sexual harassment perpetration and victimization…

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

NARCIS (Netherlands)

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

2005-01-01

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

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

Science.gov (United States)

Tan, Edna; Barton, Angela Calabrese

2008-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

Quaternary dating methods

International Nuclear Information System (INIS)

Mahaney, W.C.

1984-01-01

The papers in this book cover absolute, relative and multiple dating methods, and have been written by specialists from a number of different earth sciences disciplines - their common interest being the dating of geological materials within the Quaternary. Papers on absolute dating methods discuss radiocarbon, uranium-series, potassium argon, 40 Ar/ 39 Ar, paleomagnetic, obsidian hydration, thermoluminescence, amino acid racemization, tree rings, and lichenometric techniques. Those on relative dating include discussions on various geomorphic relative age indicators such as drainage density changes, hypsometric integrals, bifurcation ratios, stream junction angles, spur morphology, hillslope geometry, and till sheet characteristics. The papers on multiple dating cite examples from the Rocky Mountains, Australia, Lake Agassiz Basin, and the Southern Andes. Also included is the panel discussion which reviews and assesses the information presented, and a field trip guide which discusses the sequences of Wisconian tills and interlayered lacustrine and fluvial sediments. (orig.)

Making Class: Children's Perceptions of Social Class through Illustrations

Science.gov (United States)

Howard, Adam; Swalwell, Katy; Adler, Karlyn

2018-01-01

Background/Context: Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose: In this article, the authors examine young children's…

Science Study Aids 7: Fermentation - Activities of a Fabulous Fungus.

Science.gov (United States)

McConnell, Bill

This publication is the seventh of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grades 7 through 10. It is concerned with the roles of fermentation processes in the agriculture and food industry. The guide enables…

78 FR 55116 - National Science Board; Sunshine Act Meetings; Notice

Science.gov (United States)

2013-09-09

... for the transaction of National Science Board business, as follows: DATE AND TIME: Thursday, September 12, 2013 at 10:30 a.m. EDT. SUBJECT MATTER: Consideration of nominations for the NSB class of 2014.... Ann Bushmiller, NSB Senior Legal Counsel. [FR Doc. 2013-21968 Filed 9-5-13; 11:15 am] BILLING CODE...

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

NARCIS (Netherlands)

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

2004-01-01

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

78 FR 51752 - Sunshine Act Meetings; National Science Board

Science.gov (United States)

2013-08-21

... for the transaction of National Science Board business, as follows: DATE AND TIME: Monday, August 26, 2013 at 3:30 p.m. EST SUBJECT MATTER: Consideration of nominations for the NSB class of 2014- 2020... Bushmiller, NSB Senior Legal Counsel. [FR Doc. 2013-20485 Filed 8-19-13; 4:15 pm] BILLING CODE 7555-01-P ...

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

Science.gov (United States)

Keelor, Brad

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

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Chauncey, Penny Denyse

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

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

Science.gov (United States)

Willems, Pierre Dominique

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

Incorporating Earth Science into Other High School Science Classes

Science.gov (United States)

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

2016-12-01

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

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

Science.gov (United States)

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

2017-04-01

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

Modelling the factors that influence computer science students' attitude towards serious games in class / Maria Jacomina Zeeman

OpenAIRE

Zeeman, Maria Jacomina

2014-01-01

Although the software development industry is one of the fastest growing sections in the labour market currently, computer science is one of the subject fields with the least growth in number of enrolments at tertiary institutions. Low enrolment figures and high dropout rates are common in computer science courses. Apart from the fact that programming is a difficult skill to master, irrelevant course material and out-dated teaching and learning strategies could be to blame for this phenomenon...

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

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

McMahon, Kendra

2012-01-01

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

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

Science.gov (United States)

Giansanti, S.

2015-03-01

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

From Romance to Rocket Science: Speed Dating in Higher Education

Science.gov (United States)

Muurlink, Olav; Poyatos Matas, Cristina

2011-01-01

This article is the first comprehensive review of speed dating in the tertiary sector. While speed dating has its origins as a networking technique to connect singles, it has only more recently made its way into the academy. Since 2005 universities world-wide have begun to adopt speed dating protocols as a tool for building research culture. An…

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

Science.gov (United States)

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

2011-03-01

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

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

Science.gov (United States)

Liang, Xiaoping; Smith, Sara W.

2012-01-01

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

Latent class analysis of diagnostic science assessment data using Bayesian networks

Science.gov (United States)

Steedle, Jeffrey Thomas

2008-10-01

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

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

Science.gov (United States)

Akyurek, Erkan; Afacan, Ozlem

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

Mustafa Ugras

2014-08-01

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

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

Science.gov (United States)

Seiler, Gale A.

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

Tools for Implementing Science Practice in a Large Introductory Class

Science.gov (United States)

Prothero, W. A.

2008-12-01

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

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

Science.gov (United States)

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

2017-08-01

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

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

Science.gov (United States)

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

2014-12-01

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

Onboard Decision Making For a New Class of AUV Science

Science.gov (United States)

Rajan, K.; McGann, C.; Py, F.; Thomas, H.; Henthorn, R.; McEwen, R.

2007-12-01

Autonomous Underwater Vehicles (AUVs) are an increasingly important tool for oceanographic research. They routinely and cost effectively sample the water column at depths far beyond what humans are capable of visiting. However, control of these platforms has relied on fixed sequences for execution of pre-planned actions limiting their effectiveness for measuring dynamic and episodic ocean phenomenon. At the Monterey Bay Aquarium Research Institute (MBARI), we are developing an advanced Artificial Intelligence (AI) based control system to enable our AUV's to dynamically adapt to the environment by deliberating in-situ about mission plans while tracking onboard resource consumption, dealing with plan failures by allowing dynamic re-planning and being cognizant of vehicle health and safety in the course of executing science plans. Existing behavior-based approaches require an operator to script plans a priori while anticipating where and how the vehicle will transect the water column. While adequate for current needs to do routine pre-defined transects, it has limited flexibility in dealing with opportunistic science needs, is unable to deal with uncertainty in the oceanic environment and puts undue burden on the mission operators to manage complex interactions between behaviors. Our approach, informed by a decades worth of experience in intelligent control of NASA spacecraft, uses a constraint-based representation to manage mission goals, react to exogenous or endogenous failure conditions, respond to sensory feedback by using AI-based search techniques to sort thru a space of likely responses and picking one which is satisfies the completion of mission goals. The system encapsulates the long-standing notion of a sense-deliberate-act cycle at the heart of a control loop and reflects the goal-oriented nature of control allowing operators to specify abstract mission goals rather than detailed command sequences. To date we have tested T- REX (the Teleo

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

Science.gov (United States)

Wright, Laura J.

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

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

International Nuclear Information System (INIS)

Giansanti, S.

2015-01-01

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

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

Science.gov (United States)

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

2016-02-01

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

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

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

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

(including travel dates) Proposed itinerary

Indian Academy of Sciences (India)

Ashok

31 July to 22 August 2012 (including travel dates). Proposed itinerary: Arrival in Bangalore on 1 August. 1-5 August: Bangalore, Karnataka. Suggested institutions: Indian Institute of Science, Bangalore. St Johns Medical College & Hospital, Bangalore. Jawaharlal Nehru Centre, Bangalore. 6-8 August: Chennai, TN.

Exploring Science Through Polar Exploration

Science.gov (United States)

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

2003-12-01

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

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

Science.gov (United States)

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

2017-01-01

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

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

Directory of Open Access Journals (Sweden)

Natália Cristina de Oliveira

2017-05-01

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

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

Science.gov (United States)

Swanson, Kara W

2017-03-01

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

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

Science.gov (United States)

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

2003-12-01

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

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

Directory of Open Access Journals (Sweden)

Marta Massa

2004-08-01

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

Parenting Profiles and Adolescent Dating Relationship Abuse: Attitudes and Experiences.

Science.gov (United States)

Mumford, Elizabeth A; Liu, Weiwei; Taylor, Bruce G

2016-05-01

Parenting behaviors such as monitoring and communications are known correlates of abusive outcomes in adolescent dating relationships. This longitudinal study draws on separate parent (58 % female; 61 % White non-Hispanic, 12 % Black non-Hispanic, 7 % other non-Hispanic, and 20 % Hispanic) and youth (ages 12-18 years; 48 % female) surveys from the nationally representative Survey of Teen Relationships and Intimate Violence. Latent class analyses were applied to investigate whether there are distinguishable parenting profiles based on six measures of parent-youth relationship and interactions, with youth's attitudes about abusive dating behavior and both perpetration and victimization examined in a follow-up survey as distal outcomes (n = 1117 parent-youth dyads). A three-class model-a "Positive Parenting" class, a "Strict/Harsh Parenting" class, and a "Disengaged/Harsh Parenting" class-was selected to best represent the data. The selected latent class model was conditioned on parents' (anger trait, relationship quality, attitudes about domestic violence) and youth's (prior victimization and perpetration) covariates, controlling for parent's gender, race/ethnicity, income, marital status, and youth's age and gender. Youth in the "Positive Parenting" class were significantly less likely 1 year later to be tolerant of violence against boyfriends under any conditions as well as less likely to perpetrate adolescent relationship abuse or to be a victim of adolescent relationship abuse. Parents' anger and relationship quality and youth's prior perpetration of adolescent relationship abuse as well as gender, age, and race/ethnicity predicted class membership, informing universal prevention program and message design, as well as indicated efforts to target communications and services for parents as well as for youth.

Bomb pulse radiocarbon dating

International Nuclear Information System (INIS)

Tuniz, C.; Zoppi, U.; Hotchkis, M.A.C.

2004-01-01

Modern forensic science has to deal not only with homicides and other traditional crimes but also with more global threats such as the smuggling of nuclear materials, clandestine production of weapons of mass destruction, stockpiling of illicit drugs by state controlled groups and war crimes. Forensic applications have always benefited from the use of advanced analytical tools that can characterize materials found at crime scenes. In this paper we will discuss the use of accelerator mass spectrometry (AMS) as an ultrasensitive tool for the crime laboratories of the third millennium. An important objective in forensic science is to order past events chronologically by analysing materials associated with criminal actions. Radiocarbon dating is known to the general public for its application to historical and prehistorical investigations. Examples of forensic significance include the assassination of the Inca Atahualpa by Francisco Pizarro in the early 1530s, the possible murder of the Tyrolean Ice Man (Oetzi) 5300 years ago and the analysis of the burial cloths allegedly associated with the crucifixion of Jesus Christ . Recent murders, including those associated with war crimes in the Balkans during the 1990s, can be studied using 14 C bomb pulse dating. This method has other forensic applications, including investigation of frauds related to food and wine counterfeiting, dating of opium crops and dating of substances used in biological warfare. AMS extends the applicability of the radiocarbon method, allowing the analysis of 14 C in submilligram organic samples. Specific molecular compounds extracted from bones, hair, skin and other carbon bearing substances of forensic significance can now be dated, enhancing the sensitivity and reliability of chronological determinations. AMS can also be used to analyse rare actinide isotopes released into the environment during the clandestine production of nuclear weapons or associated with the smuggling of nuclear materials. In

MW-Class Electric Propulsion System Designs

Science.gov (United States)

LaPointe, Michael R.; Oleson, Steven; Pencil, Eric; Mercer, Carolyn; Distefano, Salvador

2011-01-01

Electric propulsion systems are well developed and have been in commercial use for several years. Ion and Hall thrusters have propelled robotic spacecraft to encounters with asteroids, the Moon, and minor planetary bodies within the solar system, while higher power systems are being considered to support even more demanding future space science and exploration missions. Such missions may include orbit raising and station-keeping for large platforms, robotic and human missions to near earth asteroids, cargo transport for sustained lunar or Mars exploration, and at very high-power, fast piloted missions to Mars and the outer planets. The Advanced In-Space Propulsion Project, High Efficiency Space Power Systems Project, and High Power Electric Propulsion Demonstration Project were established within the NASA Exploration Technology Development and Demonstration Program to develop and advance the fundamental technologies required for these long-range, future exploration missions. Under the auspices of the High Efficiency Space Power Systems Project, and supported by the Advanced In-Space Propulsion and High Power Electric Propulsion Projects, the COMPASS design team at the NASA Glenn Research Center performed multiple parametric design analyses to determine solar and nuclear electric power technology requirements for representative 300-kW class and pulsed and steady-state MW-class electric propulsion systems. This paper describes the results of the MW-class electric power and propulsion design analysis. Starting with the representative MW-class vehicle configurations, and using design reference missions bounded by launch dates, several power system technology improvements were introduced into the parametric COMPASS simulations to determine the potential system level benefits such technologies might provide. Those technologies providing quantitative system level benefits were then assessed for technical feasibility, cost, and time to develop. Key assumptions and primary

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

Science.gov (United States)

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

2014-03-01

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

Remarks about the Bill of 23 March 2017 of the “Directive of the Minister of Science and Higher Education, Republic of Poland, dated ………… 2017”

Directory of Open Access Journals (Sweden)

Michał Kokowski

2017-12-01

Full Text Available The article discuses the Bill of 23 March 2017 of the “Directive of the Minister of Science and Higher Education, Republic of Poland, dated ………… 2017”. It indicates serious flaws of this Bill regarding legislation and the science of science (including bibliometrics, and proposes significant amendments to the content of the provisions of this Directive.

Seed storage protein electrophoretic profiles in some Iranian date ...

African Journals Online (AJOL)

use

2011-12-05

Dec 5, 2011 ... 2International Center for Science, High Technology and Environmental Sciences, Kerman, Iran. Accepted 31 October, 2011 ... Mesopotamia, date palm is cultivated for fruit production and all parts of the tree are used for many ...... assembly of the head of bacteriophage T4. Nature, 227(5259): 680-. 685.

Scientific retreats with 'speed dating': networking to stimulate new interdisciplinary translational research collaborations and team science.

Science.gov (United States)

Ranwala, Damayanthi; Alberg, Anthony J; Brady, Kathleen T; Obeid, Jihad S; Davis, Randal; Halushka, Perry V

2017-02-01

To stimulate the formation of new interdisciplinary translational research teams and innovative pilot projects, the South Carolina Clinical and Translational Research (SCTR) Institute (South Carolina Clinical and Translational Science Award, CTSA) initiated biannual scientific retreats with 'speed dating' networking sessions. Retreat themes were prioritized based on the following criteria; cross-cutting topic, unmet medical need, generation of novel technologies and methodologies. Each retreat begins with an external keynote speaker followed by a series of brief research presentations by local researchers focused on the retreat theme, articulating potential areas for new collaborations. After each session of presentations, there is a 30 min scientific 'speed dating' period during which the presenters meet with interested attendees to exchange ideas and discuss collaborations. Retreat attendees are eligible to compete for pilot project funds on the topic of the retreat theme. The 10 retreats held have had a total of 1004 participants, resulted in 61 pilot projects with new interdisciplinary teams, and 14 funded projects. The retreat format has been a successful mechanism to stimulate novel interdisciplinary research teams and innovative translational research projects. Future retreats will continue to target topics of cross-cutting importance to biomedical and public health research. Copyright © 2016 American Federation for Medical Research.

VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan

Science.gov (United States)

2014-06-01

1472G. VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan and Preliminary Results © Her Majesty the Queen in Right of...19 th International Command and Control Research and Technology Symposium Title: VICTORIA Class Submarine Human-in-the-Loop...TYPE 3. DATES COVERED 00-00-2014 to 00-00-2014 4. TITLE AND SUBTITLE VICTORIA Class Submarine Human-in-the-Loop Experimentation Plan 5a. CONTRACT

76 FR 13182 - Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory...

Science.gov (United States)

2011-03-10

... a Public Meeting of the Science Advisory Board Committee on Science Integration for Decision Making... Agency (EPA or Agency) Science Advisory Board (SAB) Staff Office announces a public meeting of the SAB Committee on Science Integration for Decision Making. DATES: The meeting dates are March 29, 2011 from 9 a.m...

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

Science.gov (United States)

Seyhan, Hatice Güngör

2016-01-01

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

Mass spectrometric detection of radiocarbon for dating applications

OpenAIRE

Synal Hans-Arno

2013-01-01

Radiocarbon is still the most important nuclide measured by accelerator mass spectrometry (AMS). The related capabilities for dating and tracer studies are eminent not only in archaeology but also drive important applications in the earth and environmental sciences as well as in biomedical research. So far standard mass spectrometric systems have not been capable of radiocarbon dating because of interfering molecular isobars which however can be completely eliminated in charge changing proces...

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Sukariasih, Luh

2017-05-01

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

An Evidence-based Forensic Taxonomy of Windows Phone Dating Apps.

Science.gov (United States)

Cahyani, Niken Dwi Wahyu; Choo, Kim-Kwang Raymond; Ab Rahman, Nurul Hidayah; Ashman, Helen

2018-05-21

Advances in technologies including development of smartphone features have contributed to the growth of mobile applications, including dating apps. However, online dating services can be misused. To support law enforcement investigations, a forensic taxonomy that provides a systematic classification of forensic artifacts from Windows Phone 8 (WP8) dating apps is presented in this study. The taxonomy has three categories, namely: Apps Categories, Artifacts Categories, and Data Partition Categories. This taxonomy is built based on the findings from a case study of 28 mobile dating apps, using mobile forensic tools. The dating app taxonomy can be used to inform future studies of dating and related apps, such as those from Android and iOS platforms. © 2018 American Academy of Forensic Sciences.

