WorldWideScience

Sample records for science open-response questions

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

    Science.gov (United States)

    Erickson, Diane K.

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

  2. When the Research Design Matters in EFL Context: A Case of Different Responses to Open-response and Closed-response Questions on Motivational Orientation

    Directory of Open Access Journals (Sweden)

    Ma‘ssoumeh Bemani Naeini

    2012-11-01

    Full Text Available This study aimed at investigating and exploring the degree of motivational orientation (i.e. instrumental and integrative motivation among sixty Iranian TEFL students. A survey research design was used to collect both quantitative and qualitative data, using a Likert-scale questionnaire containing six open-response items. Inferential analysis of quantitative data identified the subjects of the study with integrative orientation. However, descriptive analysis of open responses in terms of coded recurrent themes indicated contradictory results. In sum, the findings suggest a gap between Iranian TEFL students’ “desirable motivation” and “desired motivation”. The researcher attributes the contradictory results not only to the social context, but also to the type of questionnaire and the psychological status of respondents. Also, the findings provide support for other components of motivation other than just instrumentality and integrativeness, mainly “personal” aspects as proposed by Benson’s model of motivation.

  3. The "Paranormal": African Philosophy Questions Science Modern ...

    African Journals Online (AJOL)

    This essay will address the question of the reality of 'paranormal' events and defend the thesis ..... philosophy and science, guided exclusively by the canons of the logic of binary opposition ..... independent entity (Davies 1990: 72-90). Ifit does ...

  4. Good science, bad science: Questioning research practices in psychological research

    NARCIS (Netherlands)

    Bakker, M.

    2014-01-01

    In this dissertation we have questioned the current research practices in psychological science and thereby contributed to the current discussion about the credibility of psychological research. We specially focused on the problems with the reporting of statistical results and showed that reporting

  5. Science Fiction and the Big Questions

    Science.gov (United States)

    O'Keefe, M.

    Advocates of space science promote investment in science education and the development of new technologies necessary for space travel. Success in these areas requires an increase of interest and support among the general public. What role can entertainment media play in inspiring the public ­ especially young people ­ to support the development of space science? Such inspiration is badly needed. Science education and funding in the United States are in a state of crisis. This bleak situation exists during a boom in the popularity of science-oriented television shows and science fiction movies. This paper draws on interviews with professionals in science, technology, engineering and mathematics (STEM) fields, as well as students interested in those fields. The interviewees were asked about their lifelong media-viewing habits. Analysis of these interviews, along with examples from popular culture, suggests that science fiction can be a valuable tool for space advocates. Specifically, the aspects of character, story, and special effects can provide viewers with inspiration and a sense of wonder regarding space science and the prospect of long-term human space exploration.

  6. The Priority of the Question: Focus Questions for Sustained Reasoning in Science

    Science.gov (United States)

    Lustick, David

    2010-08-01

    Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

  7. Fermilab | Science | Inquiring Minds | Questions About Physics

    Science.gov (United States)

    Benefits Milestones Photos and videos Latest news For the media Particle Physics Neutrinos Fermilab and the computing Quantum initiatives Research and development Key discoveries Benefits of particle physics Particle society Particle Physics 101 Science of matter, energy, space and time How particle physics discovery

  8. Can Questions Facilitate Learning from Illustrated Science Texts?

    Science.gov (United States)

    Iding, Marie K.

    1997-01-01

    Examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Investigates three different elements in experiments on college students. Finds that questions about illustrations do not facilitate learning. Discusses findings with reference to cognitive load theory, the dual coding perspective, and the…

  9. Enhancing Science Kits with the Driving Question Board

    Science.gov (United States)

    Nordine, Jeff; Torres, Ruben

    2013-01-01

    This article describes the driving question board (DQB), a visual organizer that supports inquiry-based instruction through the use of guiding questions. The DQB is a teaching aid designed to increase student engagement alongside science kits. Information is provided on its application to a lesson on buoyancy, highlighting how it improved…

  10. Power dynamics and questioning in elementary science lessons

    Science.gov (United States)

    Reinsvold, Lori Ann

    Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.

  11. Student questions in urban middle school science communities of practice

    Science.gov (United States)

    Groome, Meghan

    This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate

  12. Teachers' use of questioning in supporting learners doing science investigations

    Directory of Open Access Journals (Sweden)

    Umesh Ramnarain

    2011-01-01

    Full Text Available I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.

  13. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-02-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

  14. The value of fundamental science: some personal questions

    International Nuclear Information System (INIS)

    Sagert, N.H.

    1996-11-01

    This essay deals with the importance of science to society, both as a part of the process of wealth creation and as an essential component of our culture in general. The histories of both science and technology are briefly sketched. The argument is made that science comes from separate roots in our society from technology, and has developed in parallel with it for most of history. However, since 1850 science has become an essential part of the technological component of the wealth generation processes that have marked Western society for the past 500 years. This essential role is the provision of the knowledge base upon which new technologies can be based, since many, but not all, technologies depend on a fundamental base of knowledge that is not obvious to the average intelligent practitioner of that technology. Much of the scientific work that is done is carried out to enhance the knowledge base needed to solve direct problems and much of this is carried out by industries and government agencies. However, because the results of scientific investigations are never predictable, in our present society there is really no alternative to the funding of the more speculative science by governments. In our society much of this speculative research is carried out in universities. Nevertheless this speculative science is important to the wealth creation processes because it forms the basis of brand new unpredicted technologies. Science is also a fundamental part of our western culture, and has provided much of the basis of our view of the world and our place in it. Thus some support from society as a whole is justifiable on this basis. In many ways this sort of science has attracted public interest and support precisely because the public is interested in the basic questions of who we are and what is our place in the universe. The public interest in the scientific answers to these questions is particularly apparent in popular geographic magazines. (author)

  15. The value of fundamental science: some personal questions

    Energy Technology Data Exchange (ETDEWEB)

    Sagert, N H

    1996-11-01

    This essay deals with the importance of science to society, both as a part of the process of wealth creation and as an essential component of our culture in general. The histories of both science and technology are briefly sketched. The argument is made that science comes from separate roots in our society from technology, and has developed in parallel with it for most of history. However, since 1850 science has become an essential part of the technological component of the wealth generation processes that have marked Western society for the past 500 years. This essential role is the provision of the knowledge base upon which new technologies can be based, since many, but not all, technologies depend on a fundamental base of knowledge that is not obvious to the average intelligent practitioner of that technology. Much of the scientific work that is done is carried out to enhance the knowledge base needed to solve direct problems and much of this is carried out by industries and government agencies. However, because the results of scientific investigations are never predictable, in our present society there is really no alternative to the funding of the more speculative science by governments. In our society much of this speculative research is carried out in universities. Nevertheless this speculative science is important to the wealth creation processes because it forms the basis of brand new unpredicted technologies. Science is also a fundamental part of our western culture, and has provided much of the basis of our view of the world and our place in it. Thus some support from society as a whole is justifiable on this basis. In many ways this sort of science has attracted public interest and support precisely because the public is interested in the basic questions of who we are and what is our place in the universe. The public interest in the scientific answers to these questions is particularly apparent in popular geographic magazines. (author). 49 refs.

  16. Trends in Soil Science education: moving from teacher's questioning to student's questioning

    Science.gov (United States)

    Roca, Núria

    2017-04-01

    Soil science has suffered from communication problems within its own discipline, with other disciplines (except perhaps agronomy) and with the general public. Prof. Dennis Greenland wrote the following in the early 1990s: "…soil scientists have also been frustrated as their advice has gone apparently unheeded. This may be because the advice is couched in terms more easily understood by other soil scientists than by politicians and economists who control the disposition of land. If soil science is to serve society fully it is essential that its arguments are presented in terms readily understood by all and with both scientific and economic rigor so that they are not easily refuted". Soil is a 3-dimensional body with properties that reflect the impact of climate, vegetation, fauna, man and topography on the soil's parent material over a variable time span. Therefore, soil sciences must integrate different knowledge of many disciplines. How should one go about the teaching and learning of a subject like soil science? This is an ever present question resident in the mind of a soil science teacher who knows that students will find soil science an inherently difficult subject to understand. Therefore, Soil Science cannot be taught in the same way. This paper proposes a mural construction that allows to understand soil formation, soil evolution and soil distribution. This experience has been realized with secondary teachers to offer tools for active learning methodologies. Therefore, this teaching project starts with a box and a global soil map distribution in a wall mural. The box contains many cards with soil properties, soil factors, soil process, soils orders and different natural soil photos as the pieces of a big puzzle. All these pieces will be arranged in the wall mural. These environments imply a new perspective of teaching: moving from a teacher-centered teaching to a student-centered teaching. In contrast to learning-before-doing— the model of most

  17. Examining student-generated questions in an elementary science classroom

    Science.gov (United States)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  18. Some relevant questions in science education from the perspective Science- Technology-Society

    Directory of Open Access Journals (Sweden)

    Prieto, Teresa;

    2012-01-01

    Full Text Available In this article, some of the answers given at this time to three classic questions related to science teaching: why teach science?, what kind of science to teach?, and how to teach it?, are analyzed from a Science-Technology- Society perspective (STS. It argues for the need to prepare future citizens to make responsible decisions on matters related to science and technology in the XXI century, and the convenience of using socio-scientific issues in the science classroom. Finally, the analysis is exemplified in two cases: food consumption and energy consumption.

  19. Big questions, big science: meeting the challenges of global ecology.

    Science.gov (United States)

    Schimel, David; Keller, Michael

    2015-04-01

    Ecologists are increasingly tackling questions that require significant infrastucture, large experiments, networks of observations, and complex data and computation. Key hypotheses in ecology increasingly require more investment, and larger data sets to be tested than can be collected by a single investigator's or s group of investigator's labs, sustained for longer than a typical grant. Large-scale projects are expensive, so their scientific return on the investment has to justify the opportunity cost-the science foregone because resources were expended on a large project rather than supporting a number of individual projects. In addition, their management must be accountable and efficient in the use of significant resources, requiring the use of formal systems engineering and project management to mitigate risk of failure. Mapping the scientific method into formal project management requires both scientists able to work in the context, and a project implementation team sensitive to the unique requirements of ecology. Sponsoring agencies, under pressure from external and internal forces, experience many pressures that push them towards counterproductive project management but a scientific community aware and experienced in large project science can mitigate these tendencies. For big ecology to result in great science, ecologists must become informed, aware and engaged in the advocacy and governance of large ecological projects.

  20. New Indivisible Planetary Science Paradigm: Consequence of Questioning Popular Paradigms

    Science.gov (United States)

    Marvin Herndon, J.

    2014-05-01

    Progress in science involves replacing less precise understanding with more precise understanding. In science and in science education one should always question popular ideas; ask "What's wrong with this picture?" Finding limitations, conflicts or circumstances that require special ad hoc consideration sometimes is the key to making important discoveries. For example, from thermodynamic considerations, I found that the 'standard model of solar system formation' leads to insufficiently massive planetary cores. That understanding led me to discover a new indivisible planetary science paradigm. Massive-core planets formed by condensing and raining-out from within giant gaseous protoplanets at high pressures and high temperatures, accumulating heterogeneously on the basis of volatility with liquid core-formation preceding mantle-formation; the interior states of oxidation resemble that of the Abee enstatite chondrite. Core-composition was established during condensation based upon the relative solubilities of elements, including uranium, in liquid iron in equilibrium with an atmosphere of solar composition at high pressures and high temperatures. Uranium settled to the central region and formed planetary nuclear fission reactors, producing heat and planetary magnetic fields. Earth's complete condensation included a ~300 Earth-mass gigantic gas/ice shell that compressed the rocky kernel to about 66% of Earth's present diameter. T-Tauri eruptions, associated with the thermonuclear ignition of the Sun, stripped the gases away from the Earth and the inner planets. The T-Tauri outbursts stripped a portion of Mercury's incompletely condensed protoplanet and transported it to the region between Mars and Jupiter where it fused with in-falling oxidized condensate from the outer regions of the Solar System, forming the parent matter of ordinary chondrite meteorites, the main-Belt asteroids, and veneer for the inner planets, especially Mars. With its massive gas/ice shell

  1. Questions of qualification exam for non-destructive testing and materials science - the first level

    International Nuclear Information System (INIS)

    Shaaban, H.I.; Addarwish, J.M.A.

    2013-01-01

    The book contains seven chapters: Questions of qualification for magnetic particles testing method - Questions of qualification for liquids penetrant testing method - Questions of qualification for the visual inspection testing method - Questions of qualification for the ultrasonic testing method - Questions of qualification for the eddy current testing method - Questions of rehabilitation for industrial radiographic testing method - Qualification questions about materials science and manufacturing defects of castings and welding and comparison between non-destructive testing methods.

  2. The science and art of asking questions in cognitive therapy.

    Science.gov (United States)

    James, Ian Andrew; Morse, Rachel; Howarth, Alan

    2010-01-01

    Questions underpin all aspects of therapeutic assessment and intervention and are a vital component of the clinical process. Over recent years frameworks have started to be applied to obtain a greater understanding of questioning formats and processes. This paper examines the use of questions in cognitive therapy (CT). An overview of the main types of questions identified in the literature is presented. In addition, we examine a range of client and therapist characteristics that may impact on the questioning process. Asking questions in therapy is a complex, yet under-taught, skill. This paper provides a set of frameworks to assist in identifying helpful and unhelpful questioning skills. Thus the article has implications for further training and research.

  3. Answers to science questions from the "stop faking it!" guy

    CERN Document Server

    Robertson, William C

    2009-01-01

    This valuable and entertaining compendium of Bill Robertson's popular Science 101 columns, from NSTA member journal Science and Children, proves you don't have to be a science geek to understand basic scientific concepts. The author of the best-selling Stop Faking It! series explains everything from quarks to photosynthesis, telescopes to the expanding universe, and atomic clocks to curveballs all with his trademark wit and irreverence. The 33 short columns, plus a new introduction, provide an introductory science course of sorts, covering topics in life science, Earth and space science, physical science, technology, and more perfect for K-8 teachers, homeschoolers, or parents who just want to boost their science know-how. Easily understood prose and lively illustrations by cartoonist Brian Diskin make this volume an engaging and, more important, readable course you can pass with flying colors.

  4. Frequently Asked Questions about Genetic and Genomic Science

    Science.gov (United States)

    ... Genetic and Genomic Science and Research FAQ About Clinical Research FAQ About Genetic Research FAQ About Genetic and Genomic Science See Also: Talking Glossary of Genetic Terms Definitions for the genetic terms used on this page ...

  5. Answers to Teachers' Questions about the Next Generation Science Standards

    Science.gov (United States)

    Workosky, Cindy; Willard, Ted

    2015-01-01

    K-12 teachers of science have been digging into the "Next Generation Science Standards" ("NGSS") (NGSS Lead States 2013) to begin creating plans and processes for translating them for classroom instruction. As teachers learn about the NGSS, they have asked about the general structure of the standards document and how to read…

  6. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-01-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…

  7. Generating Testable Questions in the Science Classroom: The BDC Model

    Science.gov (United States)

    Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua

    2015-01-01

    Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…

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

    Science.gov (United States)

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

    2018-01-01

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

  9. A Question of Ethics: Themes in the Science Fiction Genre.

    Science.gov (United States)

    McNurlin, Kathleen Woitel

    1995-01-01

    Continues an article that began in the summer 1995 "Interdisciplinary Humanities." Examines ethical concerns about nuclear power, societal control, and prejudice articulated in science fiction literature. Authors studied include Ray Bradbury, Philip K. Dick, and Damon Knight. The earlier article covered literature concerned with ecology…

  10. Collaborating in Life Science Research Groups: The Question of Authorship

    Science.gov (United States)

    Muller, Ruth

    2012-01-01

    This qualitative study explores how life science postdocs' perceptions of contemporary academic career rationales influence how they relate to collaboration within research groups. One consequential dimension of these perceptions is the high value assigned to publications. For career progress, postdocs consider producing publications and…

  11. Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

    Science.gov (United States)

    Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2017-10-01

    Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

  12. Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

    Science.gov (United States)

    Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

    2012-06-01

    This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science

  13. The big questions in science the quest to solve the great unknowns

    CERN Document Server

    Birch, Hayley; Stuart, Colin

    2016-01-01

    What are the great scientific questions of our modern age and why don't we know the answers? The Big Questions in Science takes on the most fascinating and pressing mysteries we have yet to crack and explains how tantalizingly close science is to solving them (or how frustratingly out of reach they remain). Some, such as "Can we live forever? and "What makes us human? " are eternal questions; others, such as "How do we solve the population problem? " and "How do we get more energy from the sun? " are essential to our future survival. Written by experienced science writers, adept at translating the complicated concepts of "hard science" into an engaging and insightful discussion for the general reader, The Big Questions in Science grapples with 20 hot topics across the disciplines of biology, chemistry, physics, astronomy and computer science to ignite the inquistitive scientist in all of us.

  14. Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

    Science.gov (United States)

    Cone, Christina Schull

    Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

  15. Burning Questions in Gravity-Dependent Combustion Science

    Science.gov (United States)

    Urban, David; Chiaramonte, Francis P.

    2012-01-01

    Building upon a long history of spaceflight and ground based research, NASA's Combustion Science program has accumulated a significant body of accomplishments on the ISS. Historically, NASAs low-gravity combustion research program has sought: to provide a more complete understanding of the fundamental controlling processes in combustion by identifying simpler one-dimensional systems to eliminate the complex interactions between the buoyant flow and the energy feedback to the reaction zone to provide realistic simulation of the fire risk in manned spacecraft and to enable practical simulation of the gravitational environment experienced by reacting systems in future spacecraft. Over the past two decades, low-gravity combustion research has focused primarily on increasing our understanding of fundamental combustion processes (e.g. droplet combustion, soot, flame spread, smoldering, and gas-jet flames). This research program was highly successful and was aided by synergistic programs in Europe and in Japan. Overall improvements were made in our ability to model droplet combustion in spray combustors (e.g. jet engines), predict flame spread, predict soot production, and detect and prevent spacecraft fires. These results provided a unique dataset that supports both an active research discipline and also spacecraft fire safety for current and future spacecraft. These experiments have been conducted using the Combustion Integrated Rack (CIR), the Microgravity Science Glovebox and the Express Rack. In this paper, we provide an overview of the earlier space shuttle experiments, the recent ISS combustion experiments in addition to the studies planned for the future. Experiments in combustion include topics such as droplet combustion, gaseous diffusion flames, solid fuels, premixed flame studies, fire safety, and super critical oxidation processes.

  16. Questions as a tool for bridging science and everyday language games

    Science.gov (United States)

    Lundin, Mattias

    2007-01-01

    Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students' questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.

  17. Riddles of the Sphinx: Titan Science Questions at the End of Cassini-Huygens

    Science.gov (United States)

    Nixon, C. A.; Achterberg, R. K.; Buch, A.; Clark, R. N.; Coll, P.; Flasar, F. M.; Hayes, A. G.; Iess, L.; Lorenz, R. D.; Lopes, R.; Mastroguiseppe, M.; Raulin, F.; Smith, T.; Solomidou, A.; Sotin, C.; Strobel, D. F.; Turtle, E. P.; Vuitton, V.; West, R. A.; Yelle, R.

    2017-02-01

    The paper will describe the outstanding high-level questions for Titan science that are remaining at the end of the Cassini-Huygens mission, compiled by a cross-section of scientists from multiple instrument teams.

  18. The Big Science Questions About Mercury's Ice-Bearing Polar Deposits After MESSENGER

    Science.gov (United States)

    Chabot, N. L.; Lawrence, D. J.

    2018-05-01

    Mercury’s polar deposits provide many well-characterized locations that are known to have large expanses of exposed water ice and/or other volatile materials — presenting unique opportunities to address fundamental science questions.

  19. Questioning in Tongan Science Classrooms: A Pilot Study to Identify Current Practice, Barriers and Facilitators

    Science.gov (United States)

    Bay, Jacquie L.; Fohoko, Fehi; La'Akulu, Mumui; Leota, Ofa; Pulotu, Lesieli; Tu'Ipuloto, Sina; Tutoe, Salesi; Tovo, Oliveti; Vekoso, Ana; Pouvalu, Emeli H.

    2016-01-01

    Questioning is central to the development of scientific and health literacies. In exploring this concept, Tongan science teachers hypothesized that their ability to use and encourage questioning presented challenges in the context of Tongan social and cultural norms. This study set out to develop a peer-to-peer protocol to enable teachers to…

  20. What's in a Domain: Understanding How Students Approach Questioning in History and Science

    Science.gov (United States)

    Portnoy, Lindsay Blau; Rabinowitz, Mitchell

    2014-01-01

    How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of domain, age, and previous experience with content on the ways students approach questioning across history and science texts. In 3 experiments, 3rd-, 8th-, and 10th-grade students in large…

  1. A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science

    Directory of Open Access Journals (Sweden)

    Kirsi Tirri

    2012-01-01

    Full Text Available This study investigated the number and nature of gifted female and male students' scientific, societal, and moral questions concerning science. The participants (=658 of this study were 16–19-year-old international students from 55 countries and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools, and they had shown an interest towards science through competitions, school success, and their own research. The students were asked to formulate questions they would like to get answers to during the camp. The nature and number of the students' questions were analyzed with qualitative and quantitative content analysis. The results showed that the boys asked more scientific questions than the girls, and the girls asked more societal questions than the boys. The students asked less questions about morality than scientific or societal questions. The most common questions about morality were related to pollution and fresh air, environmental problems, and water protection. The results point to the need for teachers to teach socioscientific issues and discuss moral questions related to science.

  2. The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

    Science.gov (United States)

    Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

    2018-01-01

    The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

  3. So much more than just a list: exploring the nature of critical questioning in undergraduate sciences

    Science.gov (United States)

    Pedrosa-de-Jesus, Helena; Moreira, Aurora; Lopes, Betina; Watts, Mike

    2014-05-01

    Background: Critical thinking is one of the very highest orders of cognitive abilities and a key competency in higher education. Asking questions is an important component of rich learning experiences, structurally embedded in the operations of critical thinking. Our clear sense is that critical thinking and, within that, critical questioning, is heavily context dependent, in the sense that is applied, used by critical learners in a contextualised way. Purpose: Our research deals with enhancing science undergraduates' critical questioning. We are interested in understanding and describing the nature and development of students' critical questioning. The purpose is to conceptualise critical questioning as a competency, into three domains - knowledge, skills and attitudes/dispositions. We have no interest in a taxonomic category of context-free question-types called 'critical questions'. In contrast, our view is that 'being a critical questioner' trades heavily on context. Sources of evidence: Four cases are considered as illuminative of the dimensions of science undergraduates' critical questioning. Data were collected in natural learning environments through non-participant observation, audio-taping teacher-students interactions and semi-structured interviews. Students' written material resulting from diverse learning tasks was also collected. Main argument: Our supposition is that one vehicle for achieving university students as critical thinkers is to enable them not just to ask critical questions, but to be critical questioners. We relate critical questioning to three domains: (1) context, (2) competency and (3) delivery, and propose a model based on illuminating examples of the in-classroom action. Conclusions: The dimensions of the competency-context-delivery model provide a framework for describing successful student critical questioning, showing that students' capacity to be critical can be developed. It is possible, in our view, to generate critical

  4. Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

    Science.gov (United States)

    Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

    2017-02-01

    Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

  5. Using questions sent to an Ask-A-Scientist site to identify children's interests in science

    Science.gov (United States)

    Baram-Tsabari, Ayelet; Sethi, Ricky J.; Bry, Lynn; Yarden, Anat

    2006-11-01

    Interest is a powerful motivator; nonetheless, science educators often lack the necessary information to make use of the power of student-specific interests in the reform process of science curricula. This study suggests a novel methodology, which might be helpful in identifying such interests - using children's self-generated questions as an indication of their scientific interests. In this research, children's interests were measured by analyzing 1555 science-related questions submitted to an international Ask-A-Scientist Internet site. The analysis indicated that the popularity of certain topics varies with age and gender. Significant differences were found between children's spontaneous (intrinsically motivated) and school-related (extrinsically motivated) interests. Surprisingly, girls contributed most of the questions to the sample; however, the number of American girls dropped upon entering senior high school. We also found significant differences between girls' and boys' interests, with girls generally preferring biological topics. The two genders kept to their stereotypic fields of interest, in both their school-related and spontaneous questions. Children's science interests, as inferred from questions to Web sites, could ultimately inform classroom science teaching. This methodology extends the context in which children's interests can be investigated.

  6. Biology Question Generation from a Semantic Network

    Science.gov (United States)

    Zhang, Lishan

    Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from

  7. Science and Glyphosate: Questioning Orders. An Investigation in the Press in the Argentine Context

    Directory of Open Access Journals (Sweden)

    María Paula Blois

    2016-06-01

    Full Text Available In April 2009, the embryologist Andrés Carrasco made public in the newspaper Página 12 a research conducted in his laboratory on the damage caused by glyphosate, a key input for GMOs based agriculture. Released in the press before being subjected to peer review, research caused approvals and disproofs. Focusing on the actions of this embryologist and some events that took place following the publication in the newspaper, this work research the place of scientist that produced scientific knowledge while questioning his own role and his science. Pointing out that the study on glyphosate, the publication in the press and the question of the meaning of science that this scientist arises with insistence are part of the questioning of an order of things, concludes with a series of reflections about the possibility and type of questioning and possible changes.

  8. 6th international conference on Mars polar science and exploration: Conference summary and five top questions

    Science.gov (United States)

    Smith, Isaac B.; Diniega, Serina; Beaty, David W.; Thorsteinsson, Thorsteinn; Becerra, Patricio; Bramson, Ali; Clifford, Stephen M.; Hvidberg, Christine S.; Portyankina, Ganna; Piqueux, Sylvain; Spiga, Aymeric; Titus, Timothy N.

    2018-01-01

    We provide a historical context of the International Conference on Mars Polar Science and Exploration and summarize the proceedings from the 6th iteration of this meeting. In particular, we identify five key Mars polar science questions based primarily on presentations and discussions at the conference and discuss the overlap between some of those questions. We briefly describe the seven scientific field trips that were offered at the conference, which greatly supplemented conference discussion of Mars polar processes and landforms. We end with suggestions for measurements, modeling, and laboratory and field work that were highlighted during conference discussion as necessary steps to address key knowledge gaps.

  9. Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

    Science.gov (United States)

    Bazzul, Jesse

    2012-12-01

    This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

  10. Selective Attentional Effects of Adjunct Study Questions on Achievement in Nigerian Secondary School Science

    Science.gov (United States)

    Okoye, Nnamdi S.

    2008-01-01

    The study investigated the selective attentional effects of adjunct study questions inserted before or after the presentation of science flow diagrams. The basic design for the study was a post-test only control group design involving a total of 252 students randomly selected from six secondary schools in Ile-Ife, Oshun State Nigeria. These were…

  11. Questioning the Fidelity of the "Next Generation Science Standards" for Astronomy and Space Sciences Education

    Science.gov (United States)

    Slater, Stephanie J.; Slater, Timothy F.

    2015-01-01

    Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country…

  12. How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges

    Science.gov (United States)

    Kwah, Helen

    2012-12-01

    In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

  13. If reform of science education is the answer - what were the questions?

    DEFF Research Database (Denmark)

    2003-01-01

    questions remain open: What is the aim of modern natural science education? How can the teaching methods and curriculum structure best support all this? How are changes of teaching practices best initiated? How does the university teacher improve his or her own teaching? These questions were addressed......At most Danish universities dramatic changes of the natural science programmes are under way. These changes are carried out both in response to external forces, and to internal ones, such as the need to rethink curriculum and pedagogy. But while the answer - structural reforms - is clear, the major...... at the third May Conference of the Centre for Educational Development in University Science (Dansk Center for Naturvidenskabsdidaktik, DCN), 22 -23 May, 2003, in Korsør, Denmark. This publication contains presentations given at the conference by keynote speakers. Further, it includes extensive reports from...

  14. Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.

    Science.gov (United States)

    Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

    2018-05-11

    Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.

  15. Ensuring the Enduring Viability of the Space Science Enterprise: New Questions, New Thinking, New Paradigms

    Science.gov (United States)

    Arenberg, Jonathan; Conti, Alberto; Atkinson, Charles

    2017-01-01

    Pursuing ground breaking science in a highly cost and funding constrained environment presents new challenges to the development of future space astrophysics missions. Within the conventional cost models for large observatories, executing a flagship “mission after next” appears to be unstainable. To achieve our nation’s space astrophysics ambitions requires new paradigms in system design, development and manufacture. Implementation of this new paradigm requires that the space astrophysics community adopt new answers to a new set of questions. This paper will discuss the origins of these new questions and the steps to their answers.

  16. The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

    Science.gov (United States)

    Kim, Mijung

    This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in

  17. Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.

    NARCIS (Netherlands)

    Eijsvogels, T.M.H.; Brand, T.L. van den; Hopman, M.T.E.

    2013-01-01

    In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade <6), moderate (grade 6-8) and excellent

  18. A two-question method for assessing gender categories in the social and medical sciences.

    Science.gov (United States)

    Tate, Charlotte Chuck; Ledbetter, Jay N; Youssef, Cris P

    2013-01-01

    Three studies (N = 990) assessed the statistical reliability of two methods of determining gender identity that can capture transgender spectrum identities (i.e., current gender identities different from birth-assigned gender categories). Study 1 evaluated a single question with four response options (female, male, transgender, other) on university students. The missing data rate was higher than the valid response rates for transgender and other options using this method. Study 2 evaluated a method of asking two separate questions (i.e., one for current identity and another for birth-assigned category), with response options specific to each. Results showed no missing data and two times the transgender spectrum response rate compared to Study 1. Study 3 showed that the two-question method also worked in community samples, producing near-zero missing data. The two-question method also identified cisgender identities (same birth-assigned and current gender identity), making it a dynamic and desirable measurement tool for the social and medical sciences.

  19. Priority questions for the science, policy and practice of cultural landscapes in Europe

    DEFF Research Database (Denmark)

    Hernandez Morcillo, Monica; Bieling, Claudia; Bürgi, Matthias

    2017-01-01

    that the research question that addressed the issue of how to secure sustainable cultural landscapes where they are not economically profitable was the most important, with high level of agreement among all stakeholders. Alignment among the three groups was generally high; being higher between Ps–Ss and Ps–PMs than......The design of effective responses to safeguard cultural landscape values in Europe needs collaborative action among the stakeholders involved. Despite considerable progress triggered by the European Landscape Convention (ELC) and other initiatives to link landscape science, policy and practice......-like process with the research community in this field. In a second phase, the questions were prioritized by three stakeholder groups: scientists (Ss), policy-makers (PMs) and practitioners (Ps). The importance ranks and the similarity between groups’ priorities were calculated and analyzed. Results: We found...

  20. Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.

    Science.gov (United States)

    Eijsvogels, Thijs M H; van den Brand, Tessa L; Hopman, Maria T E

    2013-11-01

    In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade age and examination preference on this score. Data were collected for 452 first-year medical and biomedical science students during three distinct course examinations: one examination with EMQ only, one with MCQ only and one mixed examination (including EMQ and MCQ). Logistic regression analysis revealed that MCQ examination was 3 times better in identifying poor students compared with EMQ (RR 3.0, CI 2.0-4.5), whereas EMQ better detected excellent students (average grade ≥8) (RR 1.93, CI 1.47-2.53). Mixed examination had comparable characteristics to MCQ. Sex and examination preference did not impact the score of the student. Students ≥20 years had a 4-fold higher risk ratio of obtaining a poor grade (<6) compared with students ≤18 years old (RR 4.1, CI 2.1-8.0). Given the strong discriminative capacity of MCQ examinations to identify poor students, we recommend the use of this type of examination during the propaedeutic phase of medicine and biomedical science study programmes, in the light of the binding study advice.

  1. Molecular biology in marine science: Scientific questions, technological approaches, and practical implications

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1994-12-31

    This report describes molecular techniques that could be invaluable in addressing process-oriented problems in the ocean sciences that have perplexed oceanographers for decades, such as understanding the basis for biogeochemical processes, recruitment processes, upper-ocean dynamics, biological impacts of global warming, and ecological impacts of human activities. The coupling of highly sophisticated methods, such as satellite remote sensing, which permits synoptic monitoring of chemical, physical, and biological parameters over large areas, with the power of modern molecular tools for ``ground truthing`` at small scales could allow scientists to address questions about marine organisms and the ocean in which they live that could not be answered previously. Clearly, the marine sciences are on the threshold of an exciting new frontier of scientific discovery and economic opportunity.

  2. Floating Forests: Validation of a Citizen Science Effort to Answer Global Ecological Questions

    Science.gov (United States)

    Rosenthal, I.; Byrnes, J.; Cavanaugh, K. C.; Haupt, A. J.; Trouille, L.; Bell, T. W.; Rassweiler, A.; Pérez-Matus, A.; Assis, J.

    2017-12-01

    Researchers undertaking long term, large-scale ecological analyses face significant challenges for data collection and processing. Crowdsourcing via citizen science can provide an efficient method for analyzing large data sets. However, many scientists have raised questions about the quality of data collected by citizen scientists. Here we use Floating-Forests (http://floatingforests.org), a citizen science platform for creating a global time series of giant kelp abundance, to show that ensemble classifications of satellite data can ensure data quality. Citizen scientists view satellite images of coastlines and classify kelp forests by tracing all visible patches of kelp. Each image is classified by fifteen citizen scientists before being retired. To validate citizen science results, all fifteen classifications are converted to a raster and overlaid on a calibration dataset generated from previous studies. Results show that ensemble classifications from citizen scientists are consistently accurate when compared to calibration data. Given that all source images were acquired by Landsat satellites, we expect this consistency to hold across all regions. At present, we have over 6000 web-based citizen scientists' classifications of almost 2.5 million images of kelp forests in California and Tasmania. These results are not only useful for remote sensing of kelp forests, but also for a wide array of applications that combine citizen science with remote sensing.

  3. The Concept of Ideology in Analysis of Fundamental Questions in Science Education

    Science.gov (United States)

    Säther, Jostein

    The use of the concept of `ideology' in interpretation of science education curricula, textbooks and various practises is reviewed, and examples are given by referring to Norwegian curricula and textbooks. The term is proposed to be used in a broad sense about any kind of action-oriented theory based on a system of ideas, or any attempt to approach politics in the light of a system of ideas. Politics in this context is about shaping of education, and is related to forces (i.e., hypothetical impacts of idea systems) which may legitimise, change, or criticise social practices. The focus is (although not in every case) on the hidden, unconscious and critical aspects. The notion ideological aspects is proposed to be related to metaphysical-ontological, epistemological and axiological claims and connotations. Examples of educational issues concerning e.g., aims, compartmentalisation, integration, and fundamentally different ideas about truth, learning and man are mentioned. Searching for a single and unifying concept for the discussing of all of science education's fundamental questions seems however in vain. Therefore a wide range of concepts seems necessary to deepen our understanding of ``the fundamental questions''.

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

    Science.gov (United States)

    Davidson, Anne Burgess

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

  5. A Novel Multiple Choice Question Generation Strategy: Alternative Uses for Controlled Vocabulary Thesauri in Biomedical-Sciences Education.

    Science.gov (United States)

    Lopetegui, Marcelo A; Lara, Barbara A; Yen, Po-Yin; Çatalyürek, Ümit V; Payne, Philip R O

    2015-01-01

    Multiple choice questions play an important role in training and evaluating biomedical science students. However, the resource intensive nature of question generation limits their open availability, reducing their contribution to evaluation purposes mainly. Although applied-knowledge questions require a complex formulation process, the creation of concrete-knowledge questions (i.e., definitions, associations) could be assisted by the use of informatics methods. We envisioned a novel and simple algorithm that exploits validated knowledge repositories and generates concrete-knowledge questions by leveraging concepts' relationships. In this manuscript we present the development and validation of a prototype which successfully produced meaningful concrete-knowledge questions, opening new applications for existing knowledge repositories, potentially benefiting students of all biomedical sciences disciplines.

  6. A Template for Open Inquiry: Using Questions to Encourage and Support Inquiry in Earth and Space Science

    Science.gov (United States)

    Hermann, Ronald S.; Miranda, Rommel J.

