Water Pollution, Environmental Science Curriculum Guide Supplement.

Science.gov (United States)

McKenna, Harold J.

This curriculum guide is a 40-day unit plan on water pollution developed, in part, from the National Science Foundation Environmental Science Institutes' Ninth Grade Environmental Science Curriculum Guide. This unit contains teacher lesson plans, suggested teacher and student modules, case studies, and activities to be developed by teachers…

Bibliograafiaväljaannete võistlus 2008-2009 / Aurika Kruus

Index Scriptorium Estoniae

Kruus, Aurika, 1961-

2010-01-01

ERÜ bibliograafia ettekandepäeval anti üle ka bibliograafia auhind 2008-2009. Parimaks tunnistati Külli Kaunissaare koostatud "Eesti perioodika 1941-1944" ja Sirje Tammoja koostatud "Hando Runneli bibliograafia 1963-2008". Ülevaade ka teistest võistlusele esitatud töödest

Teaching Grade Eight Science with Reference to the Science Curriculum

Directory of Open Access Journals (Sweden)

Rasel Babu

2016-08-01

Full Text Available A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities. 

LLE 2009 annual report, October 2008-September 2009

Energy Technology Data Exchange (ETDEWEB)

none, none

2010-01-01

The fiscal year ending September 2009 (FY2009) concluded the second year of the third five-year renewal of Cooperative Agreement DE-FC52-08NA28302 with the U.S. Department of Energy (DOE). This annual report summarizes progress in inertial fusion research at the Laboratory for Laser Energetics (LLE) during the past fiscal year. It also reports on LLE’s progress on laboratory basic science research; laser, optical materials, and advanced technology development; operation of OMEGA and OMEGA EP for the National Laser Users’ Facility (NLUF), and other external users; and programs focusingon the education of high school, undergraduate, and graduate students during the year.

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

Science.gov (United States)

Forbes, Cory T.

2013-01-01

In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

Science.gov (United States)

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

On track for success: an innovative behavioral science curriculum model.

Science.gov (United States)

Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

2013-01-01

This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

Science Curriculum Components Favored by Taiwanese Biology Teachers

Science.gov (United States)

Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

2005-09-01

The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

Science Curriculum Guide, Level 4.

Science.gov (United States)

Newark School District, DE.

The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

Directory of Open Access Journals (Sweden)

Warih Handayaningrum

2016-12-01

Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 8, 9, 10 11 & 12 June 2009 11:00-12:00 - Main Auditorium, Bldg. 500 Scenarios and Technological Challenges for a LHC Luminosity Upgrade: Introduction to the LHC Upgrade Program and Summary of Physics Motivations After a general introduction to the motivations for a LHC upgrade, the lectures will discuss the beam dynamics and technological challenges of the increase of the LHC luminosity, and the possible scenarios. Items such as a stronger final focus with larger aperture magnets, crab cavities, electron cloud issues, beam-beam interaction, machine protection and collimation will be discussed.Monday 8 June 2009 Introduction to the LHC upgrade program - L. Evans Summary of Physics Motivations - M. Mangano Tuesday 9 June 2009 The Dectector Upgrade and the Requirements on the Upgrade Scenarios - M. Nessi Wednesday 10 June 2009 Scenarios for the LHC Luminosity Upgrade - F. Zimmermann Thursday 11 June 2009 Main Accelerator Science Challenges: Magnet Technolog...

Ohio Department of Transportation : 2008-2009 Business Plan

Science.gov (United States)

2007-11-01

On behalf of the new Administration of Governor Ted Strickland and the more than 6,000 hard working men and women of the Ohio Department of Transportation, I am pleased to submit the Ohio Department of Transportation 2008-2009 Business Plan. : This b...

An overview of the endodontic curriculum in Fiji from 2009 to 2013.

Science.gov (United States)

Devi, Arpana A; Abbott, Paul V

2015-12-01

This paper seeks to provide the reader with an overview of the endodontic curriculum in Fiji from 2009 to 2013. It also intends to inform readers of the changes in endodontic teaching, the learning methods utilised, curriculum development, the transition from block teaching to partial block teaching combined with longitudinal teaching, and the future plans for the endodontic module. © 2015 Australian Society of Endodontology.

Análisis bibliométrico de las revistas multidisciplinares de psicología recientemente incorporadas en la Web of Science (2008-2009 Bibliometric analysis of Selected multidisciplinary journals of psychology recently incorporated in the Web of Science (2008-2009

Directory of Open Access Journals (Sweden)

Raúl Quevedo-Blasco

2010-01-01

Full Text Available Se realiza un análisis bibliométrico de las revistas multidisciplinares de psicología recientemente incorporadas en la Web of Science (WoS en los años 2008 y 2009. Se analizó un total de 448 "artículos" y "revisiones", donde se examinaron la nacionalidad de los autores, el índice de autoría y los contenidos de los trabajos. Los resultados muestran que Psicologia: Reflexão e Crítica es la revista que más artículos posee publicados. Existen diferencias en la diversidad y número de países colaboradores, siendo la revista Universitas Psychologica, la que posee una mayor representación de autores de países diferente al de origen de la revista. Predominan los artículos individuales (31,25%, seguidos de trabajos firmados por dos (28,57% y tres autores (21,43%; la mayoría de los artículos se clasifican dentro de las áreas de Psicología Social (18,75%, seguidos de artículos de Psicología Clínica (16,74% y trabajos relacionados con Psicología de la Educación (11,16%, matizando que la mayor aportación de trabajos clínicos proviene de la Revista Latinoamericana de Psicopatología Fundamental (con un 40,7% del total de sus publicaciones.It was done a bibliometric analysis of the multidisciplinary journals of psychology recently incorporated in the Web of Science (WoS in 2008 and 2009. A total of 448 "articles" and "revisions" was analyzed, where the nationality of the authors, the index of responsibility and the contents of the works were examined. The results show that Psicologia: Reflexão e Crítica is the journal that has more published articles. There are differences in the diversity and number of collaborating countries, being the journal Universitas Psychologica the one that has greater representation of authors from different countries from the origin of the journal. There are more individual articles (31.25%, followed by works signed by two (28.57% and three authors (21.43%, respectively. The majority of articles is

Physical and Life Sciences 2008 Science & Technology Highlights

Energy Technology Data Exchange (ETDEWEB)

Correll, D L; Hazi, A U

2009-05-06

This document highlights the outstanding research and development activities in the Physical and Life Sciences Directorate that made news in 2008. It also summarizes the awards and recognition received by members of the Directorate in 2008.

Improving the Science Curriculum with Bioethics.

Science.gov (United States)

Lundmark, Cathy

2002-01-01

Explains the importance of integrating bioethics into the science curriculum for student learning. Introduces a workshop designed for middle and high school science teachers teaching bioethics, its application to case studies, and how teachers can fit bioethics into their classroom. (YDS)

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

Science.gov (United States)

Browne, Christi L.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

Desequilíbrio entre a oferta e a demanda brasileira por pescados em 2002/2003 e 2008/2009 = Brazilian fishery supply and demand inequality in 2002/2003 and 2008/2009

Directory of Open Access Journals (Sweden)

Daniel Yokoyama Sonoda

2015-01-01

Full Text Available A produção nacional de pescados entre 2003 e 2009 aumentou em 250,54 mil t, o déficit da balança comercial bruta de pescados aumentou em 285,48 mil t, porém, não se constatou elevação do consumo domiciliar bruto de pescados no mesmo período. Este trabalho propõe um método de análise baseado no equilíbrio entre a oferta e a demanda agregada de pescados nos períodos de 2002-2003 e 2008-2009 para verificar se existe a coerência entre o crescimento da oferta e a destinação dos pescados (consumo domiciliar e fora de casa. Os cálculos indicam que enquanto os dados oficiais apontam um crescimento do consumo per capita aparente de 2 kg/hab.ano, os dados corrigidos apresentam um crescimento mais modesto (em torno de 0,6 kg/hab.ano entre os anos de 2002-2003 e 2008-2009. = Brazilian fish production between 2003 and 2009 increased by 250.54 t, gross fish trade deficit increased at 285.48t, but the household consumption of fish was flat in the same period. This paper proposes an analysis of fish aggregate supply and demand balance in the periods of 2002-2003 and 2008-2009 to check the consistency between supply growth and allocation of fish (household consumption and eating out. While official data indicate 2 kg/hab.year increases in apparent per capita fishery consumption, the corrected data shows 0.6 kg/hab.year increase between 2002-2003 and 2008-2009.

Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

Science.gov (United States)

Hovey, Larry Michael

Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

Science.gov (United States)

Beckford-Smart, Meredith

This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

Nosocomial measles cluster in Denmark following an imported case, December 2008-January 2009

DEFF Research Database (Denmark)

Groth, C; Bottiger, Be; Plesner, A

2009-01-01

A cluster of six confirmed cases with identical measles virus genotype was reported in Denmark between December 2008 and January 2009. The findings highlight the importance of vaccination before travelling and adherence to the routine vaccination schedule.......A cluster of six confirmed cases with identical measles virus genotype was reported in Denmark between December 2008 and January 2009. The findings highlight the importance of vaccination before travelling and adherence to the routine vaccination schedule....

Grade 6 Science Curriculum Specifications.

Science.gov (United States)

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

Shifts in funding for science curriculum design and their (unintended) consequences

NARCIS (Netherlands)

Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

2016-01-01

Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between

Evaluación de la satisfacción del cliente de la Drogueria Villa Clara, 2008-2009 Assessment of the client satisfaction in Villa Clara Drugstore, 2008-2009

Directory of Open Access Journals (Sweden)

Geidy Lorezo Monteagudo

2012-03-01

Full Text Available Introducción: la Droguería Villa Clara es la encargada de la distribución de medicamentos, reactivos y otros insumos médicos en esta provincia de Cuba. Mantiene relaciones comerciales con gran variedad de clientes, pero los más importantes son los pertenecientes al Sistema de Salud. Objetivo: evaluar la calidad del servicio brindado por esta entidad a los hospitales, policlínicos y farmacias de la provincia durante el 2008 y el 2009. Métodos: se conformó una muestra representativa de estas instituciones en todos los municipios de Villa Clara y se aplicaron encuestas al personal responsable de medicamentos en cada tipo unidad. Se determinó el índice de satisfacción para cada cliente encuestado en particular, así como para policlínicos, hospitales y farmacias en sentido general. Por otra parte, se determinó el índice de satisfacción alcanzado de forma global por la droguería en cada año evaluado. Resultados: el servicio brindado por la Droguería Villa Clara durante el 2008 y el 2009 fue calificado como bueno, con una mejora palpable al obtenerse índices de satisfacción que variaron de 84,2 % en el 2008 a 88,3 % en el 2009. Conclusiones: los clientes del proceso de distribución de medicamentos, perciben la disponibilidad de medicamentos como el problema fundamental de la distribución en la provincia.Introduction: Villa Clara Drugstore is in charge of the distribution of drugs, reagents, and other medical inputs in this Cuban province. It has commercial relations with a wide variety of clients, but the most important ones are those within the health system. Objective: to evaluate the quality of service rendered by this entity to hospitals, polyclinics and pharmacies in the province in 2008 and 2009. Methods: a representative sample from these institutions in all Villa Clara municipalities was selected and the personnel in charge of medications in each unit was surveyed. Satisfaction index for each surveyed client was

Airborne Gravity: NGS' Gravity Data for CS02 (2008-2009)

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — Airborne gravity data for Louisana and Mississippi collected in 2008-2009 over 2 surveys. This data set is part of the Gravity for the Re-definition of the American...

A statistical analysis of the characteristics of the intended curriculum for Japanese primary science and its relationship to the attained curriculum

Directory of Open Access Journals (Sweden)

Kenji Matsubara

2016-08-01

Full Text Available Abstract This study statistically investigates the characteristics of the intended curriculum for Japanese primary science, focusing on the learning content. The study used the TIMSS 2011 Grade 4 Curriculum Questionnaire data as a major source for the learning content prescribed at the national level. Confirmatory factor analysis was used to determine the extent to which a topic area was covered, as compared to the average among the 59 TIMSS 2011 participating countries. The study revealed that the topic areas of “Human Health” and “Changes in Environments,” both in the life science domain, showed statistically less coverage in the Japanese primary science curriculum when compared to the international average. Furthermore, in discussion, the study relates the characteristics found in the intended curriculum to those in the attained curriculum, examining the percent correct statistics for relevant items from the science assessment. Based on these findings, the study proposes two recommendations for revision of the Japanese primary science curriculum.

chemistry syllabus of the nigeria science curriculum

African Journals Online (AJOL)

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The senior secondary two chemistry course content of the Nigerian science curriculum was assessed ... of the students. In Nigeria, the need to re-examine both what to teach in science and how to teach it led ..... primary school. Our industries ...

76 FR 7813 - Amended Final Results of the 2008-2009 Antidumping Duty Administrative Review: Pure Magnesium...

Science.gov (United States)

2011-02-11

... 2008-2009 Antidumping Duty Administrative Review: Pure Magnesium From the People's Republic of China... Final Results of the 2008-2009 administrative review of the antidumping duty order on pure magnesium... calculation of the antidumping duty margin for Tianjin Magnesium International Co., Ltd. (``TMI''), pursuant...

Horizontal integration of the basic sciences in the chiropractic curriculum.

Science.gov (United States)

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

Science.gov (United States)

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Language games: Christian fundamentalism and the science curriculum

Science.gov (United States)

Freund, Cheryl J.

Eighty years after the Scope's Trial, the debate over evolution in the public school curriculum is alive and well. Historically, Christian fundamentalists, the chief opponents of evolution in the public schools, have used the court system to force policymakers, to adopt their ideology regarding evolution in the science curriculum. However, in recent decades their strategy has shifted from the courts to the local level, where they pressure teachers and school boards to include "alternate theories" and the alleged "flaws" and "inconsistencies" of evolution in the science curriculum. The purpose of this content analysis study was to answer the question: How do Christian fundamentalists employ rhetorical strategies to influence the science curriculum? The rhetorical content of several public legal and media documents resulting from a lawsuit filed against the Athens Public Schools by the American Center of Law and Justice were analyzed for the types of rhetorical strategies employed by the participants engaged in the scientific, legal, and public discourse communities. The study employed an analytical schema based on Ludwig Wittgenstein's theory of language games, Lawrence Prelli's theory of discourse communities, and Michael Apple's notion of constitutive and preference rules. Ultimately, this study revealed that adroit use of the constitutive and preference rules of the legal and public discourse communities allowed the school district to reframe the creation-evolution debate, thereby avoiding a public spectacle and ameliorating the power of creationist language to affect change in the science curriculum. In addition, the study reinforced the assertion that speakers enjoy the most persuasive power when they attend to the preference rules of the public discourse community.

An overview of conceptual understanding in science education curriculum in Indonesia

Science.gov (United States)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

Results of the 2008/2009 Knowledge and Opinions Surveys Conducted for the U.S. Department of Energy Hydrogen Program

Energy Technology Data Exchange (ETDEWEB)

Schmoyer, R. L. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Truett, Tykey [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Cooper, Christy [Dept. of Energy (DOE), Washington DC (United States); Chew, Andrea [Dept. of Energy (DOE), Washington DC (United States)

2010-04-01

This report presents results of a 2008/2009 survey of hydrogen and fuel cell awareness conducted for the U.S. Department of Energy (DOE). The 2008/2009 survey follows up on a similar DOE survey conducted in 2004, measuring levels of awareness and understanding of hydrogen and fuel cell technologies in four populations: (1) the general public, (2) students, (3) personnel in state and local governments, and (4) potential end users of hydrogen and fuel cell technologies in business and industry. The 2008/2009 survey includes these four groups and adds a fifth group, safety and code officials. The same survey methods were used for both surveys; the 2008/2009 survey report includes a comparison of 2004 and 2008/2009 findings. Information from these surveys will be used to enhance hydrogen and fuel cell education strategies.

APS Science 2009.

Energy Technology Data Exchange (ETDEWEB)

Gibson, J. M; Mills, D. M.; Gerig, R.

2010-05-01

It is my pleasure to introduce the 2009 annual report of the Advanced Photon Source. This was a very good year for us. We operated with high reliability and availability, despite growing problems with obsolete systems, and our users produced a record output of publications. The number of user experiments increased by 14% from 2008 to more than 3600. We congratulate the recipients of the 2009 Nobel Prize in Chemistry-Venkatraman Ramakrishnan (Cambridge Institute for Medical Research), Thomas Steitz (Yale University), and Ada Yonath (Weizmann Institute) - who did a substantial amount of this work at APS beamlines. Thanks to the efforts of our users and staff, and the ongoing counsel of the APS Scientific Advisory Committee, we made major progress in advancing our planning for the upgrade of the APS (APS-U), producing a proposal that was positively reviewed. We hope to get formal approval in 2010 to begin the upgrade. With advocacy from our users and the support of our sponsor, the Office of Basic Energy Sciences in the Department of Energy (DOE) Office of Science, our operating budgets have grown to the level needed to more adequately staff our beamlines. We were also extremely fortunate to have received $7.9 M in American Recovery and Reinvestment Act ('stimulus') funding to acquire new detectors and improve several of our beamlines. The success of the new Linac Coherent Light Source at Stanford, the world's first x-ray free-electron laser, made us particularly proud since the undulators were designed and built by the APS. Among other highlights, we note that more than one-quarter of the 46 Energy Frontier Research Centers, funded competitively across the U.S. in 2009 by the DOE, included the Advanced Photon Source in their proposed work, which shows that synchrotron radiation, and the APS in particular, are central to energy research. While APS research covers everything from fundamental to applied science (reflected by the highlights in this report

Georgia science curriculum alignment and accountability: A blueprint for student success

Science.gov (United States)

Reining-Gray, Kimberly M.

Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

Science.gov (United States)

Yildiz-Duban, Nil

2013-01-01

This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

Curriculum optimization of College of Optical Science and Engineering

Science.gov (United States)

Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

2017-08-01

The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

Science.gov (United States)

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

Forensic Science Curriculum for High School Students

Science.gov (United States)

Burgess, Christiana J.

Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

Elements of Contemporary Integrated Science Curriculum: Impacts ...

African Journals Online (AJOL)

This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and ...

Mentoring BUGS: An Integrated Science and Technology Curriculum

Science.gov (United States)

Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

2004-01-01

The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

Bringing Data Science, Xinformatics and Semantic eScience into the Graduate Curriculum

Science.gov (United States)

Fox, P.

2012-04-01

Committee on Information and Data (SCCID), features this excerpt from section 4.2.4 Data scientists and professionals: "An unfortunate state in the recognition of data science, is that there is a lack of appreciation of the need for a set of professional knowledge in skill in key areas, many of which have not been emphasized to date, e.g. professional approaches to the management of data over its lifecycle. As such, the effort required to be a data scientists is not valued sufficiently by the remainder of the scientific community." SCCID Recommendation 6 reads: "We recommend the development of education at university level in the new and vital field of data science. The curriculum included in appendix D can be used as a starting point for curriculum development. Appendix D. is entitled "Example curriculum for data science" and explicitly uses the "Curriculum for Data Science taught at Rensselaer Polytechnic Institute, USA" . This contribution will present relevant curriculum offerings at the Rensselaer Polytechnic Institute. http://tw.rpi.edu/web/Courses

The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

Science.gov (United States)

Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

2018-04-01

This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

Designing a Science Curriculum Fit for Purpose

Science.gov (United States)

Millar, Robin

2014-01-01

The science curriculum to age 16 should be judged on how well it meets the needs of students who progress to A-level science courses and those (a larger number) who do not. To address the diversity of students' interests and aspirations, we need a clear view of the purposes of science education rooted in a view of the purposes of education itself.…

Surviving the Implementation of a New Science Curriculum

Science.gov (United States)

Lowe, Beverly; Appleton, Ken

2015-01-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

Changing Curriculum: A Critical Inquiry into the Revision of the British Columbia Science Curriculum For Grades K-9

Science.gov (United States)

Searchfield, Mary A.

In 2010 British Columbia's Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today's learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum's final form.

Teachers and Science Curriculum Materials: Where We Are and Where We Need to Go

Science.gov (United States)

Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H.

2016-01-01

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…

75 FR 13495 - Saccharin from the People's Republic of China: Preliminary Results of the 2008-2009 Antidumping...

Science.gov (United States)

2010-03-22

... Republic of China: Preliminary Results of the 2008-2009 Antidumping Duty Administrative Review AGENCY... administrative review of the antidumping duty order on saccharin from the People's Republic of China (``PRC'') covering the period July 1, 2008, through June 30, 2009. This administrative review covers one exporter of...

Effects of the layered curriculum on student’s success, permanence and attitudes in Science and Technology Course

OpenAIRE

Mehmet Nuri Gömleksiz; Serav Biçer

2012-01-01

This study aims to determine the effects of the layered curriculum on students’ achievement, permanence and attitudes towards Science and Technology course.  The research was conducted with two classes including an experimental and a control class at 6th grade of Elazig İstiklal Primary School in 2009-2010 academic year. Mixed research model that utilize both quantitative and qualitative research methods together was preferred in this research. To that end, achievement test and attitude scale...

A summary of trauma and trauma-related papers published in BJOMS during 2008-2009.

Science.gov (United States)

Kusanale, Atul; Mackenzie, Neil; Arakeri, Gururaj; McLeod, Niall; Brennan, Peter A

2010-09-01

This paper provides a summary of the 49 trauma and related papers published in British Journal of Oral and Maxillofacial Surgery during the period January 2008 to December 2009. 16/49 (32%) of these publications were full length articles, which covered areas such as epidemiology, service provision, materials and operative surgery. In addition there were other articles including short communications, technical notes, letters to the editor and interesting cases. Whilst fewer full length articles were published compared to the other sub-specialties, it was reassuring to see that the studies represent all aspects of trauma. More basic science and randomized control studies relating to trauma need to be encouraged. Copyright 2010 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

Family and Consumer Sciences Teacher Needs Assessment of a STEM-Enhanced Food and Nutrition Sciences Curriculum

OpenAIRE

Merrill, Cathy A.

2016-01-01

Science, technology, engineering and mathematics (STEM) education concepts are naturally contextualized in the study of food and nutrition. In 2014 a pilot group of Utah high school Career and Technical Education Family and Consumer Sciences teachers rewrote the Food and Nutrition Sciences curriculum to add and enhance the STEM-related content. This study is an online needs assessment by Utah Food and Nutrition 1 teachers on the implementation of the STEM-enhanced curriculum after its first y...

Study of graduate curriculum in the radiological science: problems and suggestions

International Nuclear Information System (INIS)

Ko, Seong Jin; Kim, Hwa Gon; Kang, Se Sik; Park, Byeong Rae; Kim, Chang Soo

2006-01-01

Currently, Educational program of radiological science is developed in enormous growth, our educational environments leading allied health science education program in the number of super high speed medical industry. Radiological science may be the fastest growing technologies in our medical department today. In this way, Medical industry fields converged in the daily quick, the fact that department of radiological science didn't discharged ones duties on current educational environments. The curriculum of radiological technologists that play an important part between skill and occupation's education as major and personality didn't performed one's part most effectively on current medical environments and digital radiological equipment interface. We expect improvement and suggestion to grow natural disposition as studies in the graduate of radiological science. Therefore, in this paper, current curriculum of radiological science are catched hold of trend and problems on digital radiology environments, on fact the present state of problems, for Graduate program of radiological science, graduate courses of MS and ph.D. are suggested a reform measure of major education curriculum introduction

Financial Literacy in College Undergraduates Following the 2008-2009 Recession

Science.gov (United States)

Lynch, Michael

2016-01-01

In the wake of the deep recession of 2008 and 2009, there has been increased concern over the current level of financial literacy among American citizens. For many, this concern extends to our college students getting ready to enter the real world as they leave college life behind. This study looks at the preparedness of college students to manage…

Rad World -- computer-animated video radiation and hazardous waste-management science curriculum

International Nuclear Information System (INIS)

Powell, B.

1996-01-01

The Rad World computer-animated video and curriculum materials were developed through a grant from the Waste-management Education and Research Consortium. The package, which includes a computer-animated video, hands-on activities, and multidisciplinary lessons concerning radiation and hazardous-waste management, was created to approach these subjects in an informative, yet entertaining, manner. The lessons and video, designed to supplement studies of energy and physical science at the middle school and high school level, also implement quality and consistent science education as outlined by the New Mexico Science Standards and Benchmarks (1995). Consistent with the curriculum standards and benchmarks, the curriculum includes library research, collaborative learning, hands-on-science, and discovery learning. Pre- and post-tests are included

Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Akbar Soltani

2017-02-01

Full Text Available Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS. A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences, problem-solving and reasoning (Pathophysiology, evidence-based medicine (Clerkship, and clinical decision-making (Internship were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

Science-based occupations and the science curriculum: Concepts of evidence

Science.gov (United States)

Aikenhead, Glen S.

2005-03-01

What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

The Social Science Curriculum of the Two-Year College.

Science.gov (United States)

Friedlander, Jack

1980-01-01

Describes a nationwide study to identify: (1) the representation of different areas within the social sciences (i.e. anthropology, economics, history, political science, psychology, social/ethnic studies, sociology, and interdisciplinary social sciences) in the two-year college curriculum, and (2) which courses were offered for transfer,…

Design of the Information Science and Systems (IS Curriculum in a Computer and Information Sciences Department

Directory of Open Access Journals (Sweden)

Behrooz Seyed-Abbassi

2004-12-01

Full Text Available Continuous technological changes have resulted in a rapid turnover of knowledge in the computing field. The impact of these changes directly affects the computer-related curriculum offered by educational institutions and dictates that curriculum must evolve to keep pace with technology and to provide students with the skills required by businesses. At the same time, accreditations of curricula from reviewing organizations provide additional guidelines and standardization for computing science as well as information science programs. One of the areas significantly affected by these changes is the field of information systems. This paper describes the evaluation and course structure for the undergraduate information science and systems program in the Computer and Information Sciences Department at the University of North Florida. A list of the major required and elective courses as well as an overview of the challenges encountered during the revision of the curriculum is given.

Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

Science.gov (United States)

Gough, Noel

2017-12-01

In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education.

Science.gov (United States)

Tsutsumi, Akizumi

2015-01-01

Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine core curriculum consists of 11 units of lectures and four units of practical study. The working group plans to improve the current core curriculum by devising formative assessment methods so that students can learn and acquire attitude as well as the skills and knowledge necessary for student-centered clinical practice.

Science in Hawaii/Haawina Hoopapau: A Culturally Responsive Curriculum Project

Science.gov (United States)

Galloway, L. M.; Roberts, K.; Leake, D. W.; Stodden, R. S.; Crabbe, V.

2005-12-01

The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year's worth of materials by teaming with kupuna (respected elders), local cultural experts and role models, educators (new, veteran, Hawaiian, non-Hawaiian, mainland, general and special education teachers), and professionals at the Center on Disability Studies at the University of Hawaii and ALU LIKE, Inc, a non-profit organization to assist Native Hawaiians. The materials created thus far are available for viewing at: www.scihi.hawaii.edu The curriculum, designed for grades 8-11 science classes, can be used to teach a year-long course, a unit, or single lesson related to astronomy, biology, botany, chemistry, geology, oceanography, physical and environmental sciences. This project is in its final year of field testing, polishing and dissemination, and therefore this session will encourage idea sharing, as does our copyright free Web site.

EMSL Quarterly Highlights Report: 1st Quarter, Fiscal Year 2009

Energy Technology Data Exchange (ETDEWEB)

Showalter, Mary Ann; Kathmann, Loel E.; Manke, Kristin L.

2009-02-02

The EMSL Quarterly Highlights Report covers the science, staff and user recognition, and publication activities that occurred during the 1st quarter (October 2008 - December 2008) of Fiscal Year 2009.

Institute of Nuclear physics of Lyon - IPNL, Activity Report 2008-2009

International Nuclear Information System (INIS)

2010-01-01

The Institute of Nuclear physics of Lyon (IPNL) is under the joint supervision of the Claude Bernard University of Lyon (UCBL) and the National Institute of Nuclear and particle physics (IN2P3) of the CNRS (National Centre for Scientific Research). The laboratory studies the properties and interactions of sub-atomic particles. Its activities are largely experimental, with groups involved in a wide range of national and international collaborations concerning particle and astro-particle physics, nuclear matter and the interactions of ions and cluster with matter. In addition, the Institute has important interdisciplinary and applied research activities related to: detectors R and D, confinement of radioactive waste, bio-medical imaging, measurement of environmental levels of radioactive elements. This document presents the activity of the Centre during the 2008-2009 years: 1 - Forewords; 2 - Quarks and Leptons; 3 - Astro-particles; 4 - Hadronic and nuclear matter; 5 - Theoretical physics; 6 - Radiation sciences; 7 - Technical support to experiments (electronics, Computers, Mechanics, Instrumentation, Accelerators, LABRADOR metrology service); 8 - Laboratory administration; 9 - Scientific life (publications, seminars, conferences, exhibitions, PhDs..)

Physics Teachers' Behavioral, Control and Normative Beliefs about Teaching Physics According to the National High School Physics Curriculum in Turkey

Science.gov (United States)

Kapucu, Serkan; Yildirim, Ufuk

2014-01-01

In Turkey, a new Turkish High School Physics Curriculum (THSPC) was put into practice, starting initially with the Grade 9 in the 2008-2009 education-year. When compared with the previous ones, this curriculum emphasized the importance of students' active involvement in learning, use of real-life contexts and development of new skills. Even though…

Computer Science (CS) in the Compulsory Education Curriculum: Implications for Future Research

Science.gov (United States)

Passey, Don

2017-01-01

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both…

Rock Cycle. K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…

Geospace environment modeling 2008--2009 challenge: Dst index

Science.gov (United States)

Rastätter, L.; Kuznetsova, M.M.; Glocer, A.; Welling, D.; Meng, X.; Raeder, J.; Wittberger, M.; Jordanova, V.K.; Yu, Y.; Zaharia, S.; Weigel, R.S.; Sazykin, S.; Boynton, R.; Wei, H.; Eccles, V.; Horton, W.; Mays, M.L.; Gannon, J.

2013-01-01

This paper reports the metrics-based results of the Dst index part of the 2008–2009 GEM Metrics Challenge. The 2008–2009 GEM Metrics Challenge asked modelers to submit results for four geomagnetic storm events and five different types of observations that can be modeled by statistical, climatological or physics-based models of the magnetosphere-ionosphere system. We present the results of 30 model settings that were run at the Community Coordinated Modeling Center and at the institutions of various modelers for these events. To measure the performance of each of the models against the observations, we use comparisons of 1 hour averaged model data with the Dst index issued by the World Data Center for Geomagnetism, Kyoto, Japan, and direct comparison of 1 minute model data with the 1 minute Dst index calculated by the United States Geological Survey. The latter index can be used to calculate spectral variability of model outputs in comparison to the index. We find that model rankings vary widely by skill score used. None of the models consistently perform best for all events. We find that empirical models perform well in general. Magnetohydrodynamics-based models of the global magnetosphere with inner magnetosphere physics (ring current model) included and stand-alone ring current models with properly defined boundary conditions perform well and are able to match or surpass results from empirical models. Unlike in similar studies, the statistical models used in this study found their challenge in the weakest events rather than the strongest events.

The re-theorisation of collective pedagogy and emergent curriculum

Science.gov (United States)

Fleer, Marilyn

2010-09-01

This essay review of Goulart and Roth's work explores the cultural-historical concepts that they have drawn upon to create a new conception of emergent curriculum in early childhood science education. The pedagogical contexts of Brazilian preschools is discussed in relation to other practices found across cultural communities, with a view to locating the specific research need that has arisen for preschools within Brazil. In the latter part of this article, Davydov's (International perspectives in non-classical psychology, 2008) work on theoretical knowledge and dialectical thinking is discussed in order to further develop Goulart and Roth's conception of early childhood science curriculum.

Arguing for Computer Science in the School Curriculum

Science.gov (United States)

Fluck, Andrew; Webb, Mary; Cox, Margaret; Angeli, Charoula; Malyn-Smith, Joyce; Voogt, Joke; Zagami, Jason

2016-01-01

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At…

Performance of European Industry of Logistics Services Before and After Economic Crises in the Years 2008/2009

Directory of Open Access Journals (Sweden)

Beti Godnič

2017-09-01

Full Text Available Abstract: In this article we examined the impact of economic crises in the years 2008/2009 on the logistics industry in old member states EU-15 and the new EU member states. The emergence of the economic crisis in 2008/2009 when the states of the old members of EU-15 and new EU member states were the first time subjected to the effects of the crisis inside the single entity-the European Union. Research question: The basic research question is: Were implications of economic crises in the years 2008/2009 in logistics industry in heterogenic states of European Union; old member states EU-15 and the new EU member states different? Purpose:We wanted to determine how the logistics companys in old member States EU (15 and in the new EU member states adapt to the new circumstances caused by economic crises in the years 2008/2009. Method: Economic crises are complex multifunctional phenomenon. Analysing complexity of the changes of the state of economic system need to supplement the pure scientific approach with other types of research work, more holistic approach, which is commonly used in Comparative economics. In this article we combine both. In empirical part we used appropriate parametric and non-parametric tests of differences between old and new member states of the European Union. We used Pearson's chi-squared test (Pearson, 1900, p. 157-175. Results: In the article we studied changes ocured by economic crises in the years 2008/2009 in the European logistics industry. We found that the logistics companies in the old EU member states EU-15 and in the new EU member states differently adapt to the implications of economic crises in the years 2008/2009. EU hasn’t adopted and implemented the harmonised economic policy, which will solve the »North-South« problem in logistics industry and find a way to operate systemically in global environment. Organization: The findings can be used to support undestanding of changed bussines envirnment of the

Leading change: curriculum reform in graduate education in the biomedical sciences.

Science.gov (United States)

Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.

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

Digest of Key Science and Engineering Indicators, 2008. NSB-08-2

Science.gov (United States)

National Science Foundation, 2008

2008-01-01

This digest of key science and engineering indicators draws primarily from the National Science Board's two-volume "Science and Engineering Indicators, 2008" report. The digest serves two purposes: (1) to draw attention to important trends and data points from across the chapters and volumes of "Science and Engineering Indicators, 2008," and (2)…

Using the AGsploration: the Science of Maryland Agriculture Curriculum as a Tool to Increase Youth Appreciation and Understanding of Agriculture and Science

Directory of Open Access Journals (Sweden)

April Hall Barczewski

2017-01-01

Full Text Available AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.