77 FR 28243 - Amendment of Class D Airspace; Cocoa Beach, FL

Science.gov (United States)

2012-05-14

...-0099; Airspace Docket No. 12-ASO-11] Amendment of Class D Airspace; Cocoa Beach, FL AGENCY: Federal... Federal Register on April 11, 2012 that amends Class D airspace at Cocoa Beach, FL. DATES: Effective 0901...), amends Class D airspace at Cape Canaveral Skid Strip, Cocoa Beach, FL. A typographical error was made in...

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

Science.gov (United States)

Henderson, Jean Foster

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

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

Science.gov (United States)

McMahon, Kendra

2012-07-01

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

Radiocarbon dating for contributors

International Nuclear Information System (INIS)

Jansen, H.S.

1984-06-01

This report describes the radiocarbon facility at the Institute of Nuclear Sciences, and is written for potential contributors, current users, and for those who advise others. The report briefly outlines the principles and practices of C-14 dating; with emphasis on factors that enable contributors to judge whether C-14 work is appropriate, and to assist them with the procedures to be followed in order to get the best results. Age determinations, being the main requirements by contributors, have been discussed in detail

The PAD Class: a new paradigm for university classroom teaching

Science.gov (United States)

Zhang, Xuexin

2017-08-01

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

75 FR 60484 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Science.gov (United States)

2010-09-30

... Update. --Performance Measures Discussion. --Report from Earth Science Subcommittee Meeting. It is... to providing the following information no less than 10 working days prior to the meeting: full name; gender; date/ place of birth; citizenship; visa/green card information (number, type, expiration date...

Mass spectrometric detection of radiocarbon for dating applications

Energy Technology Data Exchange (ETDEWEB)

Synal, H.-A., E-mail: synal@phys.ethz.ch [ETH Zurich, Laboratory of Ion Beam Physics, Building HPK, 8093 Zurich (Switzerland); Schulze-Koenig, T.; Seiler, M.; Suter, M.; Wacker, L. [ETH Zurich, Laboratory of Ion Beam Physics, Building HPK, 8093 Zurich (Switzerland)

2013-01-15

Radiocarbon is still the most important nuclide measured by accelerator mass spectrometry (AMS). The related capabilities for dating and tracer studies are eminent not only in archaeology but also drive important applications in the earth and environmental sciences as well as in biomedical research. So far, standard mass spectrometric systems have not been capable of radiocarbon dating because of interfering molecular isobars which, however, can be completely eliminated in charge changing processes at high ion beam energies (MeV) [1,2]. Here, we present a novel type mass spectrometry system for radiocarbon analyses. Radiocarbon dating was performed using 45 keV {sup 14}C ions from the ion source and a molecule dissociation unit kept at ground potential. This proof-of-principle experiment demonstrates for the first time the feasibility of mass spectrometric radiocarbon dating without an accelerator. The results obtained will be the basis of an optimized design for a radiocarbon dating instrument comparable in size, complexity and cost to standard mass spectrometers.

Mass spectrometric detection of radiocarbon for dating applications

International Nuclear Information System (INIS)

Synal, H.-A.; Schulze-König, T.; Seiler, M.; Suter, M.; Wacker, L.

2013-01-01

Radiocarbon is still the most important nuclide measured by accelerator mass spectrometry (AMS). The related capabilities for dating and tracer studies are eminent not only in archaeology but also drive important applications in the earth and environmental sciences as well as in biomedical research. So far, standard mass spectrometric systems have not been capable of radiocarbon dating because of interfering molecular isobars which, however, can be completely eliminated in charge changing processes at high ion beam energies (MeV) [1,2]. Here, we present a novel type mass spectrometry system for radiocarbon analyses. Radiocarbon dating was performed using 45 keV 14 C ions from the ion source and a molecule dissociation unit kept at ground potential. This proof-of-principle experiment demonstrates for the first time the feasibility of mass spectrometric radiocarbon dating without an accelerator. The results obtained will be the basis of an optimized design for a radiocarbon dating instrument comparable in size, complexity and cost to standard mass spectrometers.

Mass spectrometric detection of radiocarbon for dating applications

Science.gov (United States)

Synal, H.-A.; Schulze-König, T.; Seiler, M.; Suter, M.; Wacker, L.

2013-01-01

Radiocarbon is still the most important nuclide measured by accelerator mass spectrometry (AMS). The related capabilities for dating and tracer studies are eminent not only in archaeology but also drive important applications in the earth and environmental sciences as well as in biomedical research. So far, standard mass spectrometric systems have not been capable of radiocarbon dating because of interfering molecular isobars which, however, can be completely eliminated in charge changing processes at high ion beam energies (MeV) [1,2]. Here, we present a novel type mass spectrometry system for radiocarbon analyses. Radiocarbon dating was performed using 45 keV 14C ions from the ion source and a molecule dissociation unit kept at ground potential. This proof-of-principle experiment demonstrates for the first time the feasibility of mass spectrometric radiocarbon dating without an accelerator. The results obtained will be the basis of an optimized design for a radiocarbon dating instrument comparable in size, complexity and cost to standard mass spectrometers.

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

Science.gov (United States)

Harrits, Gitte Sommer; Pedersen, Helene Helboe

2018-03-01

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

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

Science.gov (United States)

Friend, Jennifer Ingrid

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

Computer Graphics Instruction in VizClass

Science.gov (United States)

Grimes, Douglas; Warschauer, Mark; Hutchinson, Tara; Kuester, Falko

2005-01-01

"VizClass" is a university classroom environment designed to offer students in computer graphics and engineering courses up-to-date visualization technologies. Three digital whiteboards and a three-dimensional stereoscopic display provide complementary display surfaces. Input devices include touchscreens on the digital whiteboards, remote…

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

Science.gov (United States)

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

2002-01-01

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

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

Science.gov (United States)

Bengtsson, Mattias; Berglund, Tomas; Oskarson, Maria

2013-12-01

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Ph.D. (Wisconsin). Date of birth: 21 September 1936. Date of death: 10 September 1996. Specialization: Digital Control Systems, Analysis and Simulation of Discrete Event Systems and Flight Vehicle Guidance Last known address: Department of Computer Science, and Automation, Indian Institute of Science, Bengaluru ...

A History of Soil Science Education in the United States

Science.gov (United States)

Brevik, Eric C.

2017-04-01

The formal study of soil science is a fairly recent undertaking in academics. Fields like biology, chemistry, and physics date back hundreds of years, but the scientific study of soils only dates to the late 1800s. Academic programs to train students in soil science are even more recent, with the first such programs only developing in the USA in the early 1900s. Some of the first schools to offer soil science training at the university level included the University of North Carolina (UNC), Earlham College (EC), and Cornell University. The first modern soil science textbook published in the United States was "Soils, Their Properties and Management" by Littleton Lyon, Elmer Fippin and Harry Buckman in 1909. This has evolved over time into the popular modern textbook "The Nature and Properties of Soils", most recently authored by Raymond Weil and Nyle Brady. Over time soil science education moved away from liberal arts schools such as UNC and EC and became associated primarily with land grant universities in their colleges of agriculture. There are currently about 71 colleges and universities in the USA that offer bachelors level soil science degree programs, with 54 of these (76%) being land grant schools. In the 1990s through the early 2000s enrollment in USA soil science programs was on the decline, even as overall enrollment at USA colleges and universities increased. This caused considerable concern in the soil science community. More recently there is evidence that soil science student numbers may be increasing, although additional information on this potential trend is desirable. One challenge soil science faces in the modern USA is finding an academic home, as soils are taught by a wide range of fields and soils classes are taken by students in many fields of study, including soil science, a range of agricultural programs, environmental science, environmental health, engineering, geology, geography, and others.

Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

Science.gov (United States)

Vanderlinden, David Winston

This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

Science Fiction on Film.

Science.gov (United States)

Burmester, David

1985-01-01

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

A latent transition model of the effects of a teen dating violence prevention initiative.

Science.gov (United States)

Williams, Jason; Miller, Shari; Cutbush, Stacey; Gibbs, Deborah; Clinton-Sherrod, Monique; Jones, Sarah

2015-02-01

Patterns of physical and psychological teen dating violence (TDV) perpetration, victimization, and related behaviors were examined with data from the evaluation of the Start Strong: Building Healthy Teen Relationships initiative, a dating violence primary prevention program targeting middle school students. Latent class and latent transition models were used to estimate distinct patterns of TDV and related behaviors of bullying and sexual harassment in seventh grade students at baseline and to estimate transition probabilities from one pattern of behavior to another at the 1-year follow-up. Intervention effects were estimated by conditioning transitions on exposure to Start Strong. Latent class analyses suggested four classes best captured patterns of these interrelated behaviors. Classes were characterized by elevated perpetration and victimization on most behaviors (the multiproblem class), bullying perpetration/victimization and sexual harassment victimization (the bully-harassment victimization class), bullying perpetration/victimization and psychological TDV victimization (bully-psychological victimization), and experience of bully victimization (bully victimization). Latent transition models indicated greater stability of class membership in the comparison group. Intervention students were less likely to transition to the most problematic pattern and more likely to transition to the least problem class. Although Start Strong has not been found to significantly change TDV, alternative evaluation models may find important differences. Latent transition analysis models suggest positive intervention impact, especially for the transitions at the most and the least positive end of the spectrum. Copyright © 2015. Published by Elsevier Inc.

Science Illiteracy: Breaking the Cycle

Science.gov (United States)

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

2003-12-01

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

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

Science.gov (United States)

Cavagnetto, Andy Roy

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

Fitzhenry and Whiteside book of Canadian facts and dates

National Research Council Canada - National Science Library

Pound, Richard W

2005-01-01

... of its kind in the market today. More than 25 researchers, editors and contributors were assigned to research and validate important events and dates in the areas of women's issues, human rights, science and technology...

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

Science.gov (United States)

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

2017-12-01

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

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

Directory of Open Access Journals (Sweden)

Andrea Miranda

2010-11-01

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

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

... Kathmandu, Nepal; Department of Inorganic and Physical Chemistry, Indian Institute of Science, Bengaluru 560012, India. Dates. Manuscript received: 9 October 2014; Manuscript revised: 31 January 2015; Accepted: 3 February 2015. Supplementary Material. supp7.doc. Journal of Chemical Sciences. Current Issue : Vol.

Incorporating digital technologies into science classes

DEFF Research Database (Denmark)

Hilton, Annette; Hilton, Geoff

2013-01-01

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

40 CFR 82.13 - Recordkeeping and reporting requirements for class I controlled substances.

Science.gov (United States)

2010-07-01

... subpart) and will not be resold or used in manufacturing. (xiii) The amount of class I, Group VI... class II controlled substances; (xii) The U.S. Customs entry form; (xiii) Dated records documenting the..., an annual list of the amount of critical use methyl bromide bought; (ii) For critical uses of class I...

College Student Characteristics and Experiences as Predictors of Interracial Dating

Science.gov (United States)

Harper, Casandra E.; Yeung, Fanny P.

2015-01-01

This study utilized logistic regression to test whether students' personal characteristics and experiences significantly predict their likelihood of dating interracially in college. The data were drawn from the Campus Life in America Student Survey (CLASS), which was administered to freshmen who were then resurveyed as juniors (n = 513). The most…

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

Science.gov (United States)

Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

2017-06-01

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

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

Science.gov (United States)

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

2014-12-01

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

Mercury in dated Greenland marine sediments

DEFF Research Database (Denmark)

Asmund, G.; Nielsen, S.P.

2000-01-01

Twenty marine sediment cores from Greenland were analysed for mercury, and dated by the lead-210 method. In general the cores exhibit a mercury profile with higher mercury concentrations in the upper centimetres of the core. The cores were studied by linear regression of In Hg vs, age of the sedi......Twenty marine sediment cores from Greenland were analysed for mercury, and dated by the lead-210 method. In general the cores exhibit a mercury profile with higher mercury concentrations in the upper centimetres of the core. The cores were studied by linear regression of In Hg vs, age...... indicating that the mercury mainly originates from atmospheric washout. But the large variability indicates that other processes also influence the mercury flux to Arctic marine sediments. (C) 2000 Elsevier Science B.V. All rights reserved....

Trabalho e classes sociais Work and social classes

Directory of Open Access Journals (Sweden)

Fernando Haddad

1997-10-01

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

Merger of noun classes 3 and 1: A case study with bilingual isiXhosa ...

African Journals Online (AJOL)

Class reduction (the loss of a noun class) in Southern Bantu languages is an acknowledged but under-researched phenomenon. A recent study of isiXhosa concords suggests an incipient merger of noun classes 11 and 5, but no research to date has examined other possible concord mergers or concord flux in the ...

77 FR 27253 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Science.gov (United States)

2012-05-09

... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... Earth Science Decadal Survey Midterm Review It is imperative that the meeting be held on this date to...

Mid Year Meetings | Events | Indian Academy of Sciences

Indian Academy of Sciences (India)

Mid Year Meetings. 28 Mid-Year Meeting, 2017. Dates: 30th June and 1st July 2017. Venue: Faculty Hall, Indian Institute of Science, Bengaluru. 27 Mid-Year Meeting, 2016. Dates: 1 and 2 July 2016. Venue: Faculty Hall, Indian Institute of Science, Bengaluru. 26 Mid-Year Meeting, 2015. Dates: 3 and 4 July 2015. Venue: ...

The structural dynamics of social class.

Science.gov (United States)

Kraus, Michael W; Park, Jun Won

2017-12-01

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

Effect of Date Extract on Growth of Mutans Streptococci, the Most Important Factor of Dental Caries

Directory of Open Access Journals (Sweden)

A Sayyedi

2007-01-01

Full Text Available ABSTRACT: Introduction & Objective:Dental caries is perhaps the most common bacterial infections in humans and Streptococcus Mutans is one of the most important factors in dental caries. Research has shown that some kind foods have an inhibitory effect on cariogenic factors of Mutans streptococci. The aim of this study was to investigate the effect of date extract on growth of Streptococcus Mutans. Methods & Materials: This experimental study was down at faculty of medicine, Yasuj university of medical sciences with collaborative of microbiology department of Shiraz university of medical sciences in 2005. In an In-vitro study, effect of date extract on growth of Mutans Streptococci was surveyed .After collecting of Streptococcus Mutans from dental caries those were cultured in different medium of date fruit, extract of date fruit and syrup of date with different concentrations. Results: Following 24 hours, Streptococcus mutans was grown in less concentration of date mediums and its grown was inhibited in more concentrations. Conclusion: With respect of inhibitory effect of date extract on growth of Streptococcus mutans,it might be introduced that date as a source of food has a preventive effect on dental caries.

Design and Evaluation of the Electronic Class Record for LPU-Laguna International School

OpenAIRE

RHOWEL M. DELLOSA

2014-01-01

- This study aimed to design, develop, deploy and evaluate an electronic class record (e-class record). Microsoft Excel is used to develop the electronic class record and several Microsoft Excel arithmetic operands and functions like VLOOKUP, IF, AVERAGE, COUNTIF are used. A worksheet template was developed to accept name of teacher, course code, course title, section, schedule, room, student number, student name, grade level, gender, date of each classes, base grade, test items a...

Group-Effort Applied Research (GEAR): Expanding Opportunities for Undergraduate Research Through Original, Class-Based Research Projects

Science.gov (United States)

Moore, Sean D.; Teter, Ken

2014-01-01

Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student - one mentor model for undergraduate research. Group-Effort Applied Research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with meaningful research experiences. The GEAR curriculum delivers concept-driven lecture material and provides hands-on training in the context of an active research project from the instructor's lab. Because GEAR is structured as a class, participating students benefit from intensive, supervised research training that involves a built-in network of peer support and abundant contact with faculty mentors. The class format also ensures a relatively standardized and consistent research experience. Furthermore, meaningful progress toward a research objective can be achieved more readily with GEAR than with the traditional one student - one mentor model of undergraduate research because sporadic mistakes by individuals in the class are overshadowed by the successes of the group as a whole. Three separate GEAR classes involving three distinct research projects have been offered to date. In this paper, we provide an overview of the GEAR format and review some of the recurring themes for GEAR instruction. We propose GEAR can serve as a template to expand student opportunities for life science research without sacrificing the quality of the mentored research experience. PMID:24898007

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

Science.gov (United States)

Smith, Debra Messenger

2010-01-01

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

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

Directory of Open Access Journals (Sweden)

Jungjoon Ihm

2017-06-01

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

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

Science.gov (United States)

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

2018-04-01

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

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

Science.gov (United States)

Fradi, Gihan

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

78 FR 56246 - NASA Advisory Council; Science Committee; Planetary Science Subcommittee; Meeting

Science.gov (United States)

2013-09-12

... topics: --Planetary Science Division Update --Mars Exploration Program Update --Government Performance... to providing the following information no less than 10 working days prior to the meeting: full name; gender; date/place of birth; citizenship; visa information (number, type, expiration date); passport...

What We Have Learned about Class Size Reduction in California. Capstone Report.

Science.gov (United States)

Bohrnstedt, George W., Ed.; Stecher, Brian M., Ed.

