Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

Science.gov (United States)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

INDEXING OF MAPING SCIENCE JOURNALS

Directory of Open Access Journals (Sweden)

Jadranka Stojanovski

2015-01-01

Full Text Available Bibliometric analyses based on citations are most often at the forefront where scientific publications are concerned. A fact often neglected is that the visibility and availability of scientific publications are basic prerequisites for future reading, citation and influence. Journal visibility can be significantly improved by providing open access and availability through popular online databases. In this study, we investigated 112 mapping science journals to determine the visibility of scientific publications in a smaller interdisciplinary field. In addition to other data, we collected data on open access, indexing, subject areas within the Web of Science and Scopus bibliographic databases and the number of journals in these databases. The coverage of mapping science journals in 14 bibliographic databases was analyzed. Only 11% of the titles from the journals analyzed were indexed in 10 or more databases. Google Scholar, Scopus, Bibliotheca Cartographica and GEOBASE include most mapping science journals, while only 19 are included in Web of Science. A comparison indicates more thorough coverage of an individual journal in Web of Science than in Scopus. Only a few mapping science journals appear in the Directory of Open Access Journals, despite the large number of open access mapping science journals available. Adding subject categories within databases does not facilitate finding mapping science journals, which are dispersed among numerous, mostly inadequate categories in the Web of Science and Scopus databases.

Self-imaging of partially coherent light in graded-index media.

Science.gov (United States)

Ponomarenko, Sergey A

2015-02-15

We demonstrate that partially coherent light beams of arbitrary intensity and spectral degree of coherence profiles can self-image in linear graded-index media. The results can be applicable to imaging with noisy spatial or temporal light sources.

Extensive Graded Reading in the Liberal Arts and Sciences

Science.gov (United States)

Poulshock, Joseph

2010-01-01

For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

Optimization of the Refractive-Index Distribution of Graded-Index Polymer Optical Fiber by the Diffusion-Assisted Fabrication Process

Science.gov (United States)

Mukawa, Yoshiki; Kondo, Atsushi; Koike, Yasuhiro

2012-04-01

Graded-index polymer optical fiber (GI-POF) is a promising high-speed communication medium for very-short-reach networks, such as home or office networks. The refractive-index distribution of GI-POF needs to be accurately controlled to maximize the bandwidth. We attempted to control the refractive-index distribution by developing a simulation for dopant diffusion. In the rod-in-tube method, GI-POF with an optimal refractive-index distribution was obtained by adjusting the diffusion temperature and the diffusion time, whereas in the coextrusion process, GI-POF with an optimal refractive-index distribution was fabricated by controlling the length of the diffusion tube and the rate of discharge of polymer.

the extent to which the Chemistry textbook of grade 11 is appropriate

African Journals Online (AJOL)

unesco

grade 11 in Ethiopian schools is appropriate for learner-centered approach. ... Romey (3) developed the students involvement index of texts presentation for grades 7- ... texts of science textbooks by using that involvement index (4). .... under 'passive involvement of learners 'i.e., lower order thinking and the rest two levels:.

Hybrid finite volume/ finite element method for radiative heat transfer in graded index media

Science.gov (United States)

Zhang, L.; Zhao, J. M.; Liu, L. H.; Wang, S. Y.

2012-09-01

The rays propagate along curved path determined by the Fermat principle in the graded index medium. The radiative transfer equation in graded index medium (GRTE) contains two specific redistribution terms (with partial derivatives to the angular coordinates) accounting for the effect of the curved ray path. In this paper, the hybrid finite volume with finite element method (hybrid FVM/FEM) (P.J. Coelho, J. Quant. Spectrosc. Radiat. Transf., vol. 93, pp. 89-101, 2005) is extended to solve the radiative heat transfer in two-dimensional absorbing-emitting-scattering graded index media, in which the spatial discretization is carried out using a FVM, while the angular discretization is by a FEM. The FEM angular discretization is demonstrated to be preferable in dealing with the redistribution terms in the GRTE. Two stiff matrix assembly schemes of the angular FEM discretization, namely, the traditional assembly approach and a new spherical assembly approach (assembly on the unit sphere of the solid angular space), are discussed. The spherical assembly scheme is demonstrated to give better results than the traditional assembly approach. The predicted heat flux distributions and temperature distributions in radiative equilibrium are determined by the proposed method and compared with the results available in other references. The proposed hybrid FVM/FEM method can predict the radiative heat transfer in absorbing-emitting-scattering graded index medium with good accuracy.

Hybrid finite volume/ finite element method for radiative heat transfer in graded index media

International Nuclear Information System (INIS)

Zhang, L.; Zhao, J.M.; Liu, L.H.; Wang, S.Y.

2012-01-01

The rays propagate along curved path determined by the Fermat principle in the graded index medium. The radiative transfer equation in graded index medium (GRTE) contains two specific redistribution terms (with partial derivatives to the angular coordinates) accounting for the effect of the curved ray path. In this paper, the hybrid finite volume with finite element method (hybrid FVM/FEM) (P.J. Coelho, J. Quant. Spectrosc. Radiat. Transf., vol. 93, pp. 89-101, 2005) is extended to solve the radiative heat transfer in two-dimensional absorbing-emitting-scattering graded index media, in which the spatial discretization is carried out using a FVM, while the angular discretization is by a FEM. The FEM angular discretization is demonstrated to be preferable in dealing with the redistribution terms in the GRTE. Two stiff matrix assembly schemes of the angular FEM discretization, namely, the traditional assembly approach and a new spherical assembly approach (assembly on the unit sphere of the solid angular space), are discussed. The spherical assembly scheme is demonstrated to give better results than the traditional assembly approach. The predicted heat flux distributions and temperature distributions in radiative equilibrium are determined by the proposed method and compared with the results available in other references. The proposed hybrid FVM/FEM method can predict the radiative heat transfer in absorbing-emitting-scattering graded index medium with good accuracy.

Predictors of cultural capital on science academic achievement at the 8th grade level

Science.gov (United States)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

SPECIFICITIES OF ENDOMETRIAL PROLIFERATION/STEM CELL INDEX DISTRIBUTION IN ENDOMETRIOID CARCINOMA OF DIFFERENT GRADE OF MALIGNANCY.

Science.gov (United States)

Kikalishvili, N; Beriashvili, R; Muzashvili, T; Burkadze, G

2018-03-01

Endometrial neoplasia is the most common malignant tumor of female genital system in developed countries. The incidence of endometrial cancer has increased in the last years and despite advances in diagnosis and treatment, the death rates have steadily been increasing over the past 20 years. Therefore aspects of endometrial cancer development, pathogenesis and effective treatment is especially urgent to this day, as much of the risk for endometrial cancer development is influenced by the environment and lifestyle. Endometrial stem cells take the special place among somatic stem cells of female reproductive system-the detection of them and identification of their location in the complex cellular hierarchy still remains challenging. Further study of endometrial stem cells will clarify their role in gynecologic pathologies associated with hyper-proliferative states of endometrium. The aim of our study was to explore the specificities of endometrial proliferative/stem cell index distribution under endometrioid carcinoma of different grade of malignancy. The study represents a retrospective research. The coded and depersonalized material data from Acad. N. Kipshidze Central University Clinic was used in the study. 3 study groups - 1st study group "Endometrioid Carcinoma Grade 1" (14 cases), 2nd study group "Endometrioid Carcinoma Grade 2" (23 cases) and 3rd study group "Endometrioid Carcinoma Grade 3" were selected from routine histopathology tissue specimens of uterus. Hematoxilyn-eosin technology and immunohistochemistry with proliferation marker ki67 and stem cell marker CD146 was performed. The proliferative/stem cell index was calculated by the ratio of Ki67-positive cell percentage value divided by CD146-positive cell percentage value. The study showed that in the 1st study group labeled as "Endometrioid Carcinoma Grade 1", the proliferative/stem cell index ranges between 21.7 and 25.5. Its mean average value in the age distribution subgroups accounts for: 1

Analytical solution for wave propagation through a graded index interface between a right-handed and a left-handed material

OpenAIRE

Dalarsson, Mariana; Tassin, Philippe

2012-01-01

We have investigated the transmission and reflection properties of structures incorporating left-handed materials with graded index of refraction. We present an exact analytical solution to Helmholtz' equation for a graded index profile changing according to a hyperbolic tangent function along the propagation direction. We derive expressions for the field intensity along the graded index structure, and we show excellent agreement between the analytical solution and the corresponding results o...

Longitudinal versus transversal excitation in doped graded-index polymer optical fibers

Science.gov (United States)

Illarramendi, M. A.; Arrue, J.; Ayesta, I.; Jiménez, F.; Zubia, J.; Bikandi, I.; Tagaya, A.; Koike, Y.

2014-03-01

In this work we perform a detailed experimental and theoretical analysis of the properties of amplified spontaneous emission (ASE) in a rhodamine-6G-doped graded-index polymer optical fiber when the fiber is pumped either longitudinally or transversally with respect to the fiber axis. The dependence of the ASE threshold and efficiency on fiber length has been compared for both schemes of excitation. A theoretical model for longitudinal excitation has been carried out by means of the laser rate equations as functions of time, distance traveled by light and wavelength. The analysis takes into account that the fiber is a typical graded-index POF in which the radial distributions of light power density and dye concentration are not uniform. The theoretical calculations agree satisfactorily with the experimental results. The photodegradation of the ASE intensity has also been measured for both pumping schemes.

Construction of the Classification and Grading Index System of Cultivated Land Based on the Viewpoint of Sustainable Development

Institute of Scientific and Technical Information of China (English)

2010-01-01

In order to objectively and reasonably evaluate the actual and potential value of cultivated land, both social and ecological values are introduced into the classification and grading index system of cultivated land based on the viewpoint of sustainable development, after considering the natural and economic values of cultivated land. Index system construction of the sustainable utilization of cultivated land should follow the principles of economic viability, social acceptability, and ecological protection. Classification of cultivated land should take into account the soil fertility of cultivated land. Then, grading of cultivated land is carried out from the practical productivity (or potential productivity) of cultivated land. According to the existing classification index system of cultivated land, the soil, natural and environmental factors in plains, mountains and hills are mainly modified in the classification index system of cultivated land. And index systems for the cultivated land classification in plains, mountains and hills are set up. The grading index system of cultivated land is established based on the economic viability (economic value), social acceptability (social value) and protection of cultivated land (ecological value). Quantitative expression of cultivated land grading index is also carried out.

Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

Science.gov (United States)

Williams, Tammy Kay

The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

Correlation Between Ki-67 Index, World Health Organization Grade and Patient Survival in Glial Tumors With Astrocytic Differentiation

Science.gov (United States)

Dzhenkov, Deyan L; Kitanova, Martina; Donev, Ivan S; Ghenev, Peter

2017-01-01

Background Glioblastoma multiforme (GBM) is a class IV astrocytic tumor, the most malignant of the four groups of World Health Organization (WHO) tumors with astrocytic differentiation. Aim The aim of this study was to estab­lish whether a correlation exists between the Ki-67 index of tumors with astrocytic differentiation, WHO grade, and patient survival. Materials and methods A retrospective non-clinical approach to patient selection was chosen for the aim of the study. A total of 47 patients diagnosed and treated for CNS tumors with astrocytic differentiation in the St. Marina University Hospital, Varna, Bulgaria, from September 2012 to July 2016 were retrospectively included into the study cohort. The cases were tested for their immunohistochemistry (IHC) reaction with Ki-67 after their original Hematoxylin and Eosin and IHC slides were reviewed by a single author and blind coded. The Ki-67 positivity index of the nuclei was estimated after digitalization of the slides and calculated by the ImmunoRatio automated count­ing tool. The individual Ki-67 index and patient survival of each case were statistically compared. Results The histopathological groups, after the blind Ki-67 index automated calculation was carried out, revealed no WHO grade I, two WHO grade II samples, four WHO grade III samples and 41 WHO grade IV cases, and these were included in the analysis. The two samples of WHO grade II astrocytic tumors had a mean Ki-67 index of 25%; however, they comprised tumors with an individual index of 43% and 7%, both individual values with a highly unlikely index for this group. The four samples of WHO grade III had a mean Ki-67 index of 4%, standard deviation ±2.16 (p>0.05), with the lowest index being 1% and the highest one being 6%. Both WHO grade II and III did not include enough samples to allow for a proper statistical analysis of patient survival. The 41 GBM cases had a mean Ki-67 index of 17.34%, standard deviation ±10.79 (p>0

Analytical solution for wave propagation through a graded index interface between a right-handed and a left-handed material.

Science.gov (United States)

Dalarsson, Mariana; Tassin, Philippe

2009-04-13

We have investigated the transmission and reflection properties of structures incorporating left-handed materials with graded index of refraction. We present an exact analytical solution to Helmholtz' equation for a graded index profile changing according to a hyperbolic tangent function along the propagation direction. We derive expressions for the field intensity along the graded index structure, and we show excellent agreement between the analytical solution and the corresponding results obtained by accurate numerical simulations. Our model straightforwardly allows for arbitrary spectral dispersion.

Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

Science.gov (United States)

Gomez, Kimberley

2007-01-01

This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

Science.gov (United States)

Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

Performance in grade 12 mathematics and science predicts student nurses' performance in first year science modules at a university in the Western Cape.

Science.gov (United States)

Mthimunye, Katlego D T; Daniels, Felicity M

2017-10-26

The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence. The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman's rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions. Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

Newspapers in Science Education: A Study Involving Sixth Grade Students

Science.gov (United States)

Lai, Ching-San; Wang, Yun-Fei

2016-01-01

The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

Science.gov (United States)

Romance, Nancy; Vitale, Michael

2017-01-01

Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

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

Does Social Background Influence Political Science Grades?

Science.gov (United States)

Tiruneh, Gizachew

2013-01-01

This paper tests a hypothesized linear relationship between social background and final grades in several political science courses that I taught at the University of Central Arkansas. I employ a cross-sectional research design and ordinary least square (OLS) estimators to test the foregoing hypothesis. Relying on a sample of up to 204…

Science teacher orientations and PCK across science topics in grade 9 earth science

Science.gov (United States)

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-07-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher's classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher's practice, and orientation, can vary, dependent on the context and science topics taught.

An Investigation of Science and Technology Teachers’ Views on the 5th Grade Science Course

OpenAIRE

İkramettin Daşdemir

2014-01-01

This study was conducted to explore the science and technology teachers’ views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content analysis method. According to the results obtained from the open-ended questions, a great majority of science and technology teache...

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,…

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

African Journals Online (AJOL)

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

Scientometrics: Nature Index and Brazilian science.

Science.gov (United States)

Silva, Valter

2016-09-01

A recent published newspaper article commented on the (lack of) quality of Brazilian science and its (in) efficiency. The newspaper article was based on a special issue of Nature and on a new resource for scientometrics called Nature Index. I show here arguments and sources of bias that, under the light of the principle in dubio pro reo, it is questionable to dispute the quality and efficiency of the Brazilian science on these grounds, as it was commented on the referred article. A brief overview of Brazilian science is provided for readers to make their own judgment.

On the derivation of vector radiative transfer equation for polarized radiative transport in graded index media

International Nuclear Information System (INIS)

Zhao, J.M.; Tan, J.Y.; Liu, L.H.

2012-01-01

Light transport in graded index media follows a curved trajectory determined by Fermat's principle. Besides the effect of variation of the refractive index on the transport of radiative intensity, the curved ray trajectory will induce geometrical effects on the transport of polarization ellipse. This paper presents a complete derivation of vector radiative transfer equation for polarized radiation transport in absorption, emission and scattering graded index media. The derivation is based on the analysis of the conserved quantities for polarized light transport along curved trajectory and a novel approach. The obtained transfer equation can be considered as a generalization of the classic vector radiative transfer equation that is only valid for uniform refractive index media. Several variant forms of the transport equation are also presented, which include the form for Stokes parameters defined with a fixed reference and the Eulerian forms in the ray coordinate and in several common orthogonal coordinate systems.

The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

Science.gov (United States)

Renfrow, S.; Wood, E. L.

2011-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

Cognitive science in popular film: the Cognitive Science Movie Index.

Science.gov (United States)

Motz, Benjamin

2013-10-01

HAL 9000. Morpheus. Skynet. These household names demonstrate the strong cultural impact of films depicting themes in cognitive science and the potential power of popular cinema for outreach and education. Considering their wide influence, there is value to aggregating these movies and reflecting on their renderings of our field. The Cognitive Science Movie Index (CSMI) serves these purposes, leveraging popular film for the advancement of the discipline. Copyright © 2013 Elsevier Ltd. All rights reserved.

Co-authorship of Iranian Researchers in Science, Social Science, Art and Humanities Citation Indexes in the Web of Science between 2000 and 2006

Directory of Open Access Journals (Sweden)

Farideh Osareh

2010-09-01

Full Text Available The present study determines the co-authorship factor in the Iranian scientific output between 2000 and 2006 as reflected in the science, social science art and humanities citation indexes made available through the Web of Science database. Webometric indicators were used. The data were extracted in plain text from WOS, analyzed using HistCite software and counted in MS Office Excel program. Of the Total of 25320 documents indexed, 24480 documents were in Science Citation Index, 783 in Social Citation Index and 57 in Art and Humanities index. The findings indicated that co-authorship factor in the period studied had been on the rise. The highest participation rate belonged to the documents with two or three authors. General coauthorship factor was 0.59. The year 2006 had the highest coauthorship factor (0.62 while the year 2000 had the least (0.55. Bradford and Lotka laws were applied to the data sets. The Lotka’s Law only held true for the science citation index. The Bradford’s Law, however, held true for all indexes. In all citation indexes, the United States with 1865 documents (7.38 had the highest degree of coauthorship in Iranian scientific output.

Near-infrared multispectral photoacoustic microscopy using a graded-index fiber amplifier

Directory of Open Access Journals (Sweden)

Takashi Buma

2016-09-01

Full Text Available We demonstrate optical resolution photoacoustic microscopy (OR-PAM of lipid-rich tissue using a multi-wavelength pulsed laser based on nonlinear fiber optics. 1047 nm laser pulses are converted to 1098, 1153, 1215, and 1270 nm pulses via stimulated Raman scattering in a graded-index multimode fiber. Multispectral PAM of a lipid phantom is demonstrated with our low-cost and simple technique.

The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

Science.gov (United States)

Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

2013-12-01

The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size inquiry skills. Specifically, third grade students learn about coastal habitats, animal and plant adaptations, and human impacts to the environment, and engage in a salt marsh restoration capstone project. This part of the curriculum aligns with the NGSS Core Ideas 3-LS1, 3-LS3, 3-LS4, 3-ESS3. The fourth grade students learn about weather, organism responses to the environment, and engage in a weather buoy construction capstone project. This part of the curriculum aligns with the NGSSS Core Ideas 4-LS1, 4-ESS2, 4-ESS3, 3-5-ETS1. In 5th grade, students focus specifically on the ocean ecosystem, human impacts on the environment and engage in a capstone project of designing and constructing remotely operated vehicles. This part of the curriculum aligns with NGSS Core Ideas 5-PS2, 5-LS1, 5-LS2, 5-ESS2, 3-5-ETS1. Initial evaluation results indicate that the SCAC teachers value the coach mentor approach for teacher professional development as well as the impact of field based experiences, place-based learning, and a culminating capstone project on student learning. Teacher feedback also indicates elements of sustainability that extend beyond the scope of the pilot project.These initial evaluation results poise the SCAC curriculum to be replicated in other

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

Science.gov (United States)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-01-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about…

Differential modal delay measurements in a graded-index multimode fibre waveguide, using a single-mode fibre pro mode selection

International Nuclear Information System (INIS)

Sunak, H.R.D.; Soares, S.M.

1981-01-01

Differential model delay (DMD) measurements in graded-index multimode optical fibre waveguides, which are very promising for many types of communication system were carried out. These DMD measurements give a direct indication of the deviation of the refractive index profile, from the optimum value, at a given wavelength. For the first time, by using a single-mode fibre, a few guided modes in the graded-index fibre were selected, in two different ways: launching a few modes at the input end or selecting a few modes at the output end. By doing so important features of propagation in the fibre were revealed, especially the intermodal coupling that may exist. The importance of this determination of intermodal coupling or mode mixing, particularly when many fibres are joined together in a link, and the merits of DMD measurements in general and their importance for the production of high bandwidth graded-index fibres are discussed. (Author) [pt

A simplified analytical approach to calculation of the electromagnetic behavior of left-handed metamaterials with a graded refractive index profile

Directory of Open Access Journals (Sweden)

Dalarsson N.

2007-01-01

Full Text Available We investigated the spectral properties of a new class of nanostructured artificial composite materials with tailored electromagnetic response, i.e. negative refractive index materials, also known as "left-handed" metamaterials. We analyzed structures incorporating both ordinary positive index media and negative refractive index metamaterials where the interface may be graded to an arbitrary degree. Utilizing a modified version of the Rosen-Morse function, we derived analytical expressions for the field intensity and spectral reflection and transmission through a graded interface between positive and negative index materials. We compared our results to numerical solutions obtained using the transfer matrix technique. .

Transmutation of singularities and zeros in graded index optical instruments: a methodology for designing practical devices.

Science.gov (United States)

Hooper, I R; Philbin, T G

2013-12-30

We describe a design methodology for modifying the refractive index profile of graded-index optical instruments that incorporate singularities or zeros in their refractive index. The process maintains the device performance whilst resulting in graded profiles that are all-dielectric, do not require materials with unrealistic values, and that are impedance matched to the bounding medium. This is achieved by transmuting the singularities (or zeros) using the formalism of transformation optics, but with an additional boundary condition requiring the gradient of the co-ordinate transformation be continuous. This additional boundary condition ensures that the device is impedance matched to the bounding medium when the spatially varying permittivity and permeability profiles are scaled to realizable values. We demonstrate the method in some detail for an Eaton lens, before describing the profiles for an "invisible disc" and "multipole" lenses.

Achievement of Serbian eighth grade students in science

Directory of Open Access Journals (Sweden)

Antonijević Radovan

2006-01-01

Full Text Available The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

The Conceptual Complexity of Vocabulary in Elementary-Grades Core Science Program Textbooks

Science.gov (United States)

Fitzgerald, W. Jill; Elmore, Jeff; Kung, Melody; Stenner, A. Jackson

2017-01-01

The researchers explored the conceptual complexity of vocabulary in contemporary elementary-grades core science program textbooks to address two research questions: (1) Can a progression of concepts' complexity level be described across grades? (2) Was there gradual developmental growth of the most complex concepts' networks of associated concepts…

African American eighth-grade female students' perceptions and experiences as learners of science literacy

Science.gov (United States)

Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

Regional and global science: Publications from Latin America and the Caribbean in the SciELO Citation Index and the Web of Science

NARCIS (Netherlands)

Vélez-Cuartas, G.; Lucio-Arias, D.; Leydesdorff, L.

2016-01-01

In this article the authors compare the visibility of Latin American and Caribbean (LAC) publications in the Core Collection indexes of the Web of Science (WoS) inlcuding Science Citation Index Expanded, Social Sciences Citation Index, and Arts & Humanities Citation Index, and the SciELO Citation

Fast propagation of electromagnetic fields through graded-index media.

Science.gov (United States)

Zhong, Huiying; Zhang, Site; Shi, Rui; Hellmann, Christian; Wyrowski, Frank

2018-04-01

Graded-index (GRIN) media are widely used for modeling different situations: some components are designed considering GRIN modulation, e.g., multi-mode fibers, optical lenses, or acousto-optical modulators; on the other hand, there are other components where the refractive-index variation is undesired due to, e.g., stress or heating; and finally, some effects in nature are characterized by a GRIN variation, like turbulence in air or biological tissues. Modeling electromagnetic fields propagating in GRIN media is then of high importance for optical simulation and design. Though ray tracing can be used to evaluate some basic effects in GRIN media, the field properties are not considered and evaluated. The general physical optics techniques, like finite element method or finite difference time domain, can be used to calculate fields in GRIN media, but they need great numerical effort or may even be impractical for large-scale components. Therefore, there still exists a demand for a fast physical optics model of field propagation through GRIN media on a large scale, which will be explored in this paper.

Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

Science.gov (United States)

Wang, Ya-Ling; Tsai, Chin-Chung

2017-08-01

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

Natural science textbooks for the fourth grade and their text difficulty

Directory of Open Access Journals (Sweden)

Libuše Hrabí

2012-09-01

Full Text Available This paper presents findings regarding an assessment of the difficulty of text in six current Czech natural science textbooks for the fourth grade. The textual analysis was carried out according to a modified Průcha method. The results indicate that textual difficulty varies in the textbooks examined (19 - 31 points. Textbooks published by the Alter, Fortuna and SPN publishing companies are suitable for teaching in the fourth grade.

Low-cost and high-capacity short-range optical interconnects using graded-index plastic optical fiber

NARCIS (Netherlands)

Tangdiongga, E.; Yang, H.; Lee, S.C.J.; Okonkwo, C.M.; Boom, van den H.P.A.; Randel, S.; Koonen, A.M.J.

2010-01-01

We demonstrate a transmission rate of 51.8 Gb/s over 100-meters of perfluorinated multimode graded-index plastic optical fiber using discrete multitone modulation. The results prove suitability of plastic fibers for low-cost high-capacity optical interconnects.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

Science.gov (United States)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

Science.gov (United States)

Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael; Welsh, Megan E.

2017-01-01

This study investigated the current state of writing instruction in science classes (Grades 6-12). A random sample of certified science teachers from the United States (N = 287) was electronically surveyed. Participants reported on their purposes for teaching writing, the writing assignments most often given to students, use of evidence-based…

Science, Technology, and Society: Some Philosophical Reflections on a Grade 11 Course.

Science.gov (United States)

Gardner, Paul L.

1993-01-01

Speculates on factors that may influence the lack of status of a "Science and Technology" course for grade 11 in British Columbia. Suggests that Aristotelian conceptions of the superiority of pure science over practical knowledge affect the status of school subjects. Questions the course's portrayal of the nature of technology and…

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

Science.gov (United States)

Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

Assessing predictors of science grades and career goals in university undergraduates

Science.gov (United States)

Patanella, Daniel Francis

The utility of traditional predictors of both science grades and career goals (SAT and GPA) was compared to psychological predictors such as Piagetian stage (as measured by the Group Assessment of Logical Thinking), sex-role schema (as measured by the Bem Sex-Role Inventory, and self-schema in students enrolled in either psychology classes (n = 123) or biology classes (n = 56). While the overall predictive ability of the model was high (R = .73), the strongest predictors of grade in science class were traditional variables and not psychological ones as predicted. Prediction of career goal, while more modest (R = .19), was best served by the psychological variable of self-schema. Subsequent analyses indicated that Piagetian stage was best conceptualized as a mediating variable and that sex-role schema as measured played almost no role in either grade or career goal, as well as verifying the internal validity of the self-schema measure used. Biology students were more likely to possess a science self-schema than psychology students (chi2 (1,179) = 7.34, p < .01) and outperformed psychology students on the Piagetian questions (t(177) = 3.01, p < .01). Response latency was recorded for all participants' answer to the Piagetian questions; contrary to prediction however, the inclusion of response latency did not add to the predictive ability of the Piagetian measure used.

Nonautonomous Vortices in (2+1)-Dimensional Graded-Index Waveguide

International Nuclear Information System (INIS)

Lai Xian-Jing; Zhang Jie-Fang; Cai Xiao-Ou

2015-01-01

With the help of self-similarity transformation, we construct and study the nonautonomous vortices with different topological charges inside a planar graded-index nonlinear waveguide, analytically, and numerically. Although these vortices are approximate, they can reflect the real properties of self-similar optical beam during a short-term propagation. Existence of these autonomous vortices require delicate balances between the system parameters such as diffraction, nonlinearity, gain, and external potential. We are concerned with some special but interesting situations, and discussing the changes of the height, width, energy, and central position of the vortices as the increase of propagation distance. Moreover, we are also interested in the azimuthal modulational instability of the system, and comparing our prediction for the modulational instability growth rates to numerical results. (paper)

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

Science.gov (United States)

Mungin, Rochelle E.

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

Turkish Publications in Science Citation Index and Citation Index-Expanded Indexed Journals in the Field of Anaesthesiology: A Bibliographic Analysis.

Science.gov (United States)

Özbilgin, Şule; Hancı, Volkan

2017-02-01

Our study aimed to assess Turkish publications in Science Citation Index (SCI) and Science Citation Index Expanded (SCI-E) indexed journals in the field of 'anaesthesiology'. Journals related to 'anaesthesiology' in the Science Citation Index-Expanded database of 'Thomson Reuter Web of Science' were searched. The search engine of Institute for Scientific Information (ISI) Web of Science (WoS) was used in the advanced mode by typing 'IS=ISSN number' to identify publications in the journal. By typing 'IS=ISSN number AND CU=Turkey', Turkish papers on anaesthesiology were found. If Turkish and non-Turkish authors had collaborated, the article was included in the search when the corresponding author had provided a Turkey-based address. The catalogue information and statistics were used to determine Turkish publications as the percentage of total publications and the annual mean number of Turkish publications. In WoS, 'SU=anesthesiology' was used to determine the number, country, year and topic distributions of publications from 1975 to date and within the last 10 years. The citation numbers and h-indices were determined based on the country for publications within the last 10 years. From 1975 to the early 2000s Turkey was 20 th in the list of countries with highest number of publications on anaesthesiology, however in the last 10 years Turkey moved up to 18 th place. Its mean citation number has been 4.64, and it remains the 2 nd lowest country pertaining to citations among the 22 countries with the most number of publications. According to the percentage of publications in the field of anaesthesiology, the journals with highest rate of Turkish publications were Revista Brasileira de Anestesiologia, European Journal of Anaesthesiology and Journal of Anesthesia. In the field of anaesthesiology, the highest number of articles from Turkey was published in Revista Brasileira de Anestesiologia, European Journal of Anaesthesiology and Journal of Anesthesia. The mean citation

Development of a Large-Format Science-Grade CMOS Active Pixel Sensor, for Extreme Ultra Violet Spectroscopy and Imaging in Space Science

National Research Council Canada - National Science Library

Waltham, N. R; Prydderch, M; Mapson-Menard, H; Morrissey, Q; Turchetta, R; Pool, P; Harris, A

2005-01-01

We describe our programme to develop a large-format science-grade CMOS active pixel sensor for future space science missions, and in particular an extreme ultra-violet spectrograph for solar physics...

Investigation of 9th Grade High School Students’ Attitudes towards Science Course

Directory of Open Access Journals (Sweden)

Orhan Karamustafaoglu

2017-12-01

Full Text Available In this study, ninth grade students’ attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school in center district of Amasya city. To collect the data, the researchers employed “Motivated Strategies for Learning Questionnaire” which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and “Colorado Learning Attitudes about Science Survey (CLASS” has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students’ attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

Science.gov (United States)

Williams, Richard L.; Yore, Larry D.

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5

Science.gov (United States)

Wade-Lyles, Terri A.

In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

Using food as a tool to teach science to 3 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

2010-04-01

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 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.

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

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

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

Life Sciences and Allied Fields: Indexes and Abstracts, Book Review Indexes, Serials Bibliographies, Translations. Bibliographic Series No. 32.

Science.gov (United States)

Colpitts, D. Corinne

The information sources for the life sciences and allied fields listed were selected from the holdings of the Arkansas University library. Citations include indexes and abstracts dealing with national and international literature in medicine, the biological sciences, environmental science, veterinary medicine, agriculture, botany, and zoology, as…

Multiband super-resolution imaging of graded-index photonic crystal flat lens

Science.gov (United States)

Xie, Jianlan; Wang, Junzhong; Ge, Rui; Yan, Bei; Liu, Exian; Tan, Wei; Liu, Jianjun

2018-05-01

Multiband super-resolution imaging of point source is achieved by a graded-index photonic crystal flat lens. With the calculations of six bands in common photonic crystal (CPC) constructed with scatterers of different refractive indices, it can be found that the super-resolution imaging of point source can be realized by different physical mechanisms in three different bands. In the first band, the imaging of point source is based on far-field condition of spherical wave while in the second band, it is based on the negative effective refractive index and exhibiting higher imaging quality than that of the CPC. However, in the fifth band, the imaging of point source is mainly based on negative refraction of anisotropic equi-frequency surfaces. The novel method of employing different physical mechanisms to achieve multiband super-resolution imaging of point source is highly meaningful for the field of imaging.