Monitoring the West Bohemian earthquake swarm in 2008/2009 by a temporary small-aperture seismic array

Science.gov (United States)

Hiemer, Stefan; Roessler, Dirk; Scherbaum, Frank

2012-04-01

The most recent intense earthquake swarm in West Bohemia lasted from 6 October 2008 to January 2009. Starting 12 days after the onset, the University of Potsdam monitored the swarm by a temporary small-aperture seismic array at 10 km epicentral distance. The purpose of the installation was a complete monitoring of the swarm including micro-earthquakes ( M L 0.0). In the course of this work, the main temporal features (frequency-magnitude distribution, propagation of back azimuth and horizontal slowness, occurrence rate of aftershock sequences and interevent-time distribution) of the recent 2008/2009 earthquake swarm are presented and discussed. Temporal changes of the coefficient of variation (based on interevent times) suggest that the swarm earthquake activity of the 2008/2009 swarm terminates by 12 January 2009. During the main phase in our studied swarm period after 19 October, the b value of the Gutenberg-Richter relation decreases from 1.2 to 0.8. This trend is also reflected in the power-law behavior of the seismic moment release. The corresponding total seismic moment release of 1.02×1017 Nm is equivalent to M L,max = 5.4.

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

Curriculum Assessment in Social Sciences at Universiti Pendidikan Sultan Idris

Science.gov (United States)

Saleh, Hanifah Mahat Yazid; Hashim, Mohmadisa; Yaacob, Norazlan Hadi; Kasim, Adnan Jusoh Ahmad Yunus

2015-01-01

The purpose of this paper is to discuss the effectiveness of the curriculum implementation for undergraduate programme in the Faculty of Human Sciences, UPSI producing quality and competitive educators. Curriculum implementation has to go through an assessment process that aims to determine the problem, select relevant information and collect and…

A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education

OpenAIRE

Tsutsumi, Akizumi

2015-01-01

Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine cor...

New curriculum at Nuclear Science Department, National University of Malaysia

International Nuclear Information System (INIS)

Shahidan bin Radiman; Ismail bin Bahari

1995-01-01

A new undergraduate curriculum at the Department of Nuclear Science, Universiti Kebangsaan Malaysia is discussed. It includes the rational and objective of the new curriculum, course content and expectations due to a rapidly changing job market. The major change was a move to implement only on one Nuclear Science module rather than the present three modules of Radiobiology, Radiochemistry and Nuclear Physics. This will optimise not only laboratory use of facilities but also effectiveness of co-supervision. Other related aspects like industrial training and research exposures for the undergraduates are also discussed

SOFSEM 2009: Theory and Practice of Computer Science

DEFF Research Database (Denmark)

This book constitutes the refereed proceedings of the 35th Conference on Current Trends in Theory and Practice of Computer Science, SOFSEM 2009, held in Špindleruv Mlýn, Czech Republic, in January 2009. The 49 revised full papers, presented together with 9 invited contributions, were carefully...... reviewed and selected from 132 submissions. SOFSEM 2009 was organized around the following four tracks: Foundations of Computer Science; Theory and Practice of Software Services; Game Theoretic Aspects of E-commerce; and Techniques and Tools for Formal Verification....

Results and analysis of the 2008-2009 Insulin Injection Technique Questionnaire survey

NARCIS (Netherlands)

De Coninck, Carina; Frid, Anders; Gaspar, Ruth; Hicks, Debbie; Hirsch, Larry; Kreugel, Gillian; Liersch, Jutta; Letondeur, Corinne; Sauvanet, Jean-Pierre; Tubiana, Nadia; Strauss, Kenneth

Background: The efficacy of injection therapy in diabetes depends on correct injection technique and, to provide patients with guidance in this area, we must understand how they currently inject. Methods: From September 2008 to June 2009, 4352 insulin-injecting Type 1 and Type 2 diabetic patients

elements of contemporary integrated science curriculum

African Journals Online (AJOL)

both science and technology (Hurd, 1975). Discoveries in nature are made easier through integration of ideas, thoughts and concepts. To this end, science teaching in the modern world ought to be interdisciplinary, unified, society based and aspire above all to achieve scientific literacy (Arokoyu and Dike, 2009). These are.

Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

Science.gov (United States)

Edelson, Daniel C.

2007-01-01

With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

Science.gov (United States)

Bonner, Portia Selene

2001-07-01

Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

Integration of the primary health care approach into a community nursing science curriculum.

Science.gov (United States)

Vilakazi, S S; Chabeli, M M; Roos, S D

2000-12-01

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Integration of the primary health care approach into a community nursing science curriculum

Directory of Open Access Journals (Sweden)

SS Vilakazi

2000-09-01

Full Text Available The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994:155. Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/ goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Effect of an environmental science curriculum on students' leisure time activities

Science.gov (United States)

Blum, Abraham

Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.

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.

Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

Science.gov (United States)

Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

2015-01-01

The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

Social Science Disciplines. Fundamental for Curriculum Development.

Science.gov (United States)

McLendon, Johathan C., Ed.

This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by…

Pulp and paper demand deteriorates as global economic crisis takes hold : markets for paper, paperboard and woodpulp, 2008-2009

Science.gov (United States)

Peter J. Ince; Eduard L. Akim; Bernard Lombard; Tomas Parik

2009-01-01

Pulp and paper production and consumption in both Europe and North America declined in 2008 and 2009 as the global economic crisis took hold. In early 2009, leading trade associations were reporting year-over-year declines of 17% in total paper and paperboard production in both Europe and the United States, considerably more than the 2008 drop. Capacity-utilization...

Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

Science.gov (United States)

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

A web-based resource for the nuclear science/technology high school curriculum - a summary

International Nuclear Information System (INIS)

Ripley, C.

2009-01-01

On November 15, 2008, the CNA launched a new Nuclear Science Technology High School Curriculum Website. Located at www.cna.ca the site was developed over a decade, first with funding from AECL and finally by the CNA, as a tool to explain concepts and issues related to energy and in particular nuclear energy targeting the public, teachers and students in grades 9-12. It draws upon the expertise of leading nuclear scientists and science educators. Full lesson plans for the teacher, videos for discussion, animations, games, electronic publications, laboratory exercises and quick question and answer sheets will give the student greater knowledge, skills and attitudes necessary to solve problems and to critically examine issues in making decisions. Eight modules focus on key areas: Canada's Nuclear History, Atomic Theory, What is Radiation?, Biological Effects of Radiation, World Energy Sources, Nuclear Technology at Work, Safety (includes Waste Disposal) in the Nuclear Industry and Careers. (author)

Theme: The Role of Science in the Agricultural Education Curriculum.

Science.gov (United States)

Agricultural Education Magazine, 2002

2002-01-01

Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

Aerosol chemical composition at Cabauw, The Netherlands as observed in two intensive periods in May 2008 and March 2009

Science.gov (United States)

Mensah, A. A.; Holzinger, R.; Otjes, R.; Trimborn, A.; Mentel, Th. F.; ten Brink, H.; Henzing, B.; Kiendler-Scharr, A.

2012-05-01

Observations of aerosol chemical composition in Cabauw, the Netherlands, are presented for two intensive measurement periods in May 2008 and March 2009. Sub-micron aerosol chemical composition was measured by an Aerodyne Aerosol Mass Spectrometer (AMS) and is compared to observations from aerosol size distribution measurements as well as composition measurements with a Monitor for AeRosol and GAses (MARGA) based instrument and a Thermal-Desorption Proton-Transfer-Reaction Mass-Spectrometer (TD-PTR-MS). An overview of the data is presented and the data quality is discussed. In May 2008 enhanced pollution was observed with organics contributing 40% to the PM1 mass. In contrast the observed average mass loading was lower in March 2009 and a dominance of ammonium nitrate (42%) was observed. The semi-volatile nature of ammonium nitrate is evident in the diurnal cycles with maximum concentrations observed in the morning hours in May 2008 and little diurnal variation observed in March 2009. Size dependent composition data from AMS measurements are presented and show a dominance of organics in the size range below 200 nm. A higher O:C ratio of the organics is observed for May 2008 than for March 2009. Together with the time series of individual tracer ions this shows the dominance of OOA over HOA in May 2008.

Science curriculum formation in Denmark

DEFF Research Database (Denmark)

Chaiklin, Seth

Cultural-historical theory is primarily a psychological theory about and human action and development within meaningful contexts. As a psychologically-oriented theory, it can be relevant to science education research, even if it was not been developed or elaborated specifically in relation...... to problems within science education. STEM education research can be reduced (roughly) to four major problem areas: curriculum, empirical evaluation of existing practices and conditions, didactics, and professional development, where each of these categories can be concretised further according to grade...... between research and practice, (b) the idea of developmental teaching, and (c) the idea of theoretical thinking. This paper will present an example of subject-matter analysis for food production and food chemistry to illustrate practical consequences that follow from these three points....

"Gaa-Noodin-Oke" (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation

Science.gov (United States)

Guzey, Siddika Selcen; Nyachwaya, James; Moore, Tamara J.; Roehrig, Gillian H.

2014-01-01

A wind energy focused curriculum for grades 4-8 was designed and implemented to promote the understanding of wind energy concepts with American Indian students. 57 students who participated in the 2009 summer program of the "Reach for the Sky" (RFTS) Science, Technology, Engineering, and Mathematics (STEM) received the curriculum. The…

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

Science.gov (United States)

Watmough, Simon D; O'Sullivan, Helen; Taylor, David C M

2010-09-29

In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

Developing a Peace and Conflict Resolution Curriculum for Quaker Secondary Schools in Kenya

Science.gov (United States)

Hockett, Eloise

2012-01-01

In 2008-2009, a team of educators from George Fox University, in collaboration with a committee of teachers and administrators from selected Quaker secondary schools in western Kenya, developed the first draft of a peace and conflict resolution curriculum for Kenyan form one (ninth grade) students. This case study offers a model for developing a…

Classification of ticks collected from horses in the Netherlands in 2008-2009 and identification of the (zoonotic) agents they contain

NARCIS (Netherlands)

Butler, Catherine M.; van Oldruitenborgh-Oosterbaan, Marianne M. Sloet; Stout, Tom A. E.; Jongejan, Frans; Werners, Arno H.; Houwers, Dirk J.

2016-01-01

This study shows which hard tick species (Ixodidae) were found on domestic horses in the Netherlands in 2008–2009, and what potential pathogens these ticks carried. In the period 2008–2009, 130 ticks were collected, classified and screened for the presence of DNA from specific tick-borne pathogens

Taiwanese Science and Life Technology Curriculum Standards and Earth Systems Education

Science.gov (United States)

Chang, Chun-Yen

2005-01-01

In the past several years, curriculum reform has received increasing attention from educators in many countries around the world. Recently, Taiwan has developed new Science and Life Technology Curriculum Standards (SaLTS) for grades 1-9. SaLTS features a systematic way for developing students' understanding and appreciation of…

PREFACE: Science's gem: diamond science 2009 Science's gem: diamond science 2009

Science.gov (United States)

Mainwood, Alison; Newton, Mark E.; Stoneham, Marshall

2009-09-01

understanding of materials properties and their control. There has been exceptional progress in this area, in specimen sizes, quality, and performance. These massive improvements in materials availability create opportunities for the major technological applications in the energy, environment, health and information technologies that will surely drive the big industrial expansions over the next decades. References [1] Stoneham A M 2007 Thinking about diamond (ed P Bergonzo, R Gat, R B Jackman and C E Nebel) MRS Proc. 956 1-10 [2] Stoneham A M 2008 Future Perspectives for Diamond for Physics and Applications of CVD Diamond ed S Koizumi, M Nesladek and C E Nebel (New York: Wiley-VCH) [3] Balmer R S et al 2009 J. Phys.: Condens. Matter 21 364221 [4] Stoneham A M, Matthews J R and Ford I J 2004 J. Phys.: Condens. Matter 16 S2597 [5] Liang Q, Yan C, Meng Y, Lai J, Krasnicki S, Mao H and Hemley R J 2009 J. Phys.: Condens. Matter 21 364215 [6] Stachel T and Harris J W 2009 J. Phys.: Condens. Matter 21 364206 [7] McNeill J, Pearson D G, Klein-BenDavid O, Nowell G M, Ottley C J and Chinn I 2009 J. Phys.: Condens. Matter 21 364207 [8] Martineau P M, Gaukroger M P, Guy K B, Lawson S C, Twitchen D J, Friel I, Hansen J O, Summerton G C, Addison T P G and Burns R 2009 J. Phys.: Condens. Matter 21 364205 [9] Burns R C et al 2009 J. Phys.: Condens. Matter 21 364224 [10] Pinto H and Jones R 2009 J. Phys.: Condens. Matter 21 364220 [11] May P W, Allan N L, Ashfold M N R, Richley J C and Mankelevich Yu A 2009 J. Phys.: Condens. Matter 21 364203 [12] Butler J E, Mankelevich Yu A, Cheesman A, Ma J and Ashfold N R 2009 J. Phys.: Condens. Matter 21 364201 [13] Silva F, Hassouni K, Bonnin X and Gicquel A 2009 J. Phys.: Condens. Matter 21 364202 [14] Haenen K, Lazea A, Barjon J, D'Haen J, Habka N, Teraji T, Koizumi S and Mortet V 2009 J. Phys.: Condens. Matter 21 364204 [15] Felton S, Cann B L, Edmonds A M, Liggins S, Cruddace R J, Newton M E, Fisher D and Baker J M 2009 J. Phys.: Condens. Matter 21

He Sapa Bloketu Waecun: 2008 Summer Science and Cultural Camps

Science.gov (United States)

Kliche, D. V.; Sanovia, J.; Decker, R.; Bolman, J.

2008-12-01

The South Dakota School of Mines, Humboldt State University and Sinte Gleska University with support from the National Science Foundation, sponsored four camps for South Dakota Lakota youth to nurture a geosciences learning community linked to culturally significant sites in the Black Hills. These camps utilized outdoor, experiential learning to integrate indigenous knowledge with contemporary western science. The project resulted in increased awareness among Native and non-Native Americans, young and adult, about the importance of geosciences in their connection and interpretation of nature. The project also motivated participants in learning and becoming active in land and resources protection and the importance of becoming knowledgeable and active in regulatory policies (both Tribal and State). The four camps were scheduled during the month of June, 2008, which is the month of the summer solstice, a sacred time for the Lakota people which signal the Lakota Sundance Ceremony. The timing of the camps was chosen to give the Native American participants the framework to express their connection to Native lands through the understanding of their oral history. For the first time in such camps, middle and high school students were encouraged to have a parent or relative attending with them. The camps proved to be a great success among students and their families. The curriculum and activities helped participants immerse themselves mentally, physically and spiritually into an experience of a life time. We plan to show our results from these camps and emphasize the usefulness of this new approach in teaching science and encouraging the new generation to pursue careers in geosciences.

Fort Collins Science Center-Fiscal year 2009 science accomplishments

Science.gov (United States)

Wilson, Juliette T.

2010-01-01

Public land and natural resource managers in the United States are confronted with increasingly complex decisions that have important ramifications for both ecological and human systems. The scientists and technical professionals at the U.S. Geological Survey Fort Collins Science Center?many of whom are at the forefront of their fields?possess a unique blend of ecological, socioeconomic, and technological expertise. Because of this diverse talent, Fort Collins Science Center staff are able to apply a systems approach to investigating complicated ecological problems in a way that helps answer critical management questions. In addition, the Fort Collins Science Center has a long record of working closely with the academic community through cooperative agreements and other collaborations. The Fort Collins Science Center is deeply engaged with other U.S. Geological Survey science centers and partners throughout the Department of the Interior. As a regular practice, we incorporate the expertise of these partners in providing a full complement of ?the right people? to effectively tackle the multifaceted research problems of today's resource-management world. In Fiscal Year 2009, the Fort Collins Science Center's scientific and technical professionals continued research vital to Department of the Interior's science and management needs. Fort Collins Science Center work also supported the science needs of other Federal and State agencies as well as non-government organizations. Specifically, Fort Collins Science Center research and technical assistance focused on client and partner needs and goals in the areas of biological information management and delivery, enterprise information, fisheries and aquatic systems, invasive species, status and trends of biological resources (including human dimensions), terrestrial ecosystems, and wildlife resources. In the process, Fort Collins Science Center science addressed natural-science information needs identified in the U

Noise Pollution--An Overlooked Issue in the Science Curriculum.

Science.gov (United States)

Treagust, David F.; Kam, Goh Ah

1985-01-01

Discusses the need for including noise pollution in the science curriculum and describes 10 activities for improving students' awareness and understanding of and concern for noise and its effects. (Author/JN)

Alcohol use during the great recession of 2008-2009.

Science.gov (United States)

Bor, Jacob; Basu, Sanjay; Coutts, Adam; McKee, Martin; Stuckler, David

2013-01-01

The aim of this study was to assess changes in alcohol use in the USA during the Great Recession. Drinking participation, drinking frequency, drinking intensity, total alcohol consumption and frequency of binge drinking were assessed in a nationally representative sample of 2,050,431 US women and men aged 18 and older, interviewed between 2006 and 2010. The prevalence of any alcohol use significantly declined during the economic recession, from 52.0% in 2006-2007 to 51.6% in 2008-2009 (P Great Recession there was an increase in abstention from alcohol and a rise in frequent binging.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

Science.gov (United States)

Seker, Hayati; Guney, Burcu G.

2012-01-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda

Science.gov (United States)

Nsengimana, Théophile; Ozawa, Hiroaki; Chikamori, Kensuke

2014-01-01

In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time…

Aerosol chemical composition at Cabauw, The Netherlands as observed in two intensive periods in May 2008 and March 2009

Directory of Open Access Journals (Sweden)

A. A. Mensah

2012-05-01

Full Text Available Observations of aerosol chemical composition in Cabauw, the Netherlands, are presented for two intensive measurement periods in May 2008 and March 2009. Sub-micron aerosol chemical composition was measured by an Aerodyne Aerosol Mass Spectrometer (AMS and is compared to observations from aerosol size distribution measurements as well as composition measurements with a Monitor for AeRosol and GAses (MARGA based instrument and a Thermal-Desorption Proton-Transfer-Reaction Mass-Spectrometer (TD-PTR-MS. An overview of the data is presented and the data quality is discussed. In May 2008 enhanced pollution was observed with organics contributing 40% to the PM₁ mass. In contrast the observed average mass loading was lower in March 2009 and a dominance of ammonium nitrate (42% was observed. The semi-volatile nature of ammonium nitrate is evident in the diurnal cycles with maximum concentrations observed in the morning hours in May 2008 and little diurnal variation observed in March 2009. Size dependent composition data from AMS measurements are presented and show a dominance of organics in the size range below 200 nm. A higher O:C ratio of the organics is observed for May 2008 than for March 2009. Together with the time series of individual tracer ions this shows the dominance of OOA over HOA in May 2008.

From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

Science.gov (United States)

Kaya, Ebru; Erduran, Sibel

2016-12-01

The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein's generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola's FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of "Reconceptualized FRA-to-NOS (RFN)" to refer to Erduran and Dagher's FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they

The 2009 Lindau Nobel Laureate Meeting: Martin Chalfie, Chemistry 2008

OpenAIRE

Chalfie, Martin

2010-01-01

American Biologist Martin Chalfie shared the 2008 Nobel Prize in Chemistry with Roger Tsien and Osamu Shimomura for their discovery and development of the Green Fluorescent Protein (GFP). Martin Chalfie was born in Chicago in 1947 and grew up in Skokie Illinois. Although he had an interest in science from a young age-- learning the names of the planets and reading books about dinosaurs-- his journey to a career in biological science was circuitous. In high school, Chalfie enjoyed his AP Chemi...

Mentoring and Argumentation in a Game-Infused Science Curriculum

Science.gov (United States)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

Vstup značky Starbucks na český trh v letech 2008-2009

OpenAIRE

Nováková, Petra

2010-01-01

Bachelor thesis "The entrance of Starbucks Coffee Company into the Czech market in 2008-2009" deals with Starbucks Coffee Company and its entrance into the market of the Czech Republic. Thesis is concerned with the description of Starbucks brand in general, its distinctive position among the others and its specific approach to marketing communication. First and foremost, the thesis is the description of its marketing and communication activities in the Czech Republic between years 2008 and 20...

Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

Science.gov (United States)

Connecticut Univ., Storrs. Dept. of Educational Leadership.

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

Science.gov (United States)

Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

2013-01-01

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

Forest science in the South - 2008

Science.gov (United States)

Southern Research Station USDA Forest Service

2008-01-01

It is my pleasure to present the 2008 Forest Science in the South, a summary of accomplishments of the USDA Forest Service Southern Research Station (SRS). This annual report includes a CD with details about our research and products, as well as links for ordering or downloading publications.

Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

Science.gov (United States)

Grace, Shamarion Gladys

This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews

Directory of Open Access Journals (Sweden)

Taylor David CM

2010-09-01

Full Text Available Abstract Background In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Methods Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. Results The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. Conclusion According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

Current-Account Imbalances and Economic Growth During the 2008-2009 Financial Crisis: an Empirical Analysis

Directory of Open Access Journals (Sweden)

Rossitsa Rangelova

2014-06-01

Full Text Available This study examines the relationship between current-account imbalances and economic growth during the 2008-2009 financial and economic crisis for 179 countries (covered by IMF data and within the EU-27 countries (covered by Eurostat data. The countries are divided into 4 groups by GDP per capita based on PPPs, namely, low income, lower middle-income, upper middle-income and high-income countries. Empirical analysis is applied, including descriptive statistics and regression estimates. Statistical data are used, including the average of the GDP growth rate in the years prior to the crisis (2003–2007, the average of the GDP growth rate for 2008 and 2009, current account as a percentage of GDP, and the level of average inflation. It is proved that, in general, the 2008-2009 crisis affected high- and upper middle-income countries more than poorer countries. Within the EU-27 countries, however, the crisis appears to have affected lower income countries more than higher income countries. A common tendency is observed for the two country samples: countries that experienced strong growth just prior to the crisis had an increased risk of suffering after the crisis. The boom prior to the crisis led to imbalances that rendered economies more vulnerable. Additionally, surpluses that existed prior to the crisis are an important risk factor for the two groups of countries.

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

Energy Technology Data Exchange (ETDEWEB)

Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

2016-06-15

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

International Nuclear Information System (INIS)

Buckley, L

2016-01-01

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities

Science.gov (United States)

Romine, William L.; Banerjee, Tanvi

2012-01-01

Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

Science.gov (United States)

Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

2018-01-01

Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

International Committee for Monitoring Assisted Reproductive Technologies world report: Assisted Reproductive Technology 2008, 2009 and 2010.

Science.gov (United States)

Dyer, S; Chambers, G M; de Mouzon, J; Nygren, K G; Zegers-Hochschild, F; Mansour, R; Ishihara, O; Banker, M; Adamson, G D

2016-07-01

What were utilization, outcomes and practices in assisted reproductive technology (ART) globally in 2008, 2009 and 2010? Global utilization and effectiveness remained relatively constant despite marked variations among countries, while the rate of single and frozen embryo transfers (FETs) increased with a concomitant slight reduction in multiple birth rates. ART is widely practised in all regions of the world. Monitoring utilization, an approximation of availability and access, as well as effectiveness and safety is an important component of universal access to reproductive health. This is a retrospective, cross-sectional survey on utilization, effectiveness and safety of ART procedures performed globally from 2008 to 2010. Between 58 and 61 countries submitted data from a total of nearly 2500 ART clinics each year. Aggregate country data were processed and analyzed based on forms and methods developed by the International Committee for Monitoring Assisted Reproductive Technologies (ICMART). Results are presented at country, regional and global level. For the years 2008, 2009 and 2010, >4 461 309 ART cycles were initiated, resulting in an estimated 1 144 858 babies born. The number of aspirations increased by 6.4% between 2008 and 2010, while FET cycles increased by 27.6%. Globally, ART utilization remained relatively constant at 436 cycles/million in 2008 and 474 cycles/million population in 2010, but with a wide country range of 8-4775 cycles/million population. ICSI remained constant at around 66% of non-donor aspiration cycles. The IVF/ICSI combined delivery rate (DR) per fresh aspiration was 19.8% in 2008; 19.7% in 2009 and 20.0% in 2010, with corresponding DRs for FET of 18.8, 19.7 and 20.7%. In fresh non-donor cycles, single embryo transfer increased from 25.7% in 2008 to 30.0% in 2010, while the average number of embryos transferred fell from 2.1 to 1.9, again with wide regional variation. The rates of twin deliveries following fresh non-donor transfers

Hydromania II: Journey of the Oncorhynchus. Summer Science Camp Curriculum 1994.

Energy Technology Data Exchange (ETDEWEB)

Moura, Joan; Swerin, Rod

1995-01-01

The Hydromania II curriculum was written for the third in a series of summer science camp experiences targeting students in grades 4--6 who generally have difficulty accessing supplementary academic programs. The summer science camp in Portland is a collaborative effort between Bonneville Power Administration (BPA), the US Department of Energy (DOE), and the Portland Parks and Recreation Community Schools Program along with various other cooperating businesses and organizations. The curriculum has also been incorporated into other summer programs and has been used by teachers to supplement classroom activities. Camps are designed to make available, affordable learning experiences that are fun and motivating to students for the study of science and math. Inner-city, under-represented minorities, rural, and low-income families are particularly encouraged to enroll their children in the program.

Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

Science.gov (United States)

Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

2016-01-01

This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

100 Area D4 Project Building Completion Report: December 2008 to December 2009

International Nuclear Information System (INIS)

Finucane, K.G.; Harrie, J.P.

2010-01-01

This report documents the final status of buildings after the completion of D4 activities at the 100 Area of the U.S. Department of Energy Hanford Site from December 1, 2008, to December 31, 2009. The following buildings are included in this report: 11-N Change Room; 13-N Storage Building; 107-N Basin Recirculation Facility; 108-N Chemical Unloading Facility; 183-ND Resin Disposal Pit; 183-F Clearwells; 188-D Ash Disposal Pit; 1524-N Hazardous Waste Storage Pad; 1525-N Laydown Storage Area; 1607-Ni Sewage Tank; 1607-N2 Sewage Tank; 1706-NA Sewage Lift Station; 1904-D Outfall Structure; MO-013 Mobile Office Trailer; MO-422 Mobile Office Trailer; and MO-999 Mobile Office Trailer. Demolition debris and soil associated with completion of these buildings were disposed at the Environmental Restoration Disposal Facility (ERDF), located at the Hanford Site. Postdemolition direct hand instrument surveys and Global Positioning Environmental Radiological Survey (GPERS) surveys were performed on excavations after loadout of debris and prior to backfill. The 100 Area D4/Interim Safe Storage (ISS) project personnel worked a total of approximately 137,930 hours (manual and non-manual, not including subcontractors) from December 1, 2008, to December 31, 2009. During this time there were 10 Occupational Safety and Health Administration (OSHA) recordable injuries, two of which involved lost time. There also were 27 first aid cases during this time period. No clothing contamination and no skin contamination incidents occurred during demolition of the 100 Area buildings. Workers received 7,350.2 person-mrem of radiological exposure from December 1, 2008, to December 31, 2009 during their support of D4 activities associated with the buildings discussed in this report. All boundary air sample results were below procedural action levels for the duration of the work performed.

Cascade-sea : Computer Assisted Curriculum Analysis, Design & Evaluation for Science Education in Africa.

NARCIS (Netherlands)

McKenney, Susan; van den Akker, Jan; Maribe, Robert; Gustafson, Kent; Nieveen, Nienke; Plomp, Tjeerd

1999-01-01

The CASCADE-SEA program aims to support curriculum development within the context of secondary level science and mathematics education in sub-Saharan Africa. This project focuses on the iterative design of a computer-based curriculum development support system for the creation of classroom

Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

Science.gov (United States)

Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

2018-05-01

Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

[Management of bluespotted stingray injuries in Djibouti from July 2008 to July 2009].

Science.gov (United States)

Aigle, L; Lions, C; Mottier, F; Ollivier, L

2010-06-01

Although stingray injuries have always been frequent in the Republic of Djibouti, it was not until July 2008 that the Bouffard Hospital developed a standardised management protocol. The purpose of this report is to describe that protocol and evaluate its impact on the outcome of stingray injuries based on a prospective study for the period between July 2008 and July 2009. During the study period, 12 stingray stings were treated. The treatment protocol that is based on a multidisciplinary approach involving the intensivist, anaesthesiologist, and surgeon achieved wound healing within one month. This outcome contrasts with previous publications that have generally described longer healing times with frequent infectious complications.

Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

Science.gov (United States)

Klein, Stacy S.; Sherwood, Robert D.

2005-01-01

This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

Re-visioning Curriculum and Pedagogy in a University Science and ...

African Journals Online (AJOL)

Re-visioning Curriculum and Pedagogy in a University Science and Technology Education Setting: Case Studies Interrogating Socio-Scientific Issues. Overson Shumba, George Kasali, Yaki Namiluko, Beauty Choobe, Gezile Mbewe, Moola Mutondo, Kenneth Maseka ...

Support of a Problem-Based Learning Curriculum by Basic Science Faculty

Directory of Open Access Journals (Sweden)

William L. Anderson

2002-11-01

Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

Science.gov (United States)

Kulo, Violet; Bodzin, Alec

2013-02-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

Science.gov (United States)

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

RXTE Observations of Anomalous X-ray Pulsar 1E 1547.0-5408 During and After its 2008 and 2009 Outbursts

Science.gov (United States)

Dib, Rim; Kaspi, Victoria M.; Scholz, Paul; Gavriil, Fotis P.

2012-01-01

We present the results of Rossi X-ray Timing Explorer (RXTE) and Swift monitoring observations of the magnetar 1E 1547.0-5408 following the pulsar's radiative outbursts in 2008 October and 2009 January. We report on a study of the evolution of the timing properties and the pulsed flux from 2008 October 4 through 2009 December 26. In our timing study, a phase-coherent analysis shows that for the first 29 days following the 2008 outburst, there was a very fast increase in the magnitude of the rotational frequency derivative upsilon-dot, such that upsilon-dot-dot was a factor of 60 larger than that reported in data from 2007. This upsilon-dot magnitude increase occurred in concert with the decay of the pulsed flux following the start of the 2008 event. Following the 2009 outburst, for the first 23 days, upsilon-dot-dot was consistent with zero, and upsilon-dot had returned to close to its 2007 value. In contrast to the 2008 event, the 2009 outburst showed a major increase in persistent flux, relatively little change in the pulsed flux, and sudden significant spectral hardening approx 15 days after the outburst. We show that, excluding the month following each of the outbursts, and because of the noise and the sparsity in the data, multiple plausible timing solutions fit the pulsar's frequency behavior. We note similarities in the behavior of 1E 1547.0-5408 following the 2008 outburst to that seen in the AXP 1E 1048.1-5937 following its 2001-2002 outburst and discuss this in terms of the magnetar model.

The Analysis of Curriculum Development Studies Which are Applied For Effective Science Teaching at Primary Level in Turkey and Suggestions to Problems Encountered

OpenAIRE

Rahmi YAĞBASAN; Murat DEMİRBAŞ

2005-01-01

In this study, curriculum development studies for effective science teaching were analyzed in Turkey, solution suggestions were made by determining the confronted problems. The studies for curriculum analysis toward science teaching were done by covering applications of modern science teaching started in 1970s, curriculum of science teaching made in 1990s and applications of science teaching curriculum put into practice in 2000. It was determined that new science teaching studies that will be...

A Reexamination of Ontario's Science Curriculum: Toward a More Inclusive Multicultural Science Education?

Science.gov (United States)

Mujawamariya, Donatille; Hujaleh, Filsan; Lima-Kerckhoff, Ashley

2014-01-01

The rapid diversification of communities in Ontario has necessitated the provincial government to reevaluate public school curriculums and policies to make schools more inclusive and reflective of its diverse population. This article critically analyzes the content of the latest revised science curricula for Grades 1 to 10 and assesses the degree…

Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-Efficacy: A Longitudinal Examination of Students' CASE Experience

Science.gov (United States)

Velez, Jonathan J.; Lambert, Misty D.; Elliott, Kristopher M.

2015-01-01

The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study…

The Psychology of Simonton's Science: Commentary on Simonton (2009).

Science.gov (United States)

Feist, Gregory J

2009-09-01

One key assumption of the psychology of science is that psychological factors make certain interests, talents, and abilities more likely and others less likely (Feist, 2006). The line of argument that Simonton (2009, this issue) puts forth-integrating and uniting the meta-literatures on dispositional and developmental influences on scientific and artistic creativity-is not only consistent with this assumption from the psychology of science, but it is also a breeding ground for a host of testable hypotheses and calls for future empirical investigations. Given Simonton's own extraordinary levels of scientific creativity, indeed it would be interesting to turn his ideas back on him to see how his science is a product of his own developmental and dispositional experiences. We'll leave that, however, for future biographers and psychologists of science. © 2009 Association for Psychological Science.

Evaluation of inventory change report (ICR) in 2008/2009 - 2012/2013 in MBA.RI-B

International Nuclear Information System (INIS)

Agustinus Suprijanto; Suratno; Sigit Pramana

2013-01-01

Evaluation has been performed for Inventory Change Report (ICR) in 2008/2009 - 2012/2013 in MBA.RI-B (MBA = Material Balance Area) (RI-B = Center for Accelerator and Material Process Technology). The evaluation performed on the inventory change report of nuclear material document. Changes in inventories occur when there is acceptance or shipment of nuclear materials outside nuclear facilities. Successive reports changes in inventory of nuclear material in 2008/2009 comprised 3 sheets ICR document numbers (153, 154 and 155), in 2009/2010 comprised 1 sheet ICR document number (159), in 2010/2011 comprised 3 sheets ICR document numbers (164, 165 and 166), and in 2012/2013 comprised 2 sheets ICR document numbers (175 and 176). From these data report changes in inventory of nuclear material can be concluded that in MBA.RI-B has been the displacement of nuclear material activities includes receipt of nuclear material from other nuclear facilities and shipments of nuclear materials out of facilities for research and development includes receipt 4 times from RI-E and 1 times from RI-A and 3 times shipment to RI-E. (author)

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

Science.gov (United States)

Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

Science.gov (United States)

Murphy, Cliona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Student attitudes to UNDP Social Science curriculum in Fiji — Personal and environmental influences

Science.gov (United States)

Baba, Tupeni L.; Fraser, Barry J.

