Science Support: The Building Blocks of Active Data Curation

Science.gov (United States)

Guillory, A.

2013-12-01

While the scientific method is built on reproducibility and transparency, and results are published in peer reviewed literature, we have come to the digital age of very large datasets (now of the order of petabytes and soon exabytes) which cannot be published in the traditional way. To preserve reproducibility and transparency, active curation is necessary to keep and protect the information in the long term, and 'science support' activities provide the building blocks for active data curation. With the explosive growth of data in all fields in recent years, there is a pressing urge for data centres to now provide adequate services to ensure long-term preservation and digital curation of project data outputs, however complex those may be. Science support provides advice and support to science projects on data and information management, from file formats through to general data management awareness. Another purpose of science support is to raise awareness in the science community of data and metadata standards and best practice, engendering a culture where data outputs are seen as valued assets. At the heart of Science support is the Data Management Plan (DMP) which sets out a coherent approach to data issues pertaining to the data generating project. It provides an agreed record of the data management needs and issues within the project. The DMP is agreed upon with project investigators to ensure that a high quality documented data archive is created. It includes conditions of use and deposit to clearly express the ownership, responsibilities and rights associated with the data. Project specific needs are also identified for data processing, visualization tools and data sharing services. As part of the National Centre for Atmospheric Science (NCAS) and National Centre for Earth Observation (NCEO), the Centre for Environmental Data Archival (CEDA) fulfills this science support role of facilitating atmospheric and Earth observation data generating projects to ensure

How FOSTER supports training Open Science in the GeoSciences

Science.gov (United States)

Orth, Astrid

2016-04-01

FOSTER (1) is about promoting and facilitating the adoption of Open Science by the European research community, and fostering compliance with the open access policies set out in Horizon 2020 (H2020). FOSTER aims to reach out and provide training to the wide range of disciplines and countries involved in the European Research Area (ERA) by offering and supporting face-to-face as well as distance training. Different stakeholders, mainly young researchers, are trained to integrate Open Science in their daily workflow, supporting researchers to optimise their research visibility and impact. Strengthening the institutional training capacity is achieved through a train-the-trainers approach. The two-and-half-year project started in February 2014 with identifying, enriching and providing training content on all relevant topics in the area of Open Science. One of the main elements was to support two rounds of trainings, which were conducted during 2014 and 2015, organizing more than 100 training events with around 3000 participants. The presentation will explain the project objectives and results and will look into best practice training examples, among them successful training series in the GeoSciences. The FOSTER portal that now holds a collection of training resources (e.g. slides and PDFs, schedules and design of training events dedicated to different audiences, video captures of complete events) is presented. It provides easy ways to identify learning materials and to create own e-learning courses based on the materials and examples. (1) FOSTER is funded through the European Union's Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612425. http://fosteropenscience.eu

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

African Journals Online (AJOL)

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

Development of Support Service for Prevention and Recovery from Dementia and Science of Lethe

Science.gov (United States)

Otake, Mihoko

This paper proposes multiscale service design method through the development of support service for prevention and recovery from dementia towards science of lethe. Proposed multiscale service model consists of tool, event, human, network, style and rule. Service elements at different scales are developed according to the model. Firstly, the author proposes and practices coimagination method as an ``event'', which is expected to prevent the progress of cognitive impairment. Coimagination support system was developed as a ``tool''. Experimental results suggest the effective activation of episodic memory, division of attention, and planning function of participants by the measurement of cognitive activities during the coimagination. Then, Fonobono Research Institute was established as a ''network'' for ``human'' who studies coimagination, which is a multisector research organization including elderly people living around Kashiwa city, companies including instrument and welfare companies, Kashiwa city and Chiba prefecture, researchers of the University of Tokyo. The institute proposes and realizes lifelong research as a novel life ``style'' for elderly people, and discusses life with two rounds as an innovative ``rule'' for social system of aged society.

Administrative support of novice science teachers: A multiple case study

Science.gov (United States)

Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional

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

Science.gov (United States)

Pedemonte, S.; Weiss, E. L.

2016-02-01

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

Fostering Data Openness by Enabling Science: A Proposal for Micro-Funding

Directory of Open Access Journals (Sweden)

Brian Rappert

2017-09-01

Full Text Available In recent years, the promotion of data sharing has come with the recognition that not all scientists around the world are equally placed to partake in such activities. Notably, those within developing countries are sometimes regarded as experiencing hardware infrastructure challenges and data management skill shortages. Proposed remedies often focus on the provision of information and communication technology as well as enhanced data management training. Building on prior empirical social research undertaken in sub-Sahara Africa, this article provides a complementary but alternative proposal; namely, fostering data openness by enabling research. Towards this end, the underlying rationale is outlined for a ‘bottom-up’ system of research support that addresses the day-to-day demands in low-resourced environments. This approach draws on lessons from development financial assistance programs in recent decades. In doing so, this article provides an initial framework for science funding that call for holding together concerns for ensuring research can be undertaken in low-resourced laboratory environments with concerns about the data generated in such settings can be shared.

77 FR 24228 - Proposal Review Panel for Social and Economic Sciences; Notice of Meeting

Science.gov (United States)

2012-04-23

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Social and Economic Sciences; Notice of...; Division of Social and Economic Sciences, Room 990, National Science Foundation, 4201 Wilson Boulevard... Science Foundation announces the following meeting: Name: Site visit review of the Nanoscale Science and...

A proposal for measurement of science and innovation culture

Energy Technology Data Exchange (ETDEWEB)

Okamura, A

2016-07-01

Why do perceptions about the negative and positive aspects of science, technology, and innovation differ among individuals and across countries? What types of technology do we fear and what types do we embrace? Amongst the general population, which group is most comfortable with new technology and which group is most sceptical about its diffusion? Why are scientific careers popular in some countries and not in others? In the end, is there any relationship between appreciation for science and well-being? How is our relationship with technology linked to national competence and national innovation systems? These questions are of particular importance for science, technology, and innovation policy these days, as shown in some increasingly used policy concepts and keywords, such as ‘responsible research and innovation’, ‘societal impact of science’, ‘science and society’, and ‘innovation for societal issues’. As science and innovation activities are globalized, these ‘cultural’ factors have also gained global importance. In light of the importance of science and innovation culture as a foundation of science, technology and innovation policymaking, a future research aggenda to advance our understanding and measurement is proposed. (Author)

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

Science.gov (United States)

Ceglie, Robert

2013-02-01

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.

(The Ethics of) Teaching Science and Ethics: A Collaborative Proposal.

Science.gov (United States)

Kabasenche, William P

2014-12-01

I offer a normative argument for a collaborative approach to teaching ethical issues in the sciences. Teaching science ethics requires expertise in at least two knowledge domains-the relevant science(s) and philosophical ethics. Accomplishing the aims of ethics education, while ensuring that science ethics discussions remain grounded in the best empirical science, can generally best be done through collaboration between a scientist and an ethicist. Ethics as a discipline is in danger of being misrepresented or distorted if presented by someone who lacks appropriate disciplinary training and experience. While there are exceptions, I take philosophy to be the most appropriate disciplinary domain in which to gain training in ethics teaching. Science students, who must be prepared to engage with many science ethics issues, are poorly served if their education includes a misrepresentation of ethics or specific issues. Students are less well prepared to engage specific issues in science ethics if they lack an appreciation of the resources the discipline of ethics provides. My collaborative proposal looks at a variety of ways scientists and ethicists might collaborate in the classroom to foster good science ethics education.

(The Ethics of Teaching Science and Ethics: A Collaborative Proposal

Directory of Open Access Journals (Sweden)

William P. Kabasenche

2014-10-01

Full Text Available I offer a normative argument for a collaborative approach to teaching ethical issues in the sciences. Teaching science ethics requires expertise in at least two knowledge domains—the relevant science(s and philosophical ethics. Accomplishing the aims of ethics education, while ensuring that science ethics discussions remain grounded in the best empirical science, can generally best be done through collaboration between a scientist and an ethicist. Ethics as a discipline is in danger of being misrepresented or distorted if presented by someone who lacks appropriate disciplinary training and experience. While there are exceptions, I take philosophy to be the most appropriate disciplinary domain in which to gain training in ethics teaching. Science students, who must be prepared to engage with many science ethics issues, are poorly served if their education includes a misrepresentation of ethics or specific issues. Students are less well prepared to engage specific issues in science ethics if they lack an appreciation of the resources the discipline of ethics provides. My collaborative proposal looks at a variety of ways scientists and ethicists might collaborate in the classroom to foster good science ethics education.

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

Science.gov (United States)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Perceived social support among students of medical sciences.

Science.gov (United States)

Zamani-Alavijeh, Freshteh; Dehkordi, Fatemeh Raeesi; Shahry, Parvin

2017-06-01

Social support is emotional and instrumental assistance from family, friends or neighbors, and has an important but different impact on individuals, mainly depending on contextual factors. To determine the status of perceived social support and related personal and family characteristics of medical sciences students in Ahvaz, Iran. In this cross-sectional study, the target population included the students of Ahvaz Jundishapur University of Medical Sciences in the second semester of 2013-2014, of whom 763 were selected by cluster random sampling method. The study tool was a two-part questionnaire containing 48 self-administered questions including 25 questions of measurements of personal and family characteristics and a Persian modified version of Vaux's social support scale (Cronbach's α=0.745). Data were analyzed with T test, ANOVA and chi-square and using SPSS version 16 and 0.05 was considered as the level of significance. The mean score of the perceived social support was 17.06±3.6 and 60.3% of them reported low social support. There was a significant relationship among the perceived social support and sex (p=0.02), faculty (psocial support and importance of social support in reducing stress and academic failure, the planners need to provide efficient supportive interventions for students.

77 FR 24227 - Proposal Review Panel for Social and Economic Sciences; Notice of Meeting

Science.gov (United States)

2012-04-23

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Social and Economic Sciences; Notice of... Engineering Center (NSEC) at Arizona State University by the Division Social and Economic Sciences ( 10748... Kronz, Program Director; Science, Technology and Society Program; Division of Social and Economic...

Supporting indigenous women in science, technology, engineering ...

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

Supporting indigenous women in science, technology, engineering and mathematics careers in Mexico and Central ... ROSSA's latest bulletin puts a focus on women. ... IDRC invites applications for the IDRC Doctoral Research Awards.

Municipal consultants’ participation in building networks to support science teachers’ work

DEFF Research Database (Denmark)

Sillasen, Martin Krabbe; Valero, Paola

2013-01-01

This paper focuses particularly on the role of municipal science consultants in developing and maintaining network activities and connections among primary school science teachers. The hypothesis is that consultants play a crucial role in supporting strategic planning, and sustaining contacts...... and activities within professional learning networks. The research is framed by a project that involved 80 primary science teachers in 20 schools. The aim of the project was to develop network activities that facilitate sustainable change of the participating schools’ collective culture and practice of science...... science consultants’ participation in supporting network activities enable the participants to share and develop teaching activities....

Implementing e-network-supported inquiry learning in science

DEFF Research Database (Denmark)

Williams, John; Cowie, Bronwen; Khoo, Elaine

2013-01-01

The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature......-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum...... of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co...

Science Adjustment, Parental and Teacher Autonomy Support and the Cognitive Orientation of Science Students

Science.gov (United States)

Jungert, Tomas; Koestner, Richard

2015-01-01

Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents…

STREAMS - Supporting Underrepresented Groups in Earth Sciences

Science.gov (United States)

Carvalho-Knighton, K.; Johnson, A.

2009-12-01

In Fall 2008, STREAMS (Supporting Talented and Remarkable Environmental And Marine Science students) Scholarship initiative began at the University of South Florida St. Petersburg, the only public university in Pinellas County. STREAMS is a partnership between the University of South Florida St. Petersburg’s (USFSP) Environmental Science and Policy Program and University of South Florida’s (USF) College of Marine Science. The STREAMS Student Scholarship Program has facilitated increased recruitment, retention, and graduation of USFSP environmental science and USF marine science majors. The STREAMS program has increased opportunities for minorities and women to obtain undergraduate and graduate degrees, gain valuable research experience and engage in professional development activities. STREAMS scholars have benefited from being mentored by USFSP and USF faculty and as well as MSPhDs students and NSF Florida-Georgia LSAMP Bridge to Doctorate graduate fellows. In addition, STREAMS has facilitated activities designed to prepare student participants for successful Earth system science-related careers. We will elucidate the need for this initiative and vision for the collaboration.

Supporting women's leadership in science, technology, and ...

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

Supporting women's leadership in science, technology, and innovation through early-career ... des las Naciones Unidas para la Educación, la Ciencia y la Cultura ... IDRC invests in research and knowledge to empower women in India.

Partnering for science: proceedings of the USGS Workshop on Citizen Science

Science.gov (United States)

Hines, Megan; Benson, Abigail; Govoni, David; Masaki, Derek; Poore, Barbara; Simpson, Annie; Tessler, Steven

2013-01-01

What U.S. Geological Survey (USGS) programs use citizen science? How can projects be best designed while meeting policy requirements? What are the most effective volunteer recruitment methods? What data should be collected to ensure validation and how should data be stored? What standard protocols are most easily used by volunteers? Can data from multiple projects be integrated to support new research or existing science questions? To help answer these and other questions, the USGS Community of Data Integration (CDI) supported the development of the Citizen Science Working Group (CSWG) in August 2011 and funded the working group’s proposal to hold a USGS Citizen Science Workshop in fiscal year 2012. The stated goals for our workshop were: raise awareness of programs and projects in the USGS that incorporate citizen science, create a community of practice for the sharing of knowledge and experiences, provide a forum to discuss the challenges of—and opportunities for—incorporating citizen science into USGS projects, and educate and support scientists and managers whose projects may benefit from public participation in science.To meet these goals, the workshop brought together 50 attendees (see appendix A for participant details) representing the USGS, partners, and external citizen science practitioners from diverse backgrounds (including scientists, managers, project coordinators, and technical developers, for example) to discuss these topics at the Denver Federal Center in Colorado on September 11–12, 2012. Over two and a half days, attendees participated in four major plenary sessions (Citizen Science Policy and Challenges, Engaging the Public in Scientific Research, Data Collection and Management, and Technology and Tools) comprised of 25 invited presentations and followed by structured discussions for each session designed to address both prepared and ad hoc "big questions." A number of important community support and infrastructure needs were identified

76 FR 57762 - Agency Information Collection Activities: Proposed New Collection-Social Science Assessment and...

Science.gov (United States)

2011-09-16

... Information Collection Activities: Proposed New Collection--Social Science Assessment and Geographic Analysis...: OMB Control Number: 1024-NEW. Title: Social Science Assessment and Geographic Analysis of Marine... for Coastal Science and Policy, Mail Stop 250, Flanagan, East Carolina University, Greenville, NC...

A proposed clinical research support career pathway for noninvestigators.