This final report on the California Class Size Reduction (CSR) initiative summarizes findings from three earlier reports dating back to 1997. Chapter 1 recaps the history of California's CSR initiative and includes a discussion of what state leaders' expectations were when CSR was passed. The chapter also describes research on class-size reduction…

Mid Year Meetings | Events | Indian Academy of Sciences

Indian Academy of Sciences (India)

: Faculty Hall, Indian Institute of Science, Bengaluru. 26 Mid-Year Meeting, 2015. Dates: 3 and 4 July 2015. Venue: Faculty Hall, Indian Institute of Science, Bengaluru. 25 Mid-Year Meeting, 2014. Dates: 4 and 5 July 2014. Venue: Faculty Hall ...

Use of the ion microprobe in geological dating

International Nuclear Information System (INIS)

Compston, W.; Williams, I.S.; Black, L.P.

1983-01-01

SHRIMP, the Sensitive High Resolution Ion Microprobe with computerised control and data acquisition system, has recently been commissioned. It is used within the Research School of Earth Sciences, Australian National University, for the isotopic analysis of geological samples. Principles of operation and geological applications are outlined. One example described is the application to Pb-U dating of zircon

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

Science.gov (United States)

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

2016-04-01

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

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

Science.gov (United States)

Mullinnix, Debra Lynn

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. George Mathew. Articles written in Journal of Earth System Science. Volume 111 Issue 2 June 2002 pp 103-113. Electron spin resonance dating of fault gouge from Desamangalam, Kerala: Evidence for Quaternary movement in Palghat gap shear zone · T K Gundu Rao ...

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. S R Dhage. Articles written in Bulletin of Materials Science. Volume 27 Issue 1 February 2004 pp 43-45 Dielectric Materials. Nonlinear – characteristics study of doped SnO2 · S R Dhage V Ravi S K Date · More Details Abstract Fulltext PDF. When tin oxide is doped with ...

Exploration and practice in-class practice teaching mode

Science.gov (United States)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

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

AMS exposure dating : a case study from Himalaya and Tibet and its application potentials in earth science studies in India

International Nuclear Information System (INIS)

Sharma, K.K.

1999-01-01

The development of accelerator mass spectrometry (AMS) has made possible low level (10 -6 atoms/gm) measurements of 10 Be, 14 C, 26 Al, 36 Cl, 129 I isotopes in geological materials. Early studies investigated 10 Be atoms of cosmogenic nuclides produced mainly in the atmosphere (called garden variety), which subsequently admixed with the geological material from land surfaces get transported into the ocean waters and fixed in the ocean sediments. Subsequently, focus shifted to in-situ produced long-lived isotopes in quartz and their measurement in the terrestrial samples. This opened a new field of exposure dating and its potential applications in earth sciences and their role to study the time controlled processes resulting in diverse geomorphic landforms

Active Learning in Large Classes

DEFF Research Database (Denmark)

Gørtz, Inge Li

2011-01-01

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

The visibility of social class from facial cues.

Science.gov (United States)

Bjornsdottir, R Thora; Rule, Nicholas O

2017-10-01

Social class meaningfully impacts individuals' life outcomes and daily interactions, and the mere perception of one's socioeconomic standing can have significant ramifications. To better understand how people infer others' social class, we therefore tested the legibility of class (operationalized as monetary income) from facial images, finding across 4 participant samples and 2 stimulus sets that perceivers categorized the faces of rich and poor targets significantly better than chance. Further investigation showed that perceivers categorize social class using minimal facial cues and employ a variety of stereotype-related impressions to make their judgments. Of these, attractiveness accurately cued higher social class in self-selected dating profile photos. However, only the stereotype that well-being positively relates to wealth served as a valid cue in neutral faces. Indeed, neutrally posed rich targets displayed more positive affect relative to poor targets and perceivers used this affective information to categorize their social class. Impressions of social class from these facial cues also influenced participants' evaluations of the targets' employability, demonstrating that face-based perceptions of social class may have important downstream consequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

When Science Studies Religion: Six Philosophy Lessons for Science Classes

Science.gov (United States)

Pigliucci, Massimo

2013-01-01

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

Southwestern (U.S.A. Archaeological Tree-Ring Dating: 1930-1942

Directory of Open Access Journals (Sweden)

Stephen E. Nash

1997-11-01

Full Text Available Dendrochronology, the science of assigning precise and accurate calendar dates to annual growth rings in trees (Stokes and Smiley 1968, was the first independent dating technique available to prehistorians. Ar­chaeological tree-ring dating came of age at a time when North American archaeologists concerned them­selves primarily with time/space systematics (Willey and Sabloff 1980 and yet had no absolute and inde­pendent dating techniques available to guide their analyses. Histories of archaeology typically have not considered the development of archaeological tree-ring dating in detail. Willey and Sabloff (1980:12 devote one paragraph to the development of Southwestern archaeological tree-ring dating, as does Steibing (1993:261. Trigger (1989:305 considers dendrochronology (in the sense of the Douglass method only in light of radiocarbon dating. Textbooks and regional histories of archaeology do a little better in their treat­ment of dendrochronology, though discussions typically focus on the interpretation of tree-ring dates and not on the developmental history of the technique itself (e.g. Cordell 1984:88-90; Fagan 1991:129-133; Lyon 1996:46; Michels 1973:116; Thomas 1979:190-194. Scott (1966:9 argues that 'the story of the discovery of archaeological tree-ring dating by A E. Douglass and others has been told and retold and is now familiar to scientists and laymen alike'. I beg to differ.

Using Science Fiction Movie Scenes to Support Critical Analysis of Science

Science.gov (United States)

Barnett, Michael; Kafka, Alan

2007-01-01

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

U-Th Burial Dates on Ostrich Eggshell

Science.gov (United States)

Sharp, W. D.; Fylstra, N. D.; Tryon, C. A.; Faith, J. T.; Peppe, D. J.

2015-12-01

to the U-Th data. The oldest OES we have analyzed yields a U-Th burial date of ~140 ka, indicating that U-Th burial dating of OES may be applicable throughout the Late Pleistocene. 1. Magee, J.W. et al. (2009) Quatern. Geochron. 4, 84-89. 2. Johnson, B.J. et al. (1998) Geochim. Cosmochim. Acta 62, 2451-2461. 3. Miller, G.H. et al. (2005) Science 309, 287-290.

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

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. T K Gundu Rao. Articles written in Journal of Earth System Science. Volume 111 Issue 2 June 2002 pp 103-113. Electron spin resonance dating of fault gouge from Desamangalam, Kerala: Evidence for Quaternary movement in Palghat gap shear zone · T K Gundu Rao C P ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 6 January 1981 ... Date of birth: 19 February 1985 .... Address: School of Basic Sciences, Indian Institute of Technology, Mandi 175 005, H.P. ... Specialization: Game Theory & Optimisation, Stochastic Control, Information Theory

Jealousy and relationship satisfaction among Indonesian dating adults.

Science.gov (United States)

Himawan, Karel K

2017-12-01

This study aimed to explore the link between jealousy and relationship satisfaction among dating adults in Indonesia. A survey of 150 adults showed that, while the overall level of jealousy was not significantly correlated with relationship satisfaction, correlations exist between relationship satisfaction and certain aspects of jealousy. © 2017 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Ph.D. (Stanford), FNA, FNAE Council Service: 2007- ; Secretary: 2007-12; Treasurer: 2013-. Date of birth: 26 September 1947. Specialization: Climate Science and Solar Energy Address: Honorary Professor, Centre for Atmospheric and Oceanic Sciences, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact:

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship; Associateship. Associate Profile. Period: 2016–2019. Bhattacharya, Dr Atanu Ph.D. (Colorado State). Date of birth: 2 March 1983. Specialization: Ultrafast Science, Surface Science, Molecular Beam Experiments Address: IPC Department, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact:

How Information Literate Are Junior and Senior Class Biology Students?

Science.gov (United States)

Schiffl, Iris

2018-03-01

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

Illumina MiSeq sequencing analysis of fungal diversity in stored dates.

Science.gov (United States)

Al-Bulushi, Ismail M; Bani-Uraba, Muna S; Guizani, Nejib S; Al-Khusaibi, Mohammed K; Al-Sadi, Abdullah M

2017-03-27

Date palm has been a major fruit tree in the Middle East over thousands of years, especially in the Arabian Peninsula. Dates are consumed fresh (Rutab) or after partial drying and storage (Tamar) during off-season. The aim of the study was to provide in-depth analysis of fungal communities associated with the skin (outer part) and mesocarp (inner fleshy part) of stored dates (Tamar) of two cultivars (Khenizi and Burny) through the use of Illumina MiSeq sequencing. The study revealed the dominance of Ascomycota (94%) in both cultivars, followed by Chytridiomycota (4%) and Zygomycota (2%). Among the classes recovered, Eurotiomycetes, Dothideomycetes, Saccharomycetes and Sordariomycetes were the most dominant. A total of 54 fungal species were detected, with species belonging to Penicillium, Alternaria, Cladosporium and Aspergillus comprising more than 60% of the fungal reads. Some potentially mycotoxin-producing fungi were detected in stored dates, including Aspergillus flavus, A. versicolor and Penicillium citrinum, but their relative abundance was very limited (PerMANOVA analysis revealed the presence of insignificant differences in fungal communities between date parts or date cultivars, indicating that fungal species associated with the skin may also be detected in the mesocarp. It also indicates the possible contamination of dates from different cultivars with similar fungal species, even though if they are obtained from different areas. The analysis shows the presence of different fungal species in dates. This appears to be the first study to report 25 new fungal species in Oman and 28 new fungal species from date fruits. The study discusses the sources of fungi on dates and the presence of potentially mycotoxin producing fungi on date skin and mesocarp.

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

Science.gov (United States)

Karakuyu, Yunus

2011-01-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. P N Preenu. Articles written in Journal of Earth System Science. Volume 126 Issue 5 July 2017 pp 76. Variability of the date of monsoon onset over Kerala (India) of the period 1870–2014 and its relation to sea surface temperature · P N Preenu P V Joseph P K Dineshkumar.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

Making Philosophy of Science Education Practical for Science Teachers

Science.gov (United States)

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

2015-04-01

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

science poster

Indian Academy of Sciences (India)

Administrator

SRN ADARSH COLLEGE. Cordially invites ... in. Science. " " Date : 11-03-2014 Time : 9:30 am ... SITADEVI RATANCHAND NAHAR ADARSH PU COLLEGE ? ... ADARSH INSTITUTE OF MANAGEMENT AND INFORMATION TECHNOLOGY ?

Music Education and the Earth Sciences

Science.gov (United States)

Beauregard, J. L.

2011-12-01

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

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

Science.gov (United States)

Benson, Michaela; Jackson, Emma

2017-06-01

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

Enzymatic Browning: a practical class

Directory of Open Access Journals (Sweden)

Maria Teresa Pedrosa Silva Clerici

2014-10-01

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

Preference Versus Choice in Online Dating.

Science.gov (United States)

Whyte, Stephen; Torgler, Benno

2017-03-01

This study explores factors that influence matches of online dating participants' stated preference for particular characteristics in a potential partner and compares these with the characteristics of the online daters actually contacted. The nature of online dating facilitates exploration of the differences between stated preference and actual choice by participants, as online daters willingly provide a range of demographics on their ideal partner. Using data from the Australian dating website RSVP, we analyze 219,013 contact decisions. We conduct a multivariate analysis using the number of matched variables between the participants' stated preference and the characteristics of the individuals contacted. We find that factors such as a person's age, their education level, and a more social personality all increase the number of factors they choose in a potential partner that match their original stated preference. Males (relative to females) appear to match fewer characteristics when contacting potential love interests. Conversely, age interaction effects demonstrate that males in their late 60's are increasingly more selective (than females) regarding who they contact. An understanding of how technology (the Internet) is impacting human mating patterns and the psychology behind the participants informs the wider social science of human behavior in large-scale decision settings.

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Srinivasa Raghavan, Dr N R . Date of birth: 28 May 1972. Specialization: Decision Sciences & Technologies Address during Associateship: Department of Maagement Studies, Indian Institute of Science, Bengaluru 560 012. YouTube; Twitter ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

, Dr Manindra. Date of birth: 20 May 1966. Specialization: Computer Science and Engineering Address during Associateship: Dept. of Computer Science & Engg., Indian Institute of Technology, Kanpur 208 016. YouTube; Twitter; Facebook ...

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

Science.gov (United States)

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

2018-03-01

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

The development and application of New Zealand obsidian hydration dating, 1996-1998

International Nuclear Information System (INIS)

Sheppard, P.J.; Barker, P.; Irwin, G.J.; Jones, M.; Stevenson, C.; Sutton, D.G.

1996-01-01

This article is to inform readers of the continuing development of New Zealand obsidian hydration dating, which has been funded by the Foundation of Research, Science and Technology. This research seeks to date Aotearoa/New Zealand's past on the basis of refinement and strategic application of obsidian hydration dating (OHD), which was successfully developed during 1993-94. It has four objectives. These are: to improve the accuracy and precision of hydration rim measurement using a non-destructive technique; to control and reduce other sources of dating error; to evaluate recently published alternative models of initial Maori colonization and dispersal along the east coast, North Cape to the Bluff; and, to carry out a high resolution dating of the archaeological evidence of pre-European Maori settlement and fortification in the Hauraki Gulf. The rationale of each of these objectives, and the methods used, are outlined. (author). 47 refs., 1 appendix

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1957 Section: Animal Sciences. Venkataraman, Taracad Venkatakrishna Ph.D. (Madras). Date of birth: 1910. Date of death: 30 November 1981. Specialization: Agricultural Entomology and Biological & Integrated Crop Pests Control. YouTube; Twitter; Facebook; Blog ...

Time to Confront Willis's Lads with a Ballet Class? A Case Study of Educational Orthodoxy and White Working-Class Boys

Science.gov (United States)

Ashley, Martin

2009-01-01

This is a retrospective study tracing the longer term effects on identity and aspiration of white working-class boys from an area of high social deprivation. The boys were members of an acclaimed boys' dance company and have been retrospectively interviewed as young men in their twenties. Documentary and film material dating from the time they…

78 FR 21603 - FIFRA Scientific Advisory Panel; Change of Meeting Dates

Science.gov (United States)

2013-04-11

...), Office of Science Coordination and Policy (7201M), Environmental Protection Agency, 1200 Pennsylvania Ave... ENVIRONMENTAL PROTECTION AGENCY [EPA-HQ-OPP-2013-0075; FRL-9383-2] FIFRA Scientific Advisory Panel; Change of Meeting Dates AGENCY: Environmental Protection Agency (EPA). ACTION: Notice. SUMMARY: The...

Ford Class Aircraft Carrier: Poor Outcomes Are the Predictable Consequences of the Prevalent Acquisition Culture

Science.gov (United States)

2015-10-01

FORD CLASS AIRCRAFT CARRIER Poor Outcomes Are the Predictable Consequences of the Prevalent Acquisition Culture...2. REPORT TYPE 3. DATES COVERED 00-00-2015 to 00-00-2015 4. TITLE AND SUBTITLE Ford Class Aircraft Carrier: Poor Outcomes Are the Predictable...This Study The Navy set ambitious goals for the Ford -class program, including an array of new technologies and design features that were intended

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Associate Profile. Period: 2001–2005. Satheesh, Dr S K . Date of birth: 1 May 1970. Specialization: Aerosols in Climate Address during Associateship: Centre for Atmospheric & Oceanic, Sciences, Indian Institute of Science, Bangalore 560 012

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science; Volume 126; Issue 8 ... Isotope fingerprinting of precipitation associated with western disturbances and .... of desert margin in western India using improved luminescence dating protocols.

The comparison of absolute dating (Radiocarbon dating) and relative dating of Pringapus and Gondosuli temples

International Nuclear Information System (INIS)

Faisal, W; Arumbinang, H; Taftazani, A; Widayati, S; Sumiyatno; Suhardi

1996-01-01

The absolute dating (radiocarbon, 14 C dating) and relative dating of Pringapus and Gondosuli temples in Temanggung regency (district) of Central Java Province have been carried out. The field sampling was done especially with the purpose to obtain vertical data, so that excavation method was adopted in the case. The main data were the ecofacts of organic habitation such as bones, woods, charcoals, shells, and paper artefacts. The artefacts data were used as a comparison. The comparative data analysis were conducted at Yogyakarta archaeological Department Laboratory, thus included dating of artefacts which were performed according to archaeological analysis procedures, generally based on the attributes attached to the artefacts, whereas the absolute dating of charcoal samples were performed in the Radiocarbon Dating Laboratory at Yogyakarta Nuclear Research Centre. Based on the relative dating of epigraphy content on the andesit rock from Gondosuli Temple which showed the year of 754 Saka or 832 AD, the Pringapus Temple was estimated to be built in the 850 AD. According to the absolute dating (Radiocarbon Dating with delta 13 C and tree ring corrections) the age for Gondosuli temple based on GDS/LU-2/Spit-7 samples is (384 -602) AD and from GDS/LU-2/Spit-8 = (452 - 652) AD. With these significant differences in the results obtained, it can be concluded that culture environment where the sample were collected already existed before the temple was built. Further investigation is still required

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

Science.gov (United States)

Hall, Ronald E.