1983-12-01

A sample of 834 seventh grade students in Fiji participated in an evaluation of the UNDP Social Science curriculum by responding to questionnaires measuring attitudes to or perceptions of three important curriculum process criteria (Interest, Ease and Adequacy of Time). The three major purposes of the evaluation were to provide formative information to guide curriculum revision, to provide summative information about the overall efficacy of the curriculum, and to explore the differential suitability of the curriculum for students varying in personal and environmental characteristics. Examination of means on individual questionnaire items led to the identification of certain curriculum activities requiring modification to improve their level of Interest, Ease, or Adequacy of Time. The finding that the mean score was relatively high for most questionnaire items suggested that the majority of activities in the curriculum were perceived by students as interesting and easy and having sufficient time for completion. Multiple regression analyses revealed that a block of personal variables and a block of environmental variables, but not a block of person-environment interactions, accounted for a significant amount of variance in the three process criteria. In particular, it was found that student attitudes to the curriculum varied systematically with certain personal variables (e.g., student general interest in social science, student ethnicity) and environmental variables (e.g., school location, teacher training).

The Digestive System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

Science.gov (United States)

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum presents a framework for alcohol education…

An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials

NARCIS (Netherlands)

Putter - Smits, de L.G.A.; Taconis, R.; Driel, van J.H.; Jochems, W.M.G.

2012-01-01

The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation

Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

Science.gov (United States)

Dimichino, Daniela C.

This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

Systematic Testing should not be a Topic in the Computer Science Curriculum!

DEFF Research Database (Denmark)

Christensen, Henrik Bærbak

2003-01-01

In this paper we argue that treating "testing" as an isolated topic is a wrong approach in computer science and software engineering teaching. Instead testing should pervade practical topics and exercises in the computer science curriculum to teach students the importance of producing software...

An Ecological System Curriculum: An Integrated MST Approach to Environmental Science Education.

Science.gov (United States)

Leonhardt, Nina A.

This paper describes an inquiry-based, student-centered mathematics, science, and technology curriculum guide. It features activities addressing such environmental science topics as groundwater modeling, water filtration, soil permeability and porosity, water temperature and salinity, and quadrant studies. Activities are organized so that the…

Investigating the Role of the Teacher in Science Curriculum: New Evidence for an Old Debate

Science.gov (United States)

Penuel, W.; McAuliffe, C.; McWilliams, H.

2007-12-01

It is widely believed that teachers need high-quality curriculum materials to improve teaching and learning. Professional development designs differ, however, in whether they emphasize preparing teachers to use expert- designed curricula or preparing teachers with the tools needed to design and implement high-quality science units themselves. Evidence exists for the effectiveness of providing teachers with training in how to implement expert-designed curricula (Bredderman, 1983; Shymansky, Hedges, & Woodworth, 1990; Weinstein, Boulanger, & Walberg, 1982) and for providing teachers with professional development aimed at preparing teachers to design instruction and assessments (Black & Harrison, 2001; Shepard, 1997; Sneider, Adams, Ibanez, Templeton, & Porter, 1996). However, no studies, however, have compared explicitly these different approaches to preparing teachers to plan and enact instruction in science. The Transforming Instruction by Design in Earth Science (TIDES) project is an experimental study comparing the efficacy of three different approaches to professional development. The approaches differ with respect to the role that teachers are expected to play in curriculum. In one condition (Earth Science by Design), teachers learn how to design curriculum units in Earth science. In a second condition (Investigating Earth Systems), teachers learn how to adopt and implement curriculum materials developed by experts. In the third condition (Hybrid), teachers learn a principled approach to adapt expert-developed curriculum materials. The TIDES study is examining the impacts of each of the approaches to professional development on instructional planning and on the quality of assignments and assessments they give to students. We measured impacts on instructional planning using an end-of-unit questionnaire that focused on changes to teachers" overall approach to planning units of instruction, their strategies for organizing assignment, and materials they use in

COMPUTATIONAL SCIENCE IN IN THE EDUCATIONAL CURRICULUM

Directory of Open Access Journals (Sweden)

José Manuel Cabrera Delgado

2017-06-01

Full Text Available How to incorporate Computer Science (CS into the basic education curriculum continues to be subject of controversy at the European level. Without there being a defined strategy on behalf of the European Union in this respect, several countries have begun their incorporation showing us the advantages and difficulties of such action. Main elements of CS, such as computational thinking and coding, are already being taught in schools, establishing the need for a curriculum adapted to the ages of the students, training for teachers and enough resources. The purpose of this article, from the knowledge of the experience of these countries, is to respond, or at least to reflect, on the answers to the following questions: what is CS?, what are their main elements?, why is it necessary?, at what age should CS be taught?, what requirements are needed for their incorporation?

What are critical features of science curriculum materials that impact student and teacher outcomes?

NARCIS (Netherlands)

Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

2018-01-01

Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined

Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

Science.gov (United States)

Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

2016-01-01

The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

Go Ask Alice: Uncovering the Role of a University Partner in an Informal Science Curriculum Support Network

Science.gov (United States)

Baker-Doyle, Kira J.

2013-01-01

This article describes a study from the Linking Instructors Networks of Knowledge in Science Education project, which aims to examine the informal science curriculum support networks of teachers in a school-university curriculum reform partnership. We used social network analysis and qualitative methods to reveal characteristics of the informal…

Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

Science.gov (United States)

McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

2015-11-01

Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

The Effects of the Recession on Child Poverty: Poverty Statistics for 2008 and Growth in Need during 2009

Science.gov (United States)

Isaacs, Julia B.

2009-01-01

Nearly one in five children under age 18 lived in poor families in 2008, according to poverty statistics released by the Census Bureau in September 2009. Though high, this statistic does not capture the full impact of the economic downturn, which is expected to drive poverty even higher in 2009. However, updated poverty statistics will not be…

AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum

Science.gov (United States)

Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

2013-12-01

The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive

The Central Nervous System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

Science.gov (United States)

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum aims to present a framework for alcohol…

The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

OpenAIRE

Murphy, Clíona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

Science.gov (United States)

Stegelin, Dolores A.

2003-01-01

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

Implementing an Affordable High-Performance Computing for Teaching-Oriented Computer Science Curriculum

Science.gov (United States)

Abuzaghleh, Omar; Goldschmidt, Kathleen; Elleithy, Yasser; Lee, Jeongkyu

2013-01-01

With the advances in computing power, high-performance computing (HPC) platforms have had an impact on not only scientific research in advanced organizations but also computer science curriculum in the educational community. For example, multicore programming and parallel systems are highly desired courses in the computer science major. However,…

Science & Technology Review September 2009

Energy Technology Data Exchange (ETDEWEB)

Bearinger, J P

2009-07-24

This month's issue has the following articles: (1) Remembering the Laboratory's First Director - Commentary by Harold Brown; (2) Herbert F. York (1921-2009): A Life of Firsts, an Ambassador for Peace - The Laboratory's first director, who died on May 19, 2009, used his expertise in science and technology to advance arms control and prevent nuclear war; (3) Searching for Life in Extreme Environments - DNA will help researchers discover new marine species and prepare to search for life on other planets; (4) Energy Goes with the Flow - Lawrence Livermore is one of the few organizations that distills the big picture about energy resources and use into a concise diagram; and (5) The Radiant Side of Sound - An experimental method that converts sound waves into light may lead to new technologies for scientific and industrial applications.

Absenteeism for low back pain in the municipal administration of Goiânia in the years 2008 and 2009

Directory of Open Access Journals (Sweden)

Cristina Aparecida Neves Ribeiro

Full Text Available Objective To establish and evaluate the indicators of absenteeism for low back pain among municipal public servants of the city of Goiania in 2008 and 2009. Material and methods This is a descriptive, epidemiological, retrospective study. We used secondary data provided by the Municipal Medical Board of Goiânia. The sample was composed by active, statutory and commissioned civil servants of the executive branch, of both sexes, who took sick leaves for health care in the period from January 2008 to December 2009. We analyzed all cases of sick leave for health care which were taken for a period of more than 3 days and caused by low back pain. Frequency and severity indexes, proportion of lost time and average length of absences were calculated. The data were statistically analyzed using descriptive and inferential statistics. Results 625 sick leaves were analyzed. In 2008, 32% of public servants took sick leave for health care. 2.83% of these leaves were for low back pain, generating 3541 days of absence. In 2009, the total percentage of sick leaves was 30%. 5.38% of these were due to low back pain, leading to 6890 lost working days. The indicators of absenteeism for 2008 and 2009 were, respectively: frequency index = 0.009 and 0.015; severity index = 0.14 and 0.26, proportion of lost time = 13.89% and 27.34%; average length of absences = 16.39 and 16.84 days. Conclusion The results indicate the need for the creation of intervention policies on work organization, since low back pain is a disorder that can be prevented at the primary level.

International Atomic Energy Agency. Publications catalogue 2009 including full details of publications published in 2008-2009, forthcoming publications and a stocklist of publications published in 2006-2007

International Nuclear Information System (INIS)

2009-06-01

This Publications Catalogue lists all sales publications of the IAEA published in 2008 and 2009 and forthcoming in 2009. Most IAEA publications are issued in English, some are also available in Arabic, Chinese, French, Russian or Spanish. This is indicated at the bottom of the book entry. A complete listing of all IAEA priced publications is available on the IAEA's web site: http://www.iaea.org/books

The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

Science.gov (United States)

Kirst, Michael W.; Bird, Robin L.

The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

The Future Curriculum for School Science: What Can Be Learnt from the Past?

Science.gov (United States)

Fensham, Peter J.

2016-01-01

In the 1960s, major reforms of the curriculum for school science education occurred that set a future for school science education that has been astonishingly robust at seeing off alternatives. This is not to say that there are not a number of good reasons for such alternative futures. The sciences, their relation to the socio-scientific context,…

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 9-10 February 2009 Monday 9 February 2009 11:00-12:00, 16:00-17:00. Tuesday 10 February 2009 11:00-12:00, 14:00-15:00. Council Chamber, Bldg 503-1-001 Understanding Cross Sections at the LHC Dr. Stephen MRENNA / Fermi National Accelerator Laboratory, USA My lectures will focus on the theoretical and phenomenological tools that will be needed to understand the Standard Model at the LHC. Emphasis will be placed on parton shower event generators and the methodology for tuning them to data. 5-6 March 2009 Thursday, 5 March 2009: 11:00-12:00, 14:00-15:00 Main Auditorium, Bldg. 500-1-001 Friday, 6 March 2009: 10:00-12:00, Main Auditorium, Bldg. 500-1-001 Recent developments at 3rd generation storage ring light sources Jean-Marc FILHOL, Deputy Director-General SOLEIL, France Over the last decade, many 3rd generation storage ring light sources have been built and put into operation. Progressively, significant improvements have been brought to the machine performances and experiences developed at...

CSIR Annual report 2008-09

CSIR Research Space (South Africa)

CSIR

2009-10-01

Full Text Available in establishing collaborative networks. SANBio is a NEPAD science and technology initiative, while SABINA is a body of six southern African research institutions seeking to exploit biodiversity in the region, and increase capacity in natural products... ...... 102 Governance structure ........ 105 CSIR Executive ................. 107 CSIR Board members 1 April – 31 Dec 2008 ..... 108 1 Jan – 31 March 2009 ... 109 CSIR Board committees ..... 110 Report of the Audit and Risk Committee...

The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

Science.gov (United States)

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics.

Science.gov (United States)

MacKenzie, Louise; Smith, Alice

These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are basic economics in the marketplace, credit, consumer law/protection, banking skills, comparison…

A Comparison of Post-elimination Measles Epidemiology in the United States, 2009−2014 versus 2001−2008

Science.gov (United States)

Fiebelkorn, Amy Parker; Redd, Susan B.; Gastañaduy, Paul A.; Clemmons, Nakia; Rota, Paul A.; Rota, Jennifer S.; Bellini, William J.; Wallace, Gregory S.

2015-01-01

Background Measles, a vaccine-preventable disease that can cause severe complications, was declared eliminated from the U.S. in 2000. The last published summary of U.S. measles epidemiology was during 2001−2008. We summarized U.S. measles epidemiology during 2009−2014. Methods We compared demographic, vaccination, and virologic data on confirmed measles cases reported to the Centers for Disease Control and Prevention during 1/1/2009—12/31/2014 and 1/1/2001—12/31/2008. Results During 2009−2014, 1264 confirmed measles cases were reported in the U.S., including 275 importations from 58 countries and 66 outbreaks. The annual median number of cases and outbreaks during this period was 130 (range: 55–667 cases) and 10 (range: 4–23 outbreaks), respectively, compared with an annual median of 56 cases (p=0.08) and 4 outbreaks during 2001−2008 (p=0.04). Among U.S.-resident case-patients during 2009−2014, children aged 12–15 months had the highest measles incidence (65 cases; 8.3 cases/million person-years), and infants aged 6–11 months had the second highest incidence (86 cases; 7.3 cases/million person-years). During 2009−2014, 865 (74%) of 1173 U.S.-resident case-patients were unvaccinated and 188 (16%) had unknown vaccination status; of 917 vaccine-eligible U.S.-resident case-patients, 600 (65%) were reported as having philosophical or religious objections to vaccination. Conclusions Although the U.S. has maintained measles elimination since 2000, measles outbreaks continue to occur globally resulting in imported cases and potential spread. The annual median number of cases and outbreaks more than doubled during 2009−2014 compared to the earlier post-elimination years. To maintain elimination, it will be necessary to maintain high two-dose vaccination coverage, continue case-based surveillance, and monitor the patterns and rates of vaccine exemption. PMID:26666559

Trends in spending on eating away from home in Brazil, 2002-2003 to 2008-2009.

Science.gov (United States)

Claro, Rafael Moreira; Baraldi, Larissa Galastri; Martins, Ana Paula Bortoletto; Bandoni, Daniel Henrique; Levy, Renata Bertazzi

2014-07-01

The study aims to describe trends in food consumption away from home in Brazil from 2002-2003 to 2008-2009 and to analyze the influence of income on this behavior. The authors used data collected by the Household Budget Surveys conducted by the Brazilian Institute of Geography and Statistics (IBGE) in 2002-2003 and 2008-2009. The information analyzed in this study involves records of food and beverage purchases for consumption away from home. Trends in eating away from home were estimated for the total population and according to demographic and economic strata. The association between the share of food consumed away from home and income was studied using regression models to estimate income elasticity coefficients. The share of eating away from home increased 25% during the period, reaching 28% of total spending on food. Each 10% increase in mean per capita income leads to a 3.5% increase in the share of food consumed away from home. This suggests that income growth will result in future increases in the share of eating away from home.

Evaluación de la satisfacción del cliente de la Drogueria Villa Clara, 2008-2009

Directory of Open Access Journals (Sweden)

Geidy Lorezo Monteagudo

2012-03-01

Full Text Available Introducción: la Droguería Villa Clara es la encargada de la distribución de medicamentos, reactivos y otros insumos médicos en esta provincia de Cuba. Mantiene relaciones comerciales con gran variedad de clientes, pero los más importantes son los pertenecientes al Sistema de Salud. Objetivo: evaluar la calidad del servicio brindado por esta entidad a los hospitales, policlínicos y farmacias de la provincia durante el 2008 y el 2009. Métodos: se conformó una muestra representativa de estas instituciones en todos los municipios de Villa Clara y se aplicaron encuestas al personal responsable de medicamentos en cada tipo unidad. Se determinó el índice de satisfacción para cada cliente encuestado en particular, así como para policlínicos, hospitales y farmacias en sentido general. Por otra parte, se determinó el índice de satisfacción alcanzado de forma global por la droguería en cada año evaluado. Resultados: el servicio brindado por la Droguería Villa Clara durante el 2008 y el 2009 fue calificado como bueno, con una mejora palpable al obtenerse índices de satisfacción que variaron de 84,2 % en el 2008 a 88,3 % en el 2009. Conclusiones: los clientes del proceso de distribución de medicamentos, perciben la disponibilidad de medicamentos como el problema fundamental de la distribución en la provincia.

Computational science - ICCS 2008: 8th international conference, Kraków, Poland, June 23-25, 2008: Proceedings, part II

NARCIS (Netherlands)

Bubak, M.; van Albada, G.D.; Dongarra, J.; Sloot, P.M.A.

2008-01-01

The three-volume set LNCS 5101-5103 constitutes the refereed proceedings of the 8th International Conference on Computational Science, ICCS 2008, held in Krakow, Poland in June 2008. The 167 revised papers of the main conference track presented together with the abstracts of 7 keynote talks and the

Boundary Interaction: Towards Developing a Mobile Technology-Enabled Science Curriculum to Integrate Learning in the Informal Spaces

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit

2018-01-01

This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as…

Monitoring the West Bohemian earthquake swarm in 2008/2009 by a temporary small-aperture seismic array

DEFF Research Database (Denmark)

Hiemer, Stefan; Rössler, Dirk; Scherbaum, Frank

2012-01-01

The most recent intense earthquake swarm in West Bohemia lasted from 6 October 2008 to January 2009. Starting 12 days after the onset, the University of Potsdam monitored the swarm by a temporary small-aperture seismic array at 10 km epicentral distance. The purpose of the installation...

Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum

Science.gov (United States)

Singh, Gurmukh; Siddiqui, Khalid

2009-01-01

In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…

Models and Materials: Bridging Art and Science in the Secondary Curriculum

Science.gov (United States)

Pak, D.; Cavazos, L.

2006-12-01

Creating and sustaining student engagement in science is one challenge facing secondary teachers. The visual arts provide an alternative means of communicating scientific concepts to students who may not respond to traditional formats or identify themselves as interested in science. We have initiated a three-year teacher professional development program at U C Santa Barbara focused on bridging art and science in secondary curricula, to engage students underrepresented in science majors, including girls, English language learners and non-traditional learners. The three-year format provides the teams of teachers with the time and resources necessary to create innovative learning experiences for students that will enhance their understanding of both art and science content. Models and Materials brings together ten secondary art and science teachers from six Santa Barbara County schools. Of the five participating science teachers, three teach Earth Science and two teach Life Science. Art and science teachers from each school are teamed and challenged with the task of creating integrated curriculum projects that bring visual art concepts to the science classroom and science concepts to the art classroom. Models and Materials were selected as unifying themes; understanding the concept of models, their development and limitations, is a prominent goal in the California State Science and Art Standards. Similarly, the relationship between composition, structure and properties of materials is important to both art and science learning. The program began with a 2-week institute designed to highlight the natural links between art and science through presentations and activities by both artists and scientists, to inspire teachers to develop new ways to present models in their classrooms, and for the teacher teams to brainstorm ideas for curriculum projects. During the current school year, teachers will begin to integrate science and art and the themes of modeling and materials

Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

Science.gov (United States)

Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

2016-04-01

This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

Prospects and challenges in teachers’ adoption of a new modeling orientated science curriculum in lower secondary school in Denmark

DEFF Research Database (Denmark)

Nielsen, Sanne Schnell

A new science curriculum with a significant emphasis on modeling has recently been enacted in the Danish compulsory school. This design based study aims to investigate science teachers’ beliefs, practice and reflections in response to the new curriculum. The data sources include teacher...... towards the modeling emphasis in the new curriculum, but nevertheless use a restricted range of modeling practices and pay limited attention to the purpose and utility of models. Teachers raised concerns in enacting the new curriculum due to: (i) Lack of time for preparations and teamwork, (ii) Shortage...... of clarifications and examples in the curriculum materials and teacher education on how to enact modeling in practice, (iii) Overcrowded curriculum, and (iv) Lack of alignment with a national test. In addition, the results indicate an inconsistence between teachers’ intentions and their classroom practice...

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

Science.gov (United States)

Weiss, E.; Skene, J.; Tran, L.

2011-12-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, there are few high quality curricula available to teachers that address these topics in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8 aims to address this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. The Ocean Sciences Sequence for Grades 6-8 is developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified GEMS (Great Explorations in Math & Science) curriculum development team. Scientists are active partners throughout the whole development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. As with all GEMS Sequences, the Ocean Sciences Sequence for Grades 6-8 is designed to provide significant scientific and educational depth, systematic assessments and informational readings, and incorporate new learning technologies. The goal is to focus strategically and effectively on the core concepts within ocean and climate sciences that students need to understand. This curriculum is designed in accordance with the latest research from the learning sciences, and provides numerous opportunities for students to develop inquiry skills and abilities as they learn about the practice of science through hands-on activities. The Ocean Sciences Sequence for Grades 6-8 addresses in depth a significant number of national, state, and district standards and benchmarks. It

Monitoring of radioactivity in the environment 2008-2009. Results of NRPA Radnett and air filter stations and from Civil Defence radiac measure service; Overvaaking av radioaktivitet i omgivelsene 2008-2009. Resultater fra Straalevernets Radnett- og luftfilterstasjoner og fra Sivilforsvarets radiac maaletjeneste

Energy Technology Data Exchange (ETDEWEB)

Moeller, Bredo; Dyve, Jan Erik

2010-07-01

The Report summarizes the data from Norwegian Radiation Protection Authority and The Norwegian Civil Defence monitoring programs for radioactivity in the environment in 2008 and 2009. A short description of the systems is also presented. (Author)

Wind Power Statistics Sweden 2009; Vindkraftstatistik 2009

Energy Technology Data Exchange (ETDEWEB)

2010-04-15

In 2009, wind power produced 2.5 TWh, an increase of 26 percent over the previous year. Throughout the period 2003-2009 has production of electricity from wind power almost quadrupled. Sweden's total net production of electricity amounted, according to provisional statistics for 2009, to 133.7 TWh. The year 2007 wind energy's share passed 1.0 percent of total net production of electricity for the first time. In 2008 the proportion was 1.4 percent, and in 2009 to almost 1.9 percent of total net production. Total installed power 2009 was 1448 MW and the number of plants was 1359, an inckW{sub pse} with 363 MW and 198 resp. from 2008. In 2009, there were three main support system for wind power in Sweden: the certificate system; the wind pilot project; and the environmental bonus. The electricity certificate system is a market-based support system for electricity generation from renewables which includes wind power as one of the approved techniques. The system was introduced in 2003 and aims to increase the production of electricity from renewable energy sources by 25 TWh from 2002 levels by 2020.. Wind pilot support is a support to the market for large-scale wind power. Support aims to reduce the cost of the creation of new wind energy and promoting new technologies. Wind Pilot Aid, which has existed since 2003, has been extended until in 2012 and has increased by 350 million SEK (about 36 M Euro) for the period 2008-2012. The environmental bonus, which means a tax subsidy, has been stepped down for each year until and by the year 2009, which was the last year. In 2009, environmental bonus was 0.12 SEK/kWh for electricity from offshore wind. For onshore wind power the environmentally bonus ceased in 2008

Revision of Primary I-III Science Curriculum in Somalia. African Studies in Curriculum Development & Evaluation No. 83.

Science.gov (United States)

Abdi, Ahmed Ali

This study was designed to evaluate: (1) the content of the primary I-III science curriculum in Somalia; (2) the instructional materials that back up the content and methodologies; and (3) the professional competence of the teachers in charge of teaching this subject. Data were collected by means of a questionnaire, observations, and unstructured…

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

Science.gov (United States)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between

The "Curriculum for Excellence": A Major Change for Scottish Science Education

Science.gov (United States)

Brown, Sally

2014-01-01

The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…

An analysis of the Brazilian political and regulatory scenario of the small hydroelectric power plants in the 2009/2008 biennium; Uma analise do cenario politico e regulatorio brasileiro das PCHS no bienio 2009/2008

Energy Technology Data Exchange (ETDEWEB)

Tiago Filho, Geraldo Lucio; Galhardo, Camila Rocha; Barbosa, Adriana de Cassia [Centro Nacional de Referencia em Pequenas Centrais Hidreletricas (CERPCH/UNIFEI), Itajuba, MG (Brazil)], E-mails: pchnoticias@unifei.edu.br, pchcomunicacao@unifei.edu.br

2010-01-15

This work presents the most recent law changes that took place in 2009/2008 and analyses its consequences to the SHP market. It also makes reference on the growth of the installed capacity of SHP in Brazil and discuss some law, environment and social aspects of the implementation of those type of power plant in order to show an overview of the Brazilian energy matrix. (author)

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

Science.gov (United States)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

International Space Station Environmental Control and Life Support System Status: 2008 - 2009

Science.gov (United States)

Williams, David E.; Gentry, Gregory J.; Gentry, Gregory J.

2009-01-01

The International Space Station (ISS) Environmental Control and Life Support (ECLS) system includes regenerative and non-regenerative technologies that provide the basic life support functions to support the crew, while maintaining a safe and habitable shirtsleeve environment. This paper provides a summary of the U.S. ECLS system activities over the past year, covering the period of time between March 2008 and February 2009. The ISS continued permanent crew operations, with the continuation of Phase 3 of the ISS Assembly Sequence. Work continues on the last of the Phase 3 pressurized elements and the continued manufacturing and testing of the regenerative ECLS equipment.

Updating the Undergraduate Curriculum of the Department of Information Management of Hacettepe University (2009-2011

Directory of Open Access Journals (Sweden)

Yaşar Tonta

2013-11-01

Full Text Available Concomitant with the heavy use of the Internet, the Web and social Networks, scientific, technological and social changes speed up nowadays, resulting in the production of massive data and information. Information that is mostly discovered, organized, retrieved and used through the networks needs to be managed effectively. The curricula of the departments of Information Management educating information professionals should mirror such scientific, technological and social developments. In this paper, we review the process of the revision of the undergraduate curriculum of the Department of Information Management of Hacettepe University. First, we introduce the Department briefly, then we review the studies carried out between 2009 and 2011 to update the curriculum along with the conceptual model of education for information management developed during this process. Finally, we provide brief information on double major and minor programs that have been developed mutually with the Departments of Economics and Computer Engineering.

An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students with Learning Disabilities

Science.gov (United States)

Taylor, Gregory S.; Hord, Casey

2016-01-01

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with…

Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

Science.gov (United States)

Pedemonte, S.; Weiss, E. L.

2016-02-01

Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

Experiencing Wireless Sensor Network Concepts in an Undergraduate Computer Science Curriculum

NARCIS (Netherlands)

Zwartjes, G.J.; van de Voort, M.; Dil, B.J.; Havinga, Paul J.M.

2009-01-01

Incorporating Embedded Systems courses in a general and broad Computer Science undergraduate curriculum can be a challenging task. The lack of experience with relevant tools and programming languages tends to limit the amount material that can be included in courses on this area. This, combined with

Yellow Fever outbreaks in unvaccinated populations, Brazil, 2008-2009.

Directory of Open Access Journals (Sweden)

Alessandro Pecego Martins Romano

2014-03-01

Full Text Available Due to the risk of severe vaccine-associated adverse events, yellow fever vaccination in Brazil is only recommended in areas considered at risk for disease. From September 2008 through June 2009, two outbreaks of yellow fever in previously unvaccinated populations resulted in 21 confirmed cases with 9 deaths (case-fatality, 43% in the southern state of Rio Grande do Sul and 28 cases with 11 deaths (39% in Sao Paulo state. Epizootic deaths of non-human primates were reported before and during the outbreak. Over 5.5 million doses of yellow fever vaccine were administered in the two most affected states. Vaccine-associated adverse events were associated with six deaths due to acute viscerotropic disease (0.8 deaths per million doses administered and 45 cases of acute neurotropic disease (5.6 per million doses administered. Yellow fever vaccine recommendations were revised to include areas in Brazil previously not considered at risk for yellow fever.

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

Science.gov (United States)

Halversen, C.; Weiss, E. L.; Pedemonte, S.

2016-02-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, few high quality curriculum materials exist that address climate change in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change (OSS) addresses this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. OSS was developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified curriculum development team. Scientists were active partners throughout the entire development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. The goal was to focus strategically and effectively on core concepts within ocean and climate sciences that students should understand. OSS was designed in accordance with the latest research from the learning sciences and provides numerous opportunities for students to develop facility with science practices by "doing" science.Through hands-on activities, technology, informational readings, and embedded assessments, OSS deeply addresses a significant number of standards from the Next Generation Science Standards and is being used by many teachers as they explore the shifts required by NGSS. It also aligns with the Ocean Literacy and Climate Literacy Frameworks. OSS comprises 33 45-minute sessions organized into three thematic units, each driven by an exploratory question: (1) How do the ocean and atmosphere

Three outbreaks of foodborne botulism caused by unsafe home canning of vegetables--Ohio and Washington, 2008 and 2009.

Science.gov (United States)

Date, Kashmira; Fagan, Ryan; Crossland, Sandra; Maceachern, Dorothy; Pyper, Brian; Bokanyi, Rick; Houze, Yolanda; Andress, Elizabeth; Tauxe, Robert

2011-12-01

Foodborne botulism is a potentially fatal paralytic illness caused by ingestion of neurotoxin produced by the spore-forming bacterium Clostridium botulinum. Historically, home-canned vegetables have been the most common cause of botulism outbreaks in the United States. During 2008 and 2009, the Centers for Disease Control and Prevention (CDC) and state and local health departments in Ohio and Washington State investigated three outbreaks caused by unsafe home canning of vegetables. We analyzed CDC surveillance data for background on food vehicles that caused botulism outbreaks from 1999 to 2008. For the three outbreaks described, patients and their family members were interviewed and foods were collected. Laboratory testing of clinical and food samples was done at the respective state public health laboratories. From 1999 to 2008, 116 outbreaks of foodborne botulism were reported. Of the 48 outbreaks caused by home-prepared foods from the contiguous United States, 38% (18) were from home-canned vegetables. Three outbreaks of Type A botulism occurred in Ohio and Washington in September 2008, January 2009, and June 2009. Home-canned vegetables (green beans, green bean and carrot blend, and asparagus) served at family meals were confirmed as the source of each outbreak. In each instance, home canners did not follow canning instructions, did not use pressure cookers, ignored signs of food spoilage, and were unaware of the risk of botulism from consuming improperly preserved vegetables. Home-canned vegetables remain a leading cause of foodborne botulism. These outbreaks illustrate critical areas of concern in current home canning and food preparation knowledge and practices. Similar gaps were identified in a 2005 national survey of U.S. adults. Botulism prevention efforts should include targeted educational outreach to home canners.

Impact of Implementation of Direct Cash Transfer Program 2008/2009 on Household Consumption in Central Java Province

Science.gov (United States)

Subanti, S.; Hakim, A. R.; Hakim, I. M.

2017-04-01

This study aims to see the impact of direct cash transfer program for 2008/2009 on household consumption of food, nonfood, education, and health in Central Java Province. The study is expected to provide important findings for the improvement of a similar program in the future. This study findings that (1) the increasing in food and non-food consumption for direct cash transfer recipients than non direct cash transfer recipients; (2) the impact of households expenditure on education for direct cash transfer recipients is higher than non direct cash transfer recipients; (3) the impact of households expenditure on health for direct cash transfer recipients is lower than non direct cash transfer recipients. This study recommended that (1) implementation of direct cash transfer program 2008/2009 must be managed to be better because this program can defend household welfare. It shows from several indicators of well-being such as consumption spending, education, and health; (2) data targets for poor households (very poor, poor, nearly poor) must be updated.

Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

Science.gov (United States)

Singh-Pillay, Asheena; Samuel, Michael Anthony

2017-01-01

This article probes teacher responses to three curricular reform initiatives from a South African situated contextual perspective. It focuses on Life Sciences teachers who have initially reported feeling overwhelmed by this rapidly changing curriculum environment: adopting and re-adapting to the many expected shifts. The research question posed…

The Abel Prize 2008-2012

CERN Document Server

Piene, Ragni

2014-01-01

Covering the years 2008-2012, this book profiles the life and work of recent winners of the Abel Prize:   ·         John G. Thompson and Jacques Tits, 2008 ·         Mikhail Gromov, 2009 ·         John T. Tate Jr., 2010 ·         John W. Milnor, 2011 ·         Endre Szemerédi, 2012. The profiles feature autobiographical information as well as a description of each mathematician's work. In addition, each profile contains a complete bibliography, a curriculum vitae, as well as photos — old and new. As an added feature, interviews with the Laureates are presented on an accompanying web site (http://extras.springer.com/).   The book also presents a  history of the Abel Prize written by the historian Kim Helsvig, and includes a facsimile of a letter from Niels Henrik Abel, which is transcribed, translated into English, and placed into historical perspective by Christian Skau.    This book follows on The Abel Prize: 2003-2007, The First Five Years (Springer, 2010),...

Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

Science.gov (United States)

de los Santos, Xeng

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

Developing Oral and Written Communication Skills in Undergraduate Computer Science and Information Systems Curriculum

Science.gov (United States)

Kortsarts, Yana; Fischbach, Adam; Rufinus, Jeff; Utell, Janine M.; Yoon, Suk-Chung

2010-01-01

Developing and applying oral and written communication skills in the undergraduate computer science and computer information systems curriculum--one of the ABET accreditation requirements - is a very challenging and, at the same time, a rewarding task that provides various opportunities to enrich the undergraduate computer science and computer…

Professional development as a strategy for curriculum implementation in multidisciplinary science education

NARCIS (Netherlands)

Visser, Talitha Christine

2012-01-01

Schoolteachers must deal with curriculum innovations during their teaching careers. In 2005, the Dutch Ministry of Education, Culture and Science introduced committees to develop and redesign the curricula for chemistry, biology, physics, and mathematics in secondary education. The purpose of

Science weekly for January 2: a preview of 2008

CERN Multimedia

2008-01-01

The Science Weekly team look ahead to the scientific year of 2008. Will the LHC work? What breakthroughs will there be in the field of synthetic biology? What will happen with climate change policy? Plus, a new song by our troubadour Jonny Berliner (1/2 page)

Accelerator science and technology in Europe 2008-2017

Science.gov (United States)

Romaniuk, Ryszard S.