Science.gov (United States)

Smith, Sheree; Gullick, Janice; Ballard, Jacqueline; Perry, Lin

2018-03-08

To discuss the international experience of clinical research support for noninvestigator roles and to propose a new pathway for Australia, to promote a sustainable research support workforce capable of delivering high-quality clinical research. Noninvestigator research support roles are currently characterized by an ad hoc approach to training, with limited role delineation and perceived professional isolation with implications for study completion rates and participant safety. A focused approach to developing and implementing research support pathways has improved patient recruitment, study completion, job satisfaction, and research governance. The Queensland and New South Wales state-based Nurses' Awards, the Australian Qualifications Framework, and a University Professional (Research) Staff Award. Research nurses in the clinical environment improve study coordination, adherence to study protocol, patient safety, and clinical care. A career pathway that guides education and outlines position descriptions and skill sets would enhance development of the research support workforce. This pathway could contribute to changing the patient outcomes through coordination and study completion of high-quality research. A wide consultative approach is required to determine a cost-effective and feasible approach to implementation and evaluation of the proposed pathway. © 2018 John Wiley & Sons Australia, Ltd.

Formative science and indicial science: epistemological proposal for information science

Directory of Open Access Journals (Sweden)

Eliany Alvarenga de Araújo

2006-07-01

Full Text Available Epistemological reflections on the Information Science as scientific field that if structure in the context of modern science, in theoretical and methodological terms and technologies of the information in applied terms. Such configuration made possible the sprouting of this science; however we consider that the same one will not guarantee to this science the full development as field of consistent and modern knowledge. Modern Science, while scientific practical vision and meets depleted and the information technologies are only auto-regulated mechanisms that function according to principles of automatisms. To leave of these considerations we propols the concept of Formative Science (Bachelard, 1996 and the Indiciario Paradigm (1991 with epistemological basis for the Information Science. The concept of formative science if a base on the principles of tree states of the scientific spirit and the psychological condition of the scientific progress and the indiciario paradigm it considers the intuição (empirical and rational as methodological base to make it scientific.

Peer-to-Peer Support for Science Journalism in the Developing ...

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

IDRC has a long history of supporting the advancement of science journalism in the Third World. Since 2000, IDRC helped establish the London-based Science and Development Network (SciDev.Net) with regional nodes in developing countries and played a pivotal role in the Fourth Conference on Science Journalism ...

Network support for e-Science in Latin America

International Nuclear Information System (INIS)

Stanton, M.; Macahdo, I.; Faerman, M.; Moura, A. L.

2007-01-01

Computer networks in Latin America have connected scientists in the region to their peers in other parts of the world since 1986. Starting with the creation of Internet2 in 1996, a new global research network has been extended throughout the world, providing communications infrastructure for large-scale international scientific collaboration. With the creation of the RedCLARA network and its links to Europe and the US between 2004 and 2005, this global network reached the majority of Latin America countries, setting the stage for much closer collaboration between scientists in Latin America and their counterparts in other countries. In this article we describe the development of the research networking infrastructure currently available within the region together with its inter-regional connections, and how this infrastructure is being used for support of e-science. Particular attention is given to the role of the national research and education networks (NRENs) in the region, and of their association, CLARA, in providing networking support for e-science projects. CLARA and Latin American NRENs are active partners in the EU-supported EELA and RINGrid projects, and also are making significant supporting contributions to the success of other international projects with Latin American partners, in fields such as High-Energy Physics, Astronomy and Astrophysics and Space Geodesy, to single out the early adopters of advanced networking technologies. These contributions are described in the article. The article concludes describing future trends in networking infrastructure in the region, in order to meet foreseeable demands for e-science support. These include the widespread adoption of optical networking and support for grid-based applications, as well as the provisioning of significantly higher international bandwidth to meet the declared needs for international collaboration in a number of fields including those mentioned above. (Author)

Supporting Scientific Research with the Energy Sciences Network

CERN Multimedia

CERN. Geneva; Monga, Inder

2016-01-01

The Energy Sciences Network (ESnet) is a high-performance, unclassified national network built to support scientific research. Funded by the U.S. Department of Energy’s Office of Science (SC) and managed by Lawrence Berkeley National Laboratory, ESnet provides services to more than 40 DOE research sites, including the entire National Laboratory system, its supercomputing facilities, and its major scientific instruments. ESnet also connects to 140 research and commercial networks, permitting DOE-funded scientists to productively collaborate with partners around the world. ESnet Division Director (Interim) Inder Monga and ESnet Networking Engineer David Mitchell will present current ESnet projects and research activities which help support the HEP community. ESnet  helps support the CERN community by providing 100Gbps trans-Atlantic network transport for the LHCONE and LHCOPN services. ESnet is also actively engaged in researching connectivity to cloud computing resources for HEP workflows a...

Developing networks to support science teachers work

DEFF Research Database (Denmark)

Sillasen, Martin Krabbe; Valero, Paola

2012-01-01

In educational research literature constructing networks among practitioners has been suggested as a strategy to support teachers’ professional development (Huberman, 1995; Jackson & Temperley, 2007; Van Driel, Beijaard, & Verloop, 2001). The purpose of this paper is to report on a study about how...... networks provide opportunities for teachers from different schools to collaborate on improving the quality of their own science teaching practices. These networks exist at the meso-level of the educational system between the micro-realities of teachers’ individual practice and the macro-level, where...... to develop collaborative activities in primary science teacher communities in schools to improve individual teachers practice and in networks between teachers from different schools in each municipality. Each network was organized and moderated by a municipal science coordinator....

Using Network Science to Support Design Research

DEFF Research Database (Denmark)

Parraguez Ruiz, Pedro; Maier, Anja

2016-01-01

and societal impact. This chapter contributes to the use of network science in empirical studies of design organisations. It focuses on introducing a network-based perspective on the design process and in particular on making use of network science to support design research and practice. The main contribution...... of this chapter is an overview of the methodological challenges and core decision points when embarking on network-based design research, namely defining the overall research purpose and selecting network features. We furthermore highlight the potential for using archival data, the opportunities for navigating...

INSTRUMENTS OF SUPPORT FOR RESEARCH AND DEVELOPMENT FUNDED BY LEADING DOMESTIC AND INTERNATIONAL SCIENCE FOUNDATIONS

Directory of Open Access Journals (Sweden)

Irina E. Ilina

2017-06-01

Full Text Available Introduction: one of the key aspects of the knowledge economy development is the growing significance of the results of research and development. The education and basic research play a key role in this process. Funding for education and fundamental science is carried out mainly at the expense of the state resources, including a system of foundations for scientific, engineering and innovation activities in Russia. The purpose of this article is to present recommendations for improving the tools of domestic foundations in funding fundamental research and development, including education and training. The propositions are made with a comparative analysis of the domestic and foreign science foun dations’ activities. Materials and Methods: the authors used analysis, comparison, induction, deduction, graphical analysis, generalisation and other scientific methods during the study. Results: the lack of comparability between domestic and foreign scientific funds in the volume of funding allocated for basic research and development is revealed. This situation affects the scientific research. The foreign foundations have a wide range of instruments to support research projects at all stages of the life cycle of grants for education and training prior to release of an innovative product to market (the use of “innovation elevator” system. The Russian national scientific foundations have no such possibilities. The authors guess that the Russian organisations ignore some of the instruments for supporting research and development. Use of these tools could enhance the effectiveness of research projects. According to the study of domestic and foreign experience in supporting research and development, the authors proposed a matrix composed of instruments for support in the fields of basic scientific researches and education with such phases of the project life cycle as “research” and “development”. Discussion and Conclusions: the foreign science

Reflections on providing sport science support for athletes with learning difficulties.

Science.gov (United States)

Hills, Laura; Utley, Andrea

2010-01-01

To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

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

OpenAIRE

Tsutsumi, Akizumi

2015-01-01

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

Forensic Science--A Proposal

Science.gov (United States)

Geesaman, Donald P.; Abrahamson, Dean E.

1973-01-01

Forensic science is an approach to study desirability of specific technologies in the context of value objectives and biological imperatives of society. Such groups should be formed with people from various physical and social sciences. (PS)

The Role of Informal Support Networks in Teaching the Nature of Science

Science.gov (United States)

Herman, Benjamin C.; Olson, Joanne K.; Clough, Michael P.

2017-06-01

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

Mainstream web standards now support science data too

Science.gov (United States)

Richard, S. M.; Cox, S. J. D.; Janowicz, K.; Fox, P. A.

2017-12-01

The science community has developed many models and ontologies for representation of scientific data and knowledge. In some cases these have been built as part of coordinated frameworks. For example, the biomedical communities OBO Foundry federates applications covering various aspects of life sciences, which are united through reference to a common foundational ontology (BFO). The SWEET ontology, originally developed at NASA and now governed through ESIP, is a single large unified ontology for earth and environmental sciences. On a smaller scale, GeoSciML provides a UML and corresponding XML representation of geological mapping and observation data. Some of the key concepts related to scientific data and observations have recently been incorporated into domain-neutral mainstream ontologies developed by the World Wide Web consortium through their Spatial Data on the Web working group (SDWWG). OWL-Time has been enhanced to support temporal reference systems needed for science, and has been deployed in a linked data representation of the International Chronostratigraphic Chart. The Semantic Sensor Network ontology has been extended to cover samples and sampling, including relationships between samples. Gridded data and time-series is supported by applications of the statistical data-cube ontology (QB) for earth observations (the EO-QB profile) and spatio-temporal data (QB4ST). These standard ontologies and encodings can be used directly for science data, or can provide a bridge to specialized domain ontologies. There are a number of advantages in alignment with the W3C standards. The W3C vocabularies use discipline-neutral language and thus support cross-disciplinary applications directly without complex mappings. The W3C vocabularies are already aligned with the core ontologies that are the building blocks of the semantic web. The W3C vocabularies are each tightly scoped thus encouraging good practices in the combination of complementary small ontologies. The W3C

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

Science.gov (United States)

Stylianou, Agni

2003-06-01

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

Instructional support and implementation structure during elementary teachers' science education simulation use

Science.gov (United States)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-07-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

International Nuclear Information System (INIS)

Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

2015-01-01

Researches on electrostatics’ conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students’ learning difficulties. To favour the change of student’s ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the 'supporters of a single fluid' and 'supporters of two fluids' have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the 'accepted' science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

Science.gov (United States)

Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

2016-05-01

Researches on electrostatics' conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students' learning difficulties. To favour the change of student's ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the "supporters of a single fluid" and "supporters of two fluids" have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the "accepted" science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

Teaching and Learning Methodologies Supported by ICT Applied in Computer Science

Science.gov (United States)

Capacho, Jose

2016-01-01

The main objective of this paper is to show a set of new methodologies applied in the teaching of Computer Science using ICT. The methodologies are framed in the conceptual basis of the following sciences: Psychology, Education and Computer Science. The theoretical framework of the research is supported by Behavioral Theory, Gestalt Theory.…

77 FR 39688 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; FAFSA...

Science.gov (United States)

2012-07-05

... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Institute of Education Sciences; FAFSA Completion Project Evaluation SUMMARY: The Institute of Education Sciences (IES) at the U.S. Department of Education (ED) is conducting a rigorous study of the Free Application for Federal Student Aid...

Computational Science Research in Support of Petascale Electromagnetic Modeling

International Nuclear Information System (INIS)

Lee, L.-Q.

2008-01-01

Computational science research components were vital parts of the SciDAC-1 accelerator project and are continuing to play a critical role in newly-funded SciDAC-2 accelerator project, the Community Petascale Project for Accelerator Science and Simulation (ComPASS). Recent advances and achievements in the area of computational science research in support of petascale electromagnetic modeling for accelerator design analysis are presented, which include shape determination of superconducting RF cavities, mesh-based multilevel preconditioner in solving highly-indefinite linear systems, moving window using h- or p- refinement for time-domain short-range wakefield calculations, and improved scalable application I/O

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

The role of social support in students' perceived abilities and attitudes toward math and science.

Science.gov (United States)

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

Science.gov (United States)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-01-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

Supporting Staff to Develop a Shared Understanding of Science Assessment

Science.gov (United States)

Sampey, Carol

2018-01-01

Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

NSI customer service representatives and user support office: NASA Science Internet

Science.gov (United States)

1991-01-01

The NASA Science Internet, (NSI) was established in 1987 to provide NASA's Offices of Space Science and Applications (OSSA) missions with transparent wide-area data connectivity to NASA's researchers, computational resources, and databases. The NSI Office at NASA/Ames Research Center has the lead responsibility for implementing a total, open networking program to serve the OSSA community. NSI is a full-service communications provider whose services include science network planning, network engineering, applications development, network operations, and network information center/user support services. NSI's mission is to provide reliable high-speed communications to the NASA science community. To this end, the NSI Office manages and operates the NASA Science Internet, a multiprotocol network currently supporting both DECnet and TCP/IP protocols. NSI utilizes state-of-the-art network technology to meet its customers' requirements. THe NASA Science Internet interconnects with other national networks including the National Science Foundation's NSFNET, the Department of Energy's ESnet, and the Department of Defense's MILNET. NSI also has international connections to Japan, Australia, New Zealand, Chile, and several European countries. NSI cooperates with other government agencies as well as academic and commercial organizations to implement networking technologies which foster interoperability, improve reliability and performance, increase security and control, and expedite migration to the OSI protocols.

Supporting new science teachers in pursuing socially just science education

Science.gov (United States)

Ruggirello, Rachel; Flohr, Linda

2017-10-01

This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

75 FR 57520 - NASA Advisory Council; Planetary Science Subcommittee; Supporting Research and Technology Working...

Science.gov (United States)

2010-09-21

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (10-112)] NASA Advisory Council; Planetary Science Subcommittee; Supporting Research and Technology Working Group; Meeting AGENCY: National... announces a meeting of the Supporting Research and Technology Working Group of the Planetary Science...

ESIP Federation: A Case Study on Enabling Collaboration Infrastructure to Support Earth Science Informatics Communities

Science.gov (United States)

Robinson, E.; Meyer, C. B.; Benedict, K. K.

2013-12-01

A critical part of effective Earth science data and information system interoperability involves collaboration across geographically and temporally distributed communities. The Federation of Earth Science Information Partners (ESIP) is a broad-based, distributed community of science, data and information technology practitioners from across science domains, economic sectors and the data lifecycle. ESIP's open, participatory structure provides a melting pot for coordinating around common areas of interest, experimenting on innovative ideas and capturing and finding best practices and lessons learned from across the network. Since much of ESIP's work is distributed, the Foundation for Earth Science was established as a non-profit home for its supportive collaboration infrastructure. The infrastructure leverages the Internet and recent advances in collaboration web services. ESIP provides neutral space for self-governed groups to emerge around common Earth science data and information issues, ebbing and flowing as the need for them arises. As a group emerges, the Foundation quickly equips the virtual workgroup with a set of ';commodity services'. These services include: web meeting technology (Webex), a wiki and an email listserv. WebEx allows the group to work synchronously, dynamically viewing and discussing shared information in real time. The wiki is the group's primary workspace and over time creates organizational memory. The listserv provides an inclusive way to email the group and archive all messages for future reference. These three services lower the startup barrier for collaboration and enable automatic content preservation to allow for future work. While many of ESIP's consensus-building activities are discussion-based, the Foundation supports an ESIP testbed environment for exploring and evaluating prototype standards, services, protocols, and best practices. After community review of testbed proposals, the Foundation provides small seed funding and a

Effects of Science Interest and Environmental Responsibility on Science Aspiration and Achievement: Gender Differences and Cultural Supports

Science.gov (United States)

Chiu, Mei-Shiu

2010-01-01

The aim of the present study is twofold: (1) to investigate gender differences in the effects of science interest and environmental responsibility on science aspiration and achievement and (2) to explore the relations between cultural supports (macroeconomic and gender equality) and both boys' and girls' tendencies to integrate the aforementioned…

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

Science.gov (United States)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted

TEACHING AND LEARNING METHODOLOGIES SUPPORTED BY ICT APPLIED IN COMPUTER SCIENCE

Directory of Open Access Journals (Sweden)

Jose CAPACHO

2016-04-01

Full Text Available The main objective of this paper is to show a set of new methodologies applied in the teaching of Computer Science using ICT. The methodologies are framed in the conceptual basis of the following sciences: Psychology, Education and Computer Science. The theoretical framework of the research is supported by Behavioral Theory, Gestalt Theory. Genetic-Cognitive Psychology Theory and Dialectics Psychology. Based on the theoretical framework the following methodologies were developed: Game Theory, Constructivist Approach, Personalized Teaching, Problem Solving, Cooperative Collaborative learning, Learning projects using ICT. These methodologies were applied to the teaching learning process during the Algorithms and Complexity – A&C course, which belongs to the area of ​​Computer Science. The course develops the concepts of Computers, Complexity and Intractability, Recurrence Equations, Divide and Conquer, Greedy Algorithms, Dynamic Programming, Shortest Path Problem and Graph Theory. The main value of the research is the theoretical support of the methodologies and their application supported by ICT using learning objects. The course aforementioned was built on the Blackboard platform evaluating the operation of methodologies. The results of the evaluation are presented for each of them, showing the learning outcomes achieved by students, which verifies that methodologies are functional.