2002-01-01

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

78 FR 20236 - Self-Regulation of Class II Gaming

Science.gov (United States)

2013-04-04

... self- regulation. (2) Will coordinate an on-site review and verification of the information submitted... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Part 518 RIN 3141-AA44 Self... petitions seeking the issuance of a certificate for tribal self-regulation of Class II gaming. DATES...

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

Science.gov (United States)

Grimes, Mary Katheryn

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

Dating Violence

Science.gov (United States)

... for Teens / Dating Violence Bulletins for Teens: Dating Violence What is it? If you are a victim ... often. If You Are a Victim of Dating Violence, You Might… Think it's your fault. Feel angry, ...

Xplora: making science fun!

CERN Multimedia

2006-01-01

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

Flexible Expectations of Learning Outcomes in Science

Science.gov (United States)

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

2014-01-01

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

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

Directory of Open Access Journals (Sweden)

Bruno Belhoste

2012-02-01

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

Are We Really the Prey? Nanotechnology as Science and Science Fiction

Science.gov (United States)

Bowman, Diana M.; Hodge, Graeme A.; Binks, Peter

2007-01-01

Popular culture can play a significant role in shaping the acceptance of evolving technologies, with nanotechnology likely to be a case in point. The most popular fiction work to date in this arena has been Michael Crichton's techno-thriller "Prey," which fuses together nanotechnology science with science fiction. Within the context of "Prey,"…

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

Science.gov (United States)

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

2016-12-01

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

Setting a date

International Nuclear Information System (INIS)

Moore, Glenis.

1987-01-01

Dating techniques are discussed and explained. The age range and sensitivity of different techniques are given. Potassium/argon dating, amino-acid dating, radiocarbon dating, dendrochronology, thermoluminescence and geomagnetic field dating are all mentioned. Each technique is explained and a brief history given. The techniques and equipment used by the British Museum, and some examples of archaeological articles dated are mentioned. (UK)

Science Educators Teaching Engineering Design: An Examination across Science Professional Development Sites

Science.gov (United States)

Grubbs, Michael E.; Love, Tyler S.; Long, David E.; Kittrell, Danielle

2016-01-01

Although the currently employed STEM (science, technology, engineering, and mathematics) acronym is of recent origin, dating to the early 2000s (Chute, 2009), the United States has long emphasized the importance of teaching STEM in its public schools. Early efforts, such as "Science, the Endless Frontier" (Bush, 1945) and the…

Founding fellows | Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

. Ramdas, Lakshminarayanapuram Ananthakrishnan Ph.D., FNA, FNASc. Date of birth: 3 June 1900. Date of death: 1 January 1979. Specialization: Atmospheric Physics and Meteorology. Elected: 1934 Section: Plant Sciences. Ramiah ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1955 Section: Medicine. Iyengar, Nuggehalli Keshava D. Phil. Date of birth: 29 July 1910. Date of death: 29 November 1970. Specialization: Forensic Sciences. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Fellow Profile. Elected: 1974 Section: Engineering & Technology. Nag, Prof. Biswajit Ph.D. (Calcutta) Council Service: 1980-85; Vice-President: 1983-85. Date of birth: 20 August 1933. Date of death: 6 February 2000. Specialization: Electronics and Computer Science Last known address: 704, Prerana Apartments, Tirandaz ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Elected: 2011 Section: Engineering & Technology. Haritsa, Prof. Jayant Ramaswamy Ph.D. (Wisconsin), FNAE, FNASc, FIEEE. Date of birth: 10 March 1964. Specialization: Database Systems Address: FACM Professor, Dept. of Computational & Data Sciences, Indian Institute of Science, Bengaluru 560 012, Karnataka

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 1 July 1959. Specialization: Game Theory & Mechanism Design, Electronic Commerce Internet and Network Economics Address: Department of Computer Science & Automation, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 2773. Residence: (080) 2331 0265

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Rajaraman, Prof. Vaidyeswaran S.M. (MIT), Ph.D. (Wisconsin), FNA, FNAE, FNASc. Date of birth: 8 September 1933. Specialization: Computer Science and Information Systems Design Address: Honorary Professor, Supercomputer Education and Research Centre, Indian Institute of Science, Bengaluru 560 012, Karnataka

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 15 December 1983. Specialization: Cryptography, Secure distributed Computing, Information Security Address: Dept. of Computer Science & Automation, Indian Institute of Science, Bangalore 560 012, Karnataka Contact: Office: (080) 2293 3566. Residence: 80409 43424, 88612 65180. Fax: (080) 2360 2911

Is Darwinism past its "sell-by" date? The Origin of Species at 150.

Science.gov (United States)

Ruse, Michael

2011-03-01

Many people worry that the theory of evolution that Charles Darwin gave in his Origin of Species is now dated and no longer part of modern science. This essay challenges this claim, arguing that the central core of the Origin is as vital today as it ever was, although naturally the science keeps moving on. Darwin provided the foundation not the finished product. Copyright © 2010 Elsevier Ltd. All rights reserved.

17 CFR 248.128 - Effective date, compliance date, and prospective application.

Science.gov (United States)

2010-04-01

... Affiliate Marketing § 248.128 Effective date, compliance date, and prospective application. (a) Effective date. This subpart is effective September 10, 2009. (b) Mandatory compliance date. Compliance with this... 17 Commodity and Securities Exchanges 3 2010-04-01 2010-04-01 false Effective date, compliance...

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

Science.gov (United States)

Warren, Tracey

2015-12-01

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

Quantity of dates trumps quality of dates for dense Bayesian radiocarbon sediment chronologies - Gas ion source 14C dating instructed by simultaneous Bayesian accumulation rate modeling

Science.gov (United States)

Rosenheim, B. E.; Firesinger, D.; Roberts, M. L.; Burton, J. R.; Khan, N.; Moyer, R. P.

2016-12-01

Radiocarbon (14C) sediment core chronologies benefit from a high density of dates, even when precision of individual dates is sacrificed. This is demonstrated by a combined approach of rapid 14C analysis of CO2 gas generated from carbonates and organic material coupled with Bayesian statistical modeling. Analysis of 14C is facilitated by the gas ion source on the Continuous Flow Accelerator Mass Spectrometry (CFAMS) system at the Woods Hole Oceanographic Institution's National Ocean Sciences Accelerator Mass Spectrometry facility. This instrument is capable of producing a 14C determination of +/- 100 14C y precision every 4-5 minutes, with limited sample handling (dissolution of carbonates and/or combustion of organic carbon in evacuated containers). Rapid analysis allows over-preparation of samples to include replicates at each depth and/or comparison of different sample types at particular depths in a sediment or peat core. Analysis priority is given to depths that have the least chronologic precision as determined by Bayesian modeling of the chronology of calibrated ages. Use of such a statistical approach to determine the order in which samples are run ensures that the chronology constantly improves so long as material is available for the analysis of chronologic weak points. Ultimately, accuracy of the chronology is determined by the material that is actually being dated, and our combined approach allows testing of different constituents of the organic carbon pool and the carbonate minerals within a core. We will present preliminary results from a deep-sea sediment core abundant in deep-sea foraminifera as well as coastal wetland peat cores to demonstrate statistical improvements in sediment- and peat-core chronologies obtained by increasing the quantity and decreasing the quality of individual dates.

Behavioral and Mental Health Correlates of Youth Stalking Victimization: A Latent Class Approach.

Science.gov (United States)

Reidy, Dennis E; Smith-Darden, Joanne P; Kernsmith, Poco D

2016-12-01

Although recognized as a public health problem, little attention has been paid to the problem of stalking among youth. Latent profile analysis was used to identify latent groups of adolescent stalking victims and their behavioral and mental health correlates. A cross-sectional sample of 1,236 youths were randomly selected from 13 schools stratified by community risk level (i.e., low, moderate, and high risk) and gender. Students completed surveys assessing behavioral indicators of stalking victimization, as well as substance use, sexual behavior, dating violence, and psychiatric symptoms. Data were collected in 2013 and data analyses were performed in 2015. Analysis indicated the presence of a non-victim class, a minimal exposure class, and a victim class for boys and girls alike. Approximately 14% of girls and 13% of boys were in the stalking victim class. Adolescents in the victim class reported more symptoms of post-traumatic stress, mood disorder, and hopelessness, as well as more instances of alcohol use, binge drinking, and physical dating violence victimization. Girls in the victim class also reported engaging in sexting behaviors and oral sex with significantly more partners than their non-victim peers. These findings provide valuable knowledge of the prevalence and pertinent health correlates of stalking victimization in adolescence. The data suggest a substantial proportion of adolescents are victims of stalking and are likewise at risk for a number of deleterious health outcomes. As such, this population merits further attention by prevention researchers and practitioners. Published by Elsevier Inc.

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

Science.gov (United States)

Pierre-Louis, Fred

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 1975 Section: Plant Sciences. Joshi, Dr Atmaram Bhairav Ph.D. (Cantab), FNA. Date of birth: 17 November 1916. Date of death: 3 July 2010. Specialization: Crop Breeding and Genetics Last known address: 10, Aboli Apartments, 102/103, Erandavana, Law College Road, Pune ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Elected: 2010 Section: Earth & Planetary Sciences. Satheesh, Dr Sreedharan Krishnakumari Ph.D.(Kerala), FNA, FNASc, FTWAS. Date of birth: 1 May 1970. Specialization: Aerosols, Radiation, Climate Address: CAOS & Divecha Centre for Climate Change, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact:

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 16 March 1954. Specialization: Geophysics, Data Analysis & Modelling Deep Earth Exploration Address: Chair, Earth & Climate Science, Indian Institute of Science Education & Research, Dr Homi Bhabha Road, Pashan, Pune 411 008, Maharasdhtra Contact: Office: (020) 2590 8255. Mobile: 98903 22705

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship; Associateship. Associate Profile. Period: 1994–1999. Radhakrishnan, Dr J. Date of birth: 30 May 1964. Specialization: Computer Science Address during Associateship: Theoretical Computer Science Group, Tata Inst. of Fundamental Research, Homi Bhabha Road, Mumbai 400 005. YouTube; Twitter ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship; Associateship. Associate Profile. Period: 1994–1998. Roy Chowdhury, Dr Dipanwita. Date of birth: 4 October 1963. Specialization: Computer Science Address during Associateship: Dept. of Computer Science and, Engineering, Indian Institute of Technology, Kharagpur 721 302. YouTube; Twitter ...

Photographs and Classroom Response Systems in Middle School Astronomy Classes

Science.gov (United States)

Lee, Hyunju; Feldman, Allan

2015-01-01

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

Factors influencing exemplary science teachers' levels of computer use

Science.gov (United States)

Hakverdi, Meral

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

78 FR 49297 - NASA Advisory Council; Science Committee; Heliophysics Subcommittee; Meeting

Science.gov (United States)

2013-08-13

... -- Heliophysics Science Performance Assessment -- Heliophysics Roadmap for Science and Technology 2013-2033 Status... addition to providing the following information no less than 10 working days prior to the meeting: full name; gender; date/place of birth; citizenship; visa information (number, type, expiration date...

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

Science.gov (United States)

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

2016-01-01

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

The Promise of Single-Sex Classes

Science.gov (United States)

Stotsky, Sandra

2012-01-01

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

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

NARCIS (Netherlands)

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

2009-01-01

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

The Thera eruption: continuing discussion of the dating

International Nuclear Information System (INIS)

Aitken, M.J.; Betancourt, P.P.

1988-01-01

Until recently it had been generally accepted that the radiocarbon dates for the destruction levels at Akrotiri resulting from the Minoan eruption of Thera on the Aegean island of Santorini 'did not make sense', interference by carbon dioxide emanations from the volcano, deficient in carbon-14, sometimes being suggested as the cause (as recently discussed by Olsson 1987). The scatter was said to be unacceptably large, but above all, after calibration the majority of dates were at least a century earlier than expected on the basis of the accepted Minoan chronology, established by archaeological linkages to the Egyptian astronomically-anchored calendar. The situation has now been changed. First, from a reassessment of linkages it has been proposed (Betancourt 1987) that the relevant Late Minoan period (LM IA) started at least a century earlier than according to the usual chronology. Secondly, accurate high-precision calibration curves have become available (e.g. Pearson and Stuiver 1986); although previous curves are generally concordant with these, for the relevant period the new calibration has the effect of making calibrated dates more recent by about half a century. The purpose of the present note is to bring together the various datings that are now extant. Although a shift of a century may seem trivial to those remote from Aegean archaeology the topic is of more than local interest on account of the tendency for opponents of radiocarbon to use the dates as 'yet another example of failure' and of the challenge to science-based techniques to provide an unambiguous result for this major natural catastrophy. (author)

The Office of Science Data-Management Challenge

Energy Technology Data Exchange (ETDEWEB)

Mount, Richard P.; /SLAC

2005-10-10

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship. Fellow Profile. Elected: 2007 Section: Plant Sciences. Grover, Prof. Anil Ph.D. (IARI), FNASc, FNAAS, FNA. Date of birth: 15 August 1958. Specialization: Plant Abiotic Stress Responses, Plant Biotechnology, Molecular Biology and Crop Sciences Address: Professor, Department of Plant Molecular Biology, ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 22 March 1960. Specialization: Physical Biochemistry and Protein Folding Address: Director, Indian Institute of Science Education and Research, Homi Bhabha Road, Pashan, Pune 411 008, Maharashtra Contact: Office: (020) 2590 8000. Email: director@iiserpune.ac.in. Elected: 1992 Section: Plant Sciences.

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Period: 2013–2016. Guttal, Dr. Vishwesha Ph.D. (Ohio State). Date of birth: 27 March 1981. Specialization: Theoretical Ecology & Evolution, Ecosystem Dynamics, collective Animal Behaviour Address: Centre for Ecological Sciences TA-10, Biological Sci. Building, Indian Institute of Science, Bengaluru 560 012, Karnataka

The Potential Role of Science, Technology, Engineering, and Math Programs in Reducing Teen Dating Violence and Intimate Partner Violence.

Science.gov (United States)

D'Inverno, Ashley Schappell; Kearns, Megan C; Reidy, Dennis E

2016-12-01

Science, technology, engineering, and math (STEM) are growing fields that provide job stability, financial security, and health prosperity for professionals in these fields. Unfortunately, females are underrepresented in STEM, which is potentially both a consequence and precipitant of gender inequity in the United States. In addition to the financial and health benefits, increasing the number of girls and women in STEM fields may also indirectly prevent and/or reduce teen dating violence and intimate partner violence by: (1) increasing women's financial independence, thereby reducing dependence on potentially abusive partners; (2) decreasing household poverty and financial stress, which may lead to reductions in relationship discord; and (3) increasing attitudes and beliefs about women as equals, thereby increasing gender equity. In this commentary, we discuss the potential role of primary and secondary school STEM programs in reducing violence against women. We review the literature on existing evaluations of STEM programs for educational outcomes, discuss the limitations of these evaluations, and offer suggestions for future research.

PubSCIENCE

CERN Document Server

United States. Department of Energy. Office of Scientific and Technical Information

PubSCIENCE, a component of EnergyFiles, indexes 1,000 scientific and technical journals. It contains over one million multi-source journal citations dating back over 25 years from DOE's Energy Science and Technology Database. The focus of PubSCIENCE is on those journals where DOE researchers report their scientific discoveries. Frequency of contributions by DOE-sponsored researchers to scientific journals has been analyzed to prioritize data collection efforts. OSTI partners with participating publishers to provide information that is both relevant and useful to the DOE scientific community as well as information that was developed as the result of government sponsored R&D.

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

Science.gov (United States)

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-03-01

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

Radiocarbon dates for Rangitoto and Motutapu, a consideration of dating accuracy

International Nuclear Information System (INIS)

Law, R.G.

1975-01-01

The carbon dates for the eruptions of Rangitoto and the occupation of Maori sites on Motutapu contain inconsistencies which are explicable only after the dates have been corrected to allow for the nature of the dating method. The only date which is reasonably established is a 14th or 15th century dating for the ash shower covering Motutapu. (auth.)

Nanoplasmonic sensors for biointerfacial science.

Science.gov (United States)

Jackman, Joshua A; Rahim Ferhan, Abdul; Cho, Nam-Joon

2017-06-19

In recent years, nanoplasmonic sensors have become widely used for the label-free detection of biomolecules across medical, biotechnology, and environmental science applications. To date, many nanoplasmonic sensing strategies have been developed with outstanding measurement capabilities, enabling detection down to the single-molecule level. One of the most promising directions has been surface-based nanoplasmonic sensors, and the potential of such technologies is still emerging. Going beyond detection, surface-based nanoplasmonic sensors open the door to enhanced, quantitative measurement capabilities across the biointerfacial sciences by taking advantage of high surface sensitivity that pairs well with the size of medically important biomacromolecules and biological particulates such as viruses and exosomes. The goal of this review is to introduce the latest advances in nanoplasmonic sensors for the biointerfacial sciences, including ongoing development of nanoparticle and nanohole arrays for exploring different classes of biomacromolecules interacting at solid-liquid interfaces. The measurement principles for nanoplasmonic sensors based on utilizing the localized surface plasmon resonance (LSPR) and extraordinary optical transmission (EOT) phenomena are first introduced. The following sections are then categorized around different themes within the biointerfacial sciences, specifically protein binding and conformational changes, lipid membrane fabrication, membrane-protein interactions, exosome and virus detection and analysis, and probing nucleic acid conformations and binding interactions. Across these themes, we discuss the growing trend to utilize nanoplasmonic sensors for advanced measurement capabilities, including positional sensing, biomacromolecular conformation analysis, and real-time kinetic monitoring of complex biological interactions. Altogether, these advances highlight the rich potential of nanoplasmonic sensors and the future growth prospects of

78 FR 52128 - Cotton Classing, Testing and Standards: Notice of Request for an Extension and Revision to a...

Science.gov (United States)

2013-08-22

... DEPARTMENT OF AGRICULTURE Agricultural Marketing Service [AMS-CN-13-0044] Cotton Classing, Testing... through www.regulations.gov . All comments should reference the AMS-CN- 13-0044. All comments received... INFORMATION: Title: Cotton Classing, Testing, and Standards. OMB Number: 0581-0008. Expiration Date of...