Streak camera measurements of laser pulse temporal dispersion in short graded-index optical fibers

International Nuclear Information System (INIS)

Lerche, R.A.; Phillips, G.E.

1981-01-01

Streak camera measurements were used to determine temporal dispersion in short (5 to 30 meter) graded-index optical fibers. Results show that 50-ps, 1.06-μm and 0.53-μm laser pulses can be propagated without significant dispersion when care is taken to prevent propagation of energy in fiber cladding modes

The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

Science.gov (United States)

Smyth, Carol Ann Mary

Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom

Identifying the Misconceptions of Natural Science (IPA Using CRI (Certanty of Response Index at the Primary School Students in Tarakan

Directory of Open Access Journals (Sweden)

Muhsinah Annisa

2017-10-01

Full Text Available The objective of this study is to identify the misconceptions of Natural Science (IPA on primary school students in Tarakan. The output of this study is presented into a national scientific journal with ISSN. This study absolutely contributes to the schools and the education providers (universities. This study can identify the misconceptions of what happens to the students, so that teachers know how to handle and remediate these misconceptions. This study employs quantitative descriptive research. The population is the sixth grade students of primary schools in Tarakan. It is because the students of this grade have got the learning material on force, light, and simple machine. The technique.;s used in taking the sample is cluster sampling by considering on the three criteria, namely: superior, medium, and low school category which is based on the mean scores of final test (UAS on natural science subject. So, the sixth grade students of SDN A, SDN B Tarakan, and SDN C Tarakan are chosen as the sample of this study. The instrument of this research is a written test in a form of multiple choice test equiped with the CRI (certainty of response index answer sheet. The data are collected by distributing multiple-choice test which is consisted of 40 questions that are equipped with the CRI answer sheet.

Teaching for Creativity by Science Teachers in Grades 5-10

Science.gov (United States)

Al-Abdali, Nasser S.; Al-Balushi, Sulaiman M.

2016-01-01

This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5-10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher's responses to students' ideas, classroom activities to support…

Too Close for (Brain) Comfort: Improving Science Vocabulary Learning in the Middle Grades

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Shore, Rebecca; Ray, Jenna; Goolkasian, Paula

2013-01-01

This article describes how researchers take a multidisciplinary approach to investigating how middle grades students learn science vocabulary. The authors investigated teaching strategies for increasing retention of science vocabulary with seventh graders and stumbled upon an interesting finding that was not even a target for their study, yet it…

Edited volumes, monographs and book chapters in the Book Citation Index (BKCI) and Science Citation Index (SCI, SoSCI, A&HCI)

NARCIS (Netherlands)

Leydesdorff, L.; Felt, U.

2012-01-01

In 2011, Thomson-Reuters introduced the Book Citation Index (BKCI) as part of the Science Citation Index (SCI). The interface of the Web of Science version 5 enables users to search for both 'Books' and 'Book Chapters' as new categories. Books and book chapters, however, were always among the cited

Science Textbooks' Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts

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Slough, Scott W.; McTigue, Erin M.; Kim, Suyeon; Jennings, Susan K.

2010-01-01

Middle school teachers tend to rely heavily on texts that have become increasing more visual. There is little information available about the graphical demands of general middle grades' science texts. The purpose of this study was to quantify the type and quality of the graphical representations and how they interacted with the textual material in…

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.

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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.

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

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Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

Using Robots to Motivate At-Risk Learners in Science over the Ninth Grade Hurdle

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Cerge, Dora

The ninth grade is a pivotal year in an adolescent's academic career; however, educators have failed to find a remedy for the high failure and dropout rates at this grade level. Students who lack basic skills and support as they enter high school can experience repeated failures, which often lead to a decrease in motivation and dropping out of school. Up to 15% of all ninth graders repeat ninth grade and 36% of all U. S. dropouts are ninth graders. It is imperative that researchers and educators find new ways to motivate at-risk students and augment basic skills in order to mitigate the dropout problem at this grade level. Robot teachers could be a viable solution to increase student motivation and achievement. However, before such strategies could be recommended for implementation, information about their efficacy in a high school setting is needed. The purpose of this quantitative, two-group experimental, pretest-posttest study was to determine the effects of a robot teacher/instructor on science motivation and science achievement in ninth grade at-risk learners. Approximately 40 at-risk, repeating ninth graders, ranging in age from 13 to 17 years old from one high school in the United States Virgin Islands, participated in the study. Half of the students received a robot teacher/instructor manipulation whereby a robot taught a science lesson for physical science assessments (experimental group), and the other half received the same instruction from a human teacher (control group). An analysis of covariance (ANCOVA) was used to compare the science achievement posttest scores, as measured by test scores, and science motivation posttest scores, as measured by the SMTSL, between the experimental and the control groups, while controlling for the pretest scores (covariate). The results demonstrated that posttest motivation and achievement scores in the human teacher condition were not significantly different than posttest motivation scores in the robot teacher

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…

Bibliometrics and citation analysis from the science citation index to cybermetrics

CERN Document Server

De Bellis, Nicola

2009-01-01

Bibliometrics and Citation Analysis: From the Science Citation Index to Cybermetrics offers a comprehensive overview of theories, techniques, concepts, and applications in the interdisciplinary and steadily growing field of bibliometrics. This book looks at bibliographic citation and citation networks by discussing the past, present, and future of bibliometrics, from its foundations in the Science Citation Index to its expansion into the World Wide Web. It is useful to those in every area of scholarship involved in the quantitative analysis of information exchanges, but also to general readers

Prueba de Ciencia Primer Grado (Science Test for the First Grade). [In Spanish

Science.gov (United States)

Puerto Rico State Dept. of Education, Hato Rey.

This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement…

Exploit the Bandwidth Capacities of the Perfluorinated Graded Index Polymer Optical Fiber for Multi-Services Distribution

Directory of Open Access Journals (Sweden)

Paul Alain Rolland

2011-06-01

Full Text Available The study reported here deals with the exploitation of perfluorinated graded index polymer optical fiber bandwidth to add further services in a home/office network. The fiber properties are exhibited in order to check if perfluorinated graded index plastic optical fiber (PFGI-POF is suitable to support a multiplexing transmission. According to the high bandwidth length of plastic fibers, both at 850 nm and 1,300 nm, the extension of the classical baseband existing network is proposed to achieve a dual concept, allowing the indoor coverage of wireless signals transmitted using the Radio over Fiber technology. The simultaneous transmission of a 10 GbE signal and a wireless signal is done respectively at 850 nm and 1,300 nm on a single plastic fiber using wavelength division multiplexing commercially available devices. The penalties have been evaluated both in digital (Bit Error Rate measurement and radiofrequency (Error Vector Magnitude measurement domains.

40-Gb/s transmission over 100m graded-index plastic optical fiber based on discrete multitone modulation

NARCIS (Netherlands)

Yang, H.; Lee, S.C.J.; Tangdiongga, E.; Breyer, F.; Randel, S.; Koonen, A.M.J.

2009-01-01

Spectral-efficient 40-Gb/s discrete multitone transmission over 100m of graded-index plastic optical fiber is experimentally demonstrated by intensity-modulation of a 10-GHz DFB-laser (1302nm) and direct-detection with a 25-µm large diameter photodetector.

Interactive whiteboards in third grade science instruction

Science.gov (United States)

Rivers, Grier

Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated

Optical and non-optical characterization of Nb2O5-SiO2 compositional graded-index layers and rugate structures

International Nuclear Information System (INIS)

Leitel, Robert; Stenzel, Olaf; Wilbrandt, Steffen; Gaebler, Dieter; Janicki, Vesna; Kaiser, Norbert

2006-01-01

The deposition of graded-index layers and rugate structures was performed by coevaporation of silicon dioxide as the low index material and niobium pentoxide as the high index material. To obtain information about the composition depth profile of the films, we used cross-sectional transmission electron microscopy to supplement deposition rate data recorded by two independent crystal quartz monitors during film preparation. The concentration depth profile was transformed to a refractive index profile using the effective medium approximation. The thus obtained refractive index profiles turned out to represent efficient initial approximations for re-engineering purposes

Missouri Assessment Program (MAP), Spring 2000: Secondary Science, Released Items, Grade 10.

Science.gov (United States)

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This assessment sample provides information on the Missouri Assessment Program (MAP) for grade 10 science. The sample consists of six items taken from the test booklet and scoring guides for the six items. The items assess ecosystems, mechanics, and data analysis. (MM)

Gaussian beam-to-slab waveguide coupler by graded index photonic crystal lens

International Nuclear Information System (INIS)

Bahari, B; Abrishamian, M S

2013-01-01

In this numerical study, a Gaussian beam-to-slab waveguide coupler for both modes of TM and TE has been studied. For this purpose, a concrete structure is suggested, in which the graded index photonic crystal lens and the slab waveguide are in the same structure composed of Si material, and can be fabricated with a single-step lithography process. For maximum power coupling, half-holes have been used as an input matching layer. Power coupling of 80% over a 450 nm bandwidth for the TM mode, and 60% over a 180 nm bandwidth for the TE mode is achieved. (paper)

Graded-index fiber tip optical tweezers: numerical simulation and trapping experiment.

Science.gov (United States)

Gong, Yuan; Ye, Ai-Yan; Wu, Yu; Rao, Yun-Jiang; Yao, Yao; Xiao, Song

2013-07-01

Optical fiber tweezers based on a graded-index multimode fiber (GIMMF) tip is proposed. Light propagation characteristics and gradient force distribution near the GIMMF tip are numerically investigated, which are further compared with that of optical fiber tips based on conventional single mode fibers. The simulated results indicated that by selecting optimal GIMMF length, the gradient force of the GIMMF tip tweezers is about 4 times higher than that of the SMF tip tweezers with a same shape. To prove the feasibility of such a new concept, optical trapping of yeast cells with a diameter of ~5 μm using the chemically-etched GIMMF tip is experimentally demonstrated and the trapping force is also calculated.

Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

Science.gov (United States)

Lee, Pai-Lin

The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science

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Seckin Kapucu, Munise; Cakmakci, Gultekin; Aydogdu, Cemil

2015-01-01

This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to "Cell Division and…

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

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Davidson, Anne Burgess

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

An autostratigraphic view of the long-term dynamics of delta distributary channels: A new step forward with the grade index model

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Naruse, H.; Muto, T.

2017-12-01

Autostratigraphy is the stratigraphy that is generated by large-scale, deterministic autogenic processes of depositional systems, based on the full recognition of non-equilibrium behavior in response to steady external forcing. Recent experimental studies to explore the effects of basin water depth on the dynamics of distributary channels have brought a new geometrical scheme, here referred to as the grade index model, which is expected to make a significant step forward for development of the autostratigraphy of river deltas. Grade index (0 ≤ Gindex ≤1) is a dimensionless number that describes how close the alluvial river is to a graded state and is given as the ratio of subaerial allocation of the supplied sediment to both subaerial and subaqueous allocation of the sediment, in the form of a function of dimensionless basin water depth (h*). The grade index model for a particular geometrical setting suggests that as h* increase toward +∞, all of dimensionless magnitudes of delta progradation rate (Rpro*), alluvial aggradation rate (Ragg*), channel migration rate (Rmig*), avulsion frequency decrease toward 0, and all of dimensionless timescales of channel shifting (τs*), recurrence of channels (τr*), channel avulsion (τA*) increase toward +∞, and also that Rpro* = Ragg* = Rmig* = fA* = (τs*)-1 = (τr*)-1 = (τA* )-1 = Gindex. This grade index model, despite its simple structure, offers deep insight into the rationale of shoreline autoretreat, a typical large-scale, deterministic autogenic process that is realized by non-equilibrium response to steady base level rise. A simple geometrical modeling leads to a finding that Ppro* = (1 - Ab*) Gindex, where Ab* is a dimensionless form of the bottom surface of the deltaic deposit (Ab) given by dividing Ab with the square of autostratigraphic length scale (Λ). As the delta grows with base level rise, Ab progressively increases and then inevitably meets an event that Ab* exceeds 1 (i.e. Ab exceeds Λ2). We also

Grade 7 students' normative decision making in science learning about global warming through science technology and society (STS) approach

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Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 7 students' normative decision making in teaching and learning about global warming through science technology and society (STS) approach. The participants were 43 Grade 7 students in Sungkom, Nongkhai, Thailand. The teaching and learning about global warming through STS approach had carried out for 5 weeks. The global warming unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' normative decision making was collected during their learning by questionnaire, participant observation, and students' tasks. Students' normative decision making were analyzed from both pre-and post-intervention and students' ideas during the intervention. The aspects of normative include influences of global warming on technology and society; influences of values, culture, and society on global warming; and influences of technology on global warming. The findings revealed that students have chance to learn science concerning with the relationship between science, technology, and society through their giving reasons about issues related to global warming. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Correlation of Body Mass Index and Serum Parameters With Ultrasonographic Grade of Fatty Change in Non-alcoholic Fatty Liver Disease.

Science.gov (United States)

Abangah, Ghobad; Yousefi, Atefeh; Asadollahi, Rouhangiz; Veisani, Yousef; Rahimifar, Paria; Alizadeh, Sajjad

2014-01-01

Non-alcoholic fatty liver disease (NAFLD) is a common liver disease in the western population and expanding disease in the world. Pathological changes in fatty liver are like alcohol liver damage, which can lead to end-stage liver disease. The prevalence of NAFLD in obese or overweight people is higher than general population, and it seems that people with high Body Mass Index (BMI) or abnormality in some laboratory tests are more susceptible for severe fatty liver and high grade of NAFLD in ultrasonography (U.S). This study aimed to evaluate the correlation of BMI and laboratory tests with NAFLD in ultrasonography. During a multi-step process, we selected two-hundred and thirteen cases from four hundred and eighteen patients with NAFLD. Laboratory tests performed included: ALT, AST, FBS, Triglyceride and cholesterol levels, hepatitis B surface antigen, hepatitis C antibody, ceruloplasmin, serum iron, TIBC, transferrin saturation, ferritin, AMA, ANA, ANTI LKM1, serum protein electrophoresis, TSH, anti TTG (IgA). BMI and ultrasonography for 213 patients were performed, and then data was analyzed. These parameters and grades of ultrasonography were compared with the values obtained using one way ANOVA. An ordinal logistic regression model was used to estimate the probability of ultrasonography grade. The Statistical Package for the Social Science program (SPSS, version 16.0) was used for data analysis. Two-hundred and thirteen cases including 140 male and 73 female, were studied. In general, 72.3% of patients were overweight and obese. Post-hoc tests showed that only BMI (P < 0.001) and TG (P < 0.011) among variables had statistically significant associations with ultrasonography grade (USG), and ordinal logistic regression model showed that BMI and AST were the best predictors. Our results suggest that in patients with NAFLD, BMI and TG are most effective factors in severity of fatty liver disease and ultrasonography grade (USG). On the other hand, BMI as a

Invitations to Life's Diversity. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

Science.gov (United States)

Camp, Carole Ann, Ed.

This booklet, one of six in the Living Things Science series, presents activities about diversity and classification of living things which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in…

Teachers' and students' perceptions of seventh- and eighth-grade science education in a selected Seventh-day Adventist Union Conference

Science.gov (United States)

Sargeant, Marcel Andre Almont

Problem. Science education has long been a great concern in the United States, where less than one-third of the students perform at or above the proficient level. The purpose of this study was to investigate the status of the science program in a selected Union Conference of the Seventh-day Adventist school system. Specifically, this study investigated the perceptions of teachers and students regarding the extent to which the science program meets the criteria of the National Commission on Mathematics and Science Teaching for the 21st century and to what extent these criteria are related to academic performance as indicated by Iowa Test of Basic Skills (ITBS) science scores. Method. Two questionnaires designed by the researcher were used to get responses from 424 students in seventh and eighth grades and 68 teachers to see how this school system compares to the criteria of National Commission on Mathematics and Science Teaching for the 21 st century. Three classroom configurations were investigated in this study, namely: (a) multigrade, (b) two-grade, and (c) single-grade. Crosstabulation, one-way analysis of variance, Kruskal-Wallis test, and linear regression were used to analyze the four research questions of this study. Results. The single-grade classroom configuration received a better rating for the science criteria (p century. Conclusions. The differences in teaching practices explained the discrepancies in the three classroom configurations. Schools can therefore develop policies and strategies to improve the practices in the teaching and learning process in science education that were identified as being deficient by the criteria of National Commission on Mathematics and Science Teaching for the 21st century.

The relationship of centralization, organizational culture and performance indexes in teaching hospitals affiliated to Tehran University of Medical Sciences.

Science.gov (United States)

Nasirpour, Amir Ashkan; Gohari, Mahmoud Reza; Moradi, Saied

2010-01-01

One of the main problems in the efficiency and efficacy of an organization is its structural issue. Organizational culture is also considered as an effective factor in the performance of many organizations. The main goal of the present study was to determine the relationship of Centralization and organizational culture and performance indexes in Teaching Hospitals affiliated to Tehran University of Medical Sciences. This correlation study was performed in the year 2007. The population studied consisted of 4408 personnel from 13 hospitals among whom 441 subjects were selected and studied via a class sampling method. Data was compiled using a check list concerning the evaluation status of Centralization and another form concerning performance indexes as well as Robbin's organizational culture questionnaire. Data were obtained from the subjects by self answering and analyzed by using descriptive statistical indexes, T- test and Fisher's exact tests. Among the organizational culture indexes of the hospitals studied, control and organizational identity was better as compared to others (mean=3.32 and 3.30). Concerning the extent of Centralization in the hospitals studied, 53.85 % and 46.15 % were reported to have upper and lower organizational Centralization, respectively. Mean ratio of surgical operations to inpatients was 40%, the mean rate of admissions per active bed was 60.83, mean bed occupancy coefficient was 70.79%, average length of stay was 6.96 days, and mean net death rate was 1.41%. No significant correlation was seen between Centralization degree, organizational culture and performance indexes in teaching hospitals Tehran university of medical sciences. (with 95% confidence interval). Due to the fact that first grade Teaching hospitals use board certified members, expert personnel, and advanced equipments and because of the limitation of patients choice and, the extent of Centralization and many organizational culture components have no significant

Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

Science.gov (United States)

Kahraman, Feray; Karatas, Faik Özgür

2015-01-01

This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

Role of the electron blocking layer in the graded-index separate confinement heterostructure nitride laser diodes

Science.gov (United States)

Bojarska, Agata; Goss, Jakub; Stanczyk, Szymon; Makarowa, Irina; Schiavon, Dario; Czernecki, Robert; Suski, Tadeusz; Perlin, Piotr

2018-04-01

In this work, we investigate the role of the electron blocking layer (EBL) in laser diodes based on a graded index separate confinement heterostructure. We compare two sets of devices with very different EBL aluminum composition (3% and 12%) and design (graded and superlattice). The results of electro-optical characterization of these laser diodes reveal surprisingly modest role of electron blocking layer composition in determination of the threshold current and the differential efficiency values. However, EBL structure influences the operating voltage, which is decreased for devices with lower EBL and superlattice EBL. We observe also the differences in the thermal stability of devices - characteristic temperature is lower for lasers with 3% Al in EBL.

Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

Science.gov (United States)

Starr, John W., 3rd., Ed.

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

Science.gov (United States)

Qi, Yang

Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

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

Spectral collocation method with a flexible angular discretization scheme for radiative transfer in multi-layer graded index medium

Science.gov (United States)

Wei, Linyang; Qi, Hong; Sun, Jianping; Ren, Yatao; Ruan, Liming

2017-05-01

The spectral collocation method (SCM) is employed to solve the radiative transfer in multi-layer semitransparent medium with graded index. A new flexible angular discretization scheme is employed to discretize the solid angle domain freely to overcome the limit of the number of discrete radiative direction when adopting traditional SN discrete ordinate scheme. Three radial basis function interpolation approaches, named as multi-quadric (MQ), inverse multi-quadric (IMQ) and inverse quadratic (IQ) interpolation, are employed to couple the radiative intensity at the interface between two adjacent layers and numerical experiments show that MQ interpolation has the highest accuracy and best stability. Variable radiative transfer problems in double-layer semitransparent media with different thermophysical properties are investigated and the influence of these thermophysical properties on the radiative transfer procedure in double-layer semitransparent media is also analyzed. All the simulated results show that the present SCM with the new angular discretization scheme can predict the radiative transfer in multi-layer semitransparent medium with graded index efficiently and accurately.

Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

Science.gov (United States)

Huang, Kun; Ge, Xun; Eseryel, Deniz

2017-01-01

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

Science.gov (United States)

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

Science.gov (United States)

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

A Cross-grade Comparison to Examine the Context Effect on the Relationships Among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

Science.gov (United States)

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

2012-09-01

This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed.

Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

Science.gov (United States)

Yapici, Hakki

2016-01-01

The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in…

Teaching 5th grade science for aesthetic understanding

Science.gov (United States)

Girod, Mark A.

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

Rogue Waves for a (2+1)-Dimensional Coupled Nonlinear Schrödinger System with Variable Coefficients in a Graded-Index Waveguide

Science.gov (United States)

Du, Zhong; Tian, Bo; Wu, Xiao-Yu; Yuan, Yu-Qiang

2018-05-01

Studied in this paper is a (2+1)-dimensional coupled nonlinear Schrödinger system with variable coefficients, which describes the propagation of an optical beam inside the two-dimensional graded-index waveguide amplifier with the polarization effects. According to the similarity transformation, we derive the type-I and type-II rogue-wave solutions. We graphically present two types of the rouge wave and discuss the influence of the diffraction parameter on the rogue waves. When the diffraction parameters are exponentially-growing-periodic, exponential, linear and quadratic parameters, we obtain the periodic rogue wave and composite rogue waves respectively. Supported by the National Natural Science Foundation of China under Grant Nos. 11772017, 11272023, and 11471050, by the Fund of State Key Laboratory of Information Photonics and Optical Communications (Beijing University of Posts and Telecommunications), China (IPOC: 2017ZZ05) and by the Fundamental Research Funds for the Central Universities of China under Grant No. 2011BUPTYB02.

Proliferative activity (MIB-1 index) is an independent prognostic parameter in patients with high-grade soft tissue sarcomas of subtypes other than malignant fibrous histiocytomas

DEFF Research Database (Denmark)

Jensen, V; Sørensen, Flemming Brandt; Bentzen, S M

1998-01-01

. The proliferative activity was assessed by use of the monoclonal antibody MIB-1 and evaluated in multiple, random systematic sampled fields of vision. The percentage of proliferating cells (the MIB-1 index) ranged between 1% and 85% (median 12%). A significant increase in mean MIB-1 index was seen with increasing...... histological malignancy grade. Variation in the incidence of p53 accumulation and bcl-2 positivity among different histological subtypes was observed. p53 accumulation was frequent in synovial sarcomas and leiomyo- and rhabdomyosarcomas, whereas bcl-2 preferentially was expressed in synovial sarcomas....... Univariate analysis identified patient age, tumour size, histological grade of malignancy, MIB-1 index and p53 accumulation as significant prognostic parameters. Multivariate Cox analysis, including tests for interaction terms between histological subtypes and MIB-1 index, showed independent prognostic...

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

Science.gov (United States)

House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Ninth Grade Student Responses to Authentic Science Instruction

Science.gov (United States)

Ellison, Michael Steven

This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills

Science.gov (United States)

Aslan Efe, Hulya

2017-01-01

This study aims to investigate the effects of using diorama on 7th grade students' academic achievement and science learning skills in "human being and environment relation" unit. The participants were 49 (E:25, C:24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An achievement test and "science…

Exploring the Effects of Concreteness Fading across Grades in Elementary School Science Education

Science.gov (United States)

Jaakkola, Tomi; Veermans, Koen

2018-01-01

The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4-6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation…

Science dynamics and research production indicators, indexes, statistical laws and mathematical models

CERN Document Server

Vitanov, Nikolay K

2016-01-01

This book deals with methods to evaluate scientific productivity. In the book statistical methods, deterministic and stochastic models and numerous indexes are discussed that will help the reader to understand the nonlinear science dynamics and to be able to develop or construct systems for appropriate evaluation of research productivity and management of research groups and organizations. The dynamics of science structures and systems is complex, and the evaluation of research productivity requires a combination of qualitative and quantitative methods and measures. The book has three parts. The first part is devoted to mathematical models describing the importance of science for economic growth and systems for the evaluation of research organizations of different size. The second part contains descriptions and discussions of numerous indexes for the evaluation of the productivity of researchers and groups of researchers of different size (up to the comparison of research productivities of research communiti...

Determination of Motivation of 5th Grade Students Living in Rural and Urban Environments towards Science Learning and Their Attitudes towards Science-Technology Course

Science.gov (United States)

Kenar, Ismail; Köse, Mücahit; Demir, Halil Ibrahim

2016-01-01

In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this…

Mapping Chinese Agricultural and Allied Sciences Journals Indexed in CAB Abstracts Database

OpenAIRE

Arundhati Kaushik; Superna Sharma; Lokendra Singh Rajput

2013-01-01

CAB Abstracts published by CABI (Centre for Agriculture and Biosciences International) is the premier database for agricultural and allied sciences literature. The purpose of this study is to determine the extent of index coverage in CAB Abstracts and to identify the core journals in the field of agricultural and allied sciences published in China. The study depicts the trend of Chinese agricultural and allied sciences journals, which is successfully proving a gateway of the agricultural rese...

Immersion francaise precoce: Sciences de la nature 1-7 (Early French Immersion: Natural Sciences for Grades 1-7).

Science.gov (United States)

Burt, Andy; And Others

This curriculum guide for the natural sciences is intended for use in grades 1-7 in the early French immersion program. The guide presents the following topics: (1) a list of general objectives; (2) a list of simple skills for children aged 5-8 and for children aged 8-12; (3) activities dealing with matter and its properties, space-time, and human…

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

Science.gov (United States)

Faller, Susan Elisabeth

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

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

Science.gov (United States)

California State Dept. of Education, Sacramento.

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

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…

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…

Teacher Tweets Improve Achievement for Eighth Grade Science Students

Directory of Open Access Journals (Sweden)

Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

The long-term impact of a math, science and technology program on grade school girls

Science.gov (United States)

Sullivan, Sandra Judd

The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

Ge-rich graded-index Si1-xGex devices for MID-IR integrated photonics

Science.gov (United States)

Ramirez, J. M.; Vakarin, V.; Liu, Q.; Frigerio, J.; Ballabio, A.; Le Roux, X.; Benedikovic, D.; Alonso-Ramos, C.; Isella, G.; Vivien, L.; Marris-Morini, D.

2018-02-01

Mid-infrared (mid-IR) silicon photonics is becoming a prominent research with remarkable potential in several applications such as in early medical diagnosis, safe communications, imaging, food safety and many more. In the quest for the best material platform to develop new photonic systems, Si and Ge depart with a notable advantage over other materials due to the high processing maturity accomplished during the last part of the 20th century through the deployment of the CMOS technology. From an optical viewpoint, combining Si with Ge to obtain SiGe alloys with controlled stoichiometry is also of interest for the photonic community since permits to increase the effective refractive index and the nonlinear parameter, providing a fascinating playground to exploit nonlinear effects. Furthermore, using Ge-rich SiGe gives access to a range of deep mid-IR wavelengths otherwise inaccessible (λ 2-20 μm). In this paper, we explore for the first time the limits of this approach by measuring the spectral loss characteristic over a broadband wavelength range spanning from λ = 5.5 μm to 8.5 μm. Three different SiGe waveguide platforms are compared, each one showing higher compactness than the preceding through the engineering of the vertical Ge profile, giving rise to different confinement characteristics to the propagating modes. A flat propagation loss characteristic of 2-3 dB/cm over the entire wavelength span is demonstrated in Ge-rich graded-index SiGe waveguides of only 6 μm thick. Also, the role of the overlap fraction of the confined optical mode with the Si-rich area at the bottom side of the epitaxial SiGe waveguide is put in perspective, revealing a lossy characteristic compared to the other designs were the optical mode is located in the Ge-rich area at the top of the waveguide uniquely. These Ge-rich graded-index SiGe waveguides may pave the way towards a new generation of photonic integrated circuits operating at deep mid-IR wavelengths.

An Analysis of Global Problems Issues in Sixth and Seventh Grade Science Textbooks.

Science.gov (United States)

Hamm, Mary; Adams, Dennis

The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth and seventh grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages…

The impact of a freshman academy on science performance of first-time ninth-grade students at one Georgia high school

Science.gov (United States)

Daniel, Vivian Summerour

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among ninth-grade students because they address a range of academic support initiatives tailored to improve academic performance among ninth-grade students. The talent development model developed by Legters, Balfanz, Jordan, and McPartland (2002) has served as a foundational standard for many ninth grade academy programs. A cornerstone feature of this model is the creation of small learning communities used to increase ninth-grade student performance. Another recommendation was to offer credit recovery opportunities for ninth graders along with creating parent and community involvement activities to increase academic success among ninth-grade students. While the site's program included some of the initiatives outlined by the talent development model, it did not utilize all of them. The study concluded that the academy did not show a definitive increase in academic performance among ninth-grade students since most students stayed within their original performance category.

Using rock art as an alternative science pedagogy

Science.gov (United States)

Allen, Casey D.

College-level and seventh-grade science students were studied to understand the power of a field index, the Rock Art Stability Index (RASI), for student learning about complex biophysical environmental processes. In order to determine if the studied population was representative, 584 college and seventh-grade students undertook a concept mapping exercise after they had learned basic weathering science via in-class lecture. Of this large group, a subset of 322 college students and 13 seventh-grade students also learned RASI through a field experience involving the analysis of rock weathering associated with petroglyphs. After learning weathering through RASI, students completed another concept map. This was a college population where roughly 46% had never taken a "lab science" course and nearly 22% were from minority (non-white) populations. Analysis of student learning through the lens of actor-network theory revealed that when landscape is viewed as process (i.e. many practices), science education embodies both an alternative science philosophy and an alternative materialistic worldview. When RASI components were analyzed after only lecture, student understanding of weathering displayed little connection between weathering form and weathering process. After using RASI in the field however, nearly all students made illustrative concept maps rich in connections between weathering form and weathering process for all subcomponents of RASI. When taken as an aggregate, and measured by an average concept map score, learning increased by almost 14%, Among college minority students, the average score increase approached 23%. Among female students, the average score increase was 16%. For seventh-grade students, scores increased by nearly 36%. After testing for normalcy with Kolmogorov-Smirnov, t-tests reveal that all of these increases were highly statistically significant at p<0.001. The growth in learning weathering science by minority students, as compared to non

The comparison between science virtual and paper based test in measuring grade 7 students’ critical thinking

Science.gov (United States)

Dhitareka, P. H.; Firman, H.; Rusyati, L.

2018-05-01

This research is comparing science virtual and paper-based test in measuring grade 7 students’ critical thinking based on Multiple Intelligences and gender. Quasi experimental method with within-subjects design is conducted in this research in order to obtain the data. The population of this research was all seventh grade students in ten classes of one public secondary school in Bandung. There were 71 students within two classes taken randomly became the sample in this research. The data are obtained through 28 questions with a topic of living things and environmental sustainability constructed based on eight critical thinking elements proposed by Inch then the questions provided in science virtual and paper-based test. The data was analysed by using paired-samples t test when the data are parametric and Wilcoxon signed ranks test when the data are non-parametric. In general comparison, the p-value of the comparison between science virtual and paper-based tests’ score is 0.506, indicated that there are no significance difference between science virtual and paper-based test based on the tests’ score. The results are furthermore supported by the students’ attitude result which is 3.15 from the scale from 1 to 4, indicated that they have positive attitudes towards Science Virtual Test.

Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

Science.gov (United States)

Sonnert, Gerhard; Fox, Mary Frank

2012-01-01

Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

Science.gov (United States)

Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Science reference room index to physical, chemical and other property data

CERN Document Server

This nice reference guide from Arizona State University's Noble Science and Engineering Library amounts to "an index to selected library and internet resources that contain chemical, physical, thermodynamic, mechanical, toxicological, and safety data with a list of suggested standard reference sources that may be found in most technical libraries, this reference guide goes on to include a vast reservoir of alphabetically listed library books and Internet sites where a user may locate specific information. From Abrasion Resistance to Yield Strength data, this index is quite comprehensive.

Mapping Chinese Agricultural and Allied Sciences Journals Indexed in CAB Abstracts Database

Directory of Open Access Journals (Sweden)

Arundhati Kaushik

2013-06-01

Full Text Available CAB Abstracts published by CABI (Centre for Agriculture and Biosciences International is the premier database for agricultural and allied sciences literature. The purpose of this study is to determine the extent of index coverage in CAB Abstracts and to identify the core journals in the field of agricultural and allied sciences published in China. The study depicts the trend of Chinese agricultural and allied sciences journals, which is successfully proving a gateway of the agricultural research in China to merge into the main stream of the world.

The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

Science.gov (United States)

Jackson, Devin Joseph Guilford

Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

Science.gov (United States)

Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

2014-07-01

We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.

Non-Gaussian diffusion MR imaging of glioma: comparisons of multiple diffusion parameters and correlation with histologic grade and MIB-1 (Ki-67 labeling) index

Energy Technology Data Exchange (ETDEWEB)

Yan, Ren; Haopeng, Pang; Xiaoyuan, Feng; Jiawen, Zhang; Zhenwei, Yao [Fudan University, Department of Radiology, Huashan Hospital, Shanghai (China); Jinsong, Wu; Chengjun, Yao; Tianming, Qiu [Fudan University, Department of Neurosurgery, Huashan Hospital, Shanghai (China); Ji, Xiong [Fudan University, Department of Neuropathology, Huashan Hospital, Shanghai (China); Mao, Sheng; Yueyue, Ding [Department of Imaging, Suzhou Children' s Hospital, Suzhou, Jiangsu (China); Yong, Zhang [MR Research, GE Healthcare, Shanghai (China); Jianfeng, Luo [Fudan University, Department of Biostatistics, Public Health School, Shanghai (China)

2016-02-15

This study was conducted to compare the association of Gaussian and non-Gaussian magnetic resonance imaging (MRI)-derived parameters with histologic grade and MIB-1 (Ki-67 labeling) index (MI) in brain glioma. Sixty-five patients with pathologically confirmed glioma, who underwent diffusion-weighted MRI with 2 b values (0, 1000 s/mm{sup 2}) and 22 b values (≤5000 s/mm{sup 2}), respectively, were divided into three groups of grade II (n = 35), grade III (n = 8), and grade IV (n = 22). Comparisons by two groups were made for apparent diffusion coefficient (ADC), slow diffusion coefficient (Dslow), distributed diffusion coefficient (DDC), and heterogeneity index α. Analyses of receiver operating characteristic (ROC) curve were performed to maximize the area under the curve (AUC) for differentiating grade III + IV (high-grade glioma, HGG) from grade II (low-grade glioma, LGG) and grade IV (glioblastoma multiforme, GBM) from grade II + III (other grade glioma, OGG). Correlations with MI were analyzed for the MRI parameters. On tumor regions, the values of ADC, Dslow, DDC, and α were significantly higher in grade II [(1.37 ± 0.29, 0.70 ± 0.11, 1.39 ± 0.34) (x 10{sup -3} mm{sup 2}/s) and 0.88 ± 0.05, respectively] than in grade III [(0.99 ± 0.13, 0.55 ± 0.07, 1.04 ± 0.20) (x 10{sup -3} mm{sup 2}/s) and 0.80 ± 0.03, respectively] and grade IV [(1.03 ± 0.14, 0.50 ± 0.05, 1.02 ± 0.16) (x 10{sup -3} mm{sup 2}/s) and 0.76 ± 0.04, respectively] (all P < 0.001). The parameter α showed the highest AUCs of 0.950 and 0.922 in discriminating HGG from LGG and GBM from OGG, respectively. Significant correlations with histologic grade and MI were observed for the MRI parameters. The non-Gaussian MRI-derived parameters α and Dslow are superior to ADC in glioma grading, which are comparable with ADC as reliable biomarkers in noninvasively predicting the proliferation level of glioma malignancy. (orig.)

Non-Gaussian diffusion MR imaging of glioma: comparisons of multiple diffusion parameters and correlation with histologic grade and MIB-1 (Ki-67 labeling) index

International Nuclear Information System (INIS)

Yan, Ren; Haopeng, Pang; Xiaoyuan, Feng; Jiawen, Zhang; Zhenwei, Yao; Jinsong, Wu; Chengjun, Yao; Tianming, Qiu; Ji, Xiong; Mao, Sheng; Yueyue, Ding; Yong, Zhang; Jianfeng, Luo

2016-01-01

This study was conducted to compare the association of Gaussian and non-Gaussian magnetic resonance imaging (MRI)-derived parameters with histologic grade and MIB-1 (Ki-67 labeling) index (MI) in brain glioma. Sixty-five patients with pathologically confirmed glioma, who underwent diffusion-weighted MRI with 2 b values (0, 1000 s/mm 2 ) and 22 b values (≤5000 s/mm 2 ), respectively, were divided into three groups of grade II (n = 35), grade III (n = 8), and grade IV (n = 22). Comparisons by two groups were made for apparent diffusion coefficient (ADC), slow diffusion coefficient (Dslow), distributed diffusion coefficient (DDC), and heterogeneity index α. Analyses of receiver operating characteristic (ROC) curve were performed to maximize the area under the curve (AUC) for differentiating grade III + IV (high-grade glioma, HGG) from grade II (low-grade glioma, LGG) and grade IV (glioblastoma multiforme, GBM) from grade II + III (other grade glioma, OGG). Correlations with MI were analyzed for the MRI parameters. On tumor regions, the values of ADC, Dslow, DDC, and α were significantly higher in grade II [(1.37 ± 0.29, 0.70 ± 0.11, 1.39 ± 0.34) (x 10 -3 mm 2 /s) and 0.88 ± 0.05, respectively] than in grade III [(0.99 ± 0.13, 0.55 ± 0.07, 1.04 ± 0.20) (x 10 -3 mm 2 /s) and 0.80 ± 0.03, respectively] and grade IV [(1.03 ± 0.14, 0.50 ± 0.05, 1.02 ± 0.16) (x 10 -3 mm 2 /s) and 0.76 ± 0.04, respectively] (all P < 0.001). The parameter α showed the highest AUCs of 0.950 and 0.922 in discriminating HGG from LGG and GBM from OGG, respectively. Significant correlations with histologic grade and MI were observed for the MRI parameters. The non-Gaussian MRI-derived parameters α and Dslow are superior to ADC in glioma grading, which are comparable with ADC as reliable biomarkers in noninvasively predicting the proliferation level of glioma malignancy. (orig.)

Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

Science.gov (United States)

Taboada Barber, Ana; Buehl, Michelle M.

2013-01-01

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

Space-division-multiplexed transmission of 3x3 multiple-input multiple-output wireless signals over conventional graded-index multimode fiber

NARCIS (Netherlands)

Lei, Yi; Li, Jianqiang; Fan, Yuting; Yu, Dawei; Fu, Songnian; Yin, Feifei; Dai, Yitang; Xu, Kun

2016-01-01

In this paper, we experimentally demonstrate space-division-multiplexed (SDM) transmission of IEEE 802.11ac-compliant 3-spatial-stream WLAN signals over 3 spatial modes of conventional 50um graded-index (GI) multimode fiber (MMF) employing non-mode-selective 3D-waveguide photonic lantern. Two kinds

Grade Assignment by Ki-67 Proliferative Index, Mitotic Count, and Phosphohistone H3 Count in Surgically Resected Gastrointestinal and Pancreatic Neuroendocrine Tumors.

Science.gov (United States)

Murphy, Claire E; McCormick, Kinsey A; Shankaran, Veena; Reddi, Deepti M; Swanson, Paul E; Upton, Melissa P; Papanicolau-Sengos, Antonios; Khor, Sara; Westerhoff, Maria

The aim of this study was to evaluate the concordance in grade assignment for gastroenteropancreatic neuroendocrine tumors using mitotic count (MC), Ki-67 proliferative index (KPI), and phosphohistone H3 count (PHH3C). Resected gastroenteropancreatic neuroendocrine tumors were graded based on MC, KPI, and PHH3C. Concordance was determined using a weighted κ statistic. Median survival across each grade category was determined using Kaplan-Meier methods. Of the 110 patients, the majority had gastrointestinal primaries and grade 1 or 2 tumors. Rates of discordance in grade assignment were 29% of cases for KPI versus MC (κW = 0.26), 32% for PHH3C versus MC (κW = 0.34), and 32% for PHH3C versus KPI (κW = 0.37). There was fair agreement between grading by KPI and MC. Relative to grade by KPI and MC, PHH3C tended to upgrade tumors. The proportion alive at 3 and 5 years was not significantly different for patients with grade 1 versus grade 2 tumors. The concordance between KPI and MC was fair. Phosphohistone H3 count tended to upgrade tumors using the cutoffs established by MC. Grade 1 and grade 2 tumors were associated with similar survival regardless of grading method. The overall relevance of the current cutoff values used in grading neuroendocrine tumors may need to be revisited.

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.

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

Science.gov (United States)

Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

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

Nonlinear High-Energy Pulse Propagation in Graded-Index Multimode Optical Fibers for Mode-Locked Fiber Lasers

Science.gov (United States)

2014-12-23

power kW at nm in a C-GIMF segment in the lowest order mode ; this pulse can be ob- tained from a typical titanium –sapphire mode-locked laser . A much...single- andmulticore double- clad and PCF lasers . He was a Senior Research Scientist at Corning Inc. from 2005 to 2008. He is currently an Assistant...High-Energy Pulse Propagation in Graded-Index Multimode Optical Fibers for Mode-Locked Fiber Lasers 5a. CONTRACT NUMBER 5b. GRANT NUMBER FA9550-12-1

Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

Science.gov (United States)

Stemler, Steven Edward

This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14

Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

Science.gov (United States)

Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

2010-07-01

Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

Comparison of scientists of the Brazilian Academy of Sciences and of the National Academy of Sciences of the USA on the basis of the h-index

Directory of Open Access Journals (Sweden)

R. Mugnaini

2008-04-01

Full Text Available A new scientometric indicator, the h-index, has been recently proposed (Hirsch JE. Proc Natl Acad Sci 2005; 102: 16569-16572. The index avoids some shortcomings of the calculation of the total number of citations as a parameter to evaluate scientific performance. Although it has become known only recently, it has had widespread acceptance. A comparison of the average h-index of members of the Brazilian Academy of Sciences (BAS and of the National Academy of Sciences of the USA (NAS-USA was carried out for 10 different areas of science. Although, as expected, the comparison was unfavorable to the members of the BAS, the imbalance was distinct in different areas. Since these two academies represent, to a significant extent, the science of top quality produced in each country, the comparison allows the identification of the areas in Brazil that are closer to the international stakeholders of scientific excellence. The areas of Physics and Mathematics stand out in this context. The heterogeneity of the h-index in the different areas, estimated by the median dispersion of the index, is significantly higher in the BAS than in the NAS-USA. No elements have been collected in the present study to provide an explanation for this fact.

Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

Science.gov (United States)

Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

2016-01-01

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

Citations and the h index of soil researchers and journals in the Web of Science, Scopus, and Google Scholar.

Science.gov (United States)

Minasny, Budiman; Hartemink, Alfred E; McBratney, Alex; Jang, Ho-Jun

2013-01-01

Citation metrics and h indices differ using different bibliometric databases. We compiled the number of publications, number of citations, h index and year since the first publication from 340 soil researchers from all over the world. On average, Google Scholar has the highest h index, number of publications and citations per researcher, and the Web of Science the lowest. The number of papers in Google Scholar is on average 2.3 times higher and the number of citations is 1.9 times higher compared to the data in the Web of Science. Scopus metrics are slightly higher than that of the Web of Science. The h index in Google Scholar is on average 1.4 times larger than Web of Science, and the h index in Scopus is on average 1.1 times larger than Web of Science. Over time, the metrics increase in all three databases but fastest in Google Scholar. The h index of an individual soil scientist is about 0.7 times the number of years since his/her first publication. There is a large difference between the number of citations, number of publications and the h index using the three databases. From this analysis it can be concluded that the choice of the database affects widely-used citation and evaluation metrics but that bibliometric transfer functions exist to relate the metrics from these three databases. We also investigated the relationship between journal's impact factor and Google Scholar's h5-index. The h5-index is a better measure of a journal's citation than the 2 or 5 year window impact factor.

Citations and the h index of soil researchers and journals in the Web of Science, Scopus, and Google Scholar

Directory of Open Access Journals (Sweden)

Budiman Minasny

2013-10-01

Full Text Available Citation metrics and h indices differ using different bibliometric databases. We compiled the number of publications, number of citations, h index and year since the first publication from 340 soil researchers from all over the world. On average, Google Scholar has the highest h index, number of publications and citations per researcher, and the Web of Science the lowest. The number of papers in Google Scholar is on average 2.3 times higher and the number of citations is 1.9 times higher compared to the data in the Web of Science. Scopus metrics are slightly higher than that of the Web of Science. The h index in Google Scholar is on average 1.4 times larger than Web of Science, and the h index in Scopus is on average 1.1 times larger than Web of Science. Over time, the metrics increase in all three databases but fastest in Google Scholar. The h index of an individual soil scientist is about 0.7 times the number of years since his/her first publication. There is a large difference between the number of citations, number of publications and the h index using the three databases. From this analysis it can be concluded that the choice of the database affects widely-used citation and evaluation metrics but that bibliometric transfer functions exist to relate the metrics from these three databases. We also investigated the relationship between journal’s impact factor and Google Scholar’s h5-index. The h5-index is a better measure of a journal’s citation than the 2 or 5 year window impact factor.

Classification of Living Things. A Teacher's Manual for General Level Program Development. Grades 7 and 8. Science and Society Teaching Units. Informal Series/55.

Science.gov (United States)

Roberts, Douglas A.; And Others

This manual is one of a series designed to assist junior high school teachers in developing general level or non-academic science programs which focus on the relationship between science and society. Although designed primarily for grades 7 and 8, the content is also suitable for students in grade 6. The major portion of the manual consists of six…

Validity of Three Recently Proposed Prognostic Grading Indexes for Breast Cancer Patients With Radiosurgically Treated Brain Metastases

Energy Technology Data Exchange (ETDEWEB)

Yamamoto, Masaaki, E-mail: BCD06275@nifty.com [Katsuta Hospital Mito GammaHouse, Hitachi-naka (Japan); Department of Neurosurgery, Tokyo Women' s Medical University Medical Center E, Tokyo (Japan); Kawabe, Takuya [Katsuta Hospital Mito GammaHouse, Hitachi-naka (Japan); Department of Neurosurgery, Kyoto Prefectural University of Medicine Graduate School of Medical Sciences, Kyoto (Japan); Higuchi, Yoshinori [Department of Neurosurgery, Chiba University Graduate School of Medicine, Chiba (Japan); Sato, Yasunori [Clinical Research Center, Chiba University Graduate School of Medicine, Chiba (Japan); Barfod, Bierta E. [Katsuta Hospital Mito GammaHouse, Hitachi-naka (Japan); Kasuya, Hidetoshi [Department of Neurosurgery, Tokyo Women' s Medical University Medical Center E, Tokyo (Japan); Urakawa, Yoichi [Katsuta Hospital Mito GammaHouse, Hitachi-naka (Japan)

2012-12-01

Purpose: We tested the validity of 3 recently proposed prognostic indexes for breast cancer patients with brain metastases (METs) treated radiosurgically. The 3 indexes are Diagnosis-Specific Graded Prognostic Assessment (DS-GPA), New Breast Cancer (NBC)-Recursive Partitioning Analysis (RPA), and our index, sub-classification of RPA class II patients into 3 sub-classes (RPA class II-a, II-b and II-c) based on Karnofsky performance status, tumor number, original tumor status, and non-brain METs. Methods and Materials: This was an institutional review board-approved, retrospective cohort study using our database of 269 consecutive female breast cancer patients (mean age, 55 years; range, 26-86 years) who underwent Gamma Knife radiosurgery (GKRS) alone, without whole-brain radiation therapy, for brain METs during the 15-year period between 1996 and 2011. The Kaplan-Meier method was used to estimate the absolute risk of each event. Results: Kaplan-Meier plots of our patient series showed statistically significant survival differences among patients stratified into 3, 4, or 5 groups based on the 3 systems (P<.001). However, the mean survival time (MST) differences between some pairs of groups failed to reach statistical significance with all 3 systems. Thus, we attempted to regrade our 269 breast cancer patients into 3 groups by modifying our aforementioned index along with the original RPA class I and III, (ie, RPA I+II-a, II-b, and II-c+III). There were statistically significant MST differences among these 3 groups without overlap of 95% confidence intervals (CIs) between any 2 pairs of groups: 18.4 (95% CI = 14.0-29.5) months in I+II-a, 9.2 in II-b (95% CI = 6.8-12.9, P<.001 vs I+II-a) and 5.0 in II-c+III (95% CI = 4.2-6.8, P<.001 vs II-b). Conclusions: As none of the new grading systems, DS-GPS, BC-RPA and our system, was applicable to our set of radiosurgically treated patients for comparing survivals after GKRS, we slightly modified our system for breast cancer

The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

Science.gov (United States)

Parker, Elisabeth Allyn

Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

Science.gov (United States)

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

2016-01-01

This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

1960-69 Cumulative Index of Articles Related to Oceanography and Limnology Education in The Science Teacher.

Science.gov (United States)

Cohen, Maxwell

Indexed are articles relating to oceanography and limnology published in "The Science Teacher" between 1960 and 1969. Articles are indexed under title, author, and topic. Topics include background information, course descriptions, and laboratory equipment and techniques. (EB)

Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom

Science.gov (United States)

Schreier, Virginia A.

Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

Science.gov (United States)

Ledger, Antoinette Frances

This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in

Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

Science.gov (United States)

Wagner, Judson

Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

Science.gov (United States)

Deniz, Hasan; Adibelli, Elif

2015-12-01

The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

Science.gov (United States)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

Graded index and randomly oriented core-shell silicon nanowires for broadband and wide angle antireflection

Directory of Open Access Journals (Sweden)

P. Pignalosa

2011-09-01

Full Text Available Antireflection with broadband and wide angle properties is important for a wide range of applications on photovoltaic cells and display. The SiOx shell layer provides a natural antireflection from air to the Si core absorption layer. In this work, we have demonstrated the random core-shell silicon nanowires with both broadband (from 400nm to 900nm and wide angle (from normal incidence to 60º antireflection characteristics within AM1.5 solar spectrum. The graded index structure from the randomly oriented core-shell (Air/SiOx/Si nanowires may provide a potential avenue to realize a broadband and wide angle antireflection layer.

Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

Science.gov (United States)

Sonmez, Duygu; Simcox, Amanda

The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

Near field intensity pattern at the output of silica-based graded-index multimode fibers under selective excitation with a single-mode fiber

NARCIS (Netherlands)

Tsekrekos, C.P.; Smink, R.W.; Hon, de B.P.; Tijhuis, A.G.; Koonen, A.M.J.

2007-01-01

Abstract: Selective excitation of graded-index multimode fibers (GIMMFs) with a single-mode fiber (SMF) has gained increased interest for telecommunication applications. It has been proposed as a way to enhance the transmission bandwidth of GI-MMF links and/or create parallel communication channels

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

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Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

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Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

2014-01-01

This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

Science.gov (United States)

Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

Science.gov (United States)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

Comprehensive bibliographic coverage of the social sciences and humanities in a citation index

DEFF Research Database (Denmark)

Sivertsen, Gunnar; Larsen, Birger

2012-01-01

A well-designed and comprehensive citation index for the social sciences and humanities has many potential uses, but has yet to be realised. Significant parts of the scholarly production in these areas are not published in international journals, but in national scholarly journals, in book chapters...... or in monographs. The potential for covering these literatures more comprehensively can now be investigated empirically using a complete publication output data set from the higher education sector of an entire country (Norway). We find that while the international journals in the social sciences and humanities...... are promising for a more comprehensive coverage of the social sciences and humanities....

Controllable pulse width of bright similaritons in a tapered graded index diffraction decreasing waveguide

Energy Technology Data Exchange (ETDEWEB)

Prakash, S. Arun [Department of EEE, Anna University, Ramanathapuram 623513 (India); Malathi, V. [Department of EEE, Anna University, Regional office, Madurai (India); Mani Rajan, M. S., E-mail: senthilmanirajanofc@gmail.com [Department of Physics, Anna University, Ramanathapuram 623513 (India); Loomba, Shally [Department of Physics, Panjab University, Chandigarh 160014 (India)

2016-03-15

We obtain the bright similariton solutions for generalized inhomogeneous nonlinear Schrödinger equation (GINLSE) which governs the pulse propagation in a tapered graded index diffraction decreasing waveguide (DDW). The exact solutions have been worked out by employing similarity transformations which involve the mapping of the GINLSE to standard NLSE for the certain conditions of the parameters. By making use of the exact analytical solutions, we have investigated the dynamical behavior of optical similariton pairs and have suggested the methods to control them as they propagate through DDW. Moreover, pulse width of similariton is controlled through various profiles. These results are helpful to understand the similaritons in DDW and can be potentially useful for future experiments in optical communications which involve optical amplifiers and long-haul telecommunication networks.

The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana

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Khader, Nisreen Saleh Khader

2016-01-01

The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. The experimental group studied the units and changes of the…

Extended diffusion weighted magnetic resonance imaging with two-compartment and anomalous diffusion models for differentiation of low-grade and high-grade brain tumors in pediatric patients

Energy Technology Data Exchange (ETDEWEB)

Burrowes, Delilah; Deng, Jie [Ann and Robert H. Lurie Children' s Hospital of Chicago, Department of Medical Imaging, Chicago, IL (United States); Northwestern University, Feinberg School of Medicine, Department of Radiology, Chicago, IL (United States); Fangusaro, Jason R. [Ann and Robert H. Lurie Children' s Hospital of Chicago, Department of Hematology/Oncology, Chicago, IL (United States); Northwestern University, Feinberg School of Medicine, Department of Pediatrics-Hematology, Oncology, and Stem Cell Transplantation, Chicago, IL (United States); Nelson, Paige C.; Rozenfeld, Michael J. [Ann and Robert H. Lurie Children' s Hospital of Chicago, Department of Medical Imaging, Chicago, IL (United States); Zhang, Bin [Cincinnati Children' s Hospital Medical Center, Department of Biostatistics and Epidemiology, Cincinnati, OH (United States); Wadhwani, Nitin R. [Ann and Robert H. Lurie Children' s Hospital of Chicago, Department of Pathology and Laboratory Medicine, Chicago, IL (United States); Northwestern University, Feinberg School of Medicine, Department of Pathology, Chicago, IL (United States)

2017-08-15

The purpose of this study was to examine advanced diffusion-weighted magnetic resonance imaging (DW-MRI) models for differentiation of low- and high-grade tumors in the diagnosis of pediatric brain neoplasms. Sixty-two pediatric patients with various types and grades of brain tumors were evaluated in a retrospective study. Tumor type and grade were classified using the World Health Organization classification (WHO I-IV) and confirmed by pathological analysis. Patients underwent DW-MRI before treatment. Diffusion-weighted images with 16 b-values (0-3500 s/mm{sup 2}) were acquired. Averaged signal intensity decay within solid tumor regions was fitted using two-compartment and anomalous diffusion models. Intracellular and extracellular diffusion coefficients (D{sub slow} and D{sub fast}), fractional volumes (V{sub slow} and V{sub fast}), generalized diffusion coefficient (D), spatial constant (μ), heterogeneity index (β), and a diffusion index (index{sub d}iff = μ x V{sub slow}/β) were calculated. Multivariate logistic regression models with stepwise model selection algorithm and receiver operating characteristic (ROC) analyses were performed to evaluate the ability of each diffusion parameter to distinguish tumor grade. Among all parameter combinations, D and index{sub d}iff jointly provided the best predictor for tumor grades, where lower D (p = 0.03) and higher index{sub d}iff (p = 0.009) were significantly associated with higher tumor grades. In ROC analyses of differentiating low-grade (I-II) and high-grade (III-IV) tumors, index{sub d}iff provided the highest specificity of 0.97 and D provided the highest sensitivity of 0.96. Multi-parametric diffusion measurements using two-compartment and anomalous diffusion models were found to be significant discriminants of tumor grading in pediatric brain neoplasms. (orig.)

Ductile Tearing Resistance Indexing of Automotive Grade DP 590 Steel Sheets: EWF Testing Using DENT Specimens

Science.gov (United States)

Sahoo, Subhadra; Padmapriya, N.; De, Partha Sarathi; Chakraborti, P. C.; Ray, S. K.

2018-03-01

The essential work of fracture (EWF) method has been explored for indexing the ductile tearing resistance of DP 590 automotive grade dual-phase steel sheet both in longitudinal (L-T) and transverse (T-L) orientations. The simplest possible test and analysis procedures have been adopted. The EWF method is found to be eminently suitable for routine quality control and product development purposes for such materials. Areas for further research for improving the experimental strategy are highlighted. For the investigated steel sheet, the estimated tearing resistance is found to be distinctly higher for the L-T orientation compared to the T-L orientation; the reason thereof merits further investigation.

Post orthodontic treatment stability measurement in dentoskeletal class I malocclusion based on the objective grading system index

Directory of Open Access Journals (Sweden)

Bernard Anthony Pasaribu

2011-03-01

Full Text Available The purpose of this study was to examine the stability of orthodontic treatment results in dentoskeletal class I malocclusion treated with and without extraction of four premolars and to compare the stability of treatment result between those groups. Occlusal relationship after treatment and six-month post retention were measured on dental cast using The Objective Grading System Index at Orthodontic Specialist Clinic, Faculty of Dentistry Universitas Padjadjaran. The analytic descriptive study was carried out on 30 samples that comprised 14 samples were treated without extraction of four premolars and 16 samples were treated with extraction of four premolars. ABO Measuring Gauge was used to measure seven variables: tooth alignment, the height of the marginal ridges, buccolingual inclination, occlusal relationships, occlusal contacts, overjet, and interproximal tooth contacts. The results were statistically analyzed with the Wilcoxon rank test to test the difference of The Objective Grading System Index between posttreatment and postretension. Mann-Whitney U test was applied to determine the difference between the group with the extraction of four premolars and the group without extraction of four premolars. The level of significance was set at 0.05. The results of this study showed these following variables: tooth alignment, occlusal contacts, and overjet were unstable at the group with the extraction of four premolars, while only tooth alignment was found to be unstable in the group without extraction of the four premolars. Mann-Whitney U test did not show statistically significant difference in stability comparison test between the groups.

The Teacher's Role in the Establishment of Whole-Class Dialogue in a Fifth Grade Science Classroom Using Argument-Based Inquiry

Science.gov (United States)

Benus, Matthew J.

2011-01-01

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most…

The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

Science.gov (United States)

Ogletree, Glenda Lee

This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

Producción científica sobre Educación Multicultural contenida en las bases de datos Social Sciences Citation Index y Arts & Humanities Citation Index

Directory of Open Access Journals (Sweden)

Vallejo Ruiz, Mónica

2005-06-01

Full Text Available This paper is an inquiry into the productivity on multicultural education using a list of documents retrieved from two databases of Institute for Scientific Information (ISI, Philadelphia, Social Sciences Citation Index and Arts & Humanities Citation Index during the period 1956 to 2003.
Scientometrics indicators relative to longitudinal production, authors and institutional productivity, journal and citations patterns are offered, which allowed a description of the international production in this educational field and to establish evaluative inferences.

Este estudio indaga la productividad en educación multicultural en base a una lista de documentos incluidos en dos bases del Institute for Scientific Information (ISI de Filadelfia: Social Sciences Citation Index y Arts & Humanities Citation Index, durante el periodo 1956-2003.
Se ofrecen una serie de indicadores cienciométricos relativos a diacronía, productividad personal e institucional, revistas editoras y patrones de citación, los cuales permiten describir la producción internacional en este campo educativo y establecer inferencias evaluativas sobre el mismo.

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

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Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

Science.gov (United States)

Gill, Clara Joanne Schneberger

2010-01-01

This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

Science.gov (United States)

Aykac, Necdet

2012-01-01

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

Research progress and prospects of Saudi Arabia in global medical sciences.

Science.gov (United States)

Meo, S A; Hassan, A; Usmani, A M

2013-12-01

Since last decade, Saudi Arabia has been swiftly moving ahead to promote an education and research in the country. This study aimed to investigate the research outcome of Saudi Arabia in medical sciences during the period 1996-2012. In this study, the research papers published in various global science journals during the period 1996-2012 were accessed. We recorded the total number of research documents having an affiliation with Saudi Arabia. The main source for information was Institute of Scientific Information (ISI) Web of Science, Thomson Reuters and SCI-mago/Scopus. In global science data base, Saudi Arabia contributed 103804 documents in all science and social sciences. In medicine the total number of research papers from Saudi Arabia are 16196, citable documents 14732, total citations 102827, citations per documents 6.36 and Hirsch index (h-index) is 92. However, in combined medical and allied health sciences the total number of research papers are 27246, citable documents 25416, total citations 181999, mean citations per documents 7.07 and mean h-index is 41.44. Furthermore, Saudi Arabia contributed 40797 research documents in ISI indexed journals only and also 151 research documents in highly reputable and towering science journals. Saudi Arabia's research performance in global medical sciences has markedly increased during the period 2006-2012. The research publications are continuously on mounting path; however, the number of citations has decreased. The country improved its regional as well as international research rankings and graded 45 in the world in year 2012.

The Effect of (Think-Pair-Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid

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Hamdan, Ribhi Khaleel Ahmad

2017-01-01

The current research aims at knowing the impact of (Think-Pair-Share) strategy on the achievement of third grade student in sciences in the educational district of Irbid, it was used the semi experimental in this study, the sample of study consisted of (120) students of third grade student in the educational district of Irbid, They were…

Vascular grading of angiogenesis

DEFF Research Database (Denmark)

Hansen, S; Grabau, D A; Sørensen, Flemming Brandt

2000-01-01

The study aimed to evaluate the prognostic value of angiogenesis by vascular grading of primary breast tumours, and to evaluate the prognostic impact of adding the vascular grade to the Nottingham Prognostic Index (NPI). The investigation included 836 patients. The median follow-up time was 11...... years and 4 months. The microvessels were immunohistochemically stained by antibodies against CD34. Angiogenesis was graded semiquantitatively by subjective scoring into three groups according to the expected number of microvessels in the most vascular tumour area. The vascular grading between observers...... for 24% of the patients, who had a shift in prognostic group, as compared to NPI, and implied a better prognostic dissemination. We concluded that the angiogenesis determined by vascular grading has independent prognostic value of clinical relevance for patients with breast cancer....

Vascular grading of angiogenesis

DEFF Research Database (Denmark)

Hansen, S; Grabau, D A; Sørensen, Flemming Brandt

2000-01-01

The study aimed to evaluate the prognostic value of angiogenesis by vascular grading of primary breast tumours, and to evaluate the prognostic impact of adding the vascular grade to the Nottingham Prognostic Index (NPI). The investigation included 836 patients. The median follow-up time was 11...... years and 4 months. The microvessels were immunohistochemically stained by antibodies against CD34. Angiogenesis was graded semiquantitatively by subjective scoring into three groups according to the expected number of microvessels in the most vascular tumour area. The vascular grading between observers...... impact for 24% of the patients, who had a shift in prognostic group, as compared to NPI, and implied a better prognostic dissemination. We concluded that the angiogenesis determined by vascular grading has independent prognostic value of clinical relevance for patients with breast cancer....

Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

Science.gov (United States)

Foss, Stacy

Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

Rethinking image indexing?