    2010-01-01

    This article provides an instructional approach to helping students generate open-inquiry research questions, which the authors call the "open-inquiry question template." This template was created based on their experience teaching high school science and preservice university methods courses. To help teachers implement this template, they…

  7. On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations

    Science.gov (United States)

    Nunez, Rafael

    2012-01-01

    "The Journal of the Learning Sciences" has devoted this special issue to the study of embodied cognition (as it applies to mathematics), a topic that for several decades has gained attention in the cognitive sciences and in mathematics education, in particular. In this commentary, the author aims to address crucial questions in embodied…

  8. Research perspectives on the public and fire management: a synthesis of current social science on eight essential questions

    Science.gov (United States)

    Sarah M. McCaffrey; Christine S. Olsen

    2012-01-01

    As part of a Joint Fire Science Program project, a team of social scientists reviewed existing fire social science literature to develop a targeted synthesis of scientific knowledge on the following questions: 1. What is the public's understanding of fire's role in the ecosystem? 2. Who are trusted sources of information about fire? 3. What are the public...

  9. The penultimate curiosity how science swims in the slipstream of ultimate questions

    CERN Document Server

    Wagner, Roger

    2016-01-01

    This book sets out to answer one of the most important, vexed, and profound questions about the development of human thought: What lies at the root of the long entanglement between science and religion? Why throughout our journey from cave painting to quantum physics have attempts to describe the physical world that we can see been so closely enmeshed with the aspiration to see beyond the rim of the visible world? The university cities of Oxford and Cambridge each contain a remarkable invocation with a fascinating history. Both are set in the seminal scientific buildings of the university, and both articulate a connection between science and faith. How did they come to be there, and what connects them? The curiosity that leads to the search for religious understanding and the curiosity that leads to the search for scientific understanding have common origins in aspects of the human mind that go back as far as the earliest records of human intellectual endeavour. Their relationship developed as the categories ...

  10. Scientific Grand Challenges: Forefront Questions in Nuclear Science and the Role of High Performance Computing

    International Nuclear Information System (INIS)

    Khaleel, Mohammad A.

    2009-01-01

    This report is an account of the deliberations and conclusions of the workshop on 'Forefront Questions in Nuclear Science and the Role of High Performance Computing' held January 26-28, 2009, co-sponsored by the U.S. Department of Energy (DOE) Office of Nuclear Physics (ONP) and the DOE Office of Advanced Scientific Computing (ASCR). Representatives from the national and international nuclear physics communities, as well as from the high performance computing community, participated. The purpose of this workshop was to (1) identify forefront scientific challenges in nuclear physics and then determine which-if any-of these could be aided by high performance computing at the extreme scale; (2) establish how and why new high performance computing capabilities could address issues at the frontiers of nuclear science; (3) provide nuclear physicists the opportunity to influence the development of high performance computing; and (4) provide the nuclear physics community with plans for development of future high performance computing capability by DOE ASCR.

  11. In praise of simple physics the science and mathematics behind everyday questions

    CERN Document Server

    Nahin, Paul J

    2016-01-01

    Physics can explain many of the things that we commonly encounter. It can tell us why the night is dark, what causes the tides, and even how best to catch a baseball. With In Praise of Simple Physics, popular math and science writer Paul Nahin presents a plethora of situations that explore the science and math behind the wonders of everyday life. Roaming through a diverse range of puzzles, he illustrates how physics shows us ways to wring more energy from renewable sources, to measure the gravity in our car garages, to figure out which of three light switches in the basement controls the light bulb in the attic, and much, much more. How fast can you travel from London to Paris? How do scientists calculate the energy of an atomic bomb explosion? How do you kick a football so it stays in the air and goes a long way downfield? Nahin begins with simpler problems and progresses to more challenging questions, and his entertaining, accessible, and scientifically and mathematically informed explanations are all punc...

  12. Scientific Grand Challenges: Forefront Questions in Nuclear Science and the Role of High Performance Computing

    Energy Technology Data Exchange (ETDEWEB)

    Khaleel, Mohammad A.

    2009-10-01

    This report is an account of the deliberations and conclusions of the workshop on "Forefront Questions in Nuclear Science and the Role of High Performance Computing" held January 26-28, 2009, co-sponsored by the U.S. Department of Energy (DOE) Office of Nuclear Physics (ONP) and the DOE Office of Advanced Scientific Computing (ASCR). Representatives from the national and international nuclear physics communities, as well as from the high performance computing community, participated. The purpose of this workshop was to 1) identify forefront scientific challenges in nuclear physics and then determine which-if any-of these could be aided by high performance computing at the extreme scale; 2) establish how and why new high performance computing capabilities could address issues at the frontiers of nuclear science; 3) provide nuclear physicists the opportunity to influence the development of high performance computing; and 4) provide the nuclear physics community with plans for development of future high performance computing capability by DOE ASCR.

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

    Science.gov (United States)

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

    2011-03-01

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

  14. [The mixed design in nursing sciences or when a question of research calls for qualitative and quantitative strategies].

    Science.gov (United States)

    Bourgault, Patricia; Gallagher, Frances; Michaud, Cécile; Saint-Cyr-Tribble, Denise

    2010-12-01

    The use of a mixed method research design raises many questions, especially regarding the paradigmatic position. With this paradigm, we may consider the mixed method design as the best way of answering a research question and the latter orients to one of the different subtypes of mixed method design. To illustrate the use of this kind of design, we propose a study such as conducted in nursing sciences. In this article, the challenges raised by the mixed method design, and the place of this type of research in nursing sciences is discussed.

  15. Questions Asked by Primary Student Teachers about Observations of a Science Demonstration

    Science.gov (United States)

    Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa

    2011-01-01

    Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the…

  16. Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science

    Science.gov (United States)

    Heiner, Cecily

    2009-01-01

    Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

  17. How the question of innovation is addressed by the social sciences

    Directory of Open Access Journals (Sweden)

    Jean Corneloup

    2009-07-01

    Full Text Available Although innovation has today become a topical notion, given its fundamental importance in understanding the economy and the way our society adapts to its development goals, its characteristics and principles nevertheless need to be defined. While the 20th century was marked by important technological, political, economic and cultural changes, the current era seems to be increasingly bent on imposing innovation as a motor for the development of society. It is therefore important to understand how the question of innovation is currently being addressed, and in turn this involves looking at the different ways in which the innovative process is interpreted. Between the notional approach, which often remains vague and somewhat basic, and the theoretical approaches that attempt to present different perspectives for ways of understanding the innovation process, the path of knowledge is very often compartmentalized by the different scientific disciplines. In this paper, we will attempt to show the tensions and combinations that exist between the different approaches adopted by the management sciences, sociology, economics and geography in attempting to understand the innovative process. To do so, we will focus our study on the firm and the territory (as the spatial dimension of innovation, elements that have already been the subject of numerous studies to understand the forces participating in the production of novelty.Si l’innovation est devenue aujourd’hui une notion d’actualité tant elle apparaît comme fondamentale pour penser l’économie et l’adaptation de notre société à son projet de développement, reste à en définir les caractéristiques et les principes. Si le XX° siècle a été marqué par des changements importants sur un plan technologique, politique, économique ou encore culturel, l’époque actuelle semble redoubler d’efforts pour imposer l’innovation comme moteur du développement de la société. Reste alors

  18. Managing ocean information in the digital era--events in Canada open questions about the role of marine science libraries.

    Science.gov (United States)

    Wells, Peter G

    2014-06-15

    Information is the foundation of evidence-based policies for effective marine environmental protection and conservation. In Canada, the cutback of marine science libraries introduces key questions about the role of such institutions and the management of ocean information in the digital age. How vital are such libraries in the mission of studying and protecting the oceans? What is the fate and value of the massive grey literature holdings, including archival materials, much of which is not in digital form but which often contains vital data? How important is this literature generally in the marine environmental sciences? Are we likely to forget the history of the marine pollution field if our digital focus eclipses the need for and access to comprehensive collections and skilled information specialists? This paper explores these and other questions against the backdrop of unprecedented changes in the federal libraries, marine environmental science and legislation in Canada. Copyright © 2014 The Author. Published by Elsevier Ltd.. All rights reserved.

  19. Selective Attentional Effects of Textbook Study Questions on Student Learning in Science.

    Science.gov (United States)

    Holliday, William G.

    1981-01-01

    Reports results of a study testing a selective attentional model which predicted that textbook study questions adjunct to a flow diagram will focus students' attention more upon questioned information and less upon nonquestioned information. A picture-word diagram describing biogeochemical cycles to high school biology students (N=176) was used.…

  20. What's in a Domain: Understanding How Students Approach Questioning in History and Science

    Science.gov (United States)

    Portnoy, Lindsay Blau

    2013-01-01

    During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and…

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

    Science.gov (United States)

    Bristol, S.

    2014-12-01

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

  2. The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science.

    Science.gov (United States)

    Cano García, Francisco; García, Ángela; Berbén, A B G; Pichardo, M C; Justicia, Fernando

    2014-01-01

    Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) questioning-training by providing prompts; (G2) question-generation without any explicit instruction; and (G3) no question control. Participants' pre-test and post-test self-reported measures of metacognitive knowledge, self-regulation and learning approaches were collected and data analysed with multivariate and univariate analyses of covariance. (a) MANCOVA revealed a significant effect for group; (b) ANCOVAs showed the highest average gains for G1 and statistically significant between-group differences in the two components of metacognition: metacognitive knowledge and self-regulation; and (c) the direction of these differences seemed to vary in each of these components. Question-generation training influenced how students learned and studied, specifically their metacognition, and it had a medium to large effect size, which was somewhat related to the prompts used.

  3. Science Matters Podcast: Questions and Answers with EPA's Dr. Peter Grevatt

    Science.gov (United States)

    Listen to a podcast with Dr. Peter Grevatt, the director of EPA's Office of Children's Health Protection, as he answers questions about children's health, or read some of the highlights from the conversation here.

  4. Early Science Learning with a Virtual Tutor through Multimedia Explanations and Feedback on Spoken Questions

    Science.gov (United States)

    Hautala, Jarkko; Baker, Doris Luft; Keurulainen, Aleksi; Ronimus, Miia; Richardson, Ulla; Cole, Ronald

    2018-01-01

    The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a…

  5. Neoliberal Ideology, Global Capitalism, and Science Education: Engaging the Question of Subjectivity

    Science.gov (United States)

    Bazzul, Jesse

    2012-01-01

    This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater…

  6. « Questions de Sciences, Enjeux Citoyens » : à la recherche de l’expression citoyenne

    OpenAIRE

    Blémus, Nicolas

    2011-01-01

    Mis en place en Île-de-France en 2009, le dispositif « Questions de Sciences, Enjeux Citoyens » permet à la population, toutes catégories sociales confondues, de débattre sur les enjeux de société liés à la recherche et à la technologie : le responsable du projet revient sur la méthodologie et les protocoles développés, les savoir-faire mobilisés et dresse un premier bilan de l’opération. Set up in the ‘Île de France’ (Paris region) in 2009, the programme Questions on Sciences, Citizen sta...

  7. Que es la Ciencia? What Is Science? A Question for All Students.

    Science.gov (United States)

    Spurlin, Quincy; Blanco, George

    This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching…

  8. Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

    Science.gov (United States)

    Rahm, Jrène; Gorges, Anna

    2017-09-01

    In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

  9. The Effect of the Type of Achievement Grouping on Students' Question Generation in Science

    Science.gov (United States)

    Kaya, Sibel

    2015-01-01

    This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in…

  10. Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load

    Science.gov (United States)

    Huang, Kun; Chen, Ching-Huei; Wu, Wen-Shiuan; Chen, Wei-Yu

    2015-01-01

    This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the…

  11. Questionable, Objectionable or Criminal? Public Opinion on Data Fraud and Selective Reporting in Science.

    Science.gov (United States)

    Pickett, Justin T; Roche, Sean Patrick

    2018-02-01

    Data fraud and selective reporting both present serious threats to the credibility of science. However, there remains considerable disagreement among scientists about how best to sanction data fraud, and about the ethicality of selective reporting. The public is arguably the largest stakeholder in the reproducibility of science; research is primarily paid for with public funds, and flawed science threatens the public's welfare. Members of the public are able to make meaningful judgments about the morality of different behaviors using moral intuitions. Legal scholars emphasize that to maintain legitimacy, social control policies must be developed with some consideration given to the public's moral intuitions. Although there is a large literature on popular attitudes toward science, there is no existing evidence about public opinion on data fraud or selective reporting. We conducted two studies-a survey experiment with a nationwide convenience sample (N = 821), and a follow-up survey with a representative sample of US adults (N = 964)-to explore community members' judgments about the morality of data fraud and selective reporting in science. The findings show that community members make a moral distinction between data fraud and selective reporting, but overwhelmingly judge both behaviors to be immoral and deserving of punishment. Community members believe that scientists who commit data fraud or selective reporting should be fired and banned from receiving funding. For data fraud, most Americans support criminal penalties. Results from an ordered logistic regression analysis reveal few demographic and no significant partisan differences in punitiveness toward data fraud.

  12. How Commercial and "Violent" Video Games Can Promote Culturally Sensitive Science Learning: Some Questions and Challenges

    Science.gov (United States)

    Kwah, Helen

    2012-01-01

    In their paper, Munoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Munoz and El-Hani take a more creative route and include games such as Fallout 3[R] precisely because they are popular and they reproduce ideological and…

  13. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  14. Exploring Pre-Service Science Teacher Methods and Strategies for the Driving Questions in Research Inquiry: From Consulting an Instructor to Group Discussion

    Science.gov (United States)

    Aydin, Miraç

    2016-01-01

    An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…

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

    Science.gov (United States)

    Cavagnetto, Andy Roy

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

  16. Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training.

    Science.gov (United States)

    Souvignier, Elmar; Kronenberger, Julia

    2007-12-01

    There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like 'jigsaw'. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher-guided instruction. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre-test, post-test and delayed test. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher-guided instruction. Differential analyses revealed that 'experts' learned more than students in teacher-guided instruction, whereas 'novices' were outperformed by the students in the control classes. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students.

  17. Review: To be or not to be an identifiable model. Is this a relevant question in animal science modelling?

    Science.gov (United States)

    Muñoz-Tamayo, R; Puillet, L; Daniel, J B; Sauvant, D; Martin, O; Taghipoor, M; Blavy, P

    2018-04-01

    What is a good (useful) mathematical model in animal science? For models constructed for prediction purposes, the question of model adequacy (usefulness) has been traditionally tackled by statistical analysis applied to observed experimental data relative to model-predicted variables. However, little attention has been paid to analytic tools that exploit the mathematical properties of the model equations. For example, in the context of model calibration, before attempting a numerical estimation of the model parameters, we might want to know if we have any chance of success in estimating a unique best value of the model parameters from available measurements. This question of uniqueness is referred to as structural identifiability; a mathematical property that is defined on the sole basis of the model structure within a hypothetical ideal experiment determined by a setting of model inputs (stimuli) and observable variables (measurements). Structural identifiability analysis applied to dynamic models described by ordinary differential equations (ODEs) is a common practice in control engineering and system identification. This analysis demands mathematical technicalities that are beyond the academic background of animal science, which might explain the lack of pervasiveness of identifiability analysis in animal science modelling. To fill this gap, in this paper we address the analysis of structural identifiability from a practitioner perspective by capitalizing on the use of dedicated software tools. Our objectives are (i) to provide a comprehensive explanation of the structural identifiability notion for the community of animal science modelling, (ii) to assess the relevance of identifiability analysis in animal science modelling and (iii) to motivate the community to use identifiability analysis in the modelling practice (when the identifiability question is relevant). We focus our study on ODE models. By using illustrative examples that include published

  18. Questioning the Questions

    Science.gov (United States)

    Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

    2010-01-01

    Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of…

  19. Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science

    Science.gov (United States)

    Smith, Michelle K.; Annis, Seanna L.; Kaplan, Jennifer J.; Drummond, Frank

    2012-01-01

    Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

  20. Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

    Directory of Open Access Journals (Sweden)

    Michelle K Smith

    Full Text Available Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

  1. Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

    Science.gov (United States)

    Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

    2012-01-01

    Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

  2. Is victim identity in genocide a question of science or law? The scientific perspective, with special reference to Darfur.

    Science.gov (United States)

    Komar, Debra

    2008-09-01

    In genocide, victims must represent an ethnic, racial, religious or national group. But is victim identity a question of science or law? Must victims be a socially recognized group or can group identity exist solely in the mind of the perpetrator? This question is relevant to the on-going crisis in Darfur. The "Arab-on-African" violence depicted in the media encompasses identities not shared by Darfurians. This study details an evaluation of victim identity in Darfur, based on field research and literature review. Darfurians are defined by subsistence strategy and economic groups are not protected under genocide law. Whether Darfur is genocide depends on whether victims must conform to scientific group classifications or need only be defined by their relationship to the perpetrators.

  3. Geomorphic and vegetation processes of the Willamette River floodplain, Oregon: current understanding and unanswered science questions

    Science.gov (United States)

    Wallick, J. Rose; Jones, Krista L.; O'Connor, Jim E.; Keith, Mackenzie K.; Hulse, David; Gregory, Stanley V.

    2013-01-01

    are now largely stable in response to flow regulation and revetment construction. The upper Willamette and North Santiam Rivers retain some dynamic characteristics, and provide the greatest diversity of aquatic and riparian habitats under the current flow and sediment regime. The McKenzie River has some areas that are more dynamic, whereas other sections are stable due to geology or revetments. Historical reductions in channel dynamism also have implications for ongoing and future recruitment and succession of floodplain forests. For instance, the succession of native plants like black cottonwood is currently limited by (1) fewer low-elevation gravel bars for stand initiation; (2) altered streamflow during seed release, germination, and stand initiation; (3) competition from introduced plant species; and (4) frequent erosion of young vegetation in some locations because scouring flows are concentrated within a narrow channel corridor. Despite past alterations, the Willamette River Basin has many of the physical and ecological building blocks necessary for highly functioning rivers. Management strategies, including environmental flow programs, river and floodplain restoration, revetment modifications, and reclamation of gravel mines, are underway to mitigate some historical changes. However, there are some substantial gaps in the scientific understanding of the modern Willamette basin that is needed to efficiently integrate these blocks and to establish realistic objectives for future conditions. Unanswered questions include: 1. What is the distribution and diversity of landforms and habitats along the Willamette River and its tributaries?

  4. The Interdisciplinarity in the Students' Questions in Science Classes of the Elementary School: Contributions of Discursive Textual Analysis

    Directory of Open Access Journals (Sweden)

    Maurivan Güntzel Ramos

    2017-12-01

    Full Text Available The article presents the analysis of 342 questions on the theme "Water", proposed by 114 students from three elementary schools in the South region of Brazil, in order to identify interdisciplinary articulations associated with complex thinking present in these questions. The research sought to answer the following question: What revelations can emerge from the analysis of student's questions about a specific topic of study, such as "Water", in relation to interdisciplinarity and complex thinking? From the discursive textual analysis of the questions, two categories emerged: disciplinary questions; and interdisciplinary questions. The examination of the content of the categories enabled the writing of metatexts that reveal that in the text of most of the students' questions, is present a complex mode of thinking and interdisciplinary relationships, since 77.8% of the questions belong to second category. This can be an indication to teachers of how to initiate pedagogical actions, whose focus is interdisciplinarity.

  5. Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions across the Inquiry Continuum

    Science.gov (United States)

    Biggers, Mandy

    2018-01-01

    Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in…

  6. On the Meaning of Element in the Science of Italic Tradition, the Question of Physical Objectivity (and/or Physical Meaning) and Quantum Mechanics

    Science.gov (United States)

    Boscarino, Giuseppe

    2006-06-01

    It is questioned: Is quantum mechanics a new science or a new (or rather old) philosophy of physical science? It is shown that Einstein's attempt in his article of 1935 to bring the concept of "element" from the classical (we call it Italic) philosophical-epistemological tradition, which goes under the names of Pythagoras Parmenides, Democritus, and Newton, into quantum mechanical theory is unclear, inadequate and contradictory.

  7. Comment est abordée la question de l’innovation dans les sciences sociales ?

    Directory of Open Access Journals (Sweden)

    Jean Corneloup

    2009-07-01

    Full Text Available Si l’innovation est devenue aujourd’hui une notion d’actualité tant elle apparaît comme fondamentale pour penser l’économie et l’adaptation de notre société à son projet de développement, reste à en définir les caractéristiques et les principes. Si le XXe siècle a été marqué par des changements importants sur un plan technologique, politique, économique ou encore culturel, l’époque actuelle semble redoubler d’efforts pour imposer l’innovation comme moteur du développement de la société. Reste alors à comprendre la manière dont cette question est abordée actuellement qui renvoie à différentes lectures de cet objet. Entre l’approche notionnelle qui reste bien souvent floue et assez sommaire et les approches théoriques qui tentent de nous présenter différentes perspectives pour comprendre la démarche innovante, le chemin de la connaissance est bien souvent compartimenté par disciplines scientifiques. Dans le cadre de cet écrit, on tentera de montrer l’existence de tensions et de combinaisons entre les approches en sciences de gestion, en sociologie, en économie et en géographie dans leur façon d’aborder le processus innovant. Pour exposer ce mouvement, on prendra comme sujet d’étude l’entreprise et le territoire qui sont l’objet de nombreux travaux pour comprendre les forces qui participent à la production de la nouveauté.Although innovation has today become a topical notion, given its fundamental importance in understanding the economy and the way our society adapts to its development goals, its characteristics and principles nevertheless need to be defined. While the 20th century was marked by important technological, political, economic and cultural changes, the current era seems to be increasingly bent on imposing innovation as a motor for the development of society. It is therefore important to understand how the question of innovation is currently being addressed, and in turn

  8. The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

    Science.gov (United States)

    Eason, Grace Teresa

    The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

  9. 3. THE NATIONAL ACADEMIC UNCONSCIOUS IN QUESTION. HISTORY OF CONCEPTS, HISTORICAL SEMANTICS, CRITICAL SOCIOLOGY OF LEXICAL USAGE WITHIN THE SOCIAL SCIENCES

    Directory of Open Access Journals (Sweden)

    Olivier Christin

    2013-08-01

    Full Text Available A few years ago, together with Franz Schultheis, of the University of Saint-Gallen and coordinator of the social sciences network ESSE, we chose to study the international circulation of the categories and concepts that are in use in European social sciences. With the publication of the Dictionnaire des concepts  nomades (“Dictionary of nomadic concepts”, that includes only a small number of quite lengthy entries, what we tried to propose were not ready-made solutions, or vademecums for the comparative academic, but a series of questions, or rather the means to ask crucial questions for anyone who practises history, political science, history of economic ideas, or comparative sociology. We did so with two considerations in mind: one political, and the other academic, both of which I will evoke in turn in this paper.

  10. Conceptual Mobility and Entrenchment in Introductory Geoscience Courses: New Questions Regarding Physics' and Chemistry's Role in Learning Earth Science Concepts

    Science.gov (United States)

    Anderson, Steven W.; Libarkin, Julie C.

    2016-01-01

    Nationwide pre- and posttesting of introductory courses with the Geoscience Concept Inventory (GCI) shows little gain for many of its questions. Analysis of more than 3,500 tests shows that 22 of the 73 GCI questions had gains of <0.03, and nearly half of these focused on basic physics and chemistry. We also discovered through an assessment of…

  11. Unquestioned answers or unanswered questions: beliefs about science guide responses to uncertainty in climate change risk communication.

    Science.gov (United States)

    Rabinovich, Anna; Morton, Thomas A

    2012-06-01

    In two experimental studies we investigated the effect of beliefs about the nature and purpose of science (classical vs. Kuhnian models of science) on responses to uncertainty in scientific messages about climate change risk. The results revealed a significant interaction between both measured (Study 1) and manipulated (Study 2) beliefs about science and the level of communicated uncertainty on willingness to act in line with the message. Specifically, messages that communicated high uncertainty were more persuasive for participants who shared an understanding of science as debate than for those who believed that science is a search for absolute truth. In addition, participants who had a concept of science as debate were more motivated by higher (rather than lower) uncertainty in climate change messages. The results suggest that achieving alignment between the general public's beliefs about science and the style of the scientific messages is crucial for successful risk communication in science. Accordingly, rather than uncertainty always undermining the effectiveness of science communication, uncertainty can enhance message effects when it fits the audience's understanding of what science is. © 2012 Society for Risk Analysis.

  12. Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

    Science.gov (United States)

    Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

    2016-07-01

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

  13. Why can't you scientists leave things alone? Science questioned in British films of the post-war period (1945-1970).

    Science.gov (United States)

    Jones, R

    2001-10-01

    Considerable attention has been paid to the representation of scientists as villains in horror and science fiction films, and to the part this has played in creating the public perception of scientists. But science and scientists have also been represented in films which do not fit readily with the conventions of these genres, and these "mainstream" films allow a more detailed investigation of the public perception of science at the time they were made. This paper examines a number of British mainstream films portraying scientists and science from the period 1945-1970 to see in what ways the conduct of science was being questioned. A concern with the political control of science and the resulting secrecy is evident in a number of the films. The criticism of scientists seems to come from two contradictory directions. Scientists were either seen as too detached and unconcerned about the consequences of their work, or they were too emotional and insufficiently objective. This is in part explained by newer, less deferential attitudes to science co-existing with the older, heroic view during the period under study.

  14. The Impossible Sustainability of the Bay of Brest? Fifty Years of Ecosystem Changes, Interdisciplinary Knowledge Construction and Key Questions at the Science-Policy-Community Interface

    Directory of Open Access Journals (Sweden)

    Olivier Ragueneau

    2018-04-01

    Full Text Available In this contribution, the study of the Bay of Brest ecosystem changes over the past 50 years is used to explore the construction of interdisciplinary knowledge and raise key questions that now need to be tackled at the science-policy-communities interface. The Bay of Brest is subject to a combination of several aspects of global change, including excessive nutrient inputs from watersheds and the proliferation of invasive species. These perturbations strongly interact, affecting positively or negatively the ecosystem functioning, with important impacts on human activities. We first relate a cascade of events over these five decades, linking farming activities, nitrogen, and silicon biogeochemical cycles, hydrodynamics of the Bay, the proliferation of an exotic benthic suspension feeder, the development of the Great scallop fisheries and the high biodiversity in maerl beds. The cascade leads to today's situation where toxic phytoplankton blooms become recurrent in the Bay, preventing the fishery of the great scallop and forcing the fishermen community to switch pray and alter the maerl habitat and the benthic biodiversity it hosts, despite the many scientific alerts and the protection of this habitat. In the second section, we relate the construction of the interdisciplinary knowledge without which scientists would never have been able to describe these changes in the Bay. Interdisciplinarity construction is described, first among natural sciences (NS and then, between natural sciences and human and social sciences (HSS. We finally ask key questions at the science-policy interface regarding this unsustainable trend of the Bay: How is this possible, despite decades of joint work between scientists and fishermen? Is adaptive co-management a sufficient condition for a sustainable management of an ecosystem? How do the different groups (i.e., farmers, fishermen, scientists, environmentalists, with their diverse interests, take charge of this situation

  15. Four Questions

    Science.gov (United States)

    Hark-Weber, Amara G., Ed.

    2013-01-01

    The author is pleased to introduce a new section in "TAJ," Four Questions. The structure is simple: four questions are asked to teaching artists working in various media and locations. The questions are always the same, but because each teaching artist's approach is unique, their answers will provide an insight into particular methodologies that…

  16. Key science questions from the second conference on early Mars: geologic, hydrologic, and climatic evolution and the implications for life.

    Science.gov (United States)

    Beaty, David W; Clifford, Stephen M; Borg, Lars E; Catling, David C; Craddock, Robert A; Des Marais, David J; Farmer, Jack D; Frey, Herbert V; Haberle, Robert M; McKay, Christopher P; Newsom, Horton E; Parker, Timothy J; Segura, Teresa; Tanaka, Kenneth L

    2005-12-01

    In October 2004, more than 130 terrestrial and planetary scientists met in Jackson Hole, WY, to discuss early Mars. The first billion years of martian geologic history is of particular interest because it is a period during which the planet was most active, after which a less dynamic period ensued that extends to the present day. The early activity left a fascinating geological record, which we are only beginning to unravel through direct observation and modeling. In considering this time period, questions outnumber answers, and one of the purposes of the meeting was to gather some of the best experts in the field to consider the current state of knowledge, ascertain which questions remain to be addressed, and identify the most promising approaches to addressing those questions. The purpose of this report is to document that discussion. Throughout the planet's first billion years, planetary-scale processes-including differentiation, hydrodynamic escape, volcanism, large impacts, erosion, and sedimentation-rapidly modified the atmosphere and crust. How did these processes operate, and what were their rates and interdependencies? The early environment was also characterized by both abundant liquid water and plentiful sources of energy, two of the most important conditions considered necessary for the origin of life. Where and when did the most habitable environments occur? Did life actually occupy them, and if so, has life persisted on Mars to the present? Our understanding of early Mars is critical to understanding how the planet we see today came to be.

  17. Two-Dimensional Spectroscopy Is Being Used to Address Core Scientific Questions in Biology and Materials Science.

    Science.gov (United States)

    Petti, Megan K; Lomont, Justin P; Maj, Michał; Zanni, Martin T

    2018-02-15

    Two-dimensional spectroscopy is a powerful tool for extracting structural and dynamic information from a wide range of chemical systems. We provide a brief overview of the ways in which two-dimensional visible and infrared spectroscopies are being applied to elucidate fundamental details of important processes in biological and materials science. The topics covered include amyloid proteins, photosynthetic complexes, ion channels, photovoltaics, batteries, as well as a variety of promising new methods in two-dimensional spectroscopy.

  18. Curiosity Questions

    Science.gov (United States)

    Nelsen, Jane; DeLorenzo, Chip

    2010-01-01

    Have you ever found yourself lecturing a child, with the best of intentions, in an attempt to help him or her learn a lesson or process a situation in a manner that you feel will be productive? Curiosity questions, which the authors also call What and How questions, help children process an experience, event, or natural consequence so that they…

  19. Nuclear questions

    International Nuclear Information System (INIS)

    Berg, Eugene

    2012-01-01

    Civilian and military nuclear questions fill a multitude of publications these days, especially after the Japanese tsunami and the Fukushima disaster. The author analyses some of them and highlights the links between civil and military nuclear industries, the realities of the nuclear cycle and related industrial questions before concluding on the controversial issue of weapons and their proliferation potential

  20. Change is the only Constant: Community-Driven Questions, Indigenous Knowledge (IK) and Western Science Working Together - A Northern Perspective

    Science.gov (United States)

    Stimmelmayr, R.; Adams, B.; Harcharek, Q.; Pederson, M.; Brower, H., Jr.; Hepa, T.

    2017-12-01

    Hunter observations and many studies indicate that the Arctic is undergoing major changes in duration of seasonal sea ice extent and thickness, extreme weather patterns, more maritime traffic etc. Coupled to these environmental changes are noted changes in animal distribution, in migration routes and timing, in breeding season start, and arrival of new species to name just a few. The continuation of all these changes could negatively impact the rich marine mammal resources that are essential to Yupik and Iñupiat subsistence communities. The North Slope Borough Department of wildlife management community based marine mammal health research program aims to support the families and communities, as they, as in the past, continue to adapt to changing environmental conditions, changes in wildlife abundance and accessibility. Our program monitors the health of animals so we can detect diseases and contaminants early on that are of concern to people, provide veterinary medicine science based information to hunters regarding "healthy" and "hunter concern" catches, and address individual and "big picture" concerns about native food health and food security. Our collaborative work depends on IK and the sharing of knowledge. IK is an existing source of an integrated object and event-based data knowledge system with culturally rooted quantitative and qualitative aspects. It is characterized by built-in routine and periodic updating and comparison within a given spatial-temporal coverage (traditional use areas). It is the oldest on the ground wildlife health monitoring system of the Arctic. Hunters and communities provide in a meaningful spatial-temporal scale rich wildlife information and data on traditional subsistence resources. The IK based interpretation of ecological, physiological, behavioral, and pathological phenomena advances and expands western science based biological concepts.

  1. Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

    Science.gov (United States)

    Sanborn, Stephen

    Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

  2. Legacy question

    International Nuclear Information System (INIS)

    Healy, J.W.

    1977-01-01

    The legacy question discussed refers to the definition of appropriate actions in this generation to provide a world that will allow future generations to use the earth without excessive limitations caused by our use and disposal of potentially hazardous materials

  3. Thousand Questions

    DEFF Research Database (Denmark)

    2012-01-01

    (perhaps as an expanded Turing test) on its listeners. These questions are extracted in real-time from Twitter with the keyword search of the ‘?’ symbol to create a spatio-temporal experience. The computerized voice the audience hears is a collective one, an entanglement of humans and non-humans......In this work the network asks “If I wrote you a love letter would you write back?” Like the love letters which appeared mysteriously on the noticeboards of Manchester University’s Computer Department in the 1950s, thousands of texts circulate as computational processes perform the questions......, that circulates across networks. If I wrote you a love letter would you write back? (and thousands of other questions’ ) (封不回的情書?千言萬語無人回 was commissioned by the Microwave International New Media Festival 2012....

  4. Traveling questions

    DEFF Research Database (Denmark)

    Hoeyer, Klaus

    2016-01-01

    In this paper, I argue that uncertainty and nonknowledge, and not just research results, can be important vehicles of translation through which genetic research participation comes to affect the lives of research participants. Based on interviews with participants in a genetic research project, I....... Research questions, and not just results, may serve as a generative form of knowledge that can travel as fast as any answer....

  5. The Majority of Library Clients Still Use Person-to-Person Interaction When Asking Reference Questions. A review of: De Groote, Sandra L. “Questions Asked at the Virtual and Physical Health Sciences Reference Desk: How Do They Compare and What Do They Tell Us?” Medical Reference Services Quarterly 24.2 (Summer 2005: 11-23.

    Directory of Open Access Journals (Sweden)

    Suzanne Pamela Lewis

    2006-03-01

    Full Text Available Objective - To identify similarities and difference in the questions asked at the virtual and physical refernece desks of a helath scienmces library, in order to better undertand user needs and highlight areas for service improvement. Also to retrospectively analyze reference statistics collected over the previous six years. Design - Use study; retrospective study of reference statistics for the period July 1997 to June 2003; literature review. Setting - Large academic helath sciences library in the United States. Subjects - All questions asked at the reference and information desks, plus questions submitted to the University-wide virtual reference service and answered by a health sciences librarian, over a period of one month. The questions were asked by faculty, staff, students and members of the public. Methods - A literature review was carried out to examine the types of information/reference questions typically asked in health sciences libraries both before and after the mass introduction of remote end-user searching of online resources and the establishment of virtual reference services. Next, the reference statistics collected at the University of Illinois at Chicage (UIC Library of the Health Sciences between July 1997 and June 2003 were examined. For most of this period a digital reference service was offered using a listserv address to which patrons would submit email queries. Beginning in March 2003, a formal virtual reference service (chat and email was provided using commercial software. Finally, data was gathered on questions answered by a health sciences librarians, and clients who asked the question, at either the physical or cirtual reference desk, during the month of November 2003 at the UIC Library of the Health Sciences. Library staff completed an online survey form for each question, and if a client asked more than one question, each question was coded individually. Data included: status of client using the service (faculty

  6. Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions Across the Inquiry Continuum

    Science.gov (United States)

    Biggers, Mandy

    2018-02-01

    Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.

  7. Interview Questions with Bentham Scientific

    Science.gov (United States)

    Mather, John C.

    2013-01-01

    John Mather answers questions for an interview for the Bentham Science Newsletter. He covers topics ranging from his childhood, his professional career and his thoughts on research, technology and today's scientists and engineers.

  8. The mandible opening response: quantifying aggression elicited by chemical cues in ants

    DEFF Research Database (Denmark)

    Guerrieri, Fernando J; d'Ettorre, Patrizia

    2008-01-01

    Social insects have evolved efficient recognition systems guaranteeing social cohesion and protection from enemies. To defend their territories and threaten non-nestmate intruders, ants open their mandibles as a first aggressive display. Albeit chemical cues play a major role in discrimination...... genus have more similar profiles. The antennae of harnessed ants were touched with a glass rod coated with the cuticular extract of (a) nestmates, (b) non-nestmates of the same species, (c) another species of the same genus and (d) a species of a different genus. The mandible opening response (MOR......) was recorded as the aggressive response. In all assayed species, MOR significantly differed among stimuli, being weakest towards nestmate odour and strongest towards odours originating from ants of a different genus. We thus introduce here a new procedure suitable for studying the chemical basis of aggression...

  9. Collaborative Chat Reference Service Effectiveness Varies by Question Type for Public Library Patrons. A review of: Kwon, Nahyun. ʺPublic Library Patronsʹ Use of Collaborative Chat Reference Service: The Effectiveness of Question Answering by Question Type.ʺ Library & Information Science Research 29.1 (Mar. 2007: 70‐91.