Why and How Political Science Can Contribute to Public Health? Proposals for Collaborative Research Avenues.

Science.gov (United States)

Gagnon, France; Bergeron, Pierre; Clavier, Carole; Fafard, Patrick; Martin, Elisabeth; Blouin, Chantal

2017-04-05

Written by a group of political science researchers, this commentary focuses on the contributions of political science to public health and proposes research avenues to increase those contributions. Despite progress, the links between researchers from these two fields develop only slowly. Divergences between the approach of political science to public policy and the expectations that public health can have about the role of political science, are often seen as an obstacle to collaboration between experts in these two areas. Thus, promising and practical research avenues are proposed along with strategies to strengthen and develop them. Considering the interdisciplinary and intersectoral nature of population health, it is important to create a critical mass of researchers interested in the health of populations and in healthy public policy that can thrive working at the junction of political science and public health. © 2017 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Developing a Science and Technology Centre for Supporting the Launching of a Nuclear Power Programme

International Nuclear Information System (INIS)

Badawy, I.

2013-01-01

The present investigation aims at developing a science and technology centre for supporting the launching of a nuclear power [NP] programme in a developing country with a relatively high economic growth rate. The development approach is based on enhancing the roles and functions of the proposed centre with respect to the main pillars that would have effect on the safe, secure and peaceful uses of the nuclear energy -particularly- in the field of electricity generation and sea-water desalination. The study underlines the importance of incorporating advanced research and development work, concepts and services provided by the proposed centre to the NP programme, to the regulatory systems of the concerned State and to the national nuclear industry in the fields of nuclear safety, radiation safety, nuclear safeguards, nuclear security and other related scientific and technical fields including human resources and nuclear knowledge management.

76 FR 4947 - Comment Request: National Science Foundation Proposal & Award Policies and Procedures Guide

Science.gov (United States)

2011-01-27

... of women and minorities in science and engineering. Another major change occurred in 1986, when... directed NSF to initiate and support: Basic scientific research and research fundamental to the engineering process; Programs to strengthen scientific and engineering research potential; Science and engineering...

Supporting science in developing countries using open technologies

International Nuclear Information System (INIS)

Canessa, Enrique; Zennaro, Marco; Fonda, Carlo

2009-01-01

We describe our contributions in using information and communication technologies (ICT) to address the digital and knowledge divides in developing regions. These include the implementation of new prototype systems using state-of-the-art, low-cost technologies based on the scientific audience, the local information technology infrastructure and the level of support available from local technical staff. Efforts are made to provide the necessary capacity and know-how to understand and manage their available information infrastructure with the final goal of supporting their science to allow participation at an international level

NSF Lower Atmospheric Observing Facilities (LAOF) in support of science and education

Science.gov (United States)

Baeuerle, B.; Rockwell, A.

2012-12-01

Researchers, students and teachers who want to understand and describe the Earth System require high quality observations of the atmosphere, ocean, and biosphere. Making these observations requires state-of-the-art instruments and systems, often carried on highly capable research platforms. To support this need of the geosciences community, the National Science Foundation's (NSF) Division of Atmospheric and Geospace Sciences (AGS) provides multi-user national facilities through its Lower Atmospheric Observing Facilities (LAOF) Program at no cost to the investigator. These facilities, which include research aircraft, radars, lidars, and surface and sounding systems, receive NSF financial support and are eligible for deployment funding. The facilities are managed and operated by five LAOF partner organizations: the National Center for Atmospheric Research (NCAR); Colorado State University (CSU); the University of Wyoming (UWY); the Center for Severe Weather Research (CSWR); and the Center for Interdisciplinary Remotely-Piloted Aircraft Studies (CIRPAS). These observational facilities are available on a competitive basis to all qualified researchers from US universities, requiring the platforms and associated services to carry out various research objectives. The deployment of all facilities is driven by scientific merit, capabilities of a specific facility to carry out the proposed observations, and scheduling for the requested time. The process for considering requests and setting priorities is determined on the basis of the complexity of a field campaign. The poster will describe available observing facilities and associated services, and explain the request process researchers have to follow to secure access to these platforms for scientific as well as educational deployments. NSF/NCAR GV Aircraft

Proposals now being accepted for 'INCITE'

CERN Multimedia

2003-01-01

Secretary of Energy, Spencer Abraham, has announced that proposals are now being accepted for a new DOE Office of Science program to support innovative, large-scale computational science projects. The program, entitled "Innovative and Novel Computational Impact on Theory and Experiment" will award a total of 4.5 million supercomputer processor hours and 100 trillion bytes of data storage space at the National Energy Research Scientific Computing Center at DOE's Lawrence Berkeley National Laboratory (1 page).

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

Science.gov (United States)

Ceglie, Robert

2013-01-01

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on…

Morphology like science in the physical culture and its use as a teaching supporting material

Directory of Open Access Journals (Sweden)

Valia Alina Crespo-Almeira

2012-09-01

Full Text Available Morphology is a branch of Biology that is part of the biomedical basic sciences; it fundamentally studies the structure, that is to say, the form of organization of the systems of organs. The poor bibliography existence for the content assimilation related with locomotive human system in the Physical culture career first year students, as well as, the access increase of computer equipment. This research proposes a teaching supporting material to teach the content of Morphology II, where the students can apply and check the acquisition and domain of these contents for the a better professional development. The investigation methods used were the historical tendencies, systemic and analysis and synthesis methods. The empiric methods were: the observation, the interview and documents analysis. The consulted theoretical and methodological referents about the treatment of the contents related with the human locomotive system confirm the necessity of these contents in Morphology as science in the career of Physical Culture.

A Pedagogical Model for Science Education through Blended Learning

NARCIS (Netherlands)

Bidarra, José; Rusman, Ellen

2015-01-01

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

Families Support Their Children's Success in Science Learning by Influencing Interest and Self-efficacy

Science.gov (United States)

Sha, Li; Schunn, Christian; Bathgate, Meghan; Ben-Eliyahu, Adar

2016-01-01

How is a child's successful participation in science learning shaped by their family's support? We focus on the critical time period of early adolescents, testing (i) whether the child's perception of family support is important for both choice preferences to participate in optional learning experiences and engagement during science learning, and…

Community-Driven Support in the Hydrologic Sciences through Data, Education and Outreach

Science.gov (United States)

Clark, E.

2015-12-01

The Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) is a non-profit funded by the National Science Foundation to support water science research and education. As outlined in the CUAHSI Education and Outreach Strategy, our objectives are: 1) helping the member institutions communicate water science; 2) cross-disciplinary water education; 3) dissemination of research; 4) place-based water education using data services; and 5) broadening participation. Through the CUAHSI Water Data Center, online tools and resources are available to discover, download, and analyze multiple time-series water datasets across various parameters. CUAHSI supports novel graduate student research through the Pathfinder Fellowship program which has enhanced the interdisciplinary breadth of early-career research. Public outreach through the Let's Talk About Water film symposium and cyberseminar programs have proven effective in distributing research, leading to more recent development of virtual training workshops. By refining and building upon CUAHSI's existing programs, new training opportunities, collaborative projects, and community-building activities for the hydrologic sciences have come to fruition, such as the recent National Flood Interoperability Experiment with the NOAA's National Water Center.

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks

Science.gov (United States)

Morris, Bradley J.; Masnick, Amy M.; Baker, Katie; Junglen, Angela

2015-01-01

A critical component of science and math education is reasoning with data. Science textbooks are instructional tools that provide opportunities for learning science content (e.g. facts about force and motion) and process skills (e.g. data recording) that support and augment reasoning with data. In addition, the construction and design of textbooks…

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Science.gov (United States)

Eick, Charles J.; Stewart, Bethany

2010-01-01

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs…

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

Science.gov (United States)

Tsutsumi, Akizumi

2015-01-01

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

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations

Science.gov (United States)

Kumar, David Devraj; Dunn, Jessica

2018-03-01

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.

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.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Proposed Project Selection Method for Human Support Research and Technology Development (HSR&TD)

Science.gov (United States)

Jones, Harry

2005-01-01

The purpose of HSR&TD is to deliver human support technologies to the Exploration Systems Mission Directorate (ESMD) that will be selected for future missions. This requires identifying promising candidate technologies and advancing them in technology readiness until they are acceptable. HSR&TD must select an may of technology development projects, guide them, and either terminate or continue them, so as to maximize the resulting number of usable advanced human support technologies. This paper proposes an effective project scoring methodology to support managing the HSR&TD project portfolio. Researchers strongly disagree as to what are the best technology project selection methods, or even if there are any proven ones. Technology development is risky and outstanding achievements are rare and unpredictable. There is no simple formula for success. Organizations that are satisfied with their project selection approach typically use a mix of financial, strategic, and scoring methods in an open, established, explicit, formal process. This approach helps to build consensus and develop management insight. It encourages better project proposals by clarifying the desired project attributes. We propose a project scoring technique based on a method previously used in a federal laboratory and supported by recent research. Projects are ranked by their perceived relevance, risk, and return - a new 3 R's. Relevance is the degree to which the project objective supports the HSR&TD goal of developing usable advanced human support technologies. Risk is the estimated probability that the project will achieve its specific objective. Return is the reduction in mission life cycle cost obtained if the project is successful. If the project objective technology performs a new function with no current cost, its return is the estimated cash value of performing the new function. The proposed project selection scoring method includes definitions of the criteria, a project evaluation

Final Report on the Proposal to Provide Asian Science and Technology Information

Energy Technology Data Exchange (ETDEWEB)

Kahaner, David K. [Asian Technology Information Program

2003-07-23

The Asian Technology Information Program (ATIP) conducted a seven-month Asian science and technology information program for the Office:of Energy Research (ER), U.S: Department of Energy (DOE.) The seven-month program consists of 1) monitoring, analyzing, and dissemiuating science and technology trends and developments associated with Asian high performance computing and communications (HPC), networking, and associated topics, 2) access to ATIP's annual series of Asian S&T reports for ER and HPC related personnel and, 3) supporting DOE and ER designated visits to Asia to study and assess Asian HPC.

Proposed School of Earth And Space Sciences, Hyderabad, India

Science.gov (United States)

Aswathanarayana, U.

2004-05-01

The hallmarks of the proposed school in the University of Hyderabad, Hyderabad,India, would be synergy, inclusivity and globalism. The School will use the synergy between the earth (including oceanic and atmospheric realms), space and information sciences to bridge the digital divide, and promote knowledge-driven and job-led economic development of the country. It will endeavour to (i) provide the basic science underpinnings for Space and Information Technologies, (ii) develop new methodologies for the utilization of natural resources (water, soils, sediments, minerals, biota, etc.)in ecologically-sustainable, employment-generating and economically-viable ways, (iii) mitigate the adverse consequences of natural hazards through preparedness systems,etc. The School will undertake research in the inter-disciplinary areas of earth and space sciences (e.g. climate predictability, satellite remote sensing of soil moisture) and linking integrative science with the needs of the decision makers. It will offer a two-year M.Tech. (four semesters, devoted to Theory, Tools, Applications and Dissertation, respectively ) course in Earth and Space Sciences. The Applications will initially cover eight course clusters devoted to Water Resources Management, Agriculture, Ocean studies, Energy Resources, Urban studies, Environment, Natural Hazards and Mineral Resources Management. The School will also offer a number of highly focused short-term refresher courses / supplementary courses to enable cadres to update their knowledge and skills. The graduates of the School would be able to find employment in macro-projects, such as inter-basin water transfers, and Operational crop condition assessment over large areas, etc. as well as in micro-projects, such as rainwater harvesting, and marketing of remote sensing products to stake-holders (e.g. precision agricultural advice to the farmers, using the large bandwidth of thousands of kilometres of unlit optical fibres). As the School is highly

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

Science.gov (United States)

Bond, Sharon C.

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007--2008 Schools and Staffing Survey (SASS), research was conducted to analyze teachers' responses relative to induction and support by looking at what teachers valued, what they actually received, and what impacted their decision to remain in the teaching profession. In addition to predisposing characteristics that have been shown to influence retention, the research conceptualized the type of induction to include mentoring, professional development, and administrative supports, and employed logistic regression to estimate the individual and collective effects of these factors on teachers' decisions to stay in the profession. Consistent with many areas of education, the fields of science and mathematics in North Carolina remain predominantly White (81%) with Blacks holding 14%, while Asians and Native Americans represent less than 5%. The examination of the Schools and Staffing Survey 2007--2008 showed that the primary supports received by beginning teachers were seminars or classes, common planning, mentoring, and communication with principals. Controlling for certain teacher characteristics, research indicated that science and mathematics teachers in North Carolina rated positively many variables related to support, climate, and classroom practices. Primarily, secondary science and mathematics teachers indicated satisfaction in the areas of mentoring, working conditions, and administrative support, and remained in teaching.

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

Directory of Open Access Journals (Sweden)

Gerard Francis Hoyne

2013-04-01

Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

Supporting Communication and Argumentation in Urban Science Education: Hip-Hop, the Battle, and the Cypher

Science.gov (United States)

Emdin, Christopher

2011-01-01

This paper is based on an exploration of communication and argumentation in urban science classrooms, and provides a description of the role that Hip-hop based education plays in supporting these major components of science education. The paper is intended to both support, and critique conventional uses of hip-hop based education, and provide…

Molecular metal catalysts on supports: organometallic chemistry meets surface science.

Science.gov (United States)

Serna, Pedro; Gates, Bruce C

2014-08-19

bonding and structure, which identify the supports as ligands with electron-donor properties that influence reactivity and catalysis. Each of the catalyst design variables has been varied independently, illustrated by mononuclear and tetranuclear iridium on zeolite HY and on MgO and by isostructural rhodium and iridium (diethylene or dicarbonyl) complexes on these supports. The data provide examples resolving the roles of the catalyst design variables and place the catalysis science on a firm foundation of organometallic chemistry linked with surface science. Supported molecular catalysts offer the advantages of characterization in the absence of solvents and with surface-science methods that do not require ultrahigh vacuum. Families of supported metal complexes have been made by replacement of ligands with others from the gas phase. Spectroscopically identified catalytic reaction intermediates help to elucidate catalyst performance and guide design. The methods are illustrated for supported complexes and clusters of rhodium, iridium, osmium, and gold used to catalyze reactions of small molecules that facilitate identification of the ligands present during catalysis: alkene dimerization and hydrogenation, H-D exchange in the reaction of H2 with D2, and CO oxidation. The approach is illustrated with the discovery of a highly active and selective MgO-supported rhodium carbonyl dimer catalyst for hydrogenation of 1,3-butadiene to give butenes.