DEFF Research Database (Denmark)

Christensen, Hans Dam

2017-01-01

Hans Dam Christensen, ”Rethinking image indexing?”, in: Journal of the Association for Information Science and Technology, vol. 68, no. 7, 2017, 1782-1785......Hans Dam Christensen, ”Rethinking image indexing?”, in: Journal of the Association for Information Science and Technology, vol. 68, no. 7, 2017, 1782-1785...

A critical hermeneutic study: Third grade elementary African American students' views of the nature of science

Science.gov (United States)

Walls, Leon

Nature of Science is one of the most fundamental aspects of understanding science. How different cultures, races and ethnicities see and interpret science differently is critical. However, the NOS views specific to African American teachers and learners have gone largely unresearched. The views of a purposeful sample of African American third grade children reported in this study contribute to efforts to make science equitable for all students. Conducted in two Midwest urban settings, within the students' regular classrooms, three instruments were employed: Views of Nature of Science Elementary (an interview protocol), Elementary Draw a Scientist Test (a drawing activity supplemented by an explicating narrative), and Identify a Scientist (a simple select-a-photo technique supported by Likert-measured sureness). The responses provided by twenty-three students were coded using qualitative content analysis. The findings are represented in three main categories: Science - is governed by experimentation, invention and discovery teach us about the natural world, school is not the only setting for learning science; Scientists - intelligent, happy, studious men and women playing multiple roles, with distinct physical traits working in laboratories; Students - capable users and producers of science and who view science as fun. This study advocates for: use of such instruments for constant monitoring of student views, using the knowledge of these views to construct inquiry based science lessons, and increased research about students of color.

Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science

Science.gov (United States)

Kaya, Osman Nafiz; Dogan, Alev; Gokcek, Nur; Kilic, Ziya; Kilic, Esma

2007-01-01

The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the…

Technology and Man: The Humanities and Science (Selected Study Topics for Gifted Students in Grades 9-12).

Science.gov (United States)

Abbott, Barbara; Diers, Russell

One in a series of units of instruction for gifted students, the booklet focuses on humanities and science. Three sample units are offered for students in grades 9-12. In "Man's Origins: Where Did He Come From?" students examine the conflicts over evolution versus creationism, impacts of genetic control, and the ecomonics and politics of the…

The understandings and meanings eight seventh and eighth grade Latinas gave to science

Science.gov (United States)

Parker, Carolyn Ann

My study examined the experiences of eight seventh and eighth grade girls of Central American descent, in and out of the science classroom. The study was interpretive in design and explored the question, "How did the eight participants understand and make meaning of science?" Guided by a sociocultural perspective and a socially critical stance, I explored issues of educational access, particularly to science, mediated by the relationships and experiences formed by families, peers, science classrooms, schools, and society. Data sources included monthly individual interviews, regular focus group meetings, school observations, and interviews with teachers and family members. Findings include the importance of school science experiences that emphasize hands-on activities and the study of topics relevant to students' everyday lives. School influences that I discuss include English-as-a-Second Language learning, English language ability and its effect on classroom interactions, ability grouping, standardized testing, and teachers' instructional practices. Out-of-school influences I examine include the national science education reform movement, familial expectations, and society and the media's portrayal of science and the scientist. The implications and recommendations of the study are particularly germane to practice. Recommendations for the science classroom include a continued emphasis on hands-on science experiences that incorporate high academic expectations for all students, including second-language learners. Moreover, curriculum should be connected and relevant to students' everyday experiences. Recommendations for outside-the-science classroom include a thoughtful examination of the educational environment created by a school's tracking policy and continued support of meaningful professional development experiences for teachers. Future research and the subsequent development of theory should include a further analysis of the influence of gender, ethnicity

Lecturers’ Understanding on Indexing Databases of SINTA, DOAJ, Google Scholar, SCOPUS, and Web of Science: A Study of Indonesians

Science.gov (United States)

Saleh Ahmar, Ansari; Kurniasih, Nuning; Irawan, Dasapta Erwin; Utami Sutiksno, Dian; Napitupulu, Darmawan; Ikhsan Setiawan, Muhammad; Simarmata, Janner; Hidayat, Rahmat; Busro; Abdullah, Dahlan; Rahim, Robbi; Abraham, Juneman

2018-01-01

The Ministry of Research, Technology and Higher Education of Indonesia has introduced several national and international indexers of scientific works. This policy becomes a guideline for lecturers and researchers in choosing the reputable publications. This study aimed to describe the understanding level of Indonesian lecturers related to indexing databases, i.e. SINTA, DOAJ, Scopus, Web of Science, and Google Scholar. This research used descriptive design and survey method. The populations in this study were Indonesian lecturers and researchers. The primary data were obtained from a questionnaire filled by 316 lecturers and researchers from 33 Provinces in Indonesia recruited with convenience sampling technique on October-November 2017. The data analysis was performed using frequency distribution tables, cross tabulation and descriptive analysis. The results of this study showed that the understanding of Indonesian lecturers and researchers regarding publications in indexing databases SINTA, DOAJ, Scopus, Web of Science and Google Scholar is that, on average, 66,5% have known about SINTA, DOAJ, Scopus, Web of Science and Google Scholar. However, based on empirical frequency 76% of them have never published with journals or proceedings indexed in Scopus.

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

Science.gov (United States)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School

Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. Research Report. ETS RR-17-36

Science.gov (United States)

Qian, Xiaoyu; Nandakumar, Ratna; Glutting, Joseoph; Ford, Danielle; Fifield, Steve

2017-01-01

In this study, we investigated gender and minority achievement gaps on 8th-grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for…

An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

Science.gov (United States)

Romance, Nancy R.; Vitale, Michael R.

2011-01-01

The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

Science.gov (United States)

Snyder, Wayne

The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

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Schroeder, Meadow

This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

Macdonald index and chiral algebra

Science.gov (United States)

Song, Jaewon

2017-08-01

For any 4d N = 2 SCFT, there is a subsector described by a 2d chiral algebra. The vacuum character of the chiral algebra reproduces the Schur index of the corresponding 4d theory. The Macdonald index counts the same set of operators as the Schur index, but the former has one more fugacity than the latter. We conjecture a prescription to obtain the Macdonald index from the chiral algebra. The vacuum module admits a filtration, from which we construct an associated graded vector space. From this grading, we conjecture a notion of refined character for the vacuum module of a chiral algebra, which reproduces the Macdonald index. We test this prescription for the Argyres-Douglas theories of type ( A 1 , A 2 n ) and ( A 1 , D 2 n+1) where the chiral algebras are given by Virasoro and \\widehat{su}(2) affine Kac-Moody algebra. When the chiral algebra has more than one family of generators, our prescription requires a knowledge of the generators from the 4d.

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

Science.gov (United States)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

Nonlinear intersubband absorption and refractive index changes in square and graded quantum well modulated by temperature and Hydrostatic pressure

International Nuclear Information System (INIS)

Ozturk, Emine; Sokmen, Ismail

2013-01-01

In this study, the effects of hydrostatic pressure and temperature on the linear and nonlinear intersubband transitions and the refractive index changes in the conduction band of square and graded quantum well (QW) are theoretically calculated within the framework of effective mass approximation. Results obtained show that the energy levels in different QWs and intersubband properties can be modified and controlled by the hydrostatic pressure and temperature. The modulation of the absorption coefficients and the refractive index changes which can be suitable for good performance optical modulators and various infrared optical device applications can be easily obtained by tuning the temperature and the hydrostatic pressure. - Highlights: ► Linear and nonlinear optical processes can be changed by pressure and temperature. ► Magnitude and energy of absorption peaks decrease as pressure increases. ► Refractive index changes in magnitude and energy decrease by increasing pressure. ► Energy differences are dependent on pressure, temperature and QW shapes. ► By increasing pressure we can obtain redshift in the optical transitions. ► For SQW, the absorption spectrum shows blueshift as the temperature increases. ► For GQW, the absorption spectrum shows redshift by temperature.

Evaluation of the Retrieval of Nuclear Science Document References Using the Universal Decimal Classification as the Indexing Language for a Computer-Based System

Science.gov (United States)

Atherton, Pauline; And Others

A single issue of Nuclear Science Abstracts, containing about 2,300 abstracts, was indexed by Universal Decimal Classification (UDC) using the Special Subject Edition of UDC for Nuclear Science and Technology. The descriptive cataloging and UDC-indexing records formed a computer-stored data base. A systematic random sample of 500 additional…

Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

Directory of Open Access Journals (Sweden)

Bayu Antrakusuma

2017-12-01

Full Text Available The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating. We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%, followed by prediction (19.05%, classifying (11.90%, Applying (11.90% , planning experiments (9.52%, manipulating materials and equipment (7.14%, finding conclusion (4.76%, communicating (2.38%. Asking the question and hypothesizing did not appear in textbooks.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

Science.gov (United States)

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade

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Endik Deni Nugroho

2017-07-01

Full Text Available Based on the early observation by researchers of the two Science textbooks 7thGrade about biological material, 1stand 2ndsemester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

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Altıntaş Gülşen

2016-01-01

Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

Science.gov (United States)

Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

Simulation and fabrication of SiO{sub 2}/graded-index TiO{sub 2} antireflection coating for triple-junction GaAs solar cells by using the hybrid deposition process

Energy Technology Data Exchange (ETDEWEB)

Liu, Jheng-Jie; Ho, Wen-Jeng, E-mail: wjho@ntut.edu.tw; Lee, Yi-Yu; Chang, Chia-Ming

2014-11-03

GaAs-based multi-junction solar cells (MJ-SCs) provide a wide solar-energy absorption-band (300–1800 nm), but designing and fabricating a broadband antireflection coating (ARC) are challenging. Because MJ-SCs are typically in a series that connects each subcell, the total output current is limited by the subcell that generates the smallest photocurrent. Thus, the ARC for MJ-SCs must be designed not only to obtain broadband absorption but also to minimize light reflection at the wavelength band of the current-limited cell. This study proposes a broadband SiO{sub 2}/graded-index TiO{sub 2} ARC for improving the current-limited subcell performance by using a hybrid deposition (e-beam evaporation and spin-on coating). A bottom TiO{sub 2} layer and a top SiO{sub 2} layer were deposited through e-beam evaporation, but the middle TiO{sub 2} layer was deposited using spin-on coating because the refractive index values of the TiO{sub 2} films could be tuned by applying the spin speed. Therefore, the graded-index TiO{sub 2} layers were easily obtained using a hybrid deposition method. In addition, a suitable reflectance spectrum of an ARC structure for a middle-cell current-limited triple-junction (3-J) GaAs solar cell was simulated using commercial optical software. The photovoltaic current–voltage and external quantum efficiency (EQE) were measured and compared. The resulting improvements of a short-circuit current of 32.4% and conversion efficiency of 31.8% were attributed to an enhanced EQE of 32.97% as well as a low broadband reflectance exhibited on the middle cell of the 3-J GaAs solar cell with a SiO{sub 2}/graded-index TiO{sub 2} ARC. - Highlights: • A broadband SiO{sub 2}/graded-index TiO{sub 2} ARC obtained by a hybrid deposition • A suitable triple-layer ARC was simulated by a commercial optical software. • Optical reflection, photovoltaic I–V, and EQE of 3-J GaAs solar cell were characterized. • An increased J{sub sc} of 32.4% and an increased �

Data quality and consistency in Scopus and Web of Science in their indexing of Czech Journals

Energy Technology Data Exchange (ETDEWEB)

Mika, P.; Szarzec, J.; Sivertsen, G.

2016-07-01

This study addresses the discussion of “quality versus coverage” that often arises if a choice is needed between Scopus and Web of Science (WoS). We present a new methodology to detect problems in the quality of indexing procedures. Our preliminary findings indicate the same degree and types of errors in Scopus and WoS. The more serious errors seem to occur in the indexing of cited references, not in the recording of traditional metadata. (Author)

Analytical solution for a linearly graded-index-profile planar waveguide.

Science.gov (United States)

Touam, T; Yergeau, F

1993-01-20

An analytical solution is presented for the TE modes of a planar waveguide structure comprising a high-index guiding layer and a buried layer with a profile such that the square of the index varies linearly and matches the substrate and high-index guiding layer. The electric-field profiles and the dispersion relation are obtained and discussed, and a solution by the WKB method is compared.

Validation of science virtual test to assess 8th grade students' critical thinking on living things and environmental sustainability theme

Science.gov (United States)

Rusyati, Lilit; Firman, Harry

2017-05-01

This research was motivated by the importance of multiple-choice questions that indicate the elements and sub-elements of critical thinking and implementation of computer-based test. The method used in this research was descriptive research for profiling the validation of science virtual test to measure students' critical thinking in junior high school. The participant is junior high school students of 8th grade (14 years old) while science teacher and expert as the validators. The instrument that used as a tool to capture the necessary data are sheet of an expert judgment, sheet of legibility test, and science virtual test package in multiple choice form with four possible answers. There are four steps to validate science virtual test to measure students' critical thinking on the theme of "Living Things and Environmental Sustainability" in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on curriculum 2013, expert judgment, legibility test and trial test (limited and large trial test). The test item criterion based on trial test are accepted, accepted but need revision, and rejected. The reliability of the test is α = 0.747 that categorized as `high'. It means the test instruments used is reliable and high consistency. The validity of Rxy = 0.63 means that the validity of the instrument was categorized as `high' according to interpretation value of Rxy (correlation).

The relation between flexibility of human resources and performance indexes of selected hospitals of Tehran Medical Sciences University

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Noushin Alibakhshi

2016-12-01

Full Text Available Today, flexibility has turned to one of important issues in management theories and policies and most current discussions about flexibility patterns focus on management policies, so that these patterns are one of important aspects of human resources strategic management. This study was performed with the aim of assessing the flexibility rate of human resources and performance indexes of Tehran Medical Sciences University hospitals and determining the possible relation between these variables. The present study is descriptive – analytical which was conducted in cross-sectional form in 2015. The statistical population was selected by stratifies random sampling method as 317 persons from nursing, administrative and financial personnel of 5 hospitals of Tehran Medical Sciences University. Data collecting toll was hospitals performance indexes form and Wright & Snell flexibility questionnaire of human resources. Data analysis was performed using SPSS 18 software and with the aid of descriptive statistical indexes and linear regression analysis. The results showed that personnel ( human resources had high flexibility = 4.16.\tthere was a significant relation between total flexibility and the index of bed circulation so that by one unit increase in bed circulation space, normally, the average of total flexibility decreased 0.64 units ( p-value<0.05. The results showed that human resources of Tehran Medical Sciences University hospitals have high flexibility, so authorities and policy makers are suggested to adopt policies of human resources management for creating flexibility in human resources and improving hospitals performance and amending hospitals status.

Gender differences in tenth-grade students' attitudes toward science: The effect of school type

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Ndakwah, Ernestine Ajame

The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are

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

Science.gov (United States)

Ingram, Samantha Jones

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

The Prognostic Value of International Prognostic Index and MIB-l Immunostaining of Peripheral Lymphoid Tissues and Bone Marrow in Patients with High-Grade Non-Hodgkin's Lymphoma

International Nuclear Information System (INIS)

Assem, M.M.

2001-01-01

Cell kinetic data are important indicator of the aggressiveness of tumour and clinical response. The Ki-67 antigen plays a pivotal role in maintaining cell proliferation and the expression of this antigen was found to be a valuable indicator for aggressive disease in a variety of neoplastic disorders. Aim of the study: This study aimed to assess the prognostic significance of the expression of Ki-67 antigen in peripheral lymphoid tissues and bone marrow, using the monoclonal antibody MIB-l that is applicable in formaline-fixed paraffin embedded samples in cases with high-grade non-Hodgkin's lymphomas. Material and methods: The MIB-I immunostaining was performed on 96 samples from 48 patients with high-grade non-Hodgkin's lymphomas. The study was performed on tissue sections, nodal or extra nodal, as well as on BM smears or BM paraffin embedded sections of same patients. Ki-67 index was determined using image analyzer. Results: Forty-five out of the studied 48 cases (93.8%) were positive with a median labelling index of 20.425% (Range, 0-58%). We were able to detect bone marrow involvement by detecting MIB-l positive cells in BM samples of 29 patients who were not morphologically diagnosed to have BM infiltration. There was a strong correlation between BM positivity for Ki-67 and Ki-67 labelling index (p < 0.001). Twenty-eight (58.3%) out of the studied 48 cases achieved complete remission (CR). The median duration of CR was 35 months (range, 8-42 months) and the overall survival at 48 months was 35.4% (median 22 months, 95% CI, 13-31 months). The median Ki-67 index (20.425%) was chosen as a cut-off level for statistical analysis of the variables that influence clinical outcome. The probability of inducing CR was associated with low and low intermediate International Prognostic Index (IPI) whereas a low growth fraction was associated, although not significant, with a trend toward a higher probability of inducing a CR. In univariate analysis, high MIB1 labelling

Concomitant glenohumeral pathologies associated with acute and chronic grade III and grade V acromioclavicular joint injuries.

Science.gov (United States)

Jensen, Gunnar; Millett, Peter J; Tahal, Dimitri S; Al Ibadi, Mireille; Lill, Helmut; Katthagen, Jan Christoph

2017-08-01

The purpose of this study was to identify the risk of concomitant glenohumeral pathologies with acromioclavicular joint injuries grade III and V. Patients who underwent arthroscopically-assisted stabilization of acromioclavicular joint injuries grade III or grade V between 01/2007 and 12/2015 were identified in the patient databases of two surgical centres. Gender, age at index surgery, grade of acromioclavicular joint injury (Rockwood III or Rockwood V), and duration between injury and index surgery (classified as acute or chronic) were of interest. Concomitant glenohumeral pathologies were noted and their treatment was classified as debridement or reconstructive procedure. A total of 376 patients (336 male, 40 female) were included. Mean age at time of arthroscopic acromioclavicular joint reconstruction surgery was 42.1 ± 14.0 years. Overall, 201 patients (53%) had one or more concomitant glenohumeral pathologies. Lesions of the biceps tendon complex and rotator cuff were the most common. Forty-five patients (12.0%) had concomitant glenohumeral pathologies that required an additional repair. The remaining 156 patients (41.5%) received a debridement of their concomitant pathologies. Rockwood grade V compared to Rockwood grade III (p = 0.013; odds ratio 1.7), and chronic compared to acute injury were significantly associated with having a concomitant glenohumeral pathology (p = 0.019; odds ratio 1.7). The probability of having a concomitant glenohumeral pathology was also significantly associated with increasing age (p acromioclavicular joint injury of either grade III or V. Twenty-two percent of these patients with concomitant glenohumeral pathologies received an additional dedicated repair procedure. Although a significant difference in occurrence of concomitant glenohumeral pathologies was seen between Rockwood grades III and V, and between acute and chronic lesions, increasing age was identified as the most dominant predictor. Level IV, case series.

The correlation between physical activity and grade point average for health science graduate students.

Science.gov (United States)

Gonzalez, Eugenia C; Hernandez, Erika C; Coltrane, Ambrosia K; Mancera, Jayme M

2014-01-01

Researchers have reported positive associations between physical activity and academic achievement. However, a common belief is that improving academic performance comes at the cost of reducing time for and resources spent on extracurricular activities that encourage physical activity. The purpose of this study was to examine the relationship between self-reported physical activity and grade point average (GPA) for health science graduate students. Graduate students in health science programs completed the International Physical Activity Questionnaire and reported their academic progress. Most participants (76%) reported moderate to vigorous physical activity levels that met or exceeded the recommended levels for adults. However, there was no significant correlation between GPA and level of physical activity. Negative findings for this study may be associated with the limited range of GPA scores for graduate students. Future studies need to consider more sensitive measures of cognitive function, as well as the impact of physical activity on occupational balance and health for graduate students in the health fields. Copyright 2014, SLACK Incorporated.

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

Science.gov (United States)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

Ia diastolic dysfunction: an echocardiographic grade.

Science.gov (United States)

Pandit, Anil; Mookadam, Farouk; Hakim, Fayaz A; Mulroy, Eoin; Saadiq, Rayya; Doherty, Mairead; Cha, Stephen; Seward, James; Wilansky, Susan

2015-01-01

To demonstrate that a distinct group of patients with Grade Ia diastolic dysfunction who do not conform to present ASE/ESE diastolic grading exists. Echocardiographic and demographic data of the Grade Ia diastolic dysfunction were extracted and compared with that of Grades I and II in 515 patients. The mean of age of the cohort was 75 ± 9 years and body mass index did not differ significantly between the 3 groups (P = 0.45). Measurements of left atrial volume index (28.58 ± 7 mL/m(2) in I, 33 ± 10 mL/m(2) in Ia, and 39 ± 12 mL/m(2) in II P Ia, and 79 ± 15 msec in II P Ia, and 217 ± 57 msec in II P Ia, and 22 ± 8 in II), and lateral E/e' (8 ± 3 in I, 15 ± 6 in Ia, and 18 ± 9 in II P Ia compared with I and II. These findings remained significant even after adjusting for age, gender, diabetes, and smoking. Patients with echocardiographic characteristics of relaxation abnormality (E/A ratio of Ia group. © 2014, Wiley Periodicals, Inc.

The association between higher body mass index and poor school performance in high school students.

Science.gov (United States)

Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

2016-12-01

This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

Science.gov (United States)

Lidar, Malena; Lundqvist, Eva; Ryder, Jim; Östman, Leif

2017-12-01

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers' teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers' talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers' habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

Grading nuclear, cortical and posterior subcapsular cataracts using an objective scatter index measured with a double-pass system.

Science.gov (United States)

Vilaseca, Meritxell; Romero, Maria José; Arjona, Montserrat; Luque, Sergio Oscar; Ondategui, Juan Carlos; Salvador, Antoni; Güell, José L; Artal, Pablo; Pujol, Jaume

2012-09-01

To evaluate objectively intraocular scattering in eyes with nuclear, cortical and posterior subcapsular cataracts by means of an objective scatter index (OSI) obtained from double-pass images. To compare the results with those obtained using clinical conventional procedures. In this prospective, observational, cross-sectional, non-consecutive case series study, 188 eyes with cataracts of 136 patients were analysed (123 eyes had nuclear, 41 eyes had cortical and 24 eyes had posterior subcapsular cataracts). The control group consisted of 117 eyes of 68 healthy patients. Patient examination included subjective refraction, best spectacle-corrected visual acuity (BSCVA), cataract grade using the lens opacities classification system III (LOCS III) and OSI. We found a decrease in the BSCVA and an increase in the OSI with increasing cataract grade. Statistically significant differences were observed when the OSI of eyes without cataracts and those with different LOCS III were compared. The comparison between the OSI and LOCS III reported good percentages of agreement regarding the number of eyes classified in equivalent levels: 72.4% (nuclear cataracts), 86.6% (cortical cataracts) and 84.3% (posterior subcapsular cataracts). A non-linear regression model was applied between OSI and BSCVA, which resulted in the following multiple correlation coefficients: r=0.878 (nuclear), r=0.843 (cortical) and r=0.844 (posterior subcapsular). The results of the study showed that OSI is a useful parameter for evaluating large amounts of intraocular scattering that can be used, in combination with other conventional procedures, as a valuable tool in clinical practice to grade cataracts objectively.

Improving Crystalline Silicon Solar Cell Efficiency Using Graded-Refractive-Index SiON/ZnO Nanostructures

Directory of Open Access Journals (Sweden)

Yung-Chun Tu

2015-01-01

Full Text Available The fabrication of silicon oxynitride (SiON/ZnO nanotube (NT arrays and their application in improving the energy conversion efficiency (η of crystalline Si-based solar cells (SCs are reported. The SiON/ZnO NT arrays have a graded-refractive-index that varies from 3.5 (Si to 1.9~2.0 (Si3N4 and ZnO to 1.72~1.75 (SiON to 1 (air. Experimental results show that the use of 0.4 μm long ZnO NT arrays coated with a 150 nm thick SiON film increases Δη/η by 39.2% under AM 1.5 G (100 mW/cm2 illumination as compared to that of regular SCs with a Si3N4/micropyramid surface. This enhancement can be attributed to SiON/ZnO NT arrays effectively releasing surface reflection and minimizing Fresnel loss.

Determination of Motivations towards Science Learning of Eighth Grade Turkish and German Students (A Comparative Study

Directory of Open Access Journals (Sweden)

Ayşe SERT ÇIBIK

2015-06-01

Full Text Available In this study, eighth grade students’ motivations towards science learning in Turkey and Germany were determined and compared on the basis of countries. The sample of the research was consisted of 393 8th grade students of public schools in the city centre of Turkey/Adana and in Germany/Berlin who were selected through a basic random sample during the 2013-2014 education period. In the research in which the survey model was used “Science Motivation Questionnaire” as data collection tool. In the analysis of the sub-problems of the study, descriptive statistics like frequency (f-percentage (% and independent groups t-test were used. On the other hand, in the adaptation of the scale to the German, item analysis, exploratory factor analysis and Cronbach Alpha coefficient were performed. As a result of the factor analysis, we could accept the scale as compatible with the original form, acceptably reliable and valid. Since the items inside the Turkish and German forms indicated differences, mean scores were considered during the analysis of the sub-problems. Results exposed that there are differences between the total motivational scores of students and these differences were in favor of the students in Germany. Moreover, we confirmed that the distribution of total motivation scores of the male and female students in each country was close to each other

Representation of Science Process Skills in the Chemistry Curricula for Grades 10, 11 and 12 / Turkey

OpenAIRE

Abdullah Aydin

2013-01-01

In one study conducted in Turkey, Berberoğlu et al. (2002) stressed that methods of designing and implementing especially laboratory experiments should inevitably be focused on developing one’s higher-level mental skills. (Berberoğlu et al., 2002). It was suggested in a study by Koray et al. (2006) entitled as “Conditions of Representing Science Process Skills in 9th grade Chemistry Course Books and Chemistry Curriculums” that scientific process abilities should be given more place in Chemist...

Normal Incidence for Graded Index Surfaces

Science.gov (United States)

Khankhoje, Uday K.; Van Zyl, Jakob

2011-01-01

A plane wave is incident normally from vacuum (eta(sub 0) = 1) onto a smooth surface. The substrate has three layers; the top most layer has thickness d(sub 1) and permittivity epsilon(sub 1). The corresponding numbers for the next layer are d(sub 2); epsilon(sub 2), while the third layer which is semi-in nite has index eta(sub 3). The Hallikainen model [1] is used to relate volumetric soil moisture to the permittivity. Here, we consider the relation for the real part of the permittivity for a typical loam soil: acute epsilon(mv) = 2.8571 + 3.9678 x mv + 118:85 x mv(sup 2).

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

Science.gov (United States)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

Creepy Critters (Snakes). [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

Science.gov (United States)

Best, Terrence

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

Integrating the Nature of Science

Science.gov (United States)

Weiland, Ingrid; Blieden, Katherine; Akerson, Valarie

2014-01-01

The nature of science (NOS) describes what science is and how knowledge in science is developed (NSTA 2013). To develop elementary students' understandings of how scientists explore the world, the authors--an education professor and a third-grade teacher--endeavored to integrate NOS into a third-grade life science unit. Throughout the lesson,…

Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

Science.gov (United States)

Riedell, Kate Elizabeth

The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

Summer effects on body mass index (BMI) gain and growth patterns of American Indian children from kindergarten to first grade: a prospective study

OpenAIRE

Zhang, Jianduan; Himes, John H; Hannan, Peter J; Arcan, Chrisa; Smyth, Mary; Rock, Bonnie Holy; Story, Mary

2011-01-01

Abstract Background Overweight and obesity are highly prevalent among American Indian children, especially those living on reservations. There is little scientific evidence about the effects of summer vacation on obesity development in children. The purpose of this study was to investigate the effects of summer vacation between kindergarten and first grade on growth in height, weight, and body mass index (BMI) for a sample of American Indian children. Methods Children had their height and wei...

Experimental Realization of an Epsilon-Near-Zero Graded-Index Metalens at Terahertz Frequencies

Science.gov (United States)

Pacheco-Peña, Victor; Engheta, Nader; Kuznetsov, Sergei; Gentselev, Alexandr; Beruete, Miguel

2017-09-01

The terahertz band has been historically hindered by the lack of efficient generators and detectors, but a series of recent breakthroughs have helped to effectively close the "terahertz gap." A rapid development of terahertz technology has been possible thanks to the translation of revolutionary concepts from other regions of the electromagnetic spectrum. Among them, metamaterials stand out for their unprecedented ability to control wave propagation and manipulate electromagnetic response of matter. They have become a workhorse in the development of terahertz devices such as lenses, polarizers, etc., with fascinating features. In particular, epsilon-near-zero (ENZ) metamaterials have attracted much attention in the past several years due to their unusual properties such as squeezing, tunneling, and supercoupling where a wave traveling inside an electrically small channel filled with an ENZ medium can be tunneled through it, reducing reflections and coupling most of its energy. Here, we design and experimentally demonstrate an ENZ graded-index (GRIN) metamaterial lens operating at terahertz with a power enhancement of 16.2 dB, using an array of narrow hollow rectangular waveguides working near their cutoff frequencies. This is a demonstration of an ENZ GRIN device at terahertz and can open the path towards other realizations of similar devices enabling full quasioptical processing of terahertz signals.

How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

Science.gov (United States)

Stevenson, Alma R.

This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to

Project first and eye on the sky: strategies for teaching space science in the early grades

Science.gov (United States)

Paglierani, R.; Hawkins, I.

Elementary educators typically have only limited opportunity to teach substantive science units. This is due, in great part, to the current primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curricula with language arts provides one means of addressing the challenge of maintaining a robust science presence in the elementary classroom. Project FIRST's Eye on the Sky suggests a model for the successful integration of science instruction with language arts through inquiry-based learning. The model has been adopted by other Education/Public Outreach efforts, most recently, the Cassini- Huygens Mission and the Space Telescope Institute. We will present Eye on the Sky: Our Star the Sun, a suite of integrated, inquiry-based lessons designed specifically for K-4 students and discuss data showing the program's impact on the user audience. These materials offer an exciting opportunity to explore the dynamic Sun and share research discoveries of NASA's Sun-Earth Connection with the elementary education community. The lessons were developed and tested by UC Berkeley educators and NASA scientists in partnership with classroom teachers. We will review the program components and examine the benefits and challenges inherent in implementing such a program in the elementary school setting.

Studies on classifying Indian coals. Part II. A new system for grading and pricing

Energy Technology Data Exchange (ETDEWEB)

Tumuluri, S.G.; Shrikhande, S.K.; Rao, S.K.; Haque, R.

1985-07-01

The new system is self-complete through grading to pricing. It grades non-coking coal by moisture and ash contents. Coking coal is graded by GKLT coke type and ash content. Volatile matter content is used as a supporting indexer, where necessary. Through the grade data, a coal is evaluated into a single numeral which depicts the coaly matter content and its nature or effectiveness. This value, called effective coaly matter, is converted to a relative rupee value or price index/price. Pragmatics and versatility of the system are discussed.

Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

Science.gov (United States)

Hamelo, Shewangzaw

2016-01-01

This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

Science.gov (United States)

Mavuru, Lydia; Ramnarain, Umesh

2017-01-01

This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs,…

Establishing cross-curricular links between Science and English in ninth grade

Directory of Open Access Journals (Sweden)

Chala Bejarano Pedro Antonio

2003-08-01

Full Text Available For many years, English has been studied apart from the other subjects in nonbilingual centres, isolating it from other knowledge areas, underestimating its nature as a vehicle for communication. English has thus been considered just as a set of rules to be memorized with no communicative purpose. As English teachers our objective to design this proposal, was to show this language as a useful tool, not only to be practiced in the classroom, but also in the context of other areas, in this case, science. Throughout the piloting of this project at Gustavo Restrepo school, in the south of Bogotá, English was used to learn science and science was used to practice English during the performance of some tasks with a communicative purpose so that the students of ninth grade had the opportunity to learn by doing. Key Words: English-High School-Teaching, Sciences-High School-Teaching, English-Teaching-Methods Por muchos años, el inglés ha sido estudiado aparte de las otras materias en instituciones no bilingües, aislándolo de otras áreas del conocimiento y menospreciando su naturaleza como vehículo de comunicación. El inglés ha sido entonces considerado simplemente un conjunto de reglas que se memorizan sin un propósito comunicativo. Como profesores de inglés nuestro objetivo al diseñar esta propuesta fue mostrar este idioma como una herramienta útil, no sólo para ser usada en el aula, sino también en el contexto de otras áreas; en este caso ciencias naturales. A través del pilotaje de este proyecto en el colegio Gustavo Restrepo en el sur de Bogotá, el inglés fue usado para aprender ciencias naturales y las ciencias naturales fueron usadas para practicar inglés durante el desarrollo de algunas actividades, con un propósito comunicativo de manera que los estudiantes de noveno grado tuvieran la oportunidad de aprender haciendo. Palabras claves: Inglés-Enseñanza Secundaria, Ciencias Naturales-Enseñanza Secundaria, Inglés-Enseñanza-Métodos

Does lumbar paraspinal muscle fatty degeneration correlate with aerobic index and Oswestry disability index?