2013-10-01

European Framework Research Projects have recently added a lot of meaning to the building process of the ERA - the European Research Area. Inside this, the accelerator technology plays an essential role. Accelerator technology includes large infrastructure and intelligent, modern instrumentation embracing mechatronics, electronics, photonics and ICT. During the realization of the European research and infrastructure project FP6 CARE 2004-2008 (Coordinated Accelerator Research in Europe), concerning the development of large accelerator infrastructure in Europe, it was decided that a scientific editorial series of peer-reviewed monographs from this research area will be published in close relation with the projects. It was a completely new and quite brave idea to combine a kind of a strictly research publisher with a transient project, lasting only four or five years. Till then nobody did something like that. The idea turned out to be a real success. The publications now known and valued in the accelerator world, as the (CERN-WUT) Editorial Series on Accelerator Science and Technology, is successfully continued in already the third European project EuCARD2 and has logistic guarantees, for the moment, till the 2017, when it will mature to its first decade. During the realization of the European projects EuCARD (European Coordination for Accelerator R&D 2009-2013 and TIARA (Test Infrastructure of Accelerator Research Area in Europe) there were published 18 volumes in this series. The ambitious plans for the nearest years is to publish, hopefully, a few tens of new volumes. Accelerator science and technology is one of a key enablers of the developments in the particle physic, photon physics and also applications in medicine and industry. The paper presents a digest of the research results in the domain of accelerator science and technology in Europe, published in the monographs of the European Framework Projects (FP) on accelerator technology. The succession of CARE, Eu

Improvement of Anadromous Fish Habitat and Passage in Omak Creek, 2008 Annual Report : February 1, 2008 to January 31, 2009.

Energy Technology Data Exchange (ETDEWEB)

Dasher, Rhonda; Fisher, Christopher [Colville Confederated Tribes

2009-06-09

During the 2008 season, projects completed under BPA project 2000-100-00 included installation of riparian fencing, maintenance of existing riparian fencing, monitoring of at-risk culverts and installation of riparian vegetation along impacted sections of Omak Creek. Redd and snorkel surveys were conducted in Omak Creek to determine steelhead production. Canopy closure surveys were conducted to monitor riparian vegetation recovery after exclusion of cattle since 2000 from a study area commonly known as the Moomaw property. Additional redd and fry surveys were conducted above Mission Falls and in the lower portion of Stapaloop Creek to try and determine whether there has been successful passage at Mission Falls. Monitoring adult steelhead trying to navigate the falls resulted in the discovery of shallow pool depth at an upper pool that is preventing many fish from successfully navigating the entire falls. The Omak Creek Habitat and Passage Project has worked with NRCS to obtain additional funds to implement projects in 2009 that will address passage at Mission Falls, culvert replacement, as well as additional riparian planting. The Omak Creek Technical Advisory Group (TAG) is currently revising the Omak Creek Watershed Assessment. In addition, the group is revising strategy to focus efforts in targeted areas to provide a greater positive impact within the watershed. In 2008 the NRCS Riparian Technical Team was supposed to assess areas within the watershed that have unique problems and require special treatments to successfully resolve the issues involved. The technical team will be scheduled for 2009 to assist the TAG in developing strategies for these special areas.

The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

Science.gov (United States)

Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini

2013-01-01

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…

Perspective of Lecturers in Implementing PISMP Science Curriculum in Malaysia's IPG

Science.gov (United States)

Yahya, Fauziah Hj; Bin Hamdan, Abdul Rahim; Jantan, Hafsah Binti; Saleh, Halimatussadiah Binti

2015-01-01

The article aims to identify lecturers' perspectives in implementing PISMP science curriculum in IPG Malaysia based on teaching experience with KIPP model. The respondents consisted of 105 lecturers from 20 IPG Malaysia. The study used a questionnaire consisting of 74 items covering the four dimensions (Context, Input, Process and Product). Data…

Designing a primary science curriculum in a globalizing world: How do social constructivism and Vietnamese culture meet?

Science.gov (United States)

Hằng, Ngô Vũ Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

2017-09-01

The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written curriculum for primary science education in which features of social constructivist approaches to learning are synthesized with essential aspects of Vietnamese culture. The written design comprises learning aims, a framework that is the synthesis of learning functions, learning settings and educational expectations for learning phases, and exemplary curriculum units. Learning aims are formulated to comprehensively develop scientific knowledge, skills, and attitudes toward science for primary students. Derived from these learning aims, the designed framework consists of four learning phases respectively labeled as Engagement, Experience, Exchange, and Follow-up. The designed framework refers to knowledge of the "nature of science" education and characteristics of Vietnamese culture as an example of Confucian heritage culture. The curriculum design aims to serve as an educational product that addresses previously analyzed problems of primary science education in the Vietnamese culture in a globalizing world.

Differences in national influenza vaccination policies across the European Union, Norway and Iceland 2008-2009.

Science.gov (United States)

Mereckiene, J; Cotter, S; D'Ancona, F; Giambi, C; Nicoll, A; Levy-Bruhl, D; Lopalco, P L; Weber, J T; Johansen, K; Dematte, L; Salmaso, S; Stefanoff, P; Greco, D; Dorleans, F; Polkowska, A; O'Flanagan, D

2010-11-04

In 2009 the second cross-sectional web-based survey was undertaken by the Vaccine European New Integrated Collaboration Effort (VENICE) project across 27 European Union (EU) member states (MS), Norway and Iceland (n=29) to determine changes in official national seasonal influenza vaccination policies since a survey undertaken in 2008 and to compare the estimates of vaccination coverage between countries using data obtained from both surveys. Of 27 responding countries, all recommended vaccination against seasonal influenza to the older adult population. Six countries recommended vaccination of children aged between six months and <18 years old. Most countries recommended influenza vaccination for those individuals with chronic medical conditions. Recommendations for vaccination of healthcare workers (HCW) in various settings existed in most, but not all countries. Staff in hospitals and long-term care facilities were recommended vaccination in 23 countries, and staff in out-patient clinics in 22 countries. In the 2009 survey, the reported national estimates on vaccine coverage varied by country and risk group, ranging from 1.1% - 82.6% for the older adult population; to between 32.9% -71.7% for clinical risk groups; and from 13.4% -89.4% for HCW. Many countries that recommend the influenza vaccination do not monitor the coverage in risk groups. In 2008 and 2009 most countries recommended influenza vaccination for the main risk groups. However, despite general consensus and recommendations for vaccination of high risk groups, many countries do not achieve high coverage in these groups. The reported vaccination coverage still needs to be improved in order to achieve EU and World Health Organization goals.

Differences in national influenza vaccination policies across the European Union, Norway and Iceland 2008-2009.

LENUS (Irish Health Repository)

Mereckiene, J

2010-01-01

In 2009 the second cross-sectional web-based survey was undertaken by the Vaccine European New Integrated Collaboration Effort (VENICE) project across 27 European Union (EU) member states (MS), Norway and Iceland (n=29) to determine changes in official national seasonal influenza vaccination policies since a survey undertaken in 2008 and to compare the estimates of vaccination coverage between countries using data obtained from both surveys. Of 27 responding countries, all recommended vaccination against seasonal influenza to the older adult population. Six countries recommended vaccination of children aged between six months and <18 years old. Most countries recommended influenza vaccination for those individuals with chronic medical conditions. Recommendations for vaccination of healthcare workers (HCW) in various settings existed in most, but not all countries. Staff in hospitals and long-term care facilities were recommended vaccination in 23 countries, and staff in out-patient clinics in 22 countries. In the 2009 survey, the reported national estimates on vaccine coverage varied by country and risk group, ranging from 1.1% - 82.6% for the older adult population; to between 32.9% -71.7% for clinical risk groups; and from 13.4% -89.4% for HCW. Many countries that recommend the influenza vaccination do not monitor the coverage in risk groups. In 2008 and 2009 most countries recommended influenza vaccination for the main risk groups. However, despite general consensus and recommendations for vaccination of high risk groups, many countries do not achieve high coverage in these groups. The reported vaccination coverage still needs to be improved in order to achieve EU and World Health Organization goals.

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 23, 24 , 25 February 2009 11:00-12:00 - Main Auditorium, Bldg. 500-1-001 String Theory for Pedestrians Prof. Constantin Bachas / École normale supérieure, Paris, France This is a rapid non-technical course on string theory. Lecture 1 is an introduction to the basics of the subject: classical and quantum strings, D(irichlet) branes and string-string dualities. In lecture 2 I will discuss string unification of the fundamental forces, covering both its successes and failures. Finally in lecture 3 I will review string models of black hole microstates, the holographic gauge/gravity duality and, if time permits, potential applications to the physics of the strong interactions.. 5-6 March 2009 Thursday, 5 March 2009: 11:00-12:00, 14:00-15:00, Main Auditorium, Bldg. 500-1-001. Friday, 6 March 2009: 10:00-12:00, Main Auditorium, Bldg. 500-1-001 Recent developments at 3rd generation storage ring light sources Jean-Marc FILHOL, Deputy Director-General SOLEIL, France Over the last decade, many 3rd ge...

Asteroid Lightcurve Analysis at the Palmer Divide Observatory: 2008 December - 2009 March

Science.gov (United States)

Warner, Brian D.

2009-07-01

Lightcurves for 34 asteroids were obtained at the Palmer Divide Observatory from 2008 December through 2009 March: 91 Aegina, 261 Prymno, 359 Georgia, 402 Chloe, 497 Iva, 506 Marion, 660 Crescentia, 691 Lehigh, 731 Sorga, 779 Nina, 802 Epyaxa, 908 Buda, 1015 Christa, 1518 Rovaniemi, 1600 Vyssotsky, 1656 Suomi, 2000 Herschel, 2735 Ellen, 3169 Ostro, 3854 George, 3940 Larion, (5558) 1989 WL2, (5747) 1991 CO3, 6517 Buzzi, (11304) 1993 DJ, (22195) 3509 P-L, (26383) 1999 MA2, (29780) 1999 CJ50, (45878) 2000 WX29, (45898) 2000 XQ49, (76800) 2000 OQ35, (76929) 2001 AX34, (87343) 2000 QH25, and (207398) 2006 AS2.

Science Weekly for January 2: a preview of 2008

CERN Multimedia

2008-01-01

Welcome to the first Science Weekly of 2008. Alok Jha and the team are on hand to gaze into their quasi-mystical balls and speculate on what will be the biggest scientific happenings over the next 12 months Ian Sample explains the intricacies of the Large Hadron Collider (LHC)

Ka Hana `Imi Na`auao: A Science Curriculum Project

Science.gov (United States)

Napeahi, K.; Roberts, K. D.; Galloway, L. M.; Stodden, R. A.; Akuna, J.; Bruno, B.

2005-12-01

In antiquity, the first people to step foot on what are now known as the Hawaiian islands skillfully traversed the Pacific Ocean using celestial navigation and learned observations of scientific phenomena. Long before the Western world ventured beyond the horizon, Hawaiians had invented the chronometer, built aqueduct systems (awai) that continue to amaze modern engineers, and had preventive health systems as well as a comprehensive knowledge of medicinal plants (including antivirals) which only now are working their way through trials for use in modern pharmacopia. Yet, today, Native Hawaiians are severely underrepresented in science-related fields, reflecting (in part) a failure of the Western educational system to nurture the potential of these resourceful students, particularly the many "at-risk" students who are presently over-represented in special education. A curriculum which draws from and incorporates traditional Hawaiian values and knowledge is needed to reinforce links to the inquiry process which nurtured creative thinking during the renaissance of Polynesian history. The primary goal of the Ka Hana `Imi Na`auao Project (translation: `science` or `work in which you seek enlightenment, knowledge or wisdom`) is to increase the number of Native Hawaiian adults in science-related postsecondary education and employment fields. Working closely with Native Hawaiian cultural experts and our high school partners, we will develop and implement a culturally responsive 11th and 12th grade high school science curriculum, infused with math, literacy and technology readiness skills. Software and assistive technology will be used to adapt instruction to individual learners` reading levels, specific disabilities and learning styles. To ease the transition from secondary to post-secondary education, selected grade 12 students will participate in planned project activities that link high school experiences with college science-related programs of study. Ka Hana `Imi Na

IMPACT of FINANCIAL CRISIS 2008-2009 on BANKING SECTOR STRUCTURE IN UKRAINE

Directory of Open Access Journals (Sweden)

N. Versal

2015-10-01

Full Text Available The article deals with the changes in the structure of Ukraine’s banking sector caused by the crisis 2008 – 2009. The research covers the pre-crisis stage (early 2008, the stage of the impact of the global financial crisis (end of 2008 – 2009, the stage of post-crisis development (2010 – 2013. The analysis is done in two areas: the analysis of the consequences of redistribution of responsibilities between the Deposit Guarantee Fund (the DGF and the National Bank of Ukraine (the NBU and the analysis of changes in the structure of the banking sector (the redistribution of the market between the four groups of banks in terms of assets, state-owned banks and other banks, foreign banks and domestic banks. It is possible to talk about the positive aspects arising from the redistribution of responsibilities between the NBU and the DGF, namely in terms of depositors’ protection strengthening due to reducing the term of the interim administration, eliminating the moratorium on payments to depositors etc. However, it is impossible to make an unambiguous conclusion that these changes have had a positive effect on the level of depositor’s confidence in banks. It turned out to be factors that are more important: economic and political situation in the country. The changes in the structure of the banking sector had a crucial character. Characteristic tendencies for each block of banks have been determined based on an analysis of indicators such as total assets, loans to legal entities and individuals, total liabilities, liabilities of legal entities and individuals, equity and equity multiplier. The financial crisis has revealed deep problems in the banking sector and has caused essential transformation processes: the redistribution of the banking market in favor of banks, which enjoyed the confidence of customers. Research shows that such banks in the unit of banks in terms of assets are banks of 2 and 4 groups; banks in the block by the presence

Access, Astronomy and Science Fiction. A Case Study in Curriculum Design

Science.gov (United States)

Saunders, Danny; Brake, Mark; Griffiths, Martin; Thornton, Rosi

2004-01-01

It is argued that a positive response to lifelong learning policies involves the use of imaginative curriculum design in order to attract learners from disadvantaged backgrounds who are otherwise alienated from higher education. In this article a case study is presented based on the popularity of science fiction within popular culture, beginning…

Living in Water: An Aquatic Science Curriculum for Grades 5-7.

Science.gov (United States)

National Aquarium in Baltimore, MD. Dept. of Education.

"Living in Water" is a classroom-based, scientific study of water, aquatic environments, and the plants and animals that live in water. The lessons in this curriculum integrate basic physical, biological, and earth sciences, and mathematics. The integration of language arts is also considered essential to its success. These lessons do not require…

How we developed a bioethics theme in an undergraduate medical curriculum.

Science.gov (United States)

Ghias, Kulsoom; Ali, Syeda Kauser; Khan, Kausar S; Khan, Robyna; Khan, Murad M; Farooqui, Arshi; Nayani, Parvez

2011-01-01

The 5-year undergraduate medical curriculum at Aga Khan University integrates basic sciences with clinical and community health sciences. Multimodal strategies of teaching and learning, with an emphasis on problem-based learning, are utilized to equip students with knowledge, skills, behaviours, attitudes and values necessary for a high-calibre medical graduate. Bioethics teaching was introduced in the medical curriculum in 1988 and has since undergone several changes. In 2009, a multidisciplinary voluntary group began review of undergraduate bioethics teaching and invested over 350 man-hours in curricular revision. This involved formulating terminal objectives, delineating specific objectives and identifying instructional methodologies and assessment strategies appropriate for the contents of each objective. Innovative strategies were specially devised to work within the time constraints of the existing medical curriculum and importantly, to increase student interest and engagement. The new bioethics curriculum is designed to be comprehensive and robust, and strives to develop graduates who, in addition to being technically skilled and competent, are well-versed in the history and philosophy of ethics and bioethics and are ethical in their thinking and practice, especially in the context of a developing country like Pakistan where health indicators are among the worst in the region, and clinical practices are not effectively regulated to ensure quality of care.

Science teachers designing context-based curriculum materials : developing context-based teaching competence

NARCIS (Netherlands)

Putter - Smits, de L.G.A.

2012-01-01

The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven

Using Evolution as a Context for Teaching the Nature of Science to Diverse Student Populations: A High School Unit of Curriculum

Science.gov (United States)

Metcalfe, Angela C.

Teaching evolution provides teachers with the opportunity to educate students on how science aims to understand the natural world. Rooted in research, the purpose of this project was to create NGSS-aligned curriculum focused on teaching the nature of science (NOS) within the context of biological evolution. Field testing and review of the unit resulted in revisions aimed at creating more comprehensive teacher resource materials and explicit inclusion of NOS. Emphasizing NOS in curriculum development and teaching scientific qualities through an evolutionary context has taken the focus off belief or disbelief, keeping the attention on the scientific concept at hand. Designing curriculum around compelling subject matter and embracing student-led learning increased and maintained student interest in the classroom. Implementation of this curriculum not only requires the teacher to be knowledgeable in conventional educational pedagogy, but also the subjects of NGSS and NOS. Additional training and support centered around NGSS is recommended for science educators interested in integrating NOS into their curriculum and instruction.

From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

Science.gov (United States)

Kaya, Ebru; Erduran, Sibel

2016-01-01

The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to…

The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations

Science.gov (United States)

Lee, Yew-Jin; Chue, Shien

2013-10-01

School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools.

Results of chemical analysis from the 2008-2009 National Rivers and Streams Assessment Survey, including persistent organic pollutants and pharmaceuticals

Data.gov (United States)

U.S. Environmental Protection Agency — In 2008-2009, fish are were collected from approximately 560 national streams, which included a representative subset of 154 urban river sites, which were in close...

Into the Curriculum. Art: Whistler's Mother; Reading/Language Arts: Finding My Voice; Science: Where on My Tongue? Taste; Social Studies/Science: Volcanoes; Social Studies: Pompeii.

Science.gov (United States)

Reed-Mundell, Charlie

2001-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)

Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

Science.gov (United States)

Shimazu, Akihito; Nakao, Mutsuhiro

2016-01-01

This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

Challenging traditional assumptions of high school science through the physics and Everyday Thinking Curriculum(TM)

Science.gov (United States)

Ross, Michael J.

Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.

Improvement on a science curriculum including experimental demonstration of environmental radioactivity for secondary school students

International Nuclear Information System (INIS)

Watanabe, Kenji; Matsubara, Shizuo; Aiba, Yoshio; Eriguchi, Hiroshi; Kiyota, Saburo; Takeyama, Tetsuji.

1988-01-01

A science curriculum previously prepared for teaching environmental radioactivity was modified on the basis of the results of trial instructions in secondary schools. The main subject of the revised curriculum is an understanding of the natural radioactivity through the experimental demonstration about air-borne β and γ ray emitters. The other subjects included are the radioactive decay, the biological effects of radiation, the concept of risk-benefit balance (acceptable level) and the peaceful uses of nuclear energy and radiation. The work sheets and reference data prepared as learning materials are in two levels corresponding to the ability of students for this curriculum. (author)

The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum

Science.gov (United States)

Chue, Shien; Lee, Yew-Jin

2013-12-01

When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching.

[An analysis of Chilean biomedical publications in PubMed in the years 2008-2009].

Science.gov (United States)

Valdés S, Gloria; Pérez G, Fernanda; Reyes B, Humberto

2015-08-01

During the years 2008 and 2009, 1,191 biomedical articles authored by Chilean investigators working in Chile were indexed in PubMed. To evaluate the potential visibility of those articles, according to scientometric indexes of the journals where they were published. Those journals where the articles had been published were identified and each journal’s Impact Factor (JIF), 5-year JIF, SCImago Journal Rank (SJR), SCImago Quartiles (Q) for 2010 and the Source Normalized Impact per Paper (SNIP) for 2008-2009 were identified. Three hundred and twelve articles (26,2%) were dedicated to experimental studies in animals, tissues or cells and they were classified as “Biomedicine”, while 879 (73,8%) were classified as “Clinical Medicine”; in both areas the main type of articles were original reports (90% and 73.6%, respectively). Revista Médica de Chile and Revista Chilena de Infectología concentrated the greater number of publications. Articles classified in Biomedicine were published more frequently in English and in journals with higher scientometric indexes than those classified in Clinical Medicine. Biomedical articles dealing with clinical topics, particularly case reports, were published mostly in national journals or in foreign journals with low scientometric indexes. It can be partly attributable to the authors’ interest in reaching local readers. The evaluation of research productivity should combine several scientometric indexes, selected according to the field of research, the institution's and investigators’ interests, with a qualitative and multifactorial assessment.

The Astrophysics Science Division Annual Report 2008

Science.gov (United States)

Oegerle, William; Reddy, Francis; Tyler, Pat

2009-01-01

The Astrophysics Science Division (ASD) at Goddard Space Flight Center (GSFC) is one of the largest and most diverse astrophysical organizations in the world, with activities spanning a broad range of topics in theory, observation, and mission and technology development. Scientific research is carried out over the entire electromagnetic spectrum from gamma rays to radio wavelengths as well as particle physics and gravitational radiation. Members of ASD also provide the scientific operations for three orbiting astrophysics missions WMAP, RXTE, and Swift, as well as the Science Support Center for the Fermi Gamma-ray Space Telescope. A number of key technologies for future missions are also under development in the Division, including X-ray mirrors, and new detectors operating at gamma-ray, X-ray, ultraviolet, infrared, and radio wavelengths. This report includes the Division's activities during 2008.

Darwin and Evolution Indian Academy of Sciences, 3 July 2009 (mid ...

Indian Academy of Sciences (India)

2009-07-03

Jul 3, 2009 ... Darwin and Evolution Indian Academy of Sciences, 3 July 2009 (mid-year meeting, Hyderabad) · Darwin, 1840 · Slide 3 · Natural Selection · Why does natural selection occur? What does natural selection lead to? Slide 7 · Complexity · Slide 9 · Slide 10 · Darwin on mind · Features of natural selection.

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

Science.gov (United States)

Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

Aerosol chemical composition at Cabauw, the Netherlands as observed in two intensive periods in May 2008 and March 2009

NARCIS (Netherlands)

Mensah, A.A.; Holzinger, R.; Otjes, R.; Trimborn, A.; Mentel, T.F.; Brink, H. ten; Henzing, B.; Kiendler-Scharr, A.

2012-01-01

Observations of aerosol chemical composition in Cabauw, the Netherlands, are presented for two intensive measurement periods in May 2008 and March 2009. Sub-micron aerosol chemical composition was measured by an Aerodyne Aerosol Mass Spectrometer (AMS) and is compared to observations from aerosol

Yellow Fever Outbreaks in Unvaccinated Populations, Brazil, 2008–2009

Science.gov (United States)

Romano, Alessandro Pecego Martins; Costa, Zouraide Guerra Antunes; Ramos, Daniel Garkauskas; Andrade, Maria Auxiliadora; Jayme, Valéria de Sá; de Almeida, Marco Antônio Barreto; Vettorello, Kátia Campomar; Mascheretti, Melissa; Flannery, Brendan

2014-01-01

Due to the risk of severe vaccine-associated adverse events, yellow fever vaccination in Brazil is only recommended in areas considered at risk for disease. From September 2008 through June 2009, two outbreaks of yellow fever in previously unvaccinated populations resulted in 21 confirmed cases with 9 deaths (case-fatality, 43%) in the southern state of Rio Grande do Sul and 28 cases with 11 deaths (39%) in Sao Paulo state. Epizootic deaths of non-human primates were reported before and during the outbreak. Over 5.5 million doses of yellow fever vaccine were administered in the two most affected states. Vaccine-associated adverse events were associated with six deaths due to acute viscerotropic disease (0.8 deaths per million doses administered) and 45 cases of acute neurotropic disease (5.6 per million doses administered). Yellow fever vaccine recommendations were revised to include areas in Brazil previously not considered at risk for yellow fever. PMID:24625634

Clermont-Ferrand Corpuscular Physics Laboratory - LPCCF. Activity report 2008-2009

International Nuclear Information System (INIS)

2010-01-01

The Clermont-Ferrand Corpuscular Physics Laboratory is a joint research unit of the Blaise Pascal University and the National Centre for Scientific Research (CNRS) which belongs to the French National Institute of Nuclear and particle physics (IN2P3). The main research topic, 'Particle physics' and 'Hadronic matter', represents about 3/4 of the laboratory activities and are carried out in the framework of big international cooperations. Other activities of LPCCF are pluri-disciplinary and are related to nuclear physics applications, like isotope dating, low radioactivities, low-dose biological radiation effects, biomaterials, medical imaging etc.. This report presents the activities of the laboratory during the years 2008-2009: 1 - Forewords; 2 - Theoretical physics; 3 - Particle and astro-particle physics; 4 - Hadronic matter; 5 - Interdisciplinary research; 6 - General services; 7 - Laboratory organisation and means; 8 - Teaching activity; 9 - PhDs, accreditations to supervise research and Technology Research Diplomas 10 - Communication; 11 - Regional policy and valorisation; 12 - Scientific production 13 - Public information; 14 - Staff

A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

Directory of Open Access Journals (Sweden)

Saksit Seeluangpetch

2016-12-01

Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

Science.gov (United States)

Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of

Curricular transformation of health professions education in Tanzania: the process at Muhimbili University of Health and Allied Sciences (2008-2011).

Science.gov (United States)

Ngassapa, Olipa D; Kaaya, Ephata E; Fyfe, Molly V; Lyamuya, Eligius F; Kakoko, Deodatus C; Kayombo, Edmund J; Kisenge, Rodrick R; Loeser, Helen; Mwakigonja, Amos R; Outwater, Anne H; Martin-Holland, Judy; Mwambete, Kennedy D; Kida, Irene; Macfarlane, Sarah B

2012-01-01

Tanzania requires more health professionals equipped to tackle its serious health challenges. When it became an independent university in 2007, Muhimbili University of Health and Allied Sciences (MUHAS) decided to transform its educational offerings to ensure its students practice competently and contribute to improving population health. In 2008, in collaboration with the University of California San Francisco (UCSF), all MUHAS's schools (dentistry, medicine, nursing, pharmacy, and public health and social sciences) and institutes (traditional medicine and allied health sciences) began a university-wide process to revise curricula. Adopting university-wide committee structures, procedures, and a common schedule, MUHAS faculty set out to: (i) identify specific competencies for students to achieve by graduation (in eight domains, six that are inter-professional, hence consistent across schools); (ii) engage stakeholders to understand adequacies and inadequacies of current curricula; and (iii) restructure and revise curricula introducing competencies. The Tanzania Commission for Universities accredited the curricula in September 2011, and faculty started implementation with first-year students in October 2011. We learned that curricular revision of this magnitude requires: a compelling directive for change, designated leadership, resource mobilization inclusion of all stakeholders, clear guiding principles, an iterative plan linking flexible timetables to phases for curriculum development, engagement in skills training for the cultivation of future leaders, and extensive communication.

What is unpaid female labour worth? Evidence from the Time Use Studies of Iran in 2008 and 2009

NARCIS (Netherlands)

S.M. Ghazi Tabatabaei (Mahmoud); N. Mehri (Nader); M. Messkoub (Mahmood)

2013-01-01

textabstractThis paper uses the Time Use Survey of Iran of 2008 and 2009 to estimate the monetary value of unpaid domestic work of urban housewives. The surveys recorded domestic work activities such as cooking and cleaning and general care of household members as well as care of children and their

The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

Science.gov (United States)

Zaleta, Kristy L.

The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth grade students taught by four science teachers on separate teams. The study employed mixed methods with a quasi-experimental design, pretest-posttest comparison group with 17 intact classrooms of students. Students' science process skills and epistemological beliefs in science (source, certainty, development, and justification) were measured before and after the intervention, which exposed different groups of students to different types of inquiry (structured or open). Differences between comparison and treatment groups and between male and female students were analyzed after the intervention, on science process skills, using a two-way analysis of covariance (ANCOVA), and, on epistemological beliefs in science, using a two-way multivariate analysis of covariance (MANCOVA). Responses from two focus groups of open inquiry students were cycle coded and examined for themes and patterns. Quantitative measurements indicated that girls scored significantly higher on science process skills than boys, regardless of type of inquiry instruction. Neither gender nor type of inquiry instruction predicted students' epistemological beliefs in science after accounting for students' pretest scores. The dimension Development accounted for 10.6% of the variance in students' science process skills. Qualitative results indicated that students with sophisticated epistemological beliefs expressed engagement with the open-inquiry curriculum. Students in both the sophisticated and naive beliefs groups identified challenges with the curriculum and improvement in learning as major themes. The types of challenges identified differed between the groups

Enova 2008; Enova 2008

Energy Technology Data Exchange (ETDEWEB)

2009-07-01

Enova's results for 2008 was 2,15 TWh by saved and produced renewable energy. Totally Enova has contributed by activating environmental friendly energy projects equivalent 11,6 TWh up to 2009. This is a good step towards Enova's long-term goal and corresponding to an amount of approximately 10 % of Norway's united consumption of electricity throughout one year. This report presents all figures for 2008 in addition to information about Enova's activities. (AG). refs., figs., tabs., ills

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: An Exploratory Study

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-01-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear…

Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum

Science.gov (United States)

Yacoubian, Hagop Azad

This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what science is and how scientific knowledge develops. I critically evaluate consensus frameworks of NOS in school science, which converge contentious philosophical viewpoints into general NOS-related ideas. I argue that they (1) lack clarity in terms of how NOS-related ideas could be applied for various ends, (2) portray a distorted image of the substantive content of NOS and the process of its development, and (3) lack a developmental trajectory for how to address NOS at different grade levels. As a remedy to these problems, I envision a NOS curriculum that (1) explicates and targets both NOS as an educational end and NOS as a means for socioscientific decision making, (2) has critical thinking as its foundational pillar, and (3) provides a developmental pathway for NOS learning using critical thinking as a progression unit. Next, I illustrate a framework for addressing NOS in school science referred to as the critical thinking—nature of science (CT-NOS) framework. This framework brings together the first two of the three elements envisioned in the NOS curriculum. I address the third element by situating the CT-NOS framework in a developmental context, borrowing from the literature on learning progressions in science and using critical thinking as a progression unit. Finally, I present an empirical study of experienced secondary science teachers’ views of a NOS lesson prepared using the CT-NOS framework. The teachers attended a professional development workshop at which the lesson, and the characteristics of the CT-NOS framework, were presented. The analysis of the qualitative data revealed that most teachers found the lesson to be somewhat feasible for a secondary science classroom, useful or somewhat useful to their students, and interesting. The teachers focused on 14 features of

Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

Science.gov (United States)

Huang, Tzu-Hua; Liu, Yuan-Chen

2017-01-01

This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

Public finances in Romania during and after the economic crisis 2008-2009

Directory of Open Access Journals (Sweden)

Stelian Dan CÂMPEAN

2015-05-01

Full Text Available The aim of this article is to present Romania’s problems and solutions during and after the economic crisis of 2008-2009. The paper starts with the definitions of public finances and economic crisis and also a brief description of Romania’s economy, continuing with a deeper analysis of the determinants and symptoms of the recession in the country, as well as the perspectives for further development. The financial assessment of Romania’s situation in the broader EU context can be understood by looking at the GDP and the country’s economic activities in relation to it, and by reviewing the information supplied by the National Bank of Romania and others institutions and selected literature. The article is complemented by author’s opinions.

Curriculum and instruction in nuclear waste disposal

International Nuclear Information System (INIS)

Robinson, M.; Lugaski, T.; Pankratius, B.

1991-01-01

Curriculum and instruction in nuclear waste disposal is part of the larger problem of curriculum and instruction in science. At a time when science and technological literacy is crucial to the nation's economic future fewer students are electing to take needed courses in science that might promote such literacy. The problem is directly related to what science teachers teach and how they teach it. Science content that is more relevant and interesting to students must be a part of the curriculum. Science instruction must allow students to be actively involved in investigating or playing the game of science

The Curriculum Customization Service: A Tool for Customizing Earth Science Instruction and Supporting Communities of Practice

Science.gov (United States)

Melhado, L. C.; Devaul, H.; Sumner, T.

2010-12-01

Accelerating demographic trends in the United States attest to the critical need to broaden access to customized learning: reports refer to the next decade as the era of “extreme diversity” in K-12 classrooms, particularly in large urban school districts. This diverse student body possesses a wide range of knowledge, skills, and abilities in addition to cultural differences. A single classroom may contain students with different levels of quantitative skills, different levels of English language proficiency, and advanced students preparing for college-level science. A uniform curriculum, no matter how well designed and implemented, cannot possibly serve the needs of such diverse learners equally well. Research has shown positive learning outcomes when pedagogical strategies that customize instruction to address specific learner needs are implemented, with under-achieving students often benefiting most. Supporting teachers in the effective adoption and use of technology to meet these instructional challenges is the underlying goal of the work to be presented here. The Curriculum Customization Service (CCS) is an integrated web-based platform for middle and high school Earth science teachers designed to facilitate teachers’ instructional planning and delivery; enhancing existing curricula with digital library resources and shared teacher-contributed materials in the context of articulated learning goals. The CCS integrates interactive resources from the Digital Library for Earth System Education (DLESE) with an inquiry-based curriculum component developed by the American Geological Institute (EarthComm and Investigating Earth Systems). The digital library resources emphasize visualizations and animations of Earth processes that often challenge students’ understanding, offering multiple representations of phenomena to address different learning styles, reading abilities, and preconceived ideas. Teachers can access these materials, as well as those created or

Science Underlying 2008 Nobel Prizes

Science.gov (United States)

Caldwell, Bernadette A.