Educational teaching materials for nuclear science: A proposal

International Nuclear Information System (INIS)

Puse, Judeza S.; Awata, Takaaki; Atobe, Kozo; Xu, Qiu; Okada, Moritami

2005-01-01

It has been made clear and possible that problems met in teaching nuclear topics can be remedied with much care and attention to the application of the experimental photographs converted into a classroom science teaching device; a proposal which was conducted at Kyoto University Research Reactor Institute. Under Methodology, materials that comprised the experimentation process were provided with simplicity and clarity. Introductions on how to carry out the experiments were logically arranged so as to ensure systematic execution and organization of experimental processes. The inclusion of the experimental set ups were also manifested and of the experimental results (developed photos) presented in a manner suitably good for learners. Determination of the sequential models of the study was reflected, highlighted and specifically simplified as appropriate as possible. Further results and discussions were not shown but can be proposed and suggested that as to further application of the device, peak area spectral measurement and nuclide identification of irradiated samples can be made possible using DSA-1000 Digital Spectrum Analyzer System for countries equipped with ''high touch'' apparatus and facility as spiral basis for concept development. Production and dissemination of photographs can be realized for schools far beyond to cope and afford to buy these expensive laboratory and experimental facility to perform the same task. (author)

Support of an Active Science Project by a Large Information System: Lessons for the EOS Era

Science.gov (United States)

Angelici, Gary L.; Skiles, J. W.; Popovici, Lidia Z.

1993-01-01

The ability of large information systems to support the changing data requirements of active science projects is being tested in a NASA collaborative study. This paper briefly profiles both the active science project and the large information system involved in this effort and offers some observations about the effectiveness of the project support. This is followed by lessons that are important for those participating in large information systems that need to support active science projects or that make available the valuable data produced by these projects. We learned in this work that it is difficult for a large information system focused on long term data management to satisfy the requirements of an on-going science project. For example, in order to provide the best service, it is important for all information system staff to keep focused on the needs and constraints of the scientists in the development of appropriate services. If the lessons learned in this and other science support experiences are not applied by those involved with large information systems of the EOS (Earth Observing System) era, then the final data products produced by future science projects may not be robust or of high quality, thereby making the conduct of the project science less efficacious and reducing the value of these unique suites of data for future research.

Science Education and Public Outreach Forums (SEPOF): Providing Coordination and Support for NASA's Science Mission Directorate Education and Outreach Programs

Science.gov (United States)

Mendez, B. J.; Smith, D.; Shipp, S. S.; Schwerin, T. G.; Stockman, S. A.; Cooper, L. P.; Peticolas, L. M.

2009-12-01

NASA is working with four newly-formed Science Education and Public Outreach Forums (SEPOFs) to increase the overall coherence of the Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program. SEPOFs support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: * E/PO Community Engagement and Development * E/PO Product and Project Activity Analysis * Science Education and Public Outreach Forum Coordination Committee Service. SEPOFs are collaborating with NASA and external science and education and outreach communities in E/PO on multiple levels ranging from the mission and non-mission E/PO project activity managers, project activity partners, and scientists and researchers, to front line agents such as naturalists/interpreters, teachers, and higher education faculty, to high level agents such as leadership at state education offices, local schools, higher education institutions, and professional societies. The overall goal for the SEPOFs is increased awareness, knowledge, and understanding of scientists, researchers, engineers, technologists, educators, product developers, and dissemination agents of best practices, existing NASA resources, and community expertise applicable to E/PO. By coordinating and supporting the NASA E/PO Community, the NASA/SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

Science of adaptation to climate change and science for adaptation

Directory of Open Access Journals (Sweden)

Rob eSwart

2014-07-01

Full Text Available Adaptation to climate change has gained a prominent place next to mitigation on global, national and local policy agendas. However, while an abundance of adaptation strategies, plans and programmes have been developed, progress in turning these into action has been slow. The development of a sound knowledge basis to support adaptation globally is suggested to accelerate progress, but has lagged behind. The emphasis in both current and newly proposed programmes is very much on practice-oriented research with strong stakeholder participation. This paper supports such practice-oriented research, but argues that this is insufficient to support adaptation policy and practice in a productive manner. We argue that there is not only a need for science for adaptation, but also a science of adaptation. The paper argues that participatory, practice-oriented research is indeed essential, but has to be complemented by and connected to more fundamental inquiry and concept development, which takes into account knowledge that has been developed in disciplinary sciences and on issues other than climate change adaptation. At the same time, the level and method of participation in science for adaptation should be determined on the basis of the specific project context and goals. More emphasis on science of adaptation can lead to improved understanding of the conditions for successful science for adaptation.

Space and Earth Sciences, Computer Systems, and Scientific Data Analysis Support, Volume 1

Science.gov (United States)

Estes, Ronald H. (Editor)

1993-01-01

This Final Progress Report covers the specific technical activities of Hughes STX Corporation for the last contract triannual period of 1 June through 30 Sep. 1993, in support of assigned task activities at Goddard Space Flight Center (GSFC). It also provides a brief summary of work throughout the contract period of performance on each active task. Technical activity is presented in Volume 1, while financial and level-of-effort data is presented in Volume 2. Technical support was provided to all Division and Laboratories of Goddard's Space Sciences and Earth Sciences Directorates. Types of support include: scientific programming, systems programming, computer management, mission planning, scientific investigation, data analysis, data processing, data base creation and maintenance, instrumentation development, and management services. Mission and instruments supported include: ROSAT, Astro-D, BBXRT, XTE, AXAF, GRO, COBE, WIND, UIT, SMM, STIS, HEIDI, DE, URAP, CRRES, Voyagers, ISEE, San Marco, LAGEOS, TOPEX/Poseidon, Pioneer-Venus, Galileo, Cassini, Nimbus-7/TOMS, Meteor-3/TOMS, FIFE, BOREAS, TRMM, AVHRR, and Landsat. Accomplishments include: development of computing programs for mission science and data analysis, supercomputer applications support, computer network support, computational upgrades for data archival and analysis centers, end-to-end management for mission data flow, scientific modeling and results in the fields of space and Earth physics, planning and design of GSFC VO DAAC and VO IMS, fabrication, assembly, and testing of mission instrumentation, and design of mission operations center.

Mixed reaction to science department proposal

Science.gov (United States)

The recommendation last month by a presidential commission that a federal Department of Science and Technology be created to encompass “major civilian research and development (R&D) agencies” has elicited a mixed reaction from members of the geophysical sciences community.The Commission on Industrial Competitiveness, created by President Ronald Reagan in June 1983 to study ways to strengthen the ability of the United States to compete in a global marketplace, recommended establishment of a Cabinet-level science department “to promote national interest in and policies for research and technological innovation.” The commission, chaired by John A. Young, president of the Hewlett-Packard Company, was composed primarily of presidents and chief executive officers of major technology corporations but also included members of academia and government. Creation of a federal science and technology 'department is one of many suggestions contained in the commission's final report, Global Competition: The New Reality.

A Proposal for Marketing Applied Research in Science and Applied Colleges at the Yemeni Universities and Using it in Community Service and Development

Directory of Open Access Journals (Sweden)

Eftehan Abdu Frhan Saif Almikhlafi

2017-10-01

Full Text Available This study aimed to propose a set of elements and mechanisms of marketing applied research in the Yemeni universities and ways of using such research to support community development. This can be done by assessing the extent of interest in the marketing of applied research and making use of them to serve and community development in the science and applied colleges at the Yemeni government universities, and determining the main obstacles in this regard from the point of view the study sample. The study sample included (287 individuals selected from teachers and researchers at the science and applied colleges in some Yemeni government universities, and research centers affiliated to them. The researchers adopted the descriptive and analytical approach, and designed a questionnaire to gather primary data from the study sample. The researchers used some appropriate statistical methods to analyze the study data and test hypotheses. The study results showed that g science and applied colleges in the Yemeni universities do not pay enough attention to marketing applied scientific research, and to using such research in community service and development. The participants of the study indicated the presence of many obstacles to marketing of applied scientific research in the Yemeni universities. The results also showed that there were no statistically significant differences in the assessments of the study sample regarding the lack of attention paid by scientific and applied colleges in the Yemeni public universities to marketing of their scientific and applied research due to these variables (type, academic degree, and applied colleges of the study sample individuals. The study concluded by providing a proposal covering some elements and mechanisms to be used for marketing applied researches of the science and applied colleges at the Yemeni Universities and to use them in community service and development. It also provided recommendations regarding the

Some Behaviorial Science Measurement Concerns and Proposals.

Science.gov (United States)

Nesselroade, John R; Molenaar, Peter C M

2016-01-01

Primarily from a measurement standpoint, we question some basic beliefs and procedures characterizing the scientific study of human behavior. The relations between observed and unobserved variables are key to an empirical approach to building explanatory theories and we are especially concerned about how the former are used as proxies for the latter. We believe that behavioral science can profitably reconsider the prevailing version of this arrangement because of its vulnerability to limiting idiosyncratic aspects of observed/unobserved variable relations. We describe a general measurement approach that takes into account idiosyncrasies that should be irrelevant to the measurement process but can intrude and may invalidate it in ways that distort and weaken relations among theoretically important variables. To clarify further our major concerns, we briefly describe one version of the measurement approach that fundamentally supports the individual as the primary unit of analysis orientation that we believe should be preeminent in the scientific study of human behavior.

Support Science by Publishing in Scientific Society Journals.

Science.gov (United States)

Schloss, Patrick D; Johnston, Mark; Casadevall, Arturo

2017-09-26

Scientific societies provide numerous services to the scientific enterprise, including convening meetings, publishing journals, developing scientific programs, advocating for science, promoting education, providing cohesion and direction for the discipline, and more. For most scientific societies, publishing provides revenues that support these important activities. In recent decades, the proportion of papers on microbiology published in scientific society journals has declined. This is largely due to two competing pressures: authors' drive to publish in "glam journals"-those with high journal impact factors-and the availability of "mega journals," which offer speedy publication of articles regardless of their potential impact. The decline in submissions to scientific society journals and the lack of enthusiasm on the part of many scientists to publish in them should be matters of serious concern to all scientists because they impact the service that scientific societies can provide to their members and to science. Copyright © 2017 Schloss et al.

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

Science.gov (United States)

Schneider, Rebecca M.

2001-07-01

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

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

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William L. Anderson

2002-11-01

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

A conceptual framework to support exposure science research ...

Science.gov (United States)

While knowledge of exposure is fundamental to assessing and mitigating risks, exposure information has been costly and difficult to generate. Driven by major scientific advances in analytical methods, biomonitoring, computational tools, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition that allows it to be more agile, predictive, and data- and knowledge-driven. A necessary element of this evolved paradigm is an organizational and predictive framework for exposure science that furthers the application of systems-based approaches. To enable such systems-based approaches, we proposed the Aggregate Exposure Pathway (AEP) concept to organize data and information emerging from an invigorated and expanding field of exposure science. The AEP framework is a layered structure that describes the elements of an exposure pathway, as well as the relationship between those elements. The basic building blocks of an AEP adopt the naming conventions used for Adverse Outcome Pathways (AOPs): Key Events (KEs) to describe the measurable, obligate steps through the AEP; and Key Event Relationships (KERs) describe the linkages between KEs. Importantly, the AEP offers an intuitive approach to organize exposure information from sources to internal site of action, setting the stage for predicting stressor concentrations at an internal target site. These predicted concentrations can help inform the r

Research in the chemical sciences. Summaries of FY 1995

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-01

This summary book is published annually to provide information on research supported by the Department of Energy`s Division of Chemical Sciences, which is one of four Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. These summaries provide the scientific and technical public, as well as the legislative and executive branches of the Government, information, either generally or in some depth, about the Chemical Sciences program. Scientists interested in proposing research for support will find the publication useful for gauging the scope of the present basic research program and it`s relationship to their interests. Proposals that expand this scope may also be considered or directed to more appropriate offices. The primary goal of the research summarized here is to add significantly to the knowledge base in which existing and future efficient and safe energy technologies can evolve. As a result, scientific excellence is a major criterion applied in the selection of research supported by the Division of Chemical Sciences, but another important consideration is emphasis on science that is advancing in ways that will produce new information related to energy.

A Dynamic Intranet-Based Online-Portal Support for Computer Science Teaching

Science.gov (United States)

Iyer, Viswanathan K.

2017-01-01

This paper addresses the issue of effective content-delivery of Computer Science subjects taking advantage of a university intranet. The proposal described herein for teaching a subject like Combinatorics and Graph Theory (CGT) is to supplement lectures with a moderated online forum against an associated intranet portal, which is referred to as a…

Proposals for ORNL [Oak Ridge National Laboratory] support to Tiber LLNL [Lawrence Livermore National Laboratory

International Nuclear Information System (INIS)

Berry, L.A.; Rosenthal, M.W.; Saltmarsh, M.J.; Shannon, T.E.; Sheffield, J.

1987-01-01

This document describes the interests and capabilities of Oak Ridge National Laboratory in their proposals to support the Lawrence Livermore National Laboratory (LLNL) Engineering Test Reactor (ETR) project. Five individual proposals are cataloged separately. (FI)

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

Science.gov (United States)

Kademian, Sylvie M.

explanation construction. Student opportunities to engage in practices that prioritize scientific discourse also occurred when interns were using dialogic voice and the tools designed to foster development of teacher knowledge for facilitating investigation-based science discussions. However, several intern characteristics likely moderated or mediated intern use of tools, dialogic voice, and productive teaching practices to capitalize on student contributions. These characteristics included intern knowledge of the science content and practices and initial beliefs about science teaching. Missed opportunities to use a combination of several teaching practices and tools designed to foster the development of knowledge for science teaching resulted in fewer opportunities for students to engage in data analysis, argumentation based on evidence, and construction of scientific explanations. These findings highlight the potential of teacher-educator provided tools for supporting beginning teachers in learning to facilitate investigation-based discussions that capitalize on student contributions. These findings also help the field conceptualize how beginning teachers use tools and teaching practices to plan and enact investigation-based science lessons, and how intern characteristics relate to tool use and planned and enacted lessons. By analyzing the investigation-based science lessons holistically, this study begins to unpack the complexities of facilitating investigation-based discussions including the interplay between intern characteristics and tool use, and the ways intern engagement in synergistic teaching practices provide opportunities for students to engage in data analysis, explanation construction, and argumentation. This study also describes methodological implications for this type of whole-lesson analysis and comments on the need for further research investigating beginning teachers' use of tools over time. Finally, I propose the need for iterative design of scaffolds to

Real-Time Science Operations to Support a Lunar Polar Volatiles Rover Mission

Science.gov (United States)

Heldmann, Jennifer L.; Colaprete, Anthony; Elphic, Richard C.; Mattes, Greg; Ennico, Kimberly; Fritzler, Erin; Marinova, Margarita M.; McMurray, Robert; Morse, Stephanie; Roush, Ted L.;

A Customized Drought Decision Support Tool for Hsinchu Science Park

Science.gov (United States)

Huang, Jung; Tien, Yu-Chuan; Lin, Hsuan-Te; Liu, Tzu-Ming; Tung, Ching-Pin

2016-04-01

Climate change creates more challenges for water resources management. Due to the lack of sufficient precipitation in Taiwan in fall of 2014, many cities and counties suffered from water shortage during early 2015. Many companies in Hsinchu Science Park were significantly influenced and realized that they need a decision support tool to help them managing water resources. Therefore, a customized computer program was developed, which is capable of predicting the future status of public water supply system and water storage of factories when the water rationing is announced by the government. This program presented in this study for drought decision support (DDSS) is a customized model for a semiconductor company in the Hsinchu Science Park. The DDSS is programmed in Java which is a platform-independent language. System requirements are any PC with the operating system above Windows XP and an installed Java SE Runtime Environment 7. The DDSS serves two main functions. First function is to predict the future storage of Baoshan Reservoir and Second Baoshan Reservoir, so to determine the time point of water use restriction in Hsinchu Science Park. Second function is to use the results to help the company to make decisions to trigger their response plans. The DDSS can conduct real-time scenario simulations calculating the possible storage of water tank for each factory with pre-implementation and post-implementation of those response plans. In addition, DDSS can create reports in Excel to help decision makers to compare results between different scenarios.