Dating Violence

Science.gov (United States)

Stader, David L.

2011-01-01

Dating violence is a form of student-on-student victimization and is a serious school safety issue. Research indicates that at a minimum, 10 percent of high school students are victims of dating violence in one form or another. Among female high school students that date, some data indicate that as many as 30 percent may be victims of dating…

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Author Affiliations. Dumitru Popa1. Department of Mathematics, University of Constanta, Bd. Mamaia 124, 8700 Constanta, Romania. Dates. Manuscript received: 21 January 2008; Manuscript revised: 20 June 2008. Proceedings – Mathematical Sciences. Current Issue : Vol. 128, Issue 1 · Current Issue Volume 128 | Issue 1

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

Science.gov (United States)

Naugah, Jayantee; Watts, Mike

2013-11-01

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

76 FR 53817 - Minimum Internal Control Standards for Class II Gaming

Science.gov (United States)

2011-08-30

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Parts 542 and 543 Minimum Internal Control Standards for Class II Gaming AGENCY: National Indian Gaming Commission, Interior. ACTION: Final rule; delay of effective date and request for comments. SUMMARY: The National Indian Gaming...

77 FR 60625 - Minimum Internal Control Standards for Class II Gaming

Science.gov (United States)

2012-10-04

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Parts 542 and 543 RIN 3141-AA-37 Minimum Internal Control Standards for Class II Gaming AGENCY: National Indian Gaming Commission. ACTION: Final rule; delay of effective date; suspension. SUMMARY: The National Indian Gaming Commission...

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

OpenAIRE

Kıran, Dekant; Şen, Mehmet

2014-01-01

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

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

Science.gov (United States)

Hess, Peter N.; Ortmayer, Louis M.

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

Emerging Scholars: The Class of 2008

Science.gov (United States)

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

2008-01-01

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

Luminescence dating

International Nuclear Information System (INIS)

Rieser, U.

2013-01-01

The luminescence techniques have evolved over the last 40 years to a powerful dating instrument in archaeology and geoscience. Depending on how the luminescence is stimulated, one distinguishes the phenomena of thermoluminescence (TL), optically stimulated luminescence (OSL) and infrared stimulated luminescence (IRSL). Each of these phenomena has its specific potential for dating various archaeological materials in the time range from medieval back to palaeolithic periods, or, speaking in geological terms, for dating of Holocene and late Pleistocene objects. The OSL and IRSL techniques are sometimes treated together as 'optical dating'. The luminescence techniques differ from other major dating techniques, such as 14 C, essentially by their applicability to inorganic materials, their wide age-range from about 100 years to more than 100,000 years and the kind of datable events which are the last exposure to heat or to light. (author). 10 refs., 3 figs.

Luminescence dating

International Nuclear Information System (INIS)

Rieser, U.

2009-01-01

The luminescence techniques have evolved over the last 40 years to a powerful dating instrument in archaeology and geoscience. Depending on how the luminescence is stimulated, one distinguishes the phenomena of thermoluminescence (TL), optically stimulated luminescence (OSL) and infrared stimulated luminescence (IRSL). Each of these phenomena has its specific potential for dating various archaeological materals in the time range from medieval back to palaeolithic periods, or, speaking in geological terms, for dating of Holocene and late Pleistocene objects. The OSL and IRSL techniques are sometimes treated together as 'optical dating'. The luminescence techniques differ from other major dating techniques, such as 14 C, essentially by their applicability to inorganic materials, their wide age-range from about 100 years to more than 100,000 years and the kind of datable events which are the last exposure to heat or to light. (author). 10 refs., 3 figs.

Luminescence dating

International Nuclear Information System (INIS)

Rieser, U.

2008-01-01

The luminescence techniques have evolved over the last 40 years to a powerful dating instrument in archaeology and geoscience. Depending on how the luminescence is stimulated, one distinguishes the phenomena of thermoluminescence (TL), optically stimulated luminescence (OSL) and infrared stimulated luminescence (IRSL). Each of these phenomena has its specific potential for dating various archaeological materals in the time range from medieval back to palaeolithic periods, or, speaking in geological terms, for dating of Holocene and late Pleistocene objects. The OSL and IRSL techniques are sometimes treated together as 'optical dating'. The luminescence techniques differ from other major dating techniques, such as 14 C, essentially by their applicability to inorganic materials, their wide age-range from about 100 years to more than 100,000 years and the kind of datable events which are the last exposure to heat or to light. (author). 10 refs., 3 figs

Luminescence dating

International Nuclear Information System (INIS)

Rieser, U.

2012-01-01

The luminescence techniques have evolved over the last 40 years to a powerful dating instrument in archaeology and geoscience. Depending on how the luminescence is stimulated, one distinguishes the phenomena of thermoluminescence (TL), optically stimulated luminescence (OSL) and infrared stimulated luminescence (IRSL). Each of these phenomena has its specific potential for dating various archaeological materials in the time range from medieval back to palaeolithic periods, or, speaking in geological terms, for dating of Holocene and late Pleistocene objects. The OSL and IRSL techniques are sometimes treated together as 'optical dating'. The luminescence techniques differ from other major dating techniques, such as 14 C, essentially by their applicability to inorganic materials, their wide age-range from about 100 years to more than 100,000 years and the kind of datable events which are the last exposure to heat or to light. (author). 10 refs., 3 figs.

Luminescence dating

International Nuclear Information System (INIS)

Rieser, U.

2009-01-01

The luminescence techniques have evolved over the last 40 years to a powerful dating instrument in archaeology and geoscience. Depending on how the luminescence is stimulated, one distinguishes the phenomena of thermoluminescence (TL), optically stimulated luminescence (OSL) and infrared stimulated luminescence (IRSL). Each of these phenomena has its specific potential for dating various archaeological materals in the time range from medieval back to palaeolithic periods, or, speaking in geological terms, for dating of Holocene and late Pleistocene objects. The OSL and IRSL techniques are sometimes treated together as 'optical dating'. The luminescence techniques differ from other major dating techniques, such as 14 C, essentially by their applicability to inorganic materials, their wide age-range from about 100 years to more than 100,000 years and the kind of datable events which are the last exposure to heat or to light. (author). 10 refs., 3 figs

Irradiation of dates

International Nuclear Information System (INIS)

Farkas, J.; Al-Charchafchy, F.; Al-Shaikhaly, M.H.; Mirjan, J.; Auda, H.

1974-01-01

Testing of the technical feasibility of radurization of fresh dates was attempted. In addition preliminary studies were carried out to investigate the applicability of gamma rays to date syrup manufacture. The varieties Zahdi, Lelwi and Tabarzel were studied at different stages of ripening. The eating quality of fresh dates was not affected significantly by irradiation even with doses of 270 and 540 krad. The duration of the softening process, after-ripening, of dates was prolonged by low doses of 10-30 krad in the majority of the experimental batches. The time period of after-ripening was reduced with 270 krad, as well as with 540 krad as a result of shortening of the induction period, i.e. the time after which the date begins to soften. The microbial spoilage of khalaal Lelwi dates was considerably reduced by irradiation with doses above 90 krad. The dibis yield of fully rutab dates was highly increased by the radiation doses of 375 to 2000 krad. The darkness and viable cell count of dibis pressed from irradiated dates were significantly lower than that of untreated dates. (F.J.)

Substitution of Sugar with Dates Powder and Dates Syrup in Cookies Making

OpenAIRE

W.A. Alsenaien; R.A. Alamer; Zhen-Xing Tang; S.A. Albahrani; M.A. Al-Ghannam; S.M. Aleid

2015-01-01

In this study, the effects of dates powder and dates syrup as a sugar substitution, on the physical properties and sensory attributes of cookies were studied. An increase in firmness and moisture content of cookies supplemented with dates was obtained. The diameter and spread ratio of cookies showed a decrease with increasing levels of date powder or date syrup. Partial replacement of sugar with date powder or date syrup produced cookies with more dark and red color. Sensory evaluation result...

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

Science.gov (United States)

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

2015-01-01

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

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

Directory of Open Access Journals (Sweden)

Dimitrios Stamovlasis

2018-04-01

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

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

Science.gov (United States)

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

2018-01-01

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

Re-Development of Radiocarbon Dating Laboratory in Malaysian Nuclear Agency

International Nuclear Information System (INIS)

Norfaizal Mohamed; Nita Salina Abu Bakar; Phillip, E.

2015-01-01

Nuclear Dating Laboratory, formerly known as Radiocarbon Laboratory was established in Malaysian Nuclear Agency (Nuclear Malaysia) since 1983. A benzene synthesis line for radiocarbon (carbon-14) dating was installed in this laboratory by Australian Atomic Energy Commission (AAEC) under the Hydrology Isotope Project, a collaboration project between IAEA, AAEC and PUSPATI (former name for Nuclear Malaysia). Determining the age of samples could be performed using this facility throughout two main processes, namely the production of benzene containing C-14 isotopes and activity determination of C-14 using Liquid Scintillation Counter. Realizing the need and importance of Nuclear Dating Laboratory for the nations science and technology development, the Top Management of Nuclear Malaysia was agreed to hand over this laboratory and its facilities to Waste Technology and Environmental Division (BAS) started in June 2013 for the redevelopment. Hence, this paper will highlight the weaknesses and problems that need to be addressed and improved to enable it to be used in providing a good service. (author)

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

Science.gov (United States)

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

2018-05-01

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

Fermilab Education Office: Science Adventures

Science.gov (United States)

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

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Biological studies were preformed in vitro against four bacterial strains which have shown better activities and potential as antibacterial agents. Author Affiliations. Rosenani A Haque1 M A Salam1. The School of Chemical Sciences, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia. Dates. Manuscript received: 15 ...

75 FR 55269 - Minimum Internal Control Standards for Class II Gaming

Science.gov (United States)

2010-09-10

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Parts 542 and 543 RIN 3141-AA-37 Minimum Internal Control Standards for Class II Gaming AGENCY: National Indian Gaming Commission. ACTION: Delay of effective date of final rule; request for comments. SUMMARY: The National Indian Gaming...

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

African Journals Online (AJOL)

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

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

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

Science.gov (United States)

Harvey, Robert Christopher

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

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

Science.gov (United States)

Solovey, Mark

2012-03-01

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

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 27 August 1960. Specialization: Polymer Science Address during Associateship: IPC Department, Indian Institute of Science, Bangalore 560 012. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will ...

Researching the Real: Transforming the Science Fair through Relevant and Authentic Research

Science.gov (United States)

Davidson, Rosemary McBryan

This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. Integrating journalistic

Science Fiction: Serious Reading, Critical Reading

Science.gov (United States)

Zigo, Diane; Moore, Michael T.

2004-01-01

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

Teen Dating Violence

Science.gov (United States)

... Room Social Media Publications Injury Center Teen Dating Violence Recommend on Facebook Tweet Share Compartir On This ... serious forms of violence. What is teen dating violence? Teen Dating Violence [550 KB, 2 Pages, 508] ...

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

Science.gov (United States)

Elam, Jeanette H.

2009-01-01

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

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

Science.gov (United States)

Percy, M.

2014-12-01

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

Subterranean science

Science.gov (United States)

Paling, Sean; Sadler, Stephen

2015-05-01

The deep underground laboratories of the world are no longer the scientific realm of astroparticle physics alone. From Mars rovers to muon tomography, and from radioactive dating to astrobiology, Sean Paling and Stephen Sadler describe the renaissance in the science taking place far beneath our feet.

Time since death and decay rate constants of Norway spruce and European larch deadwood in subalpine forests determined using dendrochronology and radiocarbon dating

Science.gov (United States)

Petrillo, M.; Cherubini, P.; Fravolini, G.; Ascher, J.; Schärer, M.; Synal, H.-A.; Bertoldi, D.; Camin, F.; Larcher, R.; Egli, M.

2015-09-01

Due to the large size and highly heterogeneous spatial distribution of deadwood, the time scales involved in the coarse woody debris (CWD) decay of Picea abies (L.) Karst. and Larix decidua Mill. in Alpine forests have been poorly investigated and are largely unknown. We investigated the CWD decay dynamics in an Alpine valley in Italy using the five-decay class system commonly employed for forest surveys, based on a macromorphological and visual assessment. For the decay classes 1 to 3, most of the dendrochronological samples were cross-dated to assess the time that had elapsed since tree death, but for decay classes 4 and 5 (poorly preserved tree rings) and some others not having enough tree rings, radiocarbon dating was used. In addition, density, cellulose and lignin data were measured for the dated CWD. The decay rate constants for spruce and larch were estimated on the basis of the density loss using a single negative exponential model. In the decay classes 1 to 3, the ages of the CWD were similar varying between 1 and 54 years for spruce and 3 and 40 years for larch with no significant differences between the classes; classes 1-3 are therefore not indicative for deadwood age. We found, however, distinct tree species-specific differences in decay classes 4 and 5, with larch CWD reaching an average age of 210 years in class 5 and spruce only 77 years. The mean CWD rate constants were 0.012 to 0.018 yr-1 for spruce and 0.005 to 0.012 yr-1 for larch. Cellulose and lignin time trends half-lives (using a multiple-exponential model) could be derived on the basis of the ages of the CWD. The half-lives for cellulose were 21 yr for spruce and 50 yr for larch. The half-life of lignin is considerably higher and may be more than 100 years in larch CWD.

Does delaying the first mowing date benefit biodiversity in meadowland?

Directory of Open Access Journals (Sweden)

Humbert Jean-Yves

2012-07-01

Full Text Available Abstract Background Meadows are regularly mown in order to provide fodder or litter for livestock and to prevent vegetation succession. However, the time of year at which meadows should be first mown in order to maximize biological diversity remains controversial and may vary with respect to context and focal taxa. We carried out a systematic review and meta-analysis on the effects of delaying the first mowing date upon plants and invertebrates in European meadowlands. Methods Following a CEE protocol, ISI Web of Science, Science Direct, JSTOR, Google and Google Scholar were searched. We recorded all studies that compared the species richness of plants, or the species richness or abundance of invertebrates, between grassland plots mown at a postponed date (treatment vs plots mown earlier (control. In order to be included in the meta-analysis, compared plots had to be similar in all management respects, except the date of the first cut that was (mostly experimentally manipulated. They were also to be located in the same meadow type. Meta-analyses applying Hedges’d statistic were performed. Results Plant species richness responded differently to the date to which mowing was postponed. Delaying mowing from spring to summer had a positive effect, while delaying either from spring to fall, or from early summer to later in the season had a negative effect. Invertebrates were expected to show a strong response to delayed mowing due to their dependence on sward structure, but only species richness showed a clearly significant positive response. Invertebrate abundance was positively influenced in only a few studies. Conclusions The present meta-analysis shows that in general delaying the first mowing date in European meadowlands has either positive or neutral effects on plant and invertebrate biodiversity (except for plant species richness when delaying from spring to fall or from early summer to later. Overall, there was also strong between

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

Science.gov (United States)

Ruggera, Lucia; Barone, Carlo

2017-06-01

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

77 FR 19740 - Biological Sciences Advisory Committee; Notice of Meeting

Science.gov (United States)

2012-04-02

... NATIONAL SCIENCE FOUNDATION Biological Sciences Advisory Committee; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L., 92- 463, as amended), the National Science Foundation announces the following meeting: Name: Biological Sciences Advisory Committee ( 1110). Date and...

Luminescence Dating of Martian Polar Deposits: Concepts and Preliminary Measurements Using Martian Soil Analogs

Science.gov (United States)

Lepper, K.; Kuhns, C. K.; McKeever, S. W. S.; Sears, D. W. G.

2000-08-01

Martian polar deposits have the potential to reveal a wealth of information about the evolution of Mars' climate and surface environment. However, as pointed out by Clifford et al. in the summary of the First International Conference on Mars Polar Science and Exploration, 'The single greatest obstacle to unlocking and interpreting the geologic and climatic record preserved at the [martian] poles is the need for absolute dating.' At that same conference Lepper and McKeever proposed development of luminescence dating as a remote in-situ technique for absolute dating of silicate mineral grains incorporated in polar deposits. Clifford et al. have also acknowledged that luminescence dating is more practical from cost, engineering, and logistical perspectives than other isotope-based methods proposed for in-situ dating on Mars. We report here the results of ongoing experiments with terrestrial analogs of martian surface materials to establish a broad fundamental knowledge base from which robust dating procedures for robotic missions may be developed. This broad knowledge base will also be critical in determining the engineering requirements of remote in-situ luminescence dating equipment intended for use on Mars. Additional information can be found in the original extended abstract.