2009-01-01

JCE offers a wealth of materials for teaching and learning chemistry that you can explore online. In the list below, Bernadette Caldwell of the Editorial Staff suggests additional resources that are available through JCE for teaching the science behind some of the 2008 Nobel Prizes . Discovering and Applying the Chemistry of GFP The Royal Swedish Academy of Sciences awarded the 2008 Nobel Prize in Chemistry for the discovery and development of the green fluorescent protein, GFP to three scientists: Osamu Shimomura, Martin Chalfie, and Roger Y. Tsien. These scientists led the field in discovering and introducing a fluorescing protein from jellyfish into cells and genes under study, which allows researchers to witness biochemistry in action. Now tags are available that emit light in different colors, revealing myriad biological processes and their interactions simultaneously. Identifying HPV and HIV, HIV's Replication Cycle, and HIV Virus-Host Interactions The Nobel Assembly at Karolinska Institutet awarded the 2008 Nobel Prize in Medicine or Physiology for their discovery of human immunodeficiency virus (HIV) to two scientists: Françoise Barré-Sinoussi and Luc Montagnier; and for his discovery of human papilloma viruses [HPV] causing cervical cancer to one scientist, Harald zur Hausen. Diseases caused by these infectious agents significantly affect global health. While isolating and studying the virus, researchers discovered HIV is an uncommon retrovirus that infects humans and relies on the host to make its viral DNA, infecting and killing the host's white blood cells, ultimately destroying the immune systems of infected humans. Related Resources at JCE Online The Journal has published articles relating to GFP specifically, and more generally to fluorescing compounds applied to biochemistry. The Journal has also published an article and a video on protease inhibition—a strategy to suppress HIV's biological processes. With the video clips, an accompanying guide

Designing virtual science labs for the Islamic Academy of Delaware

Science.gov (United States)

AlZahrani, Nada Saeed

Science education is a basic part of the curriculum in modern day classrooms. Instructional approaches to science education can take many forms but hands-on application of theory via science laboratory activities for the learner is common. Not all schools have the resources to provide the laboratory environment necessary for hands-on application of science theory. Some settings rely on technology to provide a virtual laboratory experience instead. The Islamic Academy of Delaware (IAD), a typical community-based organization, was formed to support and meet the essential needs of the Muslim community of Delaware. IAD provides science education as part of the overall curriculum, but cannot provide laboratory activities as part of the science program. Virtual science labs may be a successful model for students at IAD. This study was conducted to investigate the potential of implementing virtual science labs at IAD and to develop an implementation plan for integrating the virtual labs. The literature has shown us that the lab experience is a valuable part of the science curriculum (NBPTS, 2013, Wolf, 2010, National Research Council, 1997 & 2012). The National Research Council (2012) stressed the inclusion of laboratory investigations in the science curriculum. The literature also supports the use of virtual labs as an effective substitute for classroom labs (Babateen, 2011; National Science Teachers Association, 2008). Pyatt and Simms (2011) found evidence that virtual labs were as good, if not better than physical lab experiences in some respects. Although not identical in experience to a live lab, the virtual lab has been shown to provide the student with an effective laboratory experience in situations where the live lab is not possible. The results of the IAD teacher interviews indicate that the teachers are well-prepared for, and supportive of, the implementation of virtual labs to improve the science education curriculum. The investigator believes that with the

Nurturing At-Risk Youth in Math and Science: Curriculum and Teaching Considerations.

Science.gov (United States)

Tobias, Randolf

The social environment of today has necessitated revision in educators' beliefs about what students are considered to be at risk of failing to complete their education with adequate levels of skills. This book addresses this issue in the areas of mathematics and science and is intended as a curriculum and teacher training accompaniment that can…

PENGGABUNGAN PENERAPAN SISTEM JAMINAN MUTU ISO 9001:2008 DAN SISTEM HACCP KE DALAM SISTEM MANAJEMEN KEAMANAN PANGAN ISO 22000:2009 (STUDI KASUS DI PT INDOKOM SAMUDRA PERSADA [The Merger of Quality Assurance System ISO 9001:2008 and HACCP system into Food

Directory of Open Access Journals (Sweden)

Novri Ilmiawan

2014-10-01

Full Text Available The object of this research was to merge the application of HACCP system and ISO 9001:2008 in ISP company into ISO 22000:2009. The  research method used was case study method. The study was conducted on three stages. The first was the arrangement gap analysis conducted by comparing the conditions of the company with ISO 22000:2009 standards. The second was by observing sanitation and pre requisite programs. The third was by observing traceability system. The data in this research were reported descriptively, consisted of ISO 9001:2008 and HACCP application in the company and the gaps of principles in ISO 22000:2009 toward ISO 9001:2008 and HACCP. The result showed that ISP company has applied 12 steps which covered in HACCP system, and also the ISO 9001 system were appropriate with ISO 9001:2008 standards in every clauses. Pre requisite program (GMP and SSOP have been effectively applied. GMP in ISP company is categorized on the first spot (excellent. The eight keys of SSOP have been fulfilled. ISP company has been fulfilling 54 from 57 (94.74% criteria in ISO 22000:2009 standards, yet there still several things needed to be improved, which are the quality manual content  and HACCP table plan and its monitoring. The  traceability system has been applied well in ISP. Keywords : HACCP, ISO 9001, ISO 22000, GMP, SSOP.

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 5-6 March 2009 Thursday, 5 March 2009: 11:00-12:00, 14:00-15:00 Main Auditorium, Bldg. 500-1-001 Friday, 6 March 2009: 10:00-12:00, Main Auditorium, Bldg. 500-1-001 Recent developments at 3rd generation storage ring light sources Jean-Marc FILHOL, Deputy Director-General SOLEIL, France Over the last decade, many 3rd generation storage ring light sources have been built and put into operation. Progressively, significant improvements have been brought to the machine performances and experiences developed at the first facilities have benefited to the most recently built ones. Most of the recent facilities are now featuring small emittances, high current together with high position stability. The small sizes of the electron beam at the source points impose achieving position stabilities in the sub micron range. The technology to build the insertion devices that produce the photon beams has reached a very mature state and enables 3 GeV medium energy /medium size machines to produce high brillian...

THE 2000-2001 FINANCIAL CRISIS IN TURKEY AND THE GLOBAL ECONOMIC CRISIS OF 2008-2009: REASONS AND COMPARISONS

Directory of Open Access Journals (Sweden)

Dilek TEMİZ

2009-01-01

Full Text Available The economic crisis of 2000-2001 was proved to be demolishing for Turkey after the abundance of currency peg in the same year. The crisis in question stemmed from insufficient implementation of regulations, inadequate depth of the capital markets, lack of assessment of risk, excessive lending to incorporated institutions by national banks, restricted interest rates, monitored foreign exchange operations, limited foreign asset holding, lack of competition, barriers to foreign entry high liquidity, chronic inflation and a deficit in balance of payments. However, the crisis that Turkey was subject to in 2008-2009 was quite different than the previous ones as to be a result of world matters. The sparking effect begun in the USA at the mortgage market, the fail of the mortgage market negatively influenced the capital, stock and derivative markets and spread the world. Thus, this study aims to analyze and reveal the reflections of the 2000-2001 and 2008-2009 crises and their comparison with regards to Turkey on theoretical basis resting on numerous comprehensive and credible national and international publications.

Copepod community structure in Bahia de Banderas during the 2008-2009 La Niña and their transition to the 2009-2010 El Niño

Directory of Open Access Journals (Sweden)

Jiménez-Pérez, L.C.

2016-09-01

Full Text Available In order to investigate the taxonomic copepod community structure and its relations with the climate conditions in the Pacific Ocean, bimonthly samples were made between February 2009 and April 2010. Samples were collected by vertical tows between the surface and the vicinity of the bottom with a 40 cm mouth diameter and 335 µ mesh size standard zooplankton net. At the beginning of the study water temperatures were low indicating that La Niña conditions prevailed in the bay. However, at the end of June, 2 °C warmer waters associated with El Niño 2009-2010 arrival were detected. These conditions persisted at least until February 2010, and by April water temperature returned to normal. 57 copepods species were recorded, being Acartia tonsa, Acartia lilljeborgi, Oithona plumífera, Centropages furcatus and Nannocalanus minor the most representative species. These five populations accounted most of the 90 % of the collected animals. Cluster and Non-Metric Multidimensional Scaling (NMDS methods show two groups that seem to be associated with La Niña and El Niño conditions. The analysis of similarities (ANOSIM indicated that these assemblages were different (r=0.411; p=0.01 %. Simper analysis indicated that A. tonsa was the dominant population (85.4 % at the end of the 2008-2009 La Niña; this population was followed by A. lilljeborgi (7.9 % and Pareucalanus subtenuis (2.5 %. During the El Niño the dominance of A. tonsa disappeared (32 % while Oithona plumífera, Temora discaudata and Undinula darwinii increased. At the end of El Niño, species diversity and richness also changed. At the end of the 2008-2009 La Niña conditions, 40 species were recorded, while during El Niño the species richness increased to 52 species.

Hygiene perception changes during the influenza A H1N1 pandemic in Germany: incorporating the results of two cross-sectional telephone surveys 2008-2009.

Science.gov (United States)

Meilicke, Gerald; Riedmann, Klaus; Biederbick, Walter; Müller, Ute; Wierer, Traugott; Bartels, Cornelius

2013-10-16

The federal campaign Wir gegen Viren [Us against viruses] promoted hygiene in Germany during the influenza A H1N1 pandemic in 2009. The intervention aimed to encourage people to protect themselves against respiratory infections by simple means of hygiene behaviour. Quantitative research was carried out to outline changes in hygiene perception of the population over time, and to find out whether the potential hygiene perception changes were consistent to the federal campaign about hygiene or not. To determine changes in the hygiene perception of the population, two cross-sectional telephone surveys were held, each one with n = 2006 participants. The initial survey was carried out before the influenza A H1N1 pandemic in calendar week 49-51 in 2008 and the second in week 48 in 2009 directly after the peak of the pandemic in Germany. The questionnaire contained indicators about perceived hand hygiene efficacy, preference for coughing into the sleeve, propensity for presenteeism while showing symptoms of a cold and acceptance of hygiene masks. The proportion of people who perceive the efficacy of hand washing as "very good" increased significantly from 50.9% in 2008 to 61.1% in 2009. The proportion of people who perceive coughing into the sleeve as the best way to cough increased even more dramatically from 4.8% in 2008 to 38.3% in 2009. In contrast the propensity for presenteeism decreased significantly: The proportion of people who state that they always report to work while they show symptoms of a cold decreased from 50.8% in 2008 to 40.9% in 2009. Acceptance of hygiene masks has not changed significantly from 2008 to 2009. The results revealed changes in hygiene perception during influenza A H1N1 pandemic in Germany. The changes we found are in accordance with the hygiene recommendations given by the federal campaign Wir gegen Viren [Us against viruses]. Results can constitute a practical benchmark for future research about hygiene perception and hygiene promotion

Annual report of the Neutron Irradiation and Testing Reactor Center. FY 2008. April 1, 2008 - March 31, 2009

International Nuclear Information System (INIS)

2009-12-01

The JMTR, one of the most high flux test reactors in the world, has been used for the irradiation experiments of fuels and materials related to LWRs, fundamental research and radioisotope productions. The JMTR was stopped at the beginning of August 2006 to conduct refurbishment works, and the reoperation will be planned from FY 2011. After reoperation, the JMTR will contribute to many fields, such as the lifetime extension of LWRs, expansion of industrial use, progress of science and technology. This report summarizes the activities on refurbishment works, development of new irradiation techniques, enhancement of reactor availability, etc. in FY 2008. (author)

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

Science.gov (United States)

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

Science for Survival: The Modern Synthesis of Evolution and The Biological Sciences Curriculum Study

Science.gov (United States)

Green, Lisa Anne

In this historical dissertation, I examined the process of curriculum development in the Biological Sciences Curriculum Study (BSCS) in the United States during the period 1959-1963. The presentation of evolution in the high school texts was based on a more robust form of Darwinian evolution which developed during the 1930s and 1940s called "the modern synthesis of evolution." Building primarily on the work of historians Vassiliki Smocovitis and John L. Rudolph, I used the archival papers and published writings of the four architects of the modern synthesis and the four most influential leaders of the BSCS in regards to evolution to investigate how the modern synthetic theory of evolution shaped the BSCS curriculum. The central question was "Why was evolution so important to the BSCS to make it the central theme of the texts?" Important answers to this question had already been offered in the historiography, but it was still not clear why every citizen in the world needed to understand evolution. I found that the emphasis on natural selection in the modern synthesis shifted the focus away from humans as passive participants to the recognition that humans are active agents in their own cultural and biological evolution. This required re-education of the world citizenry, which was accomplished in part by the BSCS textbooks. I also found that BSCS leaders Grobman, Glass, and Muller had serious concerns regarding the effects of nuclear radiation on the human gene pool, and were actively involved in informing th public. Lastly, I found that concerns of 1950s reform eugenicists were addressed in the BSCS textbooks, without mentioning eugenics by name. I suggest that the leaders of the BSCS, especially Bentley Glass and Hermann J. Muller, thought that students needed to understand genetics and evolution to be able to make some of the tough choices they might be called on to make as the dominant species on earth and the next reproductive generation in the nuclear age. This

Evaluation of oral microbiology lab curriculum reform.

Science.gov (United States)

Nie, Min; Gao, Zhen Y; Wu, Xin Y; Jiang, Chen X; Du, Jia H

2015-12-07

According to the updated concept of oral microbiology, the School of Stomatology, Wuhan University, has carried out oral microbiology teaching reforms during the last 5 years. There was no lab curriculum before 2009 except for a theory course of oral microbiology. The school has implemented an innovative curriculum with oral medicine characteristics to strengthen understanding of knowledge, cultivate students' scientific interest and develop their potential, to cultivate the comprehensive ability of students. This study was designed to evaluate the oral microbiology lab curriculum by analyzing student performance and perceptions regarding the curriculum from 2009 to 2013. The lab curriculum adopted modalities for cooperative learning. Students collected dental plaque from each other and isolated the cariogenic bacteria with selective medium plates. Then they purified the enrichment culture medium and identified the cariogenic strains by Gram stain and biochemical tests. Both quantitative and qualitative data for 5 years were analysed in this study. Part One of the current study assessed student performance in the lab from 2009 to 2013. Part Two used qualitative means to assess students' perceptions by an open questionnaire. The 271 study students' grades on oral microbiology improved during the lab curriculum: "A" grades rose from 60.5 to 81.2 %, and "C" grades fell from 28.4 to 6.3 %. All students considered the lab curriculum to be interesting and helpful. Quantitative and qualitative data converge to suggest that the lab curriculum has strengthened students' grasp of important microbiology-related theory, cultivated their scientific interest, and developed their potential and comprehensive abilities. Our student performance and perception data support the continued use of the innovative teaching system. As an extension and complement of the theory course, the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

Science.gov (United States)

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Food-Based Science Curriculum Yields Gains in Nutrition Knowledge

Science.gov (United States)

Carraway-Stage, Virginia; Hovland, Jana; Showers, Carissa; Díaz, Sebastián; Duffrin, Melani W.

2015-01-01

Background: Students may be receiving less than an average of 4?hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. Methods: During the 2009-2010 school year, researchers implemented the Food, Math, and Science…

When Are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

Science.gov (United States)

Bergbower, Matthew L.

2017-01-01

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The…

Site investigation SFR. Hydro Monitoring Program. Report for May 2008-August 2009

Energy Technology Data Exchange (ETDEWEB)

Nyberg, Goeran; Wass, Eva [Geosigma AB, Uppsala (Sweden)

2009-10-15

SKB conducts bedrock investigations for a future extension of the final repository for low- and medium-level radioactive waste (SFR) at Forsmark within the Oesthammar municipality. As a part of this investigation, hydrogeological monitoring is performed. The objectives of the groundwater monitoring are, in a short-term perspective, to measure pressure responses during drilling, pumping and interference tests and also, in a long-term perspective, to create time series in order to increase the knowledge of the hydraulic conditions. Data presented in this report are collected during the period of May 2008 until August 2009 and include groundwater levels in surface boreholes and groundwater pressure in boreholes situated in the tunnel. The data collecting system in HMS (Hydro Monitoring System) consists of a measurement station (computer) that communicates with and collects data from a number of data loggers. The computer is connected to the SKB Ethernet LAN. All data are collected by means of different transducers connected to different types of data loggers: Minitroll, LevelTroll and Datataker. In order to calibrate registrations from the data loggers, manual levelling of all surface borehole sections is made, normally once every month. The logger data are converted to water levels using calibration constants. All collected data are quality checked once every three or four months. During this work, obviously erroneous data are omitted and calibration constants are corrected so that the monitored data comply with the manual levelling. At these occasions the status of the equipment is also checked and service might be initiated. Diagrams of groundwater levels and groundwater pressure for the period of May 2008-August 2009 (one data point per section and twenty-four hours) are presented in Appendix 2. The original data are stored in the primary data base Sicada. The data in this data base may then be used for further analysis. There are no nonconformities with respect

Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

Science.gov (United States)

Concannon, James; Brown, Patrick L.

2017-01-01

The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

Progress Report 2007/2008 and 2008/2009

International Nuclear Information System (INIS)

2009-11-01

In the year 2009, we celebrate 90 years of electrical engineering education in Croatia, which started in 1919 with the Electrical engineering department within the Technical faculty of the University of Zagreb. A lot has changed since then. Governments, regimes, country names: Kingdom of Serbs, Croats and Slovenes, Kingdom of Yugoslavia, Federal People's Republic of Yugoslavia, Socialist Federal Republic of Yugoslavia, Republic of Croatia. Our institution changed names too: Electrical engineering department in 1919, Faculty of Electrical Engineering in 1956, Faculty of electrical engineering and computing in 1994, but it has never changed its aim towards excellence. Always independent of the politics, even in the most turbulent times, we have been able to attract brightest and most capable students in the region and graduate more than 15000 engineers who were constantly highly appreciated at all labour markets, foreign and domestic. The regional leading role of our Faculty in the research and education in the fields of electrical engineering and later in computing and information and communication technology, has remained undisputed through almost a century. Keeping pace with ever-changing state of technology, in the area of science which was progressing like no other, particularly throughout recent decades, the Faculty has been adopting and enhancing itself, for the benefit of our students, faculty, staff and community, making a major contribution to the economic, social and cultural life of our city and the region. At all times ahead of the others, sometimes too avant-garde for the rest of the regional academic community, we have been persistently but gradually reforming an archaic higher education system. I am highly confident that, in the countless years to come, the Faculty of electrical engineering and computing will continue to advance and adapt, changing only to the better. This will require a considerable effort of all the involved, but, being aware of the

Ambient air quality effects of the 2008-2009 Halema`uma`u eruption on the Island of Hawai`i

Science.gov (United States)

Elias, T.; Sutton, A. J.; Kauahikaua, J. P.; Ray, J. D.; Babb, J. L.

2009-12-01

While the Halema`uma`u eruption has enlivened volcanologists with the rare opportunity to observe eruptive processes at Kilauea’s summit, it has also caused significant environmental impact on the Island of Hawai`i. Since the beginning of 2008, the combined SO2 emissions from the east rift zone (ERZ) and summit of Kilauea have increased by ~40% as compared to the 2003-2007 long-term average. However, emissions from Kilauea’s summit have increased ~6-fold, averaging 850 t/d during January 2008-August 2009. Although average emissions from the ERZ during this period have been 1-2 times that of the summit, the relative impact of summit emissions is disproportionately large due to the location of the vent and the plume dispersal pattern to downwind communities. Ambient air quality data show that federal standards have been exceeded frequently in various communities on the south half of the island. Between April 2008 and August 2009, primary health standards for SO2 and PM2.5 were exceeded on 41 and 19 occasions respectively in Pahala, located ~30 km downwind of the Kilauea summit under prevailing trade wind conditions. Pahala, which exceeded the SO2 annual standard for 2008, had not exceeded standards prior to the opening of the Halema`uma`u vent in March 2008. In July 2008, the U.S. Secretary of Agriculture designated Hawai`i County a primary natural disaster area due to agricultural losses from volcanic emissions. Many growers of exotic flower crops in the Ka`u district suffered irrecoverable losses. Coffee and macadamia nut farmers also reported damage to their fields. While some livestock farmers reported eye irritation in cattle, more significant damage was observed in the accelerated deterioration of galvanized fencing, gates, pipelines and other infrastructure. The increase in volcanic pollution has spurred health concerns. A rise in respiratory emergencies for visitors to Kilauea caldera in early 2008 led Hawai`i Volcanoes National Park to close areas

Food, Environment, Engineering and Life Sciences Program (Invited)

Science.gov (United States)

Mohtar, R. H.; Whittaker, A.; Amar, N.; Burgess, W.

2009-12-01

Food, Environment, Engineering and Life Sciences Program Nadia Amar, Wiella Burgess, Rabi H. Mohtar, and Dale Whitaker Purdue University Correspondence: mohtar@purdue.edu FEELS, the Food, Environment, Engineering and Life Sciences Program is a grant of the National Science Foundation for the College of Agriculture at Purdue University. FEELS’ mission is to recruit, retain, and prepare high-achieving students with financial difficulties to pursue STEM (Science, Technology, Engineering, and Mathematics) careers. FEELS achieves its goals offering a scholarship of up to 10,000 per student each year, academic, research and industrial mentors, seminars, study tables, social and cultural activities, study abroad and community service projects. In year one, nine low-income, first generation and/or ethnic minority students joined the FEELS program. All 9 FEELS fellows were retained in Purdue’s College of Agriculture (100%) with 7 of 9 (77.7%) continuing to pursue STEM majors. FEELS fellows achieved an average GPA in their first year of 3.05, compared to the average GPA of 2.54 for low-income non- FEELS students in the College of Agriculture. A new cohort of 10 students joined the program in August 2009. FEELS fellows received total scholarships of nearly 50,000 for the 2008-2009 academic year. These scholarships were combined with a holistic program that included the following key elements: FEELS Freshman Seminars I and II, 2 study tables per week, integration activities and frequent meetings with FEELS academic mentors and directors. Formative assessments of all FEELS activities were used to enhance the first year curriculum for the second cohort. Cohort 1 will continue into their second year where the focus will be on undergraduate research. More on FEELS programs and activities: www.purdue.edu/feels.

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

Science.gov (United States)

Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

Directory of Open Access Journals (Sweden)

Antti Laherto

2011-09-01

Full Text Available The growing societal significance of nanoscience and nanotechnology (NST entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST.

Mapping Physical Sciences Teachers' Concerns Regarding the New Curriculum in South Africa

Science.gov (United States)

Gudyanga, Remeredzayi; Jita, Loyiso C.

2018-01-01

This article reports on a study investigating physical sciences teachers' stages of concern (SoC) profiles during the implementation of the curriculum and assessment policy statement (CAPS) in South Africa. Throughout reform implementation, it is conceivable that teachers go through different SoC, ranging from giving low priority to the reform…

Acoustic emission and ultrasonic monitoring results from deposition hole DA3545G01 in the Prototype Repository between October 2008 and March 2009

Energy Technology Data Exchange (ETDEWEB)

Haycox, Jon; Duckworth, Damion [ASC, Applied Seismology Consultants, Shrewsbury, Shropshire (United Kingdom)

2009-06-15

This report describes results from acoustic emission (AE) and ultrasonic monitoring around a canister deposition hole (DA3545G01) in the Prototype Repository Experiment at SKB's Hard Rock Laboratory (HRL), Sweden. The monitoring aims to examine changes in the rock mass caused by an experimental repository environment, in particular due to thermal stresses induced from canister heating and changes in pore pressures induced from tunnel sealing. Monitoring of this volume has previously been performed during excavation (Pettitt et al. 1999), and during stages of canister heating and tunnel pressurisation (Haycox and Pettitt 2005a, b, 2006a, b, Zolezzi et al. 2007, 2008, Duckworth et al. 2008, 2009). Further information on the previous monitoring undertaken can be found in Appendix 1. This report covers the period between 1st October 2008 and 31st March 2009 and is the eighth 6-monthly processing and interpretation of the results from the experiment.

Acoustic emission and ultrasonic monitoring results from deposition hole DA3545G01 in the Prototype Repository between October 2008 and March 2009

International Nuclear Information System (INIS)

Haycox, Jon; Duckworth, Damion

2009-06-01

This report describes results from acoustic emission (AE) and ultrasonic monitoring around a canister deposition hole (DA3545G01) in the Prototype Repository Experiment at SKB's Hard Rock Laboratory (HRL), Sweden. The monitoring aims to examine changes in the rock mass caused by an experimental repository environment, in particular due to thermal stresses induced from canister heating and changes in pore pressures induced from tunnel sealing. Monitoring of this volume has previously been performed during excavation (Pettitt et al. 1999), and during stages of canister heating and tunnel pressurisation (Haycox and Pettitt 2005a, b, 2006a, b, Zolezzi et al. 2007, 2008, Duckworth et al. 2008, 2009). Further information on the previous monitoring undertaken can be found in Appendix 1. This report covers the period between 1st October 2008 and 31st March 2009 and is the eighth 6-monthly processing and interpretation of the results from the experiment

INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

Directory of Open Access Journals (Sweden)

André A. G. Bianco

2007-05-01

Full Text Available International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project consisted into the scientificarticles analysis and in the elaboration of research projects at the Scientific Initiation level.The first part presented the way how Science is divulged and the second, the mold that thescientific knowledge is generated. All activities was always conducted by activecommunication strategy. The general goal was bring near the students of scientificproceedings, contribute to developed scientific attitude, that is to say, critical sense. Theproceeding was evaluated by quantitative methods (questionnaire and qualitative(interview with differents participant and the results point for a significative increase ofknowledge of scientific job and a developed of yerned skills.

The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers. Report of a Workshop Series

Science.gov (United States)

Center for the Study of Mathematics Curriculum, 2012

2012-01-01

In 2009-10 a series of Workshops was organized to focus on STEM (science, technology, engineering, and mathematics) learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and…

The role of project-based learning in the "Political and social sciences of the environment" curriculum at Nijmegen University

NARCIS (Netherlands)

Leroy, P.; Bosch, van den H.; Ligthart, S.S.H.

2001-01-01

Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called "Political and Social Sciences of the Environment" (PSSE). In fact, the PSSE curriculum builds on the Environmental Policy Sciences

Facts, paradigms, and anomalies in the acceptance of energy psychology: A rejoinder to McCaslin's (2009) and Pignotti and Thyer's (2009) comments on Feinstein (2008a).

Science.gov (United States)

Feinstein, David

2009-06-01

Allegations of selection bias and other departures from critical thinking in Feinstein (see record 2008-07317-008) found in the Pignotti and Thyer (see record 2009-08897-011), and the McCaslin (see record 2009-08897-010) commentaries, are addressed. Inaccuracies and bias in the reviewers' comments are also examined. The exchange is shown to reflect a paradigmatic clash within the professional community, with energy psychology having become a lightning rod for this controversy. While postulated "subtle energies" and "energy fields" are entangled in this debate, the most salient paradigm problem for energy psychology may simply be that accumulating reports of its speed and power have not been explained using established clinical models. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Earth Science Week 2009, "Understanding Climate", Highlights and News Clippings

Energy Technology Data Exchange (ETDEWEB)

Robeck, Edward C. [American Geological Inst., Alexandria, VA (United States)

2010-01-05

The American Geological Institute (AGI) proposes to expand its influential Earth Science Week Program in 2009, with the support of the U.S. Department of Energy, to disseminate DOE's key messages, information, and resources on climate education and to include new program components. These components, ranging from online resources to live events and professional networks, would significantly increase the reach and impact of AGI's already successful geoscience education and public awareness effort in the United States and abroad in 2009, when the campaign's theme will be "Understanding Climate."

Degassing behavior of Mt. Etna volcano (Italy) before and during the 2008-2009 eruption, inferred from crater plume and soil gas measurements

Science.gov (United States)

Salerno, Giuseppe; La Spina, Alessandro; Giammanco, Salvatore; Burton, Michael; Caltabiano, Tommaso; Murè, Filippo; Randazzo, Daniele; Lopez, Manuela; Bruno, Nicola; Longo, Vincenza

2010-05-01

The evolution of magmatic degassing that preceded and accompanied the 2008-2009 Mt. Etna eruption was monitored by using a combination of: i) near-daily SO2 flux measurements; ii) calculated HCl and HF fluxes, obtained combining the daily SO2 flux values with discrete FTIR measurements of SO2/HCl and SO2/HF molar ratios; iii) periodic soil CO2 flux measurements. Thanks to the differential release of magmatic gas species from an ascending magma body we were able to track the magma transfer process in the volcano plumbing system from depth (gas-rich magma ascending and degassing via the central conduit system prior to eruption at the peripheral SEC. Conversely, the 15 month long 2008-09 eruption event was characterized by quasi steady state magma supply. The calculated volume of magma required to produce the observed SO2 flux during the 2008-2009 eruption closely matches the volume of erupted magma. This "eruptive" steady-state would indicate an almost perfect process of magma migration and eruption at the surface, without substantial storage within the volcano plumbing system.

[Prevalence of leisure-time physical activity and associated factors: a population-based study in São Paulo, Brazil, 2008-2009].

Science.gov (United States)

Sousa, Clóvis Arlindo de; César, Chester Luiz Galvão; Barros, Marilisa Berti de Azevedo; Carandina, Luana; Goldbaum, Moisés; Marchioni, Dirce Maria Lobo; Fisberg, Regina Mara

2013-02-01

The purpose of this study was to ascertain the prevalence of self-reported leisure-time physical activity and related factors in the city of São Paulo, Brazil, 2008-2009. A population- based cross-sectional study interviewed 2,691 individuals of both sexes, 12 years or older. A two-stage cluster (census tract, household) random sample provided data using home interviews in 2008 and 2009. Leisure-time physical activity was measured with IPAQ, long version. Complex sample-adjusted descriptive statistics provided prevalence estimates, chi-square tests screened associations, and prevalence ratios (PR) expressed effects. Multiple Poisson regression was used to ascertain adjusted effects, and design effects were calculated. Of the interviewees, 16.4% (95%CI: 14.3-18.7) reported leisure-time physical activity. The findings indicate the importance of encouraging leisure-time physical activity, which was associated with male sex, higher income, younger age (12 to 29 years), not smoking, and not reporting frequent fatigue.

Production and Quality Assurance of Main Busbar Interconnection Splices during the LHC 2008-2009 Shutdown.

CERN Document Server

Bertinelli, F; Dalin, J-M; Fessia, P; Flora, R H; Heck, S; Pfeffer, H; Prin, H; Scheuerlein, C; Thonet, P; Tock, J-P; Williams, L

2011-01-01

The main busbar interconnection splices of the Large Hadron Collider are assembled by inductive soldering of the Rutherford type cables and the copper profiles of the stabilizer. Following the September 2008 incident, the assembly process and the quality assurance have been improved, with new measurement and diagnostics methods introduced. In the 2008-2009 shutdown the resistance both in the superconducting and in the normal conducting states have been the focus for improvements. The introduction of gamma radiography has allowed the visualization of voids between cable and stabilizer. It is now known that during the standard soldering heating cycle solder is lost from the busbar extremities adjacent to the splice profiles, leaving parts of the cable in poor contact with the stabilizer. A room temperature resistance measurement has been introduced as a simple, non-destructive test to measure the electrical continuity of the splice in its normal conducting state. An ultrasonic test has been performed systematic...

Using Food as a Tool to Teach Science to 3rd Grade Students in Appalachian Ohio

Science.gov (United States)

Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-01-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these…

Associate in science degree education programs: organization, structure, and curriculum.

Science.gov (United States)

Galvin, William F

2005-09-01

After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

Estimativa de consumo de sodio pela populacao brasileira, 2008-2009

Directory of Open Access Journals (Sweden)

Flavio Sarno

2013-06-01

Full Text Available OBJETIVO: Atualizar estimativas sobre consumo de sódio no Brasil. MÉTODOS: Foram utilizados dados da Pesquisa de Orçamentos Familiares 2008-2009. Realizou-se a conversão em nutrientes dos registros de aquisição de alimentos dos domicílios brasileiros por meio de tabelas de composição de alimentos. Foram calculadas a disponibilidade média de sódio/pessoa/dia e a disponibilidade média ajustada para um consumo energético diário de 2.000 kcal. Calculou-se a contribuição de grupos de alimentos selecionados para o total de sódio disponível para consumo no domicílio e comparou-se com aqueles da Pesquisa de Orçamentos Familiares 2002-2003. RESULTADOS: A quantidade diária de sódio disponível para consumo nos domicílios brasileiros foi de 4,7 g para ingestão diária de 2.000 kcal, mantendo-se mais de duas vezes superior ao limite recomendado de ingestão desse nutriente. A maior parte do sódio disponível para consumo provém do sal de cozinha e de condimentos à base de sal (74,4%, mas a fração proveniente de alimentos processados com adição de sal aumentou linear e intensamente com o poder aquisitivo domiciliar (12,3% do total de sódio no quinto inferior da distribuição da renda por pessoa e 27,0% no quinto superior. Observou-se redução na contribuição de sal e condimentos à base de sal (76,2% para 74,4% e dos alimentos in natura ou processados sem adição de sal (6,6% para 4,8% e aumento dos alimentos processados com adição de sal (15,8% para 18,9% e dos pratos prontos (1,4% para 1,6% na comparação com a Pesquisa de Orçamentos Familiares 2002-2003. CONCLUSÕES: O consumo de sódio no Brasil mantém-se em níveis acima da recomendação máxima para esse nutriente em todas as macrorregiões e classes de renda brasileiras. Observou-se estabilidade na disponibilidade domiciliar total de sódio e aumento na fração proveniente dos alimentos processados com adição de sal e dos pratos prontos, na comparação de

LHC 2008 lectures
The LHC: an accelerator of science

CERN Multimedia

2008-01-01

In 2008, CERN will be switching on the greatest physics experiment ever undertaken. The Large Hadron Collider, or LHC, is a particle accelerator that will provide many answers to our questions about the Universe - What is the reason for mass? Where is the invisible matter in the Universe hiding? What is the relationship between matter and antimatter? Will we have to use a theory claiming more than four dimensions? … and what about "time" ? To understand better the raison d’être of the LHC, this gigantic, peerless scientific instrument and all the knowledge it can bring to us, members of the general public are invited to a series of lectures at the Globe of Science and Innovation. Thursday 8 May 2008 at 8.00 p.m. « Comment fonctionne l’Univers ? Ce que le LHC peut nous apprendre » Alvaro de Rujula, CERN physicist Thursday 15 May 2008 at 8.00 p.m. – « Une nouvelle vision du monde » Jean-Pierre Luminet, Director of...