    Directory of Open Access Journals (Sweden)

    Stephanie Hall

    2008-03-01

    Full Text Available Objective – To assess the effectiveness of a collaborative chat reference service in answering different types of question. Specifically, the study compares the degree of answer completion and the level of user satisfaction for simple factual questions vs. more in‐depth subject‐based reference questions, and for ‘local’ (pertaining to a particular library and non‐local questions.Design – Content analysis of 415 transcripts of reference transactions, which were also compared to corresponding user satisfaction survey results.Setting – An online collaborative reference service offered by a large public library system (33 branch and regional locations. This service is part of the Metropolitan Cooperative Library System: a virtual reference consortium of U.S. libraries (public, academic, special, and corporate that provides 24/7 service.Subjects – Reference librarians from around the U.S. (49 different libraries, and users logging into the service via the public library system’s portal (primarily patrons of the 49 libraries. Method – Content analysis was used to evaluate virtual reference transcripts recorded between January and June, 2004. Reliability was enhanced through triangulation, with researchers comparing the content analysis of each transcript against the results of a voluntary exit survey. Of 1,387 transactions that occurred during the period of study, 420 users completed the survey and these formed the basis of the study, apart from 5 transactions that were omitted because the questions were incomprehensible. Questions were examined and assigned to five categories: “simple, factual questions; subject‐based research questions; resource access questions; circulation‐related questions; and local library information inquiries” (80‐81. Answers were classed as either “completely answered, partially answered or unanswered, referred, and problematic endings” (82. Lastly, user satisfaction was surveyed on three

  10. VQABQ: Visual Question Answering by Basic Questions

    KAUST Repository

    Huang, Jia-Hong

    2017-03-19

    Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

  11. VQABQ: Visual Question Answering by Basic Questions

    KAUST Repository

    Huang, Jia-Hong; Alfadly, Modar; Ghanem, Bernard

    2017-01-01

    Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

  12. The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

    Science.gov (United States)

    Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

    2012-01-01

    Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

  13. The Earth Science Education Unit's Professional Development Workshop on "The Carbon Question--Cycling, Releasing, Capturing" for Teachers of Key Stages 3 and 4

    Science.gov (United States)

    King, Chris

    2014-01-01

    The revised National Curriculum for Science for key stages 3 and 4 (ages 11-16) in England provides the opportunity to develop a new coherent approach to teaching about the carbon cycle, the use of carbon as a fuel and the resulting issues. The Earth Science Education Unit (ESEU) intends to develop a new workshop to support the teaching of this…

  14. A Fraction of Political Science: Behind the Masks of the Discipline’s Status Revue, an Unexpected (Primordial Question Has Arisen: A Faculty or a Political School?

    Directory of Open Access Journals (Sweden)

    Dag Strpić

    2008-01-01

    Full Text Available The world academic literature shows that political science (in singular has been in such status for centuries, within (the plural of political sciences preceding today’s social sciences, within which political science has also been in a permanent synergetic “duality”, as a political science among other social sciences, with close collaboration with humanistic and even all other disciplines. For political science, then, “the way out of the plural” is possible only as a way out of social sciences, which is essentially argued for by Kasapović. This is not a trend anywhere in the world – because this would imply a way out of science in general. This is suggested by the academic literature which was not analysed by Kasapović or was not analysed against established academic rules, just as she did not analyse the “status of the discipline” against the conventional rules of profession and non--fiction genre – in the full scope of standard branches of political science. Without such a scope, what we get is in fact a “fractional” instead of “singular” political science. A review of the discipline cannot be replaced by a comparative analysis of political science educational institutions, particularly not at their undergraduate level, and especially not when it is pulled out of its complex academic, historical and social contexts and the context of “the building of institutions”. It can neither be replaced by the ideological and political accusations used by the author instead of a scientific argument. The orientation of the author’s and editor’s project as a political science ideal consequently suggests the establishment of a de facto political school of some sect instead of a faculty of political science which she allegedly seeks. The Faculty at which the author works can further develop successfully only through a more intensive development of national political science which is better embedded in global political

  15. The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education

    Science.gov (United States)

    Wilson, Thomas Royce

    2017-01-01

    Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when…

  16. Rhetorical questions or rhetorical uses of questions?

    Directory of Open Access Journals (Sweden)

    Špago Džemal

    2016-12-01

    Full Text Available This paper aims to explore whether some rhetorical questions contain certain linguistic elements or forms which would differentiate them from answer-eliciting and action-eliciting questions, and thereby hint at their rhetorical nature even outside the context. Namely, despite the fact that the same questions can be rhetorical in one context, and answer-eliciting in another, some of them are more likely to be associated with rhetorical or non-rhetorical use. The analysis is based on extensive data (over 1200 examples of rhetorical questions taken from 30 plays by two British and two American writers, and the results are expected to give an insight into whether we can talk about rhetorical questions or just a rhetorical use of questions.

  17. Nuclear questions; Le nucleaire en questions

    Energy Technology Data Exchange (ETDEWEB)

    Berg, Eugene

    2012-02-15

    Civilian and military nuclear questions fill a multitude of publications these days, especially after the Japanese tsunami and the Fukushima disaster. The author analyses some of them and highlights the links between civil and military nuclear industries, the realities of the nuclear cycle and related industrial questions before concluding on the controversial issue of weapons and their proliferation potential

  18. Nanodesign: some basic questions

    CERN Document Server

    Schommers, Wolfram

    2013-01-01

    There is no doubt that nanoscience will be the dominant direction for technology in this century, and that this science will influence our lives to a large extent as well as open completely new perspectives on all scientific and technological disciplines. To be able to produce optimal nanosystems with tailor-made properties, it is necessary to analyze and construct such systems in advance by adequate theoretical and computational methods. Since we work in nanoscience and nanotechnology at the ultimate level, we have to apply the basic laws of physics. What methods and tools are relevant here? The book gives an answer to this question. The background of the theoretical methods and tools is critically discussed, and also the world view on which these physical laws are based. Such a debate is not only of academic interest but is of highly general concern, and this is because we constantly move in nanoscience and nanotechnology between two extreme poles, between infinite life and total destruction . On the one ...

  19. Science du sol et développement agricole au Rwanda : état de la question (synthèse bibliographique

    Directory of Open Access Journals (Sweden)

    Rushemuka, PN.

    2014-01-01

    Full Text Available Soil science and agricultural development in Rwanda: state of the art. A review. Poor agricultural productivity remains a crucial problem in Rwanda in spite of numerous technological interventions, including aspects of soil management. The objective of this study was to draw lessons from the past with the view to better orient future interventions in soil fertility management. The literature review and iterative field observations were the sources of information. Findings from this study show that substantial progress has been made in the identification of different soil types and their spatial distribution. Factors related to low level of productivity have been identified and sustainable soil fertility management options have been developed at plot level. However, the widespread adoption of these technologies has been problematic. The main reason is the failure to tailor soil fertility management technologies to specific soil types. The study has demonstrated that the soil map of Rwanda (CPR for Carte Pédologique du Rwanda – 1:50,000 – offers a remarkable potential to constitute a tool to solve this problem. In practice however, the CPR remains underutilized, mainly because of its inaccessibility to its potential users (e.g. policy makers, soil fertility experts, agronomists and extensionists. For its effective use, the following is recommended: Rwandan soil scientists need to increase policy makers' awareness about the usefulness of this soil map; agricultural research needs to adapt from the conventional model to a truly participatory and integrated approach; the CPR legend should be elucidated by providing information on the land units in which soils occur and by bridging Soil Taxonomy with the farmers' soil nomenclature; regional soil reference systems should be established that allow linking soil types with the fertility status of arable land and crop yields. This implies the need for training of Rwandan soil scientists in both Soil

  20. MPL in Context: Some Questions

    Directory of Open Access Journals (Sweden)

    Adail Sobral

    2016-09-01

    Full Text Available The Brazilian translation (2015 of Patrick Sériot's Preface to the French translation (2010 of Marxism and the Philosophy of Language (MPL provides a good opportunity to discuss this work and its relevance for the field of Human Sciences, considering different possible interpretations. In this sense, this work presents a discussion on questions that deserve, in our opinion, to be addressed both in Sériot's work (taken as an example of MPL's interpretation and in Voloshinov's.

  1. Frequent Questions on Recycling

    Science.gov (United States)

    This is a list of frequent questions on recycling, broken down into five categories. These are answers to common questions that EPA has received from press and web inquiries. This list is located on the Reduce, Reuse, Recycle website.

  2. Asking Questions in Academia

    DEFF Research Database (Denmark)

    Hansen, Annette Skovsted

    2014-01-01

    Motivation for the activity In academia the most important skill is to ask academically relevant and sound questions. This is not easy and students need to practice asking questions orally and in writing before they write research papers.......Motivation for the activity In academia the most important skill is to ask academically relevant and sound questions. This is not easy and students need to practice asking questions orally and in writing before they write research papers....

  3. Improving Student Question Classification

    Science.gov (United States)

    Heiner, Cecily; Zachary, Joseph L.

    2009-01-01

    Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This paper analyzes 411 questions from an introductory Java programming course by reducing the natural…

  4. Asking the Right Questions

    DEFF Research Database (Denmark)

    Richter, Line

    Based on fieldwork in Mali this paper discusses the role of anthropology (and the anthropologist) in a large public health research project on children's health. In the uncertainty and disquiet that comes with the battle to combat and avoid diseases in a setting where poverty and abysmal diseases......, is the ability to move beyond even the best hidden assumptions and question our own questions, thereby enabling us to ask the right questions....

  5. Live your questions now

    OpenAIRE

    Brownrigg, Jenny

    2016-01-01

    'Live Your Questions Now' is a case study for Cubitt Education's publication 'Aging in Public: creative practice in ageing and the public realm from across the UK', edited by Daniel Baker and published by Cubitt Gallery, Studios and Education, London in 2016. The publication was linked to Cubitt's programme 'Public Wisdom' (2011-2015). My case study is about 'Live your questions now', a group exhibition I curated in 2011 for Mackintosh Museum, The Glasgow School of Art. 'Live your questions n...

  6. Legal Philosophy - Five Questions

    DEFF Research Database (Denmark)

    This collection gathers together a host of the most eminent contemporary legal philosophers, who writes about their take on legal philosophy, its fundamental questions and potential.......This collection gathers together a host of the most eminent contemporary legal philosophers, who writes about their take on legal philosophy, its fundamental questions and potential....

  7. Epistemology: 5 Questions

    DEFF Research Database (Denmark)

    Epistemology: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent scholars in epistemology. We hear their views on epistemology with particular emphasis on the intersection between mainstream and formal approaches to the field...

  8. Cosmetic Procedure Questions

    Science.gov (United States)

    ... for Every Season How to Choose the Best Skin Care Products In This Section Dermatologic Surgery What is dermatologic ... for Every Season How to Choose the Best Skin Care Products Cosmetic Procedure Questions Want to look younger? Start ...

  9. Rabies: Questions and Answers

    Science.gov (United States)

    Rabies: Questions and Answers Information about the disease and vaccines What causes rabies? Rabies is caused by a virus. The virus invades ... nervous system and disrupts its functioning. How does rabies spread? The rabies virus is transmitted in the ...

  10. Repetitive Questioning Exasperates Caregivers

    Directory of Open Access Journals (Sweden)

    R. C. Hamdy MD

    2018-01-01

    Full Text Available Repetitive questioning is due to an impaired episodic memory and is a frequent, often presenting, problem in patients with Alzheimer’s disease (amnestic type. It is due to the patients’ difficulties learning new information, retaining it, and recalling it, and is often aggravated by a poor attention span and easy distractibility. A number of factors may trigger and maintain repetitive questioning. Caregivers should try to identify and address these triggers. In the case discussion presented, it is due to the patient’s concerns about her and her family’s safety triggered by watching a particularly violent movie aired on TV. What went wrong in the patient/caregiver interaction and how it could have been avoided or averted are explored. Also reviewed are the impact of repetitive questioning, the challenges it raises for caregivers, and some effective intervention strategies that may be useful to diffuse the angst that caregivers experience with repetitive questioning.

  11. CAT questions and answers

    International Nuclear Information System (INIS)

    1993-02-01

    This document, prepared in February 1993, addresses the most common questions asked by APS Collaborative Access Teams (CATs). The answers represent the best judgment on the part of the APS at this time. In some cases, details are provided in separate documents to be supplied by the APS. Some of the answers are brief because details are not yet available. The questions are separated into five categories representing different aspects of CAT interactions with the APS: (1) Memorandum of Understanding (MOU), (2) CAT Beamline Review and Construction, (3) CAT Beamline Safety, (4) CAT Beamline Operations, and (5) Miscellaneous. The APS plans to generate similar documents as needed to both address new questions and clarify answers to present questions

  12. Repetitive Questioning II

    Directory of Open Access Journals (Sweden)

    R. C. Hamdy MD

    2018-02-01

    Full Text Available Repetitive questioning is a major problem for caregivers, particularly taxing if they are unable to recognize and understand the reasons why their loved one keeps asking the same question over and over again. Caregivers may be tempted to believe that the patient does not even try to remember the answer given or is just getting obnoxious. This is incorrect. Repetitive questioning is due to the underlying disease: The patient’s short term memory is impaired and he is unable to register, encode, retain and retrieve the answer. If he is concerned about a particular topic, he will keep asking the same question over and over again. To the patient each time she asks the question, it is as if she asked it for the first time. Just answering repetitive questioning by providing repeatedly the same answer is not sufficient. Caregivers should try to identify the underlying cause for this repetitive questioning. In an earlier case study, the patient was concerned about her and her family’s safety and kept asking whether the doors are locked. In this present case study, the patient does not know how to handle the awkward situation he finds himself in. He just does not know what to do. He is not able to adjust to the new unexpected situation. So he repeatedly wants to reassure himself that he is not intruding by asking the same question over and over again. We discuss how the patient’s son-in-law could have avoided this situation and averted the catastrophic ending.

  13. Are Quantum Theory Questions Epistemic?

    Directory of Open Access Journals (Sweden)

    Viviana Yaccuzzi Polisena

    2013-12-01

    Full Text Available How to displace-move quantum theory [Ǭ] questions-problems to philosophy? Seeing the collapse of our society’s cultural-intellectual-morals, the philosophy of the 21st century has to contribute to the formation of new principles-formalisms: the big task of the contemporary philosophy ©] is to innovate, to transform the building of the knowledge! Which is the role of the contemporary philosopher? (Noam Chomsky. Building science so that it is more human, out of the scientific mercantilism so that it does not continue transgressing that which is most precious: the thought-life. The ideas that I propose demand a deep cultural-epistemiologicscientific-philosophical-ethical rethinking that goes from quantum entities up to life in society. The starting idea is «the quantum [Ǭ], the paradigm of the contemporary science ©]» (Bernard D’Espagnat. I propose to displace-move questions of the quantum theory [Ǭ]: spin, measure, layering to the field of philosophy (φ to build generic symbols. Can the contemporary episteme model the collapse of the ? For a philosopher, can understanding the importance and the behaviour of the spin bring something new to philosophy ? Can information of the states of the spin be used to observe in a holographic way the pattern energy-information contained in the quantum entities? Is quantum [Ǭ] physics mechanical?

  14. The Question Concerning Thinking

    DEFF Research Database (Denmark)

    Riis, Søren

    2008-01-01

    Martin Heidegger's thought-provoking essay "The Question Concerning Technology" (1977a) placed technology at the heart of philosophy. Heidegger tried to show that the essence of technology provokes humans to think about the world in a very dangerous way. Yet if we follow Heidegger's analysis...... of technology, what role does that ascribe to philosophy? To be able to understand the programmatic scope of Heidegger's question ‘concerning' technology, we need to see it as inseparable from his famous thesis about the end of philosophy (1977c) and what he considers to be the ideal kind of thinking. However......, by doing so, we will in the end realize two important things. First, that Heidegger's declaration of the end of philosophy in fact also means the end of anything we can meaningfully call thinking. Second, that Heidegger's own thinking is completely different from his own ideal of thinking. Our question...

  15. Generating ethnographic research questions

    DEFF Research Database (Denmark)

    Friberg, Torbjörn

    2015-01-01

    ? By drawing on the conceptual history of anthropology, the aim of this article is to generate ethnographic-oriented research questions concerned with higher education. The first part of the article provides an ethnographic background, while the second part focuses on Paul Willis's reasoning on ethnographic......As part of recent complex transformations, it seems that higher educational organisations are being forced to reorganise, standardise and streamline in order to survive in the new political and economic context. How are ethnographers in general going to approach these contemporary phenomena...... imagination, as a prerequisite for generating alternative research questions. The third part makes explicit anthropologist Maurice Godelier's theoretical imagination, carving out some specific theoretical parts which may be used in the generating process. The conclusion then suggests a number of questions...

  16. The social question revisited

    DEFF Research Database (Denmark)

    Kenneth, Petersson; Olsson, Ulf; Krejsler, John B.

    2015-01-01

    The focus of this chapter is the re-installation of the social question as a historical practice. The purpose is to investigate how historic figures return and are applied in contemporary political discourses, more precisely in the context of education, education policy and teacher education...

  17. Questioning Danish Cartoon Images

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2007-01-01

    Danes today when it is considered demeaning and racist in most other countries. The conclusion does emphatically not plead in favour of law enforced limitations of the freedom of expression, but does question the prevalent "freedom of ignorance" concerning black identities which means...

  18. science

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

    David Spurgeon

    Give us the tools: science and technology for development. Ottawa, ...... altered technical rela- tionships among the factors used in the process of production, and the en- .... to ourselves only the rights of audit and periodic substantive review." If a ...... and destroying scarce water reserves, recreational areas and a generally.

  19. A question of trust

    Science.gov (United States)

    2010-04-01

    Trust lies at the heart of modern science. As scientists, we trust that the papers we read are honest and correct as far as the data, results, techniques and theories in them are concerned. We trust that our colleagues and collaborators are acting properly and ethically - and not being devious, secretive or sloppy. But perhaps even more important is the public's trust in science. After all, much research is funded by taxpayers, who, quite rightly, want to know that the work will not harm them and, preferably, do them some good.

  20. Questions about elastic waves

    CERN Document Server

    Engelbrecht, Jüri

    2015-01-01

    This book addresses the modelling of mechanical waves by asking the right questions about them and trying to find suitable answers. The questions follow the analytical sequence from elementary understandings to complicated cases, following a step-by-step path towards increased knowledge. The focus is on waves in elastic solids, although some examples also concern non-conservative cases for the sake of completeness. Special attention is paid to the understanding of the influence of microstructure, nonlinearity and internal variables in continua. With the help of many mathematical models for describing waves, physical phenomena concerning wave dispersion, nonlinear effects, emergence of solitary waves, scales and hierarchies of waves as well as the governing physical parameters are analysed. Also, the energy balance in waves and non-conservative models with energy influx are discussed. Finally, all answers are interwoven into the canvas of complexity.

  1. Questioning quantum mechanics

    Science.gov (United States)

    Frappier, Mélanie

    2018-03-01

    A century after its inception, quantum mechanics continues to puzzle us with dead-and-alive cats, waves "collapsing" into particles, and "spooky action at a distance." In his first book, What Is Real?, science writer and astrophysicist Adam Becker sets out to explore why the physics community is still arguing today about quantum mechanics's true meaning.

  2. Ten Questions about Emergence

    OpenAIRE

    Fromm, Jochen

    2005-01-01

    Self-Organization is of growing importance for large distributed computing systems. In these systems, a central control and manual management is exceedingly difficult or even impossible. Emergence is widely recognized as the core principle behind self-organization. Therefore the idea to use both principles to control and organize large-scale distributed systems is very attractive and not so far off. Yet there are many open questions about emergence and self-organization, ranging from a clear ...

  3. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

    This updated edition offers the most extensive and varied practice for all types of questions students might face on standardized and in-class tests. With this guide, students will learn to develop expert reading strategies, understand how to read faster and with greater comprehension, overcome reading anxiety, and increase appreciation of reading for pleasure. This book's step-by-step approach provides graduated coverage that moves from the basics to more advanced reading.

  4. Eight Questions about Corruption

    OpenAIRE

    Jakob Svensson

    2005-01-01

    This paper will discuss eight frequently asked questions about public corruption: (1) What is corruption? (2) Which countries are the most corrupt? (3) What are the common characteristics of countries with high corruption? (4) What is the magnitude of corruption? (5) Do higher wages for bureaucrats reduce corruption? (6) Can competition reduce corruption? (7) Why have there been so few (recent) successful attempts to fight corruption? (8) Does corruption adversely affect growth?

  5. Questions de mathématiques élémentaires à l'usage des candidats aux écoles du Gouvernement, des aspirants au baccalauréat ès sciences et des élèves des établissements d'enseignement secondaire

    CERN Document Server

    Vuibert, Henry

    1879-01-01

    Questions de mathématiques élémentaires à l'usage des candidats aux écoles du Gouvernement, des aspirants au baccalauréat ès sciences et des élèves des établissements d'enseignement secondaire

  6. Children's Question Asking and Curiosity: A Training Study

    Science.gov (United States)

    Jirout, Jamie; Klahr, David

    2011-01-01

    A primary instructional objective of most early science programs is to foster children's scientific curiosity and question-asking skills (Jirout & Klahr, 2011). However, little is known about the relationship between curiosity, question-asking behavior, and general inquiry skills. While curiosity and question asking are invariably mentioned in…

  7. The question about paleoinformatics

    Science.gov (United States)

    Vartic, Andrei

    2006-12-01

    The author is treating questions about development of informatics in ancient Dacia during Y-th Century B.C. - 2-nd Century A.C. He is introducing a new terminology (paleoinformatics) in view of defining the interests of Daces in numbering, the elementary numbers theory and various aspects of numbers representation. A relation between elementary numbers theory and informatisation has been discussed. A particular interest has been given to calculation of the Circle length/Diameter ratio (number Pi), its calculation by Daces.

  8. Question of neutrino mass

    International Nuclear Information System (INIS)

    Branco, G.C.; Senjanovic, G.

    1978-01-01

    We investigate the question of neutrino mass in theories in which neutrinos are four-component Dirac particles. Our analysis is done in the framework of left-right--symmetric theories. The requirement of calculability and natural smallness of neutrino mass leads to the following constraints: (i) left and right charged weak currents must be ''orthogonal'' to each other, and (ii) there should be no W/sub L/-W/sub R/ mixing at the three level. Finally, we exhibit a model in which, due to the existence of an unbroken symmetry of the total Lagrangian, the electron and muon neutrinos remain massless to all orders in perturbation theory

  9. Social Epistemology: 5 Questions

    DEFF Research Database (Denmark)

    Social Epistemology: 5 Questions is a collection of interviews with some of the world’s most influential scholars working on social epistemology from a range of disciplinary perspectives. We hear their views on social epistemology; its aim, scope, use, broader intellectual environment, future...... direction, and how the work of the interviewees fits in these respects. Interviews with David Bloor, Cristina Bicchieri, Richard Bradley, Lorraine Code, Hans van Ditmarsch, Miranda Fricker, Steve Fuller, Sanford Goldberg, Alvin Goldman, Philip Kitcher, Martin Kusch, Jennifer Lackey, Helen E. Longino, Philip...

  10. Examining the Impact of Question Surface Features on Students' Answers to Constructed-Response Questions on Photosynthesis

    Science.gov (United States)

    Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-01-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…

  11. Sound Science

    Science.gov (United States)

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

    2010-01-01

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

  12. Quantum theory from questions

    Energy Technology Data Exchange (ETDEWEB)

    Hoehn, Philipp [Institute for Quantum Optics and Quantum Information, Austrian Academy of Sciences, Vienna (Austria); Wever, Christopher [Institute for Theoretical Particle Physics, Karlsruhe (Germany)

    2016-07-01

    In contrast to relativity, quantum theory has evaded a commonly accepted apprehension, in part because of the lack of physical statements that fully characterize it. In an attempt to remedy the situation, we summarize a novel reconstruction of the explicit formalism of quantum theory (for arbitrarily many qubits) from elementary rules on an observer's information acquisition. Our approach is purely operational: we consider an observer O interrogating a system S with binary questions and define S's state as O's ''catalogue of knowledge'' about S; no ontic assumptions are necessary. From the rules, one can derive, among other things, the state spaces, the unitary group, the von Neumann evolution and show that the binary questions correspond to Pauli operators. The reconstruction also offers new structural insights in the form of novel informational charges and informational complementarity relations which define the state spaces and the unitary group. This reconstruction permits a new perspective on quantum theory.

  13. Trick questions: cosmopolitan hospitality

    Directory of Open Access Journals (Sweden)

    Eleanor Byrne

    2013-08-01

    Full Text Available Byrne’s paper consists of two parallel texts. The first explores the limits of cosmopolitanism in practice, taking as its subject the Life in the UK Citizenship Test, inaugurated under the Labour Government in 2005. It argues that the test exemplifies the predicament of all attempts at cosmopolitan hospitality as unconditional welcoming, through a discussion of the relation between questioning and welcoming the stranger. Establishing the relationship between cosmopolitanism and hospitality as envisaged in Derrida’s reading of Kant it asks what kind of cosmopolitan hospitality is either possible or desirable by exploring what Derrida calls the ‘perversions’ inherent in the structures of hospitality. It focuses on the concept of the ‘trick questions’ that the state asks the foreigner observed by Derrida in his reading of The Apology of Socrates; questions that seem to invite answers but foreclose the possibilities of a free response. The second text asks how this logic that Derrida identifies can be pushed or coaxed into new ways of addressing the perceived threats of ‘unconditional’ hospitality through a reading of ‘unconditional hospitality’ as queer in the work of Tove Jansson.

  14. From Questions to Queries

    Directory of Open Access Journals (Sweden)

    M. Drlík

    2007-12-01

    Full Text Available The extension of (Internet databases forceseveryone to become more familiar with techniques of datastorage and retrieval because users’ success often dependson their ability to pose right questions and to be able tointerpret their answers. University programs pay moreattention to developing database programming skills than todata exploitation skills. To educate our students to become“database users”, the authors intensively exploit supportivetools simplifying the production of database elements astables, queries, forms, reports, web pages, and macros.Videosequences demonstrating “standard operations” forcompleting them have been prepared to enhance out-ofclassroomlearning. The use of SQL and other professionaltools is reduced to the cases when the wizards are unable togenerate the intended construct.

  15. The Coding Question.

    Science.gov (United States)

    Gallistel, C R

    2017-07-01

    Recent electrophysiological results imply that the duration of the stimulus onset asynchrony in eyeblink conditioning is encoded by a mechanism intrinsic to the cerebellar Purkinje cell. This raises the general question - how is quantitative information (durations, distances, rates, probabilities, amounts, etc.) transmitted by spike trains and encoded into engrams? The usual assumption is that information is transmitted by firing rates. However, rate codes are energetically inefficient and computationally awkward. A combinatorial code is more plausible. If the engram consists of altered synaptic conductances (the usual assumption), then we must ask how numbers may be written to synapses. It is much easier to formulate a coding hypothesis if the engram is realized by a cell-intrinsic molecular mechanism. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Biofuels - 5 disturbing questions

    International Nuclear Information System (INIS)

    Legalland, J.P.; Lemarchand, J.L.

    2008-01-01

    Initially considered as the supreme weapon against greenhouse gas emissions, biofuels are today hold responsible to all harms of the Earth: leap of agriculture products price, deforestation, food crisis. Considered some time ago as the perfect clean substitute to petroleum, biofuels are now suspected to have harmful effects on the environment. Should it be just an enormous technical, environmental and human swindle? Should we abandon immediately biofuels to protect the earth and fight the threatening again starvation? Should we wait for the second generation of efficient biofuels, made from non food-derived products and cultivation wastes? This book analyses this delicate debate through 5 main questions: do they starve the world? Are they a clean energy source? Do they contribute to deforestation? Are they economically practicable? Is the second generation ready? (J.S.)

  17. A question of emphasis

    DEFF Research Database (Denmark)

    Almarsdóttir, Anna Birna; Morgall, Janine Marie; Björnsdóttir, I

    2000-01-01

    of pharmaceuticals? Seven focus group discussions were conducted with pharmacy customers in different locations in May, August and October 1997. Widespread ignorance about the legislation was observed. Pharmacy customers preferred to discuss the role of physicians in 'irrational drug use' to discussing community...... pharmacies. A definite split was observed between urban and rural pharmacy customers; whereas definite changes were reported in the urban setting (lower prices and increased access), the rural population's perception is that it is being left out. Although the study design is not generalisable, it is clear......The reported results are part of the overall evaluation of the new drug distribution legislation that went into effect in March 1996, liberalising ownership of community pharmacies in Iceland. We addressed the following question: What impact did the legislation have on users' access to and costs...

  18. A Statistical Analysis of Student Questions in a Cell Biology Laboratory

    Science.gov (United States)

    Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

    2009-01-01

    Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students…

  19. Questions and Questioning Techniques: A View of Indonesian Students’ Preferences

    Directory of Open Access Journals (Sweden)

    Debora Tri Ragawanti

    2009-01-01

    Full Text Available This study investigated students’ preference on teacher’s questions and questionings techniques and more importantly on how they could facilitate or impede their learning. The results on teacher’s questioning techniques showed that random nomination was more preferred than pre-arranged format nomination. In addition, techniques of nominating volunteering students and of giving wait-time were disliked by most student-respondents. As for types of question, the yes/no question was favored by most of the respondents. Different from the yes/no question, the number of respondents leaning forward to the analysis question, questions about fact of life, and questions to state opinion did not show a significant difference from the number of those leaning against the same questions.

  20. Une question interdite

    Directory of Open Access Journals (Sweden)

    Pierre Legendre

    2003-01-01

    Full Text Available Is legal history a left-over or is it waiting for a takeover bid (just like a company in serious trouble which would allow the expression of new analyses and outlines for a better understanding of the contemporary western world? Its propositions of erudition, are they just interesting for small academic circles, or could they open a new pathway for fundamental reflections on the phenomenon of norms in general and the structure of its evolution in the special case of norm-production coming from Roman Christianity? And what is the significance of the idea of »legal tradition«, an idea forged in Western Europe, within the framework of a presumed global westernization without any counter-balance? The essay discusses the illegibility of legal history in today’s culture. Under the well reflected motto »The Forbidden Question« it concludes firmly: To renovate itself, this discipline has to perform its work in a new way, guided by a very precise and distinct vision on theory. The author examines the conditions for this.

  1. 101 questions about energy

    International Nuclear Information System (INIS)

    Furfari, S.

    2009-01-01

    Today, energy in the center of the world events. People get swamped with information about energy, environment, energy saving or renewable energy sources. However, the solutions proposed are still in the centre of debates and no consensus exists which allows to define a clear policy: nuclear energy or wind power? Solar energy or biomass fuels? And what about the meaning of the expression 'clean coal'? And why oil prices go up and down while it is said that the resource is close to exhaustion? Mass media are trying to tell us that 'urgency is here', mainly because of the climatic threat of greenhouse gases and because of a world economy totally dependent of politically unstable areas, like Middle East, Africa or Caucasus, but with huge oil and gas resources. And what about Europe, and what about all this gas in Russia? It is hard for a non-specialist to find his way in this complex domain. This is the aim of this book which has opted for the non-politically correct attitude to answer 101 key-questions about the energy topic: Europe's security of supply, energy geopolitics, oil future, energy crises, sustainable development etc. (J.S.)

  2. Question popularity analysis and prediction in community question answering services.

    Science.gov (United States)

    Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu

    2014-01-01

    With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users' interest so as to improve the users' experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository.

  3. Questions that calls for a genius

    CERN Multimedia

    McKie, Robin

    2006-01-01

    "Last week an eccentric Russian was tipped to win a "Maths Nobel" for solving the fiendishly difficult Poincare Conjecture, one of seven major "millennium" mathematical mysteries that have been earmarked for urgent solution. But these problems are just the tip of a scientific iceberg. Other fields are also beset by frustrating theoretical failures. Here Robin McKie highlights the most baffing of those questions and suggests how science will one day provide those elusive answers." (1 page)

  4. Who Knows? Question Format and Political Knowledge

    DEFF Research Database (Denmark)

    Robison, Joshua

    2015-01-01

    Political knowledge is one of the most influential variables in political science. However, scholars still grapple with its theoretical meaning and how to measure it best. I address the deeply contested issue of whether knowledge should be measured with either an open-ended or closed-choice measure......, the results reported here raise important questions about the validity of knowledge indices and also have implications for the general study of political attitudes and behavior....

  5. Socratic Questioning-Guided Discovery

    Directory of Open Access Journals (Sweden)

    M. Hakan Türkçapar

    2012-04-01

    Full Text Available “Socratic Method” is a way of teaching philosophical thinking and knowledge by asking questions which was used by antique period greek philosopher Socrates. Socrates was teaching knowledge to his followers by asking questions and the conversation between them was named “Socratic Dialogues”. In this meaning, no novel knowledge is taught to the individual but only what is formerly known is reminded and rediscovered. The form of socratic questioning which is used during the process of cognitive behavioral therapy is known as Guided Discovery. In this method it is aimed to make the client notice the piece of knowledge which he could notice but is not aware with a series of questions. Socratic method or guided discovery consists of several steps which are: Identifying the problem by listening to the client and making reflections, finding alternatives by examining and evaluating, reidentification by using the newly found information and questioning the old distorted belief and reaching to a conclusion and applying it. Question types used during these procedures are, questions for gaining information, questions revealing the meanings, questions revealing the beliefs, questions about behaviours during the similar past experiences, analyse questions and analytic synthesis questions. In order to make the patient feel understood it is important to be empathetic and summarising the problem during the interview. In this text, steps of Socratic Questioning-Guided Discovery will be reviewed with sample dialogues after eachstep. [JCBPR 2012; 1(1.000: 15-20

  6. Generic Drugs: Questions and Answers

    Science.gov (United States)

    ... Vaccines, Blood & Biologics Animal & Veterinary Cosmetics Tobacco Products Drugs Home Drugs Resources for You Information for Consumers (Drugs) Questions & Answers Generic Drugs: Questions & Answers Share Tweet Linkedin Pin it More ...

  7. Teacher's Questions in Reading Classes

    Directory of Open Access Journals (Sweden)

    Zuliati Rohmah

    2002-01-01

    Full Text Available Abstract: The present paper discusses an English teacher's questions in Reading classes at MAN Malang III. Types of questions, functions of teacher's questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observa­tion was applied to collect the data with the researcher as the main in­strument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and refer­ential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.

  8. Can we share questions? Performance of questions from different question banks in a single medical school.

    Science.gov (United States)

    Freeman, Adrian; Nicholls, Anthony; Ricketts, Chris; Coombes, Lee

    2010-01-01

    To use progress testing, a large bank of questions is required, particularly when planning to deliver tests over a long period of time. The questions need not only to be of good quality but also balanced in subject coverage across the curriculum to allow appropriate sampling. Hence as well as creating its own questions, an institution could share questions. Both methods allow ownership and structuring of the test appropriate to the educational requirements of the institution. Peninsula Medical School (PMS) has developed a mechanism to validate questions written in house. That mechanism can be adapted to utilise questions from an International question bank International Digital Electronic Access Library (IDEAL) and another UK-based question bank Universities Medical Assessment Partnership (UMAP). These questions have been used in our progress tests and analysed for relative performance. Data are presented to show that questions from differing sources can have comparable performance in a progress testing format. There are difficulties in transferring questions from one institution to another. These include problems of curricula and cultural differences. Whilst many of these difficulties exist, our experience suggests that it only requires a relatively small amount of work to adapt questions from external question banks for effective use. The longitudinal aspect of progress testing (albeit summatively) may allow more flexibility in question usage than single high stakes exams.

  9. Robustness Analysis of Visual Question Answering Models by Basic Questions

    KAUST Repository

    Huang, Jia-Hong

    2017-11-01

    Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the ranked basic questions, with similarity scores, of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.

  10. Robustness Analysis of Visual Question Answering Models by Basic Questions

    KAUST Repository

    Huang, Jia-Hong

    2017-01-01

    Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the ranked basic questions, with similarity scores, of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.