Science.gov (United States)

Prasarn, Mark L; Kostantinos, Vasalos; Coyne, Ellen; Wright, John; Rechtine, Glenn R

2015-01-01

We sought to analyze whether the amount of paraspinal fatty degeneration correlates with a patient's physical fitness, and to determine if these findings on lumbar magnetic resonance imaging (MRI) scans can help predict functional outcomes. A retrospective review was performed on 172 patients. Inclusion criteria involved being seen by a spine surgeon for low back pain, having aerobic index (AI), body mass index (BMI), Oswestry disability index (ODI), and body fat percentage measured recently, and having had a recent lumbar MRI scan. The percentage of fatty muscle degeneration was graded by three reviewers using T2-weighted axial images at L3 and L5 using a newly proposed system that was validated independently. The system is graded as follows: Grade 1: 0-24%, Grade 2: 25-49%, Grade 3: 50-74%, and Grade 4: 75-100%. An independent t-test was used for comparisons. The average AI was 34.87, and the cohort was divided into two groups: above-average AI (89 patients) and below-average AI (83 patients). For all paraspinal fat measurements and body fat percentage, the difference between the above- and below-average AI groups was statistically significant (P < 0.05), with the least amount of paraspinal fatty degeneration and body fat in the greater AI group. Weight alone and BMI were not found to be significantly different between those with above-average AI when compared to those with below-average AI (P = 0.491 and P = 0.122, respectively). There was a trend for lower ODI scores in the above-average AI group (41.9 vs 46.1), but this did not reach statistical significance between the two groups (P = 0.075). For all patients it was shown that there was significantly less paraspinal fat at the L3 level as compared to L5 (P < 0.001). We were able to show that patients with a higher AI have lower body fat percentages and lower amounts of fatty degeneration in their lumbar paraspinal musculature. The amount of paraspinal fatty degeneration, therefore, correlates with physical

3D Visualization Types in Multimedia Applications for Science Learning: A Case Study for 8th Grade Students in Greece

Science.gov (United States)

Korakakis, G.; Pavlatou, E. A.; Palyvos, J. A.; Spyrellis, N.

2009-01-01

This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This…

Protist: The "Unseen" Kingdom. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

Science.gov (United States)

Whitfield, Melvin

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

Socially situated activities and identities: Second-grade dual language students and the social construction of science

Science.gov (United States)

Bryce, Nadine

Latina and Latino American students are among the lowest achievers in science, when compared to European and Asian American students, and are highly underrepresented in science careers. Studies suggested that a part of this problem is students' lack of access to science, due to their status as English language learners and their perceived status as deficient students. This study investigated the social construction of science in a second grade dual language urban classroom that offered bilingual students access to science, while positioning them as competent, capable learners. What participants valued in science was interpreted from their stated beliefs and attitudes, as well as their patterned ways of reading, writing, and talking. A bilingual European American teacher and three Latina and Latino focal students were observed over the course of 10 weeks, as they enacted a science unit, in English, on habitats. Science lessons were videotaped, documented with field notes, and transcribed. Interviews with the teacher and students were audiotaped and transcribed, and relevant curriculum documents, and teacher- and student-generated documents, copied. Gee's (1999) d/Discourse analysis system was applied to the transcripts of science lessons and interviews as a way to understand how participants used language to construct situated activities and identities in science. Curriculum documents were analyzed to understand the positioning of the teacher and students by identifying the situated activities and roles recommended. Students' nonfiction writing and published nonfiction texts were analyzed for linguistic structures, semantic relationships and conventions of science writing. Results indicated that the teacher drew on traditional and progressive pedagogical practices that shaped her and her students' science activities and situated identities. The teacher employed traditional talk strategies to build science themes, while students enacted their roles as compliant

Establishing Proficiency Levels for the Delaware Student Testing Program in Science and Social Studies, Grades 4 & 6. Report and Recommendations to the Delaware State Board of Education.

Science.gov (United States)

Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

This document contains the results of a standard setting conducted in January 2002 on the Delaware Student Testing Program (DSTP) Science and Social Studies tests at grades 4 and 6. Each standard setting process entailed convening four groups, one for each grade level and content area, and each group met for 2 days. At the standard setting judges…

Space-division-multiplexed transmission of 3x3 multiple-input multiple-output wireless signals over conventional graded-index multimode fiber.

Science.gov (United States)

Lei, Yi; Li, Jianqiang; Fan, Yuting; Yu, Dawei; Fu, Songnian; Yin, Feifei; Dai, Yitang; Xu, Kun

2016-12-12

In this paper, we experimentally demonstrate space-division-multiplexed (SDM) transmission of IEEE 802.11ac-compliant 3-spatial-stream WLAN signals over 3 spatial modes of conventional 50um graded-index (GI) multimode fiber (MMF) employing non-mode-selective 3D-waveguide photonic lantern. Two kinds of scenarios, including fiber-only transmission and fiber-wireless hybrid transmission, were investigated by measuring error vector magnitude (EVM) performance for each stream and condition number (CN) of the channel matrix. The experimental results show that, SDM-based MMF link could offer a CNwireless MIMO signals over existing in-building commercially-available MMFs with enormous cost-saving.

Malaysian Education Index (MEI): An Online Indexing and Repository System

Science.gov (United States)

Kabilan, Muhammad Kamarul; Ismail, Hairul Nizam; Yaakub, Rohizani; Yusof, Najeemah Mohd; Idros, Sharifah Noraidah Syed; Umar, Irfan Naufal; Arshad, Muhammad Rafie Mohd.; Idrus, Rosnah; Rahman, Habsah Abdul

2010-01-01

This "Project Sheet" describes an on-going project that is being carried out by a group of educational researchers, computer science researchers and librarians from Universiti Sains Malaysia, Penang. The Malaysian Education Index (MEI) has two main functions--(1) Online Indexing System, and (2) Online Repository System. In this brief…

Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement

Science.gov (United States)

Erberber, Ebru

Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education quality and achieving equity in quality education across the regions continue to be a monumental challenge in Turkey. Most recently, results from the Trends in International Mathematics and Science Study (TIMSS) 2007 indicated that Turkey's educational achievement at the eighth grade, the end of compulsory primary education in Turkey, was far below that of other countries in the EU. Considering Turkey's long standing socioeconomic disparities between the western and eastern parts of the country, the challenges of improving overall education quality are coupled with the challenges of achieving equity in learning outcomes for students across the regions. This dissertation used data from TIMSS 2007 to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Findings from a series of analyses using hierarchical linear models suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern Anatolia and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey.

The Chiral Index of the Fermionic Signature Operator

OpenAIRE

Finster, Felix

2014-01-01

We define an index of the fermionic signature operator on even-dimensional globally hyperbolic spin manifolds of finite lifetime. The invariance of the index under homotopies is studied. The definition is generalized to causal fermion systems with a chiral grading. We give examples of space-times and Dirac operators thereon for which our index is non-trivial.

How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

Science.gov (United States)

Stevenson, Alma R.

2013-12-01

This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

Selection of the most powerful predictors for the evaluation of hepatic steatosis grade: An experimental study

International Nuclear Information System (INIS)

Su Zhongzhen; Shan Hong; He Bingjun; Lv Wentian; Meng Xiaochun; Wang Jin; Zhu Kangshun; Yang Yang; Chen Guihua

2009-01-01

Purpose: To select the most powerful predictors for the evaluation of hepatic steatosis grade. Methods and materials: Forty-five healthy New Zealand rabbits were randomly divided into one normal control group and three experimental groups. Hepatic steatosis models were established by feeding a high-fat, high-sugar diet and drinking water containing 5% ethanol. Twenty-two variable indexes were measured using general observation, biochemical examination, ultrasonography, computed tomography (CT), and proton magnetic resonance spectroscopy (MRS). Univariate analysis, correlation analysis, and stepwise regression analysis were used to make the selection of the most powerful predictors. ROC analysis was used to compare the diagnostic efficacy of single index with combined index (Y) expressed by a regression equation. Results: Based on statistical analysis, there were 12 variable indexes with significant differences among groups, which correlated with hepatic steatosis grade: liver weight, hepatic index, liver CT value, liver-to-muscle attenuation ratio, 1 H MRS fat peak value, fat peak area, fat-to-water peak area ratio, fat percentage, ultrasound attenuation coefficient, serum aspartate aminotransferase, total cholesterol (TC) and triglycerides. Among them hepatic index, liver CT value and serum TC were selected as the most powerful predictors for hepatic steatosis grade with correlation coefficients of 0.709, -0.764, and 0.886, respectively. The regression equation was: Y = 1.975 + 3.906 x 10 -2 X 1 + 0.369X 2 - 2.84 x 10 -2 X 3 , where Y = hepatic steatosis grade, X 1 = TC, X 2 = hepatic index, and X 3 = liver CT value. ROC analysis displayed PPV, NPV, curve area of combined index (Y) were superior to simple index (hepatic index, liver CT value and serum TC) in evaluating hepatic steatosis grade, and they were nearly 1.0000, 1.0000 and 1.000, respectively. Conclusions: Combined application of several diagnostic methods is superior to simple diagnostic method, and

Selection of the most powerful predictors for the evaluation of hepatic steatosis grade: An experimental study

Energy Technology Data Exchange (ETDEWEB)

Su Zhongzhen [Department of Radiology, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, Guangdong Province (China); Shan Hong [Department of Radiology, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, Guangdong Province (China)], E-mail: gzshsums@public.guangzhou.gd.cn; He Bingjun; Lv Wentian; Meng Xiaochun; Wang Jin; Zhu Kangshun [Department of Radiology, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, Guangdong Province (China); Yang Yang; Chen Guihua [Department of Liver Transplantation, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, Guangdong Province (China)

2009-10-15

Purpose: To select the most powerful predictors for the evaluation of hepatic steatosis grade. Methods and materials: Forty-five healthy New Zealand rabbits were randomly divided into one normal control group and three experimental groups. Hepatic steatosis models were established by feeding a high-fat, high-sugar diet and drinking water containing 5% ethanol. Twenty-two variable indexes were measured using general observation, biochemical examination, ultrasonography, computed tomography (CT), and proton magnetic resonance spectroscopy (MRS). Univariate analysis, correlation analysis, and stepwise regression analysis were used to make the selection of the most powerful predictors. ROC analysis was used to compare the diagnostic efficacy of single index with combined index (Y) expressed by a regression equation. Results: Based on statistical analysis, there were 12 variable indexes with significant differences among groups, which correlated with hepatic steatosis grade: liver weight, hepatic index, liver CT value, liver-to-muscle attenuation ratio, {sup 1}H MRS fat peak value, fat peak area, fat-to-water peak area ratio, fat percentage, ultrasound attenuation coefficient, serum aspartate aminotransferase, total cholesterol (TC) and triglycerides. Among them hepatic index, liver CT value and serum TC were selected as the most powerful predictors for hepatic steatosis grade with correlation coefficients of 0.709, -0.764, and 0.886, respectively. The regression equation was: Y = 1.975 + 3.906 x 10{sup -2}X{sub 1} + 0.369X{sub 2} - 2.84 x 10{sup -2}X{sub 3}, where Y = hepatic steatosis grade, X{sub 1} = TC, X{sub 2} = hepatic index, and X{sub 3} = liver CT value. ROC analysis displayed PPV, NPV, curve area of combined index (Y) were superior to simple index (hepatic index, liver CT value and serum TC) in evaluating hepatic steatosis grade, and they were nearly 1.0000, 1.0000 and 1.000, respectively. Conclusions: Combined application of several diagnostic methods is

Quantification of inhomogeneities in malignancy grading of non-Hodgkin lymphoma with MR imaging

International Nuclear Information System (INIS)

Rehn, S.; Sperber, G.O.; Nyman, R.; Glimelius, B.; Hagberg, H.; Hemmingsson, A.

1993-01-01

In a previous study of 50 patients with non-Hodgkin lymphoma (NHL) it was shown that the inhomogeneous appearance of a tumor at MR imaging strongly indicated a high malignancy grade. In this study of 33 patients with NHL, the administration of an i.v. contrast medium, Gadolinium-DTPA, improved the subjective detectability of the inhomogeneities. A method of quantifying the degree of inhomogeneity in the tumors (inhomogeneity index, IH-index) was developed and tested. The mean value of IH-index in the T2-weighted image before contrast medium administration, and of the T1-weighted image after contrast medium administration, as well as the IH-index value in the T2-weighted image before contrast medium administration alone, was able to discriminate well between low- and high-grade NHL. This method of quantifiying the degree of inhomogeneity in tumors improved sensitivity in detecting high-grade NHL. (orig.)

The association between body mass index and academic performance

Directory of Open Access Journals (Sweden)

Khaled A. Alswat

2017-02-01

Full Text Available Objectives: To examine the relation between body mass index (BMI and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA using the grade point average (GPA. Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent’s education, sleeping pattern, and smoking were recorded. Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved >90% of the overall grade compared with those who achieved 90% overall grade are more likely to attend private school (p<0.05, live with their parents (p=0.013, having educated parents (p=0.037, getting optimal sleep (p<0.05, and they rarely eat their food outside their home (p<0.05. Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students.

Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables

Science.gov (United States)

Polat, Hüseyin

2018-01-01

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of…

index | Women in Science | Initiatives | Indian Academy of Sciences

Indian Academy of Sciences (India)

The issue of under representation of women in science is being seen with a great deal of concern all over the world. Over the years, several Academy Fellows had suggested a need to address this concern. In order to examine and study – the current status with regard to women in science in the Indian context; the factors ...

Study on Tei index of right ventricular by tissue doppler imaging and the observation point selection

International Nuclear Information System (INIS)

Luo Yinli; Wu Ji; Guo Shenglan; Zhang Di; Li Zhixian

2009-01-01

Objective: To explore the right ventricular (RV) Tei index in patients with pulmonary hypertension (PH) by tissue Doppler imaging (TDI), and to explore more accurate observation point to obtain Tei index of right ventricular. Methods: Assessment of RV Tei index values was performed in 95 patients with PH and 32 normal subjects. The 95 patients were grouped into 3 groups according to the severity of PH. Tei index values were obtained by TDI measurement from three observation points, the anterior tricuspid and septal tricuspid attachment points in the apical 4-chamber view and the posterior tricuspid attachment point in parasternal right heart 2-chamber review. Results: (1) RV Tel index values were measured at the three points of PH was higher than the normal significantly (P<0.05). (2) RV Tei index values of the three PH groups at he anterior tricuspid attachment had significant difference each other (P<0.05). RV Tei index values of low-grade and medium-grade PH groups at septal tricuspid and posterior tricuspid had no significant difference, but that of high-grade PH group were higher than the low-grade and medium-grade PH group. Conclusion: RV Tei index value was significantly increased in PH patients. The Tei index value measured by TDI at anterior tricuspid attachment point in apical 4-chamber view was better than that at septal tricuspid attachment point in the apical 4-chamber view and posterior' attachment of parasternal right heart 2-chamber. (authors)

Teaching and learning grade 7 science concepts by elaborate analogies: Mainstream and East and South Asian ESL students' experiences

Science.gov (United States)

Kim, Judy Joo-Hyun

This study explored the effectiveness of an instructional tool, elaborate analogy, in teaching the particle theory to both Grade 7 mainstream and East or South Asian ESL students. Ten Grade 7 science classes from five different schools in a large school district in the Greater Toronto area participated. Each of the ten classes were designated as either Group X or Y. Using a quasi-experimental counterbalanced design, Group X students were taught one science unit using the elaborate analogies, while Group Y students were taught by their teachers' usual methods of teaching. The instructional methods used for Group X and Y were interchanged for the subsequent science unit. Quantitative data were collected from 95 students (50 mainstream and 45 ESL) by means of a posttest and a follow-up test for each of the units. When the differences between mainstream and East or South Asian ESL students were analyzed, the results indicate that both groups scored higher on the posttests when they were instructed with elaborate analogies, and that the difference between the two groups was not significant. That is, the ESL students, as well as the mainstream students, benefited academically when they were instructed with the elaborate analogies. The students obtained higher inferential scores on the posttest when their teacher connected the features of less familiar and more abstract scientific concepts to the features of the familiar and easy-to-visualize concept of school dances. However, after two months, the students were unable to recall inferential content knowledge. This is perhaps due to the lack of opportunity for the students to represent and test their initial mental models. Rather than merely employing elaborate analogies, perhaps, science teachers can supplement the use of elaborate analogies with explicit guidance in helping students to represent and test the coherence of their mental models.

Catalogue of Videorecordings and Films, Kindergarten to Grade 6, 1993.

Science.gov (United States)

Manitoba Dept. of Education, Winnipeg. Instructional Resources Branch.

This catalogue lists and indexes 2,233 videorecordings, 16mm film, and videodisc titles held by the Library, Manitoba Education and Training for borrowing; some are also available for dubbing. The catalog indexes materials intended for children in kindergarten through grade 6, and is divided into three parts: an annotated title and series index, a…

Intersubband optical absorption coefficients and refractive index changes in a graded quantum well under intense laser field: Effects of hydrostatic pressure, temperature and electric field

International Nuclear Information System (INIS)

Ungan, F.; Restrepo, R.L.; Mora-Ramos, M.E.; Morales, A.L.; Duque, C.A.

2014-01-01

The effects of hydrostatic pressure, temperature, and electric field on the optical absorption coefficients and refractive index changes associated with intersubband transition in a typical GaAs/Ga 0.7 Al 0.3 As graded quantum well under intense laser field have been investigated theoretically. The electron energy eigenvalues and the corresponding eigenfunctions of the graded quantum well are calculated within the effective mass approximation and envelope wave function approach. The analytical expressions of the optical properties are obtained using the compact density-matrix approach and the iterative method. The numerical results show that the linear and nonlinear optical properties depend strongly on the intense laser field and electric field but weakly on the hydrostatic pressure and temperature. Additionally, it has been found that the electronic and optical properties in a GaAs/Ga 0.7 Al 0.3 As graded quantum well under the intense laser field can be tuned by changing these external inputs. Thus, these results give a new degree of freedom in the devices applications

Intersubband optical absorption coefficients and refractive index changes in a graded quantum well under intense laser field: Effects of hydrostatic pressure, temperature and electric field

Energy Technology Data Exchange (ETDEWEB)

Ungan, F., E-mail: fungan@cumhuriyet.edu.tr [Department of Physics, Cumhuriyet University, 58140 Sivas (Turkey); Grupo de Materia Condensade-UdeA, Instituto de Fisica, Facultad de Ciencias Exactas y Naturales, Universidad de Antioquia UdeA, Calle 70 No. 52-21, Medellín (Colombia); Restrepo, R.L. [Grupo de Materia Condensade-UdeA, Instituto de Fisica, Facultad de Ciencias Exactas y Naturales, Universidad de Antioquia UdeA, Calle 70 No. 52-21, Medellín (Colombia); Escuela de Ingeniería de Antioquia AA 7516, Medellín (Colombia); Mora-Ramos, M.E. [Grupo de Materia Condensade-UdeA, Instituto de Fisica, Facultad de Ciencias Exactas y Naturales, Universidad de Antioquia UdeA, Calle 70 No. 52-21, Medellín (Colombia); Facultad de Ciencias, Universidad Autonoma del Estado de Morelos, Ave. Universidad 1001, CP 62209, Cuernavaca, Morelos (Mexico); Morales, A.L.; Duque, C.A. [Grupo de Materia Condensade-UdeA, Instituto de Fisica, Facultad de Ciencias Exactas y Naturales, Universidad de Antioquia UdeA, Calle 70 No. 52-21, Medellín (Colombia)

2014-02-01

The effects of hydrostatic pressure, temperature, and electric field on the optical absorption coefficients and refractive index changes associated with intersubband transition in a typical GaAs/Ga{sub 0.7}Al{sub 0.3}As graded quantum well under intense laser field have been investigated theoretically. The electron energy eigenvalues and the corresponding eigenfunctions of the graded quantum well are calculated within the effective mass approximation and envelope wave function approach. The analytical expressions of the optical properties are obtained using the compact density-matrix approach and the iterative method. The numerical results show that the linear and nonlinear optical properties depend strongly on the intense laser field and electric field but weakly on the hydrostatic pressure and temperature. Additionally, it has been found that the electronic and optical properties in a GaAs/Ga{sub 0.7}Al{sub 0.3}As graded quantum well under the intense laser field can be tuned by changing these external inputs. Thus, these results give a new degree of freedom in the devices applications.

The relationship between faculty characteristics and the use of norm- and criteria-based grading

Directory of Open Access Journals (Sweden)

John Robst

2016-12-01

Full Text Available Norm-based grading has been associated with a reduction in student incentives to learn. Thus, it is important to understand faculty incentives for using norm-based grading. This paper used two waves of the National Study of Postsecondary Faculty to examine faculty characteristics related to the use of norm-based grading. Results suggest that norm-based grading is more likely when faculty and departments are more research oriented. Faculty who are at lower rank, male, younger, in science and social science departments are more likely to use norm-based grading, while faculty who feel that teaching should be the primary promotion criterion use criteria-based grading.

Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993

Energy Technology Data Exchange (ETDEWEB)

Flick, L.B.

1995-12-31

This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include developing a model laboratory/classroom for teacher education, providing financial incentives for students with technical majors to complete the program, and emphasizing issues of equity and minority participation in mathematics, science and technology education through recruitment procedures and in course content.

Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science

Science.gov (United States)

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-01-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade…

Content analysis of science material in junior school-based inquiry and science process skills

Science.gov (United States)

Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

2018-03-01

The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

Assessment of tissue heterogeneity using diffusion tensor and diffusion kurtosis imaging for grading gliomas

Energy Technology Data Exchange (ETDEWEB)

Raja, Rajikha; Sinha, Neelam [International Institute of Information Technology-Bangalore, Bangalore (India); Saini, Jitender; Mahadevan, Anita; Rao, K.V.L. Narasinga; Swaminathan, Aarthi [National Institute of Mental Health and Neurosciences, Bangalore (India)

2016-12-15

In this work, we aim to assess the significance of diffusion tensor imaging (DTI) and diffusion kurtosis imaging (DKI) parameters in grading gliomas. Retrospective studies were performed on 53 subjects with gliomas belonging to WHO grade II (n = 19), grade III (n = 20) and grade IV (n = 14). Expert marked regions of interest (ROIs) covering the tumour on T2-weighted images. Statistical texture measures such as entropy and busyness calculated over ROIs on diffusion parametric maps were used to assess the tumour heterogeneity. Additionally, we propose a volume heterogeneity index derived from cross correlation (CC) analysis as a tool for grading gliomas. The texture measures were compared between grades by performing the Mann-Whitney test followed by receiver operating characteristic (ROC) analysis for evaluating diagnostic accuracy. Entropy, busyness and volume heterogeneity index for all diffusion parameters except fractional anisotropy and anisotropy of kurtosis showed significant differences between grades. The Mann-Whitney test on mean diffusivity (MD), among DTI parameters, resulted in the highest discriminability with values of P = 0.029 (0.0421) for grade II vs. III and P = 0.0312 (0.0415) for III vs. IV for entropy (busyness). In DKI, mean kurtosis (MK) showed the highest discriminability, P = 0.018 (0.038) for grade II vs. III and P = 0.022 (0.04) for III vs. IV for entropy (busyness). Results of CC analysis illustrate the existence of homogeneity in volume (uniformity across slices) for lower grades, as compared to higher grades. Hypothesis testing performed on volume heterogeneity index showed P values of 0.0002 (0.0001) and 0.0003 (0.0003) between grades II vs. III and III vs. IV, respectively, for MD (MK). In summary, the studies demonstrated great potential towards automating grading gliomas by employing tumour heterogeneity measures on DTI and DKI parameters. (orig.)

Assessment of tissue heterogeneity using diffusion tensor and diffusion kurtosis imaging for grading gliomas

International Nuclear Information System (INIS)

Raja, Rajikha; Sinha, Neelam; Saini, Jitender; Mahadevan, Anita; Rao, K.V.L. Narasinga; Swaminathan, Aarthi

2016-01-01

In this work, we aim to assess the significance of diffusion tensor imaging (DTI) and diffusion kurtosis imaging (DKI) parameters in grading gliomas. Retrospective studies were performed on 53 subjects with gliomas belonging to WHO grade II (n = 19), grade III (n = 20) and grade IV (n = 14). Expert marked regions of interest (ROIs) covering the tumour on T2-weighted images. Statistical texture measures such as entropy and busyness calculated over ROIs on diffusion parametric maps were used to assess the tumour heterogeneity. Additionally, we propose a volume heterogeneity index derived from cross correlation (CC) analysis as a tool for grading gliomas. The texture measures were compared between grades by performing the Mann-Whitney test followed by receiver operating characteristic (ROC) analysis for evaluating diagnostic accuracy. Entropy, busyness and volume heterogeneity index for all diffusion parameters except fractional anisotropy and anisotropy of kurtosis showed significant differences between grades. The Mann-Whitney test on mean diffusivity (MD), among DTI parameters, resulted in the highest discriminability with values of P = 0.029 (0.0421) for grade II vs. III and P = 0.0312 (0.0415) for III vs. IV for entropy (busyness). In DKI, mean kurtosis (MK) showed the highest discriminability, P = 0.018 (0.038) for grade II vs. III and P = 0.022 (0.04) for III vs. IV for entropy (busyness). Results of CC analysis illustrate the existence of homogeneity in volume (uniformity across slices) for lower grades, as compared to higher grades. Hypothesis testing performed on volume heterogeneity index showed P values of 0.0002 (0.0001) and 0.0003 (0.0003) between grades II vs. III and III vs. IV, respectively, for MD (MK). In summary, the studies demonstrated great potential towards automating grading gliomas by employing tumour heterogeneity measures on DTI and DKI parameters. (orig.)

Citation Analysis of the Korean Journal of Urology From Web of Science, Scopus, Korean Medical Citation Index, KoreaMed Synapse, and Google Scholar.

Science.gov (United States)

Huh, Sun

2013-04-01

The Korean Journal of Urology began to be published exclusively in English in 2010 and is indexed in PubMed Central/PubMed. This study analyzed a variety of citation indicators of the Korean Journal of Urology before and after 2010 to clarify the present position of the journal among the urology category journals. The impact factor, SCImago Journal Rank (SJR), impact index, Z-impact factor (ZIF, impact factor excluding self-citation), and Hirsch Index (H-index) were referenced or calculated from Web of Science, Scopus, SCImago Journal & Country Ranking, Korean Medical Citation Index (KoMCI), KoreaMed Synapse, and Google Scholar. Both the impact factor and the total citations rose rapidly beginning in 2011. The 2012 impact factor corresponded to the upper 84.9% in the nephrology-urology category, whereas the 2011 SJR was in the upper 58.5%. The ZIF in KoMCI was one fifth of the impact factor because there are only two other urology journals in KoMCI. Up to 2009, more than half of the citations in the Web of Science were from Korean researchers, but from 2010 to 2012, more than 85% of the citations were from international researchers. The H-indexes from Web of Science, Scopus, KoMCI, KoreaMed Synapse, and Google Scholar were 8, 10, 12, 9, and 18, respectively. The strategy of the language change in 2010 was successful from the perspective of citation indicators. The values of the citation indicators will continue to increase rapidly and consistently as the research achievement of authors of the Korean Journal of Urology increases.

Marketing low-grade hardwoods for furniture stock - a new approach

Science.gov (United States)

Hugh W. Reynolds; Charles J. Gatchell

1979-01-01

A hardwood shortage of high-grade lumber exists while there is a surplus of low-grade hardwood timber. Two things are needed for the surplus to correct the shortage: a new manufacturing system and a new marketing technique. Utilization research at the Princeton Forestry Sciences Laboratory has developed the new system for converting low-grade hardwood for furniture use...

Proceedings (Mathematical Sciences) SUBJECT INDEX

Indian Academy of Sciences (India)

R. Narasimhan (Krishtel eMaging) 1461 1996 Oct 15 13:05:22

SUBJECT INDEX. Abel's summation formula. Analogues of Euler and Poisson summa- tion formulae. 213 ... theorems of Wiener and Lévy on absolutely convergent Fourier series. 179. Brownian motion. Probabilistic representations of solutions to the heat equation. 321. Cesáro matrix. Necessary and sufficient conditions for.

Indexes to Volume 77

Indian Academy of Sciences (India)

2015-11-27

Proceedings of the International Workshop/Conference on Computational Condensed Matter Physics and Materials Science (IWCCMP-2015). Posted on November 27, 2015. Guest Editors: Anurag Srivastava, C. S. Praveen, H. S. Tewari. © 2015 Indian Academy of Sciences, Bengaluru. Contact | Site index.

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

Science.gov (United States)

Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

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

Science.gov (United States)

Alshammari, Ahmad

2013-01-01

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

Sperm DNA fragmentation index does not correlate with blastocyst aneuploidy or morphological grading.

Directory of Open Access Journals (Sweden)

Itai Gat

Full Text Available High DNA fragmentation index (DFI may be associated with poor outcome after IVF. Our aim was to determine whether DFI impacts blastocyst quality or clinical outcome. This retrospective study included 134 couples who underwent 177 IVF-ICSI and pre-implantation genetic screening (PGS cycles during January 1st, 2014-March 31st, 2016 and had documented previous DFI. Group 1 (DFI>30% encompassed 25 couples who underwent 36 cycles; Group 2 (DFI 15-30% included 45 couples and 57 cycles; group 3 (DFI<15% included 64 couples and 83 cycles. Male partners within group 1 were older (45.1 compared to 40.6 and 38.3 years, respectively, p<0.05, had higher BMI (32.4 compared to 26.6 and 25.8 respectively, p<0.05 and lower sperm count and motility (46*106/ml and 35.5%, respectively compared to groups 2 (61.8*106/ml and 46.6%, respectively and 3 (75.8*106/ml and 55.1%, respectively, p<0.05. Female parameters including ovarian reserve and response and embryo development were similar. Total numbers of biopsied blastocysts were 116, 175 and 259 in groups 1, 2 and 3, respectively. PGS for 24 chromosomes revealed comparable euploidy rate of 46-50.4%, with a similar morphological classification. No significant differences were found regarding pregnancy rates or pregnancy loss. It seems that DFI doesn't correlate with blastocyst aneuploidy or morphological grading.

To curve or not to curve? The effect of college science grading policies on implicit theories of intelligence, perceived classroom goal structures, and self-efficacy

Science.gov (United States)

Haley, James M.

There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm

The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students' Science Achievement and Conceptual Understanding of Evaporation and Condensation

Science.gov (United States)

Wang, Tzu-Ling; Tseng, Yi-Kuan

2018-01-01

The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students' science achievement and conceptual understanding in the domain of state changes of water, focusing…

Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

Science.gov (United States)

Caldwell, Janet E.

The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

Grading of cerebral gilomas: correlation with perfusion MRI, spectroscopic MRI and histopathology

International Nuclear Information System (INIS)

Law, M.; Cha, S.; Knopp, E.A.; Johnson, G.; Litt, A.W.

