Joint Hub Network Development

OpenAIRE

Cruijssen, F.C.A.M.; Borm, P.E.M.; Dullaert, W.; Hamers, H.J.M.

2007-01-01

This paper introduces a framework for joint hub network development. Building a joint physical hub for transhipment of goods is expensive and therefore involves considerable risks for the cooperating companies. In a practical setting, it is unlikely that an entire network will be built at once. Rather, the partners will have a more cautious attitude and build the hub facilities one-by-one. In the proposed framework, every time a new hub is introduced, partners will have the opportunity to dec...

Hub and Axis

OpenAIRE

Hansen, Gary Alan

2010-01-01

The project is for the central building of a community center used by the communities of Blacksburg and Christiansburg. The building is a space configured as a hub that uses axes to determine entering, exiting and vertical movement. The hub configuration of the building is in concentric rings around the atrium in both space and materials. As materials were brought into the building, they enhanced the strong axial configuration and emphasized the layers surrounding the central hub space of ...

Think big: learning contexts, algorithms and data science

Directory of Open Access Journals (Sweden)

Baldassarre Michele

2016-12-01

Full Text Available Due to the increasing growth in available data in recent years, all areas of research and the managements of institutions and organisations, specifically schools and universities, feel the need to give meaning to this availability of data. This article, after a brief reference to the definition of big data, intends to focus attention and reflection on their type to proceed to an extension of their characterisation. One of the hubs to make feasible the use of Big Data in operational contexts is to give a theoretical basis to which to refer. The Data, Information, Knowledge and Wisdom (DIKW model correlates these four aspects, concluding in Data Science, which in many ways could revolutionise the established pattern of scientific investigation. The Learning Analytics applications on online learning platforms can be tools for evaluating the quality of teaching. And that is where some problems arise. It becomes necessary to handle with care the available data. Finally, a criterion for deciding whether it makes sense to think of an analysis based on Big Data can be to think about the interpretability and relevance in relation to both institutional and personal processes.

Aircraft Propeller Hub Repair

Energy Technology Data Exchange (ETDEWEB)

Muth, Thomas R [ORNL; Peter, William H [ORNL

2015-02-13

The team performed a literature review, conducted residual stress measurements, performed failure analysis, and demonstrated a solid state additive manufacturing repair technique on samples removed from a scrapped propeller hub. The team evaluated multiple options for hub repair that included existing metal buildup technologies that the Federal Aviation Administration (FAA) has already embraced, such as cold spray, high velocity oxy-fuel deposition (HVOF), and plasma spray. In addition the team helped Piedmont Propulsion Systems, LLC (PPS) evaluate three potential solutions that could be deployed at different stages in the life cycle of aluminum alloy hubs, in addition to the conventional spray coating method for repair. For new hubs, a machining practice to prevent fretting with the steel drive shaft was recommended. For hubs that were refurbished with some material remaining above the minimal material condition (MMC), a silver interface applied by an electromagnetic pulse additive manufacturing method was recommended. For hubs that were at or below the MMC, a solid state additive manufacturing technique using ultrasonic welding (UW) of thin layers of 7075 aluminum to the hub interface was recommended. A cladding demonstration using the UW technique achieved mechanical bonding of the layers showing promise as a viable repair method.

GeoTrust Hub: A Platform For Sharing And Reproducing Geoscience Applications

Science.gov (United States)

Malik, T.; Tarboton, D. G.; Goodall, J. L.; Choi, E.; Bhatt, A.; Peckham, S. D.; Foster, I.; Ton That, D. H.; Essawy, B.; Yuan, Z.; Dash, P. K.; Fils, G.; Gan, T.; Fadugba, O. I.; Saxena, A.; Valentic, T. A.

2017-12-01

Recent requirements of scholarly communication emphasize the reproducibility of scientific claims. Text-based research papers are considered poor mediums to establish reproducibility. Papers must be accompanied by "research objects", aggregation of digital artifacts that together with the paper provide an authoritative record of a piece of research. We will present GeoTrust Hub (http://geotrusthub.org), a platform for creating, sharing, and reproducing reusable research objects. GeoTrust Hub provides tools for scientists to create `geounits'--reusable research objects. Geounits are self-contained, annotated, and versioned containers that describe and package computational experiments in an efficient and light-weight manner. Geounits can be shared on public repositories such as HydroShare and FigShare, and also using their respective APIs reproduced on provisioned clouds. The latter feature enables science applications to have a lifetime beyond sharing, wherein they can be independently verified and trust be established as they are repeatedly reused. Through research use cases from several geoscience laboratories across the United States, we will demonstrate how tools provided from GeoTrust Hub along with Hydroshare as its public repository for geounits is advancing the state of reproducible research in the geosciences. For each use case, we will address different computational reproducibility requirements. Our first use case will be an example of setup reproducibility which enables a scientist to set up and reproduce an output from a model with complex configuration and development environments. Our second use case will be an example of algorithm/data reproducibility, where in a shared data science model/dataset can be substituted with an alternate one to verify model output results, and finally an example of interactive reproducibility, in which an experiment is dependent on specific versions of data to produce the result. Toward this we will use software and data

Gas and LNG trading hubs, hub indexation and destination flexibility in East Asia

International Nuclear Information System (INIS)

Shi, Xunpeng; Padinjare Variam, Hari Malamakkavu

2016-01-01

In the East Asian gas markets, issues like gas trading hubs, hub indexed pricing, and destination flexibility are being debated. This paper examines the impact of a change in East Asia's pricing benchmark and contract flexibility on the regional and global gas markets. The paper uses the Nexant World Gas Model, a linear program with global cost minimization as the objective. To our knowledge, this study on hub competition, price benchmark change and contract flexibility improvement in East Asia will be the first in the literature and have real policy relevance. The results show that both price benchmark change and contract flexibility improvements will create an overall benefit for the world and East Asia importers, but the impacts are different among exporters and importers. However, there is no evidence of competition among different benchmark hubs and no evidence that destination restrictions cause the “Asia Premium”. It implies that removal of destination clauses has higher priority than the change to hub indexation for Japan, Korea and Chinese Taipei, but both should be treated equally in China. The study also suggests that East Asian importers should cooperate among themselves and with exporters to facilitate the hub creation and contract changes in East Asia. - Highlights: •Gas trading hubs in Japan and China are not mutually exclusive. •Both price benchmark changes and contract flexibility improvements are beneficial. •The “Asian Premium” is not caused by destination restriction. •Destination flexibility is much more important than hub indexation in East Asia except China. •Hub indexation is as important as destination flexibility in China due to pipeline imports.

Report on survey on international Hub

International Nuclear Information System (INIS)

Ebisawa, Hirobumi; Hoshino, Junko; Hashimoto, Kazuichiro; Okada, Sohei

2011-03-01

Japan Atomic Energy Agency (JAEA) is promoting initiative to form an international Center of Excellence in line with its aim to accept more researchers/engineers from all over the world. Establishment of 'the Committee for JAEA Internationalization Initiative' was planned in 2010 so as to intensify this initiative, and in February, 2010, we visited research institutions in Europe, which include European Organization for Nuclear Research (CERN), the construction site of ITER in Cadarache, and Rutherford Appleton Laboratory (RAL), with the intention to survey and learn their advanced activities and systems in regard to the International Hub, so that the committee will be able to make fruitful discussion. This report describes strategy taken in each institution for an International Hub, and the state of each institution regarding acceptance and management of overseas researchers and engineers, research environment, living environment/health and welfare, and PR activities/coexistence with the local community. (author)

Distance learning in toxicology: Australia's RMIT program

International Nuclear Information System (INIS)

Ahokas, Jorma; Donohue, Diana; Rix, Colin; Wright, Paul

2005-01-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver the toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures

Predicting the binding patterns of hub proteins: a study using yeast protein interaction networks.

Directory of Open Access Journals (Sweden)

Carson M Andorf

Full Text Available Protein-protein interactions are critical to elucidating the role played by individual proteins in important biological pathways. Of particular interest are hub proteins that can interact with large numbers of partners and often play essential roles in cellular control. Depending on the number of binding sites, protein hubs can be classified at a structural level as singlish-interface hubs (SIH with one or two binding sites, or multiple-interface hubs (MIH with three or more binding sites. In terms of kinetics, hub proteins can be classified as date hubs (i.e., interact with different partners at different times or locations or party hubs (i.e., simultaneously interact with multiple partners.Our approach works in 3 phases: Phase I classifies if a protein is likely to bind with another protein. Phase II determines if a protein-binding (PB protein is a hub. Phase III classifies PB proteins as singlish-interface versus multiple-interface hubs and date versus party hubs. At each stage, we use sequence-based predictors trained using several standard machine learning techniques.Our method is able to predict whether a protein is a protein-binding protein with an accuracy of 94% and a correlation coefficient of 0.87; identify hubs from non-hubs with 100% accuracy for 30% of the data; distinguish date hubs/party hubs with 69% accuracy and area under ROC curve of 0.68; and SIH/MIH with 89% accuracy and area under ROC curve of 0.84. Because our method is based on sequence information alone, it can be used even in settings where reliable protein-protein interaction data or structures of protein-protein complexes are unavailable to obtain useful insights into the functional and evolutionary characteristics of proteins and their interactions.We provide a web server for our three-phase approach: http://hybsvm.gdcb.iastate.edu.

Virtual Campus Hub technology

DEFF Research Database (Denmark)

Vercoulen, Frank; Badger, Merete; Monaco, Lucio

This deliverable briefly describes which technological components have been delivered for the Virtual Campus Hub and how they can be used. A detailed discussion of the technical details of the components, how they were realized and how they fit the VCH concept can be found in deliverables D5.......4. Virtual Campus Hub Technology Evaluation Report and D6.7 The Virtual Campus Hub Concept....

Predicting highly-connected hubs in protein interaction networks by QSAR and biological data descriptors

Science.gov (United States)

Hsing, Michael; Byler, Kendall; Cherkasov, Artem

2009-01-01

Hub proteins (those engaged in most physical interactions in a protein interaction network (PIN) have recently gained much research interest due to their essential role in mediating cellular processes and their potential therapeutic value. It is straightforward to identify hubs if the underlying PIN is experimentally determined; however, theoretical hub prediction remains a very challenging task, as physicochemical properties that differentiate hubs from less connected proteins remain mostly uncharacterized. To adequately distinguish hubs from non-hub proteins we have utilized over 1300 protein descriptors, some of which represent QSAR (quantitative structure-activity relationship) parameters, and some reflect sequence-derived characteristics of proteins including domain composition and functional annotations. Those protein descriptors, together with available protein interaction data have been processed by a machine learning method (boosting trees) and resulted in the development of hub classifiers that are capable of predicting highly interacting proteins for four model organisms: Escherichia coli, Saccharomyces cerevisiae, Drosophila melanogaster and Homo sapiens. More importantly, through the analyses of the most relevant protein descriptors, we are able to demonstrate that hub proteins not only share certain common physicochemical and structural characteristics that make them different from non-hub counterparts, but they also exhibit species-specific characteristics that should be taken into account when analyzing different PINs. The developed prediction models can be used for determining highly interacting proteins in the four studied species to assist future proteomics experiments and PIN analyses. Availability The source code and executable program of the hub classifier are available for download at: http://www.cnbi2.ca/hub-analysis/ PMID:20198194

nanoHUB.org: Experiences and Challenges in Software Sustainability for a Large Scientific Community

Directory of Open Access Journals (Sweden)

Lynn Zentner

2014-07-01

Full Text Available The science gateway nanoHUB.org, funded by the National Science Foundation (NSF, serves a large scientific community dedicated to research and education in nanotechnology with community-contributed simulation codes as well as a vast repository of other materials such as recorded presentations, teaching materials, and workshops and courses. Nearly 330,000 users annually access over 4400 items of content on nanoHUB, including 343 simulation tools. Arguably the largest nanotechnology facility in the world, nanoHUB has led the way not only in providing open access to scientific code in the nanotechnology community, but also in lowering barriers to the use of that code, by providing a platform where developers are able to easily and quickly deploy code written in a variety of languages with user-friendly graphical user interfaces and where users can run the latest versions of codes transparently on the grid or other powerful resources without ever having to download or update code. Being a leader in open access code deployment provides nanoHUB with opportunities and challenges as it meets the current and future needs of its community. This paper discusses the experiences of nanoHUB in addressing and adapting to the changing landscape of scientific software in ways that best serve its community and meet the needs of the largest portion of its user base.

Lowering the barriers for accessing distributed geospatial big data to advance spatial data science: the PolarHub solution

Science.gov (United States)

Li, W.

2017-12-01

Data is the crux of science. The widespread availability of big data today is of particular importance for fostering new forms of geospatial innovation. This paper reports a state-of-the-art solution that addresses a key cyberinfrastructure research problem—providing ready access to big, distributed geospatial data resources on the Web. We first formulate this data-access problem and introduce its indispensable elements, including identifying the cyber-location, space and time coverage, theme, and quality of the dataset. We then propose strategies to tackle each data-access issue and make the data more discoverable and usable for geospatial data users and decision makers. Among these strategies is large-scale web crawling as a key technique to support automatic collection of online geospatial data that are highly distributed, intrinsically heterogeneous, and known to be dynamic. To better understand the content and scientific meanings of the data, methods including space-time filtering, ontology-based thematic classification, and service quality evaluation are incorporated. To serve a broad scientific user community, these techniques are integrated into an operational data crawling system, PolarHub, which is also an important cyberinfrastructure building block to support effective data discovery. A series of experiments were conducted to demonstrate the outstanding performance of the PolarHub system. We expect this work to contribute significantly in building the theoretical and methodological foundation for data-driven geography and the emerging spatial data science.

Solving Hub Network Problem Using Genetic Algorithm

Directory of Open Access Journals (Sweden)

Mursyid Hasan Basri

2012-01-01

Full Text Available This paper addresses a network problem that described as follows. There are n ports that interact, and p of those will be designated as hubs. All hubs are fully interconnected. Each spoke will be allocated to only one of available hubs. Direct connection between two spokes is allowed only if they are allocated to the same hub. The latter is a distinct characteristic that differs it from pure hub-and-spoke system. In case of pure hub-and-spoke system, direct connection between two spokes is not allowed. The problem is where to locate hub ports and to which hub a spoke should be allocated so that total transportation cost is minimum. In the first model, there are some additional aspects are taken into consideration in order to achieve a better representation of the problem. The first, weekly service should be accomplished. Secondly, various vessel types should be considered. The last, a concept of inter-hub discount factor is introduced. Regarding the last aspect, it represents cost reduction factor at hub ports due to economies of scale. In practice, it is common that the cost rate for inter-hub movement is less than the cost rate for movement between hub and origin/destination. In this first model, inter-hub discount factor is assumed independent with amount of flows on inter-hub links (denoted as flow-independent discount policy. The results indicated that the patterns of enlargement of container ship size, to some degree, are similar with those in Kurokawa study. However, with regard to hub locations, the results have not represented the real practice. In the proposed model, unsatisfactory result on hub locations is addressed. One aspect that could possibly be improved to find better hub locations is inter-hub discount factor. Then inter-hub discount factor is assumed to depend on amount of inter-hub flows (denoted as flow-dependent discount policy. There are two discount functions examined in this paper. Both functions are characterized by

Natural Gas Market Hubs

Data.gov (United States)

Department of Homeland Security — A hub is a physical transfer point for natural gas where several pipelines are connected. A market center is a hub where the operator offers services that facilitate...

Permasalahan P-Hub Median Dengan Lintasan Terpendek

OpenAIRE

Pasaribu, Raja David

2013-01-01

Hub are facilities that serve as sorting, switching, and transhipment in a transportation network. P-hub median problem is a discrete case location allocation problem which all hub is fully connected. In this paper will be intoduced Mixed Integrer Linear Programming (MILP) formulation models of cost for p-hub median problem allocation for uncapacitaced single allocation p-hub median(USApHMP). In this paper also introduced Floyd-Warshall shortest path algorithm to solve p-hub median problems a...

Using the Contextual Hub Analysis Tool (CHAT) in Cytoscape to Identify Contextually Relevant Network Hubs.

Science.gov (United States)

Muetze, Tanja; Lynn, David J

2017-09-13

Highly connected nodes in biological networks are called network hubs. Hubs are topologically important to the structure of the network and have been shown to be preferentially associated with a range of phenotypes of interest. The relative importance of a hub node, however, can change depending on the biological context. Here, we provide a step-by-step protocol for using the Contextual Hub Analysis Tool (CHAT), an application within Cytoscape 3, which enables users to easily construct and visualize a network of interactions from a gene or protein list of interest, integrate contextual information, such as gene or protein expression data, and identify hub nodes that are more highly connected to contextual nodes than expected by chance. © 2017 by John Wiley & Sons, Inc. Copyright © 2017 John Wiley & Sons, Inc.

Contextual Hub Analysis Tool (CHAT): A Cytoscape app for identifying contextually relevant hubs in biological networks.

Science.gov (United States)

Muetze, Tanja; Goenawan, Ivan H; Wiencko, Heather L; Bernal-Llinares, Manuel; Bryan, Kenneth; Lynn, David J

2016-01-01

Highly connected nodes (hubs) in biological networks are topologically important to the structure of the network and have also been shown to be preferentially associated with a range of phenotypes of interest. The relative importance of a hub node, however, can change depending on the biological context. Here, we report a Cytoscape app, the Contextual Hub Analysis Tool (CHAT), which enables users to easily construct and visualize a network of interactions from a gene or protein list of interest, integrate contextual information, such as gene expression or mass spectrometry data, and identify hub nodes that are more highly connected to contextual nodes (e.g. genes or proteins that are differentially expressed) than expected by chance. In a case study, we use CHAT to construct a network of genes that are differentially expressed in Dengue fever, a viral infection. CHAT was used to identify and compare contextual and degree-based hubs in this network. The top 20 degree-based hubs were enriched in pathways related to the cell cycle and cancer, which is likely due to the fact that proteins involved in these processes tend to be highly connected in general. In comparison, the top 20 contextual hubs were enriched in pathways commonly observed in a viral infection including pathways related to the immune response to viral infection. This analysis shows that such contextual hubs are considerably more biologically relevant than degree-based hubs and that analyses which rely on the identification of hubs solely based on their connectivity may be biased towards nodes that are highly connected in general rather than in the specific context of interest. CHAT is available for Cytoscape 3.0+ and can be installed via the Cytoscape App Store ( http://apps.cytoscape.org/apps/chat).

Genetic Science Learning Center

Science.gov (United States)

Genetic Science Learning Center Making science and health easy for everyone to understand Home News Our Team What We Do ... Collaboration Conferences Current Projects Publications Contact The Genetic Science Learning Center at The University of Utah is a ...

Optimal hub location in pipeline networks

Energy Technology Data Exchange (ETDEWEB)

Dott, D.R.; Wirasinghe, S.C.; Chakma, A. [Univ. of Calgary, Alberta (Canada)

1996-12-31

This paper discusses optimization strategies and techniques for the location of natural gas marketing hubs in the North American gas pipeline network. A hub is a facility at which inbound and outbound network links meet and freight is redirected towards their destinations. Common examples of hubs used in the gas pipeline industry include gas plants, interconnects and market centers. Characteristics of the gas pipeline industry which are relevant to the optimization of transportation costs using hubs are presented. Allocation techniques for solving location-allocation problems are discussed. An outline of the research in process by the authors in the field of optimal gas hub location concludes the paper.

LOCATING HUBS IN TRANSPORT NETWORKS: AN ARTIFICIAL INTELLIGENCE APPROACH

OpenAIRE

Dušan Teodorović; Milica Šelmić; Ivana Vukićević

2014-01-01

Hub facilities serve as switching and transshipment points in transportation and communication networks as well as in logistic systems. Hub networks have an influence on flows on the hub-to-hub links and ensure benefit from economies of scale in inter-hub transportation. The key factors for designing a successful hub-and-spoke network are to determine the optimal number of hubs, to properly locate hubs, and to allocate the non-hubs to the hubs. This paper presents the model to determine the l...

MyGeoHub: A Collaborative Geospatial Research and Education Platform

Science.gov (United States)

Kalyanam, R.; Zhao, L.; Biehl, L. L.; Song, C. X.; Merwade, V.; Villoria, N.

2017-12-01

Scientific research is increasingly collaborative and globally distributed; research groups now rely on web-based scientific tools and data management systems to simplify their day-to-day collaborative workflows. However, such tools often lack seamless interfaces, requiring researchers to contend with manual data transfers, annotation and sharing. MyGeoHub is a web platform that supports out-of-the-box, seamless workflows involving data ingestion, metadata extraction, analysis, sharing and publication. MyGeoHub is built on the HUBzero cyberinfrastructure platform and adds general-purpose software building blocks (GABBs), for geospatial data management, visualization and analysis. A data management building block iData, processes geospatial files, extracting metadata for keyword and map-based search while enabling quick previews. iData is pervasive, allowing access through a web interface, scientific tools on MyGeoHub or even mobile field devices via a data service API. GABBs includes a Python map library as well as map widgets that in a few lines of code, generate complete geospatial visualization web interfaces for scientific tools. GABBs also includes powerful tools that can be used with no programming effort. The GeoBuilder tool provides an intuitive wizard for importing multi-variable, geo-located time series data (typical of sensor readings, GPS trackers) to build visualizations supporting data filtering and plotting. MyGeoHub has been used in tutorials at scientific conferences and educational activities for K-12 students. MyGeoHub is also constantly evolving; the recent addition of Jupyter and R Shiny notebook environments enable reproducible, richly interactive geospatial analyses and applications ranging from simple pre-processing to published tools. MyGeoHub is not a monolithic geospatial science gateway, instead it supports diverse needs ranging from just a feature-rich data management system, to complex scientific tools and workflows.

Joint Hub Network Development

NARCIS (Netherlands)

Cruijssen, F.C.A.M.; Borm, P.E.M.; Dullaert, W.; Hamers, H.J.M.

2007-01-01

This paper introduces a framework for joint hub network development. Building a joint physical hub for transhipment of goods is expensive and therefore involves considerable risks for the cooperating companies. In a practical setting, it is unlikely that an entire network will be built at once.

Southwest Regional Climate Hub and California Subsidiary Hub assessment of climate change vulnerability and adaptation and mitigation strategies

Science.gov (United States)

Emile Elias; Caiti Steele; Kris Havstad; Kerri Steenwerth; Jeanne Chambers; Helena Deswood; Amber Kerr; Albert Rango; Mark Schwartz; Peter Stine; Rachel Steele

2015-01-01

This report is a joint effort of the Southwest Regional Climate Hub and the California Subsidiary Hub (Sub Hub). The Southwest Regional Climate Hub covers Arizona, California, Hawai‘i and the U.S. affiliated Pacific Islands, Nevada, New Mexico, and Utah and contains vast areas of western rangeland, forests, and high-value specialty crops (Figure 1). The California Sub...

Experimental Investigation of a Helicopter Rotor Hub Wake

Science.gov (United States)

Reich, David; Elbing, Brian; Schmitz, Sven

2013-11-01

A scaled model of a notional helicopter rotor hub was tested in the 48'' Garfield Thomas Water Tunnel at the Applied Research Laboratory Penn State. The main objectives of the experiment were to understand the spatial- and temporal content of the unsteady wake downstream of a rotor hub up to a distance corresponding to the empennage. Primary measurements were the total hub drag and velocity measurements at three nominal downstream locations. Various flow structures were identified and linked to geometric features of the hub model. The most prominent structures were two-per-revolution (hub component: scissors) and four-per-revolution (hub component: main hub arms) vortices shed by the hub. Both the two-per-revolution and four-per-revolution structures persisted far downstream of the hub, but the rate of dissipation was greater for the four-per-rev structures. This work provides a dataset for enhanced understanding of the fundamental physics underlying rotor hub flows and serves as validation data for future CFD analyses.

Hub exchange operations in intermodal hub-and spoke networks: A performance comparison of rail-rail exchange facilities

OpenAIRE

Bontekoning, Y.M.

2006-01-01

The implementation of hub-and-spoke networks in intermodal transport is suggested as one of the potential solutions for helping to increase the intermodal market share. Traditionally, trains are shunted at hubs; this is a time-consuming process. Since the early 1990s a new type of intermodal terminal, specifically designed for fast tran-shipment at nodes in hub-and-spoke networks, has been introduced in Europe. These hub terminals could replace this time-consuming shunting. Studies on the new...