  11. When is a research question not a research question?

    Science.gov (United States)

    Mayo, Nancy E; Asano, Miho; Barbic, Skye Pamela

    2013-06-01

    Research is undertaken to answer important questions yet often the question is poorly expressed and lacks information on the population, the exposure or intervention, the comparison, and the outcome. An optimal research question sets out what the investigator wants to know, not what the investigator might do, nor what the results of the study might ultimately contribute. The purpose of this paper is to estimate the extent to which rehabilitation scientists optimally define their research questions. A cross-sectional survey of the rehabilitation research articles published during 2008. Two raters independently rated each question according to pre-specified criteria; a third rater adjudicated all discrepant ratings. The proportion of the 258 articles with a question formulated as methods or expected contribution and not as what knowledge was being sought was 65%; 30% of questions required reworking. The designs which most often had poorly formulated research questions were randomized trials, cross-sectional and measurement studies. Formulating the research question is not purely a semantic concern. When the question is poorly formulated, the design, analysis, sample size calculations, and presentation of results may not be optimal. The gap between research and clinical practice could be bridged by a clear, complete, and informative research question.

  12. Questions for Music Education Research

    Science.gov (United States)

    Jorgensen, Estelle R.

    2008-01-01

    In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…

  13. Fifty important research questions in microbial ecology.

    Science.gov (United States)

    Antwis, Rachael E; Griffiths, Sarah M; Harrison, Xavier A; Aranega-Bou, Paz; Arce, Andres; Bettridge, Aimee S; Brailsford, Francesca L; de Menezes, Alexandre; Devaynes, Andrew; Forbes, Kristian M; Fry, Ellen L; Goodhead, Ian; Haskell, Erin; Heys, Chloe; James, Chloe; Johnston, Sarah R; Lewis, Gillian R; Lewis, Zenobia; Macey, Michael C; McCarthy, Alan; McDonald, James E; Mejia-Florez, Nasmille L; O'Brien, David; Orland, Chloé; Pautasso, Marco; Reid, William D K; Robinson, Heather A; Wilson, Kenneth; Sutherland, William J

    2017-05-01

    Microbial ecology provides insights into the ecological and evolutionary dynamics of microbial communities underpinning every ecosystem on Earth. Microbial communities can now be investigated in unprecedented detail, although there is still a wealth of open questions to be tackled. Here we identify 50 research questions of fundamental importance to the science or application of microbial ecology, with the intention of summarising the field and bringing focus to new research avenues. Questions are categorised into seven themes: host-microbiome interactions; health and infectious diseases; human health and food security; microbial ecology in a changing world; environmental processes; functional diversity; and evolutionary processes. Many questions recognise that microbes provide an extraordinary array of functional diversity that can be harnessed to solve real-world problems. Our limited knowledge of spatial and temporal variation in microbial diversity and function is also reflected, as is the need to integrate micro- and macro-ecological concepts, and knowledge derived from studies with humans and other diverse organisms. Although not exhaustive, the questions presented are intended to stimulate discussion and provide focus for researchers, funders and policy makers, informing the future research agenda in microbial ecology. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  14. Guided Discovery with Socratic Questioning

    Directory of Open Access Journals (Sweden)

    M. Hakan Türkçapar

    2015-04-01

    Full Text Available “The Socratic method” is a way of teaching philosophical thinking and knowledge by asking questions. It was first used by in ancient times by the Greek philosopher Socrates who taught his followers by asking questions; these conversations between them are known as “Socratic dialogues”. In this methodology, no new knowledge is taught to the individual; rather, the individual is guided to remember and rediscover what was formerly known through this process. The main method used in cognitive therapy is guided discovery. There are various methods of guided discovery in cognitive therapy. The form of verbal exchange between the therapist and client which is used during the process of cognitive behavioral therapy is known as “socratic questioning”. In this method the goal is to make the client rediscover, with a series of questions, a piece of knowledge which he could otherwise know but is not presently conscious of. The Socratic Questioning consists of several steps, including: identifying the problem by listening to the client and making reflections, finding alternatives by examining and evaluating, reidentification by using the newly rediscovered information and questioning the old distorted belief, and reaching a new conclusion and applying it. Question types used during these procedures are: questions for collecting information, questions revealing meanings, questions revealing beliefs, questions about behaviours during similar past experiences, analytic questions and analytic synthesis questions. In order to make the patient feel understood, it is important to be empathetic and summarize the problem during the interview. In this text, steps of Socratic Questioning-Guided Discovery will be reviewed with sample dialogues provided for each step. [JCBPR 2015; 4(1.000: 47-53

  15. Can multiple-choice questions simulate free-response questions?

    OpenAIRE

    Lin, Shih-Yin; Singh, Chandralekha

    2016-01-01

    We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another similar introductory physics course on final exam. Findings suggest that carefully designed multiple-choice...

  16. Comparison between Two Assessment Methods; Modified Essay Questions and Multiple Choice Questions

    Directory of Open Access Journals (Sweden)

    Assadi S.N.* MD

    2015-09-01

    Full Text Available Aims Using the best assessment methods is an important factor in educational development of health students. Modified essay questions and multiple choice questions are two prevalent methods of assessing the students. The aim of this study was to compare two methods of modified essay questions and multiple choice questions in occupational health engineering and work laws courses. Materials & Methods This semi-experimental study was performed during 2013 to 2014 on occupational health students of Mashhad University of Medical Sciences. The class of occupational health and work laws course in 2013 was considered as group A and the class of 2014 as group B. Each group had 50 students.The group A students were assessed by modified essay questions method and the group B by multiple choice questions method.Data were analyzed in SPSS 16 software by paired T test and odd’s ratio. Findings The mean grade of occupational health and work laws course was 18.68±0.91 in group A (modified essay questions and was 18.78±0.86 in group B (multiple choice questions which was not significantly different (t=-0.41; p=0.684. The mean grade of chemical chapter (p<0.001 in occupational health engineering and harmful work law (p<0.001 and other (p=0.015 chapters in work laws were significantly different between two groups. Conclusion Modified essay questions and multiple choice questions methods have nearly the same student assessing value for the occupational health engineering and work laws course.

  17. Deconstructing science

    Science.gov (United States)

    Trifonas, Peter Pericles

    2012-12-01

    In this paper I expand on the premises of Jesse Bazzul's thesis in his paper, Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity, exploring the implications of the ideologies within the culturally emerging logic of science exposes the incommensurability of intents and purposes in its methods and epistemology. I argue that science needs to acknowledge the subjectivity at its core to make space for non-absolute agents and new fields of study.

  18. Social Work and Science

    Science.gov (United States)

    Gehlert, Sarah

    2016-01-01

    Interest has grown in the past few years about the place of social work in science. Questions remain, such as whether social work should be considered a science, and if so, where it fits into the constellation of sciences. This article attempts to shed light on these questions. After briefly considering past and present constructions of science…

  19. The Value Question in Metaphysics

    Science.gov (United States)

    Kahane, Guy

    2012-01-01

    Much seems to be at stake in metaphysical questions about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit—how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express attitudes towards these possibilities, attitudes that presuppose answers to questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative questions offer one measure of the importance of philosophical disputes. PMID:23024399

  20. The Value Question in Metaphysics.

    Science.gov (United States)

    Kahane, Guy

    2012-07-01

    Much seems to be at stake in metaphysical questions about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit-how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express attitudes towards these possibilities, attitudes that presuppose answers to questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative questions offer one measure of the importance of philosophical disputes.

  1. Efficient question answering with question decomposition and multiple answer streams

    OpenAIRE

    Hartrumpf, Sven; Glöckner, Ingo; Leveling, Johannes

    2009-01-01

    The German question answering (QA) system IRSAW (formerly: InSicht) participated in QA@CLEF for the fth time. IRSAW was introduced in 2007 by integrating the deep answer producer InSicht, several shallow answer producers, and a logical validator. InSicht builds on a deep QA approach: it transforms documents to semantic representations using a parser, draws inferences on semantic representations with rules, and matches semantic representations derived from questions and documents. InS...

  2. Phrasal Paraphrase Based Question Reformulation for Archived Question Retrieval.

    Directory of Open Access Journals (Sweden)

    Yu Zhang

    Full Text Available Lexical gap in cQA search, resulted by the variability of languages, has been recognized as an important and widespread phenomenon. To address the problem, this paper presents a question reformulation scheme to enhance the question retrieval model by fully exploring the intelligence of paraphrase in phrase-level. It compensates for the existing paraphrasing research in a suitable granularity, which either falls into fine-grained lexical-level or coarse-grained sentence-level. Given a question in natural language, our scheme first detects the involved key-phrases by jointly integrating the corpus-dependent knowledge and question-aware cues. Next, it automatically extracts the paraphrases for each identified key-phrase utilizing multiple online translation engines, and then selects the most relevant reformulations from a large group of question rewrites, which is formed by full permutation and combination of the generated paraphrases. Extensive evaluations on a real world data set demonstrate that our model is able to characterize the complex questions and achieves promising performance as compared to the state-of-the-art methods.

  3. Questioning ORACLE: An Assessment of ORACLE's Analysis of Teachers' Questions and [A Comment on "Questioning ORACLE"].

    Science.gov (United States)

    Scarth, John; And Others

    1986-01-01

    Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

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

    Science.gov (United States)

    Ledger, Antoinette Frances

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

  5. Question Inventory on Tobacco (QIT)

    Data.gov (United States)

    U.S. Department of Health & Human Services — 1965, 1966, 1970, 1974-2017. Centers for Disease Control and Prevention (CDC). Office on Smoking and Health (OSH). Tobacco-Related Survey Questions. The QIT is a...

  6. Climate Leadership Awards Frequent Questions

    Science.gov (United States)

    Provides answers to frequently asked questions regarding the Climate Leadership Awards, sponsored by EPA's Center for Corporate Climate Leadership with co-sponsorship from the Center for Climate and Energy Solutions and The Climate Registry.

  7. RESULTS OF THE QUALITATIVE QUESTIONS

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

    Adam Graham

    In April of 2005, Governance, Equity and Health (GEH) held an all-partners' ... data collected – six respondents left a blank response for the question addressing level of ... Meeting participants were organized into five thematic working groups:.

  8. Instance-Based Question Answering

    Science.gov (United States)

    2006-12-01

    cluster-based query expan- sion, learning answering strategies, machine learning in NLP To my wife Monica Abstract During recent years, question...process is typically tedious and involves expertise in crafting and implement- ing these models (e.g. rule-based), utilizing NLP resources, and...questions. For languages that use capitalization (e.g. not Chinese or Arabic ) for named entities, IBQA can make use of NE classing (e.g. “Bob Marley

  9. Protein Electrochemistry: Questions and Answers.

    Science.gov (United States)

    Fourmond, V; Léger, C

    This chapter presents the fundamentals of electrochemistry in the context of protein electrochemistry. We discuss redox proteins and enzymes that are not photoactive. Of course, the principles described herein also apply to photobioelectrochemistry, as discussed in later chapters of this book. Depending on which experiment is considered, electron transfer between proteins and electrodes can be either direct or mediated, and achieved in a variety of configurations: with the protein and/or the mediator free to diffuse in solution, immobilized in a thick, hydrated film, or adsorbed as a sub-monolayer on the electrode. The experiments can be performed with the goal to study the protein or to use it. Here emphasis is on mechanistic studies, which are easier in the configuration where the protein is adsorbed and electron transfer is direct, but we also explain the interpretation of signals obtained when diffusion processes affect the response.This chapter is organized as a series of responses to questions. Questions 1-5 are related to the basics of electrochemistry: what does "potential" or "current" mean, what does an electrochemical set-up look like? Questions 6-9 are related to the distinction between adsorbed and diffusive redox species. The answers to questions 10-13 explain the interpretation of slow and fast scan voltammetry with redox proteins. Questions 14-19 deal with catalytic electrochemistry, when the protein studied is actually an enzyme. Questions 20, 21 and 22 are general.

  10. The Question Complexity Rubric: Development and Application for a National Archive of Astro 101 Multiple-Choice Questions

    Science.gov (United States)

    Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    For the last two years we have been developing an online national archive of multiple-choice questions for use in the Astro 101 classroom. These questions are intended to either supplement an instructor's implementation of Think-Pair-Share or be used for assessment purposes (i.e. exams and homework). In this talk we will describe the development, testing and implementation of the Question Complexity Rubric (QCR), which is designed to guide the ranking of questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge whereas the highest QCR score is given to questions that require multiple pathways of multi-step reasoning. When completed, the online question archive will provide users with the utility to 1) search for and download questions based on subject and average QCR score, 2) use the QCR to score questions, and 3) add their own questions to the archive. We will also discuss other potential applications of the QCR, such as how it informs our work in developing and testing of survey instruments by allowing us to calibrate the range of question complexity. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  11. Questions and Answers about Psychosis

    Science.gov (United States)

    ... Events Home Science News Meetings and Events Multimedia Social Media Press Resources Newsletters NIMH News Feeds About Us ... episode may also experience depression, anxiety, sleep problems, social withdrawal, lack of motivation and difficulty functioning overall. Q: What causes psychosis? ...

  12. Probability and Statistics: 5 Questions

    DEFF Research Database (Denmark)

    Probability and Statistics: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent scholars in probability and statistics. We hear their views on the fields, aims, scopes, the future direction of research and how their work fits...... in these respects. Interviews with Nick Bingham, Luc Bovens, Terrence L. Fine, Haim Gaifman, Donald Gillies, James Hawthorne, Carl Hoefer, James M. Joyce, Joseph B. Kadane Isaac Levi, D.H. Mellor, Patrick Suppes, Jan von Plato, Carl Wagner, Sandy Zabell...

  13. Understanding Bitcoins: Facts and Questions

    Directory of Open Access Journals (Sweden)

    Bruno Saboia de Albuquerque

    2015-03-01

    Full Text Available The objective of this work is to do a research challenge about the digital currency named Bitcoins, as well as exploit the general concept behind digital currencies and cryptocurrencies, and enumerate some of its current criticism and problems. Such currencies usage and public knowledge is increasing hastily on the last few months, and many questions arise with its popularity.

  14. What Children Learn from Questioning

    Science.gov (United States)

    Harris, Paul

    2015-01-01

    Research shows that young children ask a multitude of why and how questions. And when they do, they're not simply trying to get adult attention; instead, they're actively seeking information. In this article, Paul Harris describes the findings of a number of research analyses based on extensive transcripts of children's natural speech. Some of the…

  15. Earth Systems Questions in Experimental Climate Change Science: Pressing Questions and Necessary Facilities

    Energy Technology Data Exchange (ETDEWEB)

    Osmond, B.

    2002-05-20

    Sixty-four scientists from universities, national laboratories, and other research institutions worldwide met to evaluate the feasibility and potential of the Biosphere2 Laboratory (B2L) as an inclusive multi-user scientific facility (i.e., a facility open to researchers from all institutions, according to agreed principles of access) for earth system studies and engineering research, education, and training relevant to the mission of the United States Department of Energy (DOE).

  16. Five questions to ask about the soils

    Science.gov (United States)

    Kasanin Grubin, Milica

    2013-04-01

    I think that anyone who ever gave a lecture would agree that this feels like being on a stage. One has to educate the audience of course, but also keep attention and be interesting to the listeners. Authority is important but there is a certain vulnerability at all times. There is also a fine line on both sides that should not be crossed. However, the most important thing is that the audience remembers the lecture and certain points the lecturer made for at least some time, and even more that someone gets interested enough to ask for more details. This is often done by giving interesting examples and unusual comparison. Teaching a soils course there are five main questions to be addressed, of which first four are often subordinated to the fifth being the most complex. First question is "Is the soil alive?". The answer is yes, and that is what it differentiates from any type of sediment or rock, and it is very vulnerable to environmental change. The second question is "Where does it come from?" Rocks being a main origin of soils are often neglected in soil science and petrography in general, and weathering, as an important process for soil formation, are not given enough explaining. Petrography teaches us about rock characteristics, structure and texture and mineralogy. Understanding petrography would help in understanding the weathering processes which are crucial for soil formation and this must not be ignored. The third question is "Is it old?" Yes, it is - at least for everybody else except geologists. It is important to understand how slow the soil formation process is. The forth question is "Does it move?" Yes, it can move and the faster it moves downhill, it less likes it. Erosion is a very important problem for soil and must be addressed. And finally, the fifth question is "What are the main characteristics of soils?" This is an opportunity to talk about physical, chemical, biological, microbiological issues. As the most elaborate question it allows the

  17. Nine questions to guide development and implementation of Health in All Policies

    NARCIS (Netherlands)

    de Leeuw, Evelyne; Peters, Dorothee

    2015-01-01

    Based on the policy science literature, we formulate nine core questions that can guide the formulation, negotiation, development and implementation of Health in All Policies (HiAP). Each question is grounded in the political and policy science literature and culminates in checklist items that HiAP

  18. Experts Question California's Algebra Edict

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    Business leaders from important sectors of the American economy have been urging schools to set higher standards in math and science--and California officials, in mandating that 8th graders be tested in introductory algebra, have responded with one of the highest such standards in the land. Still, many California educators and school…

  19. Three questions on Lorentz violation

    Energy Technology Data Exchange (ETDEWEB)

    Iorio, Alfredo [Institute of Particle and Nuclear Physics, Charles University of Prague - V Holesovickach 2, 180 00 Prague 8 (Czech Republic); Department of Physics ' E. R. Caianiello' , University of Salerno and I.N.F.N. Naples, Gruppo Collegato di Salerno - Via Allende, 84081 Baronissi (Italy)

    2007-05-15

    We review the basics of the two most widely used approaches to Lorentz violation - the Standard Model Extension and Noncommutative Field Theory - and discuss in some detail the example of the modified spectrum of the synchrotron radiation. Motivated by touching upon such a fundamental issue as Lorentz symmetry, we ask three questions: What is behind the search for Lorentz violation? Is String Theory a physical theory? Is there an alternative to Supersymmetry?.

  20. Asking questions: a management tool.

    Science.gov (United States)

    Wachs, J E; Price, M

    1995-05-01

    The occupational health nurse manager does not have all the answers. In using a democratic style of leadership with well qualified professionals, the technique of questioning can be invaluable in clarifying the issue, brainstorming solutions, developing a course of action, and monitoring success. The personal rewards to the occupational health nurse manager will include a reputation for being an effective listener, a problem solver, and a valued member of the company's management team.

  1. 222 questions about the energy

    International Nuclear Information System (INIS)

    Barrachina Gomez, M.; Cerrolaza Asenjo, J.A.; Garcia Alonso, J.M.; Iranzo Martin, J.E.; Lopez Perez, B.; Minguez Perres, E.; Minguez Torres, E.; Pascualena Cambra, M.T.; Poza Galiano, A. de la; Secades Ariz, I.

    1993-01-01

    The book presents with an easy language, questions about energy. The main topics are: - Energy and energy sources - Energy and society - The energy in the world - Basic concepts of Nuclear Physics - Basic concepts of radiological protection - Electric power - Nuclear Fuel cycle - Environmental impact - Radioactive wastes management - The risk in the electricity production - Standardization of Nuclear Safety - Economic aspects of electricity generation - Energy and Spanish economy

  2. A statistical analysis of student questions in a cell biology laboratory.

    Science.gov (United States)

    Keeling, Elena L; Polacek, Kelly M; Ingram, Ella L

    2009-01-01

    Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

  3. Secondary Data Analysis: An Important Tool for Addressing Developmental Questions

    Science.gov (United States)

    Greenhoot, Andrea Follmer; Dowsett, Chantelle J.

    2012-01-01

    Existing data sets can be an efficient, powerful, and readily available resource for addressing questions about developmental science. Many of the available databases contain hundreds of variables of interest to developmental psychologists, track participants longitudinally, and have representative samples. In this article, the authors discuss the…

  4. Evaluating the assessment of essay type questions in the basic ...

    African Journals Online (AJOL)

    Methodology: We examined the merits and demerits of the closed and open systems of assessment of essay type questions and viva voce in professional exams in the Basic Medical Sciences together with the challenges of present day Medical Education. Result: The result showed that the closed system of marking in its ...

  5. Examining Research Questions on Germination from the Perspective of Scientific Creativity

    Science.gov (United States)

    Demir Kaçan, Sibel

    2015-01-01

    This study was conducted with the participation of 31 pre-service science teachers. Participants were asked to develop various research questions on germination. The study aims to examine research questions on the subject germination from the perspective of scientific creativity. The research questions were examined using the fluency, science…

  6. The Effects of Features of Examination Questions on the Performance of Students with Dyslexia

    Science.gov (United States)

    Crisp, Victoria; Johnson, Martin; Novakovic, Nadezda

    2012-01-01

    This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were…

  7. Mainstreaming Gender Analysis Into Science

    Science.gov (United States)

    Schiebinger, Londa

    This essay considers the question, Has feminism changed science? After three decades of active research, what new insights, questions, and priorities have feminists - men or women - brought to the sciences? The author provides examples of change from three areas: women's health research, primatology, and archaeology. The essay concludes with a discussion of mainstreaming gender analysis into science.

  8. Water and life from snow: A trillion dollar science question

    Science.gov (United States)

    Sturm, Matthew; Goldstein, Michael A.; Parr, Charles

    2017-05-01

    Snow provides essential resources/services in the form of water for human use, and climate regulation in the form of enhanced cooling of the Earth. In addition, it supports a thriving winter outdoor recreation industry. To date, the financial evaluation of the importance of snow is incomplete and hence the need for accelerated snow research is not as clear as it could be. With snow cover changing worldwide in several worrisome ways, there is pressing need to determine global, regional, and local rates of snow cover change, and to link these to financial analyses that allow for rational decision making, as risks related to those decisions involve trillions of dollars.

  9. Positivist Dogmas, Rhetoric, and the Education Science Question

    Science.gov (United States)

    Howe, Kenneth R.

    2009-01-01

    Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the "new scientific orthodoxy" codified in the National Research Council's "Scientific Research in Education" (2002) and reinforced in the American Educational Research Association's "Standards for…

  10. A Few Simple Questions about Colour in Art and Science.

    Science.gov (United States)

    Harris, John

    1999-01-01

    Presents scientific explanations of primary colors and color mixing, black and white surfaces, the spectrum and the ability of the eye to distinguish color difference, the description of color, and the appearance and optical properties of metals. Contains 16 references. (Author)

  11. Fermilab | Science | Questions for the Universe | Einstein's Dream of

    Science.gov (United States)

    newsletter Einstein's Dream of Unified Forces In this Section: Einstein's Dream of Unified Forces Are there dream of an ultimate explanation for everything from the tiniest quanta of particle physics to the

  12. The interaction of ethical questions and farm animal welfare science

    DEFF Research Database (Denmark)

    Sandøe, Peter; Forkman, Björn; Jensen, Karsten Klint

    2012-01-01

    , following debates starting in the early 1990s, it is now widely recognised that scientific assessments of animal welfare simply cannot avoid making ethical assumptions. Using simple but realistic examples, the presentation will explain how ethical assumptions inform the study and assessment of animal...... states (pain and enjoyment or pleasure)? Perhaps we should try to assess preference satisfaction, or the extent to which the animal lives in a natural way. By choosing a specific definition of animal welfare the researcher will be taking a stance on what matters in our dealings with animals. Secondly....... Would such a narrow focus miss something of ethical importance? Thirdly, ethical assumptions are hugely important when researchers aggregate their results in an effort to say something about the net welfare of a group of animals. Here decisions have to be taken as to how different aspects of animal...

  13. Open forum: Question and responses

    International Nuclear Information System (INIS)

    Schulze, R.H.; Krupa, S.; Shen, T.T.

    1993-01-01

    The question addressed in this section is: With the end of the Cold War and the exchange of information improving between East and West, what roles should government agencies and non-government organizations from developed countries play in assisting less developed countries in developing a stronger environmental protection program? Responses presented here were obtained from Richard H. Schulze (President of Trinity Consultants, Inc.), Sagar Krupa (Professor, Department of Plant Pathology, University of Minnesota), and Thomas T. Shen (Ph.D., D.AAEE, Retiree of the New York Department of Environmental Conservation)

  14. Ten questions about systems biology

    DEFF Research Database (Denmark)

    Joyner, Michael J; Pedersen, Bente K

    2011-01-01

    In this paper we raise 'ten questions' broadly related to 'omics', the term systems biology, and why the new biology has failed to deliver major therapeutic advances for many common diseases, especially diabetes and cardiovascular disease. We argue that a fundamentally narrow and reductionist...... to understand how whole animals adapt to the real world. We argue that a lack of fluency in these concepts is a major stumbling block for what has been narrowly defined as 'systems biology' by some of its leading advocates. We also point out that it is a failure of regulation at multiple levels that causes many...

  15. Ten questions about systems biology

    DEFF Research Database (Denmark)

    Joyner, Michael J; Pedersen, Bente K

    2011-01-01

    to understand how whole animals adapt to the real world. We argue that a lack of fluency in these concepts is a major stumbling block for what has been narrowly defined as 'systems biology' by some of its leading advocates. We also point out that it is a failure of regulation at multiple levels that causes many......In this paper we raise 'ten questions' broadly related to 'omics', the term systems biology, and why the new biology has failed to deliver major therapeutic advances for many common diseases, especially diabetes and cardiovascular disease. We argue that a fundamentally narrow and reductionist...

  16. Nuclear power: Questions and answers

    International Nuclear Information System (INIS)

    1988-01-01

    In 1988, the Uranium Institute, a London-based international association of industrial enterprises in the nuclear industry, published a report entitled The Safety of Nuclear Power Plants. Based on an assessment by an international group of senior nuclear experts from eight countries, the report provides an authoritative explanation, for non-specialists of the basic principles of reactor safety, their application, and their implications. Some questions and answers are selected from that report; they address only a few of the subjects that the report itself examines in greater detail

  17. Will a Black Hole Eventually Swallow Earth?” Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource and Other Students' Questions

    Directory of Open Access Journals (Sweden)

    Hani Swirski

    2015-12-01

    Full Text Available Can questions sent to Open-Educational-Resource (OER websites such as Ask-An-Expert serve as indicators for students’ interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics “space” and “nutrition” randomly selected from three different sources: a 5th-grade science textbook, the “Ask-An-Expert” website, and questions collected from other students in the same age group. A sample of 113 5th-graders from two elementary schools were asked to rate their interest level in finding out the answer to these questions without knowledge of their source. Significant differences in students’ interest level were found between questions: textbook questions were ranked lowest for both subjects, and questions from the open-resource were ranked high. This finding suggests that questions sent to an open-resource could be used as an indicator of students’ interest in science. In addition, the high correlation of interests expressed by students from the two schools may point to a potential generalization of the findings. This study contributes by highlighting OER as a new and promising indicator of student interest, which may help bring “student voices” into mainstream science teaching to increase student interest in science.

  18. Science and anti-science

    CERN Document Server

    Holton, Gerald

    1997-01-01

    What is good science? What goal--if any--is the proper end of scientific activity? Is there a legitimating authority that scientists mayclaim? Howserious athreat are the anti-science movements? These questions have long been debated but, as Gerald Holton points out, every era must offer its own responses. This book examines these questions not in the abstract but shows their historic roots and the answers emerging from the scientific and political controversies of this century. Employing the case-study method and the concept of scientific thematathat he has pioneered, Holton displays the broad scope of his insight into the workings of science: from the influence of Ernst Mach on twentiethcentury physicists, biologists, psychologists, and other thinkers to the rhetorical strategies used in the work of Albert Einstein, Niels Bohr, and others; from the bickering between Thomas Jefferson and the U.S. Congress over the proper form of federal sponsorship of scientific research to philosophical debates since Oswald...

  19. Answering Key Fuel Cycle Questions

    International Nuclear Information System (INIS)

    Piet, S.J.; Dixon, B.W.; Bennett, R.G.; Smith, J.D.; Hill, R.N.

    2004-01-01

    Given the range of fuel cycle goals and criteria, and the wide range of fuel cycle options, how can the set of options eventually be narrowed in a transparent and justifiable fashion? It is impractical to develop all options. We suggest an approach that starts by considering a range of goals for the Advanced Fuel Cycle Initiative (AFCI) and then posits seven questions, such as whether Cs and Sr isotopes should be separated from spent fuel and, if so, what should be done with them. For each question, we consider which of the goals may be relevant to eventually providing answers. The AFCI program has both ''outcome'' and ''process'' goals because it must address both waste already accumulating as well as completing the fuel cycle in connection with advanced nuclear power plant concepts. The outcome objectives are waste geologic repository capacity and cost, energy security and sustainability, proliferation resistance, fuel cycle economics, and safety. The process objectives are rea diness to proceed and adaptability and robustness in the face of uncertainties

  20. Investor Outlook: The Unanswered Questions.

    Science.gov (United States)

    Schimmer, Joshua; Breazzano, Steven

    2017-06-01

    The year 2016 was an exciting one for the field, with several notable successes outweighing a few setbacks. As the number of patients treated successfully (and safely) with gene therapy grows, the totality of evidence points to a robust platform with utility in orphan/ultra-orphan diseases as well as broader indications, and with hopefully increasing predictability of results. This year promises to feature more patients treated, more clinical data, and more gene therapy products in registration-enabling studies. For the field to continue to advance and mature into the next great drug delivery platform, a few unsolved and remaining questions need to be addressed, including the business model for cures, a broader safety/efficacy profile once more patients are treated, optimization of delivery (including next-generation approaches), and greater understanding of the impact of competitive dynamics. In this report, we detail the success and setbacks of 2016 and highlight the unanswered questions-and how the answers may shape the field in the years ahead.

  1. Pisa Question and Reasoning Skill

    Directory of Open Access Journals (Sweden)

    Ersoy Esen

    2017-01-01

    Full Text Available The objective of the study is to determine the level of the reasoning skills of the secondary school students. This research has been conducted during the academic year of 2015-2016 with the participation of 51 students in total, from a province in the Black Sea region of Turkey by using random sampling method. Case study method has been used in this study, since it explains an existing situation. In this study, content analysis from the qualitative research methods was carried out. In order to ensure the validity of the scope, agreement percentage formula was used and expert opinions were sought.The problem named Holiday from the Chapter 1 of the normal units in Problem Solving Questions from PISA (Program for International Student Assessments [35] are used as the data collection tool for the study. The problem named Holiday consists of two questions. Applied problems were evaluated according to the mathematical reasoning stages of TIMSS (2003. The findings suggest that the students use proportional reasoning while solving the problems and use the geometric shapes to facilitate the solution of the problem. When they come across problems related to each other, it is observed that they create connections between the problems based on the results of the previous problem. In conclusion, the students perform crosscheck to ensure that their solutions to the problems are accurate.

  2. Les questions de migrations internationales

    Science.gov (United States)

    Samman, Mouna Liliane

    1993-03-01

    International migrations have growing implications for both countries of origin and countries of destination. In the latter, the presence of foreigners and of members of their families today creates problems of integration, causes argument and brings mounting xenophobia. Paralleling political, economic and social measures taken by public authorities to respond to these difficulties, education needs to assist in defusing the resulting social tensions by preparing the minds of learners and helping to develop new attitudes. In particular, when educational programmes address questions of international migration, these should be treated in the framework of historical evolution so that their real significance and their true temporal and spatial dimensions become apparent. It is also important that the growing interdependence between countries should be made plain, that national history should be placed in its international context, and that the true consequences of these developments should be made clear. In this context, learners need to be acquainted with Human Rights, thereby stressing universal moral values and the role of the individual. Lastly, questions relating to international migration are usually presented in the media in a selective and partial manner, and the young people who take in this information often accept the hasty judgments which are made of situations as proven facts. This is why all teaching about international migration needs to be considered or reconsidered in the light of the complementary or competing actions of the media.

  3. Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

    Science.gov (United States)

    Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-01-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312

  4. Ice & Fire: the Burning Question

    DEFF Research Database (Denmark)

    van Gelderen, Laurens; Jomaas, Grunde

    2017-01-01

    With the Arctic opening up to new shipping routes and increased oil exploration and production due to climate change, the risk of an Arctic oil spill is increasing. Of the classic oil spill response methods (mechanical recovery, dispersants and in-situ burning), in-situ burning is considered...... to be particularly a suitable response method in the Arctic. In-situ burning aims to remove the oil from the marine environment by burning it from the water surface. A recent Ph.D. thesis from the Technical University of Denmark has provided some new insights with respect to the fire science behind this response...

  5. Greenhouse effect: the right questions

    International Nuclear Information System (INIS)

    Anon.

    1995-01-01

    This paper gives the point of view of the National Council of French engineers and scientists (CNSIF) after the recent publication of a report about the greenhouse effect by the French Academy of Sciences. The CNSIF agrees with the conclusions of this report and gives to non-specialists additional informations about the definition, causes, divergences of opinions about long-term consequences of this effect, and also about the remedial solutions proposed, their delay of efficiency and the socio-economical and political difficulties encountered for their application. (J.S.)

  6. Appearance questions can be misleading

    DEFF Research Database (Denmark)

    Hansen, Mikkel; Markman, Ellen M.

    2005-01-01

    Preschoolers' success on the appearance-reality task is a milestone in theory-of-mind development. On the standard task children see a deceptive object, such as a sponge that looks like a rock, and are asked, "What is this really?" and "What does this look like?" Children below 4 1/2 years of age...... fail saying that the object not only is a sponge but also looks like a sponge. We propose that young children's difficulty stems from ambiguity in the meaning of "looks like." This locution can refer to outward appearance ("Peter looks like Paul") but in fact often refers to likely reality ("That looks...... like Jim"). We propose that "looks like" is taken to refer to likely reality unless the reality is already part of the common ground of the conversation. Because this joint knowledge is unclear to young children on the appearance-reality task, they mistakenly think the appearance question is about...

  7. Cycle downstream: the plutonium question

    International Nuclear Information System (INIS)

    Zask, G.; Rome, M.; Delpech, M.

    1998-01-01

    This day, organized by the SFEN, took place at Paris the 4 june 1998. Nine papers were presented. They take stock on the plutonium physics and its utilization as a nuclear fuel. This day tried to bring information to answer the following questions: do people have to keep the plutonium in the UOX fuel or in the MOX fuel in order to use it for future fast reactors? Do people have to continue obstinately the plutonium reprocessing in the MOX for the PWR type reactors? Will it be realized a underground disposal? Can it be technically developed plutonium incinerators and is it economically interesting? The plutonium physics, the experimental programs and the possible solutions are presented. (A.L.B.)

  8. Organizational Learning: Some Basic Questions and Answers

    Directory of Open Access Journals (Sweden)

    Miran Mihelčič

    2014-05-01

    Full Text Available The term “organizational learning” raises a broad range of questions, specifically with regard to its contents. Following the thoughts of eminent philosophers, such as Aristotle and Confucius, the contribution of scientists in any research field to the corpus of human knowledge should also be based on the proper governing of the use of language. Therefore it is, first, of serious importance to be aware that organizational learning is just one dimension or element of the learning organization and not vice versa; second, a good comprehension of basic categories related to the organizational side of (formal social units’ functioning is an imperative part of organizational learning process. In writing this paper, the author started from his experiences acquired in his role as a lecturer on the subject “Theory of Organization”, in which the goal of lecturing was explained to students as gaining knowledge about cooperation and competition of people in the entities of rational production of goods. To generalize the presented questions and answers regarding the use of term “organization” in the field of management, certain similarities and comparisons were sought and found in other fields of science and, more generally, in life itself. After more detailed explanations of other relevant categories for the organizational learning process, the process itself is defined by its goals and steps where the overlapping of the learning process with the organizational change process and the process of increasing organizational capital is shown. Finally, it is also emphasized that the idea of improving internal relationships – as the substance of organization – between employees in a formal social unit through organizational learning could and should be exploited in external relationships between formal social units.

  9. "Will a Black Hole Eventually Swallow the Earth?" Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource, and Other Students' Questions

    Science.gov (United States)

    Swirski, Hani; Baram-Tsabari, Ayelet

    2015-01-01

    Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students' interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics "space" and "nutrition" randomly selected from three different sources: a…

  10. Transition questions in clinical practice - validity and reproducibility

    DEFF Research Database (Denmark)

    Lauridsen, Henrik Hein

    2008-01-01

    Transition questions in CLINICAL practice - validity and reproducibility Lauridsen HH1, Manniche C3, Grunnet-Nilsson N1, Hartvigsen J1,2 1   Clinical Locomotion Science, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark. e-mail: hlauridsen......@health.sdu.dk 2   Nordic Institute of Chiropractic and Clinical Biomechanics, Part of Clinical Locomotion Science, Odense, Denmark 3   Backcenter Funen, Part of Clinical Locomotion Science, Ringe, Denmark   Abstract  Understanding a change score is indispensable for interpretation of results from clinical studies...... are reproducible in patients with low back pain and/or leg pain. Despite critique of several biases, our results have reinforced the construct validity of TQ’s as an outcome measure since only 1 hypothesis was rejected. On the basis of our findings we have outlined a proposal for a standardised use of transition...