2002-01-01

Full text: The aim of this study was to determine the correlation between perfusion MRI (pMRI), spectroscopic MRI (sMRI) and histopathologic grading of primary glial neoplasms. Echo-planar pMRI has already been shown to be a robust physiological tool in preoperatively predicting tumor grade and guiding stereotactic biopsy (1). Thirty-four patients with a primary glial neoplasm underwent conventional MR imaging, T2*-weighted echo planar pMRI and sMRI. Four rCBV measurements were obtained from the colour maps of each lesion to determine the maximum rCBV. Spectroscopic MRI utilizing 2D chemical shift imaging at a TE of 135 provided multi-voxel spectroscopic data in sixteen of these patients. The maximum Cho/NAA, Cho/Cr, and minimum NAA/Cr ratios were obtained as well as documenting the presence of lactate and lipids. This was compared with the histopathological grading (including staining with H and E, GFAP, vimentin and MIB1, proliferative index) obtained from volumetric resection or stereotactic biopsy. The maximum rCBV in high grade tumors (n=26) ranged from 1.34 to 5.15, with a mean of 3.00 ± 1.21 (SD), and in the low grade tumors (n=8) ranged from 1.47 to 2.49, with a mean of 1.81 ± 1.21 (SD).This difference was statistically significant (p<0.001; Student t test). Maximum values for Cho/NAA, Cho/Cr and minimum NAA/Cr values were 3.24 ± 3.26, 2.49 ± 1.17 and 1.02 ± 0.34, respectively in the high grade (n = 11), and 1.3 ± 0.39, 1.58 ± 0.45 and 0.89 ± 0.37 respectively in the low-grade tumors (n = 5). A statistically significant difference was found for the Cho/Cr ratio (p<0.05) between the high grade and low grade groups. Relative CBV measurements and spectroscopic metabolic ratios are complementary and correlate with histopathology (2,3). These tools provide powerful physiological and metabolic information for preoperative prediction of tumor grade and will guide pre and post operative planning and management. Copyright (2002) Blackwell Science Pty Ltd

Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach

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Chitnork, Amporn; Yuenyong, Chokchai

2018-01-01

The research aimed to enhance Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach. The participants included 45 Grade 10 students who were studying in a school in Nongsonghong, Khon Kaen, Thailand. Methodology regarded interpretive paradigm. The intervention was the force unit which was provided based on Yuenyong (2006) STS approach. Students learned about the STS electric field unit for 4 weeks. The students' scientific argumentation was interpreted based on Toulmin's argument pattern or TAP. The TAP provided six components of argumentation including data, claim, warrants, qualifiers, rebuttals and backing. Tools of interpretation included students' activity sheets, conversation, journal writing, classroom observation and interview. The findings revealed that students held the different pattern of argumentation. Then, they change pattern of argumentation close to the TAP. It indicates that the intervention of STS electric field unit enhance students to develop scientific argumentation. This finding may has implication of further enhancing scientific argumentation in Thailand.

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Science.gov (United States)

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

2013-06-01

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

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.

Technological Studies at Thomas Edison Middle School. Grades 6-7-8.

Science.gov (United States)

Foster, Patrick N.

This technology studies curriculum for grades 6-8 is a plan for each middle school student to experience technology education for approximately 60 days (1 trimester of a 180-day school year) in each grade. Section A provides definitions; structure or content for grade-level programs with science and technology unifiers (unifying curricular…

Learning from Action Research about Science Teacher Preparation

Science.gov (United States)

Mitchener, Carole P.; Jackson, Wendy M.

2012-01-01

In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

Coverage of Google Scholar, Scopus, and Web of Science: a case study of the h-index in nursing.

Science.gov (United States)

De Groote, Sandra L; Raszewski, Rebecca

2012-01-01

This study compares the articles cited in CINAHL, Scopus, Web of Science (WOS), and Google Scholar and the h-index ratings provided by Scopus, WOS, and Google Scholar. The publications of 30 College of Nursing faculty at a large urban university were examined. Searches by author name were executed in Scopus, WOS, and POP (Publish or Perish, which searches Google Scholar), and the h-index for each author from each database was recorded. In addition, the citing articles of their published articles were imported into a bibliographic management program. This data was used to determine an aggregated h-index for each author. Scopus, WOS, and Google Scholar provided different h-index ratings for authors and each database found unique and duplicate citing references. More than one tool should be used to calculate the h-index for nursing faculty because one tool alone cannot be relied on to provide a thorough assessment of a researcher's impact. If researchers are interested in a comprehensive h-index, they should aggregate the citing references located by WOS and Scopus. Because h-index rankings differ among databases, comparisons between researchers should be done only within a specified database. Copyright © 2012 Elsevier Inc. All rights reserved.

Can Histological Grade and Mitotic Index Replace Ki67 to Determine Luminal Breast Cancer Subtypes?

Science.gov (United States)

Oddó, David; Pulgar, Dahiana; Elgueta, Nicole; Acevedo, Francisco; Razmiliz, Dravna; Navarro, María Elena; Camus, Mauricio; Merino, Tomás; Retamal, Ignacio; Pérez-Sepúlveda, Alejandra; Villarroel, Alejandra; Galindo, Héctor; Peña, José; Sánchez, César

2018-01-27

Introduction: Breast cancer can be classified into subtypes based on immunohistochemical markers, with Ki67 expression levels being used to divide luminal BC tumors in luminal A and B subtypes; however, Ki67 is not routinely determined due to a lack of standardization. Objective: To evaluate histological grade and Eliminate: the mitotic index to determine if they can be used as an alternative method to Ki67 staining for luminal subtype definition. Methods: We evaluated estrogen receptor positive breast cancer tissue samples. Pathological analysis included determination of Ki67. A low level of Ki67 was defined as <14% positive cells. Results: We evaluated 151 breast cancer samples; 24 (15,9%) were classified as I; 74 as HG II (49%), and 53 (35,1%) as HG III. The median value for Ki67 was 13% (range: <1% - 82%) and for MI was 2 (0-12). Histological grade I tumors exhibited Ki67 values significantly lower than HG II and III tumors (Anova, Tamhane test p=0,001). A higher Ki67 value was related to a higher MI (Rho Sperman p=0,336; R2= 0,0273). ROC curve analysis determined that a MI ≥ 3 had a sensibility of 61.9% and specificity of 66.7% in predicting a high Ki67 value (≥14%) (area under the curve: 0,691; p =0,0001). A HG I tumor or HG II-III with MI ≤2, had a high probability of corresponding to a LA tumor (76,3%), as defined using Ki67 expression, while the probability of a LB subtype was higher with HG II-III and a MI ≥3 (57.4%). Global discrimination was 68.1%. Conclusions: For the LA subtype, our predictive model showed a good correlation of HG and MI with the classification based on Ki67<14%. In the LB subtype, the model showed a weak correlation; therefore Ki67 determination seems to be needed for this group of patients. Creative Commons Attribution License

Exploring differential item functioning (DIF) with the Rasch model: a comparison of gender differences on eighth grade science items in the United States and Spain.

Science.gov (United States)

Babiar, Tasha Calvert

2011-01-01

Traditionally, women and minorities have not been fully represented in science and engineering. Numerous studies have attributed these differences to gaps in science achievement as measured by various standardized tests. Rather than describe mean group differences in science achievement across multiple cultures, this study focused on an in-depth item-level analysis across two countries: Spain and the United States. This study investigated eighth-grade gender differences on science items across the two countries. A secondary purpose of the study was to explore the nature of gender differences using the many-faceted Rasch Model as a way to estimate gender DIF. A secondary analysis of data from the Third International Mathematics and Science Study (TIMSS) was used to address three questions: 1) Does gender DIF in science achievement exist? 2) Is there a relationship between gender DIF and characteristics of the science items? 3) Do the relationships between item characteristics and gender DIF in science items replicate across countries. Participants included 7,087 eight grade students from the United States and 3,855 students from Spain who participated in TIMSS. The Facets program (Linacre and Wright, 1992) was used to estimate gender DIF. The results of the analysis indicate that the content of the item seemed to be related to gender DIF. The analysis also suggests that there is a relationship between gender DIF and item format. No pattern of gender DIF related to cognitive demand was found. The general pattern of gender DIF was similar across the two countries used in the analysis. The strength of item-level analysis as opposed to group mean difference analysis is that gender differences can be detected at the item level, even when no mean differences can be detected at the group level.

Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

Science.gov (United States)

Eick, Charles J.

2012-01-01

A case study of an exemplary third grade teacher's use of the outdoor classroom for meeting both state science and language arts standards is described. Data from the researcher's field journal, teacher lesson plans, and teacher interviews document how this teacher used nature-study to bridge outdoor classroom experiences with the state science…

Learning Science through Talking Science in Elementary Classroom

Science.gov (United States)

Tank, Kristina Maruyama; Coffino, Kara

2014-01-01

Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students' know about human body and various systems,…

Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations—Science Items from TIMSS 2007

Science.gov (United States)

Frändberg, Birgitta; Lincoln, Per; Wallin, Anita

2013-12-01

Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation.

Implementing SPRINTT [Student Polar Research with IPY National(and International)Teacher Training] in 5th Grade Science

Science.gov (United States)

Glass, D. S.

2009-12-01

I implemented the new NSF-funded SPRINTT (Student Polar Research with IPY National (and International) Teacher Training) curriculum with a 5th grade science class. SPRINTT, developed at U.S. Satellite Laboratory, Inc., is a 5-8 week science program teaching 5th through 10th graders to investigate climate change using polar data. The program includes perspectives of both Western scientists and the indigenous Northern population. The course contains three phases: Phase 1 includes content, data interpretation, and hands-on experiments to study Frozen Water, Frozen Land, and Food; Phase 2 (optional) includes further content on specific polar topics; and Phase 3 is a scaffolded research investigation. Before the course, teachers were trained via live webinars. This curriculum capitalizes on children’s innate fascination with our planet’s final frontier and combines it with the politically and scientifically relevant topic of climate change. In 2009, I used SPRINTT with 23 heterogeneous fifth grade students at National Presbyterian School in Washington DC for an environmental science unit. Overall, it was a success. The students met most of the learning objectives and showed enthusiasm for the material. I share my experiences to help other educators and curriculum developers. The Phase 1 course includes earth science (glaciers, sea ice, weather and climate, greenhouse gases, seasons, and human impacts on environments), life science (needs of living things, food and energy transfer, adaptations, and ecosystems and biomes) and physical science (phases of matter). Tailoring the program, I focused on Phase 1, the most accessible material and content, while deemphasizing the more cumbersome Phase 3 online research project. Pre-assessments documented the students’ misconceptions and informed instruction. The investigations were appropriately educational and interesting. For example, students enjoyed looking at environmental factors and their impact on the people in the

Sound Science

Science.gov (United States)

Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M.

2010-01-01

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

Studies on high grade cerebral gliomas

International Nuclear Information System (INIS)

Bleehen, N.M.

1990-01-01

A brief review of attempts in the United Kingdom to improve the results of treatment of high grade (grade 3, 4) supra-tentorial astrocytomas is presented. The radiosensitizer misonidazole failed to improve the results of post-surgical radiotherapy, however, multivariate analysis of data from these patients has provided a prognostic index of use in defining good and poor prognosis patients. An overview study of adjuvant nitrosourea therapy trials has shown a small significant advantage for the chemotherapy. A study of chemosensitization by benznidazole of CCNU treatment of patients in relapse failed to demonstrate any effect. 13 references

The Impact of Using Student-Dictated Oral Review Stories on Science Vocabulary, Content Knowledge, and Non-Fiction Writing Skills of First Grade Students

Science.gov (United States)

Bishoff, Sandra Wells

2010-01-01

The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The…

Citation Index: an indispensable information retrieval tool for research and evaluation

OpenAIRE

Kademani, B. S.; Vijai Kumar, *

2002-01-01

This paper highlights the information explosion, the need for bibliographic control, the need for information retrieval tools. Explains the emergence of Citation Index, concept of citation indexing, reasons for citing, its structure (print and electronic versions of Science citation Index and Social Science Citation Index ), and application of citation index. It also discusses the search effectiveness, factors taken into consideration for coverage of journals in citation indexes, Journal Cita...

The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school

Science.gov (United States)

Dosanjh, Navdeep Kaur

2011-12-01

There is great concern over students' poor science achievement in the United States. Due to the lack of science achievement, students are not pursing science related careers resulting in an increase in outsourcing to other countries. Learning strategies such as concept mapping may ameliorate this situation by providing students with tools that encourage meaningful learning. The purpose of this quasi-experimental study was to measure the effects of three concept mapping learning strategies (concept identifying, proposition identifying, student generated) on urban middle school students' understanding of the circulatory system. Three intact classes of seventh-grade students were assigned to one of the three concept mapping strategies. The students were given a pretest on the circulatory system then learned and used their respective concept mapping strategies while learning about the circulatory system. At the conclusion of the study, students' science achievement was measured by performance on an achievement test and rubric scores of their respective concept identifying, proposition identifying, and student generated concept maps. The results of the study suggest that all three of the concept mapping strategies are effective in increasing students' science achievement. Additionally, the moderate significant correlations between the posttest and concept map scores of the current study established that concept maps are a useful measure of student knowledge. Lastly, the results of the current study also suggest that the concept identifying mapping strategy may be a useful scaffold in instructing students how to develop student generated concept maps.

Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

Science.gov (United States)

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

2018-05-01

To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

Selection of Non Mapping Sciences Journals Suitable for Publishing Mapping Sciences Topics

OpenAIRE

Frančula, Nedjeljko; Lapaine, Miljenko; Stojanovski, Jadranka

2013-01-01

In Croatia, for career advancement in technical sciences, including then field of mapping sciences (in Croatian geodezija), it is necessary to publish a number of papers in journals indexed in Science Citation Index Expanded or Current Contents databases, whereby a certain number of papers have to be published in journals with impact factor (JIF) higher than the median of the subject category in which they are listed in the Journal Citation Reports database. Since these databases index 17 map...

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…

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

Science.gov (United States)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

Science.gov (United States)

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-03-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Information Memory Processing and Retrieval: The Use of Information Theory to Study Primacy and Recency Characteristics of Ninth Grade Science Students Processing Learning Tasks.

Science.gov (United States)

Dunlop, David L.

Reported is another study related to the Project on an Information Memory Model. This study involved using information theory to investigate the concepts of primacy and recency as they were exhibited by ninth-grade science students while processing a biological sorting problem and an immediate, abstract recall task. Two hundred randomly selected…

Body mass index influences prostate cancer risk at biopsy in Japanese men.

Science.gov (United States)

Masuda, Hitoshi; Kagawa, Makoto; Kawakami, Satoru; Numao, Noboru; Matsuoka, Yoh; Yokoyama, Minato; Yamamoto, Shinya; Yonese, Junji; Fukui, Iwao; Kihara, Kazunori

2013-07-01

To determine the relationship between body mass index and prostate cancer risk at biopsy in Japanese men, and to compared the risk with that of Caucasian men. We retrospectively evaluated 3966 men with prostate-specific antigen levels from 2.5 to 19.9 ng/mL who underwent an initial extended prostate biopsy. Using logistic regression, odds ratios of each body mass index category for risk of prostate cancer and high-grade disease (Gleason score ≥4 + 3) were estimated after controlling for age, prostate-specific antigen, %free prostate-specific antigen, prostate volume, digital rectal examination findings, family history of prostate cancer and the number of biopsy cores. Patients were divided into six categories according to their body mass index (kg/m(2) ) as follows: body mass index and prostate cancer risk at biopsy, with an increased risk observed in men whose body mass index was ≥27.0 compared with the reference group. A significantly increased risk starting at body mass index ≥25.0 was found in high-grade disease. In contrast to our results, there has been no reported increase in the risk of prostate cancer at biopsy in Caucasians within the overweight range (body mass index of 25.0-29.9 based on World Health Organization classification). Japanese men within the overweight body mass index range who have an elevated prostate-specific antigen level also have a significant risk of harboring prostate cancer, especially high-grade disease. Overweight Japanese might be at greater prostate cancer risk at biopsy than overweight Caucasians. © 2012 The Japanese Urological Association.

Correlation between 3 T apparent diffusion coefficient values and grading of invasive breast carcinoma

Energy Technology Data Exchange (ETDEWEB)

Cipolla, Valentina, E-mail: valentina.cipolla@yahoo.it [Department of Radiological Sciences, University of Rome “Sapienza”, Viale del Policlinico 155, 00161 Rome (Italy); Santucci, Domiziana; Guerrieri, Daniele; Drudi, Francesco Maria [Department of Radiological Sciences, University of Rome “Sapienza”, Viale del Policlinico 155, 00161 Rome (Italy); Meggiorini, Maria Letizia [Department of Gynaecological Sciences, University of Rome “Sapienza”, Viale del Policlinico 155, 00161 Rome (Italy); Felice, Carlo de [Department of Radiological Sciences, University of Rome “Sapienza”, Viale del Policlinico 155, 00161 Rome (Italy)

2014-12-15

Highlights: • Apparent diffusion coefficient is a quantitative parameter which reflects molecular water movement. • Grading is an independent prognostic factor which correlates with other histopathological features. • Apparent diffusion coefficient values were significantly different between G1 and G3 classes. - Abstract: Purpose: The aim of this study was to evaluate whether the apparent diffusion coefficient (ADC) provided by 3.0 T (3 T) magnetic resonance diffusion-weighted imaging (DWI) varied according to the grading of invasive breast carcinoma. Materials and methods: A total of 92 patients with 96 invasive breast cancer lesions were enrolled; all had undergone 3 T magnetic resonance imaging (MRI) for local staging. All lesions were confirmed by histological analysis, and tumor grade was established according to the Nottingham Grading System (NGS). MRI included both dynamic contrast-enhanced and DWI sequences, and ADC value was calculated for each lesion. ADC values were compared with NGS classification using the Mann–Whitney U and the Kruskal–Wallis H tests. Grading was considered as a comprehensive prognostic factor, and Rho Spearman test was performed to determine correlation between grading and tumor size, hormonal receptor status, HER2 expression and Ki67 index. Pearson's Chi square test was carried out to compare grading with the other prognostic factors. Results: ADC values were significantly higher in G1 than in G3 tumors. No significant difference was observed when G1 and G3 were compared with G2. Tumor size, hormonal receptor status, HER2 expression and Ki67 index correlated significantly with grading but there was a significant difference only between G1 and G3 related to the ER and PR status, HER2 expression and Ki67 index. There was no statistically significant difference in lesion size between the two groups. Conclusion: ADC values obtained on 3 T DWI correlated with low-grade (G1) and high-grade (G3) invasive breast carcinoma. 3

Student teachers' views: what is an interesting life sciences curriculum?

Directory of Open Access Journals (Sweden)

Rian de Villiers

2011-01-01

Full Text Available In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology curriculum which focuses on outcomes-based education (OBE. This paper presents an exploration of what students (as learners considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university responded to a questionnaire in regard to their experiences with the newly implemented FET Life Sciences curricula. The responses to the questions were analysed qualitatively and/or quantitatively. Friedman tests were used to compare the mean rankings of the four different content knowledge areas within each curriculum, and to make cross-curricular comparisons of the mean rankings of the same content knowledge area for all three curricula. All four content areas of Grade 12 were considered as being more interesting than the other two grades. In terms of difficulty, the students found the Grade 10 curriculum themes the most difficult, followed by the Grade 12 and the Grade 11 curricula. Most of the students found the themes under the content area Diversity, change and continuity (Grades 10-12 more difficult to learn than the other three content areas. It is recommended that more emphasis needs to be placed on what learners are interested in, and on having this incorporated into Life Sciences curricula.

Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science

Science.gov (United States)

Hoeg, Darren Glen

This thesis presents an ethnographic study, based broadly on principles and methods of institutional ethnography, on the constitution of nature by nine Ontario Grade 9 and 10 Academic Science teachers. The intent of this methodological approach is to examine how the daily practice of participants works toward constituting nature in specific ways that are coordinated by the institution (Ontario public school and/or school science). Critical Discourse Analysis and general inductive analysis were performed on interview transcripts, texts related to teaching science selected by participants, and policy documents (i.e. curriculum; assessment policy) that coordinate science teacher practice. Findings indicate specific, dominant, and relatively uniform ontological and epistemological constitutions of nature. Nature was frequently constituted as a remote object, distant from and different than students studying it. More complex representations included constituting nature as a model, machine, or mathematical algorithm. Epistemological constitutions of nature were enacted through practices that engaged students in manipulating nature; controlling nature, and dominating nature. Relatively few practices that allow students to construct different constitutions of nature than those prioritized by the institution were observed. Dominant constitutions generally assume nature is simply the material to study, from which scientific knowledge can be obtained, with little ethical or moral consideration about nature itself, or how these constitutions produce discourse and relationships that may be detrimental to nature. Dominant constitutions of nature represent a type of objective knowledge that is prioritized, and made accessible to students, through science activities that attain a position of privilege in local science teacher cultures. The activities that allow students to attain the requisite knowledge of nature are collected, collated, and shared among existing science teachers

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

Science.gov (United States)

Sukariasih, Luh

2017-05-01

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

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. Amarnath. Articles written in Bulletin of Materials Science. Volume 26 Issue 4 June 2003 pp 435-439 Biomaterials. Effect of heat treatments on the hydrogen embrittlement susceptibility of API X-65 grade line-pipe steel · G Ananta Nagu Amarnath T K G Namboodhiri.

Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

Science.gov (United States)

Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

Enhancing the "Science" in Elementary Science Methods: A Collaborative Effort between Science Education and Entomology.

Science.gov (United States)

Boardman, Leigh Ann; Zembal-Saul, Carla; Frazier, Maryann; Appel, Heidi; Weiss, Robinne

Teachers' subject matter knowledge is a particularly important issue in science education in that it influences instructional practices across subject areas and at different grade levels. This paper provides an overview of efforts to develop a unique elementary science methods course and related field experience through a partnership between…

A Kinesthetic Learning Approach to Earth Science for 3rd and 4th Grade Students on the Pajarito Plateau, Los Alamos, NM

Science.gov (United States)

Wershow, H. N.; Green, M.; Stocker, A.; Staires, D.

2010-12-01

Current efforts towards Earth Science literacy in New Mexico are guided by the New Mexico Science Benchmarks [1]. We are geoscience professionals in Los Alamos, NM who believe there is an important role for non-traditional educators utilizing innovative teaching methods. We propose to further Earth Science literacy for local 3rd and 4th grade students using a kinesthetic learning approach, with the goal of fostering an interactive relationship between the students and their geologic environment. We will be working in partnership with the Pajarito Environmental Education Center (PEEC), which teaches the natural heritage of the Pajarito Plateau to 3rd and 4th grade students from the surrounding area, as well as the Family YMCA’s Adventure Programs Director. The Pajarito Plateau provides a remarkable geologic classroom because minimal structural features complicate the stratigraphy and dramatic volcanic and erosional processes are plainly on display and easily accessible. Our methodology consists of two approaches. First, we will build an interpretive display of the local geology at PEEC that will highlight prominent rock formations and geologic processes seen on a daily basis. It will include a simplified stratigraphic section with field specimens and a map linked to each specimen’s location to encourage further exploration. Second, we will develop and implement a kinesthetic curriculum for an exploratory field class. Active engagement with geologic phenomena will take place in many forms, such as a scavenger hunt for precipitated crystals in the vesicles of basalt flows and a search for progressively smaller rhyodacite clasts scattered along an actively eroding canyon. We believe students will be more receptive to origin explanations when they possess a piece of the story. Students will be provided with field books to make drawings of geologic features. This will encourage independent assessment of phenomena and introduce the skill of scientific observation. We

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

A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

Science.gov (United States)

Louwerse, Frances H.

A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

Strategy Guideline. Modeling Enclosure Design in Above-Grade Walls

Energy Technology Data Exchange (ETDEWEB)

Lstiburek, J. [Building Science Corporation, Westford, MA (United States); Ueno, K. [Building Science Corporation, Westford, MA (United States); Musunuru, S. [Building Science Corporation, Westford, MA (United States)

2016-02-01

The Strategy Guideline, written by the U.S. Department of Energy's research team Building Science Corporation, 1) describes how to model and interpret results of models for above-grade walls, and 2) analyzes the failure thresholds and criteria for above-grade walls. A library of above-grade walls with historically successful performance was used to calibrate WUFI (Wärme und Feuchte instationär) software models. The information is generalized for application to a broad population of houses within the limits of existing experience.

Numerical simulation of thermal fracture in functionally graded

Indian Academy of Sciences (India)

Numerical simulation of thermal fracture in functionally graded materials using element-free ... Initially, the temperature distribution over the domain is obtained by solving the heat transfer problem. ... Department of Mechanical Engineering, National Institute of Technology, Hamirpur 177005, India ... Contact | Site index.

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

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

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

Association between intervertebral disc degeneration and the Oswestry Disability Index.

Science.gov (United States)

Middendorp, Marcus; Vogl, Thomas J; Kollias, Konstantinos; Kafchitsas, Konstantinos; Khan, M Fawad; Maataoui, Adel

2017-01-01

Low back pain and lumbar intervertebral disc degeneration (IDD) are common findings. Valid data on correlation between clinical pain scores and grades of IDD are not available. To investigate the correlation of intervertebral disc degeneration (IDD) at lumbar levels L4/5 and L5/S1 and the Oswestry Disability Index (ODI). The lumbar discs L4/5 and L5/S1 of 591 patients were evaluated according to the 5-point (Grade I to Grade V) grading system as published by Pfirrmann et al. Functional status was assessed using the Oswestry Disability Index. Spearman's coefficient of rank correlation was used for statistical analysis (p disability (ODI score between 21 and 40%). There was a weak, but statistically significant positive correlation between IDD and ODI for both evaluated lumbar levels. Increased lumbar IDD in MRI goes along with an increased ODI. Thus, MRI is a strong indicator of a patient's clinical appearance. However, low back pain cannot be explained by imaging alone. Clinical correlation is imperative for an adequate diagnostic advance in patients with low back pain.

Browse Title Index

African Journals Online (AJOL)

Items 901 - 950 of 1355 ... Journal of Applied Sciences and Environmental Management. ... Journal Home > Advanced Search > Browse Title Index .... Vol 22, No 2 (2018), Performance evaluation of a locally fabricated sawdust fired oven for ...

The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

Science.gov (United States)

Waight, Noemi; Abd-El-Khalick, Fouad

2007-01-01

This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students

Science.gov (United States)

Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

2010-02-01

This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

Science.gov (United States)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

Serbian Astronomers in Science Citation Index in the XX Century

Science.gov (United States)

Dimitrijevic, Milan S.

The book is written paralelly in Serbian and English. The presence of works of Serbian astronomers and works in astronomical journals published by other Serbian scientists, in Science Citation Index within the period from 1945 up to the end of 2000, has been analyzed. Also is presented the list of 38 papers which had some influence on the development of astronomy in the twentieth century. A review of the development of astronomy in Serbia in the last century is given as well. Particular attention is payed to the Astronomical Observatory, the principal astronomical institution in Serbia, where it is one of the oldest scientific organizations and the only autonomous astronomical institute. Its past development forms an important part of the history of science and culture in these regions. In the book is also considered and the history of the university teaching of astronomy in Serbia after the second world war. First of all the development of the Chair of Astronomy at the Faculty of Mathematics in Belgrade, but also the teaching of astronomy at University in Novi Sad, Ni and Kragujevac is discussed. In addition to professional Astronomy, well developed in Serbia is also the amateur Astronomy. In the review is first of all included the largest and the oldest organization of amateur-astronomers in Serbia, founded in 1934. Besides, here are the Astronomical Society "Novi Sad", ADNOS and Research Station "Petnica". In Valjevo, within the framework of the Society of researchers "Vladimir Mandic - Manda", there is active also the Astronomical Group. In Kragujevac, on the roof of the Institute of Physics of the Faculty of Sciences, there is the "Belerofont" Observatory. In Ni, at the close of the sixties and the start of the seventies, there was operating a branch of the Astronomical Society "Rudjer Bokovic", while at the Faculty of Philosophy there existed in the period 1976-1980 the "Astro-Geophysical Society". In the year 1996 there was founded Astronomical Society

Visual thinking networking promotes long-term meaningful learning and achievement for 9th grade earth science students

Science.gov (United States)

Longo, Palma Joni

2001-12-01

An experimental and interview-based design was used to test the efficacy of visual thinking networking (VTN), a new generation of metacognitive learning strategies. Students constructed network diagrams using semantic and figural elements to represent knowledge relationships. The findings indicated the importance of using color in VTN strategies. The use of color promoted the encoding and reconstruction of earth science knowledge in memory and enhanced higher order thinking skills of problem solving. Fifty-six ninth grade earth science students (13--15 years of age) in a suburban school district outside New York City were randomly assigned to three classes with the same instructor. Five major positive findings emerged in the areas of problem solving achievement, organization of knowledge in memory, problem solving strategy dimensionality, conceptual understanding, and gender differences. A multi-covariate analysis was conducted on the pre-post gain scores of the AGI/NSTA Earth Science Examination (Part 1). Students who used the color VTN strategies had a significantly higher mean gain score on the problem solving criterion test items than students who used the black/white VTN (p = .003) and the writing strategies for learning science (p color VTN strategies: (1) significantly recalled more earth science knowledge than students who used the black/white VTN (p = .021) and the writing strategies (p color VTNs had a significantly higher mean number of conceptually accurate propositions than students who used the black/white VTN (p = .018) and the writing strategies (p = .010). Gender influenced the choice of VTN strategy. Females used significantly more color VTN strategies, while males used predominately black/white VTN strategies (p = .01). A neurocognitive model, the encoding activation theory of the anterior cingulate (ENACT-AC), is proposed as an explanation for these findings.

Literature, Science, and Cooking in the Primary Grades.

Science.gov (United States)

Donoghue, Mildred R.

Since the balanced literacy program presently mandated in California makes literature an integral part of the curriculum and leaves even less time for study of the sciences, this annotated bibliography provides some recommended literature together with the science concepts that evolve from those books. The bibliography also offers cooking recipes…

Costa Rica publications in the Science Citation Index Expanded: a bibliometric analysis for 1981-2010.

Science.gov (United States)

Monge-Nájera, Julián; Ho, Yuh-Shan

2012-12-01

Despite of its small size, the Central American country of Costa Rica is internationally recognized as one of the world leaders in conservation and as the Central American leader in science. There have been no recent studies on the country's scientific production. The objective of this study was to analyze the Costa Rican scientific output as represented in the Science Citation Index Expanded. All documents with "Costa Rica" in the address field from 1981 to 2010 were included (total 6 801 publications). Articles (79%) were more frequent than other types of publication and were mostly in English (83%). Revista de Biología Tropical published the most articles (17%), followed by Toxicon and Turrialba (2.5%). The New England Journal of Medicine had the highest impact factor (53.484) with nine articles. Of 5 343 articles with known institutional address, 63%were internationally collaborative articles (most with the USA) with h index 91 and citation per publication 18. A total of 81% of all articles were inter-institutionally collaborative articles, led by the Universidad de Costa Rica. This reflects research and education agreements among these countries. Universidad de Costa Rica ranked top one in inter-institutionally collaborative articles, the rank of the total inter-institutionally collaborative articles, and the rank of first author articles and corresponding author articles. Studied subjects and journals in our sample are in agreement with dominant science fields and journals in Costa Rica. Articles with the highest citation were published in New England Journal of Medicine. The largest citation of medical articles reflects the general interest and wider readership of this subject. All corresponding and first authors of the high impact articles were not from Costa Rica. In conclusion, the scientific output of Costa Rican authors is strong in the areas related to conservation but the impact is higher for biomedical articles, and Costa Rican authors need to

Costa Rica Publications in the Science Citation Index Expanded:: A bibliometric analysis for 1981-2010

Directory of Open Access Journals (Sweden)

Julián Monge-Nájera

2012-12-01

Full Text Available Despite of its small size, the Central American country of Costa Rica is internationally recognized as one of the world leaders in conservation and as the Central American leader in science. There have been no recent studies on the country’s scientific production. The objective of this study was to analyze the Costa Rican scientific output as represented in the Science Citation Index Expanded. All documents with “Costa Rica” in the address field from 1981 to 2010 were included (total 6 801 publications. Articles (79% were more frequent than other types of publication and were mostly in English (83%. Revista de Biología Tropical published the most articles (17%, followed by Toxicon and Turrialba (2.5%. The New England Journal of Medicine had the highest impact factor (53.484 with nine articles. Of 5 343 articles with known institutional address, 63%were internationally collaborative articles (most with the USA with h index 91 and citation per publication 18. A total of 81% of all articles were inter-institutionally collaborative articles, led by the Universidad de Costa Rica. This reflects research and education agreements among these countries. Universidad de Costa Rica ranked top one in inter-institutionally collaborative articles, the rank of the total inter-institutionally collaborative articles, and the rank of first author articles and corresponding author articles. Studied subjects and journals in our sample are in agreement with dominant science fields and journals in Costa Rica. Articles with the highest citation were published in New England Journal of Medicine. The largest citation of medical articles reflects the general interest and wider readership of this subject. All corresponding and first authors of the high impact articles were not from Costa Rica. In conclusion, the scientific output of Costa Rican authors is strong in the areas related to conservation but the impact is higher for biomedical articles, and Costa Rican

Relationship of Family Particulars with Mental Health in Tehran Girls\\' Students at Third Grade in the Field of Experimental Sciences

Directory of Open Access Journals (Sweden)

Davoud Shoja'ei-Zadeh

2000-07-01

Full Text Available Objective: Personality development is a complicated phenomenon. Several external and internal factors such as hereditary background, congenital status, events afterbirth, individual differences, positive and negative promoting behaviors, and other cultural and social factors alone or in combination affect individual personality. Based on the theory of psychological analysis, experiences at childhood, especially interaction with parents have an undeniable effect on individual personality in adulthood. The subject of the present study is to investigate the relationship of family particulars with mental health in high school girls' students in Tehran at third grade in the field of experimental sciences. The present study is a case-study and its purpose is to study theories on dissatisfaction of students at disorganized families and its relationship with anxiety, depression, violence, and obsession. Materials & Methods: The study subjects were 80 girl students studying at third grade in field of experimental sciences at Tehran high schools. Half of these students were selected as case group and half of them as control group. The subjects were selected with screening method and the SCL-90 test was used to study hypothesis. Results: The results revealed that there was a significant difference between case and control group. The quality of family relationship had a strong correlation with mental growth of child.   Conclusion: Based on obtained results, the atmosphere around the control group was happier than the case group. The members of the case group usually did not talk about their problems with father.

Interacting Science through Web Quests

Science.gov (United States)

Unal, Ahmet; Karakus, Melek Altiparmak

2016-01-01

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, "Science Achievement Test," "Attitude towards Science Scale"…

Using History of Science to Teach Nature of Science to Elementary Students

Science.gov (United States)

Fouad, Khadija E.; Masters, Heidi; Akerson, Valarie L.

2015-01-01

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science (NOS) instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and…

A study of a science-based peer reading assignment and its effects on first grade student understanding and use of describing words in science

Science.gov (United States)

Pearson, Meghan Jeanne

The first grade curriculum for science in Colorado requires students be able to use describing words to depict and compare objects and people; however, first graders struggle with using specific enough language to create strong descriptions. With science education research encouraging teachers to use alternative teaching methods to approach these challenging topics, it is important to provide teachers with resources appropriate to their students. One such alternative learning method is a reading partner. Reading partners have been shown to increase vocabulary, boost school performance, and improve self-esteem in children. This study analyzed the effectiveness of using a science-based peer reading assignment about describing words on increasing a first grader's understanding of the topic. The book required the class to work together to help the characters describe different images and characters in the book with the intent that students were engaged during the reading. In pre-interview and post-interview, students described pictures, and their responses were analyzed for quality of the describing words provided and the number of strong (specific and not opinion) describing words provided. In the post-interview, students had an overall increase in the number of strong describing words provided. The quantitative data was analyzed by comparing strong describing words used pre-reading and post-reading, and the effect size was very large. The results indicate reading the book explaining describing words that asked for student participation did increase students understanding and use of describing words.

Indexing from thesauri to the semantic web

CERN Document Server

de Keyser, Piet

2012-01-01

Indexing consists of both novel and more traditional techniques. Cutting-edge indexing techniques, such as automatic indexing, ontologies, and topic maps, were developed independently of older techniques such as thesauri, but it is now recognized that these older methods also hold expertise. Indexing describes various traditional and novel indexing techniques, giving information professionals and students of library and information sciences a broad and comprehensible introduction to indexing. This title consists of twelve chapters: an Introduction to subject readings and theasauri; Automatic i

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

Science.gov (United States)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

Environmental Education. Teacher's Handbook, Grade 5.

Science.gov (United States)

Nashville - Davidson County Metropolitan Public Schools, TN.

Prepared for use in the 5th grade, this teacher's handbook consists of 19 science units dealing with environmental education. Topics are ecology, language arts, rocks and fossils, soil, noise pollution, Nashville pioneers and American Indians, conservation, waste and litter, water pollution, compass and mapping, plants and trees, use of the…

Emotionally Intense Science Activities

Science.gov (United States)

King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

2015-01-01

Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

Correlation of Hydronephrosis Index to Society of Fetal Urology Hydronephrosis Scale

Directory of Open Access Journals (Sweden)

Krishnan Venkatesan

2009-01-01

Full Text Available Purpose. We seek to correlate conventional hydronephrosis (HN grade and hydronephrosis index (HI. Methods. We examined 1207 hydronephrotic kidneys by ultrasound. HN was classified by Society of Fetal Urology guidelines. HN was then gauged using HI, a reproducible, standardized, and dimensionless measurement of renal area. We then calculated average HI for each HN grade. Results. Comparing HI to standard SFU HN grade, average HI is 89.3 for grade I; average HI is 83.9 for grade II; average HI is 73.0 for grade III; average HI is 54.6 for SFU grade IV. Conclusions. HI correlates well with SFU HN grade. The HI serves as a quantitative measure of HN. HI can be used to track HN over time. Versus conventional grading, HI may be more sensitive in defining severe (grades III and IV HN, and in indicating resolving, stable, or worsening HN, thus providing more information for clinical decision-making and HN management.

ON A SYSTEM FOR INFORMATION ANALYSIS (SCIENCE INDEX OF INNOVATIVE ACTIVITIES OF RUSSIAN ORGANIZATIONS IN THE FIELD OF RADIATION HYGIENE AND MEDICINE

Directory of Open Access Journals (Sweden)

V. I. Evdokimov

2013-01-01

Full Text Available Science Index system for information analysis is one of effective modern indexes of innovative activity of Russian research and educational personnel, research and educational institutions. However, it should be noted that this assessment system does not yet include such important parameters as data on patent analysis and dissertation research. The article describes information search and preliminary bibliometric assessment of publication activity of the authors and some research institutions and periodicals in the field of radiation hygiene and medicine.

Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups

Science.gov (United States)

Schulze, Salomé; Lemmer, Eleanor

2017-01-01

Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…

Browse Title Index

African Journals Online (AJOL)

Items 601 - 650 of 788 ... Browse Title Index ... Issue, Title ... Vol 14, No 1 (2006), Social science research: a critique of quantitative and qualitative methods ... Vol 18, No 1 (2010), Stress among part-time business students: a study in a Ghanaian ...

The association between body mass index and academic performance.

Science.gov (United States)

Alswat, Khaled A; Al-Shehri, Abdullah D; Aljuaid, Tariq A; Alzaidi, Bassam A; Alasmari, Hassan D

2017-02-01

To examine the relation between body mass index (BMI) and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA) using the grade point average (GPA). Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent's education, sleeping pattern, and smoking were recorded.  Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved greater than 90% of the overall grade compared with those who achieved less than 90%. Post hoc 1-way-analysis of variance showed that obese students were performing worse in physics than normal weight peers (p=0.049). Students who achieved greater than 90% overall grade are more likely to attend private school (p less than 0.05), live with their parents (p=0.013), having educated parents (p=0.037), getting optimal sleep (p less than 0.05), and they rarely eat their food outside their home (p less than 0.05).  Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students.

Citation Analysis and Histographic Outline of Scientific Output in Agriculture Using Science Citation Index (2000-2008

Directory of Open Access Journals (Sweden)

Mitra Pashootanizadeh

2009-12-01

Full Text Available The present investigation, by reviewing 22,617 records indexed between 2000 and 2008 in the Web of Science database and employing citation analysis methods attempts to identify key authors and institutes and their degree of collaboration, core journals, rate of scientific output, publishing forms and languages and leading countries in this field. It also attempts to draw a histographic outline of the agricultural science. The average annual growth in publications for the period studied was shown to be seven percent. Total of 22,617 records were presented in 15 different formats in 25 languages. 173 countries were involved. All agricultural articles retrieved from WOS had been submitted from 14,852 institutes and published in 3252 journals. 51,655 authors were identified who had cited 658381 sources. The clusters formed in the histographic outline based on LCS and GCS also included five clusters.

Impact of Texas high school science teacher credentials on student performance in high school science

Science.gov (United States)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Tracking Identity: Opportunity, Success, and Affiliation with Science among Fifth-Grade Latina/o Youth of Santa Barbara, California

Science.gov (United States)

Maas, Grayson Ford

This dissertation is an investigation into the American public education system at the elementary school level. It highlights important factors that shape the organizational structure of schools and classrooms, and in turn, how they engender disparities in the ways students experience education, namely, in the opportunities made available to them to achieve and succeed at a high level. This dissertation operates at the confluence of notions about class, gender, language, and race, especially as they revolve around public education and the hegemonic meritocratic discourse on which it is founded. This dissertation engages and contributes to scholarship within the following areas: The political economy of education; discourse and the dialectical relationship between agency and structure; cultural perspectives on identity, voice, and learning; and, Latinas/os in science education. The data that serve as the basis for the findings presented in this dissertation were collected throughout a three-phase yearlong ethnographic study of the two tracked fifth-grade classrooms at Amblen Elementary School, serving a socioeconomically disadvantaged Latina/o student population in Santa Barbara, California. In classrooms all across the nation, while it remains true that Latina/o students disproportionally take up space in the lower-tracked courses and not in the higher ones, this study does not examine inequality in tracking assignments made along ethnic/racial lines (as 100% of the students that participated in this research identify as Latina/o), rather, it investigates the consequences of what happens when Latina/o students are tracked according to symbolic markers of their ethnic/racial identity, that is, their varying levels of English language competency. Using data from participant observation, semi-structured interviews, students' drawings, as well as free-list and rank-order exercises, I was able to answer the following central research questions: In what ways do the

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

Science.gov (United States)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

The smallest Randic index for trees

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 123; Issue 2. The Smallest Randić Index for ... 2 Liu Weijun1. Department of Mathematics, Hunan Institute of Humanities, Science and Technology, Loudi City, Hunan 417000, China; College of Mathematics, Central South University, Changsha 410000, China ...

The relationship between students critical thinking measured by science virtual test and students logical thinking on eighth grade secondary school

Science.gov (United States)

Nurismawati, R.; Sanjaya, Y.; Rusyati, L.

2018-05-01

The aim of this study is to examine the relationship between students’ critical thinking skill and students’ logical thinking skill of Junior High School students in Tasikmalaya city. The respondent consists of 168 students from eighth grade at three public schools in Tasikmalaya City. Science Virtual Test and Test of Logical Thinking were used in this research study. Science virtual test instrument consist of 26 questions with 5 different topics. IBM SPSS 23.00 program was used for analysis of the data. By the findings; students’ critical thinking skill has significant differences in elements of generating purpose, embodying point of view, utilizing concept and making implication and consequence. By Post Hoc LSD Test, from those four elements, there are significant differences between concrete - transitional groups and transitional – concrete groups. There is positive and weak correlation between students’ critical thinking and students’ logical thinking attainment.

Papers published from 1995 to 2012 by six Traditional Chinese Medicine universities in China: a bibliometric analysis based on science citation index.

Science.gov (United States)

Gao, Kuo; Tian, Guihua; Ye, Qing; Zhai, Xing; Chen, Jianxin; Liu, Tiegang; Liu, Kaifeng; Zhao, Jingyi; Ding, Shengyun

2013-12-01

The quality and quantity of published research papers are important in both scientific and technology fields. Although there are several bibliometric studies based on citation analysis, very few have focused on research related to Traditional Chinese Medicine in China. The bibliometric method used in this study included the following focuses: publication outputs for each year, paper type, language of publication, distribution of internationally collaborative countries, sources of funding, authorization number, distribution of institutes regarding collaborative publications, research fields, distribution of outputs in journals, citation, data, and h-index. A total of 3809 papers published from 1995 to 2012 were extracted from the science citation index (SCI). The cumulative number of papers from all six universities is constantly increasing. The United States attained the dominant position regarding complementary and alternative medicine research. The Chinese Academy of Sciences was the greatest participator in collaborative efforts. Research field analysis showed that the research mainly focused on pharmacology pharmacy, chemistry, integrative complementary medicine, plant sciences, and biochemistry molecular biology. The Shanghai University of Chinese Medicine had the most citations. In recent years, in terms of SCI papers, the six Traditional Chinese Medicine universities studied here have made great advances in scientific research.

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

Science.gov (United States)

Blain, Mary Perron

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

DWI-associated entire-tumor histogram analysis for the differentiation of low-grade prostate cancer from intermediate-high-grade prostate cancer.

Science.gov (United States)

Wu, Chen-Jiang; Wang, Qing; Li, Hai; Wang, Xiao-Ning; Liu, Xi-Sheng; Shi, Hai-Bin; Zhang, Yu-Dong

2015-10-01

To investigate diagnostic efficiency of DWI using entire-tumor histogram analysis in differentiating the low-grade (LG) prostate cancer (PCa) from intermediate-high-grade (HG) PCa in comparison with conventional ROI-based measurement. DW images (b of 0-1400 s/mm(2)) from 126 pathology-confirmed PCa (diameter >0.5 cm) in 110 patients were retrospectively collected and processed by mono-exponential model. The measurement of tumor apparent diffusion coefficients (ADCs) was performed with using histogram-based and ROI-based approach, respectively. The diagnostic ability of ADCs from two methods for differentiating LG-PCa (Gleason score, GS ≤ 6) from HG-PCa (GS > 6) was determined by ROC regression, and compared by McNemar's test. There were 49 LG-tumor and 77 HG-tumor at pathologic findings. Histogram-based ADCs (mean, median, 10th and 90th) and ROI-based ADCs (mean) showed dominant relationships with ordinal GS of Pca (ρ = -0.225 to -0.406, p Histogram 10th ADCs had dominantly high Az (0.738), Youden index (0.415), and positive likelihood ratio (LR+, 2.45) in stratifying tumor GS against mean, median and 90th ADCs, and ROI-based ADCs. Histogram mean, median, and 10th ADCs showed higher specificity (65.3%-74.1% vs. 44.9%, p histogram analysis had higher specificity, Az, Youden index, and LR+ for differentiation of PCa Gleason grade than ROI-based approach.

Index covering conferences cited in Nuclear Science Abstracts and the DOE Energy Data Base: 1962 to 1983. Parts 1-4

International Nuclear Information System (INIS)

Vannoy, D.M.

1984-11-01

The purpose of this publication is to list energy-related conferences, meetings, symposia, and congresses within the programmatic interests of the Department of Energy. The publication includes conferences assigned a number in the CONF- report number series from 1962 through 1983. All conferences cited in Nuclear Science Abstracts and the Energy Data Base are listed. The Office of Scientific and Technical Information (OSTI), Technical Information Center developed a numbering system in 1962 that quickly narrows the search for a particular conference proceedings, or one of the papers presented, to the year and month to help the individual seeking the information. This publication contains two computer-produced indexes. The first is a KWIC (Key Word in Context) index of the conference location and title. The second index is arranged numerically by CONF- number and provides location, date, and title information for each conference

Site Index | About IASc | Indian Academy of Sciences

Indian Academy of Sciences (India)

History · Memorandum of Association · Role of the Academy · Statutes ... Proceedings – Mathematical Sciences · Resonance – Journal of Science Education · Sadhana ... Math Art and Design: MAD about Math, Math Education and Outreach.

Teaching the Classics in the Middle Grades: Connecting with the Roots of Western Civilization.

Science.gov (United States)

Wood, Robin H.

1998-01-01

At a New Jersey school, students spend one year studying each of three time periods: ancient Egypt in fourth grade; Greece in fifth grade; and Rome and the Middle Ages in sixth grade. The history curriculum becomes the focal point for other areas (art, music, drama, language arts, science, geography, and math). Teachers use primary sources and…

Journal of Mineralogical and Petrological Sciences

Science.gov (United States)

Official journal of Japan Association of Mineralogical Sciences (JAMS), focusing on mineralogical and petrological sciences and their related fields. Journal of Mineralogical and Petrological Sciences (JMPS) is the successor journal to both “Journal of Mineralogy, Petrology and Economic Geology” and “Mineralogical Journal”. Journal of Mineralogical and Petrological Sciences (JMPS) is indexed in the ISI database (Thomson Reuters), the Science Citation Index-Expanded, Current Contents/Physical, Chemical & Earth Sciences, and ISI Alerting Services.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

Science.gov (United States)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

Index-based Crop Insurance for Climate Adaptation in the Developing World

Science.gov (United States)

Brown, M. E.; Osgood, D. E.; Carriquiry, M. A.

2011-12-01

Weather has always presented a challenge to small-scale farmers, particularly in regions where poverty and lack of infrastructure has restricted the development of financial instruments to limit risk. New 'index' insurance innovations in agriculture are beginning to enable even the poorest farmers to unlock major productivity gains (e.g. insuring loans for improved seeds). Although index insurance has the potential to greatly improve productivity in developing country agriculture, the principal technical challenge to up-scaling this product is "data poverty," the absence of weather data in low-income areas needed to design robust and affordable insurance products. Earth science, particularly remote sensing, has the potential to ameliorate data poverty. However, raw use of earth science model output leads to non-optimal indexes and many obstacles remain to transform earth science products into insurance solutions. Estimation uncertainty, limited availability of consistent time series, and difficulties of predicting loses based on remote observations are reviewed in this article. The importance of multidisciplinary approaches addressing the needs of stakeholders in simple to understand indexes is highlighted. The successful use of Earth science data to support the index insurance industry in currently poor and isolated communities in the developing world would transform the ability of small farmers to increase yields, household incomes and regional economies, if the growing gap between earth science and index insurance can be closed.

Environmental/Biomedical Terminology Index

International Nuclear Information System (INIS)

Huffstetler, J.K.; Dailey, N.S.; Rickert, L.W.; Chilton, B.D.

1976-12-01

The Information Center Complex (ICC), a centrally administered group of information centers, provides information support to environmental and biomedical research groups and others within and outside Oak Ridge National Laboratory. In-house data base building and development of specialized document collections are important elements of the ongoing activities of these centers. ICC groups must be concerned with language which will adequately classify and insure retrievability of document records. Language control problems are compounded when the complexity of modern scientific problem solving demands an interdisciplinary approach. Although there are several word lists, indexes, and thesauri specific to various scientific disciplines usually grouped as Environmental Sciences, no single generally recognized authority can be used as a guide to the terminology of all environmental science. If biomedical terminology for the description of research on environmental effects is also needed, the problem becomes even more complex. The building of a word list which can be used as a general guide to the environmental/biomedical sciences has been a continuing activity of the Information Center Complex. This activity resulted in the publication of the Environmental Biomedical Terminology Index

Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

Science.gov (United States)

Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

Inter-rater reliability of h-index scores calculated by Web of Science and Scopus for clinical epidemiology scientists.

Science.gov (United States)

Walker, Benjamin; Alavifard, Sepand; Roberts, Surain; Lanes, Andrea; Ramsay, Tim; Boet, Sylvain

2016-06-01

We investigated the inter-rater reliability of Web of Science (WoS) and Scopus when calculating the h-index of 25 senior scientists in the Clinical Epidemiology Program of the Ottawa Hospital Research Institute. Bibliometric information and the h-indices for the subjects were computed by four raters using the automatic calculators in WoS and Scopus. Correlation and agreement between ratings was assessed using Spearman's correlation coefficient and a Bland-Altman plot, respectively. Data could not be gathered from Google Scholar due to feasibility constraints. The Spearman's rank correlation between the h-index of scientists calculated with WoS was 0.81 (95% CI 0.72-0.92) and with Scopus was 0.95 (95% CI 0.92-0.99). The Bland-Altman plot showed no significant rater bias in WoS and Scopus; however, the agreement between ratings is higher in Scopus compared to WoS. Our results showed a stronger relationship and increased agreement between raters when calculating the h-index of a scientist using Scopus compared to WoS. The higher inter-rater reliability and simple user interface used in Scopus may render it the more effective database when calculating the h-index of senior scientists in epidemiology. © 2016 Health Libraries Group.

Relationship of sex, achievement, and science self-concept to the science career preferences of black students

Science.gov (United States)

Jacobowitz, Tina

Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement.

Finnish Students’ Engagement in Science Lessons

Directory of Open Access Journals (Sweden)

Janna Linnansaari

2015-05-01

Full Text Available The decreasing number of students who are engaged in science learning has been recognised as a problem. The pre-conditions of engagement and actual engagement were examined using a novel research method to obtain detailed information on Finnish students’ engagement in different situations and to gain a better understanding of this phenomenon. The study’s participants consisted of 68 students (31 girls, 37 boys from 9th grade and 67 students (46 girls, 21 boys from 1st grade in upper secondary school. The research aimed to answer the following question: How does Finnish students’ engagement occur in exact and life science lessons? Participants received smartphones equipped with a smartphone application that included an experience sampling method questionnaire. The smartphones were programmed to emit a signal during every science lesson and otherwise randomly during the day (from 8 am to 8 pm. The results reveal that situation and grade had significant effects on students’ pre-conditions of engagement and actual engagement. Our results also show that girls had the highest interest in life science lessons and boys in exact science lessons.

Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

Science.gov (United States)

Radencic, S.; McNeal, K. S.; Pierce, D.

2012-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

Differentiation of low- and high-grade clear cell renal cell carcinoma: Tumor size versus CT perfusion parameters.

Science.gov (United States)

Chen, Chao; Kang, Qinqin; Xu, Bing; Guo, Hairuo; Wei, Qiang; Wang, Tiegong; Ye, Hui; Wu, Xinhuai

To compare the utility of tumor size and CT perfusion parameters for differentiation of low- and high-grade clear cell renal cell carcinoma (RCC). Tumor size, Equivalent blood volume (Equiv BV), permeability surface-area product (PS), blood flow (BF), and Fuhrman pathological grading of clear cell RCC were retrospectively analyzed. High-grade clear cell RCC had significantly higher tumor size and lower PS than low grade. Tumor size positively correlated with Fuhrman grade, but PS negatively did. Tumor size and PS were significantly independent indexes for differentiating high-grade from low-grade clear cell RCC. Copyright © 2017 Elsevier Inc. All rights reserved.

Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding

OpenAIRE

O'Brien, Michael; Thompson, John

2009-01-01

The Physics First movement - teaching a true physics course to ninth grade students - is gaining popularity in high schools. There are several different rhetorical arguments for and against this movement, and it is quite controversial in physics education. However, there is no actual evidence to assess the success, or failure, of this substantial shift in the science teaching sequence. We have undertaken a comparison study of physics classes taught in ninth- and 12th grade classes in Maine. C...

Student achievement in science: A longitudinal look at individual and school differences

Science.gov (United States)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Enriching K-12 Science and Mathematics Education Using LEGOs

Science.gov (United States)

Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

2012-01-01

This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

Browse Title Index

African Journals Online (AJOL)

Items 51 - 100 of 719 ... African Journal of Aquatic Science. ... Vol 32, No 2 (2007), Algal communities associated with aquatic macrophytes ... index to Clarias gariepinus (Teleostei: Clariidae) in the Vaal River system, South Africa, Abstract ... Vol 40, No 2 (2015), Benthic macroinvertebrate assemblages in mangroves and open ...

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

Science.gov (United States)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

Thomson Reuters to release Book Citation Index later this year

Science.gov (United States)

Aldred, Maxine

2011-08-01

Thomson Reuters will launch its new Book Citation Index later this year. Projected to include 25,000 volumes from major publishers and university presses in science, social science, and the humanities, the Book Citation Index will cover scholarly books (both series and nonseries) that present original research or literature reviews. The current effort regarding the science section is focused on books published from 2005 to the present. AGU has sent copies of its catalog for inclusion in the Book Citation Index, but the final selection will be made by Thomson Reuters, using its internal selection criteria, which may be found at http://wokinfo.com/wok/media/pdf/BKCI-SelectionEssay_web.pdf.

Student teachers' views: what is an interesting life sciences curriculum?

OpenAIRE

Rian de Villiers

2011-01-01

In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET) phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university...

Ultrasonographic diagnosis of fatty liver and relations with body index, serum lipid, and serum triglyceride

International Nuclear Information System (INIS)

Jang, Young Deog; Lee, S. H.; Lee, H. K.; Kim, D. H.; Kwon, K. H.; Kim, K. C.

1989-01-01

Hepatic fatty infiltration appears as an area of increased echogenicity. And many factors concerned to fatty infiltration. With 65 cases of fatty liver and 42 cases of normal group, we analyzed fatty liver with grading and attempt to find relations between grade of fatty liver and levels of body index, serum triglyceride, and serum lipid. And compared fatty liver with normal control group. Patients with fatty liver are higher percentage of supra-normal value in body index, serum lipid, and serum triglyceride than normal control group. As fatty infiltration progressed, serum lipid, serum trig-lyceride and body index are also increased. Conclusively ultrasonographic examination of liver with serum triglyceride, serum lipid, and body index are simple method, useful follow-up examination of fatty liver, and preventive routine check-up of chronic liver disease

Correlation of areca habit, clinical grading, anorexia, and fatique in oral submucous fibrosis

Directory of Open Access Journals (Sweden)

Rashmi S Sathe

2015-01-01

Full Text Available Aim: The aim was to correlate the habit index (HI, clinical grading with anorexia, and fatigue in oral submucous fibrosis (OSMF. Settings and Design: Hospital-based study including a total of 60 individuals, out of which 30 patients were with OSMF, (27 males and 3 females. A group of 30 individuals, with areca chewing habit but without any oral lesions were selected as a control group. Subjects and Methods: Detailed case history was recorded. Height and weight measurements were made to assess body mass index (BMI. Fatigue and anorexia scores were calculated using structured questionnaires. Clinical staging of OSMF was done according to Khanna JN and Andrade NN (1995 classification. The information related to the type of habit, site of placement of areca nut, and duration was recorded using HI. Statistical Analysis Used: Statistical analysis was done using Pearson's correlation and Student's t-test. Results: A statistically significant difference was found between anorexia in both the groups (P = 0.01 and a highly significant difference was seen in HI (P = 0.001. However, the comparison between other parameters was found to be statistically not significant. The correlation of HI, anorexia, and fatigue score in Grade I, Grade II, Grade III, and Grade IV OSMF within each group was not significant statistically. However, in Grade IV a strong correlation was found between BMI and anorexia score (P = 0.0188. Conclusion: The merits of this study include a positive correlation between anorexia and fatigue with disease progression and a congruent relation of HI with the grades of OSMF.

An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

Science.gov (United States)

Baytak, Ahmet

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn

Coupled plasmon modes and their localization in graded plasmonic chains

International Nuclear Information System (INIS)

Xiao, J.J.; Yakubo, K.; Yu, K.W.

2007-01-01

Plasmonic waves occur in the subwavelength scale with transverse confinement below the diffraction limit. In this work, we report results of longitudinal localization-delocalization transitions of coupled plasmon modes in graded chains of metallic nanodots. Two graded models are studied: graded index of refraction in the host medium and incremental spacing between the nanoparticles. The coupled plasmon modes in these graded systems exhibit strong localization, showing a tunable passband in finite size systems. These localized modes survive in presence of weak loss in the nanodots. To understand the localization mechanism, we construct equivalent systems of one-dimensional coupled harmonic oscillators, whose coupling strength or masses are gradually varied from one end to the other, with additional on-site potentials. Confining and transmitting electromagnetic energy in these structures may pave new way for many fruitful applications in plasmonics

Análisis bibliométrico de la producción científica de la Universidad de Málaga en el Social Sciences Citation Index (1998-2007

Directory of Open Access Journals (Sweden)

Maz-Machado, Alexander

2010-12-01

Full Text Available A bibliometric analysis was performed of the scholarly production of the University of Malaga published during 1998-2007 in journals indexed in the Social Sciences Citation Index (as accessed through the Web of Science. This paper examines productivity and chronological distribution, national and international collaboration, scientifi c production by departments, and the journals in which articles were published. The results reveal a slight increase in productivity, as well as a slightly higher level of co-authorship (2.85 than the average for social sciences in Spain, along with a good level of collaboration with national and foreign academic institutions.

Se realiza un análisis bibliométrico de la producción de la Universidad de Málaga durante el período 1998-2007 en las revistas indexadas en el Social Sciences Citation Index, accediendo a la base de datos a través de la Web of Science. Se ha estudiado la productividad y la distribución temporal, la colaboración nacional e internacional, la producción científi ca por facultades y las revistas en las que se publican los artículos. Los resultados revelan un leve incremento en la productividad, así como un grado de coautoría (2,85 ligeramente superior al establecido para las Ciencias Sociales en España y un buen nivel de colaboración con instituciones universitarias nacionales y extranjeras.

The prognostic value of tip-to-apex distance (TAD index) in intertrochanteric fractures fixed by dynamic hip screw.

Science.gov (United States)

Sedighi, Ali; Sales, Jafar Ganjpour; Alavi, Sahar

2012-11-02

Intertrochanteric fractures (ITFs) are the most common type of fractures requiring surgical intervention. They also have the highest surgical mortality among orthopedic operations. Among the many different techniques used for fixation of this type of fracture, use of the Dynamic Hip Screw (DHS) has gained wide acceptance. This current study was designed to assess positive predictive value of tip-to-apex distance (TAD) index in the prognosis of patients treated with DHS. The study was designed according to a descriptive-analytic protocol, made up of 100 cases of ITFs caused by falling, treated in the Shohada Orthopedic Center, Tabriz, Iran. All patients underwent lateral and antero-posterior hip X-ray to measure TAD index. The cohort was followed for three months after DHS placement. Of a total of 100 cases (53 male, 47 female) with a mean age of 76.7 years (range 29-100 years), 43% had grade 4, 29% grade 3, 21% grade 5, 5% grade 2 and 2% grade 6 osteoporosis. The screw position was postero-inferior in 57%, central in 40% and superior in 3% of patients. Minimum and maximum TAD index were 20 and 28 mm, respectively. Mean TAD was 23.5 mm. There were no post-operative complications in 84% of cases. Screw failure was the most common complication in the remaining 16% of patients. The study shows a statistically significant correlation between TAD index and cut-off rate in patients with intertrochanteric fractures of femoral bone treated by DHS. This validates the use of TAD index in determining the prognosis of patients treated by DHS.

Body Mass Index at onset of Puberty in Rats Exposed to Aqueous ...

African Journals Online (AJOL)

Rev Dr Olaleye

... Index Medicus (WHO), CAB Abstracts, Index Copernicus, Global Health Abstracts, Asian Science Index, Index ... has any effect on body weight, body mass index (BMI) and weights of some ... detrimental when nutrition was more abundant in.

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

Science.gov (United States)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to

Environmental Science: 49 Science Fair Projects. Science Fair Projects Series.