Active learning increases student performance in science, engineering, and mathematics.

Science.gov (United States)

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Time since death and decay rate constants of Norway spruce and European larch deadwood in subalpine forests determined using dendrochronology and radiocarbon dating

Science.gov (United States)

Petrillo, Marta; Cherubini, Paolo; Fravolini, Giulia; Marchetti, Marco; Ascher-Jenull, Judith; Schärer, Michael; Synal, Hans-Arno; Bertoldi, Daniela; Camin, Federica; Larcher, Roberto; Egli, Markus

2016-03-01

Due to the large size (e.g. sections of tree trunks) and highly heterogeneous spatial distribution of deadwood, the timescales involved in the coarse woody debris (CWD) decay of Picea abies (L.) Karst. and Larix decidua Mill. in Alpine forests are largely unknown. We investigated the CWD decay dynamics in an Alpine valley in Italy using the chronosequence approach and the five-decay class system that is based on a macromorphological assessment. For the decay classes 1-3, most of the dendrochronological samples were cross-dated to assess the time that had elapsed since tree death, but for decay classes 4 and 5 (poorly preserved tree rings) radiocarbon dating was used. In addition, density, cellulose, and lignin data were measured for the dated CWD. The decay rate constants for spruce and larch were estimated on the basis of the density loss using a single negative exponential model, a regression approach, and the stage-based matrix model. In the decay classes 1-3, the ages of the CWD were similar and varied between 1 and 54 years for spruce and 3 and 40 years for larch, with no significant differences between the classes; classes 1-3 are therefore not indicative of deadwood age. This seems to be due to a time lag between the death of a standing tree and its contact with the soil. We found distinct tree-species-specific differences in decay classes 4 and 5, with larch CWD reaching an average age of 210 years in class 5 and spruce only 77 years. The mean CWD rate constants were estimated to be in the range 0.018 to 0.022 y-1 for spruce and to about 0.012 y-1 for larch. Snapshot sampling (chronosequences) may overestimate the age and mean residence time of CWD. No sampling bias was, however, detectable using the stage-based matrix model. Cellulose and lignin time trends could be derived on the basis of the ages of the CWD. The half-lives for cellulose were 21 years for spruce and 50 years for larch. The half-life of lignin is considerably higher and may be more than

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

Everyone Playing in Class: A Group Play Provision for Enhancing the Emotional Well-Being of Children in School

Science.gov (United States)

Woolf, Alison

2011-01-01

"Everyone Playing in Class" is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up-to-date research findings on the role of play in emotional well-being and relationship building, as well as teaching reflective communication skills. In this…

Bullying Predicts Reported Dating Violence and Observed Qualities in Adolescent Dating Relationships.

Science.gov (United States)

Ellis, Wendy E; Wolfe, David A

2015-10-01

The relationship between reported bullying, reported dating violence, and dating relationship quality measured through couple observations was examined. Given past research demonstrating similarity between peer and dating contexts, we expected that bullying would predict negative dating experiences. Participants with dating experience (n = 585; 238 males, M(age) = 15.06) completed self-report assessments of bullying and dating violence perpetration and victimization. One month later, 44 opposite-sex dyads (M(age) = 15.19) participated in behavioral observations. In 10-min sessions, couples were asked to rank and discuss areas of relationship conflict while being video-recorded. Qualities of the relationship were later coded by trained observers. Regression analysis revealed that bullying positively predicted dating violence perpetration and victimization. Self-reported bullying also predicted observations of lower relationship support and higher withdrawal. Age and gender interactions further qualified these findings. The bullying of boys, but not girls, was significantly related to dating violence perpetration. Age interactions showed that bullying was positively predictive of dating violence perpetration and victimization for older, but not younger adolescents. Positive affect was also negatively predicted by bullying, but only for girls. These findings add to the growing body of evidence that adolescents carry forward strategies learned in the peer context to their dating relationships. © The Author(s) 2014.

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

Science.gov (United States)

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

2017-12-01

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

International Journal of Biological and Chemical Sciences: Editorial ...

African Journals Online (AJOL)

The International Journal of Biological and Chemical Sciences (IJBCS) is a journal ... IJBCS publishes original research papers, critical up-to-date and concise ... Department of Biomedical Sciences, College of Osteopathic Medicine, Ohio ...

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science; Volume 24; Issue 6. Tailoring magnetic and dielectric properties of rubber ferrite composites containing mixed ferrites. M R Anantharaman K A Malini S Sindhu E M Mohammed S K Date S D Kulkarni P A Joy Philip Kurian. Magnetic Materials Volume 24 Issue 6 December 2001 ...

Sadhana | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

The Students Experiences With Live Video-Streamed Teaching Classes

DEFF Research Database (Denmark)

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

2017-01-01

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

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

Science.gov (United States)

Pickens, Melanie Turnure

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

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

DEFF Research Database (Denmark)

Morris, Jeremy

2017-01-01

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

Social representations of science and gender in Science teaching

Directory of Open Access Journals (Sweden)

Bettina Heerdt

2017-09-01

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

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

Science.gov (United States)

Paulson, Donald R.

1999-08-01

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

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

Science.gov (United States)

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

2013-12-01

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

Dating and Sexual Feelings

Science.gov (United States)

... Home Body Your sexuality Dating and sexual feelings Dating and sexual feelings Thinking about romance, starting to ... you learn how to stay healthy and strong. Dating older guys top If you date someone even ...

Distinct Classes of Negative Alcohol-Related Consequences in a National Sample of Incoming First-Year College Students: A Latent Class Analysis.

Science.gov (United States)

Rinker, Dipali Venkataraman; Diamond, Pamela M; Walters, Scott T; Wyatt, Todd M; DeJong, William

2016-09-01

: First-year college students are at particular risk for experiencing negative alcohol-related consequences that may set the stage for experiencing such consequences in later life. Latent class analysis is a person-centered approach that, based on observable indicator variables, divides a population into mutually exclusive and exhaustive groups ('classes'). To date, no studies have examined the latent class structure of negative alcohol-related consequences experienced by first-year college students just before entering college. The aims of this study were to (a) identify classes of first-year college students based on the patterns of negative alcohol-related consequences they experienced just before entering college, and (b) determine whether specific covariates were associated with class membership. Incoming freshmen from 148 colleges and universities (N = 54,435) completed a baseline questionnaire as part of an alcohol education program they completed just prior to their first year of college. Participants answered questions regarding demographics and other personal characteristics, their alcohol use in the past 2 weeks, and the negative alcohol-related consequences they had experienced during that time. Four distinct classes of students emerged: (a) No Problems, (b) Academic Problems, (c) Injured Self and (d) Severe Problems. Average number of drinks per drinking day, total number of drinking days, age of drinking initiation, intention to join a fraternity or sorority and family history of alcohol problems were associated with membership in all of the problem classes relative to the No Problems class. These results can inform future campus-based prevention efforts. © The Author 2016. Medical Council on Alcohol and Oxford University Press. All rights reserved.

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

Science.gov (United States)

Dunlop, Lynda; de Schrijver, Jelle

2018-01-01

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

Damascus steels: history, processing, properties and carbon dating

International Nuclear Information System (INIS)

Wadsworth, J.

2007-01-01

In the mid-1970s, a class of steels containing high levels of carbon (∼ 1-2 wt% C) was developed for superplastic characteristics - that is, the ability to plastically deform to an extraordinary degree in tension at intermediate temperatures. Because these steels also had excellent room temperature properties, they were developed for their commercial potential. In the late 1970s, we became aware of the striking compositional similarities between these modern steels and the ancient steels of Damascus. This observation led us to revisit the history and metallurgy of Damascus steels and related steels. The legends and origins of Damascus steel date back to the time of Alexander the Great (323 BC) and the medieval Crusades (11th and 12th century AD), and this material has also been the subject of scrutiny by famous scientist in Europe, including Michael Faraday. Modern attempts to reproduce the legendary surface patterns which famously characterized Damascus steels are described. The extend to which the characteristics of Damascus steels are unusual is discussed. Finally, a program on radiocarbon dating was initiated to directly determine the age of about 50 ancient steels, including a Damascus knife, and the results are summarized. (author)

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

Science.gov (United States)

Ingram, Samantha Jones

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

Surface science and catalysis

International Nuclear Information System (INIS)

Somorjai, G.A.

1985-02-01

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

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

Science.gov (United States)

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

2016-01-01

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

Some Aspects of Science Education in European Context

Science.gov (United States)

Naumescu, Adrienne Kozan; Pasca, Roxana-Diana

2008-01-01

Some up-to-date problems in science education in European context are treated in this paper. The characteristics of science education across Europe are presented. Science teachers' general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice…

PBL Group Autonomy in a High School Environmental Science Class

Science.gov (United States)

Weiss, D. Mark; Belland, Brian R.

2018-01-01

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

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

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

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Duke). Date of birth: 24 May 1962. Specialization: Algorithms (Sequential & Parallel), Probabilistic Analysis & Randomization and Computational Geometry Address: Department of Computer Science & Engineering, Indian Institute of Technology, ...

Indian Academy of Sciences Indian National Science Academy The ...

Indian Academy of Sciences (India)

Engineering incl. Computer Science. 1. Initials: Name: 5. Date of birth. 2. Address for correspondence. 6. Email. 3. Full home address (if different from col.2). 7. Telephone. Mobile. 4. Gender: M / ... For Teacher-applicants: Previous experience (in chronological order) and list of published papers (if any). 10. Training/projects ...

Positions Available | About IASc | Indian Academy of Sciences

Indian Academy of Sciences (India)

2016-05-31

(Details, Application format); Copy Editor (contract basis) - Last date to apply : May 31, 2016. (Details, Application format); Copy Editor (Resonance - Journal of Science Education) (Advertisement, Application format). Shortlisted candidates for Accounts / Admin Assistant · Accounts Assistant - Last date to Apply: November 23 ...

75 FR 81315 - Earth Sciences Proposal Review Panel; Notice of Meeting

Science.gov (United States)

2010-12-27

... NATIONAL SCIENCE FOUNDATION Earth Sciences Proposal Review Panel; Notice of Meeting In accordance... announces the following meeting. Name: Proposal Review Panel in Earth Sciences (1569). Date and Time... Kelz, Program Director, Instrumentation & Facilities Program, Division of Earth Sciences, Room 785...

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

Energy Technology Data Exchange (ETDEWEB)

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

2008-09-24

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

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

International Nuclear Information System (INIS)

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

2008-01-01

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

The Cosmology Large Angular Scale Surveyor (CLASS)

Science.gov (United States)

Cleary, Joseph

2018-01-01

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

UAS, Bangalore). Date of birth: 19 March 1956. Specialization: Biodiversity, Endophytes, Plant Evolutionary Biology, Conservation Genetics, Bio-prospecting. Address: Professor, Department of Crop Physiology, Univeristy of Agricultural Sciences, ...

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

African Journals Online (AJOL)

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

THE Onfp CLASS IN THE MAGELLANIC CLOUDS

International Nuclear Information System (INIS)

Walborn, Nolan R.; Howarth, Ian D.; Evans, Christopher J.

2010-01-01

The Onfp class of rotationally broadened, hot spectra was defined some time ago in the Galaxy, where its membership to date numbers only eight. The principal defining characteristic is a broad, centrally reversed He II λ 4686 emission profile; other emission and absorption lines are also rotationally broadened. Recent surveys in the Magellanic Clouds (MCs) have brought the class membership there, including some related spectra, to 28. We present a survey of the spectral morphology and rotational velocities, as a first step toward elucidating the nature of this class. Evolved, rapidly rotating hot stars are not expected theoretically, because the stellar winds should brake the rotation. Luminosity classification of these spectra is not possible, because the principal criterion (He II λ4686) is peculiar; however, the MCs provide reliable absolute magnitudes, which show that they span the entire range from dwarfs to supergiants. The Onfp line-broadening distribution is distinct and shifted toward larger values from those of normal O dwarfs and supergiants with >99.99% confidence. All cases with multiple observations show line-profile variations, which even remove some objects from the class temporarily. Some of them are spectroscopic binaries; it is possible that the peculiar profiles may have multiple causes among different objects. The origin and future of these stars are intriguing; for instance, they could be stellar mergers and/or gamma-ray-burst progenitors.

Modeling subsurface reactive flows using leadership-class computing

Energy Technology Data Exchange (ETDEWEB)

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

2009-07-01

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

Modeling subsurface reactive flows using leadership-class computing

International Nuclear Information System (INIS)

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

2009-01-01

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

Operational Design that Synthesizes Art and Science

Science.gov (United States)

2011-05-04

FINAL 3. DATES COVERED (From - To) Feb - May 2011 4. TITLE AND SUBTITLE OPERATIONAL DESIGN THAT SYNTHESIZES ART AND SCIENCE 5a...TITLE AND SUBTITLE Operational Design That Synthesizes Art And Science 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...proponents of EBO view warfare as only a science and not a combination of art and science . 9 Another main point of contention centered on the term

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

A-508 class 3 forgings for pressure vessels

International Nuclear Information System (INIS)

Comon, J.

1977-01-01

The manufacture of the forged parts of the first PWR nuclear pressure vessel installed in France started in the Creusot-Loire's Forge Plant in 1961. Since this date, more than 300 forgings of this type were delivered (flanges, rings, zones, and nozzles). The major part of these forgings were made of Mn, Ni, Mo steel (SA 508 class 3). They represent a population large and homogeneous enough to attempt a statistical analysis of chemical and mechanical test results. The aim of this analysis was double: (1) a better knowledge of the scattering of the results and a better estimate of what can be introduced or accepted in a specification, and (2) the setting up of correlations existing between these results, particularly between chemical analysis and mechanical test results. In addition to this statistical analysis concerning industrial results, several laboratory studies are presented, giving a more complete characterization of SA 508 class 3. All these results form a very complete documentation showing that SA 508 class 3 steel is suitable for the manufacture of large forged vessels requiring a high degree of reliability

Field classes: key to involve and attract students to soils

Science.gov (United States)

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

2015-04-01

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

Crop maize evapotranspiration; 2: ratios between the evapotranspiration to class A pan evaporation, to the reference evapotranspiration and to global solar radiation, at three sowing dates

International Nuclear Information System (INIS)

Matzenauer, R.; Bergamashi, H.; Berlato, M.A.

1998-01-01

Water availability is the most limiting factor for growth and grain yield of maize in the State of Rio Grande do Sul, Brazil, reducing frequently this production. Therefore, studies involving the determination of the water requirements are important for irrigation management to minimize the water availability problem. The main objective of this study was to calculate ratios between the maize crop evapotranspiration (ETm) to the class A pan evaporation (Eo), to the reference evapotranspiration (ETo) and to global solar radiation (Rs), in order to obtain ralations between ETm/Eo, ETm/ETo and ETm/Rs, at different crop stages for three different sowing dates. Field experiments were carried out at the Experimental Station of Taquari/RS, 29°48’ of south latitude, 51°49’of west longitude, and 76m of altitude, from 1976/77 to 1988/89. ETm was measured using drainage lysimeters (Thornthwaite-Mather type). The average ratio between ETm and Eo for whole crop cycle (from sowing to physiological maturity) was 0.66, 0.72, and 0.68, respectively, in crops sown on September, October, and November. The average ratio between ETm and ETo for whole crop cycle was 0.74, 0.81, and 0.8, in crops sown on September, October, and November, while the average ratio between ETm and Rs was 0.45, 0.51, and 0.49 for the same sowing dates. The higher average values of crop coefficients occured from tasseling to the milk grain stage, when ETm/Eo was 0.81, 0.92, and 0.81; ETm/ETo was 0.97, 1.05, and 0.96, whereas ETm/Rs was 0.6, 0.68, and 0.6 for crops sown on September, October, and November, respectively [pt

Learning Science through Computer Games and Simulations

Science.gov (United States)

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

2011-01-01

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

.D. (UC, Berkeley). Date of birth: 14 April 1969. Specialization: Web Search & Mining, Graph Information Retrieval Address: Department of Computer Science & Engineering, Indian Institute of Technology, Powai, Mumbai 400 076, Maharashtra

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

Science.gov (United States)

Davidson, Anne Burgess

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

Progress in radiocarbon dating

International Nuclear Information System (INIS)

Hedges, R.E.M.

1985-01-01

The article concerns radiocarbon dating, the most important method for dating in archaeology. The principles and practice of the dating method are described. Recent developments in radiocarbon dating due to technical advances, are discussed, and include radiometric counting of small samples and accelerator mass spectrometry. Carbon isotopes and the environment are also discussed. (U.K.)

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

Science.gov (United States)

Danielsson, Anna T.

2014-06-01

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

Evaluating Junior Secondary Science Textbook Usage in Australian Schools

Science.gov (United States)

McDonald, Christine V.

2016-08-01

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

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Science.gov (United States)

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

2013-06-01

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

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

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

75 FR 18516 - Homeland Security Science and Technology Advisory Committee

Science.gov (United States)

2010-04-12

...; notice of closed Federal Advisory Committee meeting SUMMARY: The Homeland Security Science and Technology.... DATES: The Homeland Security Science and Technology Advisory Committee will meet April 20, 2010 from 8...: Ms. Tiwanda Burse, Science and Technology Directorate, Department of Homeland Security, 245 Murray...