Brazilian energy balance 2009 - year 2008

International Nuclear Information System (INIS)

2009-01-01

The Brazilian energy balance - BEB - is divided into eight chapters and ten annexes, whose contents are as follow: Chapter 1 - Energy Analysis and Aggregated Data - presents energy highlights per source in 2008 and analyses the evolution of the internal offer of energy and its relationship with economic growth in 2008; Chapter 2 - Energy Supply and Demand by Source - has the accountancy, per primary and secondary energy sources, of the production, import, export, variation of stocks, losses, adjustments, disaggregated total per socioeconomic sector in the country; Chapter 3 - Energy Consumption by Sector - presents the final energy consumption classified by primary and secondary source for each sector of the economy; Chapter 4 - Energy Imports and Exports - presents the evolution of the data on the import and export of energy and the dependence on external energy; Chapter 5 - Balance of Transformation Centers - presents the energy balances for the energy transformation centers including their losses; Chapter 6 - Energy Resources and Reserves - has the basic concepts use in the survey of resources and reserves of primary energy sources, with the evolution of the data from 1974 to 2008, through graphs and tables; Chapter 7 - Energy and Socioeconomics - contains a comparison of energy, economic and population parameters, specific consumption, energy intensities, average prices and spending on petroleum imports; Chapter 8 - State Energy Data - presents energy data for the states by Federal Unit, main energy source production, energy installations, reserves and hydraulic potential. (author)

Curriculum Package: Elementary Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

Science.gov (United States)

Squires, Frances H.

This science curriculum was written for teachers of children in the elementary grades. It contains science activities for the following lessons: (1) Whirly Birds and the Concept of Lift; (2) Parachutes; (3) Weather Vanes; (4) Paper Airplanes; (5) Flying an Airplane; (6) Jet Engine; (7) Identifying Flying Objects; (8) It's a Bird! It's a Plane; (9)…

Exploring Ivorian Perspectives on the Effectiveness of the Current Ivorian Science Curriculum in Addressing Issues Related to HIV/AIDS

Science.gov (United States)

Ado, Gustave Firmin

2014-01-01

School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the…

Humanities and Social Sciences Books of Ten National Disciplinary Associations, 2000-2009

Science.gov (United States)

Wiberley, Stephen E., Jr.

2016-01-01

Books are the most important medium of communication in the humanities, a major medium in the social sciences, and a central component of academic library collections. This study examined humanities and social sciences books that won prizes from ten leading United States disciplinary associations between 2000 and 2009. The study extends earlier…

How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

Science.gov (United States)

Wisdom, Sonya L.

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

Clinical medical sciences for undergraduate dental students in the United Kingdom and Ireland - a curriculum.

LENUS (Irish Health Repository)

Mighell, A J

2011-08-01

The technical aspects of dentistry need to be practised with insight into the spectrum of human diseases and illnesses and how these impact upon individuals and society. Application of this insight is critical to decision-making related to the planning and delivery of safe and appropriate patient-centred healthcare tailored to the needs of the individual. Provision for the necessary training is included in undergraduate programmes, but in the United Kingdom and Ireland there is considerable variation between centres without common outcomes. In 2009 representatives from 17 undergraduate dental schools in the United Kingdom and Ireland agreed to move towards a common, shared approach to meet their own immediate needs and that might also be of value to others in keeping with the Bologna Process. To provide a clear identity the term \\'Clinical Medical Sciences in Dentistry\\' was agreed in preference to other names such as \\'Human Disease\\' or \\'Medicine and Surgery\\'. The group was challenged to define consensus outcomes. Contemporary dental education documents informed, but did not drive the process. The consensus curriculum for undergraduate Clinical Medical Sciences in Dentistry teaching agreed by the participating centres is reported. Many of the issues are generic and it includes elements that are likely to be applicable to others. This document will act as a focus for a more unified approach to the outcomes required by graduates of the participating centres and act as a catalyst for future developments that ultimately aim to enhance the quality of patient care.

Establishing Enabling Conditions to Develop Critical Thinking Skills: A Case of Innovative Curriculum Design in Environmental Science

Science.gov (United States)

Belluigi, Dina Zoe; Cundill, Georgina

2017-01-01

This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which…

SEECOND SEMESSTEER 2008/2009

African Journals Online (AJOL)

Ngozi Joe

Cross River State. 2. Department of Biochemistry, College of Medical Sciences, University of Calabar, Calabar ... Ibekwe et al: Effects of Garcinia seed diet on performance of broilers chicks. 133 .... depressed appetite and water intake caused.

Evolution: Its Treatment in K-12 State Science Curriculum Standards

Science.gov (United States)

Lerner, L. S.

2001-12-01

State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

Design of a social constructivism-based curriculum for primary science education in Confucian heritage culture

NARCIS (Netherlands)

Vu Thu Hang, N.

2014-01-01

This study is about the application of social constructivism in primary science curriculum in Confucian heritage culture. It was found that the implementation of social constructivism in Confucian heritage culture was low and influenced by cultural divergences between Confucian cultural philosophy

Technical memorandum - Aamjiwnaang First Nation community air monitoring station - results for September 2008 to August 2009

Energy Technology Data Exchange (ETDEWEB)

NONE

2011-01-15

In 2008, the provincial and federal governments, working with the Aamjiwnaang First Nation, established the Aamjiwnaang First Nation community air monitoring station. The station's purpose was to monitor a series of contaminants produced by local industry. In addition, through the collection and analysis of air quality information, the station provided useful input to air quality studies and community health assessments. This report presents the results from analysis of air quality information between September 1, 2008 and August 31, 2009. Overall the report finds that the local air quality is similar to that in surrounding communities during this period and there were no exceedances of any ministry standard or guideline recorded concerning the expectations for particulate matter and ozone. It will be possible in the future to use this air quality information for comparison and correlation with known point sources or modeled results.

Descriptive epidemiology of equine influenza in India (2008-2009: temporal and spatial trends

Directory of Open Access Journals (Sweden)

Partap S. Narwal

2010-12-01

Full Text Available Equine influenza is a contagious viral disease that affects all members of the family Equidae, i.e. horses, donkeys and mules. The authors describe the pattern of equine influenza outbreaks in a number of states of India from July 2008 to June 2009. The disease was first reported in June 2008 in Katra (Jammu and Kashmir and spread to ten other states within a year. All outbreaks of equine influenza in the various states were confirmed by laboratory investigations (virus isolation and/or serological confirmation based on haemagglutination inhibition [HI] assays of paired samples before declaring them as equine influenza virus-affected state(s. The virus (H3N8 was reported from various locations in the country including Katra, Mysore (Karnataka, Ahmedabad (Gujarat, Gopeshwar and Uttarkashi (Uttarakhand and was isolated in 9- to 11-day-old embryonated chicken eggs. The virus was confirmed as H3N8 by HI assays with standard serum and amplification of full-length haemagglutinin and neuraminidase genes by reverse transcriptase-polymerase chain reaction. Serum samples (n = 4 740 of equines from 13 states in India screened by HI revealed 1 074 (22.65% samples as being positive for antibodies to equine influenza virus (H3N8.

Breast cancer research output, 1945-2008: a bibliometric and density-equalizing analysis

LENUS (Irish Health Repository)

Glynn, Ronan W

2010-12-22

Abstract Introduction Breast cancer is the most common form of cancer among women, with an estimated 194,280 new cases diagnosed in the United States in 2009 alone. The primary aim of this work was to provide an in-depth evaluation of research yield in breast cancer from 1945 to 2008, using large-scale data analysis, the employment of bibliometric indicators of production and quality, and density-equalizing mapping. Methods Data were retrieved from the Web of Science (WOS) Science Citation Expanded database; this was searched using the Boolean operator, \\'OR\\

Experimental course of bioethics upon the bioethics core curriculum of UNESCO: methodoloy and result of investigation.

Science.gov (United States)

Davtyan, S

2012-12-01

In October 2005 the General Conference of UNESCO adopted the Universal Declaration on Bioethics and Human Rights. The aim of this Declaration was to assist in the realization ofprinciples and support the thorough understanding of the consequences of the ethics of scientific and technical progress, especially for youth. In 2008, the Division of Ethics of Science and Technology Sector for Social and Human Sciences of UNESCO worked out an Educational Program (Bioethics Core Curriculum). On November 23, 2010 a Memorandum was signed between UNESCO and the Yerevan State Medical University after M. Heratsi. The Memorandum was aimed to test the Bioethics Core Curriculum of UNESCO. In this article we will analyze the aims and goals of studying the course, as well as disputable shortcomings of the Program, make recommendations for the improvement of the course of bioethics, and highlight the positive aspects of this Educational Program.

KRISIS KEUANGAN GLOBAL 2008-2009 DAN IMPLIKASINYA PADA PEREKONOMIAN INDONESIA

Directory of Open Access Journals (Sweden)

Iman Sugema

2012-12-01

Full Text Available The global financial crisis that occurred in 2008-2009 was the worst financial crisis in 80 years, even the economists in the world called it as the mother of all crises. The subprime mortgage crisis in the United States eventually manifested into a world-wide financial crisis. No single country is free from the effects, including Indonesia. This study aims to analyze the global financial crisis, the sources of the cause, the mechanisms of the crisis emergence, and to identify the implications of the crisis on financial sector and real sector, as well as employment and poverty. The results showed that the country has a relatively high poverty rate and unemployment rate than it should. If there is no crisis, the level of poverty alleviation and reduction of unemployment should be at a better rate. In addition, it was found that the impact of the global crisis relatively stronger to the rural households than to urban households. Therefore, because the rural labor market is much more flexible than that in urban areas, the impact of global crisis on rural unemployment rates is relatively weaker as well.

Game statistics for the island of Olkiluoto in 2008-2009

Energy Technology Data Exchange (ETDEWEB)

Jussila, I. (Turku Univ., Satakunta Environmental Research Inst., Pori (Finland)); Nieminen, M. (Faunatica Oy, Espoo (Finland))

2009-10-15

The game statistics for the island of Olkiluoto were updated in April 2009, and compared with earlier studies. Population size estimates are based on interviews of local hunters, and other available material. Conclusions of changes in game populations are based on rough estimates primarily from interviews, only in Elk and Deer also on inventories. Elk population is still slightly decreasing. The growth of the White-tailed Deer population is slowing down. The changes in the Roe Deer population are not precisely known, but it is seemingly varying to some extent in different years. The populations of small predators (American Mink, Raccoon Dog and Red Fox) are still strong in Olkiluoto, partly because of very dense population of voles during the hunting season. The Raccoon Dog population has been diminished due to shooting several individuals during the Elk and Deer hunting. The Red Fox population is obviously increasing. The Mountain Hare population is strong and it increased in 2008. However, the Brown Hare population is apparently decreasing, probably due to kills by mammalian predators, eagles and traffic. Currently, other game animals (e.g. waterfowl) are hardly ever hunted. (orig.)

International travel increase and malaria importation in Romania, 2008-2009.

Science.gov (United States)

Neghina, Raul; Neghina, Adriana M; Marincu, Iosif; Iacobiciu, Ioan

2011-09-01

This report aims to assess the epidemiological characteristics of imported malaria in Romania in the context of international travel increase, and to compare them with the data reported by other European countries. Data on malaria cases were provided by the National Centre for Surveillance and Control of the Communicable Disease, whereas the data regarding international travels to and from Romania were retrieved from the Romanian Statistical Yearbook. The number of Romanian citizens who traveled to Africa in 2007 increased by over 600% as compared to the previous year. During the years 2008-2009, 25 cases of imported malaria were registered in Romania, with no fatalities. All patients were male and most of them (84%) acquired the infection in Africa. Plasmodium falciparum was involved in 68% of cases. The majority of the affected patients (41%) were aged 31 to 40 years. Labor was the main reason for traveling (72%), and 92% of cases took either partial or no chemoprophylaxis. The continuous growth of professional and leisure voyages to malaria-endemic regions may lead to a dramatic increase of imported cases, especially if prophylactic measures are not strictly followed.

Game statistics for the island of Olkiluoto in 2008-2009

International Nuclear Information System (INIS)

Jussila, I.; Nieminen, M.

2009-10-01

The game statistics for the island of Olkiluoto were updated in April 2009, and compared with earlier studies. Population size estimates are based on interviews of local hunters, and other available material. Conclusions of changes in game populations are based on rough estimates primarily from interviews, only in Elk and Deer also on inventories. Elk population is still slightly decreasing. The growth of the White-tailed Deer population is slowing down. The changes in the Roe Deer population are not precisely known, but it is seemingly varying to some extent in different years. The populations of small predators (American Mink, Raccoon Dog and Red Fox) are still strong in Olkiluoto, partly because of very dense population of voles during the hunting season. The Raccoon Dog population has been diminished due to shooting several individuals during the Elk and Deer hunting. The Red Fox population is obviously increasing. The Mountain Hare population is strong and it increased in 2008. However, the Brown Hare population is apparently decreasing, probably due to kills by mammalian predators, eagles and traffic. Currently, other game animals (e.g. waterfowl) are hardly ever hunted. (orig.)

U.S. Geological Survey Science for the Wyoming Landscape Conservation Initiative-2009 Annual Report

Science.gov (United States)

Bowen, Zachary H.; Aldridge, Cameron L.; Anderson, Patrick J.; Assal, Timothy J.; Biewick, Laura R. H.; Blecker, Steven W.; Bristol, R. Sky; Carr, Natasha B.; Chalfoun, Anna D.; Chong, Geneva W.; Diffendorfer, James E.; Fedy, Bradley C.; Garman, Steven L.; Germaine, Stephen; Grauch, Richard I.; Holloway, JoAnn M.; Homer, Collin G.; Kauffman, Matthew J.; Keinath, Douglas; Latysh, Natalie; Manier, Daniel J.; McDougal, Robert R.; Melcher, Cynthia P.; Miller, Kirk A.; Montag, Jessica; Nutt, Constance J.; Potter, Christopher J.; Sawyer, Hall; Schell, Spencer; Shafer, Sarah L.; Smith, David B.; Stillings, Lisa L.; Tuttle, Michele L.W.; Wilson, Anna B.

2010-01-01

This is the second report produced by the U.S. Geological Survey (USGS) for the Wyoming Landscape Conservation Initiative (WLCI) to detail annual work activities. The first report described work activities for 2007 and 2008; this report covers work activities conducted in 2009. Important differences between the two reports are that (1) this report does not lump all the Effectiveness Monitoring activities together as last year's report did, which will allow WLCI partners and other readers to fully appreciate the scope and accomplishments of those activities, and (2) this report does not include a comprehensive appendix of the background details for each work activity. In 2009, there were 29 ongoing or completed activities, and there were 5 new work activities conducted under the 5 original major multi-disciplinary science and technical assistance activities: (1) Baseline Synthesis; (2) Targeted Monitoring and Research; (3) Data and Information Management; (4) Integration and Coordination; and (5) Decisionmaking and Evaluation. New work included (1) developing a soil-quality index, (2) developing methods for assessing levels of and relationships between mercury and soil organic matter, and (3) ascertaining element source, mobility, and fate. Additionally, (4) remotely sensed imagery was used to assess vegetation as an indicator of soil condition and geology, and (5) an Integrated Assessment (IA) was initiated to synthesize what has been learned about WLCI systems to date, and to develop associated decision tools, maps, and a comprehensive report.

Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

Science.gov (United States)

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-02-01

Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

[Jan Kusberg, Kleine Geschichte St. Petersburgs. (Regensburg, 2009) ; Ingrid Bohn. Kleine Geschichte Stockholms. (Regensburg, 2008) ; Konrad Dittrich. Kleine Lübecker Stadtgeschichte. (Regensburg, 2007)] / Dennis Hortmuth

Index Scriptorium Estoniae

Hormuth, Dennis

2011-01-01

Arvustus: Jan Kusberg, Kleine Geschichte St. Petersburgs. (Regensburg, 2009) ; Ingrid Bohn. Kleine Geschichte Stockholms. (Regensburg, 2008) ; Konrad Dittrich. Kleine Lübecker Stadtgeschichte. (Regensburg, 2007)

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.

An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform

Science.gov (United States)

Nargund-Joshi, Vanashri

This study explores the concepts and behaviors, otherwise referred to as orientations, of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions

Asteroid Lightcurve Analysis at the Oakley Southern Sky Observatory: 2008 October thru 2009 March

Science.gov (United States)

Carbo, Landry; Green, Dawson; Kragh, Katherine; Krotz, Jonathan; Meiers, Andrew; Patino, Bernadette; Pligge, Zachary; Shaffer, Nelson; Ditteon, Richard

2009-10-01

Photometric data for 39 asteroids were collected over 37 nights of observing during 2008 October thru 2009 March at the Oakley Southern Sky Observatory. The asteroids were: 239 Adrastea, 875 Nymphe, 1051 Merope, 1167 Dubiago, 1574 Meyer, 1590 Tsiolkovskaja, 1845 Helewalda, 2294 Andronikov, 2303 Retsina, 2345 Fucik, 2666 Gramme, 2679 Kittisvaara, 3062 Wren, 3162 Nostalgia, 3259 Brownlee, 3376 Armandhammer, 3453 Dostoevsky, 3527 McCord, 3560 Chengian, 3614 Tumilty, 3713 Pieters, 4164 Shilov, 4542 Mossotti, 5133 Phillipadams, 5236 Yoko, 5619 Shair, 5875 Kruga, 6071 Sakitama, 6400 Georgealexander, 6821 Ranevskaya, 6976 Kanatsu, 7087 Lewotsky, (7569) 1989 BK, (7949) 1992 SU, 9780 Bandersnatch, (16182) 2000 AH137, 17770 Baume, 18434 Mikesandras, and (34036) 2000 OX27.

Cluster of Legionnaires' disease in a newly built block of flats, Denmark, December 2008-January 2009

DEFF Research Database (Denmark)

Krøjgaard, Louise Hjelmar; Krogfelt, K. A.; Albrechtsen, Hans-Jørgen

2011-01-01

During December 2008 to January 2009, two persons contracted Legionnaires' disease in a newly built block of flats in a suburb of Copenhagen in Denmark. Polymerase chain reaction and culture was used to diagnose Legionnaires' disease in this cluster. Isolates from both patients tested positive...... for Legionella pneumophila serogroup 1 subgroup Philadelphia sequence type 1 and the same strain was detected in hot water samples taken from the residential area indicating that the hot water supply system was the most likely source of infection. Legionella was not detected in the cold water. Two interventions...

The role of project‐based learning in the “Political and Social Sciences of the Environment” curriculum at Nijmegen University

NARCIS (Netherlands)

Leroy, P.; Ligthart, S.S.H.; Bosch, H. van den

2001-01-01

Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called “Political and Social Sciences of the Environment” (PSSE). In fact, the PSSE curriculum builds on the Environmental Policy Sciences

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

Science.gov (United States)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

SISTEM HACCP KE DALAM SISTEM MANAJEMEN KEAMANAN PANGAN ISO 22000:2009 (STUDI KASUS DI PT INDOKOM SAMUDRA PERSADA [The Merger of Quality Assurance System ISO 9001:2008 and HACCP system into Food Safety Management SystemISO 22000:2009 (Case Study at Indoko

Directory of Open Access Journals (Sweden)

Novri Ilmiawan

2014-12-01

Full Text Available The object of this research was to merge the application of HACCP system and ISO 9001:2008 in ISP company into ISO 22000:2009. The  research method used was case study method. The study was conducted on three stages. The first was the arrangement gap analysis conducted by comparing the conditions of the company with ISO 22000:2009 standards. The second was by observing sanitation and pre requisite programs. The third was by observing traceability system. The data in this research were reported descriptively, consisted of ISO 9001:2008 and HACCP application in the company and the gaps of principles in ISO 22000:2009 toward ISO 9001:2008 and HACCP. The result showed that ISP company has applied 12 steps which covered in HACCP system, and also the ISO 9001 system were appropriate with ISO 9001:2008 standards in every clauses. Pre requisite program (GMP and SSOP have been effectively applied. GMP in ISP company is categorized on the first spot (excellent. The eight keys of SSOP have been fulfilled. ISP company has been fulfilling 54 from 57 (94.74% criteria in ISO 22000:2009 standards, yet there still several things needed to be improved, which are the quality manual content  and HACCP table plan and its monitoring. The  traceability system has been applied well in ISP .   Key words : HACCP, ISO 9001, ISO 22000, GMP, SSOP.

The Biome Project: Developing a Legitimate Parallel Curriculum for Physical Education and Life Sciences

Science.gov (United States)

Hastie, Peter Andrew

2013-01-01

The purpose of this article is to describe the outcomes of a parallel curriculum project between life sciences and physical education. Throughout a 6-week period, students in grades two through five became members of teams that represented different animal species and biomes, and concurrently participated in a season of gymnastics skills and…

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

Science.gov (United States)

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

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

Exploring the role of curriculum materials to support teachers in science education reform

Science.gov (United States)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

Women in science & engineering and minority engineering scholarships : year 3, report for 2008-2009 activities.

Science.gov (United States)

2009-05-01

Support made scholarships available to minority and women students interested in engineering and science and significantly increased : the number of minority and female students that Missouri S&T can recruit to its science and engineering programs. R...

Analysis of the electricity supply-demand balance during the winter of 2008-2009: moderate risk of supply disruption

International Nuclear Information System (INIS)

2008-10-01

Twice a year, RTE publishes a forecast study of the electricity supply and demand in continental France for the summer and winter periods. The study is based on the information supplied by electric utilities concerning the expected availability of power generation means and on statistical meteorological models. Safety margins are calculated using thousands of probabilistic scenarios combining various production and consumption situations. This report is the forecast study for the winter of 2008-2009

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Science.gov (United States)

Nousiainen, Markku T; McQueen, Sydney A; Ferguson, Peter; Alman, Benjamin; Kraemer, William; Safir, Oleg; Reznick, Richard; Sonnadara, Ranil

2016-04-01

Although simulation-based training is becoming widespread in surgical education and research supports its use, one major limitation is cost. Until now, little has been published on the costs of simulation in residency training. At the University of Toronto, a novel competency-based curriculum in orthopaedic surgery has been implemented for training selected residents, which makes extensive use of simulation. Despite the benefits of this intensive approach to simulation, there is a need to consider its financial implications and demands on faculty time. This study presents a cost and faculty work-hours analysis of implementing simulation as a teaching and evaluation tool in the University of Toronto's novel competency-based curriculum program compared with the historic costs of using simulation in the residency training program. All invoices for simulation training were reviewed to determine the financial costs before and after implementation of the competency-based curriculum. Invoice items included costs for cadavers, artificial models, skills laboratory labor, associated materials, and standardized patients. Costs related to the surgical skills laboratory rental fees and orthopaedic implants were waived as a result of special arrangements with the skills laboratory and implant vendors. Although faculty time was not reimbursed, faculty hours dedicated to simulation were also evaluated. The academic year of 2008 to 2009 was chosen to represent an academic year that preceded the introduction of the competency-based curriculum. During this year, 12 residents used simulation for teaching. The academic year of 2010 to 2011 was chosen to represent an academic year when the competency-based curriculum training program was functioning parallel but separate from the regular stream of training. In this year, six residents used simulation for teaching and assessment. The academic year of 2012 to 2013 was chosen to represent an academic year when simulation was used equally

Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

Science.gov (United States)

Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

2018-01-01

Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

Science.gov (United States)

Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 21-22-23 January 2009 11:00-12:00 hrs., Main Auditorium, Bldg 500-1-001 The Opposite Ends of Supersymmetry and their Implications for the LHC James WELLS / CERN-TH There have been many predictions for the mass patterns of superpartners. In these lectures I discuss two interesting opposite-end approaches to supersymmetry breaking that determine the superpartner masses: zero scalar mass supersymmetry (no scale, gaugino mediation, etc.) and heavy scalar mass supersymmetry (split susy, PeV-scale susy, etc.). We will step through the theory motivations for each scenario, and detail the rich phenomena that each implies for LHC discovery. 26-27-28 January 2009 11:00-12:00 hrs., Main Auditorium, Bldg 500-1-001 Electroweak symmetry breaking: to Higgs or not to Higgs Christophe Grojean / CERN-PH-TH How do elementary particles acquire their mass? What makes the photon different from the Z boson? In a word: How is electroweak symmetry broken? This is one of the pressing...

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 26-27-28 January 2009 11:00-12:00, Main Auditorium, Bldg 500-1-001 Electroweak symmetry breaking: to Higgs or not to Higgs Christophe Grojean / CERN-PH-TH How do elementary particles acquire their mass? What makes the photon different from the Z boson? In a word: How is electroweak symmetry broken? This is one of the pressing questions in particle physics that the LHC will answer soon. The aim of this lecture is, after briefly introducing SM physics and the conventional Higgs mechanism, to give a survey of recent attempts to go beyond a simple elementary Higgs. In particular, I will describe composite models (where the Higgs boson emerges from a strongly-interacting sector) and Higsless models. Distinctive signatures at the LHC are expected and will reveal the true nature of the electroweak symmetry sector. 2-5 February 2009 11:00-12:00, Main Auditorium, Bldg 500-1-001 Statistical Techniques for Particle Physics Kyle Cranmer / CERN-PH This series will con...

Ethics Instruction in Library and Information Science: The Role of "Ethics across the Curriculum"

Science.gov (United States)

Smith, Bernie Todd

2010-01-01

Ethics is an important element of most graduate professional training programs. In the field of Library and Information Science (LIS) the inclusion of ethics in the curriculum is supported by a position paper by library educators and is monitored in the accreditation of graduate programs. Despite the many LIS programs which claim to integrate…

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

Science.gov (United States)

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

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

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

Science.gov (United States)

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

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

The relevance of basic sciences in undergraduate medical education.

Science.gov (United States)

Lynch, C; Grant, T; McLoughlin, P; Last, J

2016-02-01

Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.

Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department

Science.gov (United States)

Dmochowski, J. E.

2009-12-01

Recent restructuring of the University of Pennsylvania’s curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and Environmental Modeling, as well as Economics and Policy has ensured that students have important skills needed to succeed after graduation. We have compiled a curriculum objective matrix to clarify both the broad and focused objectives of our curriculum and how each course helps to fulfill these objectives. An important aspect of both majors is the Senior Thesis. The junior research seminar was recently revised to help students prepare for their thesis research. Topic selection, library research, data presentation, basic research methods, advisor identification, and funding options are discussed. Throughout the course, faculty from within the department lecture about their research and highlight opportunities for undergraduates. In one assignment, students are given a few types of datasets and asked to present the data and error analysis in various formats using different software (SPSS and Excel). The final paper was a research proposal outlining the student’s Senior Thesis. Based on both the university and instructor written course evaluations, students felt they benefited most from writing their senior thesis proposal; doing assignments on data analysis, library research and critical analysis; and the faculty research lectures. The lessons learned in restructuring this flexible major and providing a research seminar in the junior year may benefit other departments considering such changes.

Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences

NARCIS (Netherlands)

Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

2018-01-01

Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current

"Comets, Origins, and Life:” Promoting Interdisciplinary Science in Secondary and Middle Schools in the Washington, DC and Saint Louis, MO Metro Areas

Science.gov (United States)

Bonev, Boncho; Gibb, E. L.; Brewer, G.; Novak, R.; Mandell, A. M.; Seaton, P.; Price, J.; Long, T.; Bahar, S.; Edwards, S. S.

2010-10-01

Developing a full-year program to support secondary and middle school science education is a key part of the "broader impact” component of NSF Grant AST- 0807939 (PI/Co-PI Bonev/Gibb). This program is realized at two stages: (1) a professional development course for teachers is offered during the summer; (2) during the subsequent academic year we collaborate with educators in lessons planning or curriculum development as demanded in their particular schools. We successfully offered the course “ Comets, Origins, and Life: Interdisciplinary Science in the Secondary Classroom ” (45 contact hours; 3 credits) in the summers of 2009 and 2010 at the Catholic University of America. This class demonstrates how a complex hypothesis - for the delivery of water and prebiotic organic matter to early Earth - is being tested by integrating astronomy, physics, chemistry, biology, and Earth and planetary science. Collaborations with participants from the 2009 class include curriculum development within the Earth Science program in Prince Georges county, MD and strengthening science in Washington DC public schools. Our next step is to offer our class in the Saint Louis, MO area. The main challenge in our work with educators is not to present them with "interesting information", but to fit what we offer within the very particular curriculum expectations of their school districts. These curriculum expectations often vary from district to district and sometimes from year to year. We gratefully acknowledge the support by the NSF, allowing to fully integrate our research area into education. We also gratefully acknowledge our collaborations with the Goddard Center for Astrobiology and the Howard B. Owens Science Center (both in MD) in developing our class curriculum. Educators interested in this program can contact Boncho Bonev (bonev@cua.edu; for the Washington DC and Baltimore, MD areas) and Erika Gibb (gibbe@umsl.edu; for the Saint Louis, MO area).

IPY 2007-2008 and Scientists, Science Organisations, and the Public

Science.gov (United States)

Carlson, D. J.

2006-12-01

An initial burst of enthusiasm resulted in more than 1000 expressions of interest and nearly 500 internationally coordinated proposals for polar research during IPY. An international committee has endorsed more than 200 of these proposals, and most other proposals and nearly all expressions of interest have found ways to join the endorsed programme. Ten nations have announced new IPY science funding totalling in excess of 300M USD for the two years of operations; several nations will make announcements soon. Most on-going funding for polar research, coming from at least 30 nations, approximately 1.6B USD over two years, will also support IPY activities. What should the thousands of scientists hoping to participate expect, personally and collectively? What should the overall science entity expect, during and after IPY? And, finally, what should the public expect, after much attention and the expenditure of 2B USD, not to mention the on-going and future costs of ice breakers and ice-monitoring satellites and polar bases? Many IPY scientists will initially experience disappointment. Funding, even with IPY infusions, will fall short of need, and initial proposal success rates will stay below 50% in almost every nation, far below in some nations. In many nations, however, a catch-up effect will occur, leading to more funds in 2008 or 2009 than in 2006 and 2007. A step-up effect will also occur, leading to increased on-going funds for polar research, although perhaps in smaller steps and in fewer countries than we might hope. Scientists should expect increased public attention to their work and increased demand for their cooperation and contribution to international data management and to public outreach. Individually and collectively, IPY scientists have the opportunity to interact with an amazing array of fellow scientists, exchanging experience and enthusiasm on topics from gravitational variations to genomic sequences to Gwich'in cultures. Science as an entity will

Maximising Students' Progress and Engagement in Science through the Use of the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model

Science.gov (United States)

Hoskins, Peter

2013-01-01

The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates that the…

Crop and Soil Science. A Curriculum Guide for Idaho Vocational Agriculture Instructors. Volume 1 and Volume 2.

Science.gov (United States)

Ledington, Richard L.

The 24 units that comprise this crop and soil science curriculum guide are not geared to a particular age level and must be adapted to the students for whom they are used. Units 1 through 6 are general units covering topics common to soil science. Units 7 through 24 are units covering topics common to crop production. Each unit includes objectives…

Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.

Science.gov (United States)

Gillen, Rose; And Others

1995-01-01

Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

Science.gov (United States)

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

Science.gov (United States)

McDonald, Scott Powell

New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

Annual report of R and D activities in Center for Computational Science and e-Systems from April 1, 2007 to March 31, 2009

International Nuclear Information System (INIS)

2010-01-01

This report provides an overview of research and development activities in Center for Computational Science and e-Systems (CCSE), JAEA, during the fiscal years 2007 and 2008 (Apr 1, 2007 - March 31, 2009). These research and development activities have been performed by the Simulation Technology R and D Office and Computer Science R and D Office. These activities include development of secure computational infrastructure for atomic energy research based on the grid technology, large scale seismic analysis of an entire nuclear reactor structure, large scale fluid dynamics simulation of J-PARC mercury target, large scale plasma simulation for nuclear fusion reactor, large scale atomic and subatomic simulations of nuclear fuels and materials for safety assessment, large scale quantum simulations of superconductor for the design of new devices and fundamental understanding of superconductivity, development of protein database for the identification of radiation-resistance gene, and large scale atomic simulation of proteins. (author)

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2008-01-01

LECTURE SERIE 21-22-23 January 2009 11:00-12:00 hrs., Main Auditorium, Bldg 500-1-001 The Opposite Ends of Supersymmetry and their Implications for the LHC James WELLS / CERN-TH There have been many predictions for the mass patterns of superpartners. In these lectures I discuss two interesting opposite-end approaches to supersymmetry breaking that determine the superpartner masses: zero scalar mass supersymmetry (no scale, gaugino mediation, etc.) and heavy scalar mass supersymmetry (split susy, PeV-scale susy, etc.). We will step through the theory motivations for each scenario, and detail the rich phenomena that each implies for LHC discovery. 26-27-28 January 2009 11:00-12:00 hrs., Main Auditorium, Bldg 500-1-001 Electroweak symmetry breaking: to Higgs or not to Higgs Christophe Grojean / CERN-PH-TH How do elementary particles acquire their mass? What is making the photon different from the Z boson? In a word: How is electroweak symmetry broken? This is one of the pressing questions in particle phys...

Using EarthLabs to Enhance Earth Science Curriculum in Texas

Science.gov (United States)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

Science.gov (United States)

Liu, Kuo-Yu

2015-01-01

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

A longitudinal simulation-based ethical-legal curriculum for otolaryngology residents.

Science.gov (United States)

Fanous, Amanda; Rappaport, Jamie; Young, Meredith; Park, Yoon Soo; Manoukian, John; Nguyen, Lily H P

2017-11-01

To develop, implement, and evaluate a longitudinal, simulation-based ethics and legal curriculum designed specifically for otolaryngology residents. Otolaryngology residents were recruited to participate in a yearly half-day ethical-legal module, the curriculum of which spanned 4 years. Each module included: three simulated scenarios, small-group multisource feedback, and large-group debriefings. Scenarios involved encounters with standardized patients. Residents' ethical-legal knowledge was assessed pre- and postmodule with multiple-choice questions, and ethical reasoning was assessed by a variety of evaluators during the simulated scenario using a locally developed assessment tool. Participants completed an exit survey at the end of each module. Eighteen residents completed four modules from the academic years of 2008 to 2009 to 2011 to 2012. The first year was considered a pilot module, and data were collected for the following 3 years. Knowledge of legal issues improved significantly among residents (mean at pre = 3.40 and post = 4.60, P otolaryngology-head and neck surgery residents. This educational program resulted in a both objective and subjective improvement in legal and ethics knowledge and skills. NA. Laryngoscope, 127:2501-2509, 2017. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

Seminar on “Women in Science : A Career in Science” 5 April 2008 ...