Science.gov (United States)

Bonnet, Robert L.; Keen, G. Daniel

This book contains 49 science fair projects designed for 6th to 9th grade students. Projects are organized by the topics of soil, ecology (projects in habitat and life cycles), pests and controls (projects in weeds and insects), recycling (projects in resources and conservation), waste products (projects in decomposition), microscopic organisms,…

Fabrication of silicon solar cell with >18% efficiency using spin-on-film processing for phosphorus diffusion and SiO{sub 2}/graded index TiO{sub 2} anti-reflective coating

Energy Technology Data Exchange (ETDEWEB)

Lee, Yi-Yu; Ho, Wen-Jeng, E-mail: wjho@ntut.edu.tw; Yeh, Chien-Wu

2015-11-01

Highlights: • Employed SOF technology for both phosphorus diffusion and multi-layer ARCs. • Optical properties of TiO{sub 2}, SiO{sub 2}, and SiO{sub 2}/TiO{sub 2}/TiO{sub 2} films are characterized. • Photovoltaic performances of the fabricated solar cells are measured and compared. • An impressive efficiency of 18.25% was obtained by using the SOF processes. - Abstract: This study employed spin-on film (SOF) technology for the fabrication of phosphorus diffusion and multi-layer anti-reflective coatings (ARCs) with a graded index on silicon (Si) wafers. Low cost and high efficiency solar cells are important issues for the operating cost of a photovoltaic system. SOF technology for the fabrication of solar cells can be for the achievement of this goal. This study succeeded in the application of SOF technology in the preparation of both phosphorus diffusion and SiO{sub 2}/graded index TiO{sub 2} ARCs for Si solar cells. Optical properties of TiO{sub 2}, SiO{sub 2}, and multi-layer SiO{sub 2}/TiO{sub 2} deposition by SOF are characterized. Electrical and optical characteristics of the fabricated solar cells are measured and compared. An impressive efficiency of 18.25% was obtained by using the SOF processes.

Summer effects on body mass index (BMI gain and growth patterns of American Indian children from kindergarten to first grade: a prospective study

Directory of Open Access Journals (Sweden)

Zhang Jianduan

2011-12-01

Full Text Available Abstract Background Overweight and obesity are highly prevalent among American Indian children, especially those living on reservations. There is little scientific evidence about the effects of summer vacation on obesity development in children. The purpose of this study was to investigate the effects of summer vacation between kindergarten and first grade on growth in height, weight, and body mass index (BMI for a sample of American Indian children. Methods Children had their height and weight measured in four rounds of data collection (yielded three intervals: kindergarten, summer vacation, and first grade as part of a school-based obesity prevention trial (Bright Start in a Northern Plains Indian Reservation. Demographic variables were collected at baseline from parent surveys. Growth velocities (Z-score units/year for BMI, weight, and height were estimated and compared for each interval using generalized linear mixed models. Results The children were taller and heavier than median of same age counterparts. Height Z-scores were positively associated with increasing weight status category. The mean weight velocity during summer was significantly less than during the school year. More rapid growth velocity in height during summer than during school year was observed. Obese children gained less adjusted-BMI in the first grade after gaining more than their counterparts during the previous two intervals. No statistically significant interval effects were found for height and BMI velocities. Conclusions There was no indication of a significant summer effect on children's BMI. Rather than seasonal or school-related patterns, the predominant pattern indicated by weight-Z and BMI-Z velocities might be related to age or maturation. Trial registration Bright Start: Obesity Prevention in American Indian Children Clinical Trial Govt ID# NCT00123032

A Bibliometric Analysis of Research on Zika Virus Indexed in Web of Science

Directory of Open Access Journals (Sweden)

Saima Nasir

2018-05-01

Full Text Available Background: The spread of Zika virus is of great concern as it is recently becoming the third global infectious disease outburst after H1N1 flu and the Ebola virus infections. Centre for Disease Control (CDC categorized Pakistan, India, and Bangladesh as countries vulnerable to Zika Risk. Realizing health implications of this emerging epidemic, it is a dire need to build an all-inclusive view of the status of research on Zika virus disease, and a lucid picture of the research output and scientific collaborations in the field. Methods: All the articles published globally on Zika virus during 2008-2017 and documented in Web of Science were analyzed using Microsoft Excel and Word Cloud tool. The data were extracted from all databases of the Web of Science, obtaining a total of 3384 articles for analysis. Results: 3384 records on Zika virus research were indexed in the Web of Science database during 2008-2017. The retrieved data indicate that over the past ten years, not much research has been done on this virus and the focus shifted to research on Zika in the last three years only and the number of researches increased from just 38 in 2015 to 1962 in 2017. Pakistan has a low share in global publications on Zika with a total number of 24 publications. “Honein Margaret” is considered the most active researcher in the field, by contributing to 80 articles. Most of the published research on Zika virus is from US (47.07%. Conclusion: When compared with other countries, the contribution of Pakistan is negligible with a global share of 0.71% on Zika virus. Serious focus on research is needed in this field realizing the severe medical, ethical, and economic implications of this emerging epidemic in Pakistan.

Pulmonary edema predictive scoring index (PEPSI), a new index to predict risk of reperfusion pulmonary edema and improvement of hemodynamics in percutaneous transluminal pulmonary angioplasty.

Science.gov (United States)

Inami, Takumi; Kataoka, Masaharu; Shimura, Nobuhiko; Ishiguro, Haruhisa; Yanagisawa, Ryoji; Taguchi, Hiroki; Fukuda, Keiichi; Yoshino, Hideaki; Satoh, Toru

2013-07-01

This study sought to identify useful predictors for hemodynamic improvement and risk of reperfusion pulmonary edema (RPE), a major complication of this procedure. Percutaneous transluminal pulmonary angioplasty (PTPA) has been reported to be effective for the treatment of chronic thromboembolic pulmonary hypertension (CTEPH). PTPA has not been widespread because RPE has not been well predicted. We included 140 consecutive procedures in 54 patients with CTEPH. The flow appearance of the target vessels was graded into 4 groups (Pulmonary Flow Grade), and we proposed PEPSI (Pulmonary Edema Predictive Scoring Index) = (sum total change of Pulmonary Flow Grade scores) × (baseline pulmonary vascular resistance). Correlations between occurrence of RPE and 11 variables, including hemodynamic parameters, number of target vessels, and PEPSI, were analyzed. Hemodynamic parameters significantly improved after median observation period of 6.4 months, and the sum total changes in Pulmonary Flow Grade scores were significantly correlated with the improvement in hemodynamics. Multivariate analysis revealed that PEPSI was the strongest factor correlated with the occurrence of RPE (p PEPSI to be a useful marker of the risk of RPE (cutoff value 35.4, negative predictive value 92.3%). Pulmonary Flow Grade score is useful in determining therapeutic efficacy, and PEPSI is highly supportive to reduce the risk of RPE after PTPA. Using these 2 indexes, PTPA could become a safe and common therapeutic strategy for CTEPH. Copyright © 2013 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

The Utility of Phosphohistone H3 in Breast Cancer Grading.

Science.gov (United States)

Cui, Xiaoyan; Harada, Shuko; Shen, Dejun; Siegal, Gene P; Wei, Shi

2015-01-01

The commonly used Nottingham Grading System in breast cancer takes into consideration the presence of tubular formation, nuclear pleomorphism, and the mitotic index (MI), among which the latter has been shown to be the most powerful prognostic factor. In practice, histologic grading is highly subjective, with only moderate interobserver reproducibility. Phosphorylation of histone H3 has been demonstrated to be a specific event in the mitotic phase, and is negligible during interphase. In this study, we evaluated the efficacy of Phosphohistone H3 (PHH3) in the breast cancer grading of 97 consecutive biopsy specimens. PHH3 antibodies clearly revealed discrete, strong nuclear immunoreactivity in mitotically active cells even under low magnification. The PHH3 MI showed a significant correlation with that derived by hematoxylin and eosin (H&E) staining as well as the Ki-67 proliferation index. Further, the pairwise κ-value of the MI was significantly increased, and the pairwise agreement was also markedly improved by PHH3 immunostaining, although a significant proportion of breast cancer cases were upgraded by use of the PHH3 MI. Our data showed that PHH3 provided a more sensitive and accurate MI with less interobserver variability when compared with conventional H&E staining, thus emphasizing its potentially increased value in practice. Reconsideration of breast cancer grading with integration of PHH3 should be considered if it continues to demonstrate superiorly to traditional H&E staining.

Environmental/Biomedical Terminology Index

Energy Technology Data Exchange (ETDEWEB)

Huffstetler, J.K.; Dailey, N.S.; Rickert, L.W.; Chilton, B.D.

1976-12-01

The Information Center Complex (ICC), a centrally administered group of information centers, provides information support to environmental and biomedical research groups and others within and outside Oak Ridge National Laboratory. In-house data base building and development of specialized document collections are important elements of the ongoing activities of these centers. ICC groups must be concerned with language which will adequately classify and insure retrievability of document records. Language control problems are compounded when the complexity of modern scientific problem solving demands an interdisciplinary approach. Although there are several word lists, indexes, and thesauri specific to various scientific disciplines usually grouped as Environmental Sciences, no single generally recognized authority can be used as a guide to the terminology of all environmental science. If biomedical terminology for the description of research on environmental effects is also needed, the problem becomes even more complex. The building of a word list which can be used as a general guide to the environmental/biomedical sciences has been a continuing activity of the Information Center Complex. This activity resulted in the publication of the Environmental Biomedical Terminology Index (EBTI).

Erythema-index of clinical patch test reactions

DEFF Research Database (Denmark)

Jemec, G B; Johansen, J D

1995-01-01

that the method could be used for the grading of eczematous reactions in a clinical setting as well. OBJECTIVE: To assess the usefulness of the erythema index for the quantification of eczematous reactions using the Derma-Spectrometer (Cortex technology, Hadsund, Denmark) in a clinical setting. METHOD......: The erythema index of 56 patch test reactions ranging from +? to +++, was compared to regional controls and negative patch tests (189). The effects of intrumental application pressure was studied in 5 volunteers. Statistical analysis was carried out using Mann-Whitney and Jonckheere-Terpstra tests. RESULTS......: The erythema-index was significantly higher in all degrees of patch test reactions than in uninvolved regional skin or negative patch tests. It also showed a significant positive trend for higher values in +, ++ and +++ reactions (P

Precollege science achievement growth: Racial-ethnic and gender differences in cognitive and psychosocial constructs

Science.gov (United States)

Muller, Patricia Ann

The purpose of this study was to gain a more complete understanding of the differences in science, mathematics and engineering education among racial-ethnic and gender subgroups by exploring factors related to precollege science achievement growth rates. Using Hierarchical Linear Modeling (HLM) and multi-wave, longitudinal data from the first three waves of the National Education Longitudinal Study of 1988--1994 (NELS:88/94), this study examined precollege science achievement growth rates during the 8th to 10th grade period and the 10th to 12th grade period for African American males, African American females, Latino males, Latina females, Asian American males, Asian American females, White males and White females. For the 8th--10th grade period, previous grades were significantly and positively related to science achievement growth for all subgroups; and socio-economic status and high school program were significantly and positively related to science achievement growth for all subgroups except one (Latino males, and Asian American males respectively). For the 10th--12th grade period, the quantity of science courses completed (science units) was the only variable that was statistically significant for more than one racial-ethnic by gender subgroup. Science units taken were significantly and positively related to 10 th--12th grade growth rates for all racial-ethnic by gender subgroups except Latino males. Locus-of-control was the only cognitive or psychosocial factor included from Eccles, Adler, Futterman, Goff, Kaczala, Meece and Midgley's (1983) theoretical framework for achievement behaviors that appeared to exhibit any pattern across race-ethnicities. Locus-of-control was positively related to 8th--10 th grade science achievement growth for females across all racial-ethnic subgroups, as well as for African American males. However, for both the 8 th--10th grade and 10th--12 th grade periods, there was no consistency across racial-ethnic or gender subgroups in

Degenerative lumbar spinal stenosis: correlation with Oswestry Disability Index and MR imaging.

Science.gov (United States)

Sirvanci, Mustafa; Bhatia, Mona; Ganiyusufoglu, Kursat Ali; Duran, Cihan; Tezer, Mehmet; Ozturk, Cagatay; Aydogan, Mehmet; Hamzaoglu, Azmi

2008-05-01

Because neither the degree of constriction of the spinal canal considered to be symptomatic for lumbar spinal stenosis nor the relationship between the clinical appearance and the degree of a radiologically verified constriction is clear, a correlation of patient's disability level and radiographic constriction of the lumbar spinal canal is of interest. The aim of this study was to establish a relationship between the degree of radiologically established anatomical stenosis and the severity of self-assessed Oswestry Disability Index in patients undergoing surgery for degenerative lumbar spinal stenosis. Sixty-three consecutive patients with degenerative lumbar spinal stenosis who were scheduled for elective surgery were enrolled in the study. All patients underwent preoperative magnetic resonance imaging and completed a self-assessment Oswestry Disability Index questionnaire. Quantitative image evaluation for lumbar spinal stenosis included the dural sac cross-sectional area, and qualitative evaluation of the lateral recess and foraminal stenosis were also performed. Every patient subsequently answered the national translation of the Oswestry Disability Index questionnaire and the percentage disability was calculated. Statistical analysis of the data was performed to seek a relationship between radiological stenosis and percentage disability recorded by the Oswestry Disability Index. Upon radiological assessment, 27 of the 63 patients evaluated had severe and 33 patients had moderate central dural sac stenosis; 11 had grade 3 and 27 had grade 2 nerve root compromise in the lateral recess; 22 had grade 3 and 37 had grade 2 foraminal stenosis. On the basis of the percentage disability score, of the 63 patients, 10 patients demonstrated mild disability, 13 patients moderate disability, 25 patients severe disability, 12 patients were crippled and three patients were bedridden. Radiologically, eight patients with severe central stenosis and nine patients with moderate

The Value of 5-Aminolevulinic Acid in Low-grade Gliomas and High-grade Gliomas Lacking Glioblastoma Imaging Features: An Analysis Based on Fluorescence, Magnetic Resonance Imaging, 18F-Fluoroethyl Tyrosine Positron Emission Tomography, and Tumor Molecular Factors.

Science.gov (United States)

Jaber, Mohammed; Wölfer, Johannes; Ewelt, Christian; Holling, Markus; Hasselblatt, Martin; Niederstadt, Thomas; Zoubi, Tarek; Weckesser, Matthias; Stummer, Walter

2016-03-01

Approximately 20% of grade II and most grade III gliomas fluoresce after 5-aminolevulinic acid (5-ALA) application. Conversely, approximately 30% of nonenhancing gliomas are actually high grade. The aim of this study was to identify preoperative factors (ie, age, enhancement, 18F-fluoroethyl tyrosine positron emission tomography [F-FET PET] uptake ratios) for predicting fluorescence in gliomas without typical glioblastomas imaging features and to determine whether fluorescence will allow prediction of tumor grade or molecular characteristics. Patients harboring gliomas without typical glioblastoma imaging features were given 5-ALA. Fluorescence was recorded intraoperatively, and biopsy specimens collected from fluorescing tissue. World Health Organization (WHO) grade, Ki-67/MIB-1 index, IDH1 (R132H) mutation status, O-methylguanine DNA methyltransferase (MGMT) promoter methylation status, and 1p/19q co-deletion status were assessed. Predictive factors for fluorescence were derived from preoperative magnetic resonance imaging and F-FET PET. Classification and regression tree analysis and receiver-operating-characteristic curves were generated for defining predictors. Of 166 tumors, 82 were diagnosed as WHO grade II, 76 as grade III, and 8 as glioblastomas grade IV. Contrast enhancement, tumor volume, and F-FET PET uptake ratio >1.85 predicted fluorescence. Fluorescence correlated with WHO grade (P fluorescing grade III gliomas was higher than in nonfluorescing tumors, whereas in fluorescing and nonfluorescing grade II tumors, no differences were noted. Age, tumor volume, and F-FET PET uptake are factors predicting 5-ALA-induced fluorescence in gliomas without typical glioblastoma imaging features. Fluorescence was associated with an increased Ki-67/MIB-1 index and high-grade pathology. Whether fluorescence in grade II gliomas identifies a subtype with worse prognosis remains to be determined.

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Harnessing renewable solar energy through different technologies is greatly dependent on the advancement of solar grade materials' science and engineering. In this article, the prominent solar energy technologies, namely solarphotovoltaic and concentrated solar power and other relevant technologies, and aspects ...

Designing Successful Science Contests for K-12

Science.gov (United States)

Schwerin, T.; Colleton, N.

2006-12-01

Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.

Democratizing data science through data science training.

Science.gov (United States)

Van Horn, John Darrell; Fierro, Lily; Kamdar, Jeana; Gordon, Jonathan; Stewart, Crystal; Bhattrai, Avnish; Abe, Sumiko; Lei, Xiaoxiao; O'Driscoll, Caroline; Sinha, Aakanchha; Jain, Priyambada; Burns, Gully; Lerman, Kristina; Ambite, José Luis

2018-01-01

The biomedical sciences have experienced an explosion of data which promises to overwhelm many current practitioners. Without easy access to data science training resources, biomedical researchers may find themselves unable to wrangle their own datasets. In 2014, to address the challenges posed such a data onslaught, the National Institutes of Health (NIH) launched the Big Data to Knowledge (BD2K) initiative. To this end, the BD2K Training Coordinating Center (TCC; bigdatau.org) was funded to facilitate both in-person and online learning, and open up the concepts of data science to the widest possible audience. Here, we describe the activities of the BD2K TCC and its focus on the construction of the Educational Resource Discovery Index (ERuDIte), which identifies, collects, describes, and organizes online data science materials from BD2K awardees, open online courses, and videos from scientific lectures and tutorials. ERuDIte now indexes over 9,500 resources. Given the richness of online training materials and the constant evolution of biomedical data science, computational methods applying information retrieval, natural language processing, and machine learning techniques are required - in effect, using data science to inform training in data science. In so doing, the TCC seeks to democratize novel insights and discoveries brought forth via large-scale data science training.

Non-invasive index of liver fibrosis induced by alcohol, thioacetamide and schistosomal infection in mice

Directory of Open Access Journals (Sweden)

El-Beltagy Doha M

2010-06-01

Full Text Available Abstract Background Non invasive approaches will likely be increasing utilized to assess liver fibrosis. This work provides a new non invasive index to predict liver fibrosis induced in mice. Methods Fibrosis was generated by thioacetamide (TAA, chronic intake of ethanol, or infection with S. mansoni in 240 mice. Both progression and regression of fibrosis (after treatment with silymarin and/or praziquantel were monitored. The following methods were employed: (i The METAVIR system was utilized to grade and stage liver inflammation and fibosis; (ii Determination of hepatic hydroxyproline and collagen; and (iii Derivation of a new hepatic fibrosis index from the induced changes, and its prospective validation in a group of 70 mice. Results The index is composed of 4 serum variable including total proteins, γ-GT, bilirubin and reduced glutathione (GSH, measured in diseased, treated and normal mice. These parameters were highly correlated with both the histological stage and the grade. They were combined in a logarithmic formula, which non-invasively scores the severity of liver fibrosis through a range (0 to 2, starting with healthy liver (corresponding to stage 0 to advanced fibrosis (corresponding stage 3.Receiver operating characteristic curves (ROC for the accuracy of the index to predict the histological stages demonstrated that the areas under the curve (AUC were 0.954, 0.979 and 0.99 for index values corresponding to histological stages 1, 2 and 3, respectively. Also, the index was correlated with stage and grade, (0.947 and 0.859, respectively. The cut off values that cover the range between stages 0-1, 1-2 and 2-3 are 0.4, 1.12 and 1.79, respectively. The results in the validation group confirmed the accuracy of the test. The AUROC was 0.869 and there was good correlation with the stage of fibrosis and grade of inflammation. Conclusion The index fulfils the basic criteria of non-invasive marker of liver fibrosis since it is liver

The validation of science virtual test to assess 7th grade students’ critical thinking on matter and heat topic (SVT-MH)

Science.gov (United States)

Sya’bandari, Y.; Firman, H.; Rusyati, L.

2018-05-01

The method used in this research was descriptive research for profiling the validation of SVT-MH to measure students’ critical thinking on matter and heat topic in junior high school. The subject is junior high school students of 7th grade (13 years old) while science teacher and expert as the validators. The instruments that used as a tool to obtain the data are rubric expert judgment (content, media, education) and rubric of readability test. There are four steps to validate SVT-MH in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on Curriculum 2013, expert judgment (content, media, education), readability test and trial test (limited and larger trial test). The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students’ critical thinking based on Inch in matter and heat topic. The alpha Cronbach (α) is 0.642 which means that the instrument is sufficient to measure students’ critical thinking matter and heat topic.

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…

Breathing Life into Engineering: A Lesson Study Life Science Lesson

Science.gov (United States)

Lawrence, Maria; Yang, Li-Ling; Briggs, May; Hession, Alicia; Koussa, Anita; Wagoner, Lisa

2016-01-01

A fifth grade life science lesson was implemented through a lesson study approach in two fifth grade classrooms. The research lesson was designed by a team of four elementary school teachers with the goal of emphasizing engineering practices consistent with the "Next Generation Science Standards" (NGSS) (Achieve Inc. 2013). The fifth…

Pre- and In-Service Preschool Teachers' Science Teaching Efficacy Beliefs

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Aslan, Durmus; Tas, Isil; Ogul, Irem Gürgah

2016-01-01

In this study, pre- and in-service preschool teachers' science teaching efficacy beliefs were investigated. The sample included 100 pre-service (50 first grades and 50 last grades) and 73 in-service preschool teachers. As a data collection tool "Science Teaching Efficacy Belief Instrument" was used. Findings indicated that in-service…

Changes in Pre-Service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

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Kutluca, A. Y.; Aydin, A.

2017-01-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science…

Development and implications of a revised Canadian Healthy Eating Index (HEIC-2009).

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Woodruff, Sarah J; Hanning, Rhona M

2010-06-01

The purpose was to update the Healthy Eating Index-C (HEI-C) with Canada's new food guide recommendations (HEIC-2009) and compare scores and ratings among a small sample of grade 6 students. Updates to the HEI-C were completed with Canada's new food guide recommendations for daily number of servings. HEI-C and HEIC-2009 scores were computed for a small sample (n 405) of grade 6 students utilizing nutrition data that were collected using the Food Behaviour Questionnaire, a validated web-based dietary assessment tool (including a 24 h dietary recall, FFQ, and food and physical activity behavioural questions). Data were collected in fifteen schools in the Region of Waterloo District School Board, Ontario, Canada. A total of 405 students (48 % males and 52 % females) from grade 6 classrooms completed the web-based survey. The index scores revealed that participants scored higher (74.5 v. 69.6, P < 0.001) using the HEIC-2009 compared with the HEI-C, even though both index scores are rated in the 'needs improvement' category (HEIC-2009, 75 %; HEI-C, 71 %). A small group of participants (n 14), who were previously rated (using the HEI-C) in the 'poor' category, were rated in the 'needs improvement' category using the HEIC-2009 (chi2 = 589.647, df = 4, P < 0.001). The HEIC-2009 has the potential to be used as a population-level diet quality index in Canada.

Comparison of Utility of Histogram Apparent Diffusion Coefficient and R2* for Differentiation of Low-Grade From High-Grade Clear Cell Renal Cell Carcinoma.

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Zhang, Yu-Dong; Wu, Chen-Jiang; Wang, Qing; Zhang, Jing; Wang, Xiao-Ning; Liu, Xi-Sheng; Shi, Hai-Bin

2015-08-01

The purpose of this study was to compare histogram analysis of apparent diffusion coefficient (ADC) and R2* for differentiating low-grade from high-grade clear cell renal cell carcinoma (RCC). Forty-six patients with pathologically confirmed clear cell RCC underwent preoperative BOLD and DWI MRI of the kidneys. ADCs based on the entire tumor volume were calculated with b value combinations of 0 and 800 s/mm(2). ROI-based R2* was calculated with eight TE combinations of 6.7-22.8 milliseconds. Histogram analysis of tumor ADCs and R2* values was performed to obtain mean; median; width; and fifth, 10th, 90th, and 95th percentiles and histogram inhomogeneity, kurtosis, and skewness for all lesions. Thirty-three low-grade and 13 high-grade clear cell RCCs were found at pathologic examination. The TNM classification and tumor volume of clear cell RCC significantly correlated with histogram ADC and R2* (ρ = -0.317 to 0.506; p histogram ADC and R2* indexes, 10th percentile ADC had the highest accuracy (91.3%) in discriminating low- from high-grade clear cell RCC. R2* in discriminating hemorrhage was achieved with a threshold of 68.95 Hz. At this threshold, high-grade clear cell RCC had a significantly higher prevalence of intratumor hemorrhage (high-grade, 76.9%; low-grade, 45.4%; p Histogram analysis of ADC and R2* allows differentiation of low- from high-grade clear cell RCC with high accuracy.

Improvement of strength characteristics of lateritic sub-grade soil ...

African Journals Online (AJOL)

Journal of Applied Sciences and Environmental Management ... Abstract. This paper presents the results of investigation of the behavior of pavement subgrade soil stabilized with shredded polyethylene waste. ... Keywords: Lateritic soil, High density polyethylene (HDPE) waste, Pavement thickness, Sub-grade soil ...

Quantitative CT analysis for the preoperative prediction of pathologic grade in pancreatic neuroendocrine tumors

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Chakraborty, Jayasree; Pulvirenti, Alessandra; Yamashita, Rikiya; Midya, Abhishek; Gönen, Mithat; Klimstra, David S.; Reidy, Diane L.; Allen, Peter J.; Do, Richard K. G.; Simpson, Amber L.

2018-02-01

Pancreatic neuroendocrine tumors (PanNETs) account for approximately 5% of all pancreatic tumors, affecting one individual per million each year.1 PanNETs are difficult to treat due to biological variability from benign to highly malignant, indolent to very aggressive. The World Health Organization classifies PanNETs into three categories based on cell proliferative rate, usually detected using the Ki67 index and cell morphology: low-grade (G1), intermediate-grade (G2) and high-grade (G3) tumors. Knowledge of grade prior to treatment would select patients for optimal therapy: G1/G2 tumors respond well to somatostatin analogs and targeted or cytotoxic drugs whereas G3 tumors would be targeted with platinum or alkylating agents.2, 3 Grade assessment is based on the pathologic examination of the surgical specimen, biopsy or ne-needle aspiration; however, heterogeneity in the proliferative index can lead to sampling errors.4 Based on studies relating qualitatively assessed shape and enhancement characteristics on CT imaging to tumor grade in PanNET,5 we propose objective classification of PanNET grade with quantitative analysis of CT images. Fifty-five patients were included in our retrospective analysis. A pathologist graded the tumors. Texture and shape-based features were extracted from CT. Random forest and naive Bayes classifiers were compared for the classification of G1/G2 and G3 PanNETs. The best area under the receiver operating characteristic curve (AUC) of 0:74 and accuracy of 71:64% was achieved with texture features. The shape-based features achieved an AUC of 0:70 and accuracy of 78:73%.

The prognostic value of tip-to-apex distance (TAD index in intertrochanteric fractures fixed by dynamic hip screw

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Ali Sadighi

2012-11-01

Full Text Available Intertrochanteric fractures (ITFs are the most common type of fractures requiring surgical intervention. They also have the highest surgical mortality among orthopedic operations. Among the many different techniques used for fixation of this type of fracture, use of the Dynamic Hip Screw (DHS has gained wide acceptance. This current study was designed to assess positive predictive value of tip-to-apex distance (TAD index in the prognosis of patients treated with DHS. The study was designed according to a descriptive-analytic protocol, made up of 100 cases of ITFs caused by falling, treated in the Shohada Orthopedic Center, Tabriz, Iran. All patients underwent lateral and antero-posterior hip X-ray to measure TAD index. The cohort was followed for three months after DHS placement. Of a total of 100 cases (53 male, 47 female with a mean age of 76.7 years (range 29-100 years, 43% had grade 4, 29% grade 3, 21% grade 5, 5% grade 2 and 2% grade 6 osteoporosis. The screw position was postero-inferior in 57%, central in 40% and superior in 3% of patients. Minimum and maximum TAD index were 20 and 28 mm, respectively. Mean TAD was 23.5 mm. There were no post-operative complications in 84% of cases. Screw failure was the most common complication in the remaining 16% of patients. The study shows a statistically significant correlation between TAD index and cut-off rate in patients with intertrochanteric fractures of femoral bone treated by DHS. This validates the use of TAD index in determining the prognosis of patients treated by DHS.

Educational Status of Dental Basic Science Course and its Correlation with Students' Educational Background in Kermanshah University of Medical Sciences

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Mozafar Khazaei

2014-04-01

Full Text Available Introduction: Basic science course plays a pivotal role in the academic achievement of the students. The scientific background and educational performance of the students are also influential in this period. The aim of the present study was to investigate the educational status of dental basic science course in the first three admissions (2009-2011 and its association with students’ educational background in Kermanshah University of Medical Sciences (KUMS. Methods: In this descriptive cross-sectional study, all dental students admitted to school of dentistry in 2009-2011 years were included. The students’ academic background (scores, grade point average, score of comprehensive basic sciences examination (CBSE were recorded. Data were analyzed by SPSS 16 using one-way analysis of variance (ANOVA and independent t-test. Results: Kermanshah dental students admitted to university in 2009-2011 were mostly female (59.2%, belonged to regions 2 and 3 (81.6% of university entrance exam, had sciences diploma (89.8% and their grade point average of diploma was nearly 18. There was a significant difference between the three groups of students admitted to university in Biology, Chemistry, Mathematics, Arabic, English language and Theology lessones of entrane exam (P<0.05. The students’ failure rate was 1.5% in university coureses. They all (100% passed CBSE and were ranked second nationally in the year. There was no significant difference between male and female students in terms of age, diploma grade point average, grade point average of basic sciences and score of CBSE. Conclusion: Basic science courses of dentistry in Kermanshah enjoyed a rather constant status and students had a good academic level in these courses.

Road Safety Education in a Science Course: Evaluation of "Science and the Road."

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Gardner, Paul L.

1989-01-01

A traffic safety instructional package--"Science and the Road"--was assessed. It was designed by the Road Traffic Authority of Victoria (Australia) for use in tenth-grade science courses. Evaluation findings resulted in revision of the unit and implementation of more inservice courses for teachers lacking relevant biology and physics…

[Analysis on acupuncture literature in Science Citation Index (SCI) periodicals in 2007].

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Gao, Liang; Tian, Li-xin; Guo, Yi

2009-06-01

To grasp the international developing tendency of acupuncture research and provide some references for promoting acupuncture and moxibustion internationalization process, the articles about acupuncture in Science Citation Index (SCI) periodicals in 2007 were retrieved by adopting the retrieval tactics on line in combination with database searching. Results indicate that 257 articles about acupuncture had been retrived from the SCI Web databases. These articles were published in 125 journals respectively, most of which were Euramerican journals. Among these journals, the impact factor of the Journal of the American Medical Association (JAMA), 25. 547, is the highest one. It is shown that the impact factors of the SCI periodicals, in which acupuncture articles embodied are increased, the quality of these articles are improved obviously and the types of the articles are various in 2007, but there is obvious difference in the results of these studies due to the difference of experimental methods, the subjects of these experiments and acupuncture manipulations. Therefore, standardization of many problems arising from the researches on acupuncture is extremely imminent.

Correlations between PANCE performance, physician assistant program grade point average, and selection criteria.

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Brown, Gina; Imel, Brittany; Nelson, Alyssa; Hale, LaDonna S; Jansen, Nick

2013-01-01

The purpose of this study was to examine correlations between first-time Physician Assistant National Certifying Exam (PANCE) scores and pass/fail status, physician assistant (PA) program didactic grade point average (GPA), and specific selection criteria. This retrospective study evaluated graduating classes from 2007, 2008, and 2009 at a single program (N = 119). There was no correlation between PANCE performance and undergraduate grade point average (GPA), science prerequisite GPA, or health care experience. There was a moderate correlation between PANCE pass/fail and where students took science prerequisites (r = 0.27, P = .003) but not with the PANCE score. PANCE scores were correlated with overall PA program GPA (r = 0.67), PA pharmacology grade (r = 0.68), and PA anatomy grade (r = 0.41) but not with PANCE pass/fail. Correlations between selection criteria and PANCE performance were limited, but further research regarding the influence of prerequisite institution type may be warranted and may improve admission decisions. PANCE scores and PA program GPA correlations may guide academic advising and remediation decisions for current students.