  11. HOW TO ANSWER CHILDREN QUESTIONS

    Directory of Open Access Journals (Sweden)

    O. Brenifier

    2016-01-01

    Full Text Available The aim of the investigation is to disclose the possible philosophicalconversation with the child.Methods. The author uses general scientific research methods, including observation and interviews, philosophical analysis.Results and scientific novelty. The author reveals the essence of philosophical conversations with the child, calls the main reasons for the extinction of the children’s curiosity, illustrating examples of incorrect behavior of adults to communicate with children. It is recommended how to be responsible for children’s issues. The article discusses the main reasons for the extinction of the children’s curiosity by illustrating examples of an erroneous behaviour of adults in dealing with children. It is shown that if the teacher does not find a systematic way to engage children in the essential discussion, the children most likely will not learn how to contemplate seriously. The author gives detailed guidance how to answer children’s questions.Practical significance. The article may be of interest to parents, teachers, experts in the field of psychology of creativity, post-graduates and organizers of independent activity of students of higher education institutions.

  12. Areva: questions about a champion

    International Nuclear Information System (INIS)

    Bottois, P.

    2009-01-01

    Siemens announced in January 26, 2009 its decision to leave Areva NP, i.e. the Areva/Siemens common daughter company for reactors. This news re-launches the questions about the long-term financing strategy of the Areva group, of its capitalistic partnerships and of its position in the world nuclear market. Siemens on its side wishes to preserve its position in this market and a possible cooperation with the Russian AtomEnergoProm is under discussion. Areva, the world leader of nuclear industry, integrates a mining activity as well and is the world number 3 of uranium exploitation (15% of the world offer). It wishes to double its production by 2012 thanks to big investments in Niger, Namibia and Canada. Areva is developing its enrichment capacities as well thanks to the future Georges-Besse II ultracentrifugation facility which is under construction at Tricastin (Drome, France) and which should be put into service in 2009. And finally, a second EPR (European pressurized reactor), the new generation of Areva reactors, is to be built at Penly (Haute Normandie, France) between 2012 and 2017 and will generate 1400 employments in the region. (J.S.)

  13. Frequently Asked Questions: The Higgs!

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    Why have we tried so hard to find the Higgs particle? How does the Higgs mechanism work? What is the difference in physics between strong evidence and a discovery? Why do physicists speak in terms of "sigmas"? Find out here!   Why have we tried so hard to find the Higgs particle? Because it could be the answer to the question: how does Nature decide whether or not to assign mass to particles? All the fundamental particles making up matter – the electron, the quarks, etc. – have masses. Moreover, quantum physics requires that forces are also carried by particles. The W and Z particles that carry the weak force responsible for radioactivity must also have masses, whereas the photon, the carrier of the electromagnetic force, has no mass at all. This is the root of the “Higgs problem”: how to give masses to the fundamental particles and break the symmetry between the massive W and Z and the massless photon? Just assigning masses by hand...

  14. Verum focus and polar questions

    Directory of Open Access Journals (Sweden)

    Ion Giurgea

    2012-01-01

    Full Text Available We argue that some word order phenomena in Romanian and Sardinian are the result of a checkingoperation in the left periphery involving verum focus (i.e. focus on the polarity component of the sentence.In particular, this operation accounts for some word order patterns found in polar questions. In Romanian,polarity fronting is realized as head-movement of (V+T to a higher peripheral head which bears a Focusprobe.This licenses VS orders for predications in which VS is not allowed as a neutral order (i-levelpredicates, iteratives, generics. In Sardinian, an entire phrase headed by the lexical predicate (verbal nonfiniteform or non-verbal predicate is fronted before the auxiliary. We argue that this order is obtained bytwo movement operations, head-raising of Aux to Foc and movement of the predicate phrase to SpecFoc. Wealso present the semantics of polarity focus, distinguishing several types of focus (informational, emphatic,contrastive.

  15. Verum focus and polar questions

    Directory of Open Access Journals (Sweden)

    Ion Giurgea

    2012-11-01

    Full Text Available We argue that some word order phenomena in Romanian and Sardinian are the result of a checking operation in the left periphery involving verum focus (i.e. focus on the polarity component of the sentence. In particular, this operation accounts for some word order patterns found in polar questions. In Romanian, polarity fronting is realized as head-movement of (V+T to a higher peripheral head which bears a Focus-probe. This licenses VS orders for predications in which VS is not allowed as a neutral order (i-level predicates, iteratives, generics. In Sardinian, an entire phrase headed by the lexical predicate (verbal non-finite form or non-verbal predicate is fronted before the auxiliary. We argue that this order is obtained by two movement operations, head-raising of Aux to Foc and movement of the predicate phrase to SpecFoc. We also present the semantics of polarity focus, distinguishing several types of focus (informational, emphatic, contrastive.

  16. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  17. THE NATURE OF SCIENCE

    OpenAIRE

    R. Trigg

    2014-01-01

    The study defines social science and its specific in contrast with history, psychology and physical sciences. Also it emphasizes the importance of the idea of a 'value-free' science for the social sciences is clear. Social scientists want to be seen to establish 'facts' about society in the same way that they think that a physicist or a chemist uncovers 'facts'. Using the theories of Hempel, Quine, Feyerabend and Kuhn, it addresses a series of questions concening scientific theories, their ro...

  18. How to Motivate Science Teachers to Use Science Experiments

    Directory of Open Access Journals (Sweden)

    Josef Trna

    2012-10-01

    Full Text Available A science experiment is the core tool in science education. This study describes the science teachers' professional competence to implement science experiments in teaching/learning science. The main objective is the motivation of science teachers to use science experiments. The presented research tries to answer questions aimed at the science teachers' skills to use science experiments in teaching/learning science. The research discovered the following facts: science teachers do not include science experiments in teaching/learning in a suitable way; are not able to choose science experiments corresponding to the teaching phase; prefer teachers' demonstration of science experiments; are not able to improvise with the aids; use only a few experiments. The important research result is that an important motivational tool for science teachers is the creation of simple experiments. Examples of motivational simple experiments used into teachers' training for increasing their own creativity and motivation are presented.

  19. Basic Physics Questions Addressed by Astrophysics

    Science.gov (United States)

    Mather, John C.

    2009-01-01

    Dark matter, dark energy, the Big Bang, testing relativity -- all are physics questions accessible to astrophysicists -- but all require new equipment. As Harwit's "Cosmic Discovery" pointed out, almost all great surprises in astronomy came from new equipment or new uses of equipment designed for other purposes, and many of those had military applications. I will outline prospects for new equipment and discuss how that equipment can be developed and built. Bigger and lighter mirrors, wavefront sensing and control, new detector technology, cryogenics -- each has its own social network, its own special possibilities, and its own funding sources outside science. I will discuss some examples drawn from real-life experience with the James Webb Space Telescope, a telescope that was said to have a "giggle factor" when it was proposed in 1995. Now each of the 10 major technologies has been brought to maturity, flight hardware is being built, and launch is planned for 2014. As an instrument builder all my life, I will speculate a little on what may be within our reach over the next few decades.

  20. Science's social responsibility

    DEFF Research Database (Denmark)

    Sandvik, Kjetil

    2014-01-01

    like Science in the City in which the science institutions communicate and discuss science with interested citizens. It can be done in relation to strategic plans: solving medical, environmental, socio-political problems for which the state or commercial actors provide funding. But it can also be what...... this is kind of funny, it has some kind of serious core to it in that part of science responsibility to society is to figure out the meaning of the questions that we want to pose – and furthermore: which questions can be asked. Doing this may not be limited to short-term processes, to strategic considerations...

  1. An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement

    Science.gov (United States)

    Jones, Carol L.

    The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated

  2. Men ask more questions than women at a scientific conference

    OpenAIRE

    Hinsley, Amy; Sutherland, William J.; Johnston, Alison

    2017-01-01

    Gender inequity in science and academia, especially in senior positions, is a recognised problem. The reasons are poorly understood, but include the persistence of historical gender ratios, discrimination and other factors, including gender-based behavioural differences. We studied participation in a professional context by observing question-asking behaviour at a large international conference with a clear equality code of conduct that prohibited any form of discrimination. Accounting for au...

  3. A Technique Socratic Questioning-Guided Discovery

    Directory of Open Access Journals (Sweden)

    M. Hakan Türkçapar

    2012-03-01

    Full Text Available “Socratic Method” is a way of teaching philosophical thinking and knowledge by asking questions which was used by antique period greek philosopher Socrates. Socrates was teaching knowledge to his followers by asking questions and the conversation between them was named “Socratic Dialogues”. In this meaning, no novel knowledge is taught to the individual but only what is formerly known is reminded and rediscovered. The form of socratic questioning which is used during the process of cognitive behavioral therapy is known as Guided Discovery. In this method it is aimed to make the client notice the piece of knowledge which he could notice but is not aware with a series of questions. Socratic method or guided discovery consists of several steps which are: Identifying the problem by listening to the client and making reflections, finding alternatives by examining and evaluating, reidentification by using the newly found information and questioning the old distorted belief and reaching to a conclusion and applying it. Question types used during these procedures are, questions for gaining information, questions revealing the meanings, questions revealing the beliefs, questions about behaviours during the similar past experiences, analyse questions and analytic synthesis questions. In order to make the patient feel understood it is important to be empathetic and summarising the problem during the interview. In this text, steps of Socratic Questioning-Guided Discovery will be reviewed with sample dialogues after each step

  4. Relativity and the question of discretization in astronomy

    CERN Document Server

    Edelen, Dominic G B

    1970-01-01

    Theoretical researches in general relativity and observational data from galactic astronomy combine in this volume in contributions to one of the oldest questions of natural philosophy: Is the structure of the physical world more adequately described by a continuous or a discrete mode of representation? Since the days of the Pythagoreans, this question has surfaced from time to time in various guises in science as well as in philosophy. One of the most bitterly contested and illuminating controversies between the continuous and the discrete viewpoints is to be found in the wave versus corpuscular description of optical phenom­ enae. This controversy was not resolved to the satisfaction of most of its protaganists until the development of the quantum theory. However, several obscurities that still becloud the question suggest that some deeper formulation may be necessary before more satisfactory answers can be given 1. The firm establishment of the validity of quantized structure and discrete energy distribut...

  5. Frequently Asked Questions about Bunion Surgery

    Science.gov (United States)

    ... A | Print | Share Frequently Asked Questions About Bunion Surgery Here are some frequently asked questions (FAQs) and ... best for you. 5. How can I avoid surgery? Sometimes observation of the bunion is all that ...

  6. Changes in Urban Youths' Attitude Towards Science and Perception of a Mobile Science Lab Experience

    Science.gov (United States)

    Fox, Jared

    This dissertation examined changes in urban youth's attitude towards science as well as their perception of the informal science education setting and third space opportunity provided by the BioBus, a mobile science lab. Science education researchers have often suggested that informal science education settings provide one possible way to positively influence student attitude towards science and engage marginalized urban youth within the traditional science classroom (Banks et al., 2007; Hofstein & Rosenfeld, 1996; National Research Council, 2009; Schwarz & Stolow, 2006; Stocklmayer, Rennie, & Gilbert, 2010). However, until now, this possibility has not been explored within the setting of a mobile science lab nor examined using a theoretical framework intent on analyzing how affective outcomes may occur. The merits of this analytical stance were evaluated via observation, attitudinal survey, open-response questionnaire, and interview data collected before and after a mobile science lab experience from a combination of 239 students in Grades 6, 8, 9, 11, and 12 from four different schools within a major Northeastern metropolitan area. Findings from this study suggested that urban youth's attitude towards science changed both positively and negatively in statistically significant ways after a BioBus visit and that the experience itself was highly enjoyable. Furthermore, implications for how to construct a third space within the urban science classroom and the merits of utilizing the theoretical framework developed to analyze cultural tensions between urban youth and school science are discussed. Key Words: Attitude towards science, third space, mobile science lab, urban science education.

  7. Question Answering for Dutch : Simple does it

    NARCIS (Netherlands)

    Hoekstra, A.H.; Hiemstra, Djoerd; van der Vet, P.E.; Huibers, Theo W.C.; Schobbens, Pierre-Yves; Vanhoof, Wim; Schwanen, Gabriel

    2006-01-01

    When people pose questions in natural language to search for information on the web, the role of question answering (QA) systems becomes important. In this paper the QAsystem simpleQA, capable of answering Dutch questions on which the answer is a person or a location, is described. The system's

  8. Questions and Answers About Nuclear Power Plants.

    Science.gov (United States)

    Environmental Protection Agency, Washington, DC.

    This pamphlet is designed to answer many of the questions that have arisen about nuclear power plants and the environment. It is organized into a question and answer format, with the questions taken from those most often asked by the public. Topics include regulation of nuclear power sources, potential dangers to people's health, whether nuclear…

  9. IMS Learning Design Frequently Asked Questions

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Hummel, Hans; Sloep, Peter; Koper, Rob; De Vries, Fred

    2004-01-01

    This list of frequently asked questions was composed on the basis of questions asked of the Educational Technology Expertise Centrum. The questions addessed are: Where can I find the IMS Learning Design Specification? What is meant by the phrase “Learning Design”? What is the IMS LD Specification

  10. The Socratic Method and Levels of Questioning.

    Science.gov (United States)

    Watson, Karilee

    1980-01-01

    Determines if instruction in the Socratic method would increase higher level questioning during peer teaching experiences in teacher education programs. Raters, using the higher order questioning strategy, evaluated 14 students. A significant increase in higher level questions being asked suggests the Socratic Method may be useful. (Author)

  11. Two-Year-Old Children Differentiate Test Questions from Genuine Questions

    Science.gov (United States)

    Grosse, Gerlind; Tomasello, Michael

    2012-01-01

    Children are frequently confronted with so-called "test questions". While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question…

  12. Science Programs

    Science.gov (United States)

    Laboratory Delivering science and technology to protect our nation and promote world stability Science & ; Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied

  13. Exploring science through science fiction

    CERN Document Server

    Luokkala, Barry B

    2014-01-01

    How does Einstein’s description of space and time compare with Dr. Who? Can James Bond really escape from an armor-plated railroad car by cutting through the floor with a laser concealed in a wristwatch? What would it take to create a fully-intelligent android, such as Star Trek’s Commander Data? How might we discover intelligent civilizations on other planets in the galaxy? Is human teleportation possible? Will our technological society ever reach the point at which it becomes lawful to discriminate on the basis of genetic information, as in the movie GATTACA? Exploring Science Through Science Fiction addresses these and other interesting questions, using science fiction as a springboard for discussing fundamental science concepts and cutting-edge science research. The book is designed as a primary text for a college-level course which should appeal to students in the fine arts and humanities as well as to science and engineering students. It includes references to original research papers, landmark scie...

  14. Communicating knowledge in science, science journalism and art

    DEFF Research Database (Denmark)

    Nielsen, Kristian Hvidtfelt

    Richter. The specialized knowledge about the image is communicated in three very different contexts with three very different outcomes. The paper uses Niklas Luhmann's system theory to describe science, science journalism, and art as autonomous social subsystems of communication. Also, Luhmann's notions...... of irritation and interference are employed to frame an interpretation of the complex relations between communicating knowledge about the image in science, science journalism, and art. Even though the functional differentiation between the communication systems of science, science journalism, and art remains...... that Richter's Erster Blick ends up questioning the epistemological and ontological grounds for communication of knowledge in science and in science journalism....

  15. Mind map our way into effective student questioning: A principle-based scenario

    NARCIS (Netherlands)

    Stokhof, Harry; De Vries, Bregje; Bastiaens, Theo; Martens, Rob

    2017-01-01

    Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding

  16. Men ask more questions than women at a scientific conference.

    Science.gov (United States)

    Hinsley, Amy; Sutherland, William J; Johnston, Alison

    2017-01-01

    Gender inequity in science and academia, especially in senior positions, is a recognised problem. The reasons are poorly understood, but include the persistence of historical gender ratios, discrimination and other factors, including gender-based behavioural differences. We studied participation in a professional context by observing question-asking behaviour at a large international conference with a clear equality code of conduct that prohibited any form of discrimination. Accounting for audience gender ratio, male attendees asked 1.8 questions for each question asked by a female attendee. Amongst only younger researchers, male attendees also asked 1.8 questions per female question, suggesting the pattern cannot be attributed to the temporary problem of demographic inertia. We link our findings to the 'chilly' climate for women in STEM, including wider experiences of discrimination likely encountered by women throughout their education and careers. We call for a broader and coordinated approach to understanding and addressing the barriers to women and other under-represented groups. We encourage the scientific community to recognise the context in which these gender differences occur, and evaluate and develop methods to support full participation from all attendees.

  17. Molyneux's Question: A Window on Crossmodal Interplay in Blindness

    Directory of Open Access Journals (Sweden)

    Valeria Occelli

    2014-04-01

    Full Text Available In 1688, the Irish scientist William Molyneux sent a letter to the philosopher John Locke in which he asked whether a man who had been born blind and whose experience of the world was based on senses other than vision, would be able to distinguish and name a globe and a cube by sight alone, once he had been enabled to see. This issue immediately raised considerable interest amongst philosophers, who, for centuries, have continued to speculate about how this issue might be resolved. More recently, the possibility of corrective surgery for people born with congenital cataracts, has offered a valuable opportunity to explore this topic experimentally. A discussion of how Molyneux’s question has been addressed over the centuries, allows us to investigate a number of intellectual challenges, involving a variety of fields, ranging from philosophy, psychology and the cognitive sciences, to neuroscience. For instance, Molyenux’s question raises the question of whether sensory experience is specific to each sensory modality, or rather supramodal, and if a transfer of knowledge across modalities can be established. Molyneux’s question is also relevant to the discussion of whether, how and to what extent a concept of space can be developed by blind people. More generally, it concerns the idea of how conceptual knowledge is acquired and processed when vision is lacking. The present paper aims to provide an overview of all the issues raised by Molyenux’s question.

  18. Assessing the psychometric questioner for students rating teachers

    Directory of Open Access Journals (Sweden)

    Razaghi Reza Sharif

    2016-07-01

    Full Text Available Educational institutions use different ways to evaluate their teachers. Asking students to rate their teachers is common practice. The purpose of this research was to examine the reliability of the instruments used to evaluate the instructors in a college of medicine. This cross-sectional descriptive research used questioners that evaluated instructors. The questioner was targeting different dimensions of instructors. Item analysis in addition to exploratory factor analysis was performed on 1040questioners answered by the students of the College of Medicine of Kashan University of Medical Sciences. SPSS software was used to perform the analysis. The psychometric properties of questionnaires including Cronbach alpha was determined. The result of exploratory factor analysis and item analysis indicated that three of the subscales of the questioner showed sufficient reliability to evaluate the instructors and two subscales needed further examination. This type of evaluations is necessary to ensure quality of instructors working in an institution as well as providing reliable feedback to the instructors. The result showed that while some subscales of the questioner seems to target the concept of interest; a re-evaluation of the instrument would be valuable to increase its reliability for the administrators in the colleges.

  19. Men ask more questions than women at a scientific conference.

    Directory of Open Access Journals (Sweden)

    Amy Hinsley

    Full Text Available Gender inequity in science and academia, especially in senior positions, is a recognised problem. The reasons are poorly understood, but include the persistence of historical gender ratios, discrimination and other factors, including gender-based behavioural differences. We studied participation in a professional context by observing question-asking behaviour at a large international conference with a clear equality code of conduct that prohibited any form of discrimination. Accounting for audience gender ratio, male attendees asked 1.8 questions for each question asked by a female attendee. Amongst only younger researchers, male attendees also asked 1.8 questions per female question, suggesting the pattern cannot be attributed to the temporary problem of demographic inertia. We link our findings to the 'chilly' climate for women in STEM, including wider experiences of discrimination likely encountered by women throughout their education and careers. We call for a broader and coordinated approach to understanding and addressing the barriers to women and other under-represented groups. We encourage the scientific community to recognise the context in which these gender differences occur, and evaluate and develop methods to support full participation from all attendees.

  20. Future of nuclear science

    International Nuclear Information System (INIS)

    Anon.

    1977-01-01

    A report is presented by the Ad Hoc Panel on the Future of Nuclear Science on its assessment of the scientific objectives and unexplored questions of nuclear science and recommendations of the manpower, funding, and facilities required to realize its full potential. Nuclear research and its facilities and budgetary, sociological, and application aspects of this research are considered

  1. Semantic annotation of consumer health questions.

    Science.gov (United States)

    Kilicoglu, Halil; Ben Abacha, Asma; Mrabet, Yassine; Shooshan, Sonya E; Rodriguez, Laritza; Masterton, Kate; Demner-Fushman, Dina

    2018-02-06

    Consumers increasingly use online resources for their health information needs. While current search engines can address these needs to some extent, they generally do not take into account that most health information needs are complex and can only fully be expressed in natural language. Consumer health question answering (QA) systems aim to fill this gap. A major challenge in developing consumer health QA systems is extracting relevant semantic content from the natural language questions (question understanding). To develop effective question understanding tools, question corpora semantically annotated for relevant question elements are needed. In this paper, we present a two-part consumer health question corpus annotated with several semantic categories: named entities, question triggers/types, question frames, and question topic. The first part (CHQA-email) consists of relatively long email requests received by the U.S. National Library of Medicine (NLM) customer service, while the second part (CHQA-web) consists of shorter questions posed to MedlinePlus search engine as queries. Each question has been annotated by two annotators. The annotation methodology is largely the same between the two parts of the corpus; however, we also explain and justify the differences between them. Additionally, we provide information about corpus characteristics, inter-annotator agreement, and our attempts to measure annotation confidence in the absence of adjudication of annotations. The resulting corpus consists of 2614 questions (CHQA-email: 1740, CHQA-web: 874). Problems are the most frequent named entities, while treatment and general information questions are the most common question types. Inter-annotator agreement was generally modest: question types and topics yielded highest agreement, while the agreement for more complex frame annotations was lower. Agreement in CHQA-web was consistently higher than that in CHQA-email. Pairwise inter-annotator agreement proved most

  2. Dynamic Question Ordering in Online Surveys

    Directory of Open Access Journals (Sweden)

    Early Kirstin

    2017-09-01

    Full Text Available Online surveys have the potential to support adaptive questions, where later questions depend on earlier responses. Past work has taken a rule-based approach, uniformly across all respondents. We envision a richer interpretation of adaptive questions, which we call Dynamic Question Ordering (DQO, where question order is personalized. Such an approach could increase engagement, and therefore response rate, as well as imputation quality. We present a DQO framework to improve survey completion and imputation. In the general survey-taking setting, we want to maximize survey completion, and so we focus on ordering questions to engage the respondent and collect hopefully all information, or at least the information that most characterizes the respondent, for accurate imputations. In another scenario, our goal is to provide a personalized prediction. Since it is possible to give reasonable predictions with only a subset of questions, we are not concerned with motivating users to answer all questions. Instead, we want to order questions to get information that reduces prediction uncertainty, while not being too burdensome. We illustrate this framework with two case studies, for the prediction and survey-taking settings. We also discuss DQO for national surveys and consider connections between our statistics-based question-ordering approach and cognitive survey methodology.

  3. Frequently Asked Questions (Palliative Care: Conversations Matter)

    Science.gov (United States)

    ... Medicine at NINR Research Highlights Data Science and Nursing Research Spotlight on End-of-Life and Palliative Care Research Spotlight on Symptom Management Research Spotlight on Pain Research The Science of Compassion: Future Directions in ...

  4. Science and Science Fiction

    Science.gov (United States)

    Oravetz, David

    2005-01-01

    This article is for teachers looking for new ways to motivate students, increase science comprehension, and understanding without using the old standard expository science textbook. This author suggests reading a science fiction novel in the science classroom as a way to engage students in learning. Using science fiction literature and language…

  5. Annotating Logical Forms for EHR Questions.

    Science.gov (United States)

    Roberts, Kirk; Demner-Fushman, Dina

    2016-05-01

    This paper discusses the creation of a semantically annotated corpus of questions about patient data in electronic health records (EHRs). The goal is to provide the training data necessary for semantic parsers to automatically convert EHR questions into a structured query. A layered annotation strategy is used which mirrors a typical natural language processing (NLP) pipeline. First, questions are syntactically analyzed to identify multi-part questions. Second, medical concepts are recognized and normalized to a clinical ontology. Finally, logical forms are created using a lambda calculus representation. We use a corpus of 446 questions asking for patient-specific information. From these, 468 specific questions are found containing 259 unique medical concepts and requiring 53 unique predicates to represent the logical forms. We further present detailed characteristics of the corpus, including inter-annotator agreement results, and describe the challenges automatic NLP systems will face on this task.

  6. Complementary Social Science?

    DEFF Research Database (Denmark)

    Blok, Anders; Pedersen, Morten Axel

    2014-01-01

    of measurement device deployed. At the same time, however, we also expect new interferences and polyphonies to arise at the intersection of Big and Small Data, provided that these are, so to speak, mixed with care. These questions, we stress, are important not only for the future of social science methods......The rise of Big Data in the social realm poses significant questions at the intersection of science, technology, and society, including in terms of how new large-scale social databases are currently changing the methods, epistemologies, and politics of social science. In this commentary, we address...

  7. Structured Attentions for Visual Question Answering

    OpenAIRE

    Zhu, Chen; Zhao, Yanpeng; Huang, Shuaiyi; Tu, Kewei; Ma, Yi

    2017-01-01

    Visual attention, which assigns weights to image regions according to their relevance to a question, is considered as an indispensable part by most Visual Question Answering models. Although the questions may involve complex relations among multiple regions, few attention models can effectively encode such cross-region relations. In this paper, we demonstrate the importance of encoding such relations by showing the limited effective receptive field of ResNet on two datasets, and propose to mo...

  8. A Technique Socratic Questioning-Guided Discovery

    OpenAIRE

    M. Hakan Türkçapar; A. Emre Sargýn

    2012-01-01

    “Socratic Method” is a way of teaching philosophical thinking and knowledge by asking questions which was used by antique period greek philosopher Socrates. Socrates was teaching knowledge to his followers by asking questions and the conversation between them was named “Socratic Dialogues”. In this meaning, no novel knowledge is taught to the individual but only what is formerly known is reminded and rediscovered. The form of socratic questioning which is used during t...

  9. Different images of science

    DEFF Research Database (Denmark)

    Davidsson, Eva

      Within the science and technology centres (STC) movement there exists explicit aims and ambitions to enhance visitors' interest in and knowledge about science. Meanwhile, several researches question the choice of the scientific content in exhibitions when arguing that a too unproblematic view...... of science commonly is presented. But what images and aspects of science are visitors actually confronted with at STCs? How do staff members at STCs consider the scientific content and how do they choose what aspects of science to display in exhibitions? What ideas about visitors' learning do staff members....... The most common image was the usefulness of science which displays science in an unproblematic and single-dimensioned way. In order to explore what underlying assumptions and factors which affect how science is constituted, 17 staff members who worked with planning and constructing new exhibitions...

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

    Science.gov (United States)

    Hovey, Larry Michael

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

  11. Science blogging

    CERN Document Server

    Wilcox, Christie

    2016-01-01

    Here is the essential how-to guide for communicating scientific research and discoveries online, ideal for journalists, researchers, and public information officers looking to reach a wide lay audience. Drawing on the cumulative experience of twenty-seven of the greatest minds in scientific communication, this invaluable handbook targets the specific questions and concerns of the scientific community, offering help in a wide range of digital areas, including blogging, creating podcasts, tweeting, and more. With step-by-step guidance and one-stop expertise, this is the book every scientist, science writer, and practitioner needs to approach the Wild West of the Web with knowledge and confidence.

  12. Postsecondary Education Issues: Visible Questions. Invisible Answers.

    Science.gov (United States)

    Western Interstate Commission for Higher Education, Boulder, CO. National Center for Higher Education Management Systems.

    With some justification, the inability to answer most of the important questions in higher education is due to the lack of necessary information. But careful examination of our many faceted questions suggests that more information may not be the only answer. The National Center for Higher Education Management Systems (NCHEMS) has found other…

  13. Academic Oversight: Asking Questions, Building Bridges

    Science.gov (United States)

    Wilson, E. B.

    2011-01-01

    The best way for trustees to fully understand and fulfill their responsibility to ensure that their institution is providing quality education and meeting academic goals is by asking appropriate questions. Collaboration among trustees, faculty members, and administrators is essential to framing questions from a strategic perspective. Just the act…

  14. "Wh"-Questions in the English Language

    Science.gov (United States)

    Mowarin, Macaulay

    2011-01-01

    This paper analyzes "wh"-questions in the English Language based mainly on Chomsky's Minimalist Programme of transformational grammar as the theoretical model. The four main objectives of this paper are as follows: first, it undertakes a cross linguistic typological analysis of "wh"-questions and it then discusses the derivation of…

  15. The ecological crisis: a question of justice

    International Nuclear Information System (INIS)

    Kempf, H.

    2010-01-01

    The question of ecology has become a major issue for international relations in the next half-century. But it poses new problems of worldwide justice more than questions of power politics, and its solution will always be a reflection of internal social issues in the countries concerned. (author)

  16. Questions and dependency in intuitionistic logic

    NARCIS (Netherlands)

    Ciardelli, Ivano; Iemhoff, Rosalie; Yang, Fan

    2017-01-01

    In recent years, the logic of questions and dependencies has been investigated in the closely related frameworks of inquisitive logic and dependence logic. These investigations have assumed classical logic as the background logic of statements, and added formulas expressing questions and

  17. Question-answer sequences in survey interviews

    NARCIS (Netherlands)

    Dijkstra, W.; Ongena, Y.P.

    2006-01-01

    Interaction analysis was used to analyze a total of 14,265 question-answer sequences of (Q-A Sequences) 80 questions that originated from two face-to-face and three telephone surveys. The analysis was directed towards the causes and effects of particular interactional problems. Our results showed

  18. Michaelis' hundred Questions and the Royal Instructions

    DEFF Research Database (Denmark)

    Friis, Ib

    2017-01-01

    Michaelis' 100 questions for the expedition is a remarkable document. It provides insight into the sources and methods of biblical research anno 1762, at the same time as highlighting the challenges the members of the expedition faced. As the scholarly foundation of the expedition, the questions ...

  19. Michaelis' Hundred Questions and the Royal Instruction

    DEFF Research Database (Denmark)

    Friis, Ib

    2015-01-01

    Michaelis' 100 questions for the expedition is a remarkable document. It provides insight into the sources and methods of biblical research anno 1762, at the same time as highlighting the challenges the members of the expedition faced. As the scholarly foundation of the expedition, the questions ...

  20. Three Key Questions on Measuring Learning

    Science.gov (United States)

    McTighe, Jay

    2018-01-01

    The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…

  1. Environmental Ethics: Questions for Adult Education.

    Science.gov (United States)

    Parker, Jenneth

    1993-01-01

    Presents a series of questions through which adult educators can explore controversial questions of environmental values and moral behavior in their programs. The subjects include geography, local history, natural history, economics, politics, business, labor education, world affairs, literature, women's studies, psychology, and courses for the…

  2. Risk Factor Analysis and the Youth Question

    Science.gov (United States)

    France, Alan

    2008-01-01

    This paper is concerned with exploring how in late modernity the "youth question" is being addressed by public policy and what impact this is having on understandings of childhood and youth. Historically the youth question has been shaped by adult anxieties over youth delinquency and their problems of social integration. In late modernity, this is…

  3. 37 CFR 354.2 - Novel questions.

    Science.gov (United States)

    2010-07-01

    ... of law, referral to the Register of Copyrights by the Copyright Royalty Judges is mandatory. A “novel... discretionary referral of material questions of copyright law to the Register of Copyrights by the Copyright... Copyrights in resolving material questions of substantive law is binding upon the Copyright Royalty Judges...

  4. Questions and Answers about Sex (For Parents)

    Science.gov (United States)

    ... español Preguntas y respuestas sobre sexo Answering their kids' questions about sex is a responsibility that many parents dread. Otherwise ... avoided. Parents can help foster healthy feelings about sex if they answer kids' questions in an age-appropriate way. When do ...

  5. Chapter 9: Questions from CNEN specific exams

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2018-04-01

    The following are real questions from CNEN specific exams for obtaining the certification of RSO for gamma irradiators. These are questions that require essay answers, that are interpretative ones and therefore that may accept more than one interpretation, therefore more than one answer. For this reason, suggestions of answers will be presented in the second part of this chapter.

  6. Chapter 9: Questions from CNEN specific exams

    International Nuclear Information System (INIS)

    2018-01-01

    The following are real questions from CNEN specific exams for obtaining the certification of RSO for gamma irradiators. These are questions that require essay answers, that are interpretative ones and therefore that may accept more than one interpretation, therefore more than one answer. For this reason, suggestions of answers will be presented in the second part of this chapter

  7. Approaches to Exploring Category Information for Question Retrieval in Community Question-Answer Archives

    DEFF Research Database (Denmark)

    Cao, Xin; Cong, Gao; Cui, Bin

    2012-01-01

    , and it applies these approaches to existing question retrieval models, including a state-of-the-art question retrieval model. Experiments conducted on real CQA data demonstrate that the proposed techniques are effective and efficient and are capable of outperforming a variety of baseline methods significantly......Community Question Answering (CQA) is a popular type of service where users ask questions and where answers are obtained from other users or from historical question-answer pairs. CQA archives contain large volumes of questions organized into a hierarchy of categories. As an essential function...

  8. Reconceptualizing the Nature of Science for Science Education: Why Does it Matter?

    Science.gov (United States)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-01-01

    Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

  9. Science and data science.

    Science.gov (United States)

    Blei, David M; Smyth, Padhraic

    2017-08-07

    Data science has attracted a lot of attention, promising to turn vast amounts of data into useful predictions and insights. In this article, we ask why scientists should care about data science. To answer, we discuss data science from three perspectives: statistical, computational, and human. Although each of the three is a critical component of data science, we argue that the effective combination of all three components is the essence of what data science is about.

  10. QUESTION ANSWERING SYSTEM DAN PENERAPANNYA PADA ALKITAB

    Directory of Open Access Journals (Sweden)

    Gunawan Gunawan

    2006-01-01

    Full Text Available Question answering system is a system that allows user to state his or her information need in the form of natural language question, and return short text excerpts or even phrases as an answer. The availability of a wide and various information source and improvements in the techniques of natural language processing, information extraction (wrapper, and information retrieval give a big effect on the development of question answering system, from just answering questions in a specific domain by consulting to structured information source such as database, and like in this research, answering any questions based on information stored in an unstructured text collection. A general architecture of question answering system based on text consists of six processing stages, i.e. question analysis, document collection preprocessing, candidate document selection, candidate document analysis, answer extraction, and response generation. Application of question answering system like AnswerBus, Mulder, and Webclopedia that are developed with its own characteristics has similar processing steps as in the general architecture. Answers returned by a question answering system need to be evaluated for performance measure. This research completed with a simple question answering system application using english Bible in World English Bible (WEB version as the source of information to answer some questions. Because specific domain is selected: Bible, questions that can be posed by user could ask about information in the Bible itself only. Question is also limited to three types of answers that can be supported by the application: person (who, location (where, and date (when. Abstract in Bahasa Indonesia : Question answering system (QA system adalah sistem yang mengijinkan user menyatakan kebutuhan informasinya dalam bentuk natural language question (pertanyaan dalam bahasa alami, dan mengembalikan kutipan teks singkat atau bahkan frase sebagai jawaban. Ketersediaan

  11. Empirical philosophy of science

    DEFF Research Database (Denmark)

    Wagenknecht, Susann; Nersessian, Nancy J.; Andersen, Hanne

    2015-01-01

    A growing number of philosophers of science make use of qualitative empirical data, a development that may reconfigure the relations between philosophy and sociology of science and that is reminiscent of efforts to integrate history and philosophy of science. Therefore, the first part...... of this introduction to the volume Empirical Philosophy of Science outlines the history of relations between philosophy and sociology of science on the one hand, and philosophy and history of science on the other. The second part of this introduction offers an overview of the papers in the volume, each of which...... is giving its own answer to questions such as: Why does the use of qualitative empirical methods benefit philosophical accounts of science? And how should these methods be used by the philosopher?...

  12. Nigeria Secondary School Science Teachers‟ Awareness and ...

    African Journals Online (AJOL)

    First Lady

    2012-10-27

    Oct 27, 2012 ... Science teachers‟ computer illiteracy, inadequate infrastructures, ... development is human capital- the values, attitudes, knowledge, skills, ... raises questions concerning junior secondary education's focus on the.