Indian Academy of Sciences (India)

TSC

2008-04-05

Apr 5, 2008 ... under-representation of women in science, particularly at the senior levels of .... service. A few women leaders are there at the top and it is found that .... Pay allowances for engaging help for child/ geriatric care to be availed by.

Terrorism in the Basque press (1990, 2000, 2008 and 2009. Analysis of newspaper editorials about ETA’s fatal attacks

Directory of Open Access Journals (Sweden)

José-María Caminos-Marcet, Ph.D.

2013-01-01

Full Text Available This article presents an analysis of the editorials published by the Basque press in 1990, 2000, 2008 and 2009, when ETA carried out fatal attacks. The objective is to examine the treatment given by the different Basque newspapers to terrorism in their most important opinion texts, which reflect their ideology. The initial hypothesis is that the editorial line used by the Basque press to address ETA’s attacks has changed remarkably during the analysed years, going from the virtual absence of editorials to the use of editorials as active instruments in the fight against violence. By 2009, the Basque press had finally defined its strategy to combat ETA’s terrorism, and this was perfectly reflected in their editorials.

Alimentos mais consumidos no Brasil: Inquérito Nacional de Alimentação 2008-2009 Alimentos más consumidos en Brasil: Pesquisa Nacional de Alimentación 2008-2009 Most consumed foods in Brazil: National Dietary Survey 2008-2009

Directory of Open Access Journals (Sweden)

Renata B. Levy

2013-02-01

Full Text Available OBJETIVO: Caracterizar o consumo alimentar mais frequente da população brasileira. MÉTODOS: Foram analisados dados referentes ao primeiro dia de registro alimentar de 34.003 indivíduos com dez anos ou mais de idade que responderam ao Inquérito Nacional de Alimentação, composto por amostra probabilística da Pesquisa de Orçamentos Familiares 2008-2009. O padrão de consumo foi analisado segundo sexo, grupo etário, região e faixa de renda familiar per capita. RESULTADOS: Os alimentos mais frequentemente referidos pela população brasileira foram arroz (84,0%, café (79,0%, feijão (72,8%, pão de sal (63,0% e carne bovina (48,7%, destacando-se também o consumo de sucos e refrescos (39,8%, refrigerantes (23,0% e menor presença de frutas (16,0% e hortaliças (16,0%. Essa configuração apresenta pouca variação quando se consideram os estratos de sexo e faixa etária; contudo, observa-se que os adolescentes foram o único grupo etário que deixou de citar qualquer hortaliça e que incluiu doces, bebida láctea e biscoitos doces entre os itens mais consumidos. Alimentos marcadamente de consumo regional incluem a farinha de mandioca no Norte e Nordeste e o chá na região Sul. Houve discrepâncias no consumo alimentar entre os estratos de menor e maior renda: indivíduos no quarto de renda mais elevada referiram sanduíches, tomate e alface e aqueles no primeiro quarto de renda citaram os peixes e preparações à base de peixe e farinha de mandioca entre os alimentos mais referidos. CONCLUSÕES: Existe um padrão básico do consumo alimentar no Brasil que inclui entre os alimentos mais consumidos arroz, café, feijão, pão de sal e carne bovina, associado ao consumo regional de alguns poucos itens. Particularmente entre os adolescentes, alimentos ricos em gordura e açúcar são também de consumo frequente.OBJETIVO: Caracterizar el consumo alimentario más frecuente de la población brasileña. MÉTODOS: Se analizaron datos

Studies from the history of soil science and geology

Science.gov (United States)

Landa, Edward R.; Cohen, Benjamin R.

2010-01-01

The United Nations proclaimed the year 2008 as the official International Year of Planet Earth (IYPE), with science and outreach activities spanning 2007–2009. IYPE-sponsored outreach helped focus the attention of the general public on topics such as human health and the environment; ocean and natural resources sustainability; mitigating natural hazards and community resilience; and the effects of climate change. Within the earth science community, the IYPE was a stimulus for retrospection, and for efforts aimed at bridging divides within the community. One such effort was the first joint meeting of the Geological Society of America (GSA) and the Soil Science Society of America (SSSA), held in Houston, Texas, 5–9 October 2008.

Software Assurance Curriculum Project Volume 3: Master of Software Assurance Course Syllabi

Science.gov (United States)

2011-07-01

thods and process of model-driven development. • Pressman , Roger S., Software Engineering: A Practitioner’s Approach, 6th ed. McGraw Hill, 2009...audience • [Bishop 2002] Chapter 18 • [Allen 2008] Chapters 1, 2 • [ Pressman 2009] Chapter 1 • [Merkow 2010] Chapter 3 • [Mouratidis 2007...Allen 2008] Chapters 3,4 • [ Pressman 2009] Chapters 3,4 • [Merkow 2010] Chapter 5 • [DHS 2008-2009a] • [Mellado 2010] • [CERT 2009] 3

Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

Science.gov (United States)

Marulcu, Ismail

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also

The 2008-2009 Great Recession and employment outcomes among older workers.

Science.gov (United States)

Axelrad, Hila; Sabbath, Erika L; Hawkins, Summer Sherburne

2018-03-01

This study examined whether economic changes related to the 2008-2009 Recession were associated with employment status and job quality indicators among older workers in Europe and Israel. Data were derived from 4917 respondents (16,090 observations both before and after the recession) from 13 countries who participated in the Survey of Health, Ageing and Retirement in Europe. Annual data on gross domestic product (GDP) per capita, life expectancy, and quarterly unemployment rates were assigned to employment assessments from 2004 to 2013. Using difference-in-differences models, we assessed the recession's implications on individual employment outcomes, while isolating cyclical variation within countries and individual changes over time. Among older workers, decreases in GDP were associated with an increase in the likelihood of being unemployed and a decrease in the likelihood of being retired. An increasing country-level unemployment rate had a significant effect on aspects of job quality: lower prospects for job advancement, lower job security, and higher job satisfaction. Economic recessions are thus negatively associated with employment outcomes for older workers. However, malleable policy-related factors such as longer tenure and improved general health can limit the negative employment and job quality outcomes following a recession.

Institute of Nuclear Physics of Orsay - IPNO. Activity report 2008/2009

International Nuclear Information System (INIS)

2010-01-01

The Institute of Nuclear Physics of Orsay (IPN Orsay) is undertaking nuclear physics research that is centered on the nature of matter and its ultimate constituents. By the nature of its scientific activities, the IPN is at the heart of a wide range of international collaborations. IPN Orsay is a unit of both the CNRS (National Centre of Scientific Research) and of the Paris-Sud University. It plays a vital role in experiments being carried out by wide-ranging collaborations at major experimental facilities most notably in Europe, the United States and Japan. Its own facilities allows the IPN to carry out fundamental theoretical and experimental research studies in nuclear physics, astro-particle physics, radiochemistry but also in pluri-disciplinary activities. This document presents the activity of the Institute during the 2008-2009 years: 1 - Scientific activities: Nuclear structure; Hadronic physics and Astro-particles; Theoretical physics; Particle Matter Interactions; Nuclear dynamics and thermodynamics; Energy and Environment; 2 - Technical activities: Technical departments; Accelerators Division; Instrumentation division; 3 - Knowledge dissemination; 4 - General services; 5 - Appendixes: Publications, Proceedings, Conferences, workshops, collaboration meetings, Seminars, PhDs, accreditations to supervise research, Staff, Visitors, Work experiences

Nuclear and high-energy physics laboratory - LPNHE. Activity report 2008-2009

International Nuclear Information System (INIS)

Pain, Reynald; Guy, Julien; Toussenel, Francois; Laforge, Bertrand; Levy, Jean-Michel; Cossin, Isabelle; Cardot, Violaine

2011-01-01

The LPNHE is a joint research unit (UMR 7585) of the National Institute of Nuclear Physics and Particle Physics (IN2P3), Institute of the National Centre for Scientific Research (CNRS), UPMC and Paris Diderot Paris 7. It hosts several research teams and technical services (computers, electronics, mechanical), and two support services (administration, logistics). The laboratory is engaged in several major experimental programs pursued in the framework of international collaborations with very large research facilities around the world, centers of particle accelerators and observatories. The research programs cover current issues in particle physics, astro-particle and cosmology. This report presents the activities of the laboratory during the years 2008-2009: 1 - Forewords; 2 - Highlights; 3 - Research: Masses and FUNDAMENTAL INTERACTIONS; Matter-antimatter asymmetry; Dark matter and dark energy; Cosmic radiation nature and origin; Interdisciplinary activities; Publications, communications; Partnerships; 2 - Teaching, training, internships and PhDs; 3 - Competences and technical realisations (electronics and instrumentation, computers, mechanics departments, test facilities); 4 - Laboratory operation (organisation, financial and human resources, permanent training, communication and library, health and safety, general services, staff); 5 - Scientific life and communication (seminars, meetings..)

Research Trends in Science Education from 2008 to 2012: A Systematic Content Analysis of Publications in Selected Journals

Science.gov (United States)

Lin, Tzu-Chiang; Lin, Tzung-Jin; Tsai, Chin-Chung

2014-01-01

This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in the "International Journal of Science Education," the "Journal of Research in Science Teaching," and "Science Education" from 2008 to 2012 were analyzed. The results indicate that in the…

The 2008-2009 recession and alcohol outcomes: differential exposure and vulnerability for Black and Latino populations.

Science.gov (United States)

Zemore, Sarah E; Mulia, Nina; Jones-Webb, Rhonda J; Liu, Huiguo; Schmidt, Laura

2013-01-01

We examined whether race/ethnicity was related to exposure to acute economic losses in the 2008-2009 recession, even accounting for individual-level and geographic variables, and whether it influenced associations between economic losses and drinking patterns and problems. Data were from the 2010 National Alcohol Survey (N = 5,382). Surveys assessed both severe losses (i.e., job and housing loss) and moderate losses (i.e., reduced hours/pay and trouble paying the rent/mortgage) attributed to the 2008-2009 recession. Alcohol outcomes included total annual volume, monthly drunkenness, drinking consequences, and alcohol dependence (based on criteria from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition). Compared with Whites, Blacks reported significantly greater exposure to job loss and trouble paying the rent/mortgage, and Latinos reported greater exposure to all economic losses. However, only Black-White differences were robust in multivariate analyses. Interaction tests suggested that associations between exposure to economic loss and alcohol problems were stronger among Blacks than Whites. Given severe (vs. no) loss, Blacks had about 13 times the odds of both two or more drinking consequences and alcohol dependence, whereas the corresponding odds ratios for Whites were less than 3. Conversely, associations between economic loss and alcohol outcomes were weak and ambiguous among Latinos. Results suggest greater exposure to economic loss for both Blacks and Latinos (vs. Whites) and that the Black population may be particularly vulnerable to the negative effects of economic hardship on the development and/or maintenance of alcohol problems. Findings extend the economic literature and signal policy makers and service providers that Blacks and Latinos may be at special risk during economic downturns.

The essential research curriculum for doctor of pharmacy degree programs.

Science.gov (United States)

Lee, Mary W; Clay, Patrick G; Kennedy, W Klugh; Kennedy, Mary Jayne; Sifontis, Nicole M; Simonson, Dana; Sowinski, Kevin M; Taylor, William J; Teply, Robyn M; Vardeny, Orly; Welty, Timothy E

2010-09-01

In 2008, the American College of Clinical Pharmacy appointed the Task Force on Research in the Professional Curriculum to review and make recommendations on the essential research curriculum that should be part of doctor of pharmacy (Pharm.D.) degree programs. The essential research curriculum provides all students with critical and analytical thinking and lifelong learning skills, which will apply to current and future practice and stimulate some students to pursue a career in this field. Eight key curricular competencies are as follows: identifying relevant problems and gaps in pharmacotherapeutic knowledge; generating a research hypothesis; designing a study to test the hypothesis; analyzing data results using appropriate statistical tests; interpreting and applying the results of a research study to practice; effectively communicating research and clinical findings to pharmacy, medical, and basic science audiences; interpreting and effectively communicating research and clinical findings to patients and caregivers; and applying regulatory and ethical principles when conducting research or using research results. Faculty are encouraged to use research-related examples across the curriculum in nonresearch courses and to employ interactive teaching methods to promote student engagement. Examples of successful strategies used by Pharm.D. degree programs to integrate research content into the curriculum are provided. Current pharmacy school curricula allow variable amounts of time for instructional content in research, which may or may not include hands-on experiences for students to develop research-related skills. Therefore, an important opportunity exists for schools to incorporate the essential research curriculum. Despite the challenges of implementing these recommendations, the essential research curriculum will position pharmacy school graduates to understand the importance of research and its applications to practice. This perspective is provided as an aid

Sustainable Energy Business Visits 2009; Duurzame Energie bedrijfsbezoeken 2009

Energy Technology Data Exchange (ETDEWEB)

Gielen, J.H. [C Point, DLV Plant, Horst (Netherlands)

2010-03-15

Because the Steering Committee for Long-term Agreements on Energy for Mushrooms found the sustainable energy business visits of 2008 very valuable, it was decided in 2009 to assign Cpoint the task of conducting sustainable energy advisory visits, enabling mushroom cultivators to sign up for a free of charge sustainable energy visit. This report summarizes the results of these business visits [Dutch] Omdat de Duurzame Energie (DE) bedrijfsbezoeken van 2008 door de Stuurgroep MJA-e Paddestoelen als erg waardevol zijn ervaren, is er ook voor het jaar 2009 aan Cpoint een opdracht voor het uitvoeren van DE adviesbezoeken verstrekt, waarbij champignontelers zich konden opgeven voor een gratis DE adviesbezoek. In dit rapport wordt verslag gedaan van de resultaten van de bedrijfsbezoeken.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

Directory of Open Access Journals (Sweden)

Olopade FE

2016-07-01

Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

Interdisciplinary Climate Change Curriculum Materials based on the Next Generation Science Standards and The Earth Charter

Science.gov (United States)

Barbosa, A.; Robertson, W. H.

2013-12-01

In the 2012, the National Research Council (NRC) of the National Academies' reported that one of the major issues associated with the development of climate change curriculum was the lack of interdisciplinary materials that also promoted a correlation between science standards and content. Therefore, in order to respond to this need, our group has developed an interdisciplinary climate change curriculum that has had as its fundamental basis the alignment with the guidelines presented by the Next Generation Science Standards (NGSS) and the ones presented by the international document entitled The Earth Charter. In this regards, while the alignment with NGSS disciplinary core ideas, cross-concepts and students' expectations intended to fulfill the need for the development of climate change curriculum activities that were directly associated with the appropriate set of NGSS guidelines, the alignment with The Earth Charter document intended to reinforce the need the for the integration of sociological, philosophical and intercultural analysis of the theme 'climate change'. Additionally, our curriculum was also developed as part of a collaborative project between climate scientists and engineers, who are responsible for the development of a Regional Arctic Simulation Model (RASM). Hence, another important curriculum constituent was the feedback, suggestions and reviews provided by these professionals, who have also contributed to these pedagogical materials' scientific accuracy by facilitating the integration of datasets and visualizations developed by RASM. Furthermore, our group has developed a climate change curriculum for two types of audience: high school and early undergraduate students. Each curriculum unit is divided into modules and each module contains a set of lesson plans. The topics selected to compose each unit and module were designated according to the surveys conducted with scientists and engineers involved with the development of the climate change

Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit

Directory of Open Access Journals (Sweden)

Emily A. Dare

2017-04-01

Full Text Available As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013, push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to create curricula that meet a multitude of different standards. Additionally, there is a need to engage a more diverse population of students to pursue STEM careers. The 6th grade curriculum presented here focuses on an example of a teacher-created integrated STEM curriculum that combines girl-friendly instructional strategies (Häussler et al., 1998; Newbill & Cennamo, 2008 with an integrated STEM framework (Moore et al., 2014. An engineering design challenge that asks students to create a prototype of a watercraft used by the National Guard to rescue people during floods engages students in learning various physics concepts (forces, buoyancy, volume, and maximum capacity. In this article, we describe the lessons of the unit with respect to the frameworks, as well as key areas that particularly impacted 6th grade girls and boys.

Engineering the curriculum: Towards an adaptive curriculum

Science.gov (United States)

Johns-Boast, Lynette Frances

The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

Inquiry in early years science teaching and learning: Curriculum design and the scientific story

Science.gov (United States)

McMillan, Barbara Alexander

2001-07-01

Inquiry in school science, as conceived by the authors of the Common Framework of Science Learning Outcomes K--12, is dependent upon four areas of skills. These are the skills of initiating and planning, performing and recording, analysing and interpreting, and communication and teamwork that map onto what Hodson calls the five phases of scientific inquiry in school science: initiation, design and planning, performance, interpretation, and reporting and communicating. This study looked at initiation in a multiage (Grades 1--3) classroom, and the curriculum, design tools, and inquiry acts believed to be necessary precursors of design and planning phases whether the inquiry in which young children engage is archival or laboratory investigation. The curriculum was designed to build upon children's everyday biological knowledge and through a series of carefully organized lessons to help them to begin to build scientifically valid conceptual models in the area of animal life cycles. The lessons began with what is called benchmark-invention after the historical work of Robert Karplus and the contemporary work of Earl Hunt and Jim Minstrell. The introduction of a biological concept was followed by a series of exploration activities in which children were encouraged to apply the concept invented in the benchmark lesson. Enlargement followed. This was the instructional phase in which children were helped to establish scientifically valid relationships between the invented concept and other biological concepts. The pre-instruction and post-instruction interview data suggest that the enacted curriculum and sequence in which the biological knowledge was presented helped the nineteen children in the study to recognize the connections and regularities within the life cycles of the major groupings of animals, and to begin to build scientific biological conceptual models. It is, however, argued that everyday biology, in the form of the person analogy, acts as an obstacle to

Curriculum Package: Junior High - Middle School Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

Science.gov (United States)

Squires, Frances H.

This science curriculum was written for teachers of children in junior high or middle school. It contains science activities for the following lessons: (1) Anemometers and Wind Speed; (2) Up! Up! and Away; (3) Jet Lag--Time Zones; (4) Inventors; (5) Model Rocketry; (6) Geometry and Kites; and (7) Super Savers. In lesson one, students construct an…

The International Year of Planet Earth (2007-2009):Earth Sciences for Society

Institute of Scientific and Technical Information of China (English)

Eduardo F.J.de Mulder; Ted Nield; Edward Derbyshire

2006-01-01

Natural disasters like the 2004 tsunami bear graphic testimony to the Earth's incredible power. More effective use of geoscientific knowledge can save lives and protect property. Such knowledge also enables us to satisfy, in a sustainable manner,the growing need for Earth's resources by an expanding human population. Such knowledge is readily available in the practical experience and publications of some half a million Earth scientists all over the world, a professional community that is ready and willing to contribute to a safer, healthier and wealthier society if called upon by politicians and decision makers. Professional guidance by Earth scientists is available in many aspects of everyday life including, for example, identification of the best areas for urban expansion, sites to avoid for waste disposal, the location of new underground fresh water resources, and where certain toxic agents implicated in Earth-related diseases may be located, etc.The International Year of Planet Earth (2007-2009) aims to build on existing knowledge and make it more available for the improvement of everyday life, especially in the less developed countries, as expressed in the Year's subtitle: Earth sciences for Society. Ambitious outreach and science programmes constitute the backbone of the International Year, now politically endorsed by all 191 member states of the United Nations Organisation which has proclaimed 2008, the central year of the triennium, as the UN Year of Planet Earth. This paper describes who is behind the initiative,how it will work, and how the political process leading to United Nations proclamation proceeded. It also describes the financial and organisational aspects of the International Year, sets out the commitments necessary for the realization of the Year's ambitions by all nations, and explains how the raising of US$ 20 million will be approached.

The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning during an Inquiry-Based Urban Ecology Curriculum

Science.gov (United States)

McNeill, Katherine L.; Pimentel, Diane Silva; Strauss, Eric G.

2013-01-01

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices,…

A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality

Science.gov (United States)

Noh, Younghee; Ahn, In-Ja; Choi, Sang-Ki

2012-01-01

Purpose: This study analyzed the process of changes in Korean Library and Information Science curriculum and evaluated the courses currently available by using a perception survey of librarians in the field. It also explored a possible demand for new courses, while suggesting compulsory, core, and optional courses for Bachelor's degree curriculum…

Founders' Weekend. North Country Workshop on Science, Technology and the Undergraduate Curriculum. Proceedings (Potsdam, New York, November 9-10, 1984).

Science.gov (United States)

State Univ. of New York, Potsdam. Coll. at Potsdam.

Proceedings of the North Country Workshop on Science, Technology, and the Undergraduate Curriculum are presented. The Sloan Foundation's call for reform of the liberal arts and coverage of mathematics, science, and technology is noted in welcoming remarks by State University of New York, Potsdam, President Humphrey Tonkin. Stephen H. Cutcliffe…

Energy monitor of the Dutch flower bulb sector 2009; Energiemonitor van de Nederlandse Bloembollensector 2009

Energy Technology Data Exchange (ETDEWEB)

Wildschut, J. [Praktijkonderzoek Plant en Omgeving PPO, Bloembollen, Boomkwekerij en Fruit, Lisse (Netherlands)

2010-12-15

1375 flower bulb businesses were approached for the Dutch Energy Monitor 2009. The response rate was 57%. Compared to 2008, the energy use per hectare decreased with 1.5% in 2009. The energy use per 1000 forced bulbs decreased with 9.1%. Energy saving measures were implemented at a slightly larger scale than in 2008. What is striking here is that 78% of the businesses assessed the ethylene-controlled ventilation as non-applicable. The purchase of green electricity is the most frequently used deployment of sustainable energy for electricity (9.8% of all businesses). However, the deployment of wind energy (6 businesses) yields 26% more energy. Deployment of hot greenhouse air for drying purposes is the most frequently used deployment of sustainable thermal energy (17.3% of businesses). The share of sustainable energy amounts to 2.4%. The CO2 emission from direct use of fossil fuels has decreased with 8.1% compared to 2008. [Dutch] Voor de Energiemonitor 2009 zijn 1375 bloembollenbedrijven aangeschreven. De response was 57%. T.o.v. 2008 is het energieverbruik per hectare in 2009 met 1,5% afgenomen. Het energieverbruik per 1000 stuks broeibollen is met 9,1% afgenomen. Energiebesparende maatregelen werden iets meer toegepast dan in 2008. Opvallend hierbij is dat 78% van de bedrijven de ethyleengestuurde ventilatie als niet van toepassing beoordelen. Aankoop van groene stroom is de meest toegepaste benutting van duurzame energie voor elektra (9,8% van de bedrijven). Het toepassen van windenergie (6 bedrijven) brengt echter 26% meer energie op. Het toepassen van warme kaslucht voor het drogen is de meest toegepaste benutting van duurzame thermische energie (17,3% van de bedrijven). Het aandeel duurzame energie komt op 2,4%. De CO2-uitstoot door het directe verbruik van fossiele brandstoffen is t.o.v. 2008 met 8,1% afgenomen.

Experience in the United States with a secondary resource curriculum on ''Science, society and America's nuclear waste''

International Nuclear Information System (INIS)

King, G.P.

1994-01-01

The nuclear power and nuclear waste situation in the Usa, is first reviewed. In order to enhance information concerning these topics among pupils and teachers, a resource curriculum, 'Science, society, and America's Nuclear Waste', was developed by teachers for teachers; it consists of four units: nuclear waste, ionizing radiation, the nuclear waste policy act, and the waste management system. It has been well received by teachers. Within nine months after its national introduction, 350000 teacher and student curriculum documents were requested by teachers from all 50 states. Requests have been also received from 250 foreign colleges and universities

Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008-09 (Fiscal Year 2009). First Look. NCES 2012-313

Science.gov (United States)

Cornman, Stephen Q.; Noel, Amber M.

2011-01-01

This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2008-09 (fiscal year [FY] 2009). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of…

Nuclear power plants: 2009 atw compact statistics

International Nuclear Information System (INIS)

Anon.

2010-01-01

At the turn of 2009/2010, nuclear power plants were available for energy supply in 30 countries of the world. A total of 437 nuclear power plants, which is one plant less than at the 2008/2009 turn, were in operation with an aggregate gross power of approx. 391 GWe and an aggregate net power, respectively, of 371 GWe. The available gross power of nuclear power plants did not changed noticeably from 2008 to the end of 2009. In total 2 nuclear generating units were commissioned in 2009. One NPP started operation in India and one in Japan. Three nuclear generating units in Japan (2) und Lithuania (1) were decomissioned in 2009. 52 nuclear generating units, i.e. 10 plants more than at the end of 2008, with an aggregate gross power of approx. 51 GWe, were under construction in 14 countries end of 2009. New or continued projects are notified from (number of new projects): China (+9), Russia (1), and South Korea (1). Some 84 new nuclear power plants are in the concrete project design, planning and licensing phases worldwide; on some of them, contracts have already been awarded. Another units are in their preliminary project phases. (orig.)

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

Science.gov (United States)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching

Science.gov (United States)

Flake, Lee Hatch

2017-01-01

The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a…

Neo-Liberal Individualism and a New Essentialism: A Comparison of Two Australian Curriculum Documents

Science.gov (United States)

Smith, Dorothy V.

2011-01-01

This article explores a significant shift in the science curriculum in Victoria, Australia, in the mid-1990s by using the idea of essentialism to compare two science curriculum documents that span the shift. The accounts given in these documents of desirable approaches to teaching science, science itself and the proper scope of curriculum, are…

Trends and topics in sports research in the Social Science Citation Index from 1993 to 2008.

Science.gov (United States)

Gau, Li-Shiue

2013-02-01

This descriptive study evaluated behavioral and social science research on sport for 1993 through 2008, examined the characteristics of sport research, and identified mainstream issues appearing during these 16 years. Based on the Social Science Citation Index (SSCI) database from 1993 to 2008, 7,655 articles referring to sport or sports were available. The publication analyses showed that 13 core journals published the most articles in the behavioral sciences of sport. By analyzing all titles, author keywords, and KeyWords Plus, the results showed that physical education, athlete performance, and sports participation were the mainstream issues of sport research in the 16-year study period. The words adolescent, youth, and children frequently appeared, indicating that the emphasis of sport research focused on these participant groups. This bibliometric study reviewed global sports research in SSCI, and described certain patterns or trends in prior research on sport.

Hydrogen Technology and Energy Curriculum (HyTEC)

Energy Technology Data Exchange (ETDEWEB)

Nagle, Barbara

2013-02-28

The Lawrence Hall of Science of the University of California, Berkeley has collaborated with scientists and engineers, a local transit agency, school districts, and a commercial curriculum publisher to develop, field-test nationally, and publish a two-week curriculum module on hydrogen and fuel cells for high school science. Key partners in this project are the Schatz Energy Research Center (SERC) of Humboldt State University, the Alameda-Contra Costa Transit District (AC Transit), FilmSight Productions, Lab-Aids, Inc., and 32 teachers and 2,370 students in field-test classrooms in California, Connecticut, Ohio, New York, South Carolina, and Washington. Field-test teachers received two to three days of professional development before teaching the curriculum and providing feedback used for revision of the curriculum. The curriculum, titled Investigating Alternative Energy: Hydrogen and Fuel Cells and published by Lab-Aids, Inc., includes a teachers guide (with lesson plans, resources, and student handout pages), two interactive computer animations, a video, a website, and a laboratory materials kit. The project has been disseminated to over 950 teachers through awareness workshops at state, regional, and national science teacher conferences.

Why Astronomy Should BE Part of the School Curriculum

Science.gov (United States)

Percy, John

Why is astronomy useful? Why should it be supported by taxpayers? Why should it be part of the school curriculum? In this paper I will list 20 reasons. They include: cultural historical and philosophical reasons; practical technological and scientific reasons; environmental aesthetic and emotional reasons; and pedagogical reasons. Astronomy can attract young people to science and technology. It can promote public awareness understanding and appreciation of science. It can be done as an inexpensive hobby; ""the stars belong to everyone"". Finally: I will connect the 20 reasons to the expectations of the modern school curriculum: knowledge skills applications and attitudes. In the context of the science curriculum this includes science technology society and environment.

Reproductive Science for High School Students: A Shared Curriculum Model to Enhance Student Success.

Science.gov (United States)

Castle, Megan; Cleveland, Charlotte; Gordon, Diana; Jones, Lynda; Zelinski, Mary; Winter, Patricia; Chang, Jeffrey; Senegar-Mitchell, Ericka; Coutifaris, Christos; Shuda, Jamie; Mainigi, Monica; Bartolomei, Marisa; Woodruff, Teresa K

2016-07-01

The lack of a national reproductive biology curriculum leads to critical knowledge gaps in today's high school students' comprehensive understanding of human biology. The Oncofertility Consortium developed curricula that address the basic and clinical aspects of reproductive biology. Launching this academy and creating easy-to-disseminate learning modules allowed other universities to implement similar programs across the country. The expansion of this informal, extracurricular academy on reproductive health from Northwestern University to the University of California, San Diego, Oregon Health & Science University, and the University of Pennsylvania magnifies the scope of scientific learning to students who might not otherwise be exposed to this important information. To assess the experience gained from this curriculum, we polled alumni from the four centers. Data were collected anonymously from de-identified users who elected to self-report on their experiences in their respective reproductive science academy. The alumni survey asked participants to report on their current academic standing, past experiences in the academy, and future academic and career goals. The results of this national survey suggest the national oncofertility academies had a lasting impact on participants and may have contributed to student persistence in scientific learning. © 2016 by the Society for the Study of Reproduction, Inc.

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

Science.gov (United States)

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

The quest for balanced curriculum: The perceptions of secondary students and teachers who experienced an integrated art and science curriculum

Science.gov (United States)

Schramm, Susan Lynn

The purpose of this study was to describe how an integrated high school curriculum unit connecting the different subject areas of art and science could be used to give students a voice in the decisions about learning. Through the data generated I examined the obstacles of integrating curriculum in a traditionally subject-centered high school. Forty-one students, nineteen biology students in the ninth grade, and twenty-two art students ranging from the tenth grade through the twelfth grade, along with their two teachers and a student teacher, were the subjects of the research. An integrated curricular unit, "Genetic Robotics," was designed specifically for this research to enable students to integrate scientific and artistic processes such as communication skills, problem-solving, critical thinking, creativity and responsiveness to the aesthetic; thus empowering them for future learning. Semi-structured interviews, surveys, questionnaires, informal conversations, reaction journals, field observations, video tapes, and official documents from the school, provided the data for this research. Data were collected using a strategy of participant-observation. The constant comparative analysis method was employed to explore emerging themes. Oak Park students' adaptability to an integrated art and science unit was found to be limited because of their inability to conceptualize curricular structures that are different from the traditional ones to which they are accustomed. Students typically scored high on standardized proficiency tests and college entrance exams. Therefore, for them to experience an innovation that is not based on the memorize-and-recall mode of learning is to risk failure and many are unwilling to do so, especially the high achieving students.

Consumo por idosos nos arranjos familiares "unipessoal" e "residindo com o cônjuge": uma análise por regiões do país, a partir de dados da POF (2008/2009)

OpenAIRE

Melo,Natália Calais Vaz de; Teixeira,Karla Maria Damiano; Ferreira,Marco Aurelio Marques; Silva,Neuza Maria da

2014-01-01

OBJETIVO: Identificar e comparar, com base nos microdados da Pesquisa de Orçamentos Familiares POF/IBGE (2008/2009), os tipos de bens e serviços que os idosos dos arranjos familiares "unipessoal" e "residindo com o cônjuge" consomem nas diversas regiões do país. MÉTODOS: Estudo descritivo, quantitativo, com corte transversal, que utilizou os microdados da POF/IBGE (2008/2009), utilizando variáveis sociodemográficas e bens e serviços consumidos...

Models for Instruction and Curriculum.

Science.gov (United States)

Toth, Elizabeth L.

1999-01-01

Proposes three models of course-specific curricula and a content-curriculum model for undergraduate public-relations education, and proposes core and elective areas for a master's of public-relations curriculum. Agrees that public-relations curricula should have a broad liberal arts and science basis, and recommended more attention to ethics,…

The Integrated Early Childhood Curriculum.

Science.gov (United States)

Krogh, Suzanne

This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school

Directory of Open Access Journals (Sweden)

Shankar PR

2011-06-01

Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.

Advanced Technology in Teaching : Proceedings of the 2009 3rd International Conference on Teaching and Computational Science, v.2

CERN Document Server

Education, Psychology and Computer Science

2012-01-01

The volume includes a set of selected papers extended and revised from the International Conference on Teaching and Computational Science (WTCS 2009) held on December 19- 20, 2009, Shenzhen, China.   WTCS 2009 best papers Volume 2 is to provide a forum for researchers, educators, engineers, and government officials involved in the general areas of Education, Psychology and Computer Science to disseminate their latest research results and exchange views on the future research directions of these fields. 128 high-quality papers are included in the volume. Each paper has been peer-reviewed by at least 2 program committee members and selected by the volume editor Prof. Wu.   On behalf of the WTCS 2009, we would like to express our sincere appreciation to all of authors and referees for their efforts reviewing the papers. Hoping you can find lots of profound research ideas and results on the related fields of Education, Psychology and Computer Science. 

SPECKLE OBSERVATIONS OF BINARY STARS WITH THE WIYN TELESCOPE. VII. MEASURES DURING 2008-2009

International Nuclear Information System (INIS)

Horch, Elliott P.; Bahi, Lizzie Anne P.; Gaulin, Joseph R.; Howell, Steve B.; Sherry, William H.; Baena Gallé, Roberto; Van Altena, William F.

2012-01-01

Five hundred thirty-one speckle measures of binary stars are reported. These data were taken mainly during the period 2008 June through 2009 October at the WIYN 3.5 m Telescope at Kitt Peak and represent the last data set of single-filter speckle observations taken in the WIYN speckle program prior to the use of the current two-channel speckle camera. The astrometric and photometric precision of these observations is consistent with previous papers in this series: we obtain a typical linear measurement uncertainty of approximately 2.5 mas, and the magnitude differences reported have typical uncertainties in the range of 0.1-0.14 mag. In combination with measures already in the literature, the data presented here permit the revision of the orbit of A 1634AB (= HIP 76041) and the first determination of visual orbital elements for HDS 1895 (= HIP 65982).