The interpretation of archaeological dates from an AMS perspective

International Nuclear Information System (INIS)

Zoppi, U.; Sagona, A.; Siegele, R.; Hua, Q.; Jacobsen, G.; Lawson, E.M.

2001-01-01

The XVII century saw the establishment of the scientific method and scholars such as Galileo were giving excellent contributions to a variety of fields ranging from the natural sciences to the humanities. At the dawn of the new millenium, after a period of excessive specialization, the scientific climate is once again encouraging broad collaborations across different disciplines. For projects involving AMS measurements in general and radiocarbon dating in particular, the benefits of this new trend are numerous. For example, the full potential of the radiocarbon dating method can be exploited only through the mutual understanding of the problems related to sample selection, chemical preparation, AMS measurement, data analysis and interpretation. This paper is intended to enhance the exchange of information by reporting to our current and potential collaborators about the latest technical developments undertaken at the ANTARES AMS facility at ANSTO. Furthermore, we will present two splendid examples of collaborative research: the radiocarbon dating of a replica of a famous chesspiece and the archaeological investigations at the ancient settlement of Sos Hoyuk (north-eastern Anatolia, Turkey) where the multidisciplinary approach was the key to a better understanding of the social structure, settlement patterns, land use and cultural contact, especially with the lands of Trans-Caucasus. (author). 12 refs., 4 figs

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

Science.gov (United States)

Dileonardo, C.; James, B. R.

2016-12-01

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

The Effects of Motivation on Student Performance on Science Assessments

Science.gov (United States)

Glenn, Tina Heard

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

The Middle to Upper Paleolithic transition: dating, stratigraphy, and isochronous markers.

Science.gov (United States)

Blockley, S P E; Ramsey, C Bronk; Higham, T F G

2008-11-01

Accurate and precise dating is vital to our understanding of the Middle to Upper Paleolithic transition. There are, however, a number of uncertainties in the chronologies currently available for this period. We attempt to examine these uncertainties by utilizing a number of recent developments in the field. These include: the precise dating of the Campanian Ignimbrite (CI) tephra by 40Ar/39Ar; the tracing of this tephra to a number of deposits that are radiocarbon dated; the publication of revised radiocarbon calibration data for the period, showing a much better convergence with other available data than during the recent IntCal comparison; and a layer-counted ice-core chronology extending beyond 40,000cal BP. Our data comparisons suggest that a reasonable overall convergence between calibrated radiocarbon ages and calendar dates is possible using the new curves. Additionally, we suggest that charcoal-based radiocarbon ages, as well as bone-based radiocarbon determinations, require cautious interpretation in this period. Potentially, these issues extend far beyond the sites in this study and should be of serious concern to archaeologists studying the Middle to Upper Paleolithic. We conclude by outlining a strategy for moving the science forward by a closer integration of archaeology, chronology, and stratigraphy.

Genotypic drug resistance and long-term mortality in patients with triple-class antiretroviral drug failure

DEFF Research Database (Denmark)

Lohse, Nicolai; Jørgensen, LB; Kronborg, G

2007-01-01

OBJECTIVE: To examine the prevalence of drug-resistance-associated mutations in HIV patients with triple-drug class virological failure (TCF) and their association with long-term mortality. DESIGN: Population-based study from the Danish HIV Cohort Study (DHCS). METHODS: We included all patients...... range 2-10), and 81 (61%) patients had mutations conferring resistance towards all three major drug classes. In a regression model adjusted for CD4+ T-cell count, HIV RNA, year of TCF, age, gender and previous inferior antiretroviral therapy, harbouring > or =9 versus ... in the DHCS who experienced TCF between January 1995 and November 2004, and we performed genotypic resistance tests for International AIDS Society (IAS)-USA primary mutations on virus from plasma samples taken around the date of TCF. We computed time to all-cause death from date of TCF. The relative risk...

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

Science.gov (United States)

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

2014-07-01

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

Development of CA-ID-TIMS zircon U–Pb dating technique at Guangzhou Institute of Geochemistry, Chinese Academy of Sciences

Directory of Open Access Journals (Sweden)

Yu-Ting Zhong

2017-06-01

Pretreatment protocols for zircon analysis, and community-wide innovations spurred on by EARTHTIME tends to be at the leading edge of technological development. Also, more and more Chinese researchers perform lots of laboratory work in improving the technique in China. Here we present the running condition, procedural blanks and zircon standards measurement results in the clean laboratory of the Guangzhou Institute of Geochemistry, Chinese Academy of Sciences (GIGCAS. The results show the total procedural blanks (Pbc are below ∼1 pg mostly, suitable for the sample pretreatment and operation. The 206Pb/238U dates of R33 and 500 Ma solution are 419.88 ± 0.94 Ma (n = 7; MSWD = 6.8 and 500.50 ± 0.19 Ma (n = 9; MSWD = 0.84, respectively. These results demonstrate that the CA-ID-TIMS procedure is well established at GIGCAS. Our efforts are beneficial to the development of EARTHTIME-CN program. In particular, when this technique is combined with the SIMS technique, it provides an efficient way to solve a number of geochronological problems encountered in China and worldwide.

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

CERN Document Server

Elleithy, Khaled

2013-01-01

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

Educational Technologies in Health Science Libraries: Teaching Technology Skills

Science.gov (United States)

Hurst, Emily J.

2014-01-01

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

Educational technologies in health sciences libraries: teaching technology skills.

Science.gov (United States)

Hurst, Emily J

2014-01-01

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

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

Science.gov (United States)

Budzien, Joanne

2013-03-01

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

Critical mass: Women in science

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-03-01

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

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

International Nuclear Information System (INIS)

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

1993-01-01

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

A Phenomenological Investigation of Adolescent Dating Relationships and Dating Violence Counseling Interventions

Science.gov (United States)

Hays, Danica G.; Michel, Rebecca E.; Cole, Rebekah F.; Emelianchik, Kelly; Forman, Julia; Lorelle, Sonya; McBride, Rebecca; Sikes, April

2011-01-01

Despite the prevalence of dating violence, incidences often go unreported due to a lack of awareness among students as to appropriate dating behaviors. This phenomenology investigated how adolescents conceptualize and experience dating relationships. We explored adolescent females' definitions of healthy and abusive relationships, experiences with…

Strategic plan for the restructured US fusion energy sciences program

International Nuclear Information System (INIS)

1996-08-01

This plan reflects a transition to a restructured fusion program, with a change in focus from an energy technology development program to a fusion energy sciences program. Since the energy crisis of the early 1970's, the U.S. fusion program has presented itself as a goal- oriented fusion energy development program, with milestones that required rapidly increasing budgets. The Energy Policy Act of 1992 also called for a goal-oriented development program consistent with the Department's planning. Actual funding levels, however, have forced a premature narrowing of the program to the tokamak approach. By 1995, with no clear, immediate need driving the schedule for developing fusion energy and with enormous pressure to reduce discretionary spending, Congress cut fusion program funding for FY 1996 by one-third and called for a major restructuring of the program. Based on the recommendations of the Fusion Energy Advisory Committee (FEAC), the Department has decided to pursue a program that concentrates on world-class plasma, science, and on maintaining an involvement in fusion energy science through international collaboration. At the same time, the Japanese and Europeans, with energy situations different from ours, are continuing with their goal- oriented fusion programs. Collaboration with them provides a highly leveraged means of continued involvement in fusion energy science and technology, especially through participation in the engineering and design activities of the International Thermonuclear Experimental Reactor program, ITER. This restructured fusion energy sciences program, with its focus on fundamental fusion science and technology, may well provide insights that lead to more attractive fusion power plants, and will make use of the scientific infrastructure that will allow the United States to launch a fusion energy development program at some future date

Replacing Sugar by Date Syrup in Gaz and Investigation of Texture Properties

Directory of Open Access Journals (Sweden)

Fateme Raiesi Ardali

2013-10-01

Full Text Available Date Syrup is a natural sweetener that is suitable replacement for sugar in food stuffs formulation. In this Research Amounts of 25-100 percent of sugar in Gaz formulation were replaced with date syrup and to study effect of its use in product formulation, characteristics of texture, color and sensory analyse of treatments were investigated. Statistical analyse of data was also done by SPSS software and Dankan test. The results of this research showed that amount of used date syrup in formulation had a significant effect on  color parameters  (L*,a*,b*, texture characteristics and sensory analyse of samples. By increase of date syrup in Gaz formulation, samples texture became softer than control sample and yellowness and redness index of samples were increasedDoi: DOI: 10.12777/ijse.6.1.11-15 [How to cite this article:  Shafiei, Z., Hojjatoleslami, M.,  Soha, S., and Shariati, M.A. 2014. The Influence of Malt Extraction Adding to UF Fresh Low Fat Cheese on Its Textural Properties. International Journal of Science and Engineering, 6(1:57-60. Doi: 10.12777/ijse.6.1.11-15

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

Science.gov (United States)

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

2012-03-01

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

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

Science.gov (United States)

McCormack, Mark

2014-03-01

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

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Associate Profile. Period: 1983–1986. Krishnamurthy, Prof. H R . Date of birth: 21 September 1951. Specialization: Theory of Magnetism Address during Associateship: Department of Physics, Indian Institute of Science, Bengaluru 560 012.

Games in Science Education

DEFF Research Database (Denmark)

Magnussen, Rikke

2014-01-01

, 2007). Some of these newer formats are developed in partnerships between research and education institutions and game developers and are based on learning theory as well as game design methods. Games well suited for creating narrative framework or simulations where students gain first-hand experience......This paper presents a categorisation of science game formats in relation to the educational possibilities or limitations they offer in science education. This includes discussion of new types of science game formats and gamification of science. Teaching with the use of games and simulations...... in science education dates back to the 1970s and early 80s were the potentials of games and simulations was discussed extensively as the new teaching tool ( Ellington et al. , 1981). In the early 90s the first ITC -based games for exploration of science and technical subjects was developed (Egenfeldt...

The Sima de los Huesos hominids date to beyond U/Th equilibrium (>350 kyr) and perhaps to 400-500 kyr: New radiometric dates

Science.gov (United States)

Bischoff, J.L.; Shamp, D.D.; Aramburu, Arantza; Arsuaga, J.L.; Carbonell, E.; Bermudez de Castro, Jose Maria

2003-01-01

The Sima de los Huesos site of the Atapuerca complex near Burgos, Spain contains the skeletal remains of at least 28 individuals in a mud breccia underlying an accumulation of the Middle Pleistocene cave bear (U. deningeri). Earlier dating estimates of 200 to 320 kyr were based on U-series and ESR methods applied to bones, made inaccurate by unquantifiable uranium cycling. We report here on a new discovery within the Sima de los Huesos of human bones stratigraphically underlying an in situ speleothem. U-series analyses of the speleothem shows the lower part to be at isotopic U/Th equilibrium, translating to a firm lower limit of 350 kyr for the SH hominids. Finite dates on the upper part suggest a speleothem growth rate of c. 1 cm/32 kyr. This rate, along with paleontological constraints, place the likely age of the hominids in the interval of 400 to 600 kyr. ?? 2002 Elsevier Science Ltd. All rights reserved.

Reconstruction of settlement phases at Intermediate Bronze Age structures in the Negev Highlands (Israel) using luminescence dating

Science.gov (United States)

Junge, Andrea; Lomax, Johanna; Shahack-Gross, Ruth; Dunseth, Zachary C.; Finkelstein, Israel; Fuchs, Markus

2016-04-01

OSL dating is usually applied to sediments in paleoenvironmental sciences. However, there is only limited experience with determining the age of archaeological stone structures by OSL using dust deposits associated with these structures. The age of trapped dust deposits may be used to date the onset of settlement (sediment below structures), settlement activity (occupation layer), or the time after settlement (sediment between collapsed walls and roofs). In this study, OSL dating is applied for establishing a chronology of settlement structures situated in the Negev Highlands, Israel. Two archaeological sites are investigated to identify the occupation history, by dating the aeolian dust trapped within the remains of ancient buildings. OSL dating techniques are applied using coarse grain quartz and a standard SAR protocol. First results indicate that the luminescence properties of the trapped sediments are suitable for OSL dating. Therefore, it was possible to date the onset of sedimentation in a later phase of the human occupation or shortly after the settlement was abandoned, which is supported by archaeological evidence gained from pottery finds and the architecture of the buildings.

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

Science.gov (United States)

Johnson, Angela C.

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

75 FR 50783 - Committee for Social, Behavioral, and Economic Sciences Notice of Meeting

Science.gov (United States)

2010-08-17

... NATIONAL SCIENCE FOUNDATION ADVISORY Committee for Social, Behavioral, and Economic Sciences..., Behavioral, and Economic Sciences ( 1171). Date/Time: September 7, 2010; 8:30 a.m. to 6 p.m. September 8... Assistant Director, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation...

Correlates of minimal dating.

Science.gov (United States)

Leck, Kira

2006-10-01

Researchers have associated minimal dating with numerous factors. The present author tested shyness, introversion, physical attractiveness, performance evaluation, anxiety, social skill, social self-esteem, and loneliness to determine the nature of their relationships with 2 measures of self-reported minimal dating in a sample of 175 college students. For women, shyness, introversion, physical attractiveness, self-rated anxiety, social self-esteem, and loneliness correlated with 1 or both measures of minimal dating. For men, physical attractiveness, observer-rated social skill, social self-esteem, and loneliness correlated with 1 or both measures of minimal dating. The patterns of relationships were not identical for the 2 indicators of minimal dating, indicating the possibility that minimal dating is not a single construct as researchers previously believed. The present author discussed implications and suggestions for future researchers.

Escrevendo em aulas de ciências Writing in science classes

Directory of Open Access Journals (Sweden)

Carla Marques Alvarenga de Oliveira

2005-12-01

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

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Kayastha, Dr A M . Date of birth: 1 August 1960. Specialization: Enzyme Biochemistry Address during Associateship: School of Biotechnology, Faculty of Science, Banaras Hindu University, Varanasi 221 005. YouTube; Twitter; Facebook; Blog ...

Radiometric dating methods

International Nuclear Information System (INIS)

Bourdon, B.

2003-01-01

The general principle of isotope dating methods is based on the presence of radioactive isotopes in the geologic or archaeological object to be dated. The decay with time of these isotopes is used to determine the 'zero' time corresponding to the event to be dated. This paper recalls the general principle of isotope dating methods (bases, analytical methods, validation of results and uncertainties) and presents the methods based on natural radioactivity (Rb-Sr, Sm-Nd, U-Pb, Re-Os, K-Ar (Ar-Ar), U-Th-Ra- 210 Pb, U-Pa, 14 C, 36 Cl, 10 Be) and the methods based on artificial radioactivity with their applications. Finally, the methods based on irradiation damages (thermoluminescence, fission tracks, electron spin resonance) are briefly evoked. (J.S.)

NEAs: Phase Angle Dependence of Asteroid Class and Diameter from Observational Studies

Science.gov (United States)

Wooden, Diane H.; Lederer, Susan M.; Bus, Schlete; Tokunaga, Alan; Jehin, Emmanuel; Howell, Ellen S.; Nolan, Michael C.; Ryan, Erin; Fernandez, Yan; Harker, David;

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

Science.gov (United States)

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

2015-12-01

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

75 FR 61779 - National Science Board: Sunshine Act Meetings; Notice

Science.gov (United States)

2010-10-06

... Science Board's Committee on Programs and Plans, pursuant to NSF regulations (45 CFR Part 614), the... National Science Board business and other matters specified, as follows: DATE AND TIME: October 13, 2010, 1... Performance Computing Award. STATUS: Closed. LOCATION: This meeting will be held at National Science...

Semantic Analysis of Virtual Classes and Nested Classes

DEFF Research Database (Denmark)

Madsen, Ole Lehrmann

1999-01-01

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

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

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

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Associate Profile. Period: 1993–1996. Das, Dr P P . Date of birth: 30 July 1961. Specialization: Computer Engineering Address during Associateship: Dept. of Computer Science and, Engineering, Indian Institute of Technology, Kharagpur 721 302.

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Period: 1994–1998. Rangarajan, Dr P N . Date of birth: 15 April 1963. Specialization: Biochemistry Address during Associateship: Department of Biochemistry, Indian Institute of Science, Bengaluru 560 012. YouTube; Twitter; Facebook; Blog ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Associate Profile. Period: 1985–1988. Arora, Dr D K . Date of birth: 29 June 1952. Specialization: Mycology and Microbiology Address during Associateship: Department of Botany, Institute of Science, Banaras Hindu University, Varanasi 221 005.

Position Posters: An Alternative Take on Science Posters

Science.gov (United States)

Dorner, Meredith

2015-01-01

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

Understanding Teen Dating Violence

Science.gov (United States)

Understanding Teen Dating Violence Fact Sheet 2014 Dating violence is a type of intimate partner violence. It occurs between two people in a close relationship. The nature of dating violence can be physical, emotional, or sexual. • Physical— This ...

The Realities of Date Rape.

Science.gov (United States)

Presley, Cara; Watson, Jennifer; Williams, Audrey R.

This poster presentation addresses the issue of date rape, specifically in the college environment. Highlighted are date rape statistics, demographics, and date rape drugs. Also discussed are date rape warnings and prevention strategies. It is concluded that college and university administrators must place the issue of date rape and acquaintance…

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

CERN Multimedia

CERN Bulletin

2010-01-01

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

12 CFR 41.28 - Effective date, compliance date, and prospective application.

Science.gov (United States)

2010-01-01

... TREASURY FAIR CREDIT REPORTING Affiliate Marketing § 41.28 Effective date, compliance date, and prospective... an affiliate to make solicitations to a consumer if the bank receives such information prior to...

16 CFR 680.28 - Effective date, compliance date, and prospective application.

Science.gov (United States)

2010-01-01

... REPORTING ACT AFFILIATE MARKETING § 680.28 Effective date, compliance date, and prospective application. (a... part shall not prohibit you from using eligibility information that you receive from an affiliate to...

Astronomy for Astronomical Numbers with Massive Open Online Classes

Science.gov (United States)

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

2017-01-01

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

12 CFR 571.28 - Effective date, compliance date, and prospective application.

Science.gov (United States)

2010-01-01

... THE TREASURY FAIR CREDIT REPORTING Affiliate Marketing § 571.28 Effective date, compliance date, and... receive from an affiliate to make solicitations to a consumer if you receive such information prior to...

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...

Up-Dating: Ratings of Perceived Dating Success Are Better Online than Offline.

Science.gov (United States)

Fullwood, Chris; Attrill-Smith, Alison

2018-01-01

The primary aims of this study were to test whether perceived dating success would differ between offline and online zero-acquaintance dating contexts and to investigate the role that self-esteem might play in these evaluations. Participants were presented with the same photos of targets in either an offline or online dating scenario and rated their chances of dating success along with their perceptions of how attractive they thought the target would consider them. Higher self-esteem individuals believed they would be rated as more attractive. There was an overall perception that, irrespective of self-esteem level, meeting online would lead to better chances of dating success. These findings are considered in relation to an increased ability to more precisely manage impressions and develop an image of the self which would be evaluated more positively online.

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

Science.gov (United States)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

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

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

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2018-06-01

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

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

Science.gov (United States)

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

2018-01-01

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

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

Directory of Open Access Journals (Sweden)

Verónica Guridi

2004-12-01

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

Carbon 14 dating method

International Nuclear Information System (INIS)

Fortin, Ph.

2000-01-01

This document gives a first introduction to 14 C dating as it is put into practice at the radiocarbon dating centre of Claude-Bernard university (Lyon-1 univ., Villeurbanne, France): general considerations and recalls of nuclear physics; the 14 C dating method; the initial standard activity; the isotopic fractioning; the measurement of samples activity; the liquid-scintillation counters; the calibration and correction of 14 C dates; the preparation of samples; the benzene synthesis; the current applications of the method. (J.S.)

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Period: 1990–1994. Patel, Dr A D . Date of birth: 17 January 1959. Specialization: Particle Theory Address during Associateship: Centre for Theoretical Studies, Indian Institute of Science, Bangalore 560 012. YouTube; Twitter; Facebook; Blog ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Period: 1983–1986. Mehra, Prof. N K . Date of birth: 4 November 1949. Specialization: Clinical Immunology Address during Associateship: Officer-in-charge, Histocompati-, bility Lab., Dept. of Anotomy, All India Institute of Medical, Sciences, Ansari ...

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

Directory of Open Access Journals (Sweden)

Rahmi YAĞBASAN

2008-01-01

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

Dates fruits classification using SVM

Science.gov (United States)

Alzu'bi, Reem; Anushya, A.; Hamed, Ebtisam; Al Sha'ar, Eng. Abdelnour; Vincy, B. S. Angela

2018-04-01

In this paper, we used SVM in classifying various types of dates using their images. Dates have interesting different characteristics that can be valuable to distinguish and determine a particular date type. These characteristics include shape, texture, and color. A system that achieves 100% accuracy was built to classify the dates which can be eatable and cannot be eatable. The built system helps the food industry and customer in classifying dates depending on specific quality measures giving best performance with specific type of dates.

Implementation of an Online Climate Science Course at San Antonio College

Science.gov (United States)

Reyes, R.; Strybos, J.

2016-12-01

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

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

Science.gov (United States)

Salgado, Robina

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

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

Science.gov (United States)

Ginosar, Avshalom; Tal, Tali

2017-11-01

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

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

Science.gov (United States)

Torres, Hector Neftali, Sr.

2000-11-01

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

77 FR 66853 - National Institute of Environmental Health Sciences; Notice of Closed Meetings

Science.gov (United States)

2012-11-07

... Environmental Health Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel Career Grants in the Environmental Health Sciences. Date: November...., Scientific Review Administrator, Nat. Institute of Environmental Health Sciences, Office of Program...

Science Literacy and Prior Knowledge of Astronomy MOOC Students

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

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

2018-03-01

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

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

Science.gov (United States)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

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

Evaluation of cervical posture of children in skeletal class I, II, and III.

Science.gov (United States)

D'Attilio, Michele; Caputi, Sergio; Epifania, Ettore; Festa, Felice; Tecco, Simona

2005-07-01

Previous studies on the relationship between morphological structure of the face and cervical posture have predominantly focused on vertical dimensions of the face. The aim of this study was to investigate whether there are significant differences in cervical posture in subjects with a different sagittal morphology of the face, i.e., a different skeletal class. One hundred twenty (120) children (60 males and 60 females, average age 9.5 yrs., SD+/-0.5) were admitted for orthodontic treatment. Selection criteria was: European ethnic origin, date of birth, considerable skeletal growth potential remaining and an absence of temporomandibular joint dysfunction (TMD). Lateral skull radiographs were taken in mirror position. Subjects were divided into three groups based on their skeletal class. The cephalometric tracings included postural variables. The most interesting findings were: 1. children in skeletal class III showed a significantly lower cervical lordosis angle (phead upon the spinal column compared to children in skeletal class I and skeletal class III (pposture of the neck seems to be strongly associated with the sagittal as well as the vertical structure of the face.

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

Science.gov (United States)

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

2017-01-01

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

77 FR 62538 - Advisory Committee for Social, Behavioral and Economic Sciences; Notice of Meeting

Science.gov (United States)

2012-10-15

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Social, Behavioral and Economic Sciences..., Behavioral and Economic Sciences ( 1171). Date/Time: November 15, 2012; 8:00 a.m. to 5:00 p.m. Place..., Behavioral and Economic Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 905, Arlington...

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

Science.gov (United States)

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

2012-01-01

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

Science in Schools Project

Science.gov (United States)

Waugh, Mike

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

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Radhakrishnan, Prof. Jaikumar Ph.D. (Rutgers), FNA. Date of birth: 30 May 1964. Specialization: Algorithms, Information Theory, Computational Complexity, Combinatorics and Quantum Computing Address: Professor, School of Technology & Computer Science, Tata Institute of Fundamental Research, Homi Bhabha Road, ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Fellow Profile. Elected: 2014 Section: Engineering & Technology. Garg, Prof. Naveen Ph.D. (IIT, Delhi). Date of birth: 12 March 1971. Specialization: Approximation Algorithms, Combinatorial Optimisation, Graph Theory & Algorithms Address: Department of Computer Science & Engineering, Indian Institute of Technology, ...

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

Science.gov (United States)

Flemmen, Magne

2013-06-01

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

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

Directory of Open Access Journals (Sweden)

E. Fleszar

2009-12-01

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

Internet dating as a project: the commodification and rationalisation of online dating

Directory of Open Access Journals (Sweden)

Tjaša Žakelj

2015-04-01

Full Text Available Based on qualitative empirical data from two studies on Internet dating in Slovenia, this paper discusses the social contexts of the Internet dating of heterosexual men and women and homosexual men. Special attention is given to different aspects of the commodification and rationalisation of dating in the process of forming potential (romantic partnerships. First, we discuss our respondents’ reasons for using the Internet to get in touch with potential (romantic partners. Second, we focus on the demands and strategies of targeted market- ing in personal profile writing and, finally, on the process of selecting potential partners. Our study shows that the primary understanding of Internet dating among people who engage in it is its economic nature. Together with targeted marketing and the predeter- mined criteria for choosing interesting others, Internet dating can thus be understood as a market that encourages rationalisation and commodification in the process of forming intimate relationships.

Building Bridges between Science Courses Using Honors Organic Chemistry Projects

Science.gov (United States)

Hickey, Timothy; Pontrello, Jason

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Naranjo, Gabriela

2010-07-01

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

Dating Violence among College Students

Science.gov (United States)

Iconis, Rosemary

2013-01-01

Dating violence is a significant problem on college campuses. More than one-fifth of the undergraduate dating population are physically abused by their dating partners and an even greater percentage are psychologically abused. Researchers have identified risk factors for college student dating violence. Preventive interventions are strongly…

On a class of incomplete gamma functions with applications

CERN Document Server

Chaudhry, M Aslam

2001-01-01

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

20 CFR 404.630 - Use of date of written statement as filing date.

Science.gov (United States)

2010-04-01

... data on the Internet Social Security Benefit Application to us, we will use the date of the... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Use of date of written statement as filing date. 404.630 Section 404.630 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE...

Latent class analysis of the Yale-Brown Obsessive-Compulsive Scale symptoms in obsessive-compulsive disorder.

Science.gov (United States)

Delucchi, Kevin L; Katerberg, Hilga; Stewart, S Evelyn; Denys, Damiaan A J P; Lochner, Christine; Stack, Denise E; den Boer, Johan A; van Balkom, Anton J L M; Jenike, Michael A; Stein, Dan J; Cath, Danielle C; Mathews, Carol A

2011-01-01

Obsessive-compulsive disorder (OCD) is phenomenologically heterogeneous, and findings of underlying structure classification based on symptom grouping have been ambiguous to date. Variable-centered approaches, primarily factor analysis, have been used to identify homogeneous groups of symptoms; but person-centered latent methods have seen little use. This study was designed to uncover sets of homogeneous groupings within 1611 individuals with OCD based on symptoms. Latent class analysis models using 61 obsessive-compulsive symptoms collected from the Yale-Brown Obsessive-Compulsive Scale were fit. Relationships between latent class membership and treatment response, sex, symptom severity, and comorbid tic disorders were tested for relationship to class membership. Latent class analysis models of best fit yielded 3 classes. Classes differed only in frequency of symptom endorsement. Classes with higher symptom endorsement were associated with earlier age of onset, being male, higher Yale-Brown Obsessive-Compulsive Scale symptom severity scores, and comorbid tic disorders. There were no differences in treatment response between classes. These results provide support for the validity of a single underlying latent OCD construct, in addition to the distinct symptom factors identified previously via factor analyses. Copyright © 2011 Elsevier Inc. All rights reserved.

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Fellow Profile. Elected: 2015 Section: Engineering & Technology. Dasgupta, Prof. Pallab Ph.D. (IIT, Kharagpur), FNAE. Date of birth: 31 October 1967. Specialization: Electronic Design Automation, Artificial Intelligence, Formal Methods Address: Department of Computer Science & Engineering, Indian Institute of Technology ...

Fellowship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Date of birth: 1 August 1950. Specialization: Statistical Mechanics, Quantum Field Theory, String Theory and Quantum Gravity Address: Infosys Homi Bhabha Chair Professor, International Centre for Theoretical Sciences, Sivakote, Hesaraghatta Post, Bengal;uru 560 089, Karnataka Contact: Office: (080) 4653 6010

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship; Associateship. Associate Profile. Period: 2015–2019. Banerjee, Dr Abhishek Ph.D. (Johns Hopkins). Date of birth: 8 September 1984. Specialization: Noncommutative Geometry, Algebraic Geometry, Number Theory Address: Department of Mathematics, Indian Institute of Science, Bengaluru 560 012, ...

Associateship | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Fellowship; Associateship. Associate Profile. Period: 2014–2017. Kodandaramaiah, Dr. Ullasa Ph.D. (Stockholm). Date of birth: 1 November 1981. Specialization: Evolutionary Biology, Ecology Address: School of Biology, Indian Inst. of Science Education & Research, CET College Campus, Thiruvananthapuram 695 ...

The Complementary Teaching of Physics and Music Acoustics - The Science of Sound

Science.gov (United States)

Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =

Science.gov (United States)

Wu, Jason S.

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

Cell Phones Transform a Science Methods Course

Science.gov (United States)

Madden, Lauren

2012-01-01

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

76 FR 65219 - Advisory Committee for Social, Behavioral and Economic Sciences; Notice of Meeting

Science.gov (United States)

2011-10-20

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Social, Behavioral and Economic Sciences..., Behavioral and Economic Sciences ( 1171) Date/Time: November 3, 2011; 1 p.m. to 5:30 p.m. November 4, 2011; 8..., Directorate for Social, Behavioral and Economic Sciences, National Science Foundation, 4201 Wilson Boulevard...

Methods of dating

Energy Technology Data Exchange (ETDEWEB)

Gatty, B

1986-04-01

Scientific methods of dating, born less than thirty years ago, have recently improved tremendously. First the dating principles will be given; then it will be explained how, through natural radioactivity, we can have access to the age of an event or an object; the case of radiocarbon will be especially emphasized. The principle of relative methods such as thermoluminescence or paleomagnetism will also be shortly given. What is the use for dating. The fields of its application are numerous; through these methods, relatively precise ages can be given to the major events which have been keys in the history of universe, life and man; thus, dating is a useful scientific tool in astrophysics, geology, biology, anthropology and archeology. Even if certain ages are still subject to controversies, we can say that these methods have confirmed evolution's continuity, be it on a cosmic, biologic or human scale, where ages are measured in billions, millions or thousands of years respectively.

76 FR 7574 - National Institute of Environmental Health Sciences; Notice of Meetings

Science.gov (United States)

2011-02-10

... Environmental Health Sciences; Notice of Meetings Pursuant to section 10(a) of the Federal Advisory Committee... Cancer and Environmental Research Coordinating Committee State of the Science Subcommittee. These... Environmental Research Coordinating Committee (IBCERC) State of the Science Subcommittee. Date: March 29, 2011...

Class prediction for high-dimensional class-imbalanced data

Directory of Open Access Journals (Sweden)

Lusa Lara

2010-10-01

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

Radiometric dating

International Nuclear Information System (INIS)

Das, N.R.

2017-01-01

Since the discovery of natural radioactivity in uranium, in the last decade of the nineteenth century, the nuclear property of radioactive decay of radionuclides at immutable rates has been effectively utilized in dating of varieties of naturally occurring geological matrices and the organisms which constantly replenish their "1"4C supply through respiration when alive on earth. During the period, applications of radiometric dating techniques have been extensively diversified and have enabled the geologists to indicate the absolute time scales of geological formations and the evolution of the solar system, the earth, meteorites, lunar rocks, etc. and the archaeologists to record the facts of history of several important events like dinosaur era, Iceman, the Shroud in Turin and many other ancient artefacts. In the development of dating methods, varieties of naturally occurring radio-isotopic systems with favorable half-lives ranging from about 10 years to over 100 billion years have been used as radiometric clocks. (author)

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2010-12-01

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

Luminescence dating in archaeology

International Nuclear Information System (INIS)

Wintle, A.G.

2001-01-01

Thermoluminescence (TL) dating is routinely applied to burnt lithic material. Simple fires are capable of enabling stones weighing a few hundred grams to reach 450 o C, thus zeroing the TL signal. TL dates have been obtained for Upper and Lower Paleolithic sites in Europe and the Near East. TL dating continues to be used for dating pottery and for authentification of ceramic works of art. Some recent studies report the use of optically stimulated luminescence (OSL) (also know as photoluminescence) for dating very small samples of quartz, e.g. from small pieces of pottery or frm metallurgical slag The major recent advance has been in the development of a reliable laboratory procedure for using the OSL signal from quartz to obtain the past radiation exposure. The quartz OSL signal is extremely sensitive to light and is reduced to a negligible level on exposure to direct sunlight for radionuclides during burial, signal to date san.sized quartz grains extracted from sediments, The OSL signal is stimulated by 470 nm light from emitting diodes and the detected using flirters centred on 340 nm A similar signal can be obtained from feldspar grain when are exposed to infrared wavelengths around 880 nm. The infrared stimulated luminescence (IRSL) signals is also rapidly depleted by exposure to sunlight, and dating of colluvial deposits from archaeological sites has been reported

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

Science.gov (United States)

Mungin, Rochelle E.

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

76 FR 61118 - Advisory Committee for Computer and Information Science and Engineering; Notice of Meeting

Science.gov (United States)

2011-10-03

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Computer and Information Science and... Computer and Information Science and Engineering (1115). Date and Time: November 1, 2011 from 12 p.m.-5:30... Computer and Information Science and Engineering, National Science Foundation, 4201 Wilson Blvd., Suite...

Different understanding: science through the eyes of visual thinkers

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.; Marchant, M.

1997-09-11

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

The Privilege of Ease: Social Class and Campus Life at Highly Selective, Private Universities

Science.gov (United States)

Martin, Nathan D.

2012-01-01

Active involvement in college activities is linked to a host of student development outcomes, including personal growth, achievement and satisfaction. Yet, to date there has been too little attention to how social class shapes campus involvement. Through an analysis of survey data of students attending a single elite university and a national…