  13. THE NATURE OF SCIENCE

    Directory of Open Access Journals (Sweden)

    R. Trigg

    2014-11-01

    Full Text Available The study defines social science and its specific in contrast with history, psychology and physical sciences. Also it emphasizes the importance of the idea of a 'value-free' science for the social sciences is clear. Social scientists want to be seen to establish 'facts' about society in the same way that they think that a physicist or a chemist uncovers 'facts'. Using the theories of Hempel, Quine, Feyerabend and Kuhn, it addresses a series of questions concening scientific theories, their roles for the scientific explanation and the scientific progress.

  14. Zika Virus and Complications: Questions and Answers

    Science.gov (United States)

    ... do if they have been exposed to unprotected sex but do not wish to become pregnant because ... A's Zika virus and complications » Zika digital timeline Video Zika virus - Questions and answers (Q&A) Related ...

  15. Frequently Asked Questions about Radiation Emergencies

    Science.gov (United States)

    ... Frequently Asked Questions (FAQ) about Radiation Emergencies Language: English (US) Español (Spanish) Recommend on Facebook Tweet Share Compartir For more information on radiation, go to the Radiation Dictionary . Get Inside: Why should I get inside during ...

  16. Inferring Domain Plans in Question-Answering

    National Research Council Canada - National Science Library

    Pollack, Martha E

    1986-01-01

    The importance of plan inference in models of conversation has been widely noted in the computational-linguistics literature, and its incorporation in question-answering systems has enabled a range...

  17. Cryosurgery in Cancer Treatment: Questions and Answers

    Science.gov (United States)

    ... A to Z List of Cancer Drugs Complementary & Alternative Medicine (CAM) Questions to Ask about Your Treatment Research ... Treatment Side Effects Clinical Trials Cancer Drugs Complementary & Alternative Medicine Coping Feelings & Cancer Adjusting to Cancer Self Image & ...

  18. FOCUS AND CONSTITUENT QUESTION FORMATION IN DAGBANI

    African Journals Online (AJOL)

    Issah

    Key words: SpecFoc, focus marker, clause initial, constituent interrogatives, information ... 1Throughout this work, I use the phrase interrogative words in a general way to refer to the ...... Wh-Questions and extraction asymmetries in Malagasy.

  19. Dense Breasts: Answers to Commonly Asked Questions

    Science.gov (United States)

    ... Cancer Prevention Genetics of Breast & Gynecologic Cancers Breast Cancer Screening Research Dense Breasts: Answers to Commonly Asked Questions What are dense breasts? Breasts contain glandular, connective, and fat tissue. Breast density is a term that describes the ...

  20. Heart Failure Questions to Ask Your Doctor

    Science.gov (United States)

    ... Peripheral Artery Disease Venous Thromboembolism Aortic Aneurysm More Heart Failure Questions to Ask Your Doctor Updated:May 9, ... you? This content was last reviewed May 2017. Heart Failure • Home • About Heart Failure • Causes and Risks for ...

  1. Using Socratic Questioning in the Classroom.

    Science.gov (United States)

    Moore, Lori; Rudd, Rick

    2002-01-01

    Describes the Socratic questioning method and discusses its use in the agricultural education classroom. Presents a four-step model: origin and source of point of view; support, reasons, evidence, and assumptions; conflicting views; and implications and consequences. (JOW)

  2. Suicide in America: Frequently Asked Questions

    Science.gov (United States)

    ... Trials? Finding Help Reprints For More Information Share Suicide in America: Frequently Asked Questions Download PDF Download ... a week. Text “HOME” to 741741. What Is Suicide? Suicide is when people direct violence at themselves ...

  3. Communicating in English for Science and Technology

    DEFF Research Database (Denmark)

    Mousten, Birthe

    Communicating in English for Science and Technology covers some of the most important questions in connection with communication models, stylistics and genre conventions within the area of English used in science and technology texts. Moreover,knowledge management, terminology management...

  4. What's science? Where's science? Science journalism in German print media.

    Science.gov (United States)

    Summ, Annika; Volpers, Anna-Maria

    2016-10-01

    This article examines the current state of science coverage in German print media. It deals with the following questions: (1) how the main characteristics of science journalism can be described, (2) whether there is a difference between various scientific fields, and (3) how different definitions of science journalism lead to differing findings. Two forms of science coverage were analyzed in a standardized, two-part content analysis of German newspapers (N = 1730 and N = 1640). The results show a significant difference between a narrow and a broad definition of science journalism. In the classic understanding, science journalism is prompted by scientific events and is rather noncritical. Science coverage in a broad sense is defined by a wider range of journalistic styles, driven by non-scientific events, and with a focus on the statements of scientific experts. Furthermore, the study describes the specific role of the humanities and social sciences in German science coverage. © The Author(s) 2015.

  5. Questioning care at the end of life.

    Science.gov (United States)

    Ruopp, Patricia; Good, Mary-Jo Delvecchio; Lakoma, Matthew; Gadmer, Nina M; Arnold, Robert M; Block, Susan D

    2005-06-01

    The goal of the larger study was to explore physicians' emotional responses to the death of their patients; this study analyzed a subset of physician transcripts to elucidate the construct of questioning care, which emerged from the larger study. To analyzes how physicians question care-expressing concern, unease, or uncertainty about treatment decisions and practices, errors, or adverse events-as they attend dying patients. Retrospective interview study of physicians caring for randomly selected deaths on the medical service of a major academic teaching hospital, using qualitative and quantitative measures. SETTING, SUBJECTS: 188 attendings, residents, and interns on the internal medical services of two academic medical centers were part of the larger study. A subsample of 75 physician narratives was selected for qualitative data analysis for this study. Qualitative measures included open-ended questions eliciting physicians' stories of the most recent and a most emotionally powerful patient death they have experienced. Grounded theory was used to analyze physician narratives. Quantitative instruments measured physician attitudes toward end-of-life care and responses to the most recent and most emotional patient death. Physicians question care more frequently in most emotional deaths (42%) than in most recent deaths (34%). Physicians question communication with patients and families and within medical teams, medical judgment and technique, standards of practice, and high-risk treatments, often assigning responsibility for medical management they perceive as inappropriate, futile, overly aggressive, or mistakes in judgment and technique. Responsibility ranges from the distal (the culture of medicine) to the proximal (personal). Frustration, guilt, and anger are more frequently expressed in these narratives when care is questioned. A typology of questioning care emerged from these physicians' narratives that parallels and reflects recent and classic research on

  6. On the intonation of German intonation questions

    DEFF Research Database (Denmark)

    Petrone, Caterina; Niebuhr, Oliver

    2014-01-01

    German questions and statements are distinguished not only by lexical and syntactic but also by intonational means. This study revisits, for Northern Standard German, how questions are signalled intonationally in utterances that have neither lexical nor syntactic cues. Starting from natural......, but represents a separate attitudinal meaning dimension. Moreover, the findings support that both prenuclear and nuclear fundamental frequency (F0) patterns must be taken into account in the analysis of tune meaning....

  7. Radiation protection in questions and answers

    International Nuclear Information System (INIS)

    Ewen, K.; Hoppe, G.

    1976-01-01

    An easily surveyable catalogue of questions is presented which is to make it easier for medical personnel to get acquainted with the basic knowledge according to the X-ray Ordinance and to acquire the expert knowledge in radiation protection. The catalogue is arranged according to different subjects. There are several alternative answers to every question. The right answer is given in the solution index (annex). (HP) [de

  8. Questions and answers on nuclear energy

    International Nuclear Information System (INIS)

    1989-04-01

    Leading questions about nuclear power are posed. These include questions about how much extra radioactivity in the environments is due to the nuclear industry, the risk of a nuclear accident, radioactive wastes, nuclear power as a solution to the greenhouse effect, alternative energy sources, and the economics of nuclear power. The answers are presented from the view point of the authors, members of Greenpeace. A glossary, notes and references are included. (UK)

  9. Four Principles for Selecting HCI Research Questions

    DEFF Research Database (Denmark)

    Clemmensen, Torkil

    In this position paper, I present and explain the position that what we should study in HCI depends on the objective of the research and its political, social, cultural, technological, and historical context. I outline four principles for selecting research questions and give a personal account...... of how I have selected research questions using these four principles. The aim with the paper is to generate discussion and advance the understanding of what to study in HCI....

  10. Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices

    Science.gov (United States)

    Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

    2013-01-01

    Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

  11. Formative student-authored question bank: perceptions, question quality and association with summative performance.

    Science.gov (United States)

    Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

    2018-02-01

    There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  12. The effects of conducting authentic field-geology research on high school students' understanding of the nature of science, and their views of themselves as research scientists

    Science.gov (United States)

    Millette, Patricia M.

    Authentic field geology research is a inquiry method that encourages students to interact more with their local environment, and by solving genuine puzzles, begin to increase their intuitive understanding of the nature and processes of science. The goal of the current study was to determine if conducting authentic field research and giving high school students the opportunity to present findings to adult audiences outside of the school setting 1) enhances students' understanding of the nature of science, and 2) affects students views of themselves as researchers. To accomplish this, ninth-grade students from a public school in northern New England engaged in a community-initiated glacial geology problem, completed a field research investigation, and presented their findings at several professional conferences. Following the completion of this student-centered field research, I investigated its effects by using a mixed methods approach consisting of qualitative and quantitative data from two sources. These included selected questions from an open-response survey (VNOS-c), and interviews that were conducted with fifteen of the students of different ages and genders. Findings show that conducting original field research seems to have a positive influence on these students' understanding of the NOS as well as the processes of science. Many of the students reported feelings of accomplishment, acceptance of responsibility for the investigation, a sense of their authentic contribution to the body of scientific knowledge in the world, and becoming scientists. This type of authentic field investigation is significant because recent reforms in earth-science education stress the importance of students learning about the nature and processes of scientific knowledge along with science content.

  13. Managing the space sciences

    Science.gov (United States)

    1995-01-01

    In April 1994 the National Research Council received a request from NASA that the NRC's Space Studies Board provide guidance on questions relating to the management of NASA's programs in the space sciences. The issues raised in the request closely reflect questions posed in the agency's fiscal year 1994 Senate appropriations report. These questions included the following: Should all the NASA space science programs be gathered into a 'National Institute for Space Science'? What other organizational changes might be made to improve the coordination and oversight of NASA space science programs? What processes should be used for establishing interdisciplinary science priorities based on scientific merit and other criteria, while ensuring opportunities for newer fields and disciplines to emerge? And what steps could be taken to improve utilization of advanced technologies in future space scienc missions? This report details the findings of the Committee on the Future of Space Science (FOSS) and its three task groups: the Task Group on Alternative Organizations, Task Group on Research Prioritization, and the Task Group on Technology.

  14. Does science education need the history of science?

    Science.gov (United States)

    Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

    2008-06-01

    This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.

  15. Quantifying the Gender Gap in Science Interests

    Science.gov (United States)

    Baram-Tsabari, Ayelet; Yarden, Anat

    2011-01-01

    Nearly 5,000 self-generated science-related K-12 students' questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by…

  16. RESOLVING THE QUESTION OF DOUBT: GEOMETRICAL DEMONSTRATION IN THE MEDITATIONS

    Directory of Open Access Journals (Sweden)

    Steven BURGESS

    2012-11-01

    Full Text Available The question of what Descartes did and did not doubt in the Meditations has received a significant amount of scholarly attention in recent years. The process of doubt in Meditation I gives one the impression of a rather extreme form of skepticism, while the responses Descartes offers in the Objections and Replies make it clear that there is in fact a whole background of presuppositions that are never doubted, including many that are never even entertained as possible candidates of doubt. This paper resolves the question of this undoubted background of rationality by taking seriously Descartes’ claim that he is carrying out demonstrations modeled after the great geometers. The rational order of geometrical demonstration demands that we first clear away previous demonstrations not proven with the certainty necessary for genuine science. This is accomplished by the method of doubt, which is only applied to the results of possible demonstrations. What cannot be doubted are the very concepts and principles employed in carrying out geometrical demonstration, which enable it to take place. It would be senseless to ask whether we can doubt the essential components of the structure through which questioning, doubting, and demonstration are made possible.

  17. Pluralizing social science

    OpenAIRE

    Jackson, Patrick Thaddeus

    2010-01-01

    The Conduct of Inquiry in International Relations (C of I) was not a book that I had any long-standing plans to write. The manuscript did, however, grow out of two related and long-standing frustrations that I had with discussions in Political Science in general and International Relations in particular about research design, causation, and the basic contours of knowledge-production. First of all, people seemed to invariably conflate questions of method or technique with questions of methodol...

  18. Science in Science Fiction.

    Science.gov (United States)

    Allday, Jonathan

    2003-01-01

    Offers some suggestions as to how science fiction, especially television science fiction programs such as "Star Trek" and "Star Wars", can be drawn into physics lessons to illuminate some interesting issues. (Author/KHR)

  19. Some of the unanswered questions in finance

    Directory of Open Access Journals (Sweden)

    Đurić Dragana M.

    2006-01-01

    Full Text Available A very dynamic development of finance in the last 50 years is inter alia probably due to experiments and innovations in this field. Previously theoretical base could not explain and predict movements especially in volatile times. "The new finance" appeared 50 years ago (portfolio theory CAPM, the efficient market theory, M&M theorem and made substantial progress in understanding movements in globalized and internationalized financial markets. However, many questions remain open. The author tries to put emphasis on some of these questions, perfectly aware that these are not the only ones. Unresolved questions are related to company's aims, project's risks, degree of portfolio optimization, importance of liquidity, dividend policy, as well as factors that determine M&A. As the "new finance" is not able to predict and explain volatile movements, a question that should be posed is whether it is appropriate to add some non-economic factors as the behaviorist theory suggests. Although the behaviorist theory is an important part of "new finance", it is unfortunately the only theory able to explain movements in volatile times. In conclusion, many questions still remain unanswered and wait for appropriate theoretical explanations.

  20. From Question Answering to Visual Exploration

    Energy Technology Data Exchange (ETDEWEB)

    McColgin, Dave W.; Gregory, Michelle L.; Hetzler, Elizabeth G.; Turner, Alan E.

    2006-08-11

    Research in Question Answering has focused on the quality of information retrieval or extraction using the metrics of precision and recall to judge success; these metrics drive toward finding the specific best answer(s) and are best supportive of a lookup type of search. These do not address the opportunity that users? natural language questions present for exploratory interactions. In this paper, we present an integrated Question Answering environment that combines a visual analytics tool for unstructured text and a state-of-the-art query expansion tool designed to compliment the cognitive processes associated with an information analysts work flow. Analysts are seldom looking for factoid answers to simple questions; their information needs are much more complex in that they may be interested in patterns of answers over time, conflicting information, and even related non-answer data may be critical to learning about a problem or reaching prudent conclusions. In our visual analytics tool, questions result in a comprehensive answer space that allows users to explore the variety within the answers and spot related information in the rest of the data. The exploratory nature of the dialog between the user and this system requires tailored evaluation methods that better address the evolving user goals and counter cognitive biases inherent to exploratory search tasks.

  1. We experience more than we comprehend. Quantum physics and questions of life. rev. new ed.

    International Nuclear Information System (INIS)

    Duerr, Hans-Peter; Oesterreicher-Mollwo, Marianne

    2015-01-01

    The quantum physics has been arrived by thinking and experimenting to revolutioning knowledges, which determine our world, also if only few have understood these theories in their real sense. The present book follows the question, whether and how far a consciousness trained by quantum physics can reach more directly to the understanding of questions of life and religious questions than a thinking, which is obliged to classical physics. It deals especially with fundamental existential questions: The theme of personal responsibility, the value of the individual existence, the evaluation of the personal I-you relation. Hans Peter Duerr, a personality with guiding qualities, as they are necessary in the new millennium, is the ideal speech partner for the dimension of this theme. The connections of natural sciences and religion, ecology, and sociological change have always driven the Heisenberg successor. How can we speech about that, which science cannot comprehend?. What means self, identity, responsibility for the quantum physicist? An exciting meeting.

  2. The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

    Science.gov (United States)

    Otto, Paul B.; Schuck, Robert F.

    The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

  3. Science Olympiad students' nature of science understandings

    Science.gov (United States)

    Philpot, Cindy J.

    2007-12-01

    Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

  4. Frequently Asked Questions (Palliative Care: Conversations Matter)

    Science.gov (United States)

    ... chaplains, and counselors. Support may involve art and music therapists, home health aides, nutritionists, and respite care ... end-of-life-research. A summary of The Science of Compassion: Future Directions in End-of-Life & ...

  5. Transforming classroom questioning using emerging technology.

    Science.gov (United States)

    Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

    2018-04-12

    Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

  6. On safety goals and related questions

    International Nuclear Information System (INIS)

    Kaplan, S.

    1985-01-01

    The question of what safety goals should be established for nuclear power plants has been receiving a great deal of urgent attention and debate recently, both by those responsible for reactor licensing and by others interested in establishing a quantitative measure of reactor safety. The same question, phrased alternately in the forms: ''What is acceptable risk?'' and ''How safe is safe enough?,'' has been debated extensively for quite a long time. The purpose of the present paper, therefore, is to show that the above questions, taken at face value, exist within an unworkable context, which the authors shall call the Old Regulatory Context (ORC), and that within this context lead to several absurdities. They shall argue that this context needs to be replaced by another context, which they call the Decision Theory Context (DTC), and which the authors discuss here

  7. Continuing the Conversation: Questions about the Framework

    Directory of Open Access Journals (Sweden)

    Megan E. Dempsey

    2015-12-01

    Full Text Available Given the prevalence of the Information Literacy Competency Standards in the library profession for the past 15 years, and the heated debate that took place regarding whether or not the Framework for Information Literacy and the Standards could harmoniously co-exist, the article raises questions about the future of information literacy in higher education. We do not necessarily have answers to these questions, but offer our own perspectives, some insight into how the Standards have served New Jersey academic librarians in the past, and how we envision using the Framework and the Standards together to further information literacy instruction at our institutions. Discussions of these questions have led us to the conclusion that the Framework and the Standards serve different purposes and have different intended audiences and are thus both valuable to the library profession.

  8. Challenges in data science

    DEFF Research Database (Denmark)

    Carbone, Anna; Jensen, M.; Sato, Aki-Hiro

    2016-01-01

    of global properties from locally interacting data entities and clustering phenomena demand suitable approaches and methodologies recently developed in the foundational area of Data Science by taking a Complex Systems standpoint. Here, we deal with challenges that can be summarized by the question: "What...... can Complex Systems Science contribute to Big Data? ". Such question can be reversed and brought to a superior level of abstraction by asking "What Knowledge can be drawn from Big Data?" These aspects constitute the main motivation behind this article to introduce a volume containing a collection...... of papers presenting interdisciplinary advances in the Big Data area by methodologies and approaches typical of the Complex Systems Science, Nonlinear Systems Science and Statistical Physics. (C) 2016 Elsevier Ltd. All rights reserved....

  9. HIV/AIDS reference questions in an AIDS service organization special library.

    Science.gov (United States)

    Deevey, Sharon; Behring, Michael

    2005-01-01

    Librarians in many venues may anticipate a wide range of reference questions related to HIV and AIDS. Information on HIV/ AIDS is now available in medical, academic, and public libraries and on the Internet, and ranges from the most complex science to the most private disclosures about personal behavior. In this article, the 913 reference questions asked between May 2002 and August 2004 in a special library in a mid-western community-based AIDS service organization are described and analyzed.

  10. Sadhana | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... so that it will be more interactive and can mimic a more natural human interaction. ... the questions to users to collect data that are required to answer the query. ... Department of Computer Applications, Cochin University of Science and ...

  11. The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

    Science.gov (United States)

    Vogler, Kenneth E.

    The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

  12. Young children's impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena

    Science.gov (United States)

    Halls, Jonathan Grant; Ainsworth, Shaaron Elizabeth; Oliver, Mary Collette

    2018-05-01

    There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or tigers' stripes are for camouflage. It has been argued that this teleological tendency hampers children's ability to learn about causality in the natural world. This paper investigates two factors (question wording and topic) which it is argued have led to a misestimation of children's teleological tendencies within the area natural phenomena: i.e. those that are time-constrained, natural events or process such as snow, clouds or night. Sixty-six (5-8 years old) children took part in a repeated-measures experiment, answering both open and leading questions across 10 topics of natural phenomena. The findings indicate that children's teleological reasoning may have been overestimated as open-question forms significantly reduced their tendency to answer teleologically. Moreover, the concept of teleology is more nuanced than often suggested. Consequently, young children may be more able to learn about causal explanations for the existence of natural phenomena than the literature implies.

  13. Questioning the Universe concepts in physics

    CERN Document Server

    Sadoff, Ahren

    2008-01-01

    UNITS AND POWERS OF TEN PHYSICS AND ITS METHODOLOGY  What Is Physics? Methodology The First Scientist Why Do You Believe? Back to the Questions How Do We Answer theQuestions? The Need to BeQuantitative Theories Models AestheticJudgments  MOTION Relating the Variables of Motion Graphs of One-Dimensional Motion Constant Speed Constant Acceleration Two-Dimensional Motion FORCES The Fundamental Forces A Specific Force Law: Newtonian Gravity Weight How Does Force Affect Motion? Newton's SecondLaw Newton, the Apple, and the Moon Combining Two Laws The Mass of the Earth Newton's Firs

  14. Questions for the nuclear installations inspectorate

    International Nuclear Information System (INIS)

    Conroy, C.; Flood, M.; MacRory, R.; Patterson, W.C.

    1976-01-01

    The responsibilities of the Nuclear Installations Inspectorate are considered, and the responsibilities of other bodies for (a) reprocessing and enrichment, and (b) security. Questions for the Nuclear Installations Inspectorate are then set out under the following heads: general (on such topics as vandalism, sabotage, threats, security, reactor incidents); magnox reactors; corrosion; advanced gas-cooled reactor; steam generating heavy water reactor; fast breeder reactor; reproces-sing and waste. Most of the questions are concerned with technical problems that have been reported or might possibly arise during construction or operation, affecting the safety of the reactor or process. (U.K.)

  15. Some open questions in 'wave chaos'

    International Nuclear Information System (INIS)

    Nonnenmacher, Stéphane

    2008-01-01

    The subject area referred to as 'wave chaos', 'quantum chaos' or 'quantum chaology' has been investigated mostly by the theoretical physics community in the last 30 years. The questions it raises have more recently also attracted the attention of mathematicians and mathematical physicists, due to connections with number theory, graph theory, Riemannian, hyperbolic or complex geometry, classical dynamical systems, probability, etc. After giving a rough account on 'what is quantum chaos?', I intend to list some pending questions, some of them having been raised a long time ago, some others more recent. The choice of problems (and of references) is of course partial and personal. (open problem)

  16. The question of caution in professional medium

    International Nuclear Information System (INIS)

    Godard, O.

    2006-01-01

    Contrived in Europe to tackle the environment protection policies and management of natural resources, the principle of caution has seen since 1990 its interest developed towards the fields of food safety and public health. The importance and the relevance of questions have lead the national institute of research and safety to constitute a working group to explore the problems and the potentialities that could be linked to the explicit introduction of this principle and this in the field of the prevention of professional risks. This work tackles several aspects of the question of caution in professional medium such history, concepts, evolution...as well as cases judged exemplary ones. (N.C.)

  17. 2015 Science Mission Directorate Technology Highlights

    Science.gov (United States)

    Seablom, Michael S.

    2016-01-01

    The role of the Science Mission Directorate (SMD) is to enable NASA to achieve its science goals in the context of the Nation's science agenda. SMD's strategic decisions regarding future missions and scientific pursuits are guided by Agency goals, input from the science community including the recommendations set forth in the National Research Council (NRC) decadal surveys and a commitment to preserve a balanced program across the major science disciplines. Toward this end, each of the four SMD science divisions -- Heliophysics, Earth Science, Planetary Science, and Astrophysics -- develops fundamental science questions upon which to base future research and mission programs. Often the breakthrough science required to answer these questions requires significant technological innovation, e.g., instruments or platforms with capabilities beyond the current state of the art. SMD's targeted technology investments fill technology gaps, enabling NASA to build the challenging and complex missions that accomplish groundbreaking science.

  18. The science writing tool

    Science.gov (United States)

    Schuhart, Arthur L.

    This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.

  19. Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.

    Science.gov (United States)

    Adams, Nancy E

    2015-01-01

    In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

  20. Questions, Curiosity and the Inquiry Cycle

    Science.gov (United States)

    Casey, Leo

    2014-01-01

    This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged…

  1. Transnational aspects of the Kurdish question

    NARCIS (Netherlands)

    Bruinessen, M.M. van

    2000-01-01

    Simplifying a complex question, one may observe that the objectives of all Kurdish political movements of the past century have concerned two central issues, culture and territory. The Kurdish language and the region historically known as Kurdistan are the Kurds’ most important national symbols.

  2. Six questions about translational due diligence.

    Science.gov (United States)

    Selinger, Evan

    2010-04-28

    To maintain stable respect and support, translational research must be guided by appropriate ethical, social, legal, and political concerns and carry out culturally competent practices. Considering six key questions concerning due diligence will enable the translational research community to examine critically how it approaches these endeavors.

  3. Questions of Intimacy: Rethinking Population Education.

    Science.gov (United States)

    King, Linda, Ed.

    This document contains 14 papers that examine recent changes in the definition, principles, and delivery of population education throughout the world. The paper titles are as follows: "Introduction" (Linda King); "Reaching Men for Health and Development" (Benno de Keijzer); "Boys, Men and Questions of Masculinity in South Africa" (Robert Morrell);…

  4. On Productive Knowledge and Levels of Questions.

    Science.gov (United States)

    Andre, Thomas

    A model is proposed for memory that stresses a distinction between episodic memory for encoded personal experience and semantic memory for abstractors and generalizations. Basically, the model holds that questions influence the nature of memory representations formed during instruction, and that memory representation controls the way in which…

  5. French and european opinions about energy questions

    International Nuclear Information System (INIS)

    1992-03-01

    This paper presents a statistical study of french and european opinions in 1989 about energy questions. The main subjects studied are: qualities of different energy sources (coal, petroleum, natural gas, nuclear energy, renewable energies); perception in public opinion of nuclear industry; energy and environmental effects. 6 figs., 1 tab., 4 appendices

  6. Guiding Questions for Data Analysis, by Reports

    Science.gov (United States)

    Wake County Public School System, 2015

    2015-01-01

    This document, which is provided by the Data and Accountability Department staff at Wake County Public School System (WCPSS), is to be used as a resource to help guide the review of student data. This document provides examples of questions to consider when reviewing frequently accessed reports located in Case21, Quickr, EVAAS®, mClass®, or…

  7. Children Ask Questions about West African Art.

    Science.gov (United States)

    Abercrombie, Denice; Cochran, Mathilda; Mims, Margaret

    1997-01-01

    Presents a collection of questions that fifth-grade students asked about African artwork and answers provided by staff from the Museum of Fine Arts in Houston, Texas. Observes that students' interest in important visual aspects of the art creates lead-ins to more detailed discussions of West African art and culture. (DSK)

  8. Teaching Children with Autism to Ask Questions

    Science.gov (United States)

    Squires, Katie E.; Bickel, Alyssa

    2015-01-01

    Children with autism have impairments in communication that make it difficult for them to acquire the ability to ask appropriate wh- questions. This is a very important skill, and one that clinicians often do not know how to target. Search terms were entered into several databases to locate studies published in peer-reviewed journals. The studies…

  9. Questions of Value to this presentation

    Indian Academy of Sciences (India)

    First page Back Continue Last page Overview Graphics. Questions of Value to this presentation. Does a self assembly of collagen act smart? Can man make collagen based smart biomaterials? To what beneficial uses smart collagen based biomaterials can be put to?

  10. Questions & Answers about...Marfan Syndrome.

    Science.gov (United States)

    National Inst. of Arthritis and Musculoskeletal and Skin Diseases (NIH), Bethesda, MD.

    This fact sheet answers general questions about Marfan syndrome, a heritable condition that affects the connective tissue. It describes the characteristics of the disorder, the diagnostic process, and ways to manage symptoms. Characteristics include: (1) people with Marfan syndrome are typically very tall, slender, and loose jointed; (2) more than…

  11. Some Questions for the Information Society.

    Science.gov (United States)

    Marien, Michael

    1983-01-01

    Though frequently forecasted and referred to, the so-called information society is likely but not necessarily inevitable. Questions are raised about such a society, including its impact on work, commerce, health, education, entertainment, politics, intergroup relations, families, and the impact of anticipated changes on the quality of life.…

  12. Response to Questions on Presentation to NAS

    Energy Technology Data Exchange (ETDEWEB)

    Meier, W R

    2011-03-17

    Response to questions on the presentation 'Overview to Chamber and Power Plant Designs for IFE' made at the 1/29-31 meeting of the National Academies Committee on the Prospects for Inertial Confinement Fusion Energy Systems.

  13. 8 Questions About the Conscious Mind

    NARCIS (Netherlands)

    Dooremalen, A.J.P.W.

    Can the mind function separately from the brain? Can machines have conscious minds? Is Google Maps part of the conscious mind? Hans Dooremalen provides answers to these three and five other questions about the conscious mind in an easy to read introduction to the philosophy of mind.

  14. Religion, Democratic Community, and Education: Two Questions

    Science.gov (United States)

    D'Souza, Mario Osbert

    2012-01-01

    This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society?…

  15. Smart Questions To Ask Your Insurance Agent.

    Science.gov (United States)

    Cohen, Abby J.

    1997-01-01

    Provides advice on insurance coverage for child care centers. Suggests that before purchasing insurance you inquire about the agent's qualifications, company's financial stability, and corporate ratings; and obtain written answers to questions about specific coverage issues such as volunteers, legal defense costs, special events, and…

  16. Dog Bite Reflections--Socratic Questioning Revisited

    Science.gov (United States)

    Toledo, Cheri A.

    2015-01-01

    In the online environment, the asynchronous discussion is an important tool for creating community, developing critical thinking skills, and checking for understanding. As students learn how to use Socratic questions for effective interactions, the discussion boards can become the most exciting part of the course. This sequel to the article…

  17. THE EVOLUTION OF THE POLITICAL QUESTION DOCTRINE

    African Journals Online (AJOL)

    wits-user

    1995-02-22

    Feb 22, 1995 ... implies in my view asking its gates and its walls to be painted with mud; and .... in the failure by some jurists to distinguish between "… questions ... judiciary while retaining power to render final decisions on the meaning of the.

  18. Learning How to Ask Research Questions

    Science.gov (United States)

    Musante, Susan

    2010-01-01

    Collaborative research is a demanding endeavor, and for a group of undergraduate students tasked with identifying their own interdisciplinary research problem, the challenges are even greater. "It was scary--we didn't know what to ask the professors, and we couldn't decide on a research question," says Miran Park, a student at the University of…

  19. Cooperative rhetoric question in contemporary Persian literature

    Directory of Open Access Journals (Sweden)

    Mostafa Dashti ahangar

    2016-09-01

    Finally some samples of cooperative rhetoric question in current literature will be presented. It should be noted that the goal of these samples is to be more familiar with the subject matter and not the analysis of current literal texts; because it needs more time and study.

  20. Key Questions in Marine Megafauna Movement Ecology

    KAUST Repository

    Hays, Graeme C.; Ferreira, Luciana C.; Sequeira, Ana M.M.; Meekan, Mark G.; Duarte, Carlos M.; Bailey, Helen; Bailleul, Fred; Bowen, W. Don; Caley, M. Julian; Costa, Daniel P.; Eguí luz, Victor M.; Fossette, Sabrina; Friedlaender, Ari S.; Gales, Nick; Gleiss, Adrian C.; Gunn, John; Harcourt, Rob; Hazen, Elliott L.; Heithaus, Michael R.; Heupel, Michelle; Holland, Kim; Horning, Markus; Jonsen, Ian; Kooyman, Gerald L.; Lowe, Christopher G.; Madsen, Peter T.; Marsh, Helene; Phillips, Richard A.; Righton, David; Ropert-Coudert, Yan; Sato, Katsufumi; Shaffer, Scott A.; Simpfendorfer, Colin A.; Sims, David W.; Skomal, Gregory; Takahashi, Akinori; Trathan, Philip N.; Wikelski, Martin; Womble, Jamie N.; Thums, Michele

    2016-01-01

    It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Technical advances make this an exciting time for animal movement studies, with a range of small, reliable data-loggers and transmitters that can record horizontal and vertical movements as well as aspects of physiology and reproductive biology.Forty experts identified key questions in the field of movement ecology.Questions have broad applicability across species, habitats, and spatial scales, and apply to animals in both marine and terrestrial habitats as well as both vertebrates and invertebrates, including birds, mammals, reptiles, fish, insects, and plankton. © 2016 Elsevier Ltd.

  1. Two questions about surrogacy and exploitation.

    Science.gov (United States)

    Wertheimer, Alan

    1992-01-01

    In this article I will consider two related questions about surrogacy and exploitation: (1) Is surrogacy exploitative? (2) If surrogacy is exploitative, what is the moral force of this exploitation? Briefly stated, I shall argue that whether surrogacy is exploitative depends on whether exploitation must be harmful to the exploited party or whether (as I think) there can be mutually advantageous exploitation. It also depends on some facts about surrogacy about which we have little reliable evidence and on our philosophical view on what counts as a harm to the surrogate. Our answer to the second question will turn in part on the account of exploitation we invoke in answering the first question and in part on the way in which we resolve some other questions about the justification of state interference. I shall suggest, however, that if surrogacy is a form of voluntary and mutually advantageous exploitation, then there is a strong presumption that surrogacy contracts should be permitted and even enforceable, although that presumption may be overridden on other grounds.

  2. Gendering China studies: peripheral perspectives, central questions

    NARCIS (Netherlands)

    de Kloet, J.

    2008-01-01

    This article explores the connections between the field of China studies and the field of gender and sexuality studies. It engages with three questions. First, why is it that theoretical, conceptual and methodological cross-fertilization between China studies and cultural studies remains quite

  3. Listen and the question of silence

    DEFF Research Database (Denmark)

    Doubinsky, Sebastien

    2018-01-01

    Listen is a film about words, but around words. The words become useless and are surrounded by silence. And the whole film is constructed on this silence, which builds up like an unbreakable wall. The question is thus: what are we listening to? What should we listen to? And maybe, even more crucial...

  4. Questions Students Ask: About Terminal Velocity.

    Science.gov (United States)

    Meyer, Earl R.; Nelson, Jim

    1984-01-01

    If a ball were given an initial velocity in excess of its terminal velocity, would the upward force of air resistance (a function of velocity) be greater than the downward force of gravity and thus push the ball back upwards? An answer to this question is provided. (JN)

  5. Topical questions in magnetic resonance imaging

    International Nuclear Information System (INIS)

    Andrew, E.R.; Florida Univ., Gainesville, FL; Florida Univ., Gainesville, FL

    1989-01-01

    This paper examines a number of practical questions concerning magnetic resonance imaging. These include the choice of operating magnetic field strength, the problem of siting and screening, a procedure for securing precise slice selection and the use of paramagnetic contrast agents. (author). 5 refs

  6. Managerial Skills Teaching: Ten Questions and Answers.

    Science.gov (United States)

    McEnrue, Mary Pat

    2002-01-01

    Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

  7. Do clinicians use more question marks?

    NARCIS (Netherlands)

    Zijlmans, Maeike; Otte, Willem M; Van't Klooster, Maryse A; van Diessen, Eric; Leijten, Frans Ss; Sander, Josemir W

    2015-01-01

    OBJECTIVE: To quantify the use of question marks in titles of published studies. DESIGN AND SETTING: Literature review. PARTICIPANTS: All Pubmed publications between 1 January 2013 and 31 December 2013 with an available abstract. Papers were classified as being clinical when the search terms clin*,

  8. Input Enhancement and L2 Question Formation.

    Science.gov (United States)

    White, Lydia; And Others

    1991-01-01

    Investigated the extent to which form-focused instruction and corrective feedback (i.e., "input enhancement"), provided within a primarily communicative program, contribute to learners' accuracy in question formation. Study results are interpreted as evidence that input enhancement can bring about genuine changes in learners' interlanguage…

  9. Treatment of Anthrax Disease Frequently Asked Questions

    Energy Technology Data Exchange (ETDEWEB)

    Judd, Kathleen S.; Young, Joan E.; Lesperance, Ann M.; Malone, John D.

    2010-05-14

    This document provides a summary of Frequently Asked Questions (FAQs) on the treatment of anthrax disease caused by a wide-area release of Bacillus anthracis spores as an act bioterrorism. These FAQs are intended to provide the public health and medical community, as well as others, with guidance and communications to support the response and long-term recovery from an anthrax event.