New Climate Science 2006-2009; Ny klimatvetenskap 2006-2009

Energy Technology Data Exchange (ETDEWEB)

Rummukainen, Markku (Swedish Meteorological and Hydrological Inst., Norrkoeping (Sweden)); Kaellen, Erland (Stockholms Univ., Dept. of Meteorology, Stockholm (Sweden))

2009-04-15

Published scientific research steadily finds new and sometimes unexpected results and aspects that further enhances and deepens our understanding of the climate system. In this report we attempt to summarize climate science results that have appeared in the literature since the publication of the most recent IPCC report (the IPCC Assessment Report 4, AR4, published in 2007). We focus on results that have modified or shed some new light on the conclusions presented in AR4: Greenhouse gas concentrations in the atmosphere continue to increase. Also the rate of increase has accelerated. The globally average temperature over the last year is about 0.1 degrees C lower than the temperature in previous years. The year 2008 is among the ten warmest years since 1850 and the most recent ten year period is warmer than the previous ten year period. The temperature trend is still rising. Previous analyses of observations of sea-level rise have been re-examined. The results suggest that the rate of increase has been higher during 1993-2003 than 1961-2003. It is possible that the rate of increase has decreased somewhat since 2003. The large Arctic warming trend is likely to be linked to the global warming trend. Now a warming is also found for West Antarctica. That warming is related to the global warming trend. Recent studies of land ice sensitivity to atmospheric warming and land ice melting rates suggest that future sea level rise may be higher than the values reported in AR4. The total sea level rise may be around one meter in the coming one hundred years. These estimates are still very uncertain. A significant change of precipitation has been determined from observations. This change is largely consistent with the expected effects of warming. The dramatic reduction in Arctic sea ice cover during the years 2007 and 2008 could be the first observed threshold effect or 'tipping point' in the climate system. A confirmation of this depends on how persistent the sea ice

A natural experimental study of the protective effect of home ownership on household food insecurity in Canada before and after a recession (2008-2009).

Science.gov (United States)

McIntyre, Lynn; Wu, Xiuyun; Kwok, Cynthia; Emery, J C Herbert

2017-06-16

Home ownership as opposed to renting is associated with lower rates of food insecurity, the latter being a marker of household economic deprivation associated with adverse health outcomes. It is unclear whether this relationship persists during a major economic decline, or whether different subgroups of home owners are equally protected. The 2008-2009 recession in Canada was tied to events in the United States related to inappropriate mortgage financing; the impact of the recession on food insecurity among home owners may identify policies to mitigate recessionary outcomes. We used a before-and-after natural experimental design using data from the Canadian Community Health Survey (CCHS) cycles 2007/2008 (pre-recession) and 2009/2010 (post-recession) with information on household food insecurity, home ownership versus renting, and socio-demographics. Applying multivariable logistic regression, we examined changes in household food insecurity by housing tenure and sex over the period. Pre-recession, food insecurity affected 3.3% of home owners and 17.1% of renter households. Among home owners, the risk of food insecurity increased post-recession by 10%, which was not statistically significant. Post-recession, and with adjustment, although renters' higher absolute risk of food insecurity persisted, male-respondent home owners experienced the highest rate of increase in food insecurity prevalence by subgroup (OR = 1.26, 95% CI: 1.06-1.50) versus renters (OR = 1.17, 95% CI: 1.05-1.29). Housing policies in Canada protected most home owners from precarity during the 2008-2009 economic recession; however, male-respondent home owners exhibited a unique economic vulnerability during this time. Implications of Canadian home ownership policies are discussed in light of differential vulnerability of home owner groups.

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

Science.gov (United States)

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

EGM2008

African Journals Online (AJOL)

Nana Kwasi Peprah

(EGM2008) – A Case Study ... Ghana's local geodetic reference network which is based on the War Office 1926 ... The study concluded that, the recent geoid model can be applied in UMaT and the ... regional or local geoid models after modelling the differences between the ...... Conference 2009, Salt Lake City, UT USA.

Environmental performance data in environmental report 2009

International Nuclear Information System (INIS)

Sato, Yoshinori; Noritake, Kazumitsu; Kawasaki, Takanori; Suzuki, Yurina; Nemoto, Asako

2010-02-01

In July, 2009 Japan Atomic Energy Agency published the Environmental Report 2009 concerning the activities of FY 2008 under 'Law Concerning the Promotion of Business Activities with Environmental Consideration by Specified Corporations, etc, by Facilitating Access to Environmental Information, and Other Measures'. This report has been edited to show detailed environmental performance data in FY 2008 as the base of the Environmental Report 2009. This report would not only ensure traceability of the data in order to enhance the reliability of the environmental report, but also make useful measures for promoting activities of environmental considerations in JAEA. (author)

Documentation for the NCES Common Core of Data National Public Education Financial Survey (NPEFS), School Year 2008-09 (Fiscal Year 2009). Revised File Version 1b. NCES 2011-330rev

Science.gov (United States)

Cornman, Stephen Q.; Zhou, Lei; Nakamoto, Nanae

2012-01-01

This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and…

Strong backlog growth of 22.3% compared to September 30, 2008. Strong third quarter revenue growth of 7.8%, bringing sales for the first nine months of 2009 to 9.7 billion, or +6.4%

International Nuclear Information System (INIS)

2009-01-01

AREVA generated consolidated revenue of 9.686 billion euros over the first nine months of 2009 for growth of 6.4% (+4.0% like-for-like) compared with the same period in 2008. Revenue outside France was up 8.4% to 6.999 billion euros, representing 72% of total revenue. The main revenue growth engines were the Front End division and the Transmission and Distribution division, with growth of 7.6% and 12.4% respectively. Foreign exchange had a positive impact of 91 million euros. Changes in the consolidation scope had an impact of 117 million euros, corresponding to the consolidation of acquisitions made by AREVA TA and the Transmission and Distribution division in 2008 and 2009. Third quarter 2009 revenue rose 7.8% to 3.164 billion euros (+6.7% like-for-like) compared with the third quarter of 2008. Changes in the consolidation scope had a positive impact of 31 million euros. The foreign exchange impact was minimal for the period. Quarterly growth was fueled mostly by the Front End division (+13.7%), the Back End division (+7.1%) and the Transmission and Distribution division (+8.4%). The group's backlog stood at 47.5 billion euros as of September 30, 2009 for 22.3% growth year-on-year. The backlog is up 27.4% in Nuclear and down 5.6% in Transmission and Distribution. For 2009 as a whole, the group confirms its outlook, based on the consolidation scope as of June 30, 2009, for a strong growth in backlog and in revenue and operating income close to that of the financial year 2008

Magnetic resonance imaging features of neuroinfections in patients with AIDS. Pablo Tobon Hospital, Medellin (2008-2009)

International Nuclear Information System (INIS)

Pulgarin R, Luis G; Gomez R, Susana; Sanchez Z, Jonathan A; Abreo L, Diego F; Hernandez J, Andres F; Donado G, Jorge H.

2010-01-01

Our purpose is to describe the clinical and magnetic resonance imaging (MRI) features of the central nervous system (CNS ) most common infectious diseases in patients with human immunodeficiency virus (HIV) and / or acquired immunodeficiency syndrome (AIDS ) that consulted to the Hospital Pablo Tobon Uribe in the period 2008-2009. We included four adult patients with HIV and / or AIDS from Hospital Pablo Tobon Uribe database, who were diagnosed having central nervous system infections by MRI and diagnostic microbiological tests. The most common MRI patterns of CNS infections in AIDS patients in our institution were irregular multifocal intra-axial space-occupying lesions with heterogeneous and variable signals on T1, T2 and FLAI R, with perilesional edema and rim postcontrast enhancement.

Problem based learning (PBL) vs. Case based curriculum in clinical clerkship, Internal Medicine innovated Curriculum, Student prospective.

Science.gov (United States)

Aljarallah, Badr; Hassan, Mohammad Saleh

2015-04-01

The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.

Problems and the present status of radiation educational curriculum

International Nuclear Information System (INIS)

Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro

1999-01-01

To examine teaching curriculum for radiation education requires a collective and extensive consideration on various subjects from many fields. The present study has been made from 4 points of view, namely 'physics', physics experiment', 'chemistry', and 'general science'. In 'physics', a curriculum in which learning about radiation followed by learning Newtonian mechanics was examined. Some group experiments taking radiation as the subject, a curriculum including radiation and radioactivity in high school chemistry course and general science are proposed and discussed briefly. (S. Ohno)

Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

Science.gov (United States)

FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

2011-01-01

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

THE REGIONAL IMPACTS OF THE 2008-2009 GLOBAL CRISIS ON GOVERNANCE

Directory of Open Access Journals (Sweden)

HALIL DINCER KAYA

2017-04-01

Full Text Available In this study, we examine the regional impacts of the 2008-2009 Global Crisis on Governance. We use World Bank’s Worldwide Governance Indicators (i.e. WGI which includes six dimensions of governance. These six dimensions are “Voice and Accountability”, “Political Stability and Absence of Violence”, “Government Effectiveness”, “Regulatory Quality”, “Rule of Law”, and “Control of Corruption”. The regions that we examine are North America, Europe and Central Asia, Latin America and Caribbean, East Asia and Pacific, South Asia, SubSaharan Africa, and Middle East and North Africa. We examine how the global crisis affected the ranking of each region in terms of these six dimensions of governance. Although, both pre- and post-crisis, North America had the highest ranking in all six measures and Sub-Saharan Africa had the lowest ranking in most measures, the rankings of other regions went up or down in different measures. Our findings show that, due to the crisis, while the overall rankings of Europe and Central Asia, Latin America and Caribbean, and South Asia improved after the crisis, the ranking of East Asia and Pacific declined. East Asia and Pacific’s ranking declined in terms of “Political Stability and Absence of Violence”, “Regulatory Quality”, and “Control of Corruption”.

Nuclear power and the science curriculum

International Nuclear Information System (INIS)

Scott, W.

1980-01-01

The curriculum provision in UK schools for studies of nuclear power, its scientific aspects, its technologies and its effect upon society are examined in the light of present concern for an informed lay opinion. (U.K.)

The strategic impact of a changing curriculum and learning environment on medical students' academic performance.

Science.gov (United States)

Williams, Pamela C; Epps, Anna Cherrie; McCammon, Sametria

2011-01-01

In recent years, the administration of Meharry Medical College, School of Medicine (SOM), Nashville, Tennessee, recognized the need to modify the curriculum to help improve student academic performance especially on the National Board of Medical Examiners (NBME) US Medical Licensing Examination (USMLE) steps 1 and 2. Thus, a number of changes occurred with respect to the traditional curriculum in the SOM, resulting in an integrated organ system-based curriculum design. The change in the learning environment was studied to determine the impact on performance after the introduction of the integrated organ system-based curriculum as compared to that of the traditional curriculum. With the utilization of a cadre of variables, it was believed that the strategic impact anticipated would provide a predictive validity profile to assist in the identification of students "at risk" of failure so that proactive intervention methodology could be made available to facilitate the students' successful progression during matriculation in the SOM. The purpose of this study was to analyze whether students trained with the integrated organ systems curriculum perform better than students trained with the traditional medical school curriculum on the medical education preclinical subject board examinations, and the NBME USMLE steps 1 and 2 examinations. From the 584 students studied in the control group (graduation classes for years 2005, 2006, and 2007) and the intervention group (graduation classes for years 2008, 2009, and 2010), significant improvement in performance on the NBME USMLE steps 1 and 2 examinations was noted following the introduction of the integrated organ system-based curriculum particularly among "at-risk" students. Data access availability from the School of Medicine of Meharry Medical College automatically gave reason for a preferential comparative relationship and study of the resulting strategic impact on cohorts graduating in years 2005-2010. Thus, this

EDITORIAL: Announcing the 2008 Measurement Science and Technology Outstanding Paper Awards Announcing the 2008 Measurement Science and Technology Outstanding Paper Awards

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Foss, John; Dewhurst, Richard; Fujii, Kenichi; Regtien, Paul

2009-05-01

From 1991 to 2004, Measurement Science and Technology had awarded a Best Paper prize. The Editorial Board of this journal believed that such a prize was an opportunity to thank authors for submitting their work, and that it served as an integral part of the on-going quality review of the journal. The current breadth of topical areas that are covered by MST has made it advisable to expand the recognition of excellent publications. Hence, since 2005 the Editorial Board Members have presented 'Outstanding Paper Awards' in four subject categories: Measurement Science; Fluid Mechanics; Precision Measurements; and Sensors and Sensing Systems. 2008 Award Winners—Measurement Science Noise level estimation in weakly nonlinear slowly time-varying systems J R M Aerts, J Lataire, R Pintelon and J J J Dirckx Laboratory of Biomedical Physics, Universiteit Antwerpen, Groenenborgerlaan 171, 2020 Antwerp, Belgium and Department of Fundamental Electricity and Instrumentation (ELEC), Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium This paper [1] examines new methods to perform noise estimation in weakly nonlinear time-varying systems. In a clear presentation that describes the problem, the paper concentrates on weakly nonlinear phenomena in the acoustic regime. However, both the concepts and theory developed have wide applicability in other fields within measurement science wherever there is a time-varying nonlinear response. The theory uses two methods to estimate noise. The first is called the background frequency method, and the second is a periodic difference method. Both methods have their advantages, and disadvantages, which the authors highlight in a balanced account. They also spend some effort in validating the two approaches. Just as importantly, applications of the theory are presented as two experimental case histories. The first is a study of a vibrating membrane from a high quality microphone. This is an example of a time-invariant system, and the

The Energy Supply of Sweden. Short term prognosis 2009-07-08; Energifoersoerjningen i Sverige. Kortsiktsprognos 2009-07-08

Energy Technology Data Exchange (ETDEWEB)

2009-08-15

The domestic energy use, which includes the use in industry, transport and housing and services, amounted in 2008 to 388 TWh. Year 2011 we forecast the energy use to amount to 384 TWh. The temperature adjusted energy use in residential and services sectors is estimated to be 145.9 TWh in 2009, a reduction of 3 TWh compared to 2008. In the forecast we assume that the rest of 2009 and full years 2010 and 2011 will have normal temperature conditions. Under these conditions the energy use will amount to 146.2 TWh in 2010 and 147.1 TWh in 2011. Energy use in the transport sector, excluding bunkering for foreign shipping and aviation, is expected to increase by about 0.6% during the period 2008-2011. In terms of terawatt hours, this means that energy use will increase from about 95.3 TWh to approximately 95.9 TWh. Foreign maritime and air transport is expected to decrease by 7%, from about 33 TWh to about 31 TWh. The total district heating supply amounted to 55.1 TWh in 2008. For 2011 the forecast district heating supply amounts to 58.6 TWh. Net electricity generation in Sweden amounted to 145.9 TWh in 2008 and preliminary statistics point to an output of 141.0 for the year 2009. Electricity production in the country is projected to increase in both 2010 and 2011, 153.7 TWh for the year 2010 and 156.6 for 2011. Hydroelectric power produced 68.3 TWh of electricity in 2008. For 2009, preliminary statistics indicate to 62.5 TWh net production. Between the years 1985-2007, the average production from hydropower was 67.2 TWh which is what is supposed to be produced years 2010 and 2011. The year 2008 nuclear power produced 61.3 TWh of electricity. Nuclear power is estimated in the forecast to reach a production of 61.5 TWh in 2009. For the years 2010 and 2011 the production is estimated to be 67.0 and 68.4 TWh respectively. Electricity production in district heating cogeneration plants was high in 2008 and continues to increase during the forecast period from 7.7 TWh in 2008

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

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Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Snow Precipitation and Snow Cover Climatic Variability for the Period 1971–2009 in the Southwestern Italian Alps: The 2008–2009 Snow Season Case Study

Directory of Open Access Journals (Sweden)

Simona Fratianni

2010-10-01

Full Text Available Snow cover greatly influences the climate in the Alpine region and is one of the most relevant parameters for the climate change analysis. Nevertheless, snow precipitation variability is a relatively underexplored field of research because of the lack of long-term, continuous and homogeneous time series. After a historical research aiming to recover continuous records, three high quality time series of snow precipitation and snow depth recorded in the southwestern Italian Alps were analyzed. The comparison between the climatological indices over the 30 years reference period 1971–2000 and the decade 2000–2009 outlined a general decrease in the amount of snow precipitation, and a shift in the seasonal distribution of the snow precipitation in the most recent period. In the analysis of the last decade snow seasons characteristics, the attention was focused on the heavy snowfalls that occurred in Piedmont during the 2008–2009 snow season: MODerate resolution Imager Spectroradiometer (MODIS snow cover products were used to evaluate snow cover extension at different times during the snow season, and the results were set in relation to the temperatures.

Comparison of 2008-2009 water years and historical water-quality data, upper Gunnison River Basin, Colorado

Science.gov (United States)

Solberg, Patricia A.; Moore, Bryan; Blacklock, Ty D.

2012-01-01

Population growth and changes in land use have the potential to affect water quality and quantity in the upper Gunnison River Basin. In 1995, the U.S. Geological Survey (USGS), in cooperation with the Bureau of Land Management, City of Gunnison, Colorado River Water Conservation District, Crested Butte South Metropolitan District, Gunnison County, Hinsdale County, Mount Crested Butte Water and Sanitation District, National Park Service, Town of Crested Butte, U.S. Forest Service, Upper Gunnison River Water Conservancy District, and Western State College, established a water-quality monitoring program in the upper Gunnison River Basin to characterize current water-quality conditions and to assess the effects of increased urban development and other land-use changes on water quality. The monitoring network has evolved into two groups of sites: (1) sites that are considered long term and (2) sites that are considered rotational. Data from the long-term sites assist in defining temporal changes in water quality (how conditions may change over time). The rotational sites assist in the spatial definition of water-quality conditions (how conditions differ throughout the basin) and address local and short-term concerns. Biannual summaries of the water-quality data from the monitoring network provide a point of reference for stakeholder discussions regarding the location and purpose of water-quality monitoring sites in the upper Gunnison River Basin. This report compares and summarizes the data collected during water years 2008 and 2009 to the historical data available at these sites. The introduction provides a map of the sampling sites, definitions of terms, and a one-page summary of selected water-quality conditions at the network sites. The remainder of the report is organized around the data collected at individual sites. Data collected during water years 2008 and 2009 are compared to historical data, State water-quality standards, and Federal water-quality guidelines

Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

Science.gov (United States)

Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

2012-12-01

Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

CERN Academic Training Programme 2008/2009

CERN Multimedia

HR Department

2009-01-01

LECTURE SERIES 8, 9, 10 11 & 12 June 2009 11:00-12:00 - BE Auditorium Meyrin, Bldg. 6-2-024 Scenarios and Technological Challenges for a LHC Luminosity Upgrade: Introduction to the LHC Upgrade Program and Summary of Physics Motivations Lyn Evans / DG Projects Office, Michelangelo Mangano / PH Department After a general introduction to the motivations for a LHC upgrade, the lectures will discuss the beam dynamics and technological challenges of the increase of the LHC luminosity, and the possible scenarios. Items such as a stronger final focus with larger aperture magnets, crab cavities, electron cloud issues, beam-beam interaction, machine protection and collimation will be discussed.

A Brief History of a Testing Time: National Curriculum Assessment in England 1989-2008

Science.gov (United States)

Whetton, Chris

2009-01-01

Background: National curriculum assessment (NCA) in England has been in place for nearly 20 years. It has its origins in a political desire to regulate education, holding schools accountable. However, its form and nature also reflect educational and curriculum concerns and technical assessment issues. Purpose: The aim of the article is to provide…

Evaluating the Effects of Medical Explorers a Case Study Curriculum on Critical Thinking, Attitude Toward Life Science, and Motivational Learning Strategies in Rural High School Students

Science.gov (United States)

Brand, Lance G.

2011-12-01

The purpose of this study was three-fold: to measure the ability of the Medical Explorers case-based curriculum to improve higher order thinking skills; to evaluate the impact of the Medical Explorers case-based curriculum to help students be self directed learners; and to investigate the impact of the Medical Explorers case-based curriculum to improve student attitudes of the life sciences. The target population for this study was secondary students enrolled in advanced life science programs. The resulting sample (n = 71) consisted of 36 students in the case-based experimental group and 35 students in the control group. Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: case-based learning and teacher-guided learning. Analysis of covariance indicated no treatment effect on critical thinking ability or Motivation and Self-regulation of Learning. However, the Medical Explorers case-based curriculum did show a treatment effect on student attitudes toward the life sciences. These results seem to indicate that case-based curriculum has a positive impact on students' perspectives and attitudes about the study of life science as well as their interest in life science based careers. Such outcomes are also a good indicator that students enjoy and perceive the value to use of case studies in science, and because they see value in the work that they do they open up their minds to true learning and integration. Of additional interest was the observationthat on average eleventh graders showed consistently stronger gains in critical thinking, motivation and self-regulation of learning strategies, and attitudes toward the life sciences as compared to twelfth grade students. In fact, twelfth grade students showed a pre to post loss on the Watson-Glaser and the MSLQ scores while eleventh grade students showed positive gains on each of these instruments. This decline in twelfth

The LNG Industry - 2009

International Nuclear Information System (INIS)

2010-04-01

Estimates for the marketed production of natural gas in 2009 show a decrease of about 3.9% over 2008. The share of LNG in the gas trade accounts for 30% of the total (excluding trade within the Former Soviet Union and United Arab Emirates). This annual report presents: 1 - LNG contracts and trade, 2 - Contracts concluded in 2009, 3 - LNG imports - Sources of imports - Quantities received in 2009, 4 - LNG tankers, 5 - Ships delivered, 6 - Tanker distribution, 7 - Liquefaction plants, 8 - re-gasification plants, 9 - Contracts in force in 2009, 10 - Spot and short term quantities received in 2009, 11 - Sea transportation routes, 12 - Liquefaction plants (table), 13 - re-gasification plants (table), 14 - Delivery date of the LNG tankers

2009 nuclear power world report

International Nuclear Information System (INIS)

Anon.

2010-01-01

At the end of 2009, 437 nuclear power plants were available for energy supply in 30 countries of the world. This is 1 plant less than at the end of 2008. The aggregate gross power of the plants amounted to approx. 391.5 GWe, the aggregate net power, to 371.3 GWe. This capacity numbers are a little bit less than one year before (gross: 392.6 GWe, net: 372.2 GWe). Two units were commissioned in 2009; 1 unit in India (Rajasthan 5) and 1 unit in Japan (Tomari 3). Three nuclear power plant were shut down permanently in 2009 in Japan (Hamaoka 1 and Hamaoka 2) and in Lithuania (Ignalina 2). 52 nuclear generating units, i.e. 9 plants more than at the end of 2008, were under construction in late 2009 in 14 countries with an aggregate gross power of approx. 51.2 GWe. Worldwide, some 80 new nuclear power plants are in the concrete project design, planning, and licensing phases; in some of these cases license applications have been submitted or contracts have already been signed. Some 130 further projects are planned. Net electricity generation in nuclear power plants worldwide in 2009 achieved another reasonable ranking level of approx. 2,558 billion kWh (2008: approx. 2,628 billion kWh). Since the first generation of electricity in a nuclear power plant in the EBR-I fast breeder (USA) on December 20, 1951, cumulated net production has reached approx. 60,500 billion kWh, and operating experience has grown to some 13,950 reactor years. (orig.)

Impact of a structured surgical curriculum on ophthalmic resident cataract surgery complication rates.

Science.gov (United States)

Rogers, Gina M; Oetting, Thomas A; Lee, Andrew G; Grignon, Connie; Greenlee, Emily; Johnson, A Tim; Beaver, Hilary A; Carter, Keith

2009-11-01

To determine whether institution of a structured surgical curriculum for ophthalmology residents decreased the rate of sentinel surgical complications. Veterans Affairs Medical Center, Des Moines, Iowa, USA. A retrospective review was performed of third-year ophthalmic resident quality-assurance surgical outcomes data at a single residency-training site from 1998 to 2008. The primary outcome measure was defined as a sentinel event; that is, a posterior capsule tear (with or without vitreous loss) or vitreous loss (from any cause) occurring during a resident-performed case. The study population was divided into 2 groups. Group 1 comprised surgical cases of residents trained before the surgical curriculum change (academic years 1998 to 2003) and Group 2, surgical cases of residents trained with the enhanced curriculum (academic years 2004 to 2008). Data from 1 year (academic year 2003 to 2004) were excluded because the transition to the enhanced curriculum occurred during that period. The data were analyzed and adjusted for surgical experience. In Group 1 (before institution of surgical curriculum), there were 823 cases with 59 sentinel complications. In Group 2 (after institution of surgical curriculum), there were 1009 cases with 38 sentinel complications. There was a statistically significant reduction in the sentinel complication rate, from 7.17% before the curriculum changes to 3.77% with the enhanced curriculum (P = .001, unpaired 2-tailed t test). Implementation of a structured surgical curriculum resulted in a statistically significant reduction in sentinel event complications, even after adjusting for surgical experience.

Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

Science.gov (United States)

Ye, Lei

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own

The Gas Laws and the Kinetic Theory: Curriculum Guide for the Thirteen-College Curriculum Program.

Science.gov (United States)

Daniel, Army; And Others

This booklet is both a teacher's manual and a student's manual in a series of booklets that make up the core of a Physical Science course designed for the freshman year of college and used by teachers in the 27 colleges participating in the Thirteen College Curriculum Program. This program is a curriculum revision project in support of 13…

Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science

Science.gov (United States)

Fisher-Maltese, Carley B.

Recently, schools nationwide have expressed a renewed interest in school gardens (California School Garden Network, 2010), viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, environmental attitudes, or emotional dispositions of students. However, few studies examine the science learning potential of a school garden from an informal learning perspective. Those studies that do examine learning emphasize individual learning of traditional school content (math, science, etc.) (Blaire, 2009; Dirks & Orvis, 2005; Klemmer, Waliczek & Zajicek, 2005a & b; Smith & Mostenbocker, 2005). My study sought to demonstrate the value of school garden learning through a focus on measures of learning typically associated with traditional learning environments, as well as informal learning environments. Grounded in situated, experiential, and contextual model of learning theories, the purpose of this case study was to examine the impacts of a school garden program at a K-3 elementary school. Results from pre/post tests, pre/post surveys, interviews, recorded student conversations, and student work reveal a number of affordances, including science learning, cross-curricular lessons in an authentic setting, a sense of school community, and positive shifts in attitude toward nature and working collaboratively with other students. I also analyzed this garden-based unit as a type curriculum reform in one school in an effort to explore issues of implementing effective practices in schools. Facilitators and barriers to implementing a garden-based science curriculum at a K-3 elementary school are discussed. Participants reported a number of implementation processes necessary for success: leadership, vision, and material, human, and social resources. However, in spite of facilitators, teachers reported barriers to implementing the garden-based curriculum, specifically lack of time and content knowledge.

Teaching nursing's history: a national survey of Australian Schools of Nursing, 2007-2008.

Science.gov (United States)

McAllister, Margaret; Madsen, Wendy; Godden, Judith; Greenhill, Jennene; Reed, Rachel

2010-05-01

This paper reports on a survey of Australian Schools of Nursing that took place over an 8months period between 2007 and 2008. This study was implemented to extend understanding of effective teaching of nursing history, an area not previously researched in Australia. A critical interpretive method enabled us to problematise the issue, to highlight what was said about the importance of history teaching as well as ad hoc practices and barriers. The study found that participants value history of nursing teaching, but the crowded curriculum is erasing history's place and potential. It revealed ideological tensions shaping and constraining history of nursing teaching. In Australia, the way nursing's history is taught varies and teaching content, strategies and resources utilised are not evenly available. Pedagogical innovations are not effectively disseminated. Our recommendations for Australian Schools of Nursing that have more general applicability are: (1) Nursing curriculum needs to be developed from a set of principles and standards that define the attributes of the professional nurse, not in response to interest groups and (2) History of nursing pedagogy should be systematically developed and disseminated through a national virtual centre, linked to international centres, to enhance teachers' understanding of the discipline area and to support their teaching practice. Copyright 2009 Elsevier Ltd. All rights reserved.

Integration of Medical Imaging Including Ultrasound into a New Clinical Anatomy Curriculum

Science.gov (United States)

Moscova, Michelle; Bryce, Deborah A.; Sindhusake, Doungkamol; Young, Noel

2015-01-01

In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the…

Association between the 2008-09 seasonal influenza vaccine and pandemic H1N1 illness during Spring-Summer 2009: four observational studies from Canada.

Directory of Open Access Journals (Sweden)

Danuta M Skowronski

2010-04-01

Full Text Available In late spring 2009, concern was raised in Canada that prior vaccination with the 2008-09 trivalent inactivated influenza vaccine (TIV was associated with increased risk of pandemic influenza A (H1N1 (pH1N1 illness. Several epidemiologic investigations were conducted through the summer to assess this putative association.(1 test-negative case-control design based on Canada's sentinel vaccine effectiveness monitoring system in British Columbia, Alberta, Ontario, and Quebec; (2 conventional case-control design using population controls in Quebec; (3 test-negative case-control design in Ontario; and (4 prospective household transmission (cohort study in Quebec. Logistic regression was used to estimate odds ratios for TIV effect on community- or hospital-based laboratory-confirmed seasonal or pH1N1 influenza cases compared to controls with restriction, stratification, and adjustment for covariates including combinations of age, sex, comorbidity, timeliness of medical visit, prior physician visits, and/or health care worker (HCW status. For the prospective study risk ratios were computed. Based on the sentinel study of 672 cases and 857 controls, 2008-09 TIV was associated with statistically significant protection against seasonal influenza (odds ratio 0.44, 95% CI 0.33-0.59. In contrast, estimates from the sentinel and three other observational studies, involving a total of 1,226 laboratory-confirmed pH1N1 cases and 1,505 controls, indicated that prior receipt of 2008-09 TIV was associated with increased risk of medically attended pH1N1 illness during the spring-summer 2009, with estimated risk or odds ratios ranging from 1.4 to 2.5. Risk of pH1N1 hospitalization was not further increased among vaccinated people when comparing hospitalized to community cases.Prior receipt of 2008-09 TIV was associated with increased risk of medically attended pH1N1 illness during the spring-summer 2009 in Canada. The occurrence of bias (selection, information or

United States stock market performance and acute myocardial infarction rates in 2008-2009 (from the Duke Databank for Cardiovascular Disease).

Science.gov (United States)

Fiuzat, Mona; Shaw, Linda K; Thomas, Laine; Felker, G Michael; O'Connor, Christopher M

2010-12-01

We sought to examine the relation between the United States economic decrease in 2008 and cardiovascular events as measured by local acute myocardial infarction (AMI) rates. Mental stress and traumatic events have been shown to be associated with increased risk of MI in patients with ischemic heart disease. This was an observational study of data from the Duke Databank for Cardiovascular Disease and includes patients undergoing angiography for evaluation of ischemic heart disease from January 2006 to July 2009. Patients with AMI occurring within 3 days before catheterization were used to calculate AMI rates. Stock market values were examined to determine the period of severe economic decrease, and time trends in AMI rates were examined over the same period. Time series models were used to assess the relation between United States stock market National Association of Securities Dealers Automated Quotation (NASDAQ) and rates of AMI. Of 11,590 patients included in the study cohort, 2,465 patients had an AMI during this period. Time series analysis showed a significant increase in AMI rates during a period of stock market decrease from October 2008 to April 2009 (p = 0.003), which remained statistically significant when adjusted for seasons (p = 0.02). In conclusion, unadjusted and adjusted analyses of patients in the Duke Databank for Cardiovascular Disease indicated a significant correlation between a period of stock market decrease and increased AMI rates in our local cohort. Copyright © 2010 Elsevier Inc. All rights reserved.

Relationship between empowerment and wealth: trends and predictors in Kenya between 2003 and 2008-2009.

Science.gov (United States)

Voronca, Delia; Walker, Rebekah J; Egede, Leonard E

2018-06-01

This study aimed to examine the association between women's empowerment and wealth over time in Kenya. Kenya Demographic and Health Surveys (DHS) for 2003 and 2008-2009 were used. Eligible women and men were either married or living with a partner. Two scales were used for empowerment: female participation in decision-making, and attitudes toward domestic violence against female partners. Hierarchical linear models were used based on theoretical blocks of covariates. In a sample of 9847 women and 3207 men, results showed empowerment increased over time. After adjustment, female partners' reporting greater empowerment on either scale remained significantly associated with increased wealth, (urban: β = 0.04, p value wealth in rural regions (β = 0.04, p value wealth in urban regions (β = - 0.08, p value wealth. The association varies by gender of respondent and rural/urban residence.

Assessment of soil-gas, seep, and soil contamination at the North Range Road Landfill, Fort Gordon, Georgia, 2008-2009

Science.gov (United States)

Landmeyer, James E.; Falls, W. Fred; Ratliff, W. Hagan; Wellborn, John B.

2011-01-01

Soil gas, seeps, and soil were assessed for contaminants at the North Range Road Landfill at Fort Gordon, Georgia, from October 2008 to September 2009. The assessment included delineating organic contaminants present in soil-gas samples beneath the area estimated to be the landfill and in water samples collected from three seeps at the base of the landfill. Inorganic contaminants were determined in three seep samples and in soil samples. This assessment was conducted to provide environmental contamination data to Fort Gordon pursuant to requirements for the Resource Conservation and Recovery Act Part B Hazardous Waste Permit process.

WHO European Childhood Obesity Surveillance Initiative: body mass index and level of overweight among 6-9-year-old children from school year 2007/2008 to school year 2009/2010.

LENUS (Irish Health Repository)

Wijnhoven, Trudy Ma

2014-01-01

The World Health Organization (WHO) Regional Office for Europe has established the Childhood Obesity Surveillance Initiative (COSI) to monitor changes in overweight in primary-school children. The aims of this paper are to present the anthropometric results of COSI Round 2 (2009\\/2010) and to explore changes in body mass index (BMI) and overweight among children within and across nine countries from school years 2007\\/2008 to 2009\\/2010.

A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

Science.gov (United States)

Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.

2014-01-01

The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were…