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

Science.gov (United States)

Kulo, Violet; Bodzin, Alec

2013-02-01

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

Management of Research Organization: Informational Support

Directory of Open Access Journals (Sweden)

Natalia Bruc

2011-10-01

Full Text Available We consider the conceptual approach to the system, providing scientific management of a research institution, and information support of scientific cooperation with similar institutions from other countries. This approach is partly tested at the Institute of Mathematics and Computer Science of Academy of Sciences of Moldova and is proposed for several other academic institutions. We believe that this approach will allow automated information management of cooperation with foreign scientific institutions.

A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

Science.gov (United States)

Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

2013-12-01

It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

Public attention to science and political news and support for climate change mitigation

Science.gov (United States)

Hart, P. Sol; Nisbet, Erik C.; Myers, Teresa A.

2015-06-01

We examine how attention to science and political news may influence public knowledge, perceived harm, and support for climate mitigation policies. Previous research examining these relationships has not fully accounted for how political ideology shapes the mental processes through which the public interprets media discourses about climate change. We incorporate political ideology and the concept of motivated cognition into our analysis to compare and contrast two prominent models of opinion formation, the scientific literacy model, which posits that disseminating scientific information will move public opinion towards the scientific consensus, and the motivated reasoning model, which posits that individuals will interpret information in a biased manner. Our analysis finds support for both models of opinion formation with key differences across ideological groups. Attention to science news was associated with greater perceptions of harm and knowledge for conservatives, but only additional knowledge for liberals. Supporting the literacy model, greater knowledge was associated with more support for climate mitigation for liberals. In contrast, consistent with motivated reasoning, more knowledgeable conservatives were less supportive of mitigation policy. In addition, attention to political news had a negative association with perceived harm for conservatives but not for liberals.

Towards A Regional Science Academy: A Manifesto

Directory of Open Access Journals (Sweden)

Karima Kourtit

2016-04-01

Full Text Available This Manifesto provides a joint proposal to create a Regional Science Academy as a think-tank support platform for a strategic development of the spatial sciences. The Regional Science Academy is a strategic spatial knowledge catalyst: it acts as a global intellectual powerhouse for new knowledge network initiatives and scholarly views on regions and cities as vital centrepieces of interconnected spatial systems. This contribution highlights its role and presents various activity plans.

Life sciences recruitment objectives

Science.gov (United States)

Keefe, J. Richard

1992-01-01

The goals of the Life Sciences Division of the Office of Space Sciences and Application are to ensure the health, well being and productivity of humans in space and to acquire fundamental scientific knowledge in space life sciences. With these goals in mind Space Station Freedom represents substantial opportunities and significant challenges to the Life Sciences Division. For the first time it will be possible to replicate experimental data from a variety of simultaneously exposed species with appropriate controls and real-time analytical capabilities over extended periods of time. At the same time, a system for monitoring and ameliorating the physiological adaptations that occur in humans subjected to extended space flight must be evolved to provide the continuing operational support to the SSF crew. To meet its goals, and take advantage of the opportunities and overcome the challenges presented by Space Station Freedom, the Life Sciences Division is developing a suite of discipline-focused sequence. The research phase of the Life Sciences Space Station Freedom Program will commence with the utilization flights following the deployment of the U.S. laboratory module and achievement of Man Tended Capability. Investigators that want the Life Sciences Division to sponsor their experiment on SSF can do so in one of three ways: submitting a proposal in response to a NASA Research Announcement (NRA), submitting a proposal in response to an Announcement of Opportunity (AO), or submitting an unsolicited proposal. The scientific merit of all proposals will be evaluated by peer review panels. Proposals will also be evaluated based on relevance to NASA's missions and on the results of an Engineering and Cost Analyses. The Life Sciences Division expects that the majority of its funding opportunities will be announced through NRA's. It is anticipated that the first NRA will be released approximately three years before first element launch (currently scheduled for late 1995

Fossil Fuels. A Supplement to the "Science 100, 101" Curriculum Guide. Curriculum Support Series.

Science.gov (United States)

Soprovich, William, Comp.

When the fossil fuels unit was first designed for Science 101 (the currently approved provincial guide for grade 10 science in Manitoba), Canadian support materials were very limited. Since students are asked to interpret data concerning energy consumption and sources for certain fossil fuels, the need for appropriate Canadian data became obvious.…

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

NARCIS (Netherlands)

Bidarra, José; Rusman, Ellen

2017-01-01

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

Science support within the South African National Parks adaptive management framework

Directory of Open Access Journals (Sweden)

Judith M. Kruger

2011-05-01

Conservation implications: The importance of functional support structures in science and conservation management is frequently undervalued in a system where emphasis is placed on scientific products. In order to promote research and facilitate analysis, sound data management practices are essential to integrating knowledge into an organisation’s institutional memory.

What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

Science.gov (United States)

Anderhag, Per; Hamza, Karim Mikael; Wickman, Per-Olof

2015-10-01

In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15-16) science classroom, where there was evidence that the teacher was making a positive difference to students' post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students' interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

Science.gov (United States)

Shope, Richard Edwin, III

, participatory demonstration, active inquiry, and metacognitive dialogue. Each strategy evokes expression of what students know prior to instruction, yielding different levels of useful information. These findings guided the construction of a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions. This may be useful to guide future research and professional development of science teaching practice.

An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

Science.gov (United States)

Neesemann, Lisa Ann

2017-01-01

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into…

Developing Support Systems for Supporting Entrepreneurs and Small Business in Agrotechnology in Kluang, Johor : A Proposal Using the Cluster Based Approach

OpenAIRE

Chieng, Ngee Yew Clifford

2013-01-01

The aim of this report is to conduct a study on a proposal to develop support systems for entrepreneurs and small businesses in agrotechnology (“Proposal”). The study of the Proposal will include the use of a cluster-based approach to evaluate and guide the planned development of three pieces of land (“Proposed Land”) with a total combined area of approximately 60 acres in the district of Kluang, Johor, Malaysia. This report will begin with an overview and an analysis of the agriculture secto...

The Neutron Science TeraGrid Gateway, a TeraGrid Science Gateway to Support the Spallation Neutron Source

International Nuclear Information System (INIS)

Cobb, John W.; Geist, Al; Kohl, James Arthur; Miller, Stephen D; Peterson, Peter F.; Pike, Gregory; Reuter, Michael A; Swain, William; Vazhkudai, Sudharshan S.; Vijayakumar, Nithya N.

2006-01-01

The National Science Foundation's (NSF's) Extensible Terascale Facility (ETF), or TeraGrid (1) is entering its operational phase. An ETF science gateway effort is the Neutron Science TeraGrid Gateway (NSTG.) The Oak Ridge National Laboratory (ORNL) resource provider effort (ORNL-RP) during construction and now in operations is bridging a large scale experimental community and the TeraGrid as a large-scale national cyberinfrastructure. Of particular emphasis is collaboration with the Spallation Neutron Source (SNS) at ORNL. The U.S. Department of Energy's (DOE's) SNS (2) at ORNL will be commissioned in spring of 2006 as the world's brightest source of neutrons. Neutron science users can run experiments, generate datasets, perform data reduction, analysis, visualize results; collaborate with remotes users; and archive long term data in repositories with curation services. The ORNL-RP and the SNS data analysis group have spent 18 months developing and exploring user requirements, including the creation of prototypical services such as facility portal, data, and application execution services. We describe results from these efforts and discuss implications for science gateway creation. Finally, we show incorporation into implementation planning for the NSTG and SNS architectures. The plan is for a primarily portal-based user interaction supported by a service oriented architecture for functional implementation

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

Science.gov (United States)

Smetana, Lara Kathleen; Bell, Randy L.

2012-06-01

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

Overview of NASA's Microgravity Materials Science Program

Science.gov (United States)

Downey, James Patton

2012-01-01

The microgravity materials program was nearly eliminated in the middle of the aughts due to budget constraints. Hardware developments were eliminated. Some investigators with experiments that could be performed using ISS partner hardware received continued funding. Partnerships were established between US investigators and ESA science teams for several investigations. ESA conducted peer reviews on the proposals of various science teams as part of an ESA AO process. Assuming he or she was part of a science team that was selected by the ESA process, a US investigator would submit a proposal to NASA for grant funding to support their part of the science team effort. In a similar manner, a US materials investigator (Dr. Rohit Trivedi) is working as a part of a CNES selected science team. As funding began to increase another seven materials investigators were selected in 2010 through an NRA mechanism to perform research related to development of Materials Science Research Rack investigations. One of these has since been converted to a Glovebox investigation.

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

Science.gov (United States)

Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this

A methodology for enhancing implementation science proposals: comparison of face-to-face versus virtual workshops.

Science.gov (United States)

Marriott, Brigid R; Rodriguez, Allison L; Landes, Sara J; Lewis, Cara C; Comtois, Katherine A

2016-05-06

With the current funding climate and need for advancements in implementation science, there is a growing demand for grantsmanship workshops to increase the quality and rigor of proposals. A group-based implementation science-focused grantsmanship workshop, the Implementation Development Workshop (IDW), is one methodology to address this need. This manuscript provides an overview of the IDW structure, format, and findings regarding its utility. The IDW methodology allows researchers to vet projects in the proposal stage in a structured format with a facilitator and two types of expert participants: presenters and attendees. The presenter uses a one-page handout and verbal presentation to present their proposal and questions. The facilitator elicits feedback from attendees using a format designed to maximize the number of unique points made. After each IDW, participants completed an anonymous survey assessing perceptions of the IDW. Presenters completed a funding survey measuring grant submission and funding success. Qualitative interviews were conducted with a subset of participants who participated in both delivery formats. Mixed method analyses were performed to evaluate the effectiveness and acceptability of the IDW and compare the delivery formats. Of those who participated in an IDW (N = 72), 40 participated in face-to-face only, 16 in virtual only, and 16 in both formats. Thirty-eight (face-to-face n = 12, 35 % response rate; virtual n = 26, 66.7 % response rate) responded to the surveys and seven (15.3 % response rate), who had attended both formats, completed an interview. Of 36 total presenters, 17 (face-to-face n = 12, 42.9 % response rate; virtual n = 5, 62.9 % response rate) responded to the funding survey. Mixed method analyses indicated that the IDW was effective for collaboration and growth, effective for enhancing success in obtaining grants, and acceptable. A third (35.3 %) of presenters ultimately received funding for their proposal, and more than

Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.

Science.gov (United States)

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. © 2015 B. Toven-Lindsey et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

ESIP Lab: Supporting Development of Earth Sciences Cyberinfrastructure through Innovation Commons

Science.gov (United States)

Burgess, A. B.; Robinson, E.

2017-12-01

The Earth Science Information Partners (ESIP) is an open, networked community that brings together science, data and information technology practitioners from across sectors. Participation in ESIP is beneficial because it provides an intellectual commons to expose, gather and enhance in-house capabilities in support of an organization's own mandate. Recently, ESIP has begun to explore piloting activities that have worked in the U.S. in other countries as a way to facilitate international collaboration and cross-pollination. The newly formed ESIP Lab realizes the commons concept by providing a virtual place to come up with with new solutions through facilitated ideation, take that idea to a low stakes development environment and potentially fail, but if successful, expose developing technology to domain experts through a technology evaluation process. The Lab does this by supporting and funding solution-oriented projects that have discrete development periods and associated budgets across organizations and agencies. In addition, the Lab provides access to AWS cloud computing resources, travel support, virtual and in-person collaborative platform for distributed groups and exposure to the ESIP community as an expert pool. This cycle of ideation to incubation to evaluation and ultimately adoption or infusion of Earth sciences cyberinfrastructure empowers the scientific community and has spawned a variety of developments like community-led ontology portals, ideas for W3C prov standard improvement and an evaluation framework that pushes technology forward and aides in infusion. The Lab is one of these concepts that could be implemented in other countries and the outputs of the Lab would be shared as a commons and available across traditional borders. This presentation will share the methods and the outcomes of the Lab and seed ideas for adoption internationally.

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

Science.gov (United States)

Bond, Sharon C.

2012-01-01

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007-2008 Schools and…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

Science.gov (United States)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Science Education & Advocacy: Tools to Support Better Education Policies

Science.gov (United States)

O'Donnell, Christine; Cunningham, B.; Hehn, J. G.

2014-01-01

Education is strongly affected by federal and local policies, such as testing requirements and program funding, and many scientists and science teachers are increasingly interested in becoming more engaged with the policy process. To address this need, I worked with the American Association of Physics Teachers (AAPT) --- a professional membership society of scientists and science teachers that is dedicated to enhancing the understanding and appreciation of physics through teaching --- to create advocacy tools for its members to use, including one-page leave-behinds, guides for meeting with policymakers, and strategies for framing issues. In addition, I developed a general tutorial to aid AAPT members in developing effective advocacy strategies to support better education policies. This work was done through the Society for Physics Students (SPS) Internship program, which provides a range of opportunities for undergraduates, including research, education and public outreach, and public policy. In this presentation, I summarize these new advocacy tools and their application to astronomy education issues.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-01-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional…

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Directory of Open Access Journals (Sweden)

Susan A. Yoon

2016-12-01

Full Text Available We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students’ complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.

Open Science: Dimensions to a new scientific practice

Directory of Open Access Journals (Sweden)

Adriana Carla Silva de Oliveira

2016-08-01

Full Text Available Introduction:The practices of e-science and the use and reuse of scientific data have constituted a new scientific work that leads to the reflection on new regulatory, legal, institutional and technological frameworks for open science. Objective: This study shows the following research question: which dimensions provide sustainability for the formulation of a policy geared to open science and its practices in the Brazilian context? The aim of this study is to discuss the dimensions that support transversely the formulation of a policy for open science and its scientific practices. Methodology:Theoretically, the study is guided by the fourth scientific paradigm grounded in the e-Science. The methodology is supported by Bufrem’s studies (2013, which propose an alternative and multidimensional model for analysis and discussion of scientific research. Technically, the literature review and documentary survey were the methods used on the Data Lifecycle scientific model, laws and international agreements.For this study purpose, five dimensions were proposed, namely: epistemological, political, ethical-legal-cultural, morphological, and technological. Results: This studyunderstands that these dimensions substantiate an information policy or the development of minimum guidelines for the open science agenda in Brazil. Conclusions: The dimensions put away the reductionist perspective on survey data and they conducted the study for the multi-dimensional and multi-relational vision of open science.

Proposing an Evaluation Framework for Interventions: Focusing on Students' Behaviours in Interactive Science Exhibitions

Science.gov (United States)

Hauan, Nils Petter; DeWitt, Jennifer; Kolstø, Stein Dankert

2017-01-01

Materials designed for self-guided experiences such as worksheets and digital applications are widely used as tools to enable interactive science exhibitions to support students' progress towards conceptual understanding. However, there is a need to find expedient ways to evaluate the quality of educational experiences resulting from the use of…

Student use of Web 2.0 tools to support argumentation in a high school science classroom

Science.gov (United States)

Weible, Jennifer L.

This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

Science.gov (United States)

Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Rover exploration on the lunar surface; a science proposal for SELENE-B mission

Science.gov (United States)

Sasaki, S.; Kubota, T.; Akiyama, H.; Hirata, N.; Kunii, Y.; Matsumoto, K.; Okada, T.; Otake, M.; Saiki, K.; Sugihara, T.

LUNARSURFACE:ASCIENCES. Sasaki (1), T. Kubota (2) , H. Akiyama (1) , N. Hirata (3), Y. Kunii (4), K. Matsumoto (5), T. Okada (2), M. Otake (3), K. Saiki (6), T. Sugihara (3) (1) Department of Earth and Planetary Science, Univ. Tokyo, (2) Institute of Space and Astronautical Sciences, (3) National Space Development Agency of Japan, (4) Department of Electrical and Electronic Engineering, Chuo Univ., (5) National Aerospace Laboratory of Japan, (6) Research Institute of Materials and Resources, Akita Univ. sho@eps.s.u -tokyo.ac.jp/Fax:+81-3-5841-4569 A new lunar landing mission (SELENE-B) is now in consideration in Japan. Scientific investigation plans using a rover are proposed. To clarify the origin and evolution of the moon, the early crustal formation and later mare volcanic processes are still unveiled. We proposed two geological investigation plans: exploration of a crater central peak to discover subsurface materials and exploration of dome-cone structures on young mare region. We propose multi-band macro/micro camera using AOTF, X-ray spectrometer/diffractometer and gamma ray spectrometer. Since observation of rock fragments in brecciaed rocks is necessary, the rover should have cutting or scraping mechanism of rocks. In our current scenario, landing should be performed about 500m from the main target (foot of a crater central peak or a cone/dome). After the spectral survey by multi-band camera on the lander, the rover should be deployed for geological investigation. The rover should make a short (a few tens meter) round trip at first, then it should perform traverse observation toward the main target. Some technological investigations on SELENE-B project will be also presented.

How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?

NARCIS (Netherlands)

Voogt, Joke

2009-01-01

This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described in terms of innovative and traditionally

78 FR 61324 - Agency Information Collection Activities: Proposed Collection; Comment Request-Special Nutrition...

Science.gov (United States)

2013-10-03

..., Social Science Research Analyst, Office of Policy Support, Food and Nutrition Service, USDA, 3101 Park... DEPARTMENT OF AGRICULTURE Food and Nutrition Service Agency Information Collection Activities: Proposed Collection; Comment Request--Special Nutrition Program Operations Study (SNPOS) AGENCY: Food and...

Graduate student theses supported by DOE`s Environmental Sciences Division

Energy Technology Data Exchange (ETDEWEB)

Cushman, Robert M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Parra, Bobbi M. [Dept. of Energy, Germantown, MD (United States). Environmental Sciences Division; comps.

1995-07-01

This report provides complete bibliographic citations, abstracts, and keywords for 212 doctoral and master`s theses supported fully or partly by the U.S. Department of Energy`s Environmental Sciences Division (and its predecessors) in the following areas: Atmospheric Sciences; Marine Transport; Terrestrial Transport; Ecosystems Function and Response; Carbon, Climate, and Vegetation; Information; Computer Hardware, Advanced Mathematics, and Model Physics (CHAMMP); Atmospheric Radiation Measurement (ARM); Oceans; National Institute for Global Environmental Change (NIGEC); Unmanned Aerial Vehicles (UAV); Integrated Assessment; Graduate Fellowships for Global Change; and Quantitative Links. Information on the major professor, department, principal investigator, and program area is given for each abstract. Indexes are provided for major professor, university, principal investigator, program area, and keywords. This bibliography is also available in various machine-readable formats (ASCII text file, WordPerfect{reg_sign} files, and PAPYRUS{trademark} files).

An Action Research in Science: Providing Metacognitive Support to Year 9 Students

Science.gov (United States)

Wagaba, Francis; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

2016-01-01

An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students' metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years…

77 FR 24766 - Call for Proposals for a Micro Support Program on International Conflict Resolution and...

Science.gov (United States)

2012-04-25

... UNITED STATES INSTITUTE OF PEACE Call for Proposals for a Micro Support Program on International Conflict Resolution and Peacebuilding For Immediate Release AGENCY: United States Institute of Peace. ACTION: Notice. SUMMARY: Micro Support Program on International Conflict Resolution and Peacebuilding...

Analysis of the Financial Support by the Croatian Ministry of Science, Education and Sports to Croatian Scientific Journals

Directory of Open Access Journals (Sweden)

Macan, B.

2008-03-01

Full Text Available The Ministry of Science, Education and Sports (MSES provides financial support for publishing scientific and scientific/professional journals . The journals should satisfy the following conditions: regular publishing, coherence with the “Notes for editing primary scientific publications”, inclusion in at least one international bibliographic database relevant for the specific scientific field, review procedure, existence of a web page with at least basic information about the journal and a table of contents of the latest issue. The MSES also provides financial help for publishing journals dedicated to promoting science, which is awarded by special decision of the Commission for publishing.2In the year 2007, the MSES financially supported 220 Croatian scientific, scientific/professional journals, and journals for the promotion of science from the fields of humanities, natural, technical, biotechnical, social, biomedical and health care sciences with 15 million Croatian kunas in total.5 More than 50 % of the supported journals are from humanities and social sciences, while only 20 of the titles (9 % belong to biotechnical journals (Fig. 1. Distribution of financial support by scientific fields is similar (Fig. 2. The average financial support is HRK 68,181.82 per journal.The highest average amount per journal is given to journals from biomedical and health care sciences (HRK 83,758.42, while the lowest support is given to humanities journals (HRK54,138.20 (Fig. 3.If we divide the amount of MSES financial support in 2007 into 5 classes, each class being HRK 50,000 , it is obvious that the majority of journals (122 titles or 55.45 % was supported with less than HRK 50,000; about a quarter of the journals with an amount between HRK 50,000 and HRK 100,000; and 11 journals with more than HRK 200,000 (Fig. 4.In order to compare the criteria for scientific advancement (papers published in journals covered by Thomson Scientific databases is given

On the use of Space Station Freedom in support of the SEI - Life science research

Science.gov (United States)

Leath, K.; Volosin, J.; Cookson, S.

1992-01-01

The use of the Space Station Freedom (SSF) for life sciences research is evaluated from the standpoint of requirements for the Space Exploration Initiative (SEI). SEI life sciences research encompasses: (1) biological growth and development in space; (2) life support and environmental health; (3) physiological/psychological factors of extended space travel; and (4) space environmental factors. The platforms required to support useful study in these areas are listed and include ground-based facilities, permanently manned spacecraft, and the Space Shuttle. The SSF is shown to be particularly applicable to the areas of research because its facilities can permit the study of gravitational biology, life-support systems, and crew health. The SSF can serve as an experimental vehicle to derive the required knowledge needed to establish a commitment to manned Mars missions and colonization plans.

Citizen Science to Support Community-based Flood Early Warning and Resilience Building

Science.gov (United States)

Paul, J. D.; Buytaert, W.; Allen, S.; Ballesteros-Cánovas, J. A.; Bhusal, J.; Cieslik, K.; Clark, J.; Dewulf, A.; Dhital, M. R.; Hannah, D. M.; Liu, W.; Nayaval, J. L.; Schiller, A.; Smith, P. J.; Stoffel, M.; Supper, R.

2017-12-01

In Disaster Risk Management, an emerging shift has been noted from broad-scale, top-down assessments towards more participatory, community-based, bottom-up approaches. Combined with technologies for robust and low-cost sensor networks, a citizen science approach has recently emerged as a promising direction in the provision of extensive, real-time information for flood early warning systems. Here we present the framework and initial results of a major new international project, Landslide EVO, aimed at increasing local resilience against hydrologically induced disasters in western Nepal by exploiting participatory approaches to knowledge generation and risk governance. We identify three major technological developments that strongly support our approach to flood early warning and resilience building in Nepal. First, distributed sensor networks, participatory monitoring, and citizen science hold great promise in complementing official monitoring networks and remote sensing by generating site-specific information with local buy-in, especially in data-scarce regions. Secondly, the emergence of open source, cloud-based risk analysis platforms supports the construction of a modular, distributed, and potentially decentralised data processing workflow. Finally, linking data analysis platforms to social computer networks and ICT (e.g. mobile phones, tablets) allows tailored interfaces and people-centred decision- and policy-support systems to be built. Our proposition is that maximum impact is created if end-users are involved not only in data collection, but also over the entire project life-cycle, including the analysis and provision of results. In this context, citizen science complements more traditional knowledge generation practices, and also enhances multi-directional information provision, risk management, early-warning systems and local resilience building.

University/Science Center Collaborations (A Science Center Perspective): Developing an Infrastructure of Partnerships with Science Centers to Support the Engagement of Scientists and Engineers in Education and Outreach for Broad Impact

Science.gov (United States)

Marshall, Eric

2009-03-01

Science centers, professional associations, corporations and university research centers share the same mission of education and outreach, yet come from ``different worlds.'' This gap may be bridged by working together to leverage unique strengths in partnership. Front-end evaluation results for the development of new resources to support these (mostly volunteer-based) partnerships elucidate the factors which lead to a successful relationship. Maintaining a science museum-scientific community partnership requires that all partners devote adequate resources (time, money, etc.). In general, scientists/engineers and science museum professionals often approach relationships with different assumptions and expectations. The culture of science centers is distinctly different from the culture of science. Scientists/engineers prefer to select how they will ultimately share their expertise from an array of choices. Successful partnerships stem from clearly defined roles and responsibilities. Scientists/engineers are somewhat resistant to the idea of traditional, formal training. Instead of developing new expertise, many prefer to offer their existing strengths and expertise. Maintaining a healthy relationship requires the routine recognition of the contributions of scientists/engineers. As professional societies, university research centers and corporations increasingly engage in education and outreach, a need for a supportive infrastructure becomes evident. Work of TryScience.org/VolTS (Volunteers TryScience), the MRS NISE Net (Nanoscale Informal Science Education Network) subcommittee, NRCEN (NSF Research Center Education Network), the IBM On Demand Community, and IEEE Educational Activities exemplify some of the pieces of this evolving infrastructure.

Management information system of research institute supported by ministry of science and technology

International Nuclear Information System (INIS)

1992-12-01

This book mentions development strategy of MIS. This book contains development strategy of MIS research institute supported by government, computerization of administrative work of research institute, library computer system, methodology on system development, LAN build of ministry science and technology, ocean data base energy data base, computerization of research data management case of construction and analysis for chemical DB, information system of life science, electronic data interchange, queueing theory, biotechnology and computer, comprehensive weather information system, special equipment of data and data processing of oil-hunt operation.

Management information system of research institute supported by ministry of science and technology

Energy Technology Data Exchange (ETDEWEB)

NONE

1992-12-15

This book mentions development strategy of MIS. This book contains development strategy of MIS research institute supported by government, computerization of administrative work of research institute, library computer system, methodology on system development, LAN build of ministry science and technology, ocean data base energy data base, computerization of research data management case of construction and analysis for chemical DB, information system of life science, electronic data interchange, queueing theory, biotechnology and computer, comprehensive weather information system, special equipment of data and data processing of oil-hunt operation.

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

Science.gov (United States)

Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

Science.gov (United States)

Painter, Jason

2011-01-01

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in…

Research on Life Science and Life Support Engineering Problems of Manned Deep Space Exploration Mission

Science.gov (United States)

Qi, Bin; Guo, Linli; Zhang, Zhixian

2016-07-01

Space life science and life support engineering are prominent problems in manned deep space exploration mission. Some typical problems are discussed in this paper, including long-term life support problem, physiological effect and defense of varying extraterrestrial environment. The causes of these problems are developed for these problems. To solve these problems, research on space life science and space medical-engineering should be conducted. In the aspect of space life science, the study of space gravity biology should focus on character of physiological effect in long term zero gravity, co-regulation of physiological systems, impact on stem cells in space, etc. The study of space radiation biology should focus on target effect and non-target effect of radiation, carcinogenicity of radiation, spread of radiation damage in life system, etc. The study of basic biology of space life support system should focus on theoretical basis and simulating mode of constructing the life support system, filtration and combination of species, regulation and optimization method of life support system, etc. In the aspect of space medical-engineering, the study of bio-regenerative life support technology should focus on plants cultivation technology, animal-protein production technology, waste treatment technology, etc. The study of varying gravity defense technology should focus on biological and medical measures to defend varying gravity effect, generation and evaluation of artificial gravity, etc. The study of extraterrestrial environment defense technology should focus on risk evaluation of radiation, monitoring and defending of radiation, compound prevention and removal technology of dust, etc. At last, a case of manned lunar base is analyzed, in which the effective schemes of life support system, defense of varying gravity, defense of extraterrestrial environment are advanced respectively. The points in this paper can be used as references for intensive study on key

NASA SMD Airborne Science Capabilities for Development and Testing of New Instruments

Science.gov (United States)

Fladeland, Matthew

2015-01-01

The SMD NASA Airborne Science Program operates and maintains a fleet of highly modified aircraft to support instrument development, satellite instrument calibration, data product validation and earth science process studies. This poster will provide an overview of aircraft available to NASA researchers including performance specifications and modifications for instrument support, processes for requesting aircraft time and developing cost estimates for proposals, and policies and procedures required to ensure safety of flight.

Designing Observatories for the Hydrologic Sciences

Science.gov (United States)

Hooper, R. P.

2004-05-01

The need for longer-term, multi-scale, coherent, and multi-disciplinary data to test hypotheses in hydrologic science has been recognized by numerous prestigious review panels over the past decade (e.g. NRC's Basic Research Opportunities in Earth Science). Designing such observatories has proven to be a challenge not only on scientific, but also technological, economic and even sociologic levels. The Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) has undertaken a "paper" prototype design of a hydrologic observatory (HO) for the Neuse River Basin, NC and plans to solicit proposals and award grants to develop implementation plans for approximately 10 basins (which may be defined by topographic or groundwater divides) during the summer of 2004. These observatories are envisioned to be community resources with data available to all scientists, with support facilities to permit their use by both local and remote investigators. This paper presents the broad design concepts which were developed from a national team of scientists for the Neuse River Basin Prototype. There are three fundamental characteristics of a watershed or river basin that are critical for answering the major scientific questions proposed by the NRC to advance hydrologic, biogeochemical and ecological sciences: (1) the store and flux of water, sediment, nutrients and contaminants across interfaces at multiple scales must be identified; (2) the residence time of these constituents, and (3) their flowpaths and response spectra to forcing must be estimated. "Stores" consist of subsurface, land surface and atmospheric volumes partitioned over the watershed. The HO will require "core measurements" which will serve the communities of hydrologic science for long range research questions. The core measurements will also provide context for shorter-term or hypothesis-driven research investigations. The HO will support "mobile measurement facilities" designed to support teams

Supporting open collaboration in science through explicit and linked semantic description of processes

Science.gov (United States)

Gil, Yolanda; Michel, Felix; Ratnakar, Varun; Read, Jordan S.; Hauder, Matheus; Duffy, Christopher; Hanson, Paul C.; Dugan, Hilary

2015-01-01

The Web was originally developed to support collaboration in science. Although scientists benefit from many forms of collaboration on the Web (e.g., blogs, wikis, forums, code sharing, etc.), most collaborative projects are coordinated over email, phone calls, and in-person meetings. Our goal is to develop a collaborative infrastructure for scientists to work on complex science questions that require multi-disciplinary contributions to gather and analyze data, that cannot occur without significant coordination to synthesize findings, and that grow organically to accommodate new contributors as needed as the work evolves over time. Our approach is to develop an organic data science framework based on a task-centered organization of the collaboration, includes principles from social sciences for successful on-line communities, and exposes an open science process. Our approach is implemented as an extension of a semantic wiki platform, and captures formal representations of task decomposition structures, relations between tasks and users, and other properties of tasks, data, and other relevant science objects. All these entities are captured through the semantic wiki user interface, represented as semantic web objects, and exported as linked data.

Enhancing Use of Learning Sciences Research in Planning for and Supporting Educational Change: Leveraging and Building Social Networks

Science.gov (United States)

Penuel, William R.; Bell, Philip; Bevan, Bronwyn; Buffington, Pam; Falk, Joni

2016-01-01

This paper explores practical ways to engage two areas of educational scholarship--research on science learning and research on social networks--to inform efforts to plan and support implementation of new standards. The standards, the "Next Generation Science Standards" (NGSS; NGSS Lead States in Next generation science standards: For…

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

Science.gov (United States)

Kumar, David Devraj

2017-01-01

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

Internationalization at home : Technology-supported multicultural learning in Peru

NARCIS (Netherlands)

Olivos Rossini, L.M.

2016-01-01

This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines

Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

Science.gov (United States)

An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances

2016-01-01

Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants…

Proposal to DOE Basic Energy Sciences Ultrafast X-ray science facility at the Advanced Light Source

CERN Document Server

Schönlein, R W; Alivisatos, A P; Belkacem, A; Berrah, N; Bozek, J; Bressler, C; Cavalleri, A; Chang, Z; Chergui, M; Falcone, R W; Glover, T E; Heimann, P A; Hepburn, J; Larsson, J; Lee, R W; McCusker, J; Padmore, H A; Pattison, P; Pratt, S T; Robin, D W; Schlüter, Ross D; Shank, C V; Wark, J; Zholents, A A; Zolotorev, M S

2001-01-01

We propose to develop a true user facility for ultrafast x-ray science at the Advanced Light Source. This facility will be unique in the world, and will fill a critical need for the growing ultrafast x-ray research community. The development of this facility builds upon the expertise from long-standing research efforts in ultrafast x-ray spectroscopy and the development of femtosecond x-ray sources and techniques at both the Lawrence Berkeley National Laboratory and at U.C. Berkeley. In particular, the technical feasibility of a femtosecond x-ray beamline at the ALS has already been demonstrated, and existing ultrafast laser technology will enable such a beamline to operate near the practical limit for femtosecond x-ray flux and brightness from a 3rd generation synchrotron.

Proposal to DOE Basic Energy Sciences: Ultrafast X-ray science facility at the Advanced Light Source

Energy Technology Data Exchange (ETDEWEB)

Schoenlein, Robert W.; Falcone, Roger W.; Abela, R.; Alivisatos, A.P.; Belkacem, A.; Berrah, N.; Bozek, J.; Bressler, C.; Cavalleri, A.; Chergui, M.; Glover, T.E.; Heimann, P.A.; Hepburn, J.; Larsson, J.; Lee, R.W.; McCusker, J.; Padmore, H.A.; Pattison, P.; Pratt, S.T.; Shank, C.V.; Wark, J.; Chang, Z.; Robin, D.W.; Schlueter, R.D.; Zholents, A.A.; Zolotorev, M.S.

2001-12-12

We propose to develop a true user facility for ultrafast x-ray science at the Advanced Light Source. This facility will be unique in the world, and will fill a critical need for the growing ultrafast x-ray research community. The development of this facility builds upon the expertise from long-standing research efforts in ultrafast x-ray spectroscopy and the development of femtosecond x-ray sources and techniques at both the Lawrence Berkeley National Laboratory and at U.C. Berkeley. In particular, the technical feasibility of a femtosecond x-ray beamline at the ALS has already been demonstrated, and existing ultrafast laser technology will enable such a beamline to operate near the practical limit for femtosecond x-ray flux and brightness from a 3rd generation synchrotron.

Proposal to DOE Basic Energy Sciences: Ultrafast X-ray science facility at the Advanced Light Source

International Nuclear Information System (INIS)

Schoenlein, Robert W.; Falcone, Roger W.; Abela, R.; Alivisatos, A.P.; Belkacem, A.; Berrah, N.; Bozek, J.; Bressler, C.; Cavalleri, A.; Chergui, M.; Glover, T.E.; Heimann, P.A.; Hepburn, J.; Larsson, J.; Lee, R.W.; McCusker, J.; Padmore, H.A.; Pattison, P.; Pratt, S.T.; Shank, C.V.; Wark, J.; Chang, Z.; Robin, D.W.; Schlueter, R.D.; Zholents, A.A.; Zolotorev, M.S.

2001-01-01

We propose to develop a true user facility for ultrafast x-ray science at the Advanced Light Source. This facility will be unique in the world, and will fill a critical need for the growing ultrafast x-ray research community. The development of this facility builds upon the expertise from long-standing research efforts in ultrafast x-ray spectroscopy and the development of femtosecond x-ray sources and techniques at both the Lawrence Berkeley National Laboratory and at U.C. Berkeley. In particular, the technical feasibility of a femtosecond x-ray beamline at the ALS has already been demonstrated, and existing ultrafast laser technology will enable such a beamline to operate near the practical limit for femtosecond x-ray flux and brightness from a 3rd generation synchrotron

The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education

OpenAIRE

González-Weil, C.; Merino-Rubilar, C.; Ahumada, G.; Arenas, A.; Salinas, V.; Bravo, P.

2014-01-01

The present work arises from the need to reform Science Education, particularly through the contextualization of teaching. It is proposed to achieve this through the use of local territory as a resource for the design of teaching-learning-sequences (TLS). To do this, an interdisciplinary group of researchers and teachers from a Secondary School created a Professional Circle for Reflection on Teaching, which constructed an emerging conceptualization of Territory, analyzed the possibil...

Support for chemistry symposia at the 2011 American Association for the Advancement of Science meeting, February 17-21 2011

Energy Technology Data Exchange (ETDEWEB)

Casey, Charles [Univ. of Wisconsin, Madison, WI (United States)

2011-08-20

This proposal supported Chemistry Symposia at the 2011 American Association for the Advancement of Science (AAAS) Meeting in Washington, DC February 17-21, 2011. The Chemistry Section of AAAS presented an unusually strong set of symposia for the 2011 AAAS meeting to help celebrate the 2011 International Year of Chemistry. The AAAS meeting provided an unusual opportunity to convey the excitement and importance of chemistry to a very broad audience and allowed access to a large contingent of the scientific press. Excellent suggestions for symposia were received from AAAS Chemistry Fellows and from the chairs of the American Chemical Society Technical Divisions. The AAAS Chemistry executive committee selected topics that would have wide appeal to scientists, the public, and the press for formal proposals of symposia. The symposia proposals were peer reviewed by AAAS. The Chemistry Section made a strong case to the program selection committee for approval of the chemistry symposia and 6 were approved for the 2011 annual meeting. The titles of the approved symposia were: (1) Powering the Planet: Generation of Clean Fuels from Sunlight and Water, (2) Biological Role and Consequences of Intrinsic Protein Disorder, (3) Chemically Speaking: How Organisms Talk to Each Other, (4) Molecular Self-Assembly and Artificial Molecular Machines, (5) Frontiers in Organic Materials for Information Processing, Energy and Sensors, and (6) Celebrating Marie Curie's 100th Anniversary of Her Nobel Prize in Chemistry. The Chemistry Section of AAAS is provided with funds to support only 1-2 symposia a year. Because of the much greater number of symposia approved in conjunction with observance of the 2011 International Year of Chemistry, additional support was sought from DOE to help support the 30 invited speakers and 8 symposia moderators/organizers. Support for the symposia provided the opportunity to highlight the excitement of current chemical research, to educate the public about

78 FR 28601 - National Center for Advancing Translational Sciences; Request for Comment on Proposed Methods for...

Science.gov (United States)

2013-05-15

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Center for... resources that leverage basic research in support of translational science; and by developing partnerships...-newsletter, distribution of emails to NCATS stakeholder listservs, and announcements on NCATS Facebook page...

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

Science.gov (United States)

Painter, Jason

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed.

Using Science Fiction Movie Scenes to Support Critical Analysis of Science

Science.gov (United States)

Barnett, Michael; Kafka, Alan

2007-01-01

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

Support for Synchrotron Access by Environmental Scientists

International Nuclear Information System (INIS)

Daly, Michael; Madden, Andrew; Palumbo, Anthony; Qafoku, N.

2006-01-01

To support ERSP-funded scientists in all aspects of synchrotron-based research at the Advanced Photon Source (APS). This support comes in one or more of the following forms: (1) writing proposals to the APS General User (GU) program, (2) providing time at MRCAT/EnviroCAT beamlines via the membership of the Molecular Environmental Science (MES) Group in MRCAT/EnviroCAT, (3) assistance in experimental design and sample preparation, (4) support at the beamline during the synchrotron experiment, (5) analysis and interpretation of the synchrotron data, and (6) integration of synchrotron experimental results into manuscripts

NASA UAV Airborne Science Capabilities in Support of Water Resource Management

Science.gov (United States)

Fladeland, Matthew

2015-01-01

This workshop presentation focuses on potential uses of unmanned aircraft observations in support of water resource management and agriculture. The presentation will provide an overview of NASA Airborne Science capabilities with an emphasis on past UAV missions to provide context on accomplishments as well as technical challenges. I will also focus on recent NASA Ames efforts to assist in irrigation management and invasive species management using airborne and satellite datasets.

Proceedings of the public meeting to address a proposed federal radiation research agenda. Volume 2. Science projection papers

International Nuclear Information System (INIS)

1980-03-01

Separate abstracts were prepared for the 14 science projection papers presented at a public meeting on March 10-11, 1980 to address a proposed federal radiation research agenda into the biological effects of ionizing radiation

Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies

Science.gov (United States)

Yang, Fang-Ying; Tsai, Meng-Jung; Chiou, Guo-Li; Lee, Silvia Wen-Yu; Chang, Cheng-Chieh; Chen, Li-Ling

2018-01-01

The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a…

Strategies to Support PGCE Mathematics and Science Students Preparing for Assignments at Masters Level

OpenAIRE

Tas, Maarten; Forsythe, Sue

2010-01-01

The main aim of this study was to analyse and evaluate the effectiveness of support strategies being put into place for students who need to write assignments at Masters Level. In preparation for writing a 5000 word assignment on an aspect of teaching Mathematics or Science, 57 Science and Mathematics PGCE students were asked to write a 500 word synopsis which included an introduction, description of the main focus, questions that the assignment would address and possible strategies for teach...

Chronic wasting disease—Status, science, and management support by the U.S. Geological Survey

Science.gov (United States)

Carlson, Christina M.; Hopkins, M. Camille; Nguyen, Natalie T.; Richards, Bryan J.; Walsh, Daniel P.; Walter, W. David

2018-03-01

The U.S. Geological Survey (USGS) investigates chronic wasting disease (CWD) at multiple science centers and cooperative research units across the Nation and supports the management of CWD through science-based strategies. CWD research conducted by USGS scientists has three strategies: (1) to understand the biology, ecology, and causes and distribution of CWD; (2) to assess and predict the spread and persistence of CWD in wildlife and the environment; and (3) to develop tools for early detection, diagnosis, surveillance, and control of CWD.

A Decision Support Framework For Science-Based, Multi-Stakeholder Deliberation: A Coral Reef Example

Science.gov (United States)

We present a decision support framework for science-based assessment and multi-stakeholder deliberation. The framework consists of two parts: a DPSIR (Drivers-Pressures-States-Impacts-Responses) analysis to identify the important causal relationships among anthropogenic environ...

78 FR 9071 - Comment Request: National Science Foundation Proposal/Award Information-Grant Proposal Guide

Science.gov (United States)

2013-02-07

... activities to improve the participation of women and minorities in science and engineering. Another major... and research fundamental to the engineering process; Programs to strengthen scientific and engineering research potential; Science and engineering education programs at all levels and in all the various fields...

Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

Science.gov (United States)

Sakiz, Gonul

2017-01-01

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students' perspectives and attitudes in science.

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

Science.gov (United States)

Baker-Doyle, Kira J.

2013-01-01

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

National Academy of Sciences Recommends Continued Support of ALMA Project

Science.gov (United States)

2000-05-01

A distinguished panel of scientists today announced their support for the continued funding of the Atacama Large Millimeter Array (ALMA) Project at a press conference given by the National Academy of Sciences. The ALMA Project is an international partnership between U.S. and European astronomy organizations to build a complete imaging telescope that will produce astronomical images at millimeter and submillimeter wavelengths. The U.S. partner is the National Science Foundation, through Associated Universities, Inc., (AUI), led by Dr. Riccardo Giacconi, and the National Radio Astronomy Observatory (NRAO). "We are delighted at this show of continued support from our peers in the scientific community," said Dr. Robert Brown, ALMA U.S. Project Director and Deputy Director of NRAO. "The endorsement adds momentum to the recent strides we've made toward the building of this important telescope." In 1998, the National Research Council, the working arm of the National Academy of Sciences, charged the Astronomy and Astrophysics Survey Committee to "survey the field of space- and ground-based astronomy and astrophysics" and to "recommend priorities for the most important new initiatives of the decade 2000-2010." In a report released today, the committee wrote that it "re-affirms the recommendations of the 1991 Astronomy and Astrophysics Survey Committee by endorsing the completion of . . . the Millimeter Array (MMA, now part of the Atacama Large Millimeter Array)." In the 1991 report "The Decade of Discovery," a previous committee chose the Millimeter Array as one of the most important projects of the decade 1990-2000. Early last year, the National Science Foundation signed a Memorandum of Understanding with a consortium of European organizations that effectively merged the MMA Project with the European Large Southern Array project. The combined project was christened the Atacama Large Millimeter Array. ALMA, expected to consist of 64 antennas with 12-meter diameter dishes

Social Dynamics of Science

Science.gov (United States)

Sun, Xiaoling; Kaur, Jasleen; Milojević, Staša; Flammini, Alessandro; Menczer, Filippo

2013-01-01

The birth and decline of disciplines are critical to science and society. How do scientific disciplines emerge? No quantitative model to date allows us to validate competing theories on the different roles of endogenous processes, such as social collaborations, and exogenous events, such as scientific discoveries. Here we propose an agent-based model in which the evolution of disciplines is guided mainly by social interactions among agents representing scientists. Disciplines emerge from splitting and merging of social communities in a collaboration network. We find that this social model can account for a number of stylized facts about the relationships between disciplines, scholars, and publications. These results provide strong quantitative support for the key role of social interactions in shaping the dynamics of science. While several ``science of science'' theories exist, this is the first account for the emergence of disciplines that is validated on the basis of empirical data.

A global regulatory science agenda for vaccines.

Science.gov (United States)

Elmgren, Lindsay; Li, Xuguang; Wilson, Carolyn; Ball, Robert; Wang, Junzhi; Cichutek, Klaus; Pfleiderer, Michael; Kato, Atsushi; Cavaleri, Marco; Southern, James; Jivapaisarnpong, Teeranart; Minor, Philip; Griffiths, Elwyn; Sohn, Yeowon; Wood, David

2013-04-18

The Decade of Vaccines Collaboration and development of the Global Vaccine Action Plan provides a catalyst and unique opportunity for regulators worldwide to develop and propose a global regulatory science agenda for vaccines. Regulatory oversight is critical to allow access to vaccines that are safe, effective, and of assured quality. Methods used by regulators need to constantly evolve so that scientific and technological advances are applied to address challenges such as new products and technologies, and also to provide an increased understanding of benefits and risks of existing products. Regulatory science builds on high-quality basic research, and encompasses at least two broad categories. First, there is laboratory-based regulatory science. Illustrative examples include development of correlates of immunity; or correlates of safety; or of improved product characterization and potency assays. Included in such science would be tools to standardize assays used for regulatory purposes. Second, there is science to develop regulatory processes. Illustrative examples include adaptive clinical trial designs; or tools to analyze the benefit-risk decision-making process of regulators; or novel pharmacovigilance methodologies. Included in such science would be initiatives to standardize regulatory processes (e.g., definitions of terms for adverse events [AEs] following immunization). The aim of a global regulatory science agenda is to transform current national efforts, mainly by well-resourced regulatory agencies, into a coordinated action plan to support global immunization goals. This article provides examples of how regulatory science has, in the past, contributed to improved access to vaccines, and identifies gaps that could be addressed through a global regulatory science agenda. The article also identifies challenges to implementing a regulatory science agenda and proposes strategies and actions to fill these gaps. A global regulatory science agenda will enable

The Office of Science Data-Management Challenge

Energy Technology Data Exchange (ETDEWEB)

Mount, Richard P.; /SLAC

2005-10-10

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

Community-oriented support and research structures

Energy Technology Data Exchange (ETDEWEB)

Attig, Norbert; Eickermann, Thomas; Gibbon, Paul; Lippert, Thomas, E-mail: th.lippert@fz-juelich.d [Institute for Advanced Simulation, Juelich Supercomputing Centre, Forschungszentrum Juelich, 52425 Juelich (Germany)

2009-07-01

Coordinated by the Partnership for Advanced Computing in Europe (PRACE) Europe is restructuring and strengthening its high-performance computing infrastructure with the aim to create a model HPC ecosystem. At the tip of the pyramid, up to six centres are envisaged that will operate systems of the highest performance class. The HPC Research Infrastructure (HPC-RI) will comprise European, national and regional centres. Science communities are integral partners, strong links will include Grid and Cloud users. The HPC-RI strives at providing scientists all over Europe, on the one hand, with unlimited and independent access to state-of-the-art computer resources in all performance classes and, on the other hand, with a world-class pan-European competence and support network. While the hardware-oriented buildup of the infrastructure is making progress, high-quality user support and software development in the upcoming era of unprecedented parallelism and exascale on the horizon have become the imminent challenges. This has been clearly recognized by the European Commission, who will issue calls for proposals to fund petascale software development in summer 2009. Although traditional support structures are well established in Europe's major supercomputing centres, it is questionable if these structures are able to meet the challenges of the future: in general, support structures are based on cross-disciplinary computer science and mathematics teams; disciplinary computational science support usually is given in an ad-hoc, project-oriented manner. In this paper, we describe our approach to establish a suitable support structure-Simulation Laboratories (SL). SLs are currently being established at the Juelich Supercomputing Centre of the Forschungszentrum Juelich (FZJ) and at the Steinbuch Centre for Computing (SCC) of the Karlsruhe Institute for Technology (KIT) in Germany. While SLs are community-oriented, i.e. each SL focusses on a specific community, they are

Community-oriented support and research structures

International Nuclear Information System (INIS)

Attig, Norbert; Eickermann, Thomas; Gibbon, Paul; Lippert, Thomas

2009-01-01

Coordinated by the Partnership for Advanced Computing in Europe (PRACE) Europe is restructuring and strengthening its high-performance computing infrastructure with the aim to create a model HPC ecosystem. At the tip of the pyramid, up to six centres are envisaged that will operate systems of the highest performance class. The HPC Research Infrastructure (HPC-RI) will comprise European, national and regional centres. Science communities are integral partners, strong links will include Grid and Cloud users. The HPC-RI strives at providing scientists all over Europe, on the one hand, with unlimited and independent access to state-of-the-art computer resources in all performance classes and, on the other hand, with a world-class pan-European competence and support network. While the hardware-oriented buildup of the infrastructure is making progress, high-quality user support and software development in the upcoming era of unprecedented parallelism and exascale on the horizon have become the imminent challenges. This has been clearly recognized by the European Commission, who will issue calls for proposals to fund petascale software development in summer 2009. Although traditional support structures are well established in Europe's major supercomputing centres, it is questionable if these structures are able to meet the challenges of the future: in general, support structures are based on cross-disciplinary computer science and mathematics teams; disciplinary computational science support usually is given in an ad-hoc, project-oriented manner. In this paper, we describe our approach to establish a suitable support structure-Simulation Laboratories (SL). SLs are currently being established at the Juelich Supercomputing Centre of the Forschungszentrum Juelich (FZJ) and at the Steinbuch Centre for Computing (SCC) of the Karlsruhe Institute for Technology (KIT) in Germany. While SLs are community-oriented, i.e. each SL focusses on a specific community, they are structured

Summaries of FY 1979 research in the chemical sciences

Energy Technology Data Exchange (ETDEWEB)

1980-05-01

The purpose of this report is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. Chemists, physicists, chemical engineers and others who are considering the possibility of proposing research for support by this Division wll find the booklet useful for gauging the scope of the program in basic research, and the relationship of their interests to the overall program. These smmaries are intended to provide a rapid means for becoming acquainted with the Chemical Sciences program for members of the scientific and technological public, and interested persons in the Legislative and Executive Branches of the Government, in order to indicate the areas of research supported by the Division and energy technologies which may be advanced by use of basic knowledge discovered in this program. Scientific excellence is a major criterion applied in the selection of research supported by Chemical Sciences. Another important consideration is the identifying of chemical, physical and chemical engineering subdisciplines which are advancing in ways which produce new information related to energy, needed data, or new ideas.

Summaries of FY 1979 research in the chemical sciences

International Nuclear Information System (INIS)

1980-05-01

The purpose of this report is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. Chemists, physicists, chemical engineers and others who are considering the possibility of proposing research for support by this Division wll find the booklet useful for gauging the scope of the program in basic research, and the relationship of their interests to the overall program. These smmaries are intended to provide a rapid means for becoming acquainted with the Chemical Sciences program for members of the scientific and technological public, and interested persons in the Legislative and Executive Branches of the Government, in order to indicate the areas of research supported by the Division and energy technologies which may be advanced by use of basic knowledge discovered in this program. Scientific excellence is a major criterion applied in the selection of research supported by Chemical Sciences. Another important consideration is the identifying of chemical, physical and chemical engineering subdisciplines which are advancing in ways which produce new information related to energy, needed data, or new ideas

A Guanxi Shibboleth based security infrastructure for e-social science

OpenAIRE

Jie, Wei; Young, Alistair; Arshad, Junaid; Finch, June; Procter, Rob; Turner, Andy

2008-01-01

An e-Social Science infrastructure generally has security requirements to protect their restricted resources or services. As a widely accepted authentication and authorization technology, Shibboleth supports the sharing of resources on interinstitutional federation. Guanxi is an open source implementation of the Shibboleth protocol and architecture. In this paper, we propose a security infrastructure for e-social science based on the Guanxi Shibboleth. This security infrastructure presents tw...

Information Sciences: training, challenges and new proposal from Venezuela

Directory of Open Access Journals (Sweden)

Leomar José Montilla

2012-04-01

Full Text Available It reflects on the training of information professionals in Venezuela and the potential contributions that these professionals can provide to society and its projection to it. The content is divided into three parts: the first deals with issues related to professional training in Information Sciences in Venezuela, the second project the training Venezuelan Information Sciences in the future and the third reflects on the prospects for professionals in Information Science

Observing, recording, and reviewing: Using mobile phones in support of science inquiry

DEFF Research Database (Denmark)

Khoo, Elaine; Williams, John; Otrel-Cass, Kathrin

2012-01-01

Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style’. There is increas......Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style...... will be presented. The findings illustrate how student use of mobile phones to video record practical group investigations was valuable in providing multimodal opportunities to expand their critical observational skills to reflect on and talk about science. Student reviewed recordings prompted the pursuit of new......’. There is increasing evidence that the use of mobile learning devices can support inquiry learning by increasing the opportunities for student participation and collaboration in the learning process. This paper reports on the preliminary findings from a New Zealand Teaching and Learning Initiative funded project...

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

Science.gov (United States)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three

Support for teachers in improving science instruction and building a professional culture: An investigation

Science.gov (United States)

Morris, Meg

Teachers, already working in a demanding and complex occupation, face new challenges posed by current recommendations for changes in science teaching. Reform challenges that teachers face today and principles for professional development suggested by Judith Warren Little are used as a conceptual framework for this study. The study examines one professional development opportunity, the South Coast Science Project (SCSP) which is one site of the statewide California Science Project. In 1995 twenty-eight teachers of grades K--12 participated in the SCSPs four week summer institute and six follow-up days during the next two school years. Responses to open-ended questions on questionnaires answered by each teacher and my observation as a participant were used to study teachers' experiences in the institute. In classroom observations and interviews I gathered data about teaching practice and leadership activities of the teachers after the institute. Findings show that after the institute participating teachers made changes in teaching practice and leadership activities congruent with the aims of the SCSP. Important factors in the institute's success in supporting teachers to make changes include: the institute's mission, design, principles, and aims are in agreement with Little's (1993) suggested principles for professional development; investigations in an inquiry method are used to emphasize teaching science, rather than separating science and teaching; teacher leadership was enhanced by modeling and opportunities for the participants to practice leadership; a non-elitist model gave all teachers access to this learning opportunity. The method used for this study shows a way to better understand how professional development can have an impact on classroom practice. By collecting data in both the contexts---the learning opportunity and the subsequent classroom applications---the impact of the professional development can be traced. Findings for this study show that well

How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?

OpenAIRE

Voogt, Joke

2009-01-01

This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described in terms of innovative and traditionally important practice orientations. The innovative practice orientation reflects a demand for education in an information society (e.g. communication skills; ability to learn at own pace), while the tradi...

Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

Science.gov (United States)

Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

2018-01-01

This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

Successful grant proposals in science, technology, and medicine a guide to writing the narrative

CERN Document Server

Oster, Sandra

2015-01-01

There are many resources on grant writing in science, technology and medicine, but most do not provide the practical advice needed to write the narratives of grant proposals. Designed to help novice and experienced investigators write compelling narratives and acquire research funding, this is a detailed guide to the content, organisation, layout, phrasing, and scientific argumentation of narratives. The authors draw on more than twenty years of research and analysis of grant proposals, having worked extensively with investigators at different levels, from pre-doctoral students to senior scientists. They have used this experience to design a framework for scientific writing that you can apply directly to narratives. The guidelines and advice offered are applicable across many funding agencies, including the NIH and NSF. Featuring many real-life examples, the book covers a range of topics, from organisational alternatives to best practices in grammar and editing, overview visuals, and working with contributors...

Evaluation Science

Science.gov (United States)

Patton, Michael Quinn

2018-01-01

Culturally and politically science is under attack. The core consequence of perceiving and asserting evaluation as science is that it enhances our credibility and effectiveness in supporting the importance of science in our world and brings us together with other scientists to make common cause in supporting and advocating for science. Other…

Advancing the science of microbial symbiosis to support invasive species management: a case study on Phragmites in the Great Lakes

Science.gov (United States)

Kowalski, Kurt P.; Bacon, Charles R.; Bickford, Wesley A.; Braun, Heather A.; Clay, Keith; Leduc-Lapierre, Michele; Lillard, Elizabeth; McCormick, Melissa K.; Nelson, Eric; Torres, Monica; White, James W. C.; Wilcox, Douglas A.

2015-01-01

A growing body of literature supports microbial symbiosis as a foundational principle for the competitive success of invasive plant species. Further exploration of the relationships between invasive species and their associated microbiomes, as well as the interactions with the microbiomes of native species, can lead to key new insights into invasive success and potentially new and effective control approaches. In this manuscript, we review microbial relationships with plants, outline steps necessary to develop invasive species control strategies that are based on those relationships, and use the invasive plant species Phragmites australis (common reed) as an example of how development of microbial-based control strategies can be enhanced using a collective impact approach. The proposed science agenda, developed by the Collaborative for Microbial Symbiosis andPhragmites Management, contains a foundation of sequential steps and mutually-reinforcing tasks to guide the development of microbial-based control strategies for Phragmites and other invasive species. Just as the science of plant-microbial symbiosis can be transferred for use in other invasive species, so too can the model of collective impact be applied to other avenues of research and management.

Advancing the science of microbial symbiosis to support invasive species management: a case study on Phragmites in the Great Lakes.

Science.gov (United States)

Kowalski, Kurt P; Bacon, Charles; Bickford, Wesley; Braun, Heather; Clay, Keith; Leduc-Lapierre, Michèle; Lillard, Elizabeth; McCormick, Melissa K; Nelson, Eric; Torres, Monica; White, James; Wilcox, Douglas A

2015-01-01

A growing body of literature supports microbial symbiosis as a foundational principle for the competitive success of invasive plant species. Further exploration of the relationships between invasive species and their associated microbiomes, as well as the interactions with the microbiomes of native species, can lead to key new insights into invasive success and potentially new and effective control approaches. In this manuscript, we review microbial relationships with plants, outline steps necessary to develop invasive species control strategies that are based on those relationships, and use the invasive plant species Phragmites australis (common reed) as an example of how development of microbial-based control strategies can be enhanced using a collective impact approach. The proposed science agenda, developed by the Collaborative for Microbial Symbiosis and Phragmites Management, contains a foundation of sequential steps and mutually-reinforcing tasks to guide the development of microbial-based control strategies for Phragmites and other invasive species. Just as the science of plant-microbial symbiosis can be transferred for use in other invasive species, so too can the model of collective impact be applied