  10. Thinking through Quality Questioning: Deepening Student Engagement

    Science.gov (United States)

    Walsh, Jackie Acree; Sattes, Beth Dankert

    2011-01-01

    This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student…

  11. Key Questions in Marine Megafauna Movement Ecology

    KAUST Repository

    Hays, Graeme C.

    2016-03-12

    It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Technical advances make this an exciting time for animal movement studies, with a range of small, reliable data-loggers and transmitters that can record horizontal and vertical movements as well as aspects of physiology and reproductive biology.Forty experts identified key questions in the field of movement ecology.Questions have broad applicability across species, habitats, and spatial scales, and apply to animals in both marine and terrestrial habitats as well as both vertebrates and invertebrates, including birds, mammals, reptiles, fish, insects, and plankton. © 2016 Elsevier Ltd.

  12. Fuel reprocessing: Citizens' questions and experts' answers

    International Nuclear Information System (INIS)

    1982-10-01

    In connection with the intention of DWK to erect a fuel reprocessing plant in the Oberpfalz, citizens have asked a great number of questions which are of interest to the general public. They have been collected, grouped into subject categories and answered by experts. (orig./HSCH) [de

  13. KEMAMPUAN MAHASISWA DALAM MEMBUAT COMPREHENSION QUESTIONS

    Directory of Open Access Journals (Sweden)

    Pudiyono Pudiyono

    2016-10-01

    Full Text Available The aims of the research were to find out (a the level of the students’ ability in making comprehension questions, (b the students’ map of problems in making comprehension questions. The population of the research was all students joining Reading 4 academic year 2016, totaling to 30 students, while the sample was taken from all students. The result of data analysis showed that the average ability of the students, with score more than 70 reached 66.66%. In details, only 4 of the samples (13.33% got no wrong answers or an A. Those who got good achievement (B, considered as majority, amounted to 16 students (53.33%. The participants achieving enough grades (C reached 7 students or 23.33%. The last level achieved in this research was D with the number reaching 3 (10%. The map of problems laid on their inability in identifying between yes/no and WH questions, inverted sentence, choosing the right auxiliary and verbs and their spelling ability. Keyword: comprehension, questions, inversion, problem map, ability

  14. The prevalence of questionable occlusal caries

    DEFF Research Database (Denmark)

    Makhija, Sonia K; Gilbert, Gregg H; Funkhouser, Ellen

    2012-01-01

    Questionable occlusal caries (QOC) can be defined as clinically suspected caries with no cavitation or radiographic evidence of occlusal caries. To the authors' knowledge, no one has quantified the prevalence of QOC, so this quantification was the authors' objective in conducting this study...

  15. Question Word in the Mandarin Language

    Directory of Open Access Journals (Sweden)

    Xu Yunyu

    2016-12-01

    Full Text Available In an interrogative sentence in Mandarin language, a question word can be placed in the beginning, middle or end of a sentence. Because of the different nation and culture, when a foreign student learns Mandarin, they find it difficult to understand the question words and the position of the question words in that language. Because of that, the writer proposes to explain such problems. This research aims to find out what are the types of question words in Mandarin, and also to explain the function and usage of question words in the Mandarin interrogative sentence. An interrogative sentence is a very important sentence. In Mandarin, the following question words: 谁(shuí “Who”,在哪里(zài nǎli “where”, 在哪儿(zài nǎ’er “where”,为什么(wèi shénme “why”, 怎么(zěnme “why”,多少(duō shǎo) “how many”,多久(duō jiǔ “how long”,什么时候 (shénme shíhòu “when”,什么(shénme “what”,做什么(zuò shénme “why”,干 什么(gàn shénme “why”,干嘛(gànma “why” and so on are used to ask “who”, “where”, “what”, “how much”, “when”, “what time”, and “why”. Those words have different functions and usage. Each sentence has a certain structure and word order. A question word can be placed in the beginning, middle, or end of a sentence. When the place is changed, there is a possibility of miscommunication.   DOI: https://doi.org/10.24071/llt.2013.160106

  16. Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario

    Science.gov (United States)

    Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

    2017-07-01

    Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

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

    OpenAIRE

    İkramettin Daşdemir

    2014-01-01

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

  18. Information Science: Science or Social Science?

    OpenAIRE

    Sreeramana Aithal; Paul P.K.,; Bhuimali A.

    2017-01-01

    Collection, selection, processing, management, and dissemination of information are the main and ultimate role of Information Science and similar studies such as Information Studies, Information Management, Library Science, and Communication Science and so on. However, Information Science deals with some different characteristics than these subjects. Information Science is most interdisciplinary Science combines with so many knowledge clusters and domains. Information Science is a broad disci...

  19. Science 101: How Do We Use Calculus in Science?

    Science.gov (United States)

    Robertson, Bill

    2014-01-01

    How is calculus used in science? That might seem like an odd question to answer in a magazine intended primarily for elementary school teachers. After all, how much calculus gets used in elementary science? Here the author guesses that quite a few readers of this column do not know a whole lot about calculus and have not taken a course in…

  20. Difficult Questions of Difficult Questions: The Role of The Researcher and Transcription Styles

    Science.gov (United States)

    Henderson, Holly

    2018-01-01

    This paper refracts a comparison of three distinct transcription styles through questions of researcher reflexivity. It uses the data from a single question asked by the researcher in multiple interviews for a small empirical project. These data are transcribed in three ways, and the resulting transcripts are discussed in relation to the analysis…

  1. Computational Science and Innovation

    International Nuclear Information System (INIS)

    Dean, David Jarvis

    2011-01-01

    Simulations - utilizing computers to solve complicated science and engineering problems - are a key ingredient of modern science. The U.S. Department of Energy (DOE) is a world leader in the development of high-performance computing (HPC), the development of applied math and algorithms that utilize the full potential of HPC platforms, and the application of computing to science and engineering problems. An interesting general question is whether the DOE can strategically utilize its capability in simulations to advance innovation more broadly. In this article, I will argue that this is certainly possible.

  2. THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

    Directory of Open Access Journals (Sweden)

    Lalu Thohir

    2017-12-01

    Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

  3. Nuclear power: the question of public acceptance

    International Nuclear Information System (INIS)

    Otway, H.J.; Maurer, D.; Thomas, K.

    1978-01-01

    Technologists have been surprised - in view of the persuasive technical arguments - at the strength of public opposition to nuclear power. But their assumption that information and argument can, by their rational force, change public opinion on sensitive issues, rests on oversimplified theories about attitude formation. When the grounds for opposition to or approval of a controversial programme are investigated - as the authors of this article have done, on the issue of nuclear power - it becomes apparent that attitude formation is not, in the technologists' sense, a 'rational' process. Here the authors describe an attitude model, and present the results of its application to the question of public attitudes to nuclear power - including the discovery of the relatively minor role that technical and environmental questions play in determining those attitudes. (author)

  4. Some important questions in charmonium physics

    International Nuclear Information System (INIS)

    Seth, K.

    1994-01-01

    This paper is devoted to three propositions: (1) Some of the most basic questions in heavy-quark physics remain unanswered; (2) Charmonium physics is the best place to address those questions at the required level of precision; (3) A tau-charm factory, with a commensurate state-of-the-art detector, are mandatory for doing the job. While open-charm and tau physics will certainly be done at beauty factories, charmonium physics will not. It must, therefore, form an important part of the physics program at a tau charm factory. With this as an introduction, the author then reviews the status of charmonium studies at this point, and ongoing work, with its projected weaknesses

  5. The ethics of physicists in questions

    CERN Multimedia

    2000-01-01

    Four CERN physicists, Peggie Rimmer, Ugo Amaldi, Alain Blondel, and Jean-Marie Le Goff, answered questions from 150 college students last Monday during a debate on the theme of the ethics of physics. Organized by CERN and the Department of public instruction of the Canton of Geneva, the meeting followed a reading by the students of the play Die Physiker, by Friedrich Dürrenmatt, which raises the problem of political exploitation of discoveries made during the second world war. The Minister of Education of the Canton de Genève, Mrs Martine Brunschwig-Graf, took part in the debate. The questions posed by students were not lacking in pertinence : Should a physicist reveal a discovery that is dangerous in his opinion ? Who are responsible, those who make the discoveries or those who use them ?

  6. Aging and depression: some unanswered questions.

    Science.gov (United States)

    Jarvik, L F

    1976-05-01

    The subject of aging and depression leaves many unanswered questions, and the lack of precise and universally accepted definitions (not to mention an inadequate nosology) further complicates the issue. Little is known regarding the differentiation of depressive illness from a melancholic response to the stressful aging process, and equally little regarding the natural history of depressions with onset in the teens, 20s, or 30s. Studies are focusing on biochemical and physiological aspects of depression, but at present biochemists suffer from the uncertainties of the clinicians, and the clinicians and geneticists from the limitations of the biochemists. However, despite our uncertainties about the condition, several effective forms of therapy have been developed, ranging from a focus on the therapeutic milieu to the use of pharmacologic antidepressants (particularly lithium). Ultimately, the question remains: Why are not all elderly persons suffering from depression? The answer may lie in the interaction of environment, life stresses, and the internal adaptive capacities of the individual.

  7. Key Questions in Marine Megafauna Movement Ecology.

    Science.gov (United States)

    Hays, Graeme C; Ferreira, Luciana C; Sequeira, Ana M M; Meekan, Mark G; Duarte, Carlos M; Bailey, Helen; Bailleul, Fred; Bowen, W Don; Caley, M Julian; Costa, Daniel P; Eguíluz, Victor M; Fossette, Sabrina; Friedlaender, Ari S; Gales, Nick; Gleiss, Adrian C; Gunn, John; Harcourt, Rob; Hazen, Elliott L; Heithaus, Michael R; Heupel, Michelle; Holland, Kim; Horning, Markus; Jonsen, Ian; Kooyman, Gerald L; Lowe, Christopher G; Madsen, Peter T; Marsh, Helene; Phillips, Richard A; Righton, David; Ropert-Coudert, Yan; Sato, Katsufumi; Shaffer, Scott A; Simpfendorfer, Colin A; Sims, David W; Skomal, Gregory; Takahashi, Akinori; Trathan, Philip N; Wikelski, Martin; Womble, Jamie N; Thums, Michele

    2016-06-01

    It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. Flower development: open questions and future directions.

    Science.gov (United States)

    Wellmer, Frank; Bowman, John L; Davies, Brendan; Ferrándiz, Cristina; Fletcher, Jennifer C; Franks, Robert G; Graciet, Emmanuelle; Gregis, Veronica; Ito, Toshiro; Jack, Thomas P; Jiao, Yuling; Kater, Martin M; Ma, Hong; Meyerowitz, Elliot M; Prunet, Nathanaël; Riechmann, José Luis

    2014-01-01

    Almost three decades of genetic and molecular analyses have resulted in detailed insights into many of the processes that take place during flower development and in the identification of a large number of key regulatory genes that control these processes. Despite this impressive progress, many questions about how flower development is controlled in different angiosperm species remain unanswered. In this chapter, we discuss some of these open questions and the experimental strategies with which they could be addressed. Specifically, we focus on the areas of floral meristem development and patterning, floral organ specification and differentiation, as well as on the molecular mechanisms underlying the evolutionary changes that have led to the astounding variations in flower size and architecture among extant and extinct angiosperms.

  9. Auto/Ethnography and the Question of Ethics

    Directory of Open Access Journals (Sweden)

    Wolff-Michael Roth

    2008-10-01

    Full Text Available Auto/ethnography has emerged as an important method in the social sciences for contributing to the project of understanding human actions and concerns. Although the name of the method includes "ethnography," auto/ethnography often is concerned exclusively with an abstract (i.e., undeveloped and abstracting understanding, and therefore the writing, of the Self rather than the writing of the "ethno." Auto/ethnography, such conceived, is a form of therapy, in the best case, and a form of narcissism and autoerotic relation, in the worst case. But because the Self exists in relation to the world, becomes in and through participation in everyday events, and because the human relation is inherently ethical, there are inherent ethical questions where the Other may come to be harmed as much as the Self. URN: urn:nbn:de:0114-fqs0901381

  10. Perspectives on Europeanization of national judiciaries: old and new questions

    DEFF Research Database (Denmark)

    Mayoral, Juan A.; Jaremba, Urszula

    The aim of this article is to bring together different legal, political science and sociological perspectives addressing the problem of Europeanization of national judiciaries. In that sense, this article provides an overview of several old aspects regarding the way and extent national courts/jud...... concerning, for instance, courts compliance with EU law, the relevance of national judges’ individual profiles (knowledge, attitudes and values) but also the role of institutions (networks) and legal systems in the process of Europeanization of judges......./judges adapted to their role of European judges. Next to that, it is looked into the manner of and reasons behind judges’ involvement in the process of EU legal integration, whereby a new research agenda is offered. For that purpose, new questions are raised and different empirical aspects are discussed...

  11. Questioning the Federal Role in Educational Research.

    Science.gov (United States)

    Florio, David H.

    1981-01-01

    Reviews the Reagan administration's proposed budget cuts for education, educational research, and social science research. Holds that examples used to bolster the administration's criticisms of social and behavioral research come from the late 1960s/early 1970s, and ignore federally funded work currently focusing on educational practice, policy,…

  12. Multidisciplinary approaches to climate change questions

    Science.gov (United States)

    Middleton, Beth A.; LePage, Ben A.

    2011-01-01

    Multidisciplinary approaches are required to address the complex environmental problems of our time. Solutions to climate change problems are good examples of situations requiring complex syntheses of ideas from a vast set of disciplines including science, engineering, social science, and the humanities. Unfortunately, most ecologists have narrow training, and are not equipped to bring their environmental skills to the table with interdisciplinary teams to help solve multidisciplinary problems. To address this problem, new graduate training programs and workshops sponsored by various organizations are providing opportunities for scientists and others to learn to work together in multidisciplinary teams. Two examples of training in multidisciplinary thinking include those organized by the Santa Fe Institute and Dahlem Workshops. In addition, many interdisciplinary programs have had successes in providing insight into climate change problems including the International Panel on Climate Change, the Joint North American Carbon Program, the National Academy of Science Research Grand Challenges Initiatives, and the National Academy of Science. These programs and initiatives have had some notable success in outlining some of the problems and solutions to climate change. Scientists who can offer their specialized expertise to interdisciplinary teams will be more successful in helping to solve the complex problems related to climate change.

  13. Marketing and medicine: a questionable mix.

    Science.gov (United States)

    Moran, Michael E; Baum, Neil H

    2012-01-01

    Historically, medicine has been an evolving art and science. It never remains the same. Only in the past few decades has it been acceptable for doctors to market and promote their practices. This article will review the history of medical marketing and provide ethical examples of marketing that might be available to any physician, in any practice, and in any geographic location.

  14. Methods and Strategies: Ask the Right Question

    Science.gov (United States)

    Kracl, Carrie; Harshbarger, Dena

    2017-01-01

    Preparing 21st century learners is the goal of both the "Common Core State Standards" ("CCSS") and the "Next Generation Science Standards" ("NGSS"). These two sets of standards jointly illuminate the need to teach scientific and literacy skills that will more appropriately prepare elementary students to…

  15. Ankylosing Spondylitis: a Reflection and a Question

    Directory of Open Access Journals (Sweden)

    Annia Deysi Hernández Martín

    2014-07-01

    Full Text Available Ankylosing spondylitis is a chronic inflammatory disease that affects the synovial membrane, joint entheses and para-articular structures of the spine, including the sacroiliac joints and limbs. We present a case of ankylosing spondylitis that had evolved for 12 years despite the relatively early diagnosis and treatment, showing flexion deformity and limitation of spinal movements. On radiological examination an early evolution to ankylosis was observed, which motivated us to make a reflection and a question.

  16. Husserl e la questione uomo/animale

    Directory of Open Access Journals (Sweden)

    Carmine Di Martino

    2012-11-01

    Full Text Available In a phenomenological agenda there is no room for the man-animal question. However, in the last period of his researches, Husserl addressed repeatedly the issue, in the context of a transcendental-phenomenological analysis of the constitution of the human world. Husserl’s phenomenology proofs itself to be a non-ideological way to enquire about man and animal, rethinking their differences and their continuity, by moving from the experience of life and world.

  17. Medical Marijuana: More Questions than Answers

    OpenAIRE

    Hill, Kevin P.

    2014-01-01

    With 23 states and the District of Columbia having enacted medical marijuana laws as of August 2014, it is important that psychiatrists be able to address questions about medical marijuana from patients, families, and other health care professionals. The author discusses the limited medical literature on synthetic cannabinoids and medical marijuana. The synthetic cannabinoids dronabinol and nabilone are approved by the United States Food and Drug Administration for nausea and vomiting associa...

  18. Twenty-five questions for string theorists

    Energy Technology Data Exchange (ETDEWEB)

    Binetruy, Pierre; /Orsay, LPT; Kane, G.L.; /Michigan U., MCTP; Lykken, Joseph D.; /Fermilab; Nelson, Brent D.; /Pennsylvania U.

    2005-09-01

    In an effort to promote communication between the formal and phenomenological branches of the high-energy theory community, we provide a description of some important issues in supersymmetric and string phenomenology. We describe each within the context of string constructions, illustrating them with specific examples where applicable. Each topic culminates in a set of questions that we believe are amenable to direct consideration by string theorists, and whose answers we think could help connect string theory and phenomenology.

  19. Interviews concerning topical questions in nuclear technology

    International Nuclear Information System (INIS)

    Segatz, U.; Schatz, A.; Stephany, M.; Michaelis, H.

    1978-01-01

    On the occasion of the Nuclex meeting, October 3-7, 1978, Basle/Switzerland, the editorial department of 'Atom und Strom' questioned some leading scientists in nuclear technology on particularly relevant topics. The following subjects were discussed: - How long can we do without nuclear energy, - Modern technology for nuclear power plants, - Nuclear fuel cycle and environment, - Nuclear energy and European Communities, - Nuclear energy and its risks (reflections on incidents). (orig./UA) [de

  20. The central question for the oil industry

    International Nuclear Information System (INIS)

    2001-01-01

    The principal question for the world's oil industry is how to replace today's and tomorrow's consumption of oil with new reserves. This is very important for the oil companies. Reduced reserves mean reduced values, which immediately has an impact on the balance sheet and the share price. The next ten years the world will consume over 300 billion barrels of oil and it may appear very difficult to replace this with new reserves

  1. Deep Question Answering for protein annotation.

    Science.gov (United States)

    Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

    2015-01-01

    Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.

  2. Does science matter?

    CERN Multimedia

    Broad, W J

    2003-01-01

    "...there are new troubles in the peculiar form of paradise that science has created, as well as new questions about whether it has the popular support to meet the future challenges of disease, pollution, security, energy, education, food, water and urban sprawl" (1 page).

  3. Traveling with Science

    Science.gov (United States)

    Fast, Danene; Wild, Tiffany

    2018-01-01

    For early elementary students with vision loss, these seemingly simple questions can pose great difficulty, especially when conceptual development is being established. Because students with vision loss are unable to observe non-verbal cues within environmental settings, supplemental learning techniques must be utilized for learning. In science,…

  4. Infant foods: Debatable questions and real answers

    Directory of Open Access Journals (Sweden)

    S. V. Belmer

    2015-01-01

    Full Text Available In Ms/her practice, a pediatrician frequently faces ambiguous questions about foods for infants during the first year of life in particular. Not only parents ask pediatricians these questions - the latter naturally arise during work and attempts to pinpoint the problem of adequate nutrition during infancy. These questions are whether complementary foods containing starch cause allergy in an infant; gluten is a detrimental ingredient of infant foods; hydrolysis of cereal polysaccharides is essential; palm oil is dangerous to an infant's health; butter fat as an ingredient infant foods may be harmful to a child. Among other things, butter fat in globules is shown to contain phospholipids, gangliosides, cholesterol, which are essential for a child's development and absent in infant formulas. In this connection, addition of fat globule membranes to foods is promising in terms of the provision of an infant with lipids of full value. There is a need for further in-depth investigations of infant feeding practices, by keeping in mind numerous features of an infant's organism.

  5. New Views on the Woman Question

    Directory of Open Access Journals (Sweden)

    Ann Waltner

    2017-06-01

    Full Text Available Marcia Yonemoto. The Problem of Women in Early Modern Japan. Berkeley: University of California Press, 2016. 304 pp. $70 (cloth, e-book. Wang Zheng. Finding Women in the State: A Socialist Feminist Revolution in the People’s Republic of China, 1949–1964. Berkeley: University of California Press, 2017. 400 pp. $85 (cloth; $35 (paper, e-book. "The Problem of Women in Early Modern Japan" and "Finding Women in the State" are in many ways quite different: they cover different geographic areas and different time periods; they use different sources and ask different questions. But it is productive to think about them in tandem, to see what kind of questions they do raise and to think about the ways “the woman question” is posed in these two contexts—early modern Japan and early Maoist China, respectively. Both books are interested in the question of what looking at history through a feminist lens does to our view of that history; both are interested in dismantling a hegemonic narrative that provides a diminished vision of women as historical subjects. And both of them point out ways in which neither the “problem of women” (Yonemoto nor the problem of finding women in the state (Wang has been resolved...

  6. Comments on topical questions of nuclear energy

    International Nuclear Information System (INIS)

    Butz, H.; Noll, M.

    1978-05-01

    During the 7th legislative period (1972/76) of the German Bundestag the Federal Government has repeatedly commented on questions concerning nuclear energy. The present documentation comprises a selection of the most important issues. The collection contains in particular: written and oral answers of the Federal Government to written or oral questions of members of parliament; answers of the Federal Government to major and minor interpellations of fractions or factions; statements of the chancellor, the ministers and permanent secretaries; bills of the Federal Government if they were issued as parliamentary documents or as plenary minutes. The main attention when selecting the documents was drawn to giving complete recording of the statements on the safety of nuclear plants and on radiation protection. Furthermore, the comments on questions concerning nuclear energy were considered both in general and in connection with alternative energy sources. Eventually, the general situation concerning energy could be verified. The selection of documents has certainly not thoroughly remained uninfluenced by subjective decisions. The parliamentary documents and plenary minutes given here are recorded by chronological order. An index of subject headings will facilitate access to all documents. (orig.) 891 HP [de

  7. Analysis of students’ generated questions in laboratory learning environments

    Directory of Open Access Journals (Sweden)

    Juan Antonio Llorens-Molina

    2012-03-01

    Full Text Available In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs, a well known approach is the SLEI (Science Laboratory Environment Inventory. The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.

  8. Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions

    Science.gov (United States)

    Hardy, Judy; Bates, Simon P.; Casey, Morag M.; Galloway, Kyle W.; Galloway, Ross K.; Kay, Alison E.; Kirsop, Peter; McQueen, Heather A.

    2014-01-01

    The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and…

  9. Complexity Theory, School Leadership and Management: Questions for Theory and Practice

    Science.gov (United States)

    Morrison, Keith

    2010-01-01

    Complexity theory (CT) has had a meteoric rise in management literature and the social sciences. Its fledgling importation into school leadership and management raises several questions and concerns. This article takes one view of CT and argues that, though its key elements have much to offer school leadership and management, caution has to be…

  10. Questions about Answers: Probing Teachers' Awareness and Planned Remediation of Learners' Misconceptions about Electric Circuits

    Science.gov (United States)

    Gaigher, Estelle

    2014-01-01

    This article reports an exploratory multi-case study on how science teachers understand and envisage addressing learners' misconceptions about electric circuits. Four teachers from schools in and around a large South African city participated in the study. An open-ended questionnaire was designed in a novel way, questioning teachers about wrong…

  11. The Power of Questions to Bring Balance to the Curriculum in the Age of New Standards

    Science.gov (United States)

    del Prado, Pixita; McMillen, Susan E.; Friedland, Ellen S.

    2017-01-01

    The Common Core State Standards (CCSS); the Next Generation Science Standards (NGSS); and the College, Career, and Civic Life (C3) Framework for Social State Standards are bringing many changes to schools and classrooms across the United States. This article suggests using the power of questions to make connections across seemingly disparate…

  12. Scientific journalism: questions of terminology and tendencies of the modern development

    Directory of Open Access Journals (Sweden)

    Muravitskaya S.V.

    2016-10-01

    Full Text Available in the article such terms as «scientific journalism» and «popular-science mass media» are considered; questions of formation of effective dialogue between authorities, scientists, journalists and public are touched upon; tendencies of development of scientific journalism in Russia and on the West are pointed out.

  13. Positive, negative, and bipolar questions: The effect of question polarity on ratings of text readability

    Directory of Open Access Journals (Sweden)

    Naomi Kamoen

    2013-12-01

    Full Text Available For decades, survey researchers have known that respondents give different answers to attitude questions worded positively (X is good. Agree-Disagree, negatively (X is bad. Agree-Disagree or on a bipolar scale (X is bad-good. This makes survey answers hard to interpret, especially since findings on exactly how the answers are affected are conflicting. In the current paper, we present twelve studies in which the effect of question polarity was measured for a set of thirteen contrastive adjectives. In each study, the same adjectives were used so the generalizability of wording effects across studies could be examined for each word pair. Results show that for five of the word pairs an effect of question wording can be generalized. The direction of these effects are largely consistent: respondents generally give the same answers to positive and bipolar questions, but they are more likely to disagree with negative questions than to agree with positive questions or to choose the positive side of the bipolar scale. In other words, respondents express their opinions more positively when the question is worded negatively. Even though answers to the three wording alternatives sometimes differ, results also show that reliable answers can be obtained with all three wording alternatives. So, for survey practice, these results suggest that all three wording alternatives may be used for attitude measurement.

  14. Will the Real Author Come Forward? Questions of Ethics, Plagiarism, Theft and Collusion in Academic Research Writing

    Science.gov (United States)

    Sikes, Pat

    2009-01-01

    This paper raises some questions about academic authorial honesty under the headings of Plagiarism (including self-plagiarism), Theft, and Collusion. Compared with the medical sciences, the social sciences in general and education specifically, lag behind in terms of critical attention being paid to the problem of plagiarism, the peer review…

  15. Titan's cold case files - Outstanding questions after Cassini-Huygens

    Science.gov (United States)

    Nixon, C. A.; Lorenz, R. D.; Achterberg, R. K.; Buch, A.; Coll, P.; Clark, R. N.; Courtin, R.; Hayes, A.; Iess, L.; Johnson, R. E.; Lopes, R. M. C.; Mastrogiuseppe, M.; Mandt, K.; Mitchell, D. G.; Raulin, F.; Rymer, A. M.; Todd Smith, H.; Solomonidou, A.; Sotin, C.; Strobel, D.; Turtle, E. P.; Vuitton, V.; West, R. A.; Yelle, R. V.

    2018-06-01

    The entry of the Cassini-Huygens spacecraft into orbit around Saturn in July 2004 marked the start of a golden era in the exploration of Titan, Saturn's giant moon. During the Prime Mission (2004-2008), ground-breaking discoveries were made by the Cassini orbiter including the equatorial dune fields (flyby T3, 2005), northern lakes and seas (T16, 2006), and the large positive and negative ions (T16 & T18, 2006), to name a few. In 2005 the Huygens probe descended through Titan's atmosphere, taking the first close-up pictures of the surface, including large networks of dendritic channels leading to a dried-up seabed, and also obtaining detailed profiles of temperature and gas composition during the atmospheric descent. The discoveries continued through the Equinox Mission (2008-2010) and Solstice Mission (2010-2017) totaling 127 targeted flybys of Titan in all. Now at the end of the mission, we are able to look back on the high-level scientific questions from the start of the mission, and assess the progress that has been made towards answering these. At the same time, new scientific questions regarding Titan have emerged from the discoveries that have been made. In this paper we review a cross-section of important scientific questions that remain partially or completely unanswered, ranging from Titan's deep interior to the exosphere. Our intention is to help formulate the science goals for the next generation of planetary missions to Titan, and to stimulate new experimental, observational and theoretical investigations in the interim.

  16. Science of science.

    Science.gov (United States)

    Fortunato, Santo; Bergstrom, Carl T; Börner, Katy; Evans, James A; Helbing, Dirk; Milojević, Staša; Petersen, Alexander M; Radicchi, Filippo; Sinatra, Roberta; Uzzi, Brian; Vespignani, Alessandro; Waltman, Ludo; Wang, Dashun; Barabási, Albert-László

    2018-03-02

    Identifying fundamental drivers of science and developing predictive models to capture its evolution are instrumental for the design of policies that can improve the scientific enterprise-for example, through enhanced career paths for scientists, better performance evaluation for organizations hosting research, discovery of novel effective funding vehicles, and even identification of promising regions along the scientific frontier. The science of science uses large-scale data on the production of science to search for universal and domain-specific patterns. Here, we review recent developments in this transdisciplinary field. Copyright © 2018 The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works.

  17. Globalisation and science education: Rethinking science education reforms

    Science.gov (United States)

    Carter, Lyn

    2005-05-01

    Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship.

  18. Let's talk nuclear energy in 30 questions; Parlons nucleaire en 30 questions

    Energy Technology Data Exchange (ETDEWEB)

    Reuss, Paul

    2012-01-11

    The Fukushima catastrophe of March 11, 2011 has called into question the share of nuclear energy in France and in foreign countries. Its replacement by renewable energy sources and the safety of nuclear power plants are in the center of today's debates. But what is the reality behind the mass of contradictory information that exists on this complex topic? This book moves the question out of the media noise and supplies objective and factual information with reliable figures about the nuclear industry by answering 30 key-questions. (J.S.)

  19. Question, answer, compare: a cross-category comparison of answers on question and answer websites

    Science.gov (United States)

    Ocepek, Melissa G.; Westbrook, Lynn

    2015-10-01

    Online information seekers make heavy use of websites that accept their natural language questions. This study compared the three types of such websites: social question and answer (Q&A), digital reference services, and ask-an-expert services. Questions reflecting daily life, research, and crisis situations were posed to high use websites of all three types. The resulting answers' characteristics were analyzed in terms of speed, transparency, formality, and intimacy. The results indicate that social Q&A websites excel in speed, ask-an-expert websites in intimacy, and digital reference services in transparency and formality.

  20. Physics Laws of Social Science

    OpenAIRE

    Wayne, James J.

    2013-01-01

    Economics, and other fields of social science are often criticized as unscientific for their apparent failures to formulate universal laws governing human societies. Whether economics is truly a science is one of the oldest questions. This paper attempts to create such universal laws, and asserts that economics is a branch of quantum physics just like chemistry. Choice is a central concept in economics and other fields of social science, yet there is no corresponding concept of choice in mode...

  1. Library and Information Science (LIS)

    OpenAIRE

    Hjørland, Birger

    2017-01-01

    This article outlines the history of library and information science (LIS), from its roots in library science, information science and documentation. It considers various conceptions or “paradigms” in the field and discusses the topical content of LIS as well as the relationships between LIS and other disciplines. The main argument of the article is that answers to all such questions concerning LIS are related to conceptions of LIS. It is argued that an updated version of social epistemology ...

  2. INTELLECTUAL DISHONESTY IN SCIENCE

    Directory of Open Access Journals (Sweden)

    Svetlana Nikolić

    2013-01-01

    Full Text Available The aim of this article is to obtain answers about the most important questions involving dishonesty in science. If we consider scientific work, we have to mention that various forms of errors need to be divided into two groups: reputable and disreputable errors. The third group, called the “grey zone”, includes “cooking” and “trimming”. When we consider the problem of dishonesty in science we should mention the most important question: who and for what reasons commits plagiarism and other forms of intellectual crookedness? Is it for financial benefits or for advancement? It is difficult to say, but it is necessary to use all available remedies to eradicate all forms of intellectual dishonesty, which is hard, especially in biomedical sciences. However, some reputable journals in this field use some special software packages to detect plagiarism.

  3. Understanding Nuclear Forensics in 5 Questions

    International Nuclear Information System (INIS)

    2014-01-01

    Forensic science, commonly referred to as forensics, is the examination of physical, biological, behavioural and documentary evidence. The goal of forensics is to discover linkages among people, places, things and events. A sub-discipline of forensic science, nuclear forensics is the analysis of intercepted illicit nuclear or radioactive material and any associated material, which can assist in law enforcement investigations as well as assessments of the potential vulnerabilities associated with the use, production and storage of these materials as part of a nuclear security infrastructure. The analysis of nuclear or other radioactive material seeks to identify what the materials are, how, when, and where the materials were made, and what their intended uses were. Nuclear forensics is an important tool in the fight against illicit trafficking in nuclear and radiological material

  4. Question of Consciousness: to Quantum Mechanics for the Answers

    Directory of Open Access Journals (Sweden)

    Karpenko Ivan A.

    2014-09-01

    Full Text Available The article presents the possible role of consciousness in quantum-mechanical description of physical reality. The widely spread interpretations of quantum phenomena are considered as indicating the apparent connection between conscious processes (such as observation and the properties of the microcosm. The reasons for discrepancies between the results of observations of the microcosm and macrocosm and the potential association of consciousness with these reasons are closely investigated. The mentioned connection is meant to be interpreted in the sense that the probable requirement for a complete understanding of quantum theory is the adequate description of consciousness within it and that the correct theory of consciousness should include quantum-mechanical theoretical apparatus. In this context, the question about the methods of scientific cognition is discussed, in particular, the problem of the place and the importance of intellectual intuition in science and philosophy of science. The author draws the conclusions about the current state of the “measuring” consciousness. problem in its relationship with

  5. Science and Religion in Liberal Democracy

    DEFF Research Database (Denmark)

    Jønch-Clausen, Karin

    The dissertation explores the role of scientific rationality and religious reasoning in democratic law and policymaking. How does legitimate law and policymaking proceed in light of disagreements on science and religion? This question is addressed within the framework of public reason. Roughly pu...... concerning the role science and religion in political deliberation challenge the public reason framework as viable vehicle for pursuing democratic legitimacy? The dissertation discusses these and other questions related to the special role of science and religion in liberal democracy....

  6. Questioning knowledge in the field of Education

    Directory of Open Access Journals (Sweden)

    Maria Célia M. de Moraes

    2010-10-01

    Full Text Available This paper explores the denunciation that knowledge and science, more particularly human and social sciences, are at risk. It criticizes the context of epistemological scepticism and ontological relativism that strongly affects sciences´ capacity to over come their own antinomies either on an explanatory level or when practically confronted to  their own problems. It recalls the sentence “theory does have consequences”  and argues that theory can increase the generalized scepticism about knowledge, truth, and justice by making them sound meaningless, thus opening the door to a great measure of irrationalism and nihilism. Yet, the positive side of theory may offer rational and critical bases to unveil the logic of a discourse that, at the same time, affirms education centrality and proposes the pragmatic construction of practice epistemologies in keeping with the emergent paradigms that are references for research, reforms, plans and proposals for Brazilian and Latin-American education. Theoretically, this text is based on Lukács and Bhaskar’s critical realism.

  7. Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist

    Science.gov (United States)

    Fauville, Géraldine

    2017-11-01

    In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.

  8. Science Smiles

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Science Smiles. Articles in Resonance – Journal of Science Education. Volume 1 Issue 4 April 1996 pp 4-4 Science Smiles. Chief Editor's column / Science Smiles · R K Laxman · More Details Fulltext PDF. Volume 1 Issue 5 May 1996 pp 3-3 Science Smiles.

  9. Some questions and answers concerning fast reactors

    International Nuclear Information System (INIS)

    Marshall, W.

    1980-01-01

    The theme of the lecture is the place of the fast reactor in an evolving nuclear programme. The whole question of plutonium is first considered, ie its method of production and the ways in which it can be used in the fast reactor fuel cycle. Whether fast reactors are necessary is then discussed. Their safety is examined with particular attention to those design features which are most criticised ie high volumetric power density of the core, and the use of liquid sodium as coolant. Attention is then paid to environmental and safeguard aspects. (U.K.)

  10. Questions and answers on nuclear energy

    International Nuclear Information System (INIS)

    Grupe, H.; Koelzer, W.

    Highly developed technologies, such as the nuclear power plant technology, have met with an increasing interest on the part of the general public during the last few years. As it is our duty to meet this demand for information and to supply the general public with objective and complete information on technical details, this series of brochures has been started. The present fourth and revised issue of 'Questions and answers on nuclear energy' explains the subjects in even greater detail and has been enlarged by an additional chapter on 'Waste disposal and waste management.' (orig.) [de

  11. Nuclear energy by way of 110 questions

    International Nuclear Information System (INIS)

    Mandil, C.; Borotra, F.