Strategies for contracting gas storage and hub services

International Nuclear Information System (INIS)

Auld, J.

1996-01-01

The many efficiencies that can be gained by the natural gas industry in effectively using storage, were demonstrated. The circumstances under which the natural gas industry uses storage and how Market Centres or Hub Services can be strategically used in offering companies the highest flexibility in a tough marketplace, were explained. For example, in North America, storage played an important role during the winter of 95/96, which will be remembered for its extreme cold. That year provided the first true opportunity to test the natural gas delivery system since deregulation in 1985. The fact that natural gas supplies continued to be delivered throughout the entire winter was attributed to the use of stored gas held in reserves to meet the severe demand. The companies that did well, relied on storage and also on the services offered by Hub Services which increased margins for all players in the natural gas industry. Using storage, companies can ensure that field deliveries of gas are kept constant by having storage facilities absorb the swings in market demand. The companies that learn to use storage effectively can create competitive edges over their competition and provide more value to their customers. The three main categories of hub services were also described. These are parking (interruptible storage), gas loans (stored gas can be offered to customers on a term basis for low daily rates), and title exchange (the transfer of gas between buyer and seller). The strategic use of parking, loaned gas, title exchange, direct connections, and InterHub Services can provide customers even greater benefits than are provided by storage-based services. 6 figs

Pinoy Nutrition Hub: The Philippine Experience in Addressing Moderate Malnutrition

International Nuclear Information System (INIS)

Ramos, Arlo; Fuentes, Eureka; Duque, Yvonette; Soriano, Nezer; Gomez, Marijo

2014-01-01

Full text: • Objective: Malnutrition is a persistent problem in the Philippines. The 2011 survey of the Food and Nutrition Research Institute reported that 3 out of 10 children are malnourished. Data shows 20.2% of children 0-47 months are underweight while 33.6% are stunted. This rate is higher in depressed areas in the country. PD Hearth is a time and tested effective program model to address malnutrition. But the PDH has minimum standards that need to be followed in the program implementation. However, a developing country like the Philippines has limitations in its resources and implementations. This paper aims to share the Philippine experience in addressing moderate malnutrition through a contextualized and modified PD Hearth approach. The specific objectives of this paper are: - to describe the challenges in implementing PD Hearth in the context of the Philippines; - to describe the innovations and modifications in the PD Hearth; - and, to illustrate the successful intervention of the PNH program against malnourished children in the community. • Methods: The Pinoy Nutrition Hub model is an innovation of PD Hearth approach. The first step was the participatory approach evaluation of existing programs on MNCHN in the communities. The next step was for the stakeholders to identify the gaps and address them. This was followed by gathering lessons learned and good practices that arose from implementing PD Hearth. Innovations were adopted to address restrictions and maximize learning in its implementation. The contextualized approach was called Pinoy Nutrition Hub (PNH). • Outcomes: - The PNH was piloted in three Area Development Programs (ADP) that represent the three island groups of the Philippines. All three ADPs reported improvement in the weight of the malnourished children enrolled in the program. Below is an illustration of the how the actual weight of children in the Visayas ADP increased. Figure 1 (Display Omitted). Average Weight of Malnourished

Composite hub/metal blade compressor rotor

Science.gov (United States)

Yao, S.

1978-01-01

A low cost compressor rotor was designed and fabricated for a small jet engine. The rotor hub and blade keepers were compression molded with graphite epoxy. Each pair of metallic blades was held in the hub by a keeper. All keepers were locked in the hub with circumferential windings. Feasibility of fabrication was demonstrated in this program.

Using GitHub in the design of e-activities for software refactoring

Directory of Open Access Journals (Sweden)

Carlos LÓPEZ

2015-12-01

Full Text Available The aim of this work is to design, plan, apply and assessment educational activities to help in the teaching-learning process of the concept of refactoring. The teaching methodology used is based on two pillars. The first is a progressive learning of the concept of refactoring by e-activities defined at different levels of knowledge of Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation. The second is the use of resources in e-activities that are related to those the student may find during their professional career oriented towards software development: integrated development environments and software project repositories. The result of this work is the definition of a set of Java code refactoring e-activities. The version control functionality of software project repository, i.e.; GitHub, is used in different ways depending on the type of e-activity. Under these assumptions five types of e-activities are designed: Reading and comprehensions, objective tests, problem-based learning, case studies and webinars. The e-activities designed are applied in the context of the course Software Engineering of the Bachelor’s Degree in Computer Science at the University of Burgos. The paper concludes analyzing some consequences of the experience from the perspective of using these new e-activities in the teaching-learning process as from the perspective of workload involved for both the teacher and the student.

First year undergraduate nursing students and nursing mentors: An evaluation of their experience of specialist areas as their hub practice learning environment.

Science.gov (United States)

McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise

2016-01-01

Specialist environments have traditionally not been considered as practice learning environments for year one nursing students. Through implementation of the hub and spoke model of practice learning this was implemented across one health board and Higher Education Institution in Scotland. Sixty nine students from specialist and 147 from general areas out of a total population of 467 students (46.2%) and thirteen mentors from specialist and 26 from general areas out of a total 577 mentors (6.7%) completed a questionnaire. The findings support this initiative and suggest in some cases student experiences are more positive in specialist environments. Copyright © 2015 Elsevier Ltd. All rights reserved.

Data Collection and Management with ENSITE HUB: ENSITE HUB Version 1.0

Science.gov (United States)

2017-08-01

ER D C/ CE RL S R- 17 -1 4 Engineer Site Identification for the Tactical Environment (ENSITE) Data Collection and Management with ENSITE...and Management with ENSITE HUB ENSITE HUB Version 1.0 Juliana M. Wilhoit, Natalie R. Myers, and George W. Calfas Construction Engineering Research...and standardized manner. With such a tool, CB planners (as well as designers, operators, and manag - ers) can rapidly assess possible current and

Experimental Investigation of a Helicopter Rotor Hub Flow

Science.gov (United States)

Reich, David

The rotor hub system is by far the largest contributor to helicopter parasite drag and a barrier to increasing helicopter forward-flight speed and range. Additionally, the hub sheds undesirable vibration- and instability-inducing unsteady flow over the empennage. The challenges associated with rotor hub flows are discussed, including bluff body drag, interactional aerodynamics, and the effect of the turbulent hub wake on the helicopter empennage. This study was conducted in three phases to quantify model-scale rotor hub flows in water tunnels at The Pennsylvania State University Applied research lab. The first phase investigated scaling and component interaction effects on a 1:17 scale rotor hub model in the 12-inch diameter water tunnel. Effects of Reynolds number, advance ratio, and hub geometry configuration on the drag and wake shed from the rotor hub were quantified using load cell measurements and particle-image velocimetry (PIV). The second phase focused on flow visualization and measurement on a rotor hub and rotor hub/pylon geometry in the 12-inch diameter water tunnel. Stereo PIV was conducted in a cross plane downstream of the hub and flow visualization was conducted using oil paint and fluorescent dye. The third phase concentrated on high accuracy load measurement and prediction up to full-scale Reynolds number on a 1:4.25 scale model in the 48-inch diameter water tunnel. Measurements include 6 degree of freedom loads on the hub and two-component laser-Doppler velocimetry in the wake. Finally, results and conclusions are discussed, followed by recommendations for future investigations.

Learning Science beyond the Classroom.

Science.gov (United States)

Ramey-Gassert, Linda

1997-01-01

Examines a cross-section of craft knowledge and research-based literature of science learning beyond the classroom. Describes informal science education programs, and discusses implications for science teaching, focusing on the importance of informal science learning for children and in-service and preservice teachers. Proposes a model for…

Sustaining Student Engagement in Learning Science

Science.gov (United States)

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

PERSEUS-HUB: Interactive and Collective Exploration of Large-Scale Graphs

Directory of Open Access Journals (Sweden)

Di Jin

2017-07-01

Full Text Available Graphs emerge naturally in many domains, such as social science, neuroscience, transportation engineering, and more. In many cases, such graphs have millions or billions of nodes and edges, and their sizes increase daily at a fast pace. How can researchers from various domains explore large graphs interactively and efficiently to find out what is ‘important’? How can multiple researchers explore a new graph dataset collectively and “help” each other with their findings? In this article, we present Perseus-Hub, a large-scale graph mining tool that computes a set of graph properties in a distributed manner, performs ensemble, multi-view anomaly detection to highlight regions that are worth investigating, and provides users with uncluttered visualization and easy interaction with complex graph statistics. Perseus-Hub uses a Spark cluster to calculate various statistics of large-scale graphs efficiently, and aggregates the results in a summary on the master node to support interactive user exploration. In Perseus-Hub, the visualized distributions of graph statistics provide preliminary analysis to understand a graph. To perform a deeper analysis, users with little prior knowledge can leverage patterns (e.g., spikes in the power-law degree distribution marked by other users or experts. Moreover, Perseus-Hub guides users to regions of interest by highlighting anomalous nodes and helps users establish a more comprehensive understanding about the graph at hand. We demonstrate our system through the case study on real, large-scale networks.

Learning Science: Some Insights from Cognitive Science

Science.gov (United States)

Matthews, P. S. C.

Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning.

Soft hub for bearingless rotors

Science.gov (United States)

Dixon, Peter G. C.

1991-01-01

Soft hub concepts which allow the direct replacement of articulated rotor systems by bearingless types without any change in controllability or need for reinforcement to the drive shaft and/or transmission/fuselage attachments of the helicopter were studied. Two concepts were analyzed and confirmed for functional and structural feasibility against a design criteria and specifications established for this effort. Both systems are gimballed about a thrust carrying universal elastomeric bearing. One concept includes a set of composite flexures for drive torque transmittal from the shaft to the rotor, and another set (which is changeable) to impart hub tilting stiffness to the rotor system as required to meet the helicopter application. The second concept uses a composite bellows flexure to drive the rotor and to augment the hub stiffness provided by the elastomeric bearing. Each concept was assessed for weight, drag, ROM cost, and number of parts and compared with the production BO-105 hub.

ONLINE SCIENCE LEARNING:Best Practices and Technologies

Directory of Open Access Journals (Sweden)

TOJDE

2009-04-01

Full Text Available This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trips, cyberinfrastructure, neurological learning and the neuro-cognitive model. The continued growth in general studies and liberal arts and science programs online has led to a rise in the number of students whose science learning experiences are partially or exclusively online. character and quality of online science instruction.

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

Capacitated Bounded Cardinality Hub Routing Problem: Model and Solution Algorithm

OpenAIRE

Gelareha, Shahin; Monemic, Rahimeh Neamatian; Semetd, Frederic

2017-01-01

In this paper, we address the Bounded Cardinality Hub Location Routing with Route Capacity wherein each hub acts as a transshipment node for one directed route. The number of hubs lies between a minimum and a maximum and the hub-level network is a complete subgraph. The transshipment operations take place at the hub nodes and flow transfer time from a hub-level transporter to a spoke-level vehicle influences spoke- to-hub allocations. We propose a mathematical model and a branch-and-cut algor...

Idea Exchange Music Hub Hits the Right Note in Community

Directory of Open Access Journals (Sweden)

Greg Bester

2014-06-01

Full Text Available The Cambridge Libraries and Galleries has made many changes over the last two years, rebranding as Idea Exchange and adding 3D printers, creative spaces and many on-site events. This article focuses on one of the organization’s newest innovations, the addition of a Music Hub, and the challenges of creating a space where members can learn and collaborate musically without disturbing those around them.

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

Learning Science Through Visualization

Science.gov (United States)

Chaudhury, S. Raj

2005-01-01

In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

THE ROLE OF AUTOMOBILE TRANSPORT IN HUBS SERVICE

Directory of Open Access Journals (Sweden)

Kirill Iurievich Bely

2015-09-01

Full Text Available Article contains approaches to development and functioning of transport-logistic nodes – hubs – in modern conditions. There is hub classification and examples of them on different transport modes. An important component in providing reliability of hub work is automobile transport.

Problem Solving Model for Science Learning

Science.gov (United States)

Alberida, H.; Lufri; Festiyed; Barlian, E.

2018-04-01

This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

ONLINE SCIENCE LEARNING:Best Practices and Technologies

OpenAIRE

TOJDE

2009-01-01

This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trip...

Contextual Hub Analysis Tool (CHAT: A Cytoscape app for identifying contextually relevant hubs in biological networks [version 2; referees: 2 approved

Directory of Open Access Journals (Sweden)

Tanja Muetze

2016-08-01

Full Text Available Highly connected nodes (hubs in biological networks are topologically important to the structure of the network and have also been shown to be preferentially associated with a range of phenotypes of interest. The relative importance of a hub node, however, can change depending on the biological context. Here, we report a Cytoscape app, the Contextual Hub Analysis Tool (CHAT, which enables users to easily construct and visualize a network of interactions from a gene or protein list of interest, integrate contextual information, such as gene expression or mass spectrometry data, and identify hub nodes that are more highly connected to contextual nodes (e.g. genes or proteins that are differentially expressed than expected by chance. In a case study, we use CHAT to construct a network of genes that are differentially expressed in Dengue fever, a viral infection. CHAT was used to identify and compare contextual and degree-based hubs in this network. The top 20 degree-based hubs were enriched in pathways related to the cell cycle and cancer, which is likely due to the fact that proteins involved in these processes tend to be highly connected in general. In comparison, the top 20 contextual hubs were enriched in pathways commonly observed in a viral infection including pathways related to the immune response to viral infection. This analysis shows that such contextual hubs are considerably more biologically relevant than degree-based hubs and that analyses which rely on the identification of hubs solely based on their connectivity may be biased towards nodes that are highly connected in general rather than in the specific context of interest.   Availability: CHAT is available for Cytoscape 3.0+ and can be installed via the Cytoscape App Store (http://apps.cytoscape.org/apps/chat.

Development of Europe's gas hubs: Implications for East Asia

Directory of Open Access Journals (Sweden)

Xunpeng Shi

2016-10-01

Full Text Available Gas trading hubs have been initially developed in the US in 1980s, UK in 1990s, more recently in European in the 2000s and mulled in East Asia now. Due to its freshness and diversification in nationality, governance and culture, the European hub experience can offer valuable lessons for East Asia. This paper seeks to advance understanding of gas hub development in Europe and provide lessons for East Asia. The European experience highlights that market liberalization and transition of gas pricing mechanism are necessary in creating the competitive markets that are needed for functional gas hubs. Political will and regulations further safeguard the competition environment needed for hub development. Natural factors, such as significant domestic production and culture could have a significant impact on the hub development and transition of pricing mechanism. In East Asia, the path to gas trading hubs might be more difficult than in Europe but a growing market creates an opportunity to start new terms with new contracts. Nevertheless, East Asian needs to work hard to development its indigenous gas or LNG trading hubs.

Virtual Campus Hub technical evaluation report

DEFF Research Database (Denmark)

Vercoulen, Frank; Badger, Merete; Monaco, Lucio

This report describes and discusses the technical achievements of the Virtual Campus Hub project and formulates a brief agenda for the future.......This report describes and discusses the technical achievements of the Virtual Campus Hub project and formulates a brief agenda for the future....

Multiple-Localization and Hub Proteins

Science.gov (United States)

Ota, Motonori; Gonja, Hideki; Koike, Ryotaro; Fukuchi, Satoshi

2016-01-01

Protein-protein interactions are fundamental for all biological phenomena, and protein-protein interaction networks provide a global view of the interactions. The hub proteins, with many interaction partners, play vital roles in the networks. We investigated the subcellular localizations of proteins in the human network, and found that the ones localized in multiple subcellular compartments, especially the nucleus/cytoplasm proteins (NCP), the cytoplasm/cell membrane proteins (CMP), and the nucleus/cytoplasm/cell membrane proteins (NCMP), tend to be hubs. Examinations of keywords suggested that among NCP, those related to post-translational modifications and transcription functions are the major contributors to the large number of interactions. These types of proteins are characterized by a multi-domain architecture and intrinsic disorder. A survey of the typical hub proteins with prominent numbers of interaction partners in the type revealed that most are either transcription factors or co-regulators involved in signaling pathways. They translocate from the cytoplasm to the nucleus, triggered by the phosphorylation and/or ubiquitination of intrinsically disordered regions. Among CMP and NCMP, the contributors to the numerous interactions are related to either kinase or ubiquitin ligase activity. Many of them reside on the cytoplasmic side of the cell membrane, and act as the upstream regulators of signaling pathways. Overall, these hub proteins function to transfer external signals to the nucleus, through the cell membrane and the cytoplasm. Our analysis suggests that multiple-localization is a crucial concept to characterize groups of hub proteins and their biological functions in cellular information processing. PMID:27285823

It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

Science.gov (United States)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

KNOWLEDGE HUB: SPIRAL MATRIX THINKING AS A COMMUNICATION TECHNOLOGY FOR INDIVIDUAL AND GROUP LEARNING IN ONE DRIVE AND WORD ONLINE

Directory of Open Access Journals (Sweden)

Наталья Валерьевна Комиссарова

2017-12-01

Full Text Available The article represents the modification of the Knowledge Hub communicative technique of teaching English and other disciplines based on the OneDrive\\Word-online cloud service. Specific options for the organization of group work and individual activities are considered. The article highlights the advantage and the efficiency of teaching and learning by the BYOD (Bring Your Own Device mode. The paper includes examples of organizing of mass support of the study of the course of English for Business and Entrepreneurship (MOOC-Coursera and of information technology of the Humanities program in the computer class and relying on BYOD mobile Internet access of students.

Learning environments matter: Identifying influences on the motivation to learn science

Directory of Open Access Journals (Sweden)

Salomé Schulze

2015-05-01

Full Text Available In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.

Hub location proplems under polyhedral demand uncertainty

OpenAIRE

Meraklı, Merve

2015-01-01

Cataloged from PDF version of thesis. Includes bibliographical references (leaves 69-74). Thesis (M.S.): Bilkent University, Department of Industrial Engineering, İhsan Doğramacı Bilkent University, 2015. Hubs are points of consolidation and transshipment in many-to-many distribution systems that bene t from economies of scale. In hub location problems, the aim is to locate hub facilities such that each pairwise demand is satis ed and the total cost is minimized. The problem...

Competition and coordination in the U.S. airline hub-to-hub markets: An industry pre-merger case study

Directory of Open Access Journals (Sweden)

Prasun Bhattacharjee

2016-04-01

Full Text Available Purpose: This paper investigates the nature of conduct that existed in the U.S. airline hub-to-hub markets prior to the recent merger wave of the legacy carriers. We explore the strategic importance of network carrier hubs in form of “spheres of influence” on airline market conduct. We also simultaneously recognize the overgrowing role played by Low Cost Carriers (LCC over the years by estimating two conduct parameters - one in markets where LCCs directly compete head-to-head with legacy carriers and the other for markets which LCCs do not serve but has presence in the hub airports or adjacent airports comprising the market endpoints. Thus our supply side framework also sheds some light on the issue of perfect contestability in airline industry. Design/methodology/approach: We estimate a structural oligopoly model for differentiated products with competitive interactions using DB1B data for first quarter of 2004. Findings: Our results imply that the nature of competition is more aggressive relative to Bertrand behavior in hub-to-hub markets and that these markets are less than perfectly contestable. Originality/value: This paper adds to the empirical literature of airline competition by enabling estimation of the actual conduct parameter assuming firm price setting behavior in presence of product differentiation. Contrary to existing literature on airline competition, a structural model enables us to systematically separate out effects of demand, cost and strategic factors on observed airline prices.

Science Integrating Learning Objectives: A Cooperative Learning Group Process

Science.gov (United States)

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Schulze, Salome

Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

PSQM--Reflections of a PSQM Hub Leader

Science.gov (United States)

Johnson, Sue

2011-01-01

Primary Science Quality Mark Scheme is a joint project led by the Association for Science Education, the national network of Science Learning Centres and Barnet Local Authority. The Primary Science Quality Mark is an award scheme to develop and celebrate the quality of science teaching and learning in primary schools. It encourages teachers to let…

Numerical study of hub taper angle on podded propeller performance

International Nuclear Information System (INIS)

Islam, M.F.; Veitch, B.; Bose, N.; Liu, P.

2005-01-01

Presently, the majority of podded propulsion systems are of the pulling type, because this type provides better hydrodynamic efficiency than the pushing type. There are several possible explanations for the better overall performance of a puller type podded propulsor. One is related to the difference in hub shape. Puller and pusher propellers have opposite hub taper angles, hence different hub and blade root shape. These differences cause changes in the flow condition and possibly influence the overall performance. The current study focuses on the variation in performance of pusher and puller propellers with the same blade sections, but different hub taper angles. A hyperboloidal low order source doublet steady/unsteady time domain panel method code was modified and used to evaluate effects of hub taper angle on the open water propulsive performance of some fixed pitch screw propellers used in podded propulsion systems. The modified code was first validated against measurements of two model propellers in terms of average propulsive performance and good agreement was found. Major findings include significant effects of hub taper angle on propulsive performance of tapered hub propellers and noticeable effects of hub taper angle on sectional pressure distributions of tapered hub propeller blades. (author)

A new transport hub

CERN Multimedia

Corinne Pralavorio

2016-01-01

CERN’s new Mobility Centre, allowing you to switch easily from one mode of transport to another, has just been officially opened.   Inauguration of the CERN Mobility Centre by Martin Steinacher, Director for Finance and Human Resources, and Lluis Miralles, Head of the SMB department. CERN’s new Mobility Centre, on the car park next to the Globe of Science and Innovation was officially opened on Tuesday, 22 March. The centre brings together all of CERN’s transport options in a single location. "Our aim is to create an intermodal hub where CERN users and personnel can switch from one mode of transport to another, and from CERN transport to public transport," explains Lluis Miralles, head of the Site Management and Buildings (SMB) department. The Mobility Centre incorporates the CERN bike and car rental services, the self-service car- and bike-sharing schemes, and SIXT car rental facilities (for long-distance journeys). It is located right ne...

Developmental Changes in Brain Network Hub Connectivity in Late Adolescence.

Science.gov (United States)

Baker, Simon T E; Lubman, Dan I; Yücel, Murat; Allen, Nicholas B; Whittle, Sarah; Fulcher, Ben D; Zalesky, Andrew; Fornito, Alex

2015-06-17

The human brain undergoes substantial development throughout adolescence and into early adulthood. This maturational process is thought to include the refinement of connectivity between putative connectivity hub regions of the brain, which collectively form a dense core that enhances the functional integration of anatomically distributed, and functionally specialized, neural systems. Here, we used longitudinal diffusion magnetic resonance imaging to characterize changes in connectivity between 80 cortical and subcortical anatomical regions over a 2 year period in 31 adolescents between the ages of 15 and 19 years. Connectome-wide analysis indicated that only a small subset of connections showed evidence of statistically significant developmental change over the study period, with 8% and 6% of connections demonstrating decreased and increased structural connectivity, respectively. Nonetheless, these connections linked 93% and 90% of the 80 regions, respectively, pointing to a selective, yet anatomically distributed pattern of developmental changes that involves most of the brain. Hub regions showed a distinct tendency to be highly connected to each other, indicating robust "rich-club" organization. Moreover, connectivity between hubs was disproportionately influenced by development, such that connectivity between subcortical hubs decreased over time, whereas frontal-subcortical and frontal-parietal hub-hub connectivity increased over time. These findings suggest that late adolescence is characterized by selective, yet significant remodeling of hub-hub connectivity, with the topological organization of hubs shifting emphasis from subcortical hubs in favor of an increasingly prominent role for frontal hub regions. Copyright © 2015 the authors 0270-6474/15/359078-10$15.00/0.

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

Science.gov (United States)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

The Science of Learning. 2nd Edition

Science.gov (United States)

Pear, Joseph J.

2016-01-01

For over a century and a quarter, the science of learning has expanded at an increasing rate and has achieved the status of a mature science. It has developed powerful methodologies and applications. The rise of this science has been so swift that other learning texts often overlook the fact that, like other mature sciences, the science of…

Science of Learning Is Learning of Science: Why We Need a Dialectical Approach to Science Education Research

Science.gov (United States)

Roth, Wolff-Michael

2012-01-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…

Positioning Mauritius as a Knowledge Hub in the Context of Globalisation

OpenAIRE

Deepa Gokulsing

2014-01-01

Knowledge is the most valued commodity in the global economy. Since 2005, it has been proposed to develop Mauritius into a knowledge hub and a centre of higher learning, thus meeting the needs of an increasingly competitive, knowledge-based and globalised economy. Therefore, this paper provides an understanding of the higher education system in Mauritius. Secondly, it explores the interconnection between globalisation and higher education in Mauritius. Thirdly, it also focuses the challenges ...

Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres

Directory of Open Access Journals (Sweden)

Nils Petter Hauan

2014-04-01

Full Text Available One aim for many natural history museums, science museums and science centres is to contribute to school-related learning in science. In this article we review published empirical studies of this challenging area. The review indicates that the effectiveness of educational activities at different types of science-communication venues (SCV in supporting students’ science learning varies. There is also evidence of interesting differences between activities, depending on how these activities are designed. Firstly, these activities can stimulate interest and conceptual focus through a well-designed combination of structure and openness. Secondly, they can stimulate talks and explorations related to the presented topics. We have identified two possible areas which might prove fruitful in guiding further research: an exploration of the effects of different designs for guided exploratory learning, and an evaluation of the effectiveness of educational activities by studying the presence and quality of the learning processes visitors are engaged in. 

Flow Structures within a Helicopter Rotor Hub Wake

Science.gov (United States)

Elbing, Brian; Reich, David; Schmitz, Sven

2015-11-01

A scaled model of a notional helicopter rotor hub was tested in the 48'' Garfield Thomas Water Tunnel at the Applied Research Laboratory Penn State. The measurement suite included total hub drag and wake velocity measurements (LDV, PIV, stereo-PIV) at three downstream locations. The main objective was to understand the spatiotemporal evolution of the unsteady wake between the rotor hub and the nominal location of the empennage (tail). Initial analysis of the data revealed prominent two- and four-per-revolution fluid structures linked to geometric hub features persisting into the wake far-field. In addition, a six-per-revolution fluid structure was observed in the far-field, which is unexpected due to the lack of any hub feature with the corresponding symmetry. This suggests a nonlinear interaction is occurring within the wake to generate these structures. This presentation will provide an overview of the experimental data and analysis with particular emphasis on these six-per-revolution structures.

The FUTUREVOLC Supersite's e-Infrastructure - A multidisciplinary data hub and data service for Icelandic Volcanoes

Science.gov (United States)

Vogfjörd, Kristín S.; Sigmundsson, Freysteinn; Sverrisson, Sverrir Th.; Sigurdsson, Sigurdur F.; Ófeigsson, Benedikt G.; Arnarsson, Ólafur S.; Kristinsson, Ingvar; Ilyinskaya, Evgenia; Oddsdóttir, Thorarna Ýr; Bergsveinsson, Sölvi Th.; Hjartansson, Kristján R.

2014-05-01

The FUTUREVOLC volanological supersite will establish a data hub and dataservice, where researchers, hazard managers and other stake holders can freely obtain access to multidisciplinary data and products on activity, unrest and eruptions at Icelandic volcanoes. The supersite is firmly founded on close interaction between the main Icelandic volcanological research and monitoring institutions, in coordination with expertise from European researchers participating in FUTUREVOLC. The hub is located at the Icelandic Meteorological Office (IMO), an institution responsible for monitoring and archiving data on all natural hazards in Iceland and, which also has a mandate as the state volcano observatory. This association will ensure a long-term sustainable data service. The data accessible at the hub include in-situ and space-based observations, products and models from all the relevant disciplines contributing to volcanological research and local as well as cross-border hazard management, i.e. Earth sciences, atmospheric science, hydrology, remote sensing and space science. Access to the data will be in compliance with the access policy of the GEO (Group on Earth Observations), providing registered users with easy and timely access to data and products of documented quality. This commitment has already led to the acceptance of FUTUREVOLC as a permanent geohazard supersite by CEOS (Committee on Earth Observation Satellites), which will ensure access to additional satellite data and products on Icelandic volcanoes. To facilitate services to seismological data at the supersite hub, the IMO is reconstructing its existing data base and utilizing the SeisComp3 software to manage waveform and parameter data. The accompanying ArcLink component will be used to provide access to event data and waveforms. Access to GPS data will be provided by the GSAC web service which has been installed at the IMO through collaboration with UNAVCO. If appropriate, the format and data base

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

Science.gov (United States)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

Logistics hubs: an integration of transport infrastructure

CSIR Research Space (South Africa)

Botha, M

2008-07-01

Full Text Available " that have jumped on the band wagon pushing for logistics hubs to be established in their regions or within their areas of jurisdiction. The feasibility of a logistics hub is dependent on a number of criteria with access to ideally more than two...

Modelagem para localização de hubs no transporte de encomendas expressas Modelling for location hubs in the express cargo transport

Directory of Open Access Journals (Sweden)

Javier Antonio Timaná Alamo

2006-12-01

Full Text Available Na presente pesquisa se propõe um modelo matemático de programação linear com variáveis binárias 0/1, para projetar a configuração de uma rede de distribuição de encomendas expressas, visando minimizar os custos e garantindo um bom nível de serviço. O modelo, que é uma modificação da formulação proposta por O’Kelly, define as posições dos hubs, a alocação deles às demais instalações físicas e a construção de roteiros com apenas uma parada intermediária, o que confere mais agilidade ao atendimento da demanda de transporte de carga. Considera-se a instalação de um único hub maior (Hub Principal, que serve como ponto de transbordo para os fluxos de carga entre as distintas regiões de um território, e um conjunto de terminais regionais (mini-hubs, servindo como ponto de conexão, unicamente, para os fluxos de carga existentes em um determinado raio de cobertura. Foram propostas extensões que incluem uma restrição da capacidade operacional do Hub Principal, para evitar seu congestionamento, e duas diferentes estratégias de induzir o aumento de fluxo de carga manipulado pelos mini-hubs. O modelo proposto e suas extensões foram aplicados ao estudo de um caso real, obtendo-se resultados consistentes e uma redução significativa no custo total da rede de distribuição da empresa analisada.This study proposes a mathematical model of linear programming with binary variables 0/1 to project the configuration of a distribution network for express cargo which aims to minimize costs and guarantee a high level of service. The model, which is a modification of the formulation proposed by O’Kelly, defines the position of the hubs, their allocation regarding the other physical installations, and the building of itineraries with only one intermediate stop, which increases agility in meeting the demand of cargo transport. It assumes the installation of a single, major hub (Main Hub, which serves as the transfer point for

Citizen Science and Event-Based Science Education with the Quake-Catcher Network

Science.gov (United States)

DeGroot, R. M.; Sumy, D. F.; Benthien, M. L.

2017-12-01

The Quake-Catcher Network (QCN, quakecatcher.net) is a collaborative, citizen-science initiative to develop the world's largest, low-cost strong-motion seismic network through the utilization of sensors in laptops and smartphones or small microelectromechanical systems (MEMS) accelerometers attached to internet-connected computers. The volunteer computers monitor seismic motion and other vibrations and send the "triggers" in real-time to the QCN server hosted at the University of Southern California. The QCN servers sift through these signals and determine which ones represent earthquakes and which ones represent cultural noise. Data collected by the Quake-Catcher Network can contribute to better understanding earthquakes, provide teachable moments for students, and engage the public with authentic science experiences. QCN partners coordinate sensor installations, develop QCN's scientific tools and engagement activities, and create next generation online resources. In recent years, the QCN team has installed sensors in over 225 K-12 schools and free-choice learning institutions (e.g. museums) across the United States and Canada. One of the current goals of the program in the United States is to establish several QCN stations in K-12 schools around a local museum hub as a means to provide coordinated and sustained educational opportunities leading up to the yearly Great ShakeOut Earthquake Drill, to encourage citizen science, and enrich STEM curriculum. Several school districts and museums throughout Southern California have been instrumental in the development of QCN. For educators QCN fulfills a key component of the Next Generation Science Standards where students are provided an opportunity to utilize technology and interface with authentic scientific data and learn about emerging programs such as the ShakeAlert earthquake early warning system. For example, Sunnylands Center in Rancho Mirage, CA leads Coachella Valley Hub, which serves 31 K-12 schools, many of

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Schulze, Salome

Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...

An Endosymbiotic Evolutionary Algorithm for the Hub Location-Routing Problem

Directory of Open Access Journals (Sweden)

Ji Ung Sun

2015-01-01

Full Text Available We consider a capacitated hub location-routing problem (HLRP which combines the hub location problem and multihub vehicle routing decisions. The HLRP not only determines the locations of the capacitated p-hubs within a set of potential hubs but also deals with the routes of the vehicles to meet the demands of customers. This problem is formulated as a 0-1 mixed integer programming model with the objective of the minimum total cost including routing cost, fixed hub cost, and fixed vehicle cost. As the HLRP has impractically demanding for the large sized problems, we develop a solution method based on the endosymbiotic evolutionary algorithm (EEA which solves hub location and vehicle routing problem simultaneously. The performance of the proposed algorithm is examined through a comparative study. The experimental results show that the proposed EEA can be a viable solution method for the supply chain network planning.

Teaching and Learning Science for Transformative, Aesthetic Experience

Science.gov (United States)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-11-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Lean GHTorrent : GitHub data on demand

NARCIS (Netherlands)

Gousios, G.; Vasilescu, B.N.; Serebrenik, A.; Zaidman, A.

2014-01-01

In recent years, GitHub has become the largest code host in the world, with more than 5M developers collaborating across 10M repositories. Numerous popular open source projects (such as Ruby on Rails, Homebrew, Bootstrap, Django or jQuery) have chosen GitHub as their host and have migrated their

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

Directory of Open Access Journals (Sweden)

Jiyoon Yoon

2017-07-01

Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

Identification of promising Twin Hub networks : Report of Work Package 1 of the Intermodal rail freight Twin hub Network Northwest Europe - project (final report)

NARCIS (Netherlands)

Kreutzberger, E.D.; Konings, J.W.; Meijer, S.; Witteveen, C.; Meijers, B.M.; Pekin, E.; Macharis, C.; Kiel, J.; Kawabata, Y.; Vos, W.

2014-01-01

This report is the first deliverable of the project Intermodal Rail Freight Twin Hub Network Northwest Europe. We call its subject Twin hub network and the organisational entity to carry out the actions the Twin hub project. The project is funded by INTERREG NWE (programme IVb). Its work started in

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Location of Urban Logistic Terminals as Hub Location Problem

Directory of Open Access Journals (Sweden)

Jasmina Pašagić Škrinjar

2012-09-01

Full Text Available In this paper the problems of locating urban logistic terminals are studied as hub location problems that due to a large number of potential nodes in big cities belong to hard non-polynomial problems, the so-called NP-problems. The hub location problems have found wide application in physical planning of transport and telecommunication systems, especially systems of fast delivery, networks of logistic and distribution centres and cargo traffic terminals of the big cities, etc. The paper defines single and multiple allocations and studies the numerical examples. The capacitated single allocation hub location problems have been studied, with the provision of a mathematical model of selecting the location for the hubs on the network. The paper also presents the differences in the possibilities of implementing the exact and heuristic methods to solve the actual location problems of big dimensions i.e. hub problems of the big cities.

Altered cortical hubs in functional brain networks in amyotrophic lateral sclerosis.

Science.gov (United States)

Ma, Xujing; Zhang, Jiuquan; Zhang, Youxue; Chen, Heng; Li, Rong; Wang, Jian; Chen, Huafu

2015-11-01

Cortical hubs are highly connected nodes in functional brain networks that play vital roles in the efficient transfer of information across brain regions. Although altered functional connectivity has been found in amyotrophic lateral sclerosis (ALS), the changing pattern in functional network hubs in ALS remains unknown. In this study, we applied a voxel-wise method to investigate the changing pattern of cortical hubs in ALS. Through resting-state fMRI, we constructed whole-brain voxel-wise functional networks by measuring the temporal correlations of each pair of brain voxels and identified hubs using the graph theory method. Specifically, a functional connectivity strength (FCS) map was derived from the data on 20 patients with ALS and 20 healthy controls. The brain regions with high FCS values were regarded as functional network hubs. Functional hubs were found mainly in the bilateral precuneus, parietal cortex, medial prefrontal cortex, and in several visual regions and temporal areas in both groups. Within the hub regions, the ALS patients exhibited higher FCS in the prefrontal cortex compared with the healthy controls. The FCS value in the significantly abnormal hub regions was correlated with clinical variables. Results indicated the presence of altered cortical hubs in the ALS patients and could therefore shed light on the pathophysiology mechanisms underlying ALS.

Optimum hub height of a wind turbine for maximizing annual net profit

International Nuclear Information System (INIS)

Lee, Jaehwan; Kim, Dong Rip; Lee, Kwan-Soo

2015-01-01

Highlights: • Annual Net Profit was proposed to optimize the hub height of a wind turbine. • Procedures of the hub height optimization method were introduced. • Effect of local wind speed characteristics on optimum hub height was illustrated. • Effect of rated power on optimum hub height was negligible in the range 0.75–3 MW. • Rated speed and cut-out speed had great effects on optimum hub height. - Abstract: The optimization method of the hub height, which can ensure the economic feasibility of the wind turbine, is proposed in this study. Annual Net Profit is suggested as an objective function and the optimization procedure is developed. The effects of local wind speed and wind turbine power characteristics on the optimum hub height are investigated. The optimum hub height decreased as the mean wind speed and wind shear exponent increased. Rated power had little effect on optimum hub height; it follows that the economies of scale are negligible in the rated power range of 0.75–3 MW. Among the wind turbine power characteristics, rated speed and cut-out speed most strongly affected the optimum hub height

Novel Tools for Climate Change Learning and Responding in Earth Science Education

Science.gov (United States)

Sparrow, Elena; Brunacini, Jessica; Pfirman, Stephanie

2015-04-01

Several innovative, polar focused activities and tools including a polar hub website (http://thepolarhub.org) have been developed for use in formal and informal earth science or STEM education by the Polar Learning and Responding (PoLAR) Climate Change Education Partnership (consisting of climate scientists, experts in the learning sciences and education practitioners). In seeking to inform understanding of and response to climate change, these tools and activities range from increasing awareness to informing decisions about climate change, from being used in classrooms (by undergraduate students as well as by pre-college students or by teachers taking online climate graduate courses) to being used in the public arena (by stakeholders, community members and the general public), and from using low technology (card games such as EcoChains- Arctic Crisis, a food web game or SMARTIC - Strategic Management of Resources in Times of Change, an Arctic marine spatial planning game) to high technology (Greenify Network - a mobile real world action game that fosters sustainability and allows players to meaningfully address climate change in their daily lives, or the Polar Explorer Data Visualization Tablet App that allows individuals to explore data collected by scientists and presented for the everyday user through interactive maps and visualizations, to ask questions and go on an individualized tour of polar regions and their connections to the rest of the world). Games are useful tools in integrative and applied learning, in gaining practical and intellectual skills, and in systems thinking. Also, as part of the PoLAR Partnership, a Signs of the Land Climate Change Camp was collaboratively developed and conducted, that can be used as a model for engaging and representing indigenous communities in the co-production of climate change knowledge, communication tools and solutions building. Future camps are planned with Alaska Native Elders, educators including classroom

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

Science.gov (United States)

Tan, Aik-Ling

2011-01-01

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

Science.gov (United States)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

From learning science to teaching science: What transfers?

Science.gov (United States)

Harlow, Danielle Boyd

As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

CLIMANDES climate science e-learning course

Science.gov (United States)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

Numerical investigation of hub clearance flow in a Kaplan turbine

Science.gov (United States)

Wu, H.; Feng, J. J.; Wu, G. K.; Luo, X. Q.

2012-11-01

In this paper, the flow field considering the hub clearance flow in a Kaplan turbine has been investigated through using the commercial CFD code ANSYS CFX based on high-quality structured grids generated by ANSYS ICEM CFD. The turbulence is simulated by k-ω based shear stress transport (SST) turbulence model together with automatic near wall treatments. Four kinds of simulations have been conducted for the runner geometry without hub clearance, with only the hub front clearance, with only the rear hub clearance, and with both front and rear clearance. The analysis of the obtained results is focused on the flow structure of the hub clearance flow, the effect on the turbine performance including hydraulic efficiency and cavitation performance, which can improve the understanding on the flow field in a Kaplan turbine.

Numerical investigation of hub clearance flow in a Kaplan turbine

International Nuclear Information System (INIS)

Wu, H; Feng, J J; Wu, G K; Luo, X Q

2012-01-01

In this paper, the flow field considering the hub clearance flow in a Kaplan turbine has been investigated through using the commercial CFD code ANSYS CFX based on high-quality structured grids generated by ANSYS ICEM CFD. The turbulence is simulated by k-ω based shear stress transport (SST) turbulence model together with automatic near wall treatments. Four kinds of simulations have been conducted for the runner geometry without hub clearance, with only the hub front clearance, with only the rear hub clearance, and with both front and rear clearance. The analysis of the obtained results is focused on the flow structure of the hub clearance flow, the effect on the turbine performance including hydraulic efficiency and cavitation performance, which can improve the understanding on the flow field in a Kaplan turbine.

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

Science.gov (United States)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

A versatile framework for cooperative hub network development

NARCIS (Netherlands)

Cruijssen, F.C.A.M.; Borm, P.; Dullaert, W.; Hamers, H.

2010-01-01

This paper introduces a framework for cooperative hub network development. Building a joint physical hub for the transshipment of goods is expensive and, therefore, involves considerable risks for cooperating companies. In a practical setting, it is unlikely that an entire network will be built at

A versatile framework for cooperative hub network development

NARCIS (Netherlands)

Cruijssen, Frans; Borm, Peter; Dullaert, Wout; Hamers, Herbert

This paper introduces a framework for cooperative hub network development. Building a joint physical hub for the transshipment of goods is expensive and, therefore, involves considerable risks for cooperating companies. In a practical setting, it is unlikely that an entire network will be built at

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

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

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

SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Suvi Akhiriyah

2017-04-01

Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.

International Education Hubs: Collaboration for Competitiveness and Sustainability

Science.gov (United States)

Knight, Jane

2014-01-01

This chapter focuses on the development of education hubs, a recent phenomenon in international higher education. Three models of hubs are examined in relation to the forces, risks, and opportunities of globalization and how local and international collaborations are essential for both global competitiveness and sustainability.

Development of an improved low profile hub seal refurbishment tool

International Nuclear Information System (INIS)

Wagg, L.

1997-01-01

The hub seal area of a fuel channel feeder coupling can be exposed to oxygen in the atmosphere if protective measures are not taken during maintenance outages. Exposure to oxygen can lead to pitting of the hub seal area. Although this is a rare occurrence, the resulting possibility of the feeder coupling leakage led to the development of a feeder hub refurbishment tool. To reduce time and man-rem exposure during feeder hub seal refurbishment, an improved low profile hub seat refurbishing tool has been developed. The improved tool design will allow for quick and controlled removal of material, and the restoration of a roll-burnished finish equivalent to the original requirements. The new tool can be used in maintenance operations, with the end fitting present, as well as under retube-type circumstances, with the end fitting removed. (author)

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

Science.gov (United States)

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

Surrounded by Science: Learning Science in Informal Environments

Science.gov (United States)

Fenichel, Marilyn; Schweingruber, Heidi A.

2010-01-01

Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures,…

Left Frontal Hub Connectivity during Memory Performance Supports Reserve in Aging and Mild Cognitive Impairment.

Science.gov (United States)

Franzmeier, Nicolai; Hartmann, Julia C; Taylor, Alexander N W; Araque Caballero, Miguel Á; Simon-Vermot, Lee; Buerger, Katharina; Kambeitz-Ilankovic, Lana M; Ertl-Wagner, Birgit; Mueller, Claudia; Catak, Cihan; Janowitz, Daniel; Stahl, Robert; Dichgans, Martin; Duering, Marco; Ewers, Michael

2017-01-01

Reserve in aging and Alzheimer's disease (AD) is defined as maintaining cognition at a relatively high level in the presence of neurodegeneration, an ability often associated with higher education among other life factors. Recent evidence suggests that higher resting-state functional connectivity within the frontoparietal control network, specifically the left frontal cortex (LFC) hub, contributes to higher reserve. Following up these previous resting-state fMRI findings, we probed memory-task related functional connectivity of the LFC hub as a neural substrate of reserve. In elderly controls (CN, n = 37) and patients with mild cognitive impairment (MCI, n = 17), we assessed global connectivity of the LFC hub during successful face-name association learning, using generalized psychophysiological interaction analyses. Reserve was quantified as residualized memory performance, accounted for gender and proxies of neurodegeneration (age, hippocampus atrophy, and APOE genotype). We found that greater education was associated with higher LFC-connectivity in both CN and MCI during successful memory. Furthermore, higher LFC-connectivity predicted higher residualized memory (i.e., reserve). These results suggest that higher LFC-connectivity contributes to reserve in both healthy and pathological aging.

Collaborative activities for improving the quality of science teaching and learning and learning to teach science

Science.gov (United States)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

A Three-Legged Stool or Race? Governance Models for NOAA RISAs, DOI CSCs, and USDA Climate Hubs

Science.gov (United States)

Foster, J. G.

2014-12-01

NOAAs Regional Integrated Sciences and Assessments (RISA) Teams, DOIs Climate Science Centers (CSCs), and USDAs Regional Climate Hubs (RCHs) have common missions of integrating climate and related knowledge across scientific disciplines and regions to create "actionable" information that decision-makes can use to manage climate risks and impacts at state and local scales. However, the sponsoring agency programs, university investigators, and local federal officials govern each differently. The three models of program and center governance are 1) exclusively university (RISAs), 2) a hybrid of Federal government and (host) university (CSCs,), and 3) exclusively Federal (Hubs). Each model has it's advantages and disadvantages in terms of legal definition and authority, scientific mission requirements and strategies, flexibility and legitimacy to conduct research and to collaborate regionally with constituencies, leadership and governance approach and "friction points,", staff capacity and ability to engage stakeholders, necessity to deliver products and services, bureaucratic oversight, performance evaluation, and political support at Congressional, state, and local levels. Using available sources of information and data, this paper will compare and contrast the strengths and weakness of these three regional applied climate science center governance models.

A Three-Legged Stool or Race? Governance Models for NOAA RISAs, DOI CSCs, and USDA Climate Hub

Science.gov (United States)

Foster, J. G.

2014-12-01

NOAAs Regional Integrated Sciences and Assessments (RISA) Teams, DOIs Climate Science Centers (CSCs), and USDAs Regional Climate Hubs (RCHs) have common missions of integrating climate and related knowledge across scientific disciplines and regions to create "actionable" information that decision-makes can use to manage climate risks and impacts at state and local scales. However, the sponsoring agency programs, university investigators, and local federal officials govern each differently. The three models of program and center governance are 1) exclusively university (RISAs), 2) a hybrid of Federal government and (host) university (CSCs,), and 3) exclusively Federal (Hubs). Each model has it's advantages and disadvantages in terms of legal definition and authority, scientific mission requirements and strategies, flexibility and legitimacy to conduct research and to collaborate regionally with constituencies, leadership and governance approach and "friction points,", staff capacity and ability to engage stakeholders, necessity to deliver products and services, bureaucratic oversight, performance evaluation, and political support at Congressional, state, and local levels. Using available sources of information and data, this paper will compare and contrast the strengths and weakness of these three regional applied climate science center governance models.

Architecting Learning Continuities for Families Across Informal Science Experiences

Science.gov (United States)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

Integrated technology rotor/flight research rotor hub concept definition

Science.gov (United States)

Dixon, P. G. C.

1983-01-01

Two variations of the helicopter bearingless main rotor hub concept are proposed as bases for further development in the preliminary design phase of the Integrated Technology Rotor/Flight Research Rotor (ITR/FRR) program. This selection was the result of an evaluation of three bearingless hub concepts and two articulated hub concepts with elastomeric bearings. The characteristics of each concept were evaluated by means of simplified methodology. These characteristics included the assessment of stability, vulnerability, weight, drag, cost, stiffness, fatigue life, maintainability, and reliability.

Best practices for measuring students' attitudes toward learning science.

Science.gov (United States)

Lovelace, Matthew; Brickman, Peggy

2013-01-01

Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

E-hubs: the new B2B (business-to-business) marketplaces.

Science.gov (United States)

Kaplan, S; Sawhney, M

2000-01-01

Electronic hubs--Internet-based intermediaries that host electronic marketplaces and mediate transactions among businesses--are generating a lot of interest. Companies like Ariba, Chemdex, and Commerce One have already attained breathtaking stock market capitalizations. Venture capitalists are pouring money into more business-to-business start-ups. Even industrial stalwarts like GM and Ford are making plans to set up their own Web markets. As new entrants with new business models pour into the business-to-business space, it's increasingly difficult to make sense of the landscape. This article provides a blueprint of the e-hub arena. The authors start by looking at the two dimensions of purchasing: what businesses buy--manufacturing inputs or operating inputs--and how they buy--through systematic sourcing or spot sourcing. They classify B2B e-hubs into four categories: MRO hubs, yield managers, exchanges, and catalog hubs, and they discuss each type in detail. Drilling deeper into this B2B matrix, the authors look at how e-hubs create value--through aggregation and matching--and explain when each mechanism works best. They also examine the biases of e-hubs. Although many e-hubs are neutral--they're operated by independent third parties--some favor the buyers or sellers. The authors explain the differences and discuss the pros and cons of each position. The B2B marketplace is changing rapidly. This framework helps buyers, sellers, and market makers navigate the landscape by explaining what the different hubs do and how they add the most value.

PENGEMBANGAN SCIENCE MOBILE LEARNING BERWAWASAN KONSERVASI BERBASIS ANDROID APP INVENTOR 2

Directory of Open Access Journals (Sweden)

Muhamad Taufiq

2017-02-01

Full Text Available Abstrak Penelitian ini bertujuan untuk mengembangkan science mobile learning berwawasan konservasi berbasis android app inventor yang teruji baik dan mengetahui respon pengguna terhadap aplikasi science mobile learning sebagai suplemen materi pembelajaran berbasis mobile. Metodologi yang digunakan dalam pembuatan aplikasi ini ialah metodologi waterfall. Aplikasi science mobile leraning berwawasan konservasi ini diharapkan dapat membantu siswa secara khusus dan masyarakat ilmiah secara umum untuk mendapatkan kemudahan belajar konsep sains menggunakan perangkat smartphone tanpa harus mencetak mengunakan kertas (paperless. Aplikasi science mobile learning dilengkapi dengan fitur pendukung yaitu gambar, video dan quiz. Simpulan dalam penelitian ini yaitu telah dihasilkan aplikasi science mobile learning berwawasan konservasi layak digunakan untuk belajar konsep sains dan upaya pengurangan penggunaan kertas (paperless, aplikasi science mobile learning mendapatkan respon baik dari masyarakat pengguna terkait kemudahan akses, kesesuaian fitur dan konten sains, serta pemanfaatannya yang mendukung pengurangan penggunaan kertas. Abstract The purpose of this research was to develop science mobile learning conservation vission based on android app inventor well tested and find out the user response to the application of mobile learning science as a supplement materials of learning mobile based. The methodology used in the making of this application is the waterfall methodology. Science mobile learning applications conservation vission is expected to help the students in particular and the scientific community in general to get the ease of learning science concepts using a Smartphone device without having to print using paper (paperless. Applications of science mobile learning include by supporting features of images, videos and quizzes. The conclusions in this research that has generated the application of science mobile learning conservation vision

Crossing borders: High school science teachers learning to teach the specialized language of science

Science.gov (United States)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

Investigative Primary Science: A Problem-Based Learning Approach

Science.gov (United States)

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

Directory of Open Access Journals (Sweden)

Hilman .

2015-04-01

Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

Science.gov (United States)

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

OpenAIRE

Hilman .

2015-01-01

Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...

Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Science.gov (United States)

Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

2016-01-01

The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

Indiana secondary students' evolution learning experiences and demarcations of science from non-science

Science.gov (United States)

Donnelly, Lisa A.

2007-12-01

Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their

Sci-Hub provides access to nearly all scholarly literature.

Science.gov (United States)

Himmelstein, Daniel S; Romero, Ariel Rodriguez; Levernier, Jacob G; Munro, Thomas Anthony; McLaughlin, Stephen Reid; Greshake Tzovaras, Bastian; Greene, Casey S

2018-03-01

The website Sci-Hub enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal's site. Sci-Hub has grown rapidly since its creation in 2011, but the extent of its coverage has been unclear. Here we report that, as of March 2017, Sci-Hub's database contains 68.9% of the 81.6 million scholarly articles registered with Crossref and 85.1% of articles published in toll access journals. We find that coverage varies by discipline and publisher, and that Sci-Hub preferentially covers popular, paywalled content. For toll access articles, we find that Sci-Hub provides greater coverage than the University of Pennsylvania, a major research university in the United States. Green open access to toll access articles via licit services, on the other hand, remains quite limited. Our interactive browser at https://greenelab.github.io/scihub allows users to explore these findings in more detail. For the first time, nearly all scholarly literature is available gratis to anyone with an Internet connection, suggesting the toll access business model may become unsustainable. © 2018, Himmelstein et al.

Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

Science.gov (United States)

Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-01-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

Liner Shipping Hub Network Design in a Competitive Environment

DEFF Research Database (Denmark)

Gelareh, Shahin; Nickel, Stefan; Pisinger, David

A new mixed integer programming formulation is proposed for hub-and-spoke network design in a competitive environment. It addresses competition between a newcomer liner service provider and an alliance, both operating on hub-and-spoke networks. The newcomer company maximizes its market share...... — proportional to service time and transportation cost —by locating a predefined number of hubs at candidate ports and designing its network. While general-purpose solvers do not solve instances of even small size, an accelerated lagrangian method coupled with a primal heuristic obtains very good bounds. Our...

A brief review of augmented reality science learning

Science.gov (United States)

Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir

2017-10-01

This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.

Multi-Item Distribution Policies with Supply Hub and Lateral Transshipment

OpenAIRE

Zhong Jin-Hong; Jiang Rui-Xuan; Zheng Gui

2015-01-01

Supply Hub is defined as the horizontal coordination among the suppliers while lateral transshipment is a horizontal coordination policy among the retailers. By considering the Supply Hub and lateral transshipment simultaneously, ones can reduce the total cost of the supply chain system and improve the response to customer requirement and the customers’ satisfaction. We investigate the distribution policies for the supply chain which consists of multisuppliers, single Supply Hub, and multidis...

Revisiting date and party hubs: novel approaches to role assignment in protein interaction networks.

Directory of Open Access Journals (Sweden)

Sumeet Agarwal

2010-06-01

Full Text Available The idea of "date" and "party" hubs has been influential in the study of protein-protein interaction networks. Date hubs display low co-expression with their partners, whilst party hubs have high co-expression. It was proposed that party hubs are local coordinators whereas date hubs are global connectors. Here, we show that the reported importance of date hubs to network connectivity can in fact be attributed to a tiny subset of them. Crucially, these few, extremely central, hubs do not display particularly low expression correlation, undermining the idea of a link between this quantity and hub function. The date/party distinction was originally motivated by an approximately bimodal distribution of hub co-expression; we show that this feature is not always robust to methodological changes. Additionally, topological properties of hubs do not in general correlate with co-expression. However, we find significant correlations between interaction centrality and the functional similarity of the interacting proteins. We suggest that thinking in terms of a date/party dichotomy for hubs in protein interaction networks is not meaningful, and it might be more useful to conceive of roles for protein-protein interactions rather than for individual proteins.

Building Future Directions for Teacher Learning in Science Education

Science.gov (United States)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

Science.gov (United States)

Mandell, Brian E.

The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

Science.gov (United States)

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

The Role of Research on Science Teaching and Learning

Science.gov (United States)

National Science Teachers Association (NJ1), 2010

2010-01-01

Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

Science.gov (United States)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

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

Science.gov (United States)

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

2017-08-01

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

Common Core Science Standards: Implications for Students with Learning Disabilities

Science.gov (United States)

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

Science.gov (United States)

Lemmer, Miriam

2018-01-01

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…

Liner shipping hub network design in a competitive environment

DEFF Research Database (Denmark)

Gelareh, Shahin; Nickel, Stefan; Pisinger, David

2010-01-01

A mixed integer programming formulation is proposed for hub-and-spoke network design in a competitive environment. It addresses the competition between a newcomer liner service provider and an existing dominating operator, both operating on hub-and-spoke networks. The newcomer company maximizes i...

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

Flow Merging and Hub Route Optimization in Collaborative Transportation

Directory of Open Access Journals (Sweden)

Kerui Weng

2014-01-01

Full Text Available This paper studies the optimal hub routing problem of merged tasks in collaborative transportation. This problem allows all carriers’ transportation tasks to reach the destinations optionally passing through 0, 1, or 2 hubs within limited distance, while a cost discount on arcs in the hub route could be acquired after paying fixed charges. The problem arises in the application of logistics, postal services, airline transportation, and so forth. We formulate the problem as a mixed-integer programming model, and provide two heuristic approaches, respectively, based on Lagrangian relaxation and Benders decomposition. Computational experiments show that the algorithms work well.

Science Hobbyists: Active Users of the Science-Learning Ecosystem

Science.gov (United States)

Corin, Elysa N.; Jones, M. Gail; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

Science hobbyists engage in self-directed, free-choice science learning and many have considerable expertise in their hobby area. This study focused on astronomy and birding hobbyists and examined how they used organizations to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders from the midwestern…

Enacting Informal Science Learning: Exploring the Battle for Informal Learning

Science.gov (United States)

Clapham, Andrew

2016-01-01

Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers "battled" to enact ISL policy in performative conditions…

Climate programs update: USDA Southwest Regional Climate Hub update

Science.gov (United States)

PROGRAM OVERVIEW: The overarching goal of the USDA SW Climate Hub is to assist farmers, ranchers and foresters in addressing the effects of climate change including prolonged drought, increased insect outbreaks and severe wildfires. In the first year of operations, the SW Climate Hub (est. Februa...

Hub Status and Indexation of Container Ports

Directory of Open Access Journals (Sweden)

Yong-An Park

2015-06-01

This study develops two sub-indexes of port classification and capacity, and combines cases of these two sub-indexes into various types in order to find a proper port hub index. The paper demonstrates how different types of port hub index are useful measurements for evaluating outputs and inputs of container ports. In a case analysis we show that the indexes of period variables and lagged variables have more explanatory power with regard to changes of port throughputs and high correlation with inputs.

Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-01-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…

The Use of Mobile Learning in Science: A Systematic Review

Science.gov (United States)

Crompton, Helen; Burke, Diane; Gregory, Kristen H.; Gräbe, Catharina

2016-04-01

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5-11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

Rigid-flexible coupling dynamics of three-dimensional hub-beams system

International Nuclear Information System (INIS)

Liu Jinyang; Lu Hao

2007-01-01

In the previous research of the coupling dynamics of a hub-beam system, coupling between the rotational motion of hub and the torsion deformation of beam is not taken into account since the system undergoes planar motion. Due to the small longitudinal deformation, coupling between the rotational motion of hub and the longitudinal deformation of beam is also neglected. In this paper, rigid-flexible coupling dynamics is extended to a hub-beams system with three-dimensional large overall motion. Not only coupling between the large overall motion and the bending deformation, but also coupling between the large overall motion and the torsional deformation are taken into account. In case of temperature increase, the longitudinal deformation caused by the thermal expansion is significant, such that coupling between the large overall motion and the longitudinal deformation is also investigated. Combining the characteristics of the hybrid coordinate formulation and the absolute nodal coordinate formulation, the system generalized coordinates include the relative nodal displacement and the slope of each beam element with respect to the body-fixed frame of the hub, and the variables related to the spatial large overall motion of the hub and beams. Based on precise strain-displacement relation, the geometric stiffening effect is taken into account, and the rigid-flexible coupling dynamic equations are derived using velocity variational principle. Finite element method is employed for discretization. Simulation of a hub-beams system is used to show the coupling effect between the large overall motion and the torsional deformation as well as the longitudinal deformation. Furthermore, conservation of energy in case of free motion is shown to verify the formulation

Evaluating a European knowledge hub on climate change in agriculture: Are we building a better connected community?

Science.gov (United States)

Saetnan, Eli Rudinow; Kipling, Richard Philip

In order to maintain food security and sustainability of production under climate change, interdisciplinary and international collaboration in research is essential. In the EU, knowledge hubs are important funding instruments for the development of an interconnected European Research Area. Here, network analysis was used to assess whether the pilot knowledge hub MACSUR has affected interdisciplinary collaboration, using co-authorship of peer reviewed articles as a measure of collaboration. The broad community of all authors identified as active in the field of agriculture and climate change was increasingly well connected over the period studied. Between knowledge hub members, changes in network parameters suggest an increase in collaborative interaction beyond that expected due to network growth, and greater than that found in the broader community. Given that interdisciplinary networks often take several years to have an impact on research outputs, these changes within the relatively new MACSUR community provide evidence that the knowledge hub structure has been effective in stimulating collaboration. However, analysis showed that knowledge hub partners were initially well-connected, suggesting that the initiative may have gathered together researchers with particular resources or inclinations towards collaborative working. Long term, consistent funding and ongoing reflection to improve networking structures may be necessary to sustain the early positive signs from MACSUR, to extend its success to a wider community of researchers, or to repeat it in less connected fields of science. Tackling complex challenges such as climate change will require research structures that can effectively support and utilise the diversity of talents beyond the already well-connected core of scientists at major research institutes. But network research shows that this core, well-connected group are vital brokers in achieving wider integration.

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Science.gov (United States)

Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

Informal Science learning in PIBID: identifying and interpreting the strands

Directory of Open Access Journals (Sweden)

Thomas Barbosa Fejolo

2013-10-01

Full Text Available This paper presents a research on informal Science learning in the context of the Institutional Scholarship Program Initiation to Teaching (PIBID. We take as reference the strands of informal Science learning (FAC, representing six dimensions of learning, they are: 1 Development of interest in Science; 2 Understanding of scientific knowledge; 3 Engaging in scientific reasoning; 4 Reflection on Science; 5 Engagement in scientific practice; 6 Identification with Science. For the lifting data, it was used the filming record of the interactions and dialogues of undergraduate students while performing activities of Optical Spectroscopy in the laboratory. Based on the procedures of content analysis and interpretations through communication, we investigate which of the six strands were present during the action of the students in activities. As a result we have drawn a learning profile for each student by distributing communications in different strands of informal Science learning.

Sharing environmental models: An Approach using GitHub repositories and Web Processing Services

Science.gov (United States)

Stasch, Christoph; Nuest, Daniel; Pross, Benjamin

2016-04-01

accordingly. The admin tool of the 52°North WPS was extended to support automated retrieval and deployment of computational models from GitHub repositories. Once the R code is available in the GitHub repo, the contained process can be easily deployed and executed by simply defining the GitHub repository URL in the WPS admin tool. We illustrate the usage of the approach by sharing and running a model for land use system archetypes developed by the Helmholtz Centre for Environmental Research (UFZ, see Vaclavik et al.). The original R code was extended and published in the 52°North WPS using both, public and non-public datasets (Nüst et al., see also https://github.com/52North/glues-wps). Hosting the analysis in a Git repository now allows WPS administrators, client developers, and modelers to easily work together on new versions or completely new web processes using the powerful GitHub collaboration platform. References: Hinz, M. et. al. (2013): Spatial Statistics on the Geospatial Web. In: The 16th AGILE International Conference on Geographic Information Science, Short Papers. http://www.agile-online.org/Conference_Paper/CDs/agile_2013/Short_Papers/SP_S3.1_Hinz.pdf Nüst, D. et. al.: (2015): Open and reproducible global land use classification. In: EGU General Assembly Conference Abstracts . Vol. 17. European Geophysical Union, 2015, p. 9125, http://meetingorganizer.copernicus. org/EGU2015/EGU2015- 9125.pdf Vaclavik, T., et. al. (2013): Mapping global land system archetypes. Global Environmental Change 23(6): 1637-1647. Online available: October 9, 2013, DOI: 10.1016/j.gloenvcha.2013.09.004

Learning Lunar Science Through the Selene Videogame

Science.gov (United States)

Reese, D. D.; Wood, C. A.

2010-03-01

Selene is a videogame to promote and assess learning of lunar science concepts. As players build and modify a Moon, Selene measures learning as it occurs. Selene is a model for 21st century learning and embedded assessment.

Fixed-axis electric sail deployment dynamics analysis using hub-mounted momentum control

Science.gov (United States)

Fulton, JoAnna; Schaub, Hanspeter

2018-03-01

The deployment dynamics of a spin stabilized electric sail (E-sail) with a hub-mounted control actuator are investigated. Both radial and tangential deployment mechanisms are considered to take the electric sail from a post-launch stowed configuration to a fully deployed configuration. The tangential configuration assumes the multi-kilometer tethers are wound up on the exterior of the spacecraft hub, similar to yo-yo despinner configurations. The deployment speed is controlled through the hub rate. The radial deployment configuration assumes each tether is on its own spool. Here both the hub and spool rate are control variables. The sensitivity of the deployment behavior to E-sail length, maximum rate and tension parameters is investigated. A constant hub rate deployment is compared to a time varying hub rate that maintains a constant tether tension condition. The deployment time can be reduced by a factor of 2 or more by using a tension controlled deployment configuration.

Participation in Informal Science Learning Experiences: The Rich Get Richer?

Science.gov (United States)

DeWitt, Jennifer; Archer, Louise

2017-01-01

Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

Nonlinear analysis of the GFRP material wheel hub

Directory of Open Access Journals (Sweden)

Dong Yun-Feng

2015-01-01

Full Text Available In this paper, the current bicycle wheel was replaced by the ones which composed by the wheel hub with Glassfiber Reinforced Plastic (alkali free thin-walled cylinder material, hereinafter referred to as GFRP material and the protective components made up of rubber outer pneumatic pad. With the help of the basic theory of elastic-plastic mechanics, the finite element “Nonlinear buckling” analysis of the wheel was carried out. The results show that the maximum elastic deformation of the wheel hub and the critical value of buckling failure load were restricted by the elasticity under the condition of external loads. Considering with the tensile strength and elastic modulus of the GFRP value of the material, it is demonstrated that the material is feasible to be used for wheel hub.

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

Science.gov (United States)

Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

Future Scenarios for Mobile Science Learning

Science.gov (United States)

Burden, Kevin; Kearney, Matthew

2016-04-01

This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These `futures' are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that `seamless learning', whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.

Science learning motivation as correlate of students’ academic performances

Directory of Open Access Journals (Sweden)

Nhorvien Jay P. Libao

2016-09-01

Full Text Available This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

Orbital Hub: a concept for human spaceflight beyond ISS operations

Science.gov (United States)

Jahnke, Stephan S.; Maiwald, Volker; Philpot, Claudia; Quantius, Dominik; Romberg, Oliver; Seboldt, Wolfgang; Vrakking, Vincent; Zeidler, Conrad

2018-04-01

The International Space Station (ISS) is the greatest endeavour in low-Earth orbit since the beginning of the space age and the culmination of human outposts like Skylab and Mir. While a clear schedule has yet to be drafted, it is expected that ISS will cease operation in the 2020s. What could be the layout for a human outpost in LEO with lessons learnt from ISS? What are the use cases and applications of such an outpost in the future? The System Analysis Space Segment group of the German Aerospace Center investigated these and other questions and developed the Orbital Hub concept. In this paper an overview is presented of how the overall concept has been derived and its properties and layouts are described. Starting with a workshop involving the science community, the scientific requirements have been derived and Strawman payloads have been defined for use in further design activities. These design activities focused on Concurrent Engineering studies, where besides DLR employees participants from the industry and astronauts were involved. The result is an expandable concept that is composed of two main parts, the Base Platform, home for a permanent crew of up to three astronauts, and the Free Flyer, an uncrewed autonomous research platform. This modular approach provides one major advantage: the decoupling of the habitat and payload leading to increased quality of the micro-gravity environment. The former provides an environment for human physiology experiments, while the latter allows science without the perturbations caused by a crew, e.g. material experiments or Earth observation. The Free Flyer is designed to operate for up to 3 months on its own, but can dock with the space station for maintenance and experiment servicing. It also has a hybrid propulsion system, chemical and electrical, for different applications. The hub's design allows launch with just three launches, as the total mass of all the hub parts is about 60,000 kg. The main focus of the design is

Modern network science of neurological disorders.

Science.gov (United States)

Stam, Cornelis J

2014-10-01

Modern network science has revealed fundamental aspects of normal brain-network organization, such as small-world and scale-free patterns, hierarchical modularity, hubs and rich clubs. The next challenge is to use this knowledge to gain a better understanding of brain disease. Recent developments in the application of network science to conditions such as Alzheimer's disease, multiple sclerosis, traumatic brain injury and epilepsy have challenged the classical concept of neurological disorders being either 'local' or 'global', and have pointed to the overload and failure of hubs as a possible final common pathway in neurological disorders.

Managing effective and efficient hub operations : a study of ground time management

NARCIS (Netherlands)

Yunita, Theresia

2009-01-01

This Logistics Design Project was carried out at KLM Aircraft Services (AS), from February 2008 - April 2009. The project focuses on ideal description of KLM operational controls for daily executions at the hub and within the AS processes. The daily execution at the hub is managed by the Hub Control

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

Self-regulated learning and science achievement in a community college

Science.gov (United States)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

Science.gov (United States)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

Mechanical Design, Analysis, and Testing of a Two-Bladed Wind Turbine Hub

Energy Technology Data Exchange (ETDEWEB)

Cotrell, J.

2002-06-01

Researchers at the National Wind Technology Center (NWTC) in Golden, Colorado, began performing the Unsteady Aerodynamics Experiment in 1993 to better understand the unsteady aerodynamics and structural responses of horizontal-axis wind turbines. The experiment consists of an extensively instrumented, downwind, three-bladed, 20-kilowatt wind turbine. In May 1995, I received a request from the NWTC to design a two-bladed hub for the experiment. For my thesis, I present the results of the mechanical design, analysis, and testing of the hub. The hub I designed is unique because it runs in rigid, teetering, or independent blade-flapping modes. In addition, the design is unusual because it uses two servomotors to pitch the blades independently. These features are used to investigate new load reduction, noise reduction, blade pitch optimization, and yaw control techniques for two-bladed turbines. I used a methodology by G. Phal and W. Bietz to design the hub. The hub meets all the performance specifications except that it achieves only 90% of the specified teeter range. In my thesis, I focus on the analysis and testing of the hub body. I performed solid-mechanics calculations, ran a finite-element analysis simulation, and experimentally investigated the structural integrity of the hub body.

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

Science.gov (United States)

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

A preliminary assessment of the potential for 'team science' in DOE Energy Innovation Hubs and Energy Frontier Research Centers

International Nuclear Information System (INIS)

Boardman, Craig; Ponomariov, Branco

2011-01-01

President Obama has called for the development of new energy technologies to address our national energy needs and restore US economic competitiveness. In response, the Department of Energy has established new R and D modalities for energy research and development designed to facilitate collaboration across disciplinary, institutional, and sectoral boundaries. In this research note, we provide a preliminary assessment of the potential for essential mechanisms for coordinated problem solving among diverse actors within two new modalities at the DOE: Energy Innovation Hubs and Energy Frontier Research Centers. - Highlights: → Energy Frontier Research Centers may lack the basic mechanisms for coordinating diverse actors. → Divergent goals across diverse actors may hinder coordination in Energy Innovation Hubs. → The implementation of these and similar energy policies require further investigation.

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

Science.gov (United States)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

Collaborative learning in radiologic science education.

Science.gov (United States)

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

On learning science and pseudoscience from prime-time television programming

Science.gov (United States)

Whittle, Christopher Henry

The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels

Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

Science.gov (United States)

Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

2011-12-01

As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

SUN HUB – ENERGY HUB FOR OUTDOOR TABLES

DEFF Research Database (Denmark)

Poulsen, Peter Behrensdorff; Benatto, Gisele Alves dos Reis; Riedel, Nicholas

2017-01-01

connections, providing opportunity to stream music via Bluetooth and play it from a handheld device to the table and lastly to provide LED lighting on the table during the dark hours. 3 prototypes of the system was built and tested at the Roskilde Festival 2017. Electrical logger units were built into the 3...... on festivals where people camps for several days it can be hard to have your portable units charged. In this this work we report a solar powered hub, as an add-on to a table in the urban environment for charging mobile phones and tablets and other handheld devices through USBs, charging laptops through AC...

Multiple Hub Network Choice in the Liberalized European Market

Science.gov (United States)

Berechman, Joseph; deWit, Jaap

1997-01-01

A key question that so far has received relatively little attention in the germane literature is that of the changes at various airports as a result of the EU liberalization policies. That is, presently, most major European airports still benefit from the so-called home-carrier phenomenon where the country's publicly or semi-publicly owned carrier uses the country's main airport as its gateway hub and, consequently, the home-carrier is also the principal user of this airport (in terms of proportion of total aircraft movements, number of passengers transported, connections, slots ownership, etc.). The country's main airport has substantially benefited from these monopoly conditions of airline captivity, strongly determined by the bilateral system of international air transport regulation. Therefore, European major airports were used to operate in essentially different markets, compared to the increasingly competitive markets of their home based carriers. This partly explains relative stability of transport volumes and financial results of European major airports compared to the relatively volatile financial results of most European national airlines. However, the liberalization of European aviation is likely to change this situation. Market access is open now to all community carriers, i.e. carriers with majority ownership and effective control in the hands of EU citizens. Ticket prices are free, governments can only intervene in case of dumping or excessive pricing. A community airline can choose its seat in any of the 15 member states. Licensing procedures are harmonized between member states. In the last few months community carriers have had unrestricted route access within the EU. Most probably this development will be extended to countries inside and outside Europe. Last year the European Commission got the mandate to start negotiations with 10 other European countries. In the meantime the EC has also started negotiations with the USA on so-called soft rights

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

Science.gov (United States)

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Science Learning Motivation as Correlate of Students' Academic Performances

Science.gov (United States)

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

2016-01-01

This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

Microfluidic hubs, systems, and methods for interface fluidic modules

Science.gov (United States)

Bartsch, Michael S; Claudnic, Mark R; Kim, Hanyoup; Patel, Kamlesh D; Renzi, Ronald F; Van De Vreugde, James L

2015-01-27

Embodiments of microfluidic hubs and systems are described that may be used to connect fluidic modules. A space between surfaces may be set by fixtures described herein. In some examples a fixture may set substrate-to-substrate spacing based on a distance between registration surfaces on which the respective substrates rest. Fluidic interfaces are described, including examples where fluid conduits (e.g. capillaries) extend into the fixture to the space between surfaces. Droplets of fluid may be introduced to and/or removed from microfluidic hubs described herein, and fluid actuators may be used to move droplets within the space between surfaces. Continuous flow modules may be integrated with the hubs in some examples.

ME science as mobile learning based on virtual reality

Science.gov (United States)

Fradika, H. D.; Surjono, H. D.

2018-04-01

The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

North West Surrey's locality hubs - delivering integrated care

OpenAIRE

Compton, Lisa; Wilkinson, Peter; Lawn, Liz

2017-01-01

Introduction: North West Surrey CCG (NWSCCG) is establishing Locality Hubs – physical buildings offering a fully integrated GP-led, multi-disciplinary ‘one-stop-shop’ services in the community for a defined cohort of frail elderly patients with multiple core morbidities. Hubs will ultimately deliver proactive and reactive care, available 24 hours a day, 365 days a year.The key drivers are;Ageing population, people living longer & more people living with chronic conditionsCost & demand...

Blended learning as an effective pedagogical paradigm for biomedical science

Directory of Open Access Journals (Sweden)

Perry Hartfield

2013-11-01

Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

Physical experience enhances science learning.

Science.gov (United States)

Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

2015-06-01

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

Brain-Based Learning and Standards-Based Elementary Science.

Science.gov (United States)

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Newly qualified teachers' visions of science learning and teaching

Science.gov (United States)

Roberts, Deborah L.

2011-12-01

This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

Advancing Research on Undergraduate Science Learning

Science.gov (United States)

Singer, Susan Rundell

2013-01-01

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

Inquiry-Based Learning in China: Lesson Learned for School Science Practices

Science.gov (United States)

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

Brokered virtual hubs for facilitating access and use of geospatial Open Data

Science.gov (United States)

Mazzetti, Paolo; Latre, Miguel; Kamali, Nargess; Brumana, Raffaella; Braumann, Stefan; Nativi, Stefano

2016-04-01

Open Data is a major trend in current information technology scenario and it is often publicised as one of the pillars of the information society in the near future. In particular, geospatial Open Data have a huge potential also for Earth Sciences, through the enablement of innovative applications and services integrating heterogeneous information. However, open does not mean usable. As it was recognized at the very beginning of the Web revolution, many different degrees of openness exist: from simple sharing in a proprietary format to advanced sharing in standard formats and including semantic information. Therefore, to fully unleash the potential of geospatial Open Data, advanced infrastructures are needed to increase the data openness degree, enhancing their usability. In October 2014, the ENERGIC OD (European NEtwork for Redistributing Geospatial Information to user Communities - Open Data) project, funded by the European Union under the Competitiveness and Innovation framework Programme (CIP), has started. In response to the EU call, the general objective of the project is to "facilitate the use of open (freely available) geographic data from different sources for the creation of innovative applications and services through the creation of Virtual Hubs". The ENERGIC OD Virtual Hubs aim to facilitate the use of geospatial Open Data by lowering and possibly removing the main barriers which hampers geo-information (GI) usage by end-users and application developers. Data and services heterogeneity is recognized as one of the major barriers to Open Data (re-)use. It imposes end-users and developers to spend a lot of effort in accessing different infrastructures and harmonizing datasets. Such heterogeneity cannot be completely removed through the adoption of standard specifications for service interfaces, metadata and data models, since different infrastructures adopt different standards to answer to specific challenges and to address specific use-cases. Thus

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

Science.gov (United States)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

Science classroom inquiry (SCI simulations: a novel method to scaffold science learning.

Directory of Open Access Journals (Sweden)

Melanie E Peffer

Full Text Available Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

Science.gov (United States)

Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

Science.gov (United States)

Archer, Candace C.; Miller, Melissa K.

2011-01-01

Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

Science.gov (United States)

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

Investigating Your School's Science Teaching and Learning Culture

Science.gov (United States)

Sato, Mistilina; Bartiromo, Margo; Elko, Susan

2016-01-01

The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

Incremental Optimization of Hub and Spoke Network for the Spokes’ Numbers and Flow

Directory of Open Access Journals (Sweden)

Yanfeng Wang

2015-01-01

Full Text Available Hub and spoke network problem is solved as part of a strategic decision making process which may have a profound effect on the future of enterprises. In view of the existing network structure, as time goes on, the number of spokes and the flow change because of different sources of uncertainty. Hence, the incremental optimization of hub and spoke network problem is considered in this paper, and the policy makers should adopt a series of strategies to cope with the change, such as setting up new hubs, adjusting the capacity level of original hubs, or closing some original hubs. The objective is to minimize the total cost, which includes the setup costs for the new hubs, the closure costs, and the adjustment costs for the original hubs as well as the flow routing costs. Two mixed-integer linear programming formulations are proposed and analyzed for this problem. China Deppon Logistics as an example is performed to present computational analysis, and we analyze the changes in the solutions driven by the number of spokes and the flow. The tests also allow an analysis to consider the effect of variation in parameters on network.

Learning about the Nature of Science Using Algae

Science.gov (United States)

Edelmann, Hans G.; Martius, Thilo; Hahn, Achim; Schlüter, Kirsten; Nessler, Stefan H.

2016-01-01

Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth…

Improving together: collaborative learning in science communication

Science.gov (United States)

Stiller-Reeve, Mathew

2015-04-01

Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

Science learning motivation as correlate of students’ academic performances

OpenAIRE

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

2016-01-01

This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

Teaching of anatomical sciences: A blended learning approach.

Science.gov (United States)

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

Science.gov (United States)

Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

Teacher Learning from Girls' Informal Science Experiences

Science.gov (United States)

Birmingham, Daniel J.

2013-01-01

School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Science.gov (United States)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-08-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image- based AR and location- based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.

Machine Learning Techniques in Clinical Vision Sciences.

Science.gov (United States)

Caixinha, Miguel; Nunes, Sandrina

2017-01-01

This review presents and discusses the contribution of machine learning techniques for diagnosis and disease monitoring in the context of clinical vision science. Many ocular diseases leading to blindness can be halted or delayed when detected and treated at its earliest stages. With the recent developments in diagnostic devices, imaging and genomics, new sources of data for early disease detection and patients' management are now available. Machine learning techniques emerged in the biomedical sciences as clinical decision-support techniques to improve sensitivity and specificity of disease detection and monitoring, increasing objectively the clinical decision-making process. This manuscript presents a review in multimodal ocular disease diagnosis and monitoring based on machine learning approaches. In the first section, the technical issues related to the different machine learning approaches will be present. Machine learning techniques are used to automatically recognize complex patterns in a given dataset. These techniques allows creating homogeneous groups (unsupervised learning), or creating a classifier predicting group membership of new cases (supervised learning), when a group label is available for each case. To ensure a good performance of the machine learning techniques in a given dataset, all possible sources of bias should be removed or minimized. For that, the representativeness of the input dataset for the true population should be confirmed, the noise should be removed, the missing data should be treated and the data dimensionally (i.e., the number of parameters/features and the number of cases in the dataset) should be adjusted. The application of machine learning techniques in ocular disease diagnosis and monitoring will be presented and discussed in the second section of this manuscript. To show the clinical benefits of machine learning in clinical vision sciences, several examples will be presented in glaucoma, age-related macular degeneration

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Sci-Hub: What Librarians Should Know and Do about Article Piracy.

Science.gov (United States)

Hoy, Matthew B

2017-01-01

The high cost of journal articles has driven many researchers to turn to a new way of getting access: "pirate" article sites. Sci-Hub, the largest and best known of these sites, currently offers instant access to more than 58 million journal articles. Users attracted by the ease of use and breadth of the collection may not realize that these articles are often obtained using stolen credentials and downloading them may be illegal. This article will briefly describe Sci-Hub and how it works, the legal and ethical issues it raises, and the problems it may cause for librarians. Librarians should be aware of Sci-Hub and the ways it may change their patrons' expectations. They should also understand the risks Sci-Hub can pose to their patrons and their institutions.

Zoning Districts - Volusia County HUB Zones

Data.gov (United States)

NSGIC Local Govt | GIS Inventory — Historically Underutilized Business (HUB) Zones in Volusia County. Go to http://www.sba.gov/hubzone or contact the Department of Economic Development (386) 248-8048...

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.

Facilitating long-term changes in student approaches to learning science.

Science.gov (United States)

Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

Original Science-Based Music and Student Learning

Science.gov (United States)

Smolinski, Keith

2010-01-01

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

Leading Learning: Science Departments and the Chair

Science.gov (United States)

Melville, Wayne; Campbell, Todd; Jones, Doug

2016-01-01

In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase "leading learning" to mean the chair's constitution of influence, power, and authority to intentionally impact…

Social Justice and Out-of-School Science Learning: Exploring Equity in Science Television, Science Clubs and Maker Spaces

Science.gov (United States)

Dawson, Emily

2017-01-01

This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…

Values of Catholic science educators: Their impact on attitudes of science teaching and learning

Science.gov (United States)

DeMizio, Joanne Greenwald

This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

A Pedagogical Model for Science Education through Blended Learning

NARCIS (Netherlands)

Bidarra, José; Rusman, Ellen

2015-01-01

This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex

City Hub : a cloud based IoT platform for Smart Cities

OpenAIRE

Lea, Rodger; Blackstock, Michael

2014-01-01

Cloud based Smart City hubs are an attractive approach to addressing some of the complex issues faced when deploying PaaS infrastructure for Smart Cities. In this paper we introduce the general notion of IoT hubs and then discusses our work to generalize our IoT hub as a Smart City PaaS. Two key issues are identified, support for hybrid public/private cloud and interoperability. We briefly describe our approach to these issues and discuss our experiences deploying two cloud-based Smart City h...

Idea Hubs as Nexus of Collective Creativity in Digital Innovation

DEFF Research Database (Denmark)

Ciriello, Raffaele; Richter, Alexander

2015-01-01

Digital innovation radically transforms the nature of corporate innovation practices, implying a growing need for deeper understanding its origins and outcomes. In this paper, we conceptualize the focal points of social networking in digital innovation as idea hubs. We focus our analysis...... on instances of idea hubs in two multinational European software companies, where we conducted a case study over a two-year period, and collected data in form of interviews, digital documents, and participant observations. In doing so, we identify a set of social networking practices in which idea hubs serve...... of digital artifacts individuals can choose from, offline interaction still plays a major role in facilitating digital innovation....

How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

Science.gov (United States)

Raviv, Ayala; Cohen, Sarit; Aflalo, Ester

2017-07-01

Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.

Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

Science.gov (United States)

Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

Science.gov (United States)

Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Connectome hubs at resting state in children and adolescents: Reproducibility and psychopathological correlation

Directory of Open Access Journals (Sweden)

João Ricardo Sato

2016-08-01

Full Text Available Functional brain hubs are key integrative regions in brain networks. Recently, brain hubs identified through resting-state fMRI have emerged as interesting targets to increase understanding of the relationships between large-scale functional networks and psychopathology. However, few studies have directly addressed the replicability and consistency of the hub regions identified and their association with symptoms. Here, we used the eigenvector centrality (EVC measure obtained from graph analysis of two large, independent population-based samples of children and adolescents (7–15 years old; total N = 652; 341 subjects for site 1 and 311 for site 2 to evaluate the replicability of hub identification. Subsequently, we tested the association between replicable hub regions and psychiatric symptoms. We identified a set of hubs consisting of the anterior medial prefrontal cortex and inferior parietal lobule/intraparietal sulcus (IPL/IPS. Moreover, lower EVC values in the right IPS were associated with psychiatric symptoms in both samples. Thus, low centrality of the IPS was a replicable sign of potential vulnerability to mental disorders in children. The identification of critical and replicable hubs in functional cortical networks in children and adolescents can foster understanding of the mechanisms underlying mental disorders.

The connection between students' out-of-school experiences and science learning

Science.gov (United States)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

Taiwanese Students' Science Learning Self-Efficacy and Teacher and Student Science Hardiness: A Multilevel Model Approach

Science.gov (United States)

Wang, Ya-Ling; Tsai, Chin-Chung

2016-01-01

This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…

Experimental Investigation of Diffuser Hub Injection to Improve Centrifugal Compressor Stability

Science.gov (United States)

Skoch, Gary J.

2004-01-01

Results from a series of experiments to investigate whether centrifugal compressor stability could be improved by injecting air through the diffuser hub surface are reported. The research was conducted in a 4:1 pressure ratio centrifugal compressor configured with a vane-island diffuser. Injector nozzles were located just upstream of the leading edge of the diffuser vanes. Nozzle orientations were set to produce injected streams angled at 8, 0 and +8 degrees relative to the vane mean camber line. Several injection flow rates were tested using both an external air supply and recirculation from the diffuser exit. Compressor flow range did not improve at any injection flow rate that was tested. Compressor flow range did improve slightly at zero injection due to the flow resistance created by injector openings on the hub surface. Leading edge loading and semi-vaneless space diffusion showed trends similar to those reported earlier from shroud surface experiments that did improve compressor flow range. Opposite trends are seen for hub injection cases where compressor flow range decreased. The hub injection data further explain the range improvement provided by shroud-side injection and suggest that different hub-side techniques may produce range improvement in centrifugal compressors.

An exploration of equitable science teaching practices for students with learning disabilities

Science.gov (United States)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The

Preschool children's Collaborative Science Learning Scaffolded by Tablets

Science.gov (United States)

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

2017-06-01

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

"Getting Practical" and the National Network of Science Learning Centres

Science.gov (United States)

Chapman, Georgina; Langley, Mark; Skilling, Gus; Walker, John

2011-01-01

The national network of Science Learning Centres is a co-ordinating partner in the Getting Practical--Improving Practical Work in Science programme. The principle of training provision for the "Getting Practical" programme is a cascade model. Regional trainers employed by the national network of Science Learning Centres trained the cohort of local…

A Hub Matrix Theory and Applications to Wireless Communications

Directory of Open Access Journals (Sweden)

Kung HT

2007-01-01

Full Text Available This paper considers communications and network systems whose properties are characterized by the gaps of the leading eigenvalues of for a matrix . It is shown that a sufficient and necessary condition for a large eigen-gap is that is a "hub" matrix in the sense that it has dominant columns. Some applications of this hub theory in multiple-input and multiple-output (MIMO wireless systems are presented.

The Virtual Campus Hub Concept

DEFF Research Database (Denmark)

Badger, Merete; Prag, Sidsel-Marie Winther; Monaco, Lucio

of Technology in Sweden, Politecnico di Torino in Italy, and Eindhoven University of Technology in the Netherlands. The project is partially funded by the European Commission under the 7th Framework Programme (project no. RI-283746). This report describes the final concept of Virtual Campus Hub. It gives...

Connecting Students and Policymakers through Science and Service-Learning

Science.gov (United States)

Szymanski, D. W.

2017-12-01

Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Soft Power and Cultural Diplomacy: Emerging Education Hubs in Asia

Science.gov (United States)

Lee, Jack T.

2015-01-01

Several education hubs have emerged in Asia and the Middle East in recent years with a specific focus on cross-border higher education. Through considerable efforts in policy planning and generous funding, these hubs aim to transform a country or city into an eminent destination for education, research, and training. The inherent design of these…

Memorization techniques: Using mnemonics to learn fifth grade science terms

Science.gov (United States)

Garcia, Juan O.

The purpose of this study was to determine whether mnemonic instruction could assist students in learning fifth-grade science terminology more effectively than traditional-study methods of recall currently in practice The task was to examine if fifth-grade students were able to learn a mnemonic and then use it to understand science vocabulary; subsequently, to determine if students were able to remember the science terms after a period of time. The problem is that in general, elementary school students are not being successful in science achievement at the fifth grade level. In view of this problem, if science performance is increased at the elementary level, then it is likely that students will be successful when tested at the 8th and 10th grade in science with the Texas Assessment of Knowledge and Skills (TAKS) in the future. Two research questions were posited: (1) Is there a difference in recall achievement when a mnemonic such as method of loci, pegword method, or keyword method is used in learning fifth-grade science vocabulary as compared to the traditional-study method? (2) If using a mnemonic in learning fifth-grade science vocabulary was effective on recall achievement, would this achievement be maintained over a span of time? The need for this study was to assist students in learning science terms and concepts for state accountability purposes. The first assumption was that memorization techniques are not commonly applied in fifth-grade science classes in elementary schools. A second assumption was that mnemonic devices could be used successfully in learning science terms and increase long term retention. The first limitation was that the study was conducted on one campus in one school district in South Texas which limited the generalization of the study. The second limitation was that it included random assigned intact groups as opposed to random student assignment to fifth-grade classroom groups.

Large-scale Labeled Datasets to Fuel Earth Science Deep Learning Applications

Science.gov (United States)

Maskey, M.; Ramachandran, R.; Miller, J.

2017-12-01

Deep learning has revolutionized computer vision and natural language processing with various algorithms scaled using high-performance computing. However, generic large-scale labeled datasets such as the ImageNet are the fuel that drives the impressive accuracy of deep learning results. Large-scale labeled datasets already exist in domains such as medical science, but creating them in the Earth science domain is a challenge. While there are ways to apply deep learning using limited labeled datasets, there is a need in the Earth sciences for creating large-scale labeled datasets for benchmarking and scaling deep learning applications. At the NASA Marshall Space Flight Center, we are using deep learning for a variety of Earth science applications where we have encountered the need for large-scale labeled datasets. We will discuss our approaches for creating such datasets and why these datasets are just as valuable as deep learning algorithms. We will also describe successful usage of these large-scale labeled datasets with our deep learning based applications.

Learning and the transformative potential of citizen science.

Science.gov (United States)

Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta

2016-10-01

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-01-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

Science.gov (United States)

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

Using hybrid latent class model for city-HUBs´users behaviour analysis

OpenAIRE

Di Ciommo, Floridea; Monzón de Cáceres, Andrés; Oña, Rocío de; Oña López, Juan de; Hernández del Olmo, Sara

2014-01-01

Data from an attitudinal survey and stated preference ranking experiment conducted in two urban European interchanges (i.e. City-HUBs) in Madrid (Spain) and Thessaloniki (Greece) show that the importance that City-HUBs users attach to the intermodal infrastructure varies strongly as a function of their perceptions of time spent in the interchange (i.e.intermodal transfer and waiting time). A principal components analysis allocates respondents (i.e. city-HUB users) to two classes with substant...

The BioHub Knowledge Base: Ontology and Repository for Sustainable Biosourcing.

Science.gov (United States)

Read, Warren J; Demetriou, George; Nenadic, Goran; Ruddock, Noel; Stevens, Robert; Winter, Jerry

2016-06-01

The motivation for the BioHub project is to create an Integrated Knowledge Management System (IKMS) that will enable chemists to source ingredients from bio-renewables, rather than from non-sustainable sources such as fossil oil and its derivatives. The BioHubKB is the data repository of the IKMS; it employs Semantic Web technologies, especially OWL, to host data about chemical transformations, bio-renewable feedstocks, co-product streams and their chemical components. Access to this knowledge base is provided to other modules within the IKMS through a set of RESTful web services, driven by SPARQL queries to a Sesame back-end. The BioHubKB re-uses several bio-ontologies and bespoke extensions, primarily for chemical feedstocks and products, to form its knowledge organisation schema. Parts of plants form feedstocks, while various processes generate co-product streams that contain certain chemicals. Both chemicals and transformations are associated with certain qualities, which the BioHubKB also attempts to capture. Of immediate commercial and industrial importance is to estimate the cost of particular sets of chemical transformations (leading to candidate surfactants) performed in sequence, and these costs too are captured. Data are sourced from companies' internal knowledge and document stores, and from the publicly available literature. Both text analytics and manual curation play their part in populating the ontology. We describe the prototype IKMS, the BioHubKB and the services that it supports for the IKMS. The BioHubKB can be found via http://biohub.cs.manchester.ac.uk/ontology/biohub-kb.owl .

How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

Science.gov (United States)

Stylianou, Agni

2003-06-01

Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse

Science.gov (United States)

Johnson, Wendy Renae

2017-01-01

The National Research Council's "Framework for K-12 Science Education" (2011) presents a new vision for science education that calls for the integration of the three dimensions of science learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Unlike previous conceptions of science learning that…

Features analysis for identification of date and party hubs in protein interaction network of Saccharomyces Cerevisiae

Directory of Open Access Journals (Sweden)

Araabi Babak N

2010-12-01

Full Text Available Abstract Background It has been understood that biological networks have modular organizations which are the sources of their observed complexity. Analysis of networks and motifs has shown that two types of hubs, party hubs and date hubs, are responsible for this complexity. Party hubs are local coordinators because of their high co-expressions with their partners, whereas date hubs display low co-expressions and are assumed as global connectors. However there is no mutual agreement on these concepts in related literature with different studies reporting their results on different data sets. We investigated whether there is a relation between the biological features of Saccharomyces Cerevisiae's proteins and their roles as non-hubs, intermediately connected, party hubs, and date hubs. We propose a classifier that separates these four classes. Results We extracted different biological characteristics including amino acid sequences, domain contents, repeated domains, functional categories, biological processes, cellular compartments, disordered regions, and position specific scoring matrix from various sources. Several classifiers are examined and the best feature-sets based on average correct classification rate and correlation coefficients of the results are selected. We show that fusion of five feature-sets including domains, Position Specific Scoring Matrix-400, cellular compartments level one, and composition pairs with two and one gaps provide the best discrimination with an average correct classification rate of 77%. Conclusions We study a variety of known biological feature-sets of the proteins and show that there is a relation between domains, Position Specific Scoring Matrix-400, cellular compartments level one, composition pairs with two and one gaps of Saccharomyces Cerevisiae's proteins, and their roles in the protein interaction network as non-hubs, intermediately connected, party hubs and date hubs. This study also confirms the

Game based learning for computer science education

NARCIS (Netherlands)

Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus

2011-01-01

Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.

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…

Game-Based Learning in Science Education: A Review of Relevant Research

Science.gov (United States)

Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

Academic language and the challenge of reading for learning about science.

Science.gov (United States)

Snow, Catherine E

2010-04-23

A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.

Functional Hubs in Mild Cognitive Impairment

Science.gov (United States)

Navas, Adrián; Papo, David; Boccaletti, Stefano; Del-Pozo, F.; Bajo, Ricardo; Maestú, Fernando; Martínez, J. H.; Gil, Pablo; Sendiña-Nadal, Irene; Buldú, Javier M.

We investigate how hubs of functional brain networks are modified as a result of mild cognitive impairment (MCI), a condition causing a slight but noticeable decline in cognitive abilities, which sometimes precedes the onset of Alzheimer's disease. We used magnetoencephalography (MEG) to investigate the functional brain networks of a group of patients suffering from MCI and a control group of healthy subjects, during the execution of a short-term memory task. Couplings between brain sites were evaluated using synchronization likelihood, from which a network of functional interdependencies was constructed and the centrality, i.e. importance, of their nodes was quantified. The results showed that, with respect to healthy controls, MCI patients were associated with decreases and increases in hub centrality respectively in occipital and central scalp regions, supporting the hypothesis that MCI modifies functional brain network topology, leading to more random structures.

MODELS AND METHODS FOR LOGISTICS HUB LOCATION: A REVIEW TOWARDS TRANSPORTATION NETWORKS DESIGN

Directory of Open Access Journals (Sweden)

Carolina Luisa dos Santos Vieira

Full Text Available ABSTRACT Logistics hubs affect the distribution patterns in transportation networks since they are flow-concentrating structures. Indeed, the efficient moving of goods throughout supply chains depends on the design of such networks. This paper presents a literature review on the logistics hub location problem, providing an outline of modeling approaches, solving techniques, and their applicability to such context. Two categories of models were identified. While multi-criteria models may seem best suited to find optimal locations, they do not allow an assessment of the impact of new hubs on goods flow and on the transportation network. On the other hand, single-criterion models, which provide location and flow allocation information, adopt network simplifications that hinder an accurate representation of the relationshipbetween origins, destinations, and hubs. In view of these limitations we propose future research directions for addressing real challenges of logistics hubs location regarding transportation networks design.

Epidemics in Complex Networks: The Diversity of Hubs

Science.gov (United States)

Kitsak, Maksim; Gallos, Lazaros K.; Havlin, Shlomo; Stanley, H. Eugene; Makse, Hernan A.

2009-03-01

Many complex systems are believed to be vulnerable to spread of viruses and information owing to their high level of interconnectivity. Even viruses of low contagiousness easily proliferate the Internet. Rumors, fads, and innovation ideas are prone to efficient spreading in various social systems. Another commonly accepted standpoint is the importance of the most connected elements (hubs) in the spreading processes. We address following questions. Do all hubs conduct epidemics in the same manner? How does the epidemics spread depend on the structure of the network? What is the most efficient way to spread information over the system? We analyze several large-scale systems in the framework of of the susceptible/infective/removed (SIR) disease spread model which can also be mapped to the problem of rumor or fad spreading. We show that hubs are often ineffective in the transmission of virus or information owing to the highly heterogeneous topology of most networks. We also propose a new tool to evaluate the efficiency of nodes in spreading virus or information.

Learning design for science teacher training and educational development

DEFF Research Database (Denmark)

Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

Looking Into Pandora's Box: The Content Of Sci-Hub And Its Usage

OpenAIRE

Greshake, Bastian

2017-01-01

Despite the growth of Open Access, potentially illegally circumventing paywalls to access scholarly publications is becoming a more mainstream phenomenon. The web service Sci-Hub is amongst the biggest facilitators of this, offering free access to around 62 million publications. So far it is not well studied how and why its users are accessing publications through Sci-Hub. By utilizing the recently released corpus of Sci-Hub and comparing it to the data of  ~28 million downloads done through ...

Influence of Hub Parameters on Joining Forces and Torque Transmission Output of Plastically-Joined Shaft-Hub-Connections with a Knurled Contact Surface

Directory of Open Access Journals (Sweden)

Lukáš Suchý

2018-04-01

Full Text Available A knurled interference fit is a machine part connection made by a plastic joining, which includes the advantages of commonly-used shaft-hub-connections. The combination of the friction and form fit, which are responsible for torque transmission, results in a higher power density than conventional connections. In this paper, parameter gaps are bridged with the aim of enhance the design calculation of the knurled interference fit. Experimental investigations on the shaft chamfer angle (100Cr6 and hub-diameter-ratio (AlSi1MgMn were performed. The analytical approaches are developed for calculating the joining force and maximal torque capacity by accounting for experimentally investigated loss of load transmission at high hub-diameter-ratios and high shaft chamfer angles. The presented calculation approach is an accurate tool for the assessment of early machine designs of the knurled interference fit and helps to save from having to perform time-extensive tests.

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

Directory of Open Access Journals (Sweden)

Nadi SUPRAPTO

2017-10-01

Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

Economic Impact of the Dutch Gas Hub Strategy on the Netherlands

International Nuclear Information System (INIS)

Harris, D.; Bazelon, C.; Humphreys, B.; Dickson, P.

2010-09-01

Since the discovery of the Groningen gas field in 1959, the Netherlands has been a key player in the European gas market. The Netherlands has built up a large onshore and offshore Exploration and Production sector, it has a highly developed gas transmission and distribution network, and is a major exporter of gas to other EU Member States. The Netherlands has considerable expertise in all parts of the gas supply chain, and is a world centre for Research and development in natural gas supply and use. More recently construction has begun on terminals to allow the import of Liquid Natural Gas to the Netherlands. However, Dutch gas reserves are now in decline, and the Netherlands will become a net importer of gas around 2025. The Dutch government wishes to capitalise on the existing industry and skills and sustain the Netherlands' place in the European gas industry beyond the life of the existing gas fields. In November 2009 the Minister of Economic Affairs published a paper describing the strategy of turning the Netherlands into a 'Gas Hub' or 'gas roundabout' for north-west Europe. The Dutch government intends that the gas hub would capitalise on the existing skills and industry, increase competition and security of supply in the Dutch gas market, create employment and make a significant contribution to the Dutch economy. The Dutch Ministry of Economic Affairs, Agriculture and Innovation has commissioned The Brattle Group to perform an analysis of the economic impact of the gas hub concept. The study has several aims including: To analyse the current contribution of the Dutch gas sector to the economy; To assess the Strengths, Weaknesses, Opportunities and Threats associated with the gas hub strategy; To quantify the benefits of the gas hub strategy to the Dutch economy. Note that the aim of the study is to define in more detail what a successful Dutch gas hub strategy would look like, to assess the strengths and weakness of the Dutch gas sector in achieving a

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

Science.gov (United States)

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

2016-01-01

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

The Banana Genome Hub

Science.gov (United States)

Droc, Gaëtan; Larivière, Delphine; Guignon, Valentin; Yahiaoui, Nabila; This, Dominique; Garsmeur, Olivier; Dereeper, Alexis; Hamelin, Chantal; Argout, Xavier; Dufayard, Jean-François; Lengelle, Juliette; Baurens, Franc-Christophe; Cenci, Alberto; Pitollat, Bertrand; D’Hont, Angélique; Ruiz, Manuel; Rouard, Mathieu; Bocs, Stéphanie

2013-01-01

Banana is one of the world’s favorite fruits and one of the most important crops for developing countries. The banana reference genome sequence (Musa acuminata) was recently released. Given the taxonomic position of Musa, the completed genomic sequence has particular comparative value to provide fresh insights about the evolution of the monocotyledons. The study of the banana genome has been enhanced by a number of tools and resources that allows harnessing its sequence. First, we set up essential tools such as a Community Annotation System, phylogenomics resources and metabolic pathways. Then, to support post-genomic efforts, we improved banana existing systems (e.g. web front end, query builder), we integrated available Musa data into generic systems (e.g. markers and genetic maps, synteny blocks), we have made interoperable with the banana hub, other existing systems containing Musa data (e.g. transcriptomics, rice reference genome, workflow manager) and finally, we generated new results from sequence analyses (e.g. SNP and polymorphism analysis). Several uses cases illustrate how the Banana Genome Hub can be used to study gene families. Overall, with this collaborative effort, we discuss the importance of the interoperability toward data integration between existing information systems. Database URL: http://banana-genome.cirad.fr/ PMID:23707967

Location of an intermediate hub for port activities

Science.gov (United States)

Burciu, Ş.; Ştefănică, C.; Roşca, E.; Dragu, V.; Ruscă, F.

2015-11-01

An intermediate hub might increase the accessibility level of ports but also hinterland and so it can be considered more than a facility with a transhipment role. These hubs might lead to the development of other transport services and enhance their role in gathering and covering economic centres within hinterlands and also getting the part of logistic facility for the ports, with effects on port utilization and its connectivity to global economy. A new location for a hub terminal leads to reduced transport distances within hinterland, with decreased transport costs and external effects, so with gains in people's life quality. Because the production and distribution systems are relatively fixed on short and medium term and the location decisions are strategic and on long term, the logistic chains activities location models have to consider the uncertainties regarding the possible future situations. In most models, production costs are considered equal, the location problem reducing itself to a problem that aims to minimize the total transport costs, meaning the transport problem. The main objective of the paper is to locate a hub terminal that links the producers of cereals that are going to be exported by naval transportation with the Romanian fluvial-maritime ports (Galaţi, Brăila). GIS environment can be used to integrate and analyse a great amount of data and has the ability of using functions as location - allocation models necessary both to private and public sector, being able to determine the optimal location for services like factories, warehouses, logistic platforms and other public services.

Maritime Domain Awareness Architecture Management Hub Strategy

National Research Council Canada - National Science Library

2008-01-01

This document provides an initial high level strategy for carrying out the responsibilities of the national Maritime Domain Awareness Architecture Management Hub to deliver a standards based service...

Globalising Service-Learning in the Social Sciences

Science.gov (United States)

Limoncelli, Stephanie A.

2017-01-01

The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a refection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application…

Cooperative learning in science: intervention in the secondary school

Science.gov (United States)

Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

2011-04-01

The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

Influence of Career Motivation on Science Learning in Korean High-School Students

Science.gov (United States)

Shin, Sein; Lee, Jun-Ki; Ha, Minsu

2017-01-01

Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

Science.gov (United States)

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

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

Science.gov (United States)

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

2012-07-01

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

Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

A preliminary assessment of the potential for 'team science' in DOE Energy Innovation Hubs and Energy Frontier Research Centers

Energy Technology Data Exchange (ETDEWEB)

Boardman, Craig, E-mail: boardman.10@osu.edu [John Glenn School of Public Affairs, Ohio State University (United States); Ponomariov, Branco, E-mail: branco.ponomariov@utsa.edu [Department of Public Administration, University of Texas at San Antonio (United States)

2011-06-15

President Obama has called for the development of new energy technologies to address our national energy needs and restore US economic competitiveness. In response, the Department of Energy has established new R and D modalities for energy research and development designed to facilitate collaboration across disciplinary, institutional, and sectoral boundaries. In this research note, we provide a preliminary assessment of the potential for essential mechanisms for coordinated problem solving among diverse actors within two new modalities at the DOE: Energy Innovation Hubs and Energy Frontier Research Centers. - Highlights: > Energy Frontier Research Centers may lack the basic mechanisms for coordinating diverse actors. > Divergent goals across diverse actors may hinder coordination in Energy Innovation Hubs. > The implementation of these and similar energy policies require further investigation.

HIV protein sequence hotspots for crosstalk with host hub proteins.

Directory of Open Access Journals (Sweden)

Mahdi Sarmady

Full Text Available HIV proteins target host hub proteins for transient binding interactions. The presence of viral proteins in the infected cell results in out-competition of host proteins in their interaction with hub proteins, drastically affecting cell physiology. Functional genomics and interactome datasets can be used to quantify the sequence hotspots on the HIV proteome mediating interactions with host hub proteins. In this study, we used the HIV and human interactome databases to identify HIV targeted host hub proteins and their host binding partners (H2. We developed a high throughput computational procedure utilizing motif discovery algorithms on sets of protein sequences, including sequences of HIV and H2 proteins. We identified as HIV sequence hotspots those linear motifs that are highly conserved on HIV sequences and at the same time have a statistically enriched presence on the sequences of H2 proteins. The HIV protein motifs discovered in this study are expressed by subsets of H2 host proteins potentially outcompeted by HIV proteins. A large subset of these motifs is involved in cleavage, nuclear localization, phosphorylation, and transcription factor binding events. Many such motifs are clustered on an HIV sequence in the form of hotspots. The sequential positions of these hotspots are consistent with the curated literature on phenotype altering residue mutations, as well as with existing binding site data. The hotspot map produced in this study is the first global portrayal of HIV motifs involved in altering the host protein network at highly connected hub nodes.

Teaching and Learning Science for Transformative, Aesthetic Experience

Science.gov (United States)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-01-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

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

Science.gov (United States)

Alonzo, Alicia C.; Ke, Li

2016-01-01

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

Citizen science on a smartphone: Participants' motivations and learning.

Science.gov (United States)

Land-Zandstra, Anne M; Devilee, Jeroen L A; Snik, Frans; Buurmeijer, Franka; van den Broek, Jos M

2016-01-01

Citizen science provides researchers means to gather or analyse large datasets. At the same time, citizen science projects offer an opportunity for non-scientists to be part of and learn from the scientific process. In the Dutch iSPEX project, a large number of citizens turned their smartphones into actual measurement devices to measure aerosols. This study examined participants' motivation and perceived learning impacts of this unique project. Most respondents joined iSPEX because they wanted to contribute to the scientific goals of the project or because they were interested in the project topics (health and environmental impact of aerosols). In terms of learning impact, respondents reported a gain in knowledge about citizen science and the topics of the project. However, many respondents had an incomplete understanding of the science behind the project, possibly caused by the complexity of the measurements. © The Author(s) 2015.

Psychological Implications of Discovery Learning in Science

Science.gov (United States)

Kaufman, Barry A

1971-01-01

Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…

Children's learning of science through literature

Science.gov (United States)

O'Kelly, James B.

This study examined the effects of picture books belonging to different literary genres on the learning of science by primary grade students. These genres included modern fantasy, fiction, and nonfiction. The students were exposed to two topics through books, butterflies and snails. The study focused on the effects of those books on children's expressions of (a) knowledge, (b) erroneous information, (c) creative ideas, and (d) the support required to elicit information and ideas from the children. Sixty-one children from three kindergarten and three second grade participated. Children were designated by their teachers as being high or low with respect to academic achievement. These categories allowed measurement of interactions between literary genres, grade levels, and academic achievement levels. Children first learned about butterflies, and then about snails. For each topic, children were interviewed about their knowledge and questions of the topic. Teachers engaged their classes with a book about the topic. The children were re-interviewed about their knowledge and questions about the topic. No class encountered the same genre of book twice. Comparisons of the children's prior knowledge of butterflies and snails indicated that the children possessed significantly more knowledge about butterflies than about snails. Literary genre had one significant effect on children's learning about snails. Contrary to expectations, children who encountered nonfiction produced significantly more creative expressions about snails than children who encountered faction or modern fantasy. No significant effects for literary genre were demonstrated with respect to children's learning about butterflies. The outcomes of the study indicated that nonfiction had its strongest impact on the learning of science when children have a relatively small fund of knowledge about a topic. This study has implications for future research. The inclusion of a larger number of students, classes, and

Neutron Science 21

International Nuclear Information System (INIS)

Park, Sung Il; Choi, Yong Nam; Ahn, Geun Young; Lee, Hee Joo; Hong, Ji Sun; Kim, Hyo Sun

2009-01-01

The project aims to make the HANARO neutron beam facility a neutron research hub in the Asia-Pacific. This is a part of the effort to make the facility as productive as other neutron beam facilities in America and Europe which already operate as a hub that attracts thousands of users and produces hundreds of publications annually. The projects promotes 1) collaborative research between HANARO personnel and users, 2) internationally collaboration on various fronts of neutron science related activities. To achieve the above in an effective manner, its direction is adjusted by a series of meetings and the activities of the project are advertised to the public media. 3 domestic and 1 international collaborative research was carried out successfully in 2008 by using the HRPD. The 1st Asia-Oceania Neutron Summer School was successfully hosted in Korea. The annual report of the HANARO neutron beam facility was published. 3 advisory meetings and 6 internal meetings to promote the hub were held. Users were surveyed on their needs. The media was contacted twice in an effort to advertise the project activities. All of the above achievements are directly applicable to determining the national policy on neutron science. It is advised that the KAERI management take notice of the results to manage the facility effectively

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Science.gov (United States)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-01-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education,…

Energy flow modeling and optimal operation analysis of the micro energy grid based on energy hub

International Nuclear Information System (INIS)

Ma, Tengfei; Wu, Junyong; Hao, Liangliang

2017-01-01

Highlights: • Design a novel architecture for energy hub integrating power hub, cooling hub and heating hub. • The micro energy grid based on energy hub is introduced and its advantages are discussed. • Propose a generic modeling method for the energy flow of micro energy grid. • Propose an optimal operation model for micro energy grid with considering demand response. • The roles of renewable energy, energy storage devices and demand response are discussed separately. - Abstract: The energy security and environmental problems impel people to explore a more efficient, environment friendly and economical energy utilization pattern. In this paper, the coordinated operation and optimal dispatch strategies for multiple energy system are studied at the whole Micro Energy Grid level. To augment the operation flexibility of energy hub, the innovation sub-energy hub structure including power hub, heating hub and cooling hub is put forward. Basing on it, a generic energy hub architecture integrating renewable energy, combined cooling heating and power, and energy storage devices is developed. Moreover, a generic modeling method for the energy flow of micro energy grid is proposed. To minimize the daily operation cost, a day-ahead dynamic optimal operation model is formulated as a mixed integer linear programming optimization problem with considering the demand response. Case studies are undertaken on a community Micro Energy Grid in four different scenarios on a typical summer day and the roles of renewable energy, energy storage devices and demand response are discussed separately. Numerical simulation results indicate that the proposed energy flow modeling and optimal operation method are universal and effective over the entire energy dispatching horizon.

Machine learning and data science in soft materials engineering

Science.gov (United States)

Ferguson, Andrew L.

2018-01-01

In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by ‘de-jargonizing’ data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.

Machine learning and data science in soft materials engineering.

Science.gov (United States)

Ferguson, Andrew L

2018-01-31

In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by 'de-jargonizing' data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.

MODIS Science Algorithms and Data Systems Lessons Learned

Science.gov (United States)

Wolfe, Robert E.; Ridgway, Bill L.; Patt, Fred S.; Masuoka, Edward J.

2009-01-01

For almost 10 years, standard global products from NASA's Earth Observing System s (EOS) two Moderate Resolution Imaging Spectroradiometer (MODIS) sensors are being used world-wide for earth science research and applications. This paper discusses the lessons learned in developing the science algorithms and the data systems needed to produce these high quality data products for the earth sciences community. Strong science team leadership and communication, an evolvable and scalable data system, and central coordination of QA and validation activities enabled the data system to grow by two orders of magnitude from the initial at-launch system to the current system able to reprocess data from both the Terra and Aqua missions in less than a year. Many of the lessons learned from MODIS are already being applied to follow-on missions.

The science teacher as the organic link in science learning: Identity, motives, and capital transfer

Science.gov (United States)

Alexakos, Konstantinos

This life history study is based on in-depth interviews of five science teachers and explores themes of science teachers' experiences as science learners and how these experiences frame what I have come to call "the subjective aspects of teaching." These themes seem to imply that through such individual experiences individuals develop a personally unique lens through which they view and interpret science, science meanings, and science teaching and learning. Emerging themes created new questions to pursue and they in turn produced new themes. These were further investigated in an attempt to connect science learning and science teachers to broader issues in society. These themes include that of a dynamic, dialectical learning and understanding of science by the participants, developed and influenced through a combination of their families, their schools, and their professional experiences, and in which morals and passion play major roles. The theme of the "organic link" is also introduced and developed in this research. It includes these individuals' views of science and the scientific enterprise, their path to learning, their morals, passions, and choices, and their way of constructing knowledge and the transmission of such a process. As organic links, they are seen as a direct and necessary social connection between science and the science learner, and they foster educational experiences grounded in the social lives of their students. Not only are they seen as "transmitters" of science knowledge and the process of constructing knowledge, but they are also seen as correcting and adjusting perceived diversions of the students' thinking from that of their own. It is in this context that the concept of capital (human and cultural capital, as well as capital exchange) is also explored. These themes are seen as having immense impact on how these science teachers teach, where they teach, what is communicated to their students, and whether they become or remain science

High school students' implicit theories of what facilitates science learning

Science.gov (United States)

Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

2011-11-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

How WebQuests Can Enhance Science Learning Principles in the Classroom

Science.gov (United States)

Subramaniam, Karthigeyan

2012-01-01

This article examines the merits of WebQuests in facilitating students' in-depth understanding of science concepts using the four principles of learning gathered from the National Research Council reports "How People Learn: Brain, Mind, Experience, and School" (1999) and the "How Students Learn: Science in the Classroom" (2005) as an analytic…

Modeling and optimization of a network of energy hubs to improve economic and emission considerations

International Nuclear Information System (INIS)

Maroufmashat, Azadeh; Elkamel, Ali; Fowler, Michael; Sattari, Sourena; Roshandel, Ramin; Hajimiragha, Amir; Walker, Sean; Entchev, Evgueniy

2015-01-01

Energy hubs that incorporate a variety of energy generation and energy transformation technologies can be used to provide the energy storage needed to enable the efficient operation of a ‘smart energy network’. When these hubs are combined as a network and allowed to exchange energy, they create efficiency advantages in both financial and environmental performance. Further, the interconnectedness of the energy network design provides an added layer of reliability. In this paper, a complex network of energy hubs is modeled and optimized under different scenarios to examine both the financial viability and potential reduction of greenhouse gas emissions. Two case studies consisting of two and three energy hubs within a network are considered. The modeling Scenarios vary according to the consideration of distributed energy systems and energy interaction between energy hubs. In the case of a network of two energy hubs, there is no significant economic or emissions benefit with only a 0.5% reduction in total cost and 3% reduction in CO_2 emission. In the case of a network of three energy hubs, there is a significant economic benefit ranging from 11% to 29%, and 11% emission reduction benefit, as well as a 13% reduction in natural gas consumption. - Highlights: • The generic form of the modified energy hub concept with network model is presented. • Two case studies are presented to demonstrate the benefits of energy hub network. • Distributed energy is shown to provide economic and environmental advantages. • Multi criteria optimization of the economic and environmental performance is done.

Disrupted Nodal and Hub Organization Account for Brain Network Abnormalities in Parkinson's Disease.

Science.gov (United States)

Koshimori, Yuko; Cho, Sang-Soo; Criaud, Marion; Christopher, Leigh; Jacobs, Mark; Ghadery, Christine; Coakeley, Sarah; Harris, Madeleine; Mizrahi, Romina; Hamani, Clement; Lang, Anthony E; Houle, Sylvain; Strafella, Antonio P

2016-01-01

The recent application of graph theory to brain networks promises to shed light on complex diseases such as Parkinson's disease (PD). This study aimed to investigate functional changes in sensorimotor and cognitive networks in Parkinsonian patients, with a focus on inter- and intra-connectivity organization in the disease-associated nodal and hub regions using the graph theoretical analyses. Resting-state functional MRI data of a total of 65 participants, including 23 healthy controls (HCs) and 42 patients, were investigated in 120 nodes for local efficiency, betweenness centrality, and degree. Hub regions were identified in the HC and patient groups. We found nodal and hub changes in patients compared with HCs, including the right pre-supplementary motor area (SMA), left anterior insula, bilateral mid-insula, bilateral dorsolateral prefrontal cortex (DLPFC), and right caudate nucleus. In general, nodal regions within the sensorimotor network (i.e., right pre-SMA and right mid-insula) displayed weakened connectivity, with the former node associated with more severe bradykinesia, and impaired integration with default mode network regions. The left mid-insula also lost its hub properties in patients. Within the executive networks, the left anterior insular cortex lost its hub properties in patients, while a new hub region was identified in the right caudate nucleus, paralleled by an increased level of inter- and intra-connectivity in the bilateral DLPFC possibly representing compensatory mechanisms. These findings highlight the diffuse changes in nodal organization and regional hub disruption accounting for the distributed abnormalities across brain networks and the clinical manifestations of PD.

The place of native language in Science teaching and learning in ...

African Journals Online (AJOL)

The effect of limited English language proficiency on the learning of science is investigated for some Junior Secondary School (J.S.S.) pupils. Despite serious efforts put up by pupils to learn science, difficulties in speaking and writing English were factors that limited their performance in science. Two types of schools: an ...

Preparing medical students for future learning using basic science instruction.

Science.gov (United States)

Mylopoulos, Maria; Woods, Nicole

2014-07-01

The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment

A collaborative scheduling model for the supply-hub with multiple suppliers and multiple manufacturers.

Science.gov (United States)

Li, Guo; Lv, Fei; Guan, Xu

2014-01-01

This paper investigates a collaborative scheduling model in the assembly system, wherein multiple suppliers have to deliver their components to the multiple manufacturers under the operation of Supply-Hub. We first develop two different scenarios to examine the impact of Supply-Hub. One is that suppliers and manufacturers make their decisions separately, and the other is that the Supply-Hub makes joint decisions with collaborative scheduling. The results show that our scheduling model with the Supply-Hub is a NP-complete problem, therefore, we propose an auto-adapted differential evolution algorithm to solve this problem. Moreover, we illustrate that the performance of collaborative scheduling by the Supply-Hub is superior to separate decision made by each manufacturer and supplier. Furthermore, we also show that the algorithm proposed has good convergence and reliability, which can be applicable to more complicated supply chain environment.

What recent research on diagrams suggests about learning with rather than learning from visual representations in science

Science.gov (United States)

Tippett, Christine D.

2016-03-01

The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000-2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000-2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.

2017 Hans O. Mauksch Address: Using the Science of Learning to Improve Student Learning in Sociology Classes

Science.gov (United States)

Messineo, Melinda

2018-01-01

The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline's understanding of teaching and learning is informed by the science of…

The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety About Learning Science and Positive Thinking

Science.gov (United States)

Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

2014-01-01

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.

Science Spots AR: A Platform for Science Learning Games with Augmented Reality

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva; Dirin, Amir; Suk, Hae-Jung

2016-01-01

Lack of motivation and of real-world relevance have been identified as reasons for low interest in science among children. Game-based learning and storytelling are prominent methods for generating intrinsic motivation in learning. Real-world relevance requires connecting abstract scientific concepts with the real world. This can be done by…

Fatigue based design and analysis of wheel hub for Student formula car by Simulation Approach

Science.gov (United States)

Gowtham, V.; Ranganathan, A. S.; Satish, S.; Alexis, S. John; Siva kumar, S.

2016-09-01

In the existing design of Wheel hub used for Student formula cars, the brake discs cannot be removed easily since the disc is mounted in between the knuckle and hub. In case of bend or any other damage to the disc, the replacement of the disc becomes difficult. Further using OEM hub and knuckle that are used for commercial vehicles will result in increase of unsprung mass, which should be avoided in Student formula cars for improving the performance. In this design the above mentioned difficulties have been overcome by redesigning the hub in such a way that the brake disc could be removed easily by just removing the wheel and the caliper and also it will have reduced weight when compared to existing OEM hub. A CAD Model was developed based on the required fatigue life cycles. The forces acting on the hub were calculated and linear static structural analysis was performed on the wheel hub for three different materials using ANSYS Finite Element code V 16.2. The theoretical fatigue strength was compared with the stress obtained from the structural analysis for each material.

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

Science.gov (United States)

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

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

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…

The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

Science.gov (United States)

Gomes, Judith; Fleer, Marilyn

2017-07-01

There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.

Learning Science Through Digital Video: Views on Watching and Creating Videos

Science.gov (United States)

Wade, P.; Courtney, A. R.

2013-12-01

In science, the use of digital video to document phenomena, experiments and demonstrations has rapidly increased during the last decade. The use of digital video for science education also has become common with the wide availability of video over the internet. However, as with using any technology as a teaching tool, some questions should be asked: What science is being learned from watching a YouTube clip of a volcanic eruption or an informational video on hydroelectric power generation? What are student preferences (e.g. multimedia versus traditional mode of delivery) with regard to their learning? This study describes 1) the efficacy of watching digital video in the science classroom to enhance student learning, 2) student preferences of instruction with regard to multimedia versus traditional delivery modes, and 3) the use of creating digital video as a project-based educational strategy to enhance learning. Undergraduate non-science majors were the primary focus group in this study. Students were asked to view video segments and respond to a survey focused on what they learned from the segments. Additionally, they were asked about their preference for instruction (e.g. text only, lecture-PowerPoint style delivery, or multimedia-video). A majority of students indicated that well-made video, accompanied with scientific explanations or demonstration of the phenomena was most useful and preferred over text-only or lecture instruction for learning scientific information while video-only delivery with little or no explanation was deemed not very useful in learning science concepts. The use of student generated video projects as learning vehicles for the creators and other class members as viewers also will be discussed.

Matrix logistics indicators assessment of distributed transport hub

Directory of Open Access Journals (Sweden)

Igor Arefyev

2014-06-01

Full Text Available Background: The paper is devoted to the distributed transport hub substantiation and assessment. The paper  was an example of the technique and form an array of logistical factors as variables that determine this condition. Experience in organizing multimodal transport showed that the "bottleneck" of transport logistics are items of cargo handling ports, terminals, freight stations and warehouses. At the core of the solution of these problems is the problem of estimating the variables determine the Multi-purpose Hubs. The aim is to develop a method of forming the system of logistical multiplying factors determine the role of each of the types in the technologiacal process of distributed Multi-purpose Hubs. Methods: The assessment model for the formation of Distributed Transport Units  can be based on formal methods to predict the behavior of complex systems engineering complexes. Then one of the approaches to the solution of the problem may be the matrix method of technological factors. Results and conclusions: The proposed methodology of the selection and validation of logistic coefficients has the practical importance in the models development for assessing the condition and behavior of Distributed Transport.

Teaching the science of learning.

Science.gov (United States)

Weinstein, Yana; Madan, Christopher R; Sumeracki, Megan A

2018-01-01

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.

Foundations for a new science of learning.

Science.gov (United States)

Meltzoff, Andrew N; Kuhl, Patricia K; Movellan, Javier; Sejnowski, Terrence J

2009-07-17

Human learning is distinguished by the range and complexity of skills that can be learned and the degree of abstraction that can be achieved compared with those of other species. Homo sapiens is also the only species that has developed formal ways to enhance learning: teachers, schools, and curricula. Human infants have an intense interest in people and their behavior and possess powerful implicit learning mechanisms that are affected by social interaction. Neuroscientists are beginning to understand the brain mechanisms underlying learning and how shared brain systems for perception and action support social learning. Machine learning algorithms are being developed that allow robots and computers to learn autonomously. New insights from many different fields are converging to create a new science of learning that may transform educational practices.

Informal Science Learning in the Formal Classroom

Science.gov (United States)

Walsh, Lori; Straits, William

2014-01-01

In this article the authors share advice from the viewpoints of both a formal and informal educator that will help teachers identify the right Informal Science Institutions (ISIs)--institutions that specialize in learning that occurs outside of the school setting--to maximize their students' learning and use informal education to their…

SPARK: Sparsity-based analysis of reliable k-hubness and overlapping network structure in brain functional connectivity.

Science.gov (United States)

Lee, Kangjoo; Lina, Jean-Marc; Gotman, Jean; Grova, Christophe

2016-07-01

Functional hubs are defined as the specific brain regions with dense connections to other regions in a functional brain network. Among them, connector hubs are of great interests, as they are assumed to promote global and hierarchical communications between functionally specialized networks. Damage to connector hubs may have a more crucial effect on the system than does damage to other hubs. Hubs in graph theory are often identified from a correlation matrix, and classified as connector hubs when the hubs are more connected to regions in other networks than within the networks to which they belong. However, the identification of hubs from functional data is more complex than that from structural data, notably because of the inherent problem of multicollinearity between temporal dynamics within a functional network. In this context, we developed and validated a method to reliably identify connectors and corresponding overlapping network structure from resting-state fMRI. This new method is actually handling the multicollinearity issue, since it does not rely on counting the number of connections from a thresholded correlation matrix. The novelty of the proposed method is that besides counting the number of networks involved in each voxel, it allows us to identify which networks are actually involved in each voxel, using a data-driven sparse general linear model in order to identify brain regions involved in more than one network. Moreover, we added a bootstrap resampling strategy to assess statistically the reproducibility of our results at the single subject level. The unified framework is called SPARK, i.e. SParsity-based Analysis of Reliable k-hubness, where k-hubness denotes the number of networks overlapping in each voxel. The accuracy and robustness of SPARK were evaluated using two dimensional box simulations and realistic simulations that examined detection of artificial hubs generated on real data. Then, test/retest reliability of the method was assessed

The Influence of Extracurricular Activities on Middle School Students' Science Learning in China

Science.gov (United States)

Zhang, Danhui; Tang, Xing

2017-01-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…

Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

Science.gov (United States)

Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten

2014-01-01

The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…

Characteristics of workplace-based learning across higher health sciences education

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

Recent Research in Science Teaching and Learning

Science.gov (United States)

Allen, Deborah

2012-01-01

This article features recent research in science teaching and learning. It presents three current articles of interest in life sciences education, as well as more general and noteworthy publications in education research. URLs are provided for the abstracts or full text of articles. For articles listed as "Abstract available," full text may be…

Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership

Science.gov (United States)

Sabga, Natalya I.

2017-01-01

This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy,…

Electronic Learning in the German Science Project "NAWI-Interaktiv"

Science.gov (United States)

Wegner, Claas; Homann, Wiebke; Strehlke, Friederike

2014-01-01

The German science project "NAWI-Interaktiv" is an example of innovative use of E-Learning and new media education. Since 2009, the learning platform provides learners and teachers with high-quality learning tools, teaching material, useful information and E-learning programs for free. This is to raise the pupils' motivation to learn…

Surface-micromachined rotatable member having a low-contact-area hub

Science.gov (United States)

Rodgers, M. Steven; Sniegowski, Jeffry J.; Krygowski, Thomas W.

2003-11-18

A surface-micromachined rotatable member formed on a substrate and a method for manufacturing thereof are disclosed. The surface-micromachined rotatable member, which can be a gear or a rotary stage, has a central hub, and an annulus connected to the central hub by an overarching bridge. The hub includes a stationary axle support attached to the substrate and surrounding an axle. The axle is retained within the axle support with an air-gap spacing therebetween of generally 0.3 .mu.m or less. The rotatable member can be formed by alternately depositing and patterning layers of a semiconductor (e.g. polysilicon or a silicon-germanium alloy) and a sacrificial material and then removing the sacrificial material, at least in part. The present invention has applications for forming micromechanical or microelectromechanical devices requiring lower actuation forces, and providing improved reliability.

Surface--micromachined rotatable member having a low-contact-area hub

Science.gov (United States)

Rodgers, M. Steven; Sniegowski, Jeffry J.

2002-01-01

A surface-micromachined rotatable member formed on a substrate and a method for manufacturing thereof are disclosed. The surface-micromachined rotatable member, which can be a gear or a rotary stage, has a central hub, and an annulus connected to the central hub by an overarching bridge. The hub includes a stationary axle support attached to the substrate and surrounding an axle. The axle is retained within the axle support with an air-gap spacing therebetween of generally 0.3 .mu.m or less. The rotatable member can be formed by alternately depositing and patterning layers of a semiconductor (e.g. polysilicon or a silicon-germanium alloy) and a sacrificial material and then removing the sacrificial material, at least in part. The present invention has applications for forming micromechanical or microelectromechanical devices requiring lower actuation forces, and providing improved reliability.

A Collaborative Scheduling Model for the Supply-Hub with Multiple Suppliers and Multiple Manufacturers

Directory of Open Access Journals (Sweden)

Guo Li

2014-01-01

Full Text Available This paper investigates a collaborative scheduling model in the assembly system, wherein multiple suppliers have to deliver their components to the multiple manufacturers under the operation of Supply-Hub. We first develop two different scenarios to examine the impact of Supply-Hub. One is that suppliers and manufacturers make their decisions separately, and the other is that the Supply-Hub makes joint decisions with collaborative scheduling. The results show that our scheduling model with the Supply-Hub is a NP-complete problem, therefore, we propose an auto-adapted differential evolution algorithm to solve this problem. Moreover, we illustrate that the performance of collaborative scheduling by the Supply-Hub is superior to separate decision made by each manufacturer and supplier. Furthermore, we also show that the algorithm proposed has good convergence and reliability, which can be applicable to more complicated supply chain environment.

A Collaborative Scheduling Model for the Supply-Hub with Multiple Suppliers and Multiple Manufacturers

Science.gov (United States)

Lv, Fei; Guan, Xu

2014-01-01

This paper investigates a collaborative scheduling model in the assembly system, wherein multiple suppliers have to deliver their components to the multiple manufacturers under the operation of Supply-Hub. We first develop two different scenarios to examine the impact of Supply-Hub. One is that suppliers and manufacturers make their decisions separately, and the other is that the Supply-Hub makes joint decisions with collaborative scheduling. The results show that our scheduling model with the Supply-Hub is a NP-complete problem, therefore, we propose an auto-adapted differential evolution algorithm to solve this problem. Moreover, we illustrate that the performance of collaborative scheduling by the Supply-Hub is superior to separate decision made by each manufacturer and supplier. Furthermore, we also show that the algorithm proposed has good convergence and reliability, which can be applicable to more complicated supply chain environment. PMID:24892104

Elementary school children's science learning from school field trips

Science.gov (United States)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

A note on hierarchical hubbing for a generalization of the VPN problem

NARCIS (Netherlands)

N.K. Olver (Neil)

2016-01-01

textabstractRobust network design refers to a class of optimization problems that occur when designing networks to efficiently handle variable demands. In this context, Fréchette et al. (2013) recently explored hierarchical hubbing: a routing strategy involving a multiplicity of "hubs" connected to

A note on hierarchical hubbing for a generalization of the VPN problem

NARCIS (Netherlands)

Olver, Neil

2016-01-01

Robust network design refers to a class of optimization problems that occur when designing networks to efficiently handle variable demands. In this context, Fréchette et al. (2013) recently explored hierarchical hubbing: a routing strategy involving a multiplicity of "hubs" connected to terminals

Strategic Game Moves Mediate Implicit Science Learning

Science.gov (United States)

Rowe, Elizabeth; Baker, Ryan S.; Asbell-Clarke, Jodi

2015-01-01

Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…

Collaborative Action Research on Technology Integration for Science Learning

Science.gov (United States)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Robust Energy Hub Management Using Information Gap Decision Theory

DEFF Research Database (Denmark)

Javadi, Mohammad Sadegh; Anvari-Moghaddam, Amjad; Guerrero, Josep M.

2017-01-01

This paper proposes a robust optimization framework for energy hub management. It is well known that the operation of energy systems can be negatively affected by uncertain parameters, such as stochastic load demand or generation. In this regard, it is of high significance to propose efficient...... tools in order to deal with uncertainties and to provide reliable operating conditions. On a broader scale, an energy hub includes diverse energy sources for supplying both electrical load and heating/cooling demands with stochastic behaviors. Therefore, this paper utilizes the Information Decision Gap...

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

Science.gov (United States)

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Innovation Hub How-To

DEFF Research Database (Denmark)

Berger, Andreas; Brem, Alexander

2016-01-01

in establishing an innovative environment: carefully considering the decision to set up such a center, hiring the right people, designing a framework for effective output, creating a buffer from bureaucratic distractions, securing a leader to champion the effort, focusing on business outcomes, fostering...... disruptive over incremental innovation, and being patient. Regardless of where an innovation hub is established, the key to success lies in hiring creative, intrinsically motivated staff and then giving them the freedom to do what they do best....

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

Exploring hubness in Regional Trade Agreements

NARCIS (Netherlands)

Vaal, A. de

2016-01-01

In the plethora of Regional Trade Agreements (RTAs) some countries take in a more central position than others in the sense that some countries are much more engaged with other countries through RTAs. Furthermore, the position of some countries is that of a hub: they have (many) trade

Models in Science Education: Applications of Models in Learning and Teaching Science

Science.gov (United States)

Ornek, Funda

2008-01-01

In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the…

Scientific Representation and Science Learning

Science.gov (United States)

Matta, Corrado

2014-01-01

In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and…

Gas and LNG pricing and trading hub in East Asia: An introduction

Directory of Open Access Journals (Sweden)

Xunpeng Shi

2016-10-01

Full Text Available This paper summarizes the four papers in the special issues on ‘Gas and LNG pricing and trading hub in East Asia’. The papers examine lessons and experience from European hub development, other commodity, the Japanese history on developing of futures markets and inter-fuel substitution in East Asia. The papers finds that liquid futures market is the key to formulate benchmark prices while a well-developed spot market is the foundation; political will and strong leadership are required to overcome the power of incumbents and to restructure the gas market that impede the the development of competitive markets; and East Asia needs to develop its indigenous gas or LNG trading hubs even in low oil prices period and its developing market allows easier changes in new contracts than in existing ones. This hub development requires governments to go through tough domestic market reforms, including liberalization and cooperation with each other and with gas exporters.

Medium-term energy hub management subject to electricity price and wind uncertainty

International Nuclear Information System (INIS)

Najafi, Arsalan; Falaghi, Hamid; Contreras, Javier; Ramezani, Maryam

2016-01-01

Highlights: • A new model for medium-term energy hub management is proposed. • Risk aversion is considered in medium-term energy hub management. • Stochastic programing is used to solve the medium-term energy hub management problem. • Electricity price and wind uncertainty are considered. - Abstract: Energy hubs play an important role in implementing multi-carrier energy systems. More studies are required in both their modeling and operating aspects. In this regard, this paper attempts to develop medium-term management of an energy hub in restructured power systems. A model is presented to manage an energy hub which has electrical energy and natural gas as inputs and electrical and heat energy as outputs. Electricity is procured in various ways, either purchasing it from a pool-based market and bilateral contracts, or producing it from a Combined Heat and Power (CHP) unit, a diesel generator unit and Wind Turbine Generators (WTGs). Pool prices and wind turbine production are subject to uncertainty, which makes energy management a complex puzzle. Heat demand is also procured by a furnace and a CHP unit. Energy hub managers should make decisions whether to purchase electricity from the electricity market and gas from the gas network or to produce electricity using a set of generators to meet the electrical and heat demands in the presence of uncertainties. The energy management objective is to minimize the total cost subject to several technical constraints using stochastic programming. Conditional Value at Risk (CVaR), a well-known risk measure, is used to reduce the unfavorable risk of costs. In doing so, the proposed model is illustrated using a sample test case with actual prices, load and wind speed data. The results show that the minimum cost is obtained by the best decisions involving the electricity market and purchasing natural gas for gas facilities. Considering risk also increases the total expected cost and decreases the CVaR.

The Influence of Skill Process of Science and Motivation to Students Learn of Creativity

Directory of Open Access Journals (Sweden)

Yoga Budi Bhakti

2018-01-01

Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.

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

Science.gov (United States)

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

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Russian Bilingual Science Learning: Perspectives from Secondary Students.

Science.gov (United States)

Lemberger, Nancy; Vinogradova, Olga

2002-01-01

Describes one secondary Russian/English bilingual science teacher's practice and her literate students' experiences as they learn science and adapt to a new school. Discusses the notion of whether literacy skills in the native language are transferable to a second language. (Author/VWL)

Attitudes and learning difficulties in middle school science in South Korea

Science.gov (United States)

Jung, Eun Sook

The purpose of this study is to investigate the relationship between cognitive and attitudinal aspects of learning science, concentrating mainly on the influence of cognitive understanding and learning difficulty on attitudes to science. This theme is selected, in particular, because it is reported that Korean students at secondary level do not enjoy studying science and have not enough confidence, although their achievements are high. Johnstone's information processing model (1993) is used to account for cognitive aspects of science education. Learning processes are understood in terms of student's own knowledge construction through the operation of perception filters, processing in working memory space and storing in long term memory. In particular, the overload of student's working memory space is considered as the main factor causing learning difficulty and, in consequence, learning failure. The research took place in one middle school located in Seoul, the capital city in South Korea. 364 students aged 13 and 350 aged 15 participated. In order to try to find relationships between cognitive and affective factors of science learning, individual student's working memory space was measured and a questionnaire designed to gather information about students' attitudes was prepared and given to all students. To determine the working memory space capacity of the students, the Figural Intersection Test (F.I.T), designed by Pascual-Leone, was used. Two kinds of analysis, comparison and correlation, were performed with data from the Figural Intersection Test and the questionnaire applied to students. For the comparison of attitudes between age 13 and 15, the distributions of frequencies of responses were analyzed for each particular statement in a question. The Chi-square (?[2]) test was applied to judge the statistically significant differences in responses of the two groups. The levels of significance used were 0.05, 0.01 and 0.001. In order to see whether there is

Hub network design for sparse travel demand within the African aviation industry

CSIR Research Space (South Africa)

Ssamula, B

2007-07-01

Full Text Available and analysed to reveal that the best option for a hub network is the so-called geo-political network. A geo-political network is where hubs are created in the North, South, East and West of Africa, at airports with strong political influence, high passenger...

Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

Science.gov (United States)

Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.

2010-10-01

This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.

Designing for expansive science learning and identification across settings

Science.gov (United States)

Stromholt, Shelley; Bell, Philip

2017-10-01

In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.

Design and Analysis of Wind Turbine Blade Hub using Aluminium Alloy AA 6061-T6

Science.gov (United States)

Ravikumar, S.; Jaswanthvenkatram, V.; Sai kumar, Y. J. N. V.; Sohaib, S. Md.

2017-05-01

This work presents the design and analysis of horizontal axis wind turbine blade hub using different material. The hub is very crucial part of the wind turbine, which experience the loads from the blades and the loads were transmitted to the main shaft. At present wind turbine is more expensive and weights more than a million pounds, with the nacelle, rotor hub and blades accounting for most of the weight. In this work Spheroidal graphite cast iron GGG 40.3 is replaced by aluminium alloy 6061-T6 to enhance the casting properties and also to improve the strength-weight ratio. This transition of material leads to reduction in weight of the wind turbine. All the loads caused by wind and extreme loads on the blades are transferred to the hub. Considering the IEC 61400-1 standard for defining extreme loads on the hub the stress and deflection were calculated on the hub by using Finite element Analysis. Result obtained from ANSYS is compared and discussed with the existing design.

Problem-based learning in a health sciences librarianship course.

Science.gov (United States)

Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

1998-01-01

Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

KINEMATIC ANALYSES OF THE GOLF SWING HUB PATH AND ITS ROLE IN GOLFER/CLUB KINETIC TRANSFERS

Directory of Open Access Journals (Sweden)

Steven M. Nesbit

2009-06-01

Full Text Available This study analyzed the fundamental geometric and kinematic characteristics of the swing hub path of the golf shot for four diverse subjects. In addition, the role of the hub path geometry in transferring the kinetic quantities from the golfer to the club were investigated. The hub path was found to have a complex geometry with significantly changing radii, and a constantly moving center-of-curvature during the downswing for all subjects. While the size and shape of the hub path differed considerably among the subjects, a three phase radius-based pattern was revealed that aligned with distinct stages of the downswing. Artificially controlling and optimizing the hub path of the better golfer in the group indicated that a non-circular hub path was superior to a constant radius path in minimizing the kinetic loading while generating the highest possible club head velocity. The shape and purpose of the hub path geometry appears to result from a complex combination of achieving equilibrium between the golfer and the club, and a purposeful configuring of the path to control the outward movement of the club while minimizing the kinetic loading on the golfer yet transferring the maximum kinetic quantities to the club. Describing the downswing relative to the hub path phasing is presented and was found to be informative since the phases align with significant swing, kinetic and kinematic markers. These findings challenge golf swing modeling methodologies which fix the center-of-curvature of the hub path thus constraining it to constant radius motion

Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning

Science.gov (United States)

Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni

2017-08-01

Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.

Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

Science.gov (United States)

Peleg, Ran; Baram-Tsabari, Ayelet

2017-12-01

Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

Joint Science Education Project: Learning about polar science in Greenland

Science.gov (United States)

Foshee Reed, Lynn

2014-05-01

The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of

Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

Science.gov (United States)

Park, Jiyeon; Jeon, Dongryul

2015-01-01

The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

Abnormal hubs of white matter networks in the frontal-parieto circuit contribute to depression discrimination via pattern classification.

Science.gov (United States)

Qin, Jiaolong; Wei, Maobin; Liu, Haiyan; Chen, Jianhuai; Yan, Rui; Hua, Lingling; Zhao, Ke; Yao, Zhijian; Lu, Qing

2014-12-01

Previous studies had explored the diagnostic and prognostic value of the structural neuroimaging data of MDD and treated the whole brain voxels, the fractional anisotropy and the structural connectivity as classification features. To our best knowledge, no study examined the potential diagnostic value of the hubs of anatomical brain networks in MDD. The purpose of the current study was to provide an exploratory examination of the potential diagnostic and prognostic values of hubs of white matter brain networks in MDD discrimination and the corresponding impaired hub pattern via a multi-pattern analysis. We constructed white matter brain networks from 29 depressions and 30 healthy controls based on diffusion tensor imaging data, calculated nodal measures and identified hubs. Using these measures as features, two types of feature architectures were established, one only included hubs (HUB) and the other contained both hubs and non hubs. The support vector machine classifiers with Gaussian radial basis kernel were used after the feature selection. Moreover, the relative contribution of the features was estimated by means of the consensus features. Our results presented that the hubs (including the bilateral dorsolateral part of superior frontal gyrus, the left middle frontal gyrus, the bilateral middle temporal gyrus, and the bilateral inferior temporal gyrus) played an important role in distinguishing the depressions from healthy controls with the best accuracy of 83.05%. Moreover, most of the HUB consensus features located in the frontal-parieto circuit. These findings provided evidence that the hubs could be served as valuable potential diagnostic measure for MDD, and the hub-concentrated lesion distribution of MDD was primarily anchored within the frontal-parieto circuit. Copyright © 2014 Elsevier Inc. All rights reserved.

Promoting Female Students' Learning Motivation towards Science by Exercising Hands-On Activities

Science.gov (United States)

Wen-jin, Kuo; Chia-ju, Liu; Shi-an, Leou

2012-01-01

The purpose of this study is to design different hands-on science activities and investigate which activities could better promote female students' learning motivation towards science. This study conducted three types of science activities which contains nine hands-on activities, an experience scale and a learning motivation scale for data…

Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

Science.gov (United States)

Sha, Li; Schunn, Christian; Bathgate, Meghan

2015-01-01

Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

Narrative as a learning tool in science centers : potentials, possibilities and merits

NARCIS (Netherlands)

Murmann, Mai; Avraamidou, Lucy

2014-01-01

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to ex-plore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea,

TYPE PROJECTS HUB - AN INTERNATIONAL MODEL OF DEVELOPMENT OF THE ENTREPRENEURIAL ENVIRONMENT

Directory of Open Access Journals (Sweden)

Rozalia Nistor

2014-06-01

Full Text Available Impact Hub is a global network of local spaces and communities designed to facilitate sustainable impact through collaboration. Local Impact Hubs are autonomous companies that offer co-working spaces, programming, events platforms, and communities of individuals and organizations with ideas to build a better world. Hub was established in 2005 in London with the aim of creating a space dedicated to inspire, connect and enable people to achieve a sustainable entrepreneurial idea. The idea was simple: There are a lot of people with good ideas for a "better world". What seem to be missing are places to help these people to move from intent to action and to find like-minded for a greater impact. In Romania about four years ago, first opened in Bucharest office space hubs in Romania (for entrepreneurs in technology and business where teams from different companies could collaborate. The idea to open a hub in Bucharest focused on social innovation and entrepreneurship appeared some time ago in the context in which part of the team now has worked since 2010 at the initiation and growth of a community to support social entrepreneurship. In all this diversity, there is a common mission: “we can create if we put all our innovation capacity in the common goal to create a positive impact through our work?”

Disrupted nodal and hub organization account for brain network abnormalities in Parkinson’s disease

Directory of Open Access Journals (Sweden)

Yuko Koshimori

2016-11-01

Full Text Available The recent application of graph theory to brain networks promises to shed light on complex diseases such as Parkinson’s disease. This study aimed to investigate functional changes in sensorimotor and cognitive networks in parkinsonian patients, with a focus on inter- and intra-connectivity organization in the disease-associated nodal and hub regions using the graph theoretical analyses. Resting-state functional MRI data of a total of 65 participants, including 23 healthy controls and 42 patients, were investigated in 120 nodes for local efficiency, betweenness centrality, and degree. Hub regions were identified in the healthy control and patient groups. We found nodal and hub changes in patients compared with healthy controls, including the right pre-supplementary motor area, left anterior insula, bilateral mid-insula, bilateral dorsolateral prefrontal cortex, and right caudate nucleus. In general, nodal regions within the sensorimotor network (i.e. right pre-supplementary motor area and right mid-insula displayed weakened connectivity, with the former node associated with more severe bradykinesia, and impaired integration with default mode network regions. The left mid-insula also lost its hub properties in patients. Within the executive networks, the left anterior insular cortex lost its hub properties in patients, while a new hub region was identified in the right caudate nucleus, paralleled by an increased level of inter- and intra-connectivity in the bilateral dorsolateral prefrontal cortex possibly representing compensatory mechanisms. These findings highlight the diffuse changes in nodal organization and regional hub disruption accounting for the distributed abnormalities across brain networks and the clinical manifestations of Parkinson’s disease.

Learning to teach science in urban schools

Science.gov (United States)

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

Analysis and Modeling of Ground Operations at Hub Airports

Science.gov (United States)

Atkins, Stephen (Technical Monitor); Andersson, Kari; Carr, Francis; Feron, Eric; Hall, William D.

2000-01-01

Building simple and accurate models of hub airports can considerably help one understand airport dynamics, and may provide quantitative estimates of operational airport improvements. In this paper, three models are proposed to capture the dynamics of busy hub airport operations. Two simple queuing models are introduced to capture the taxi-out and taxi-in processes. An integer programming model aimed at representing airline decision-making attempts to capture the dynamics of the aircraft turnaround process. These models can be applied for predictive purposes. They may also be used to evaluate control strategies for improving overall airport efficiency.

Social media for informal science learning in China: A case study

Directory of Open Access Journals (Sweden)

Ke Zhang

2014-09-01

Full Text Available This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English. Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

The Learning Assistant Model for Science Teacher Recruitment and Preparation

Science.gov (United States)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

Science + Writing = Super Learning. Writing Workshop.

Science.gov (United States)

Bower, Paula Rogovin

1993-01-01

Article presents suggestions for motivating elementary students to learn by combining science and writing. The strategies include planning the right environment; teaching the scientific method; establishing a link to literature; and making time for students to observe, experiment, and write. (SM)

Application of hydraulically assembled shaft coupling hubs to large agitators

International Nuclear Information System (INIS)

Murray, W.E.; Anderson, T.D.; Bethmann, H.K.

1991-01-01

This paper describes the basis for and implementation of hydraulically assembled shaft coupling hubs for large tank-mounted agitators. This modification to the original design was intended to minimize maintenance personnel exposure to ionizing radiation and also provide for disassembly capability without damage to shafts or hubs. In addition to realizing these objectives, test confirmed that the modified couplings reduced agitator shaft end runouts approximately 65%, thereby reducing bearing loads and increasing service life, a significant enhancement for a nuclear facility. 5 refs

Why do European companies have Innovation Hubs in Silicon Valley

DEFF Research Database (Denmark)

Berger, Andreas; Brem, Alexander

2017-01-01

Innovation hubs are gaining high attention in recent years, especially from European companies. Silicon Valley has been deemed as one of the most attractive and successful environments for establishing innovation hubs. This article highlights examples of companies from Europe that made the step...... to California—namely, Volkswagen, Swisscom, BMW, Axel Springer, Munich Re, and Innogy SE (RWE Group). Based on these companies’ experiences, recommendations are given on how companies might approach a setup in Silicon Valley for long-term success....

Exploring Social Learning through Upstream Engagement in Science and Technology

DEFF Research Database (Denmark)

Mortensen, Jonas Egmose

This discussion paper deliberates on how the concept of social learning can be used for evaluating upstream engagement initiatives in science and technology.  The paper briefly introduces to the concept of upstream engagement and a concrete case, the UK Citizen Science for Sustainability project...... (SuScit), as an outset for discussing how the concept of social learning can be used for analysing and understanding relations between citizen participation, Science and research, and sustainability. A number of relevant research questions and methodological considerations are distilled...

Unpacking the Paradox of Chinese Science Learners: Insights from Research into Asian Chinese School Students' Attitudes towards Learning Science, Science Learning Strategies, and Scientific Epistemological Views

Science.gov (United States)

Cheng, May Hung May; Wan, Zhi Hong

2016-01-01

Chinese students' excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found…

Portable Tablets in Science Museum Learning: Options and Obstacles

Science.gov (United States)

Gronemann, Sigurd Trolle

2017-01-01

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people's learning with portable tablets matches the…

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

Science.gov (United States)

Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her

Optimizing biomedical science learning in a veterinary curriculum: a review.

Science.gov (United States)

Warren, Amy L; Donnon, Tyrone

2013-01-01

As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.

Developing an Understanding of Higher Education Science and Engineering Learning Communities

Science.gov (United States)

Coll, Richard K.; Eames, Chris

2008-01-01

This article sets the scene for this special issue of "Research in Science & Technological Education", dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of…

The efficacy of student-centered instruction in supporting science learning.

Science.gov (United States)

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Interpatch foraging in honeybees-rational decision making at secondary hubs based upon time and motivation.

Science.gov (United States)

Najera, Daniel A; McCullough, Erin L; Jander, Rudolf

2012-11-01

For honeybees, Apis mellifera, the hive has been well known to function as a primary decision-making hub, a place from which foragers decide among various directions, distances, and times of day to forage efficiently. Whether foraging honeybees can make similarly complex navigational decisions from locations away from the hive is unknown. To examine whether or not such secondary decision-making hubs exist, we trained bees to forage at four different locations. Specifically, we trained honeybees to first forage to a distal site "CT" 100 m away from the hive; if food was present, they fed and then chose to go home. If food was not present, the honeybees were trained to forage to three auxiliary sites, each at a different time of the day: A in the morning, B at noon, and C in the afternoon. The foragers learned to check site CT for food first and then efficiently depart to the correct location based upon the time of day if there was no food at site CT. Thus, the honeybees were able to cognitively map motivation, time, and five different locations (Hive, CT, A, B, and C) in two spatial dimensions; these are the contents of the cognitive map used by the honeybees here. While at site CT, we verified that the honeybees could choose between 4 different directions (to A, B, C, and the Hive) and thus label it as a secondary decision-making hub. The observed decision making uncovered here is inferred to constitute genuine logical operations, involving a branched structure, based upon the premises of motivational state, and spatiotemporal knowledge.

Targeted learning in data science causal inference for complex longitudinal studies

CERN Document Server

van der Laan, Mark J

2018-01-01

This textbook for graduate students in statistics, data science, and public health deals with the practical challenges that come with big, complex, and dynamic data. It presents a scientific roadmap to translate real-world data science applications into formal statistical estimation problems by using the general template of targeted maximum likelihood estimators. These targeted machine learning algorithms estimate quantities of interest while still providing valid inference. Targeted learning methods within data science area critical component for solving scientific problems in the modern age. The techniques can answer complex questions including optimal rules for assigning treatment based on longitudinal data with time-dependent confounding, as well as other estimands in dependent data structures, such as networks. Included in Targeted Learning in Data Science are demonstrations with soft ware packages and real data sets that present a case that targeted learning is crucial for the next generatio...

Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana

2010-01-01

The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...

Student Buy-In to Active Learning in a College Science Course.

Science.gov (United States)

Cavanagh, Andrew J; Aragón, Oriana R; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I; Graham, Mark J

2016-01-01

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. © 2016 A. J. Cavanagh et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Understanding the Science-Learning Environment: A Genetically Sensitive Approach

Science.gov (United States)

Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

2013-01-01

Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…

Biaxial wheel/hub test facility. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Fischer, G.; Grubisic, V. [eds.

2000-07-01

The 4{sup th} meeting aims to exchange the experience and knowledge of engineers during several presentations and discussions about new developments required for a reliable, time and cost reducing validation of the wheel/hub assembly. Tremendous development of the wheel performance, described by the ratio of the rated load (kg) versus the wheel weight (kg) had taken place during the last 5000 years. Starting from the ratio of 3 for wooden 2-piece-disc-wheels in Mesopotamia it needed nearly 1000 years to increase the ratio to approx 5 at light-weight spoke wheels for fighting carriages, found in the grave of king Tutenchamon in Egypt. Modern light alloy wheels of commercial vehicles reach values up to 160 kg/kg. Additionally the comlex design of the modern systems for cars and commercial vehicles comprising wheel, brake, hub, bearing, spindle and hub carrier, including different materials and their treatment, fasteners, press-fits, require an appropriate testing procedure. The variable loading conditions, caused by operational wheel forces, brake and torque moments including heating, may result in changing tolerances and press-fits during operation and consequently in different damage mechanisms. This can be simulated in the Biaxial Wheel Test Machine, whereby corresponding load programs are necessary. An overview about all biaxial test machines in usage at the end of 1999 is shown in the introduction. The total number is 17 for cars, 7 for commercial vehicles and 1 for trains. The six presentations of this meeting were consequently concentrated on: (a) recommendations for a standardization of load programs of the German Wheel Committee, (b) the simulation of brake and torque events and (c) the possibility for a numerical stress analyses and fatigue life assessment. (orig./AKF)

Portable Tablets in Science Museum Learning

DEFF Research Database (Denmark)

Gronemann, Sigurd Trolle

2016-01-01

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people...... is identified. It is argued that, paradoxically, museums’ decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people’s traditional ideas of museums and learning. The assessment of the implications of museums’ integration...... of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners’ systemic expectations to learning and to their expectations to the digital experience influenced...

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

Science.gov (United States)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple

Comparative efficiency of wind turbines with different heights of rotor hubs: performance evaluation for Latvia

International Nuclear Information System (INIS)

Bezrukovs, V P; Zacepins, A J; Bezrukovs, V V

2014-01-01

Performance evaluation of wind turbines (WT) for different heights of the rotor hub is made based on the wind speed and direction data obtained in 2009–2013 on-shore in the north of Latvia using a LOGGER 9200 Symphonie measurement system mounted on a 60 m mast. Based on the measurement analysis results, wind speed distribution curves have been modelled for heights of up to 200 m using power and logarithmic (log) law approximation methods. The curves for the modelled Weibull's parameters are plotted in dependence on height. The efficiency comparison is made for different WT types taking into account the distribution of the wind energy potential in height in the Latvian territory. The annual electric energy production was calculated for the WTs with different heights of rotor hubs. In the calculations the technical data on the following WT types were used: E-3120 (50 kW, hub height 20.5/30.5/36.5/42.7 m), E-33 (330 kW, hub height 37/44/49/50 m), E-48 (800 kW, hub height 50/60/75 m) and E-82 (2.3 MW, hub height of 78/85/98/108/138 m)

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

Science.gov (United States)

Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu

2016-01-01

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…

Puertos, espacio y globalización: el desarrollo de hubs en México

Directory of Open Access Journals (Sweden)

Carlos Daniel Martner Peyrelongue

2010-01-01

Full Text Available Los puertos hubs se presentan como el nuevo paradigma de desarrollo del transporte y el comercio marítimo internacional en la globalización. Prácticamente todos los países latinoamericanos anuncian megaproyectos para el desarrollo de puertos hubs en sus litorales, generando grandes expectativas de desarrollo regional, con un débil sustento tanto teórico como empírico. En este sentido, el presente trabajo busca contribuir a la caracterización del modelo de puertos hubs en países periféricos dentro de la economíamundo capitalista, aludiendo, en especial, al caso mexicano. Se trata de aportar elementos de análisis para reconocer, a grandes rasgos, las posibilidades del desarrollo de hubs en los litorales mexicanos, desde la perspectiva de los estudios regionales y la geografía del transporte.

Student Buy-In to Active Learning in a College Science Course

Science.gov (United States)

Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.

2016-01-01

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026

How A Flipped Learning Environment Affects Learning In A Course On Theoretical Computer Science

DEFF Research Database (Denmark)

Gnaur, Dorina; Hüttel, Hans

2014-01-01

This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning...... context influences the way students engage with the course and their learning strategies....

Science learning based on local potential: Overview of the nature of science (NoS) achieved

Science.gov (United States)

Wilujeng, Insih; Zuhdan Kun, P.; Suryadarma, IGP.

2017-08-01

The research concerned here examined the effectiveness of science learning conducted with local potential as basis from the point of a review of the NoS (nature of science) achieved. It used the non equivalent control group design and took place in the regions of Magelang and Pati, Province of Central Java, and the regions of Bantul and Sleman, Province of the Special Region of Yogyakarta. The research population consisted of students of the first and second grades at each junior high school chosen with research subjects sampled by means of cluster sampling. The instruments used included: a) an observation sheet, b) a written test, and c) a questionnaire. The learning and research instruments had been declared valid and reliable according to previous developmental research. In conclusion, the science learning based on local potential was effective in terms of all the NoS aspects.

Application of Model Project Based Learning on Integrated Science in Water Pollution

Science.gov (United States)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

Science.gov (United States)

Kim, Sun Young; Irving, Karen E.

2010-01-01

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…

Portable Desktop Apps with GitHub Electron

CERN Multimedia

CERN. Geneva

2016-01-01

Wouldn't it be nice if you could develop applications that work everywhere, regardless of Operating System or Platform? Even better, what if you could employ the same front-end technologies you use for your web/mobile apps? Meet GitHub Electron.

The influence of extracurricular activities on middle school students' science learning in China

Science.gov (United States)

Zhang, Danhui; Tang, Xing

2017-07-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.

Learning science in a cooperative setting: Academic achievement and affective outcomes

Science.gov (United States)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

Authentic school science knowing and learning in open-inquiry science laboratories

CERN Document Server

Roth, Wolff-Michael

1995-01-01

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

Science.gov (United States)

Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

2014-01-01

The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

Positioning Mbeya University of Science and Technology in Tanzania in the Systems of Innovation Perspective

OpenAIRE

Katambara, Zacharia

2014-01-01

The chronological development of universities ranges from the state at which universities are considered to be knowledge accumulators followed by knowledge factories and finally the knowledge hubs. The various national systems of innovations are aligned with the knowledge hubs and it involves substantial amount of research activities. The newly established Mbeya University of Science and Technology is recog- nised as a knowledge hub in some particular niches. However, there are a limited numb...

Career-Related Learning and Science Education: The Changing Landscape

Science.gov (United States)

Hutchinson, Jo

2012-01-01

Pupils ask STEM subject teachers about jobs and careers in science, but where else do they learn about work? This article outlines career-related learning within schools in England alongside other factors that influence pupils' career decisions. The effect of the Education Act 2011 will be to change career learning in schools. The impact on…

A novel method to identify hub pathways of rheumatoid arthritis based on differential pathway networks.

Science.gov (United States)

Wei, Shi-Tong; Sun, Yong-Hua; Zong, Shi-Hua

2017-09-01

The aim of the current study was to identify hub pathways of rheumatoid arthritis (RA) using a novel method based on differential pathway network (DPN) analysis. The present study proposed a DPN where protein‑protein interaction (PPI) network was integrated with pathway‑pathway interactions. Pathway data was obtained from background PPI network and the Reactome pathway database. Subsequently, pathway interactions were extracted from the pathway data by building randomized gene‑gene interactions and a weight value was assigned to each pathway interaction using Spearman correlation coefficient (SCC) to identify differential pathway interactions. Differential pathway interactions were visualized using Cytoscape to construct a DPN. Topological analysis was conducted to identify hub pathways that possessed the top 5% degree distribution of DPN. Modules of DPN were mined according to ClusterONE. A total of 855 pathways were selected to build pathway interactions. By filtrating pathway interactions of weight values >0.7, a DPN with 312 nodes and 791 edges was obtained. Topological degree analysis revealed 15 hub pathways, such as heparan sulfate/heparin‑glycosaminoglycan (HS‑GAG) degradation, HS‑GAG metabolism and keratan sulfate degradation for RA based on DPN. Furthermore, hub pathways were also important in modules, which validated the significance of hub pathways. In conclusion, the proposed method is a computationally efficient way to identify hub pathways of RA, which identified 15 hub pathways that may be potential biomarkers and provide insight to future investigation and treatment of RA.

Hub location problems in transportation networks

DEFF Research Database (Denmark)

Gelareh, Shahin; Nickel, Stefan

2011-01-01

In this paper we propose a 4-index formulation for the uncapacitated multiple allocation hub location problem tailored for urban transport and liner shipping network design. This formulation is very tight and most of the tractable instances for MIP solvers are optimally solvable at the root node....... also introduce fixed cost values for Australian Post (AP) dataset....

Guiding Principles for Data Architecture to Support the Pathways Community HUB Model.

Science.gov (United States)

Zeigler, Bernard P; Redding, Sarah; Leath, Brenda A; Carter, Ernest L; Russell, Cynthia

2016-01-01

The Pathways Community HUB Model provides a unique strategy to effectively supplement health care services with social services needed to overcome barriers for those most at risk of poor health outcomes. Pathways are standardized measurement tools used to define and track health and social issues from identification through to a measurable completion point. The HUB use Pathways to coordinate agencies and service providers in the community to eliminate the inefficiencies and duplication that exist among them. Experience with the Model has brought out the need for better information technology solutions to support implementation of the Pathways themselves through decision-support tools for care coordinators and other users to track activities and outcomes, and to facilitate reporting. Here we provide a basis for discussing recommendations for such a data infrastructure by developing a conceptual model that formalizes the Pathway concept underlying current implementations. The main contribution is a set of core recommendations as a framework for developing and implementing a data architecture to support implementation of the Pathways Community HUB Model. The objective is to present a tool for communities interested in adopting the Model to learn from and to adapt in their own development and implementation efforts. Experience with the Community Health Access Project (CHAP) data base system (the core implementation of the Model) has identified several issues and remedies that have been developed to address these issues. Based on analysis of issues and remedies, we present several key features for a data architecture meeting the just mentioned recommendations. Presentation of features is followed by a practical guide to their implementation allowing an organization to consider either tailoring off-the-shelf generic systems to meet the requirements or offerings that are specialized for community-based care coordination. Looking to future extensions, we discuss the

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

Science.gov (United States)

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

2012-01-01

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

A Cross Age Study of Elementary Students' Motivation towards Science Learning

Science.gov (United States)

Guvercin, Ozge; Tekkaya, Ceren; Sungur, Semra

2010-01-01

The purpose of this study was to investigate the effect of grade level and gender on elementary school students' motivation towards science learning. A total of 2231 sixth and eight grade students participated in the study. Data were collected through Students' Motivation towards Science Learning Questionnaire. Two-way Multivariate Analysis of…

Role of governance in creating a commodity hub: A comparative analysis

Directory of Open Access Journals (Sweden)

M.P. Haris

2016-10-01

Full Text Available The body of work on natural gas hubs has been expanding rapidly in recent years, with most of the current work examining the creation of gas hubs focusing on either the European experience or the North American experience. In this paper, we adopt a different perspective and place the focus on experience of hub building from other international commodities. We analyse three commodities - crude oil, iron ore and coal, and draw experience on the role of governance in development of hub based prices. In particular, we propose that the role of governance is different at different stages of the pricing transition to market based pricing. Governance could play an important role at the initial stage, building the relevant soft and physical infrastructure which facilitates the reaping of first mover advantage. As the market develops, private sector players may prefer less involvement of governance, which may distort markets. With market stabilization, governance should be focused on maintaining stable rules and regulation for private sector development, as well as monitoring for further changes in global trends. To facilitate the building of a benchmark price, the public sector should adopt a long-term and overarching view on industry growth.