    1996-01-01

    The main goal of this updated edition is to provide the general public with information on the civil nuclear policy in France. Twelve chapters deal with following topics: nuclear economy, nuclear industry, nuclear fuel cycle and nuclear waste, nuclear safety, radioactivity and health, nuclear accidents in the world, nuclear energy and environment, inspection planning, information, nuclear proliferation prevention, nuclear energy in the world and in the future. At the end of each chapter the authors answer a set of questions corresponding to the general pubic queries. (N.T.)

  12. Nuclear power in Canada: questions and answers

    International Nuclear Information System (INIS)

    1975-01-01

    To further public understanding of nuclear power generation, the Canadian Nuclear Association commissioned a special task force to coordinate contributions of experts in all parts of the nuclear industry. These contributions have been arranged in a question and answer format and are aimed at the average Canadian reader who is genuinely seeking factual information on nuclear power. Areas covered include electricity demand, comparison of nuclear generation with other forms of thermal electricity production, radiation sources and effects on man and his environment; features of different reactor types, thermal discharges and waste management. (O.T.)

  13. Guarino Guarini open questions, possible solutions

    CERN Document Server

    2009-01-01

    Baroque architect and mathematician Guarino Guarini is the subject of this issue of the Nexus Network Journal. A group of international scholars were invited to contribute papers that shed light on the unanswered questions in several areas: Baroque architecture in general and Guarini’s architecture in particular; philosophy; history of structural mechanics; mathematics and history of mathematics, cosmology. As always, the NNJ takes an interdisciplinary approach to the broad range of subjects that Guarini concerned himself with, thus the final results will add significantly to our understanding of how Guarini’s actual practical and technical processes were informed by knowledge of his multifaceted scientific and philosophical interests.

  14. Questions of economics. [solar energy conversion

    Energy Technology Data Exchange (ETDEWEB)

    Graeff, P

    1976-05-01

    The essay deals with questions of profitability in connection with the use of solar energy to heat buildings or to prepare hot water. The total problem is approached from 3 points of view: 1. General national economy point of view: Judgment by politicians determines the possibilities of support by the government. 2. The business economy aspect: Here the most important matter is to construct the plants with dimensions permitting to obtain the highest profits possible. 3. The financing model: possible incentives must be taken into consideration as well as technical aspects, e.g. the service life of the plants.

  15. Prima facie questions in quantum gravity

    Science.gov (United States)

    Isham, C. J.

    The long history of the study of quantum gravity has thrown up a complex web of ideas and approaches. The aim of this article is to unravel this web a little by analysing some of the {\\em prima facie\\/} questions that can be asked of almost any approach to quantum gravity and whose answers assist in classifying the different schemes. Particular emphasis is placed on (i) the role of background conceptual and technical structure; (ii) the role of spacetime diffeomorphisms; and (iii) the problem of time.

  16. Why worship? Revisiting a fundamental liturgical question

    Directory of Open Access Journals (Sweden)

    Johan Cilliers

    2009-04-01

    Full Text Available In this article the fundamental liturgical question as to the motive and intention of worship is addressed within the framework of four related liturgical tensions, namely between being and becoming, between time and space, between awe and expression, and between laughter and lament. In order to do this, some classical voices from the past are listened to, for instance, Schleiermacher, Kierkegaard, Moltmann, Tillich, Otto, Bakhtin and Buber, but more contemporary views are also considered. These four tensions are described in the light of the key terms: ‘already’ and ‘not yet’, and some implications for present-day liturgical practices are drawn.

  17. Disability Discrimination and Obesity: The Big Questions?

    Science.gov (United States)

    Flint, Stuart W; Snook, Jeremé

    2015-12-01

    Obesity discrimination in employment and recruitment has become a topic of focus for research examination with increasing reports of discrimination by colleagues and managers. Whilst a limited number of legal cases have emerged, disability law is consulted in line with the expectation of anti-discriminatory practices at work. In line with disability law, whether obesity is defined as a disability or not has an impact on the outcome of a court ruling. Ambiguity when defining obesity through either the medical or social model means there are many questions that remain unanswered which might lead to inconsistency in court rulings.

  18. Questions/answers on onshore wind energy

    International Nuclear Information System (INIS)

    2015-11-01

    After a presentation of some key data on wind energy in France over the last 15 years, this publication proposes a set of questions and answers to highlight the reasons of the development of wind energy, to show that wind energy is a reliable one, to discuss various issues related to the presence of wind turbines (regulations, information, impact on biodiversity, on health and on dwelling environment, exploitation and control, end of life), and to determine the role of wind energy in the French economy (economic returns, costs, and so on)

  19. Lessons, open questions, and future prospects

    Directory of Open Access Journals (Sweden)

    Grupe D.

    2012-12-01

    Full Text Available We summarize some of the highlights of this workshop, the first of its kind dedicated to observing and modeling the tidal disruption of stars by black holes in the centers of galaxies (or star clusters. We review the lessons learned from recent observations and from theory and identify outstanding questions and areas where more theoretical and observational work is needed. We also consider upcoming observing facilities that can be used to study tidal disruption events and speculate what these new facilities may contribute to the field.

  20. The democratic question in Florestan Fernandes

    OpenAIRE

    Tótora, Silvana

    1999-01-01

    O papel da questão democrática na análise da revolução burguesa na obra de Florestan Fernandes é reconstruído a partir da ênfase no caráter radical que ela assume numa obra que se recusa a separar o problema substantivo da democracia do problema da revolução social.The role played by the democratic question in the analysis of the bourgeois revolution in Brazil by Florestan Fernandes is reconstructed on the basis of the emphasis on the radical character it takes in a work in which no distincti...

  1. Did Darwin really answer Paley's question?

    Science.gov (United States)

    Brunnander, Björn

    2013-09-01

    It is commonly thought that natural selection explains the rise of adaptive complexity. Razeto-Barry and Frick (2011) have recently argued in favour of this view, dubbing it the Creative View. I argue that the Creative View is mistaken if it claims that natural selection serves to answer Paley's question. This is shown by a case that brings out the contrastive structure inherent in this demand for explanation. There is, however, a rather trivial sense in which specific environmental conditions are crucial for the rise of specific adaptations, but this is hardly what opponents of the Creative View are denying. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Toward Question-Asking Machines: The Logic of Questions and the Inquiry Calculus

    Science.gov (United States)

    Knuth,Kevin H.

    2005-01-01

    For over a century, the study of logic has focused on the algebra of logical statements. This work, first performed by George Boole, has led to the development of modern computers, and was shown by Richard T. Cox to be the foundation of Bayesian inference. Meanwhile the logic of questions has been much neglected. For our computing machines to be truly intelligent, they need to be able to ask relevant questions. In this paper I will show how the Boolean lattice of logical statements gives rise to the free distributive lattice of questions thus defining their algebra. Furthermore, there exists a quantity analogous to probability, called relevance, which quantifies the degree to which one question answers another. I will show that relevance is not only a natural generalization of information theory, but also forms its foundation.

  3. Commonly Shared Foundation of Mathematics, Information Science, Natural Science, Social Science, and Theology

    OpenAIRE

    Wayne, James J.

    2014-01-01

    Through a simple thought experiment, this paper shows that there must be a shared foundation of mathematics, information science, natural science, social science, and theology. The thought experiment is to ask a volunteer to write down an arbitrary real number between 0 and 1 with many digits. For example, 0.19823765010367129462…. would be one of such numbers. Then we analyze this experiment result by asking five simple questions: Is the real number a random real? Can the observed real numbe...

  4. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    Science.gov (United States)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  5. Science or Science Fiction?

    DEFF Research Database (Denmark)

    Lefsrud, Lianne M.; Meyer, Renate

    2012-01-01

    This paper examines the framings and identity work associated with professionals’ discursive construction of climate change science, their legitimation of themselves as experts on ‘the truth’, and their attitudes towards regulatory measures. Drawing from survey responses of 1077 professional......, legitimation strategies, and use of emotionality and metaphor. By linking notions of the science or science fiction of climate change to the assessment of the adequacy of global and local policies and of potential organizational responses, we contribute to the understanding of ‘defensive institutional work...

  6. Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students

    Science.gov (United States)

    Zoller, Uri

    2002-02-01

    The performance of freshmen biology and physics-mathematics majors and chemistry majors as well as pre- and in-service chemistry teachers in two Israeli universities on algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) chemistry exam questions were studied. The driving force for the study was an interest in moving science and chemistry instruction from an algorithmic and factual recall orientation dominated by LOCS, to a decision-making, problem-solving and critical system thinking approach, dominated by HOCS. College students' responses to the specially designed ALG, LOCS and HOCS chemistry exam questions were scored and analysed for differences and correlation between the performance means within and across universities by the questions' category. This was followed by a combined student interview - 'speaking aloud' problem solving session for assessing the thinking processes involved in solving these types of questions and the students' attitudes towards them. The main findings were: (1) students in both universities performed consistently in each of the three categories in the order of ALG > LOCS > HOCS; their 'ideological' preference, was HOCS > algorithmic/LOCS, - referred to as 'computational questions', but their pragmatic preference was the reverse; (2) success on algorithmic/LOCS does not imply success on HOCS questions; algorithmic questions constitute a category on its own as far as students success in solving them is concerned. Our study and its results support the effort being made, worldwide, to integrate HOCS-fostering teaching and assessment strategies and, to develop HOCS-oriented science-technology-environment-society (STES)-type curricula within science and chemistry education.

  7. [Psychiatric assessment in civil law questions].

    Science.gov (United States)

    Nedopil, N

    2009-05-01

    Psychiatric reports in German civil law cases are required if questions are raised of legal capacity, capacity to express a testamentary will, ability to sue or be sued, capacity to marry, ability of mentally disordered patients to consent to treatment, and when custody or hospital orders of these patients is considered or compensation is due for mental disorders resulting from accidents. Many reports must decide whether the ability to decide using sound reason or motives is or was impaired by a mental disorder. This capability is attributed to every adult person; only if incapability is claimed must it be proven by psychiatric assessment. As in most psychiatric court reports, such assessments must be structured in several steps. First a clinical diagnosis has to be established which must then be translated into legal terminology. After this has been accomplished, the psychiatrist must describe the functional impairments caused by the disorder and define the probability with which these impairments might affect the legal act in question. Most reports are prepared in the context of custody law, which centers on helping those patients who, due to a mental disorder, cannot manage their own legal matters.

  8. Frequently asked questions in hypoxia research

    Directory of Open Access Journals (Sweden)

    Wenger RH

    2015-09-01

    Full Text Available Roland H Wenger,1,2 Vartan Kurtcuoglu,1,2 Carsten C Scholz,1,2 Hugo H Marti,3 David Hoogewijs1,2,4 1Institute of Physiology and Zurich Center for Human Physiology (ZIHP, University of Zurich, 2National Center of Competence in Research “Kidney.CH”, Zurich, Switzerland; 3Institute of Physiology and Pathophysiology, University of Heidelberg, Heidelberg, 4Institute of Physiology, University of Duisburg-Essen, Essen, Germany Abstract: “What is the O2 concentration in a normoxic cell culture incubator?” This and other frequently asked questions in hypoxia research will be answered in this review. Our intention is to give a simple introduction to the physics of gases that would be helpful for newcomers to the field of hypoxia research. We will provide background knowledge about questions often asked, but without straightforward answers. What is O2 concentration, and what is O2 partial pressure? What is normoxia, and what is hypoxia? How much O2 is experienced by a cell residing in a culture dish in vitro vs in a tissue in vivo? By the way, the O2 concentration in a normoxic incubator is 18.6%, rather than 20.9% or 20%, as commonly stated in research publications. And this is strictly only valid for incubators at sea level. Keywords: gas laws, hypoxia-inducible factor, Krogh tissue cylinder, oxygen diffusion, partial pressure, tissue oxygen levels

  9. [On the question of a practice.].

    Science.gov (United States)

    Sévigny, R

    1979-01-01

    The author, a psycho-sociologist and a professor in the department of sociology at l'Université de Montreal, looks back and reflects on his practice as an intervener in different types of groups. He returns to his first experiences with T-groups and to the analysis of them which he made at the beginning of his practice. Furthermore, this analysis touches on questions that remain very relevant. Thus the author explains why, for social reasons, he came to privilege work with "real groups" rather than that with spontaneous groups. On the basis of twenty years of experience and a view of many group approaches it can be asked whether the question of man in society as a change agent should not be posed to a greater extent within groups. 1) Dans Sociologie A Sociétés, vol. 9, no 2, d'octobre 1977, le lecteur trouvera un article de moi qui préserve une réflexion plus systématique mais sans référence immédiate à ma propre pratique. Oe numéro, entièrement consacré au thème "psychologie, sociologie, intervention" comprend également plusieurs textes qui ne sont pas étrangers à certains thèmes développés ici. On y trouvera aussi de nombreuses références bibliographiques.

  10. Minors and social networks: legal questions

    Directory of Open Access Journals (Sweden)

    Francisca Ramón Fernández

    2015-04-01

    Full Text Available The participation in a company increasingly technological does that numerous questions appear on the protection of the most vulnerable subjects, between them the minors. The influence of the social networks like instrument of communication is not exempt from risks for the quantity of information that is facilitated and is shared. The lack of a specific regulation that he contemplates from the point of view of the Law which is the protection that a minor must have, does that there take place situations of abandonment of the rights of the same ones.The opportunity of regulation has been left to escape in the future law of protection of the infancy, nowadays in phase of preliminary design, since it does not refer to the social networks since it had been desirable. The current procedure as for minors, as well as those of protection of information, between others, do not turn out to be sufficient to contemplate all the situations of risk that can be given in the above mentioned area. In the present work we propose to think on minors and social networks raising some legal questions, and trying to contribute some response to the problematics that appears in the juridical area.

  11. Supply chain design: Some critical questions

    Directory of Open Access Journals (Sweden)

    J. D. Nel

    2010-11-01

    Full Text Available Effective supply chain management (SCM requires organisations to work together in order to satisfy the needs of their end customers. Since organisations have to determine which processes and relationships will best achieve this aim, the design of their supply chains is important. Supply chain design thus forms an integral part of SCM and embodies the supply chain's structure. Unfortunately, too many organisations allow the design of their supply chain to evolve into its current form instead of planning their supply chain design (SCD efforts. The literature is vague on what SCD efforts constitute. This article consists of a comprehensive literature study in which an effort was made to bring more clarity on exactly what purposeful SCD efforts consist of, and some key questions were formulated that organisations could use as a guide in their SCD practices. From these critical questions a conceptual framework has been developed that can be used to determine whether organisations' SCD practices are aligned with organisational objectives. The conceptual framework was tested at two South African organisations to determine if it indeed can be be used to analyse the SCD practices of organisations.

  12. asking questions for higher order thinking in visual literacy

    African Journals Online (AJOL)

    Numerous factors such as socio-economic back- ground of .... questions should comprise 40% low-order questions (Knowledge), 40% middle-order questions ... The data obtained from the class participants comprise details of a two-step tea-.

  13. Knowing Patients: Turning Patient Knowledge into Science

    NARCIS (Netherlands)

    Pols, Jeannette

    2014-01-01

    Science and technology studies concerned with the study of lay influence on the sciences usually analyze either the political or the normative epistemological consequences of lay interference. Here I frame the relation between patients, knowledge, and the sciences by opening up the question: How can

  14. Teaching science through literature

    Science.gov (United States)

    Barth, Daniel

    2007-12-01

    The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance

  15. Questioning context: a set of interdisciplinary questions for investigating contextual factors affecting health decision making

    Science.gov (United States)

    Charise, Andrea; Witteman, Holly; Whyte, Sarah; Sutton, Erica J.; Bender, Jacqueline L.; Massimi, Michael; Stephens, Lindsay; Evans, Joshua; Logie, Carmen; Mirza, Raza M.; Elf, Marie

    2011-01-01

    Abstract Objective  To combine insights from multiple disciplines into a set of questions that can be used to investigate contextual factors affecting health decision making. Background  Decision‐making processes and outcomes may be shaped by a range of non‐medical or ‘contextual’ factors particular to an individual including social, economic, political, geographical and institutional conditions. Research concerning contextual factors occurs across many disciplines and theoretical domains, but few conceptual tools have attempted to integrate and translate this wide‐ranging research for health decision‐making purposes. Methods  To formulate this tool we employed an iterative, collaborative process of scenario development and question generation. Five hypothetical health decision‐making scenarios (preventative, screening, curative, supportive and palliative) were developed and used to generate a set of exploratory questions that aim to highlight potential contextual factors across a range of health decisions. Findings  We present an exploratory tool consisting of questions organized into four thematic domains – Bodies, Technologies, Place and Work (BTPW) – articulating wide‐ranging contextual factors relevant to health decision making. The BTPW tool encompasses health‐related scholarship and research from a range of disciplines pertinent to health decision making, and identifies concrete points of intersection between its four thematic domains. Examples of the practical application of the questions are also provided. Conclusions  These exploratory questions provide an interdisciplinary toolkit for identifying the complex contextual factors affecting decision making. The set of questions comprised by the BTPW tool may be applied wholly or partially in the context of clinical practice, policy development and health‐related research. PMID:21029277

  16. Federal Funding Accountability and Transparency Act frequently asked questions

    Science.gov (United States)

    One stop shop for Federal Funding Accountability and Transparency Act (FFATA) questions. This frequently asked document will assist with Federal Funding Accountability and Transparency Act (FFATA) related questions.

  17. [How to distinguish science from non science].

    Science.gov (United States)

    Antiseri, D

    1991-01-01

    The questions discussed in this article concern the demarcation between scientific theories and non scientific theories. The problem is not only an epistemological one, but it implies also ethical and social consequences. For example, is it acceptable for an European country to allow the practice of non-traditional medicines which are not yet considered officially as scientific? According to Karl Popper, the author discusses the following points: 1. Is there a logical asymmetry between the verification and the falsification of a theory? 2. The criterion of falsifiability demarcates science from non-science. 3. There is no automatic method to find new theories. 4. The facts of science are discovered by scientists through theories. 5. The scientific method is only one and it consists of these three steps: problems-theories-refutations. The article's core is that the rational physician is the one who kills (falsifies) his own diagnosis instead of his own patients.

  18. Science, technology and engineering at LANL

    Energy Technology Data Exchange (ETDEWEB)

    Mercer-smith, Janet A [Los Alamos National Laboratory; Wallace, Terry C [Los Alamos National Laboratory

    2011-01-06

    The Laboratory provides science solution to the mission areas of nuclear deterrence, global security, and energy security. The capabilities support the Laboratory's vision as the premier national security science laboratory. The strength of LANL's science is at the core of the Laboratory. The Laboratory addresses important science questions for stockpile stewardship, emerging threats, and energy. The underpinning science vitality to support mission areas is supported through the Post Doc program, the fundamental science program in LDRD, collaborations fostered through the Institutes, and the LANL user facilities. LANL fosters the strategy of Science that Matters through investments, people, and facilities.

  19. Oceanic hydrates: more questions than answers

    International Nuclear Information System (INIS)

    Laherrere, Jean

    2000-01-01

    Methane hydrates create problems by blocking pipelines and casing; they are also accused of contributing to environmental problems (e.g. global warming). Methane hydrates are also found in permafrost areas and in oceanic sediments where the necessary temperature and pressure for stability occur. Claims for the widespread occurrence in thick oceanic deposits are unfounded: apparently indirect evidence from seismic reflectors, seismic hydrocarbon indicators, logs and free samples is unreliable. At one time, hydrate was seen as a static, biogenic, continuous, huge resource but that view is changing to one of a dynamic, overpressurised, discontinuous and unreliable resource. Only Japan and India are currently showing any serious interest in hydrates. Academic research has raised more questions than answers. It is suggested that more hard exploratory evidence rather than theoretical study is required

  20. Questions of Modern Cosmology Galileo's Legacy

    CERN Document Server

    D'Onofrio, Mauro

    2009-01-01

    Are we living in the "golden age" of cosmology? Are we close to understanding the nature of the unknown ingredients of the currently most accepted cosmological model and the physics of the early Universe? Or are we instead approaching a paradigm shift? What is dark matter and does it exist? How is it distributed around galaxies and clusters? Is the scientific community open to alternative ideas that may prompt a new scientific revolution - as the Copernican revolution did in Galileo's time? Do other types of supernovae exist that can be of interest for cosmology? Why have quasars never been effectively used as standard candles? Can you tell us about the scientific adventure of COBE? How does the extraction of the Cosmic Microwave Background anisotropy depend on the subtraction of the various astrophysical foregrounds? These, among many others, are the astrophysical, philosophical and sociological questions surrounding modern cosmology and the scientific community that Mauro D'Onofrio and Carlo Burigana pose t...

  1. Positions in doctors' questions during psychiatric interviews.

    Science.gov (United States)

    Ziółkowska, Justyna

    2009-11-01

    In this article I apply the concept of positioning to the analysis of 15 initial psychiatric interviews. I argue that through their questions the psychiatrists-in-training impose positions requiring the patients to gaze at themselves and their actual problems from particular perspectives. I point to three such positions: (a) the position of the observing assessor, from which it is expected that the patients will make a detached assessment of themselves or their problems, (b) the position of the informing witness, which requires the patients only to verify the information about themselves, and (c) the marginal one, the position of the experiencing narrator, from which talk about experiences and problems is expected. I explore the roots and consequences of the positions, with particular attention toward objectivization of the patients' experiences in the dominant witness and assessor positions. I conclude with a discussion about the medical model in psychiatry.

  2. Questioning Stakeholder Legitimacy: A Philanthropic Accountability Model.

    Science.gov (United States)

    Kraeger, Patsy; Robichau, Robbie

    2017-01-01

    Philanthropic organizations contribute to important work that solves complex problems to strengthen communities. Many of these organizations are moving toward engaging in public policy work, in addition to funding programs. This paper raises questions of legitimacy for foundations, as well as issues of transparency and accountability in a pluralistic democracy. Measures of civic health also inform how philanthropic organizations can be accountable to stakeholders. We propose a holistic model for philanthropic accountability that combines elements of transparency and performance accountability, as well as practices associated with the American pluralistic model for democratic accountability. We argue that philanthropic institutions should seek stakeholder and public input when shaping any public policy agenda. This paper suggests a new paradigm, called philanthropic accountability that can be used for legitimacy and democratic governance of private foundations engaged in policy work. The Philanthropic Accountability Model can be empirically tested and used as a governance tool.

  3. Questioning scrutiny: bioethics, sexuality, and gender identity.

    Science.gov (United States)

    Wahlert, Lance; Fiester, Autumn

    2012-09-01

    The clinic is a loaded space for LGBTQI persons. Historically a site of pathology and culturally a site of stigma, the contemporary clinic for queer patient populations and their loved ones is an ethically fraught space. This paper, which introduces the featured articles of this special issue of the Journal of Bioethical Inquiry on "Bioethics, Sexuality, and Gender Identity," begins by offering an analysis of scrutiny itself. How do we scrutinize? When is it apt for us to scrutinize? And what are the benefits and perils of clinical and bioethical scrutiny? Bearing in mind these questions, the second half of this paper introduces the feature articles in this special issue in response to such forms of scrutiny. How, why, when, and in what ways to sensitively scrutinize LGBTQI persons in the clinic are the aims of this piece.

  4. Approaches to answering critical CER questions.

    Science.gov (United States)

    Kinnier, Christine V; Chung, Jeanette W; Bilimoria, Karl Y

    2015-01-01

    While randomized controlled trials (RCTs) are the gold standard for research, many research questions cannot be ethically and practically answered using an RCT. Comparative effectiveness research (CER) techniques are often better suited than RCTs to address the effects of an intervention under routine care conditions, an outcome otherwise known as effectiveness. CER research techniques covered in this section include: effectiveness-oriented experimental studies such as pragmatic trials and cluster randomized trials, treatment response heterogeneity, observational and database studies including adjustment techniques such as sensitivity analysis and propensity score analysis, systematic reviews and meta-analysis, decision analysis, and cost effectiveness analysis. Each section describes the technique and covers the strengths and weaknesses of the approach.

  5. Interpretation of Genomic Data Questions and Answers

    Science.gov (United States)

    Simon, Richard

    2008-01-01

    Using a question and answer format we describe important aspects of using genomic technologies in cancer research. The main challenges are not managing the mass of data, but rather the design, analysis and accurate reporting of studies that result in increased biological knowledge and medical utility. Many analysis issues address the use of expression microarrays but are also applicable to other whole genome assays. Microarray based clinical investigations have generated both unrealistic hyperbole and excessive skepticism. Genomic technologies are tremendously powerful and will play instrumental roles in elucidating the mechanisms of oncogenesis and in devlopingan era of predictive medicine in which treatments are tailored to individual tumors. Achieving these goals involves challenges in re-thinking many paradigms for the conduct of basic and clinical cancer research and for the organization of interdisciplinary collaboration. PMID:18582627

  6. A question of intention in motor imagery.

    Science.gov (United States)

    Gabbard, Carl; Cordova, Alberto; Lee, Sunghan

    2009-03-01

    We examined the question-is the intention of completing a simulated motor action the same as the intention used in processing overt actions? Participants used motor imagery to estimate distance reachability in two conditions: Imagery-Only (IO) and Imagery-Execution (IE). With IO (red target) only a verbal estimate using imagery was given. With IE (green target) participants knew that they would actually reach after giving a verbal estimate and be judged on accuracy. After measuring actual maximum reach, used for the comparison, imagery targets were randomly presented across peripersonal- (within reach) and extrapersonal (beyond reach) space. Results indicated no difference in overall accuracy by condition, however, there was a significant distinction by space; participants were more accurate in peripersonal space. Although more research is needed, these findings support an increasing body of evidence suggesting that the neurocognitive processes (in this case, intention) driving motor imagery and overt actions are similar.

  7. Report on ''questions of site selection''

    International Nuclear Information System (INIS)

    Alt, Stefan; Kallenbach-Herbert, Beate; Neles, Julia

    2016-01-01

    The report on radioactive waste site selection questions covers the following issues: excluded options: disposal in space, Antarctic, Greenland or oceans, surface storage without final deep geologic repository; possible alternatives: final disposal in deep boreholes, long-term interim storage, transmutation; central confinement function for radioactive wastes - geologic and/or technical barriers? Final repository monitoring: geo-scientific exclusion criteria, geo-scientific minimum requirements, geo-scientific decision criteria; geo-scientific data: information status and handling of regions with non-sufficient geo-scientific data; scientific planning criteria: basis for definitions concerning the content, procedural aspects; analysis of the socio-economic potential; requirements for the disposal of further radioactive wastes; requirements concerning the containers for final disposal.

  8. Seven essential questions on G-quadruplexes.

    Science.gov (United States)

    König, Sebastian L B; Evans, Amanda C; Huppert, Julian L

    2010-08-01

    The helical duplex architecture of DNA was discovered by Francis Crick and James Watson in 1951 and is well known and understood. However, nucleic acids can also adopt alternative structural conformations that are less familiar, although no less biologically relevant, such as the G-quadruplex. G-quadruplexes continue to be the subject of a rapidly expanding area of research, owing to their significant potential as therapeutic targets and their unique biophysical properties. This review begins by focusing on G-quadruplex structure, elucidating the intermolecular and intramolecular interactions underlying its formation and highlighting several substructural variants. A variety of methods used to characterize these structures are also outlined. The current state of G-quadruplex research is then addressed by proffering seven pertinent questions for discussion. This review concludes with an overview of possible directions for future research trajectories in this exciting and relevant field.

  9. Reproductive Life Planning: Raising the Questions.

    Science.gov (United States)

    Morse, Jessica E; Moos, Merry-K

    2018-04-01

    Introduction Unintended pregnancy has been a concerning public health problem for decades. As we begin to understand the complexities of pregnancy intention and how women experience these pregnancies, reproductive life planning offers a paradigm shift. Methods Reproductive life planning is a patient-centered approach that places a patient's reproductive preferences-whether concrete or ambivalent-at the forefront of her clinical care. Results This process grants women and men the opportunity to consider how reproduction fits within the context of their broader lives. Within a clinical encounter, reproductive life planning allows counseling and care to be tailored to patient preferences. Discussion Although there is great potential for positive public health impacts in unintended pregnancy, contraceptive use and improved preconception health, the true benefit lies within reinforcing reproductive empowerment. Despite recommendations for universal adoption, many questions remain regarding implementation, equity and outcomes.

  10. Telephone operator change: your questions answered

    CERN Multimedia

    CERN Bulletin

    2015-01-01

    CERN will be changing mobile telephone operators on 24 June. As the community prepares for the summer switchover, everyone has questions. What brought on the change? Why are we losing our old phone numbers? What kind of improvements will we see? "Just as with every contract at CERN, we issue calls for tenders every few years to ensure we are still receiving the best possible service," explains Tony Cass, from the Communication Systems group within the IT department. "As we came to the end of our contract with Sunrise, we put out a call for tenders, which was won by Swisscom. Not only is their pricing more competitive, they will also be providing better service conditions." The scope of these new service conditions is multifaceted: there will be improvements to the redundancy and reliability of the network as well as modern 4G network coverage in the LHC tunnel. "People will also see their mobile phone bills decrease," says Tony. "This will esp...

  11. Global bioevents and the question of periodicity

    Science.gov (United States)

    Sepkoski, J. John

    The hypothesis of periodicity in extinction is an empirical claim that extinction events, while variable in magnitude, are regular in timing and therefore are serially dependent upon some single, ultimate cause with clocklike behavior. This hypothesis is controversal, in part because of questions regarding the identity and timing of certain extinction events and because of speculations concerning possible catastrophic extraterrestrial forcing mechanisms. New data on extinctions of marine animal genera are presented that display a high degree of periodicity in the Mesozoic and Cenozoic as well as a suggestion of nonstationary periodicity in the late Paleozoic. However, no periodicity is evident among the as yet poorly documented extinction events of the early and middle Paleozoic.

  12. Some questions about the concept of enhancement

    Directory of Open Access Journals (Sweden)

    Camino Cañón Loyes

    2016-02-01

    Full Text Available In the eighties, the question of the moral legitimacy of enhancement related to therapy emerged. In order to approach the issue at the present, the author gives the concept: Bodily Intervention Practices (BIP, characterised by five parameters: M or the material involved in the transformation, TC or the available technoscience, A or the current conceptions regarding the natural and the artificial, N or the concept of human nature culturally shared and E or the ethical evaluations appealed to justify the transformation. The ontological level is indicated as necessary in order to understand the present debate the existing differences in moral criteria. The concept of human nature as a normative reference is in crisis and its absence leaves a vacuum which makes the need for deliberation with the aim of reaching common normative criteria urgent.

  13. Questioning the economic viability of nuclear power

    International Nuclear Information System (INIS)

    Murota, Takeshi

    1981-01-01

    In the United States, the pioneer in nuclear power generation, the economic aspect of nuclear power is now questioned. Its economy in Japan is supported by the entirely monopolistic nature of the power generating firms. The economy of the nuclear power generation in Japan is first examined in its original cost. It is then analyzed in legislative economics. In the conventional arguments, the authorities in favor of nuclear power stick to its practical safety, acknowledging its potential danger, while the people against it adheres to its danger. Thus both arguments go in parallel, never converging. It is attempted to elucidate through the atomic energy damage compensation system, on the boundary between legislation and economy, to whom nuclear power generation is safe, and to whom it is dangerous. (J.P.N.)

  14. Living with risk: a management question

    International Nuclear Information System (INIS)

    Ale, Ben J.M.

    2005-01-01

    Public authorities started to be really involved in risk management of hazardous materials some 30 years ago. Recent developments have led to fresh attention for this matter and many further developments are underway. The history of risk management and safety regulation is one of strongly variable interest, forgotten lessons and rude awakenings. The impetus exerted by accidents is short lived. Safety cases become documents to satisfy regulation rather than instruments to reduce risk. Deregulation, privatisation, and outsourcing pose new challenges to safety and risk management. Some of the unfortunate side effects have already become apparent. This invariably leads to the next disaster, which will have a striking resemblance to the previous one when abstracted from the immediate technological context. Lessons can be learned if we really want. The question remains: 'Do we?'

  15. Autoantibodies in systemic sclerosis: Unanswered questions

    Directory of Open Access Journals (Sweden)

    CRISTIANE eKAYSER

    2015-04-01

    Full Text Available Systemic sclerosis (SSc is an autoimmune disease characterized by vascular abnormalities, and cutaneous and visceral fibrosis. Serum autoantibodies directed to multiple intracellular antigens are present in more than 95% of patients and are considered a hallmark of SSc. They are helpful biomarkers for the early diagnosis of SSc and are associated with distinctive clinical manifestations. With the advent of more sensitive, multiplexed immunoassays, new and old questions about the relevance of autoantibodies in SSc are emerging. In this review we discuss the clinical relevance of autoantibodies in SSc emphasizing the more recently published data. Moreover, we will summarize recent advances regarding the stability of SSc autoantibodies over the course of disease, whether they are mutually exclusive and their potential roles in the disease pathogenesis.

  16. Immigration and Competitiveness – Some Methodological Questions

    Directory of Open Access Journals (Sweden)

    Tünde Patay

    2017-12-01

    Full Text Available Immigrants can contribute significantly to the economic and social development of regions or urban areas. Some key figures on migration are thus traditionally used in studies on local development. Beyond the usual description of migratory movements, two research fields are often in the centre of controversies, namely the labour market and the inclusion of immigrants. Comparing the European regions, the phases of urban development as well as the relevant internal and external factors present a mixed picture in Europe. At the same time, the dynamics of migratory movements and the reactions of national and subnational policies also vary. The Member States of the European Union aim to harmonise their definitions and data on migration issues, however, the daily practice leads us to the questions of reliability and comparability of migration statistics; and the interdisciplinary character of migration research offers the use of variable research methods. The aim of this study, as a part of a presentation at a conference on urban development, is to describe some key methodological issues of migration research exploring the typical questions. The first part of the paper calls attention to the importance of data quality, processing and interpretation, describing the research methods mainly used in studies on immigration. The second part summarizes the significance of immigration in regional competitiveness, pointing out the possible “stumbling stones” in the relevant migration studies. Some of these factors, the areas that are mainly in the centre of scientific and political debates, are discussed in this paper, namely the labour market challenges and issues relating to the different aspects of segregation.

  17. The Significance of Science

    Science.gov (United States)

    Pielke, R.

    2002-05-01

    Whether global warming, terrestrial carbon sinks, ecosystem functioning, genetically modified organisms, cloning, vaccination or chemicals in the environment, science is increasingly the battlefield on which political advocates, not least lawyers and commercial interests, manipulate `facts' to their preferred direction, which fosters the politicization of science. Debate putatively over science increasingly relies on tactics such as ad hominem attacks and criticism of process (for example, peer review or sources of funding), through paid advertisements, press releases and other publicity campaigns. As political battles are waged through `science', many scientists are willing to adopt tactics of demagoguery and character assassination as well as, or even instead of, reasoned argument, as in aspects of debate over genetically modified crops or global warming. Science is becoming yet another playing field for power politics, complete with the trappings of media spin and a win-at-all-costs attitude. Sadly, much of what science can offer policymakers, and hence society, is lost. This talk will use cases from the atmospheric sciences as points of departure to explore the politicization of science from several perspectives and address questions such as: Is it a problem? For whom and what outcomes? What are the alternatives to business-as-usual?

  18. Hormesis in Regulatory risk assessment - Science and Science Policy.

    Science.gov (United States)

    Gray, George

    2011-01-01

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

  19. Questioning the Patient, Questioning Hippocrates: Rufus of Ephesus and the Pursuit of Knowledge.

    Science.gov (United States)

    Letts, Melinda

    2016-01-01

    Rufus of Ephesus' short treatise, Quaestiones Medicinales, the only ancient medical work that takes as its topic the dialogue between doctor and patient, has usually been seen as a procedural practical handbook serving an essentially operational purpose. In this paper I argue that the treatise, with its insistent message that doctors cannot properly understand and treat illnesses unless they supplement their own knowledge by questioning patients, and its remarkable appreciation of the singularity of each patient's experience, shows itself to be no mere handbook but a work addressing the place of questioning in the clinical encounter. I illustrate some of the differences between Rufus' conceptualisation of the relevance and use of questioning and that which can be seen in the theoretical and descriptive writings of Galen and in the Hippocratic corpus, and show how apparent resonances with some of the preoccupations of modern Western healthcare can be used judiciously to elucidate the significance of those differences.

  20. Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

    Science.gov (United States)

    Keller, Stacy Kathryn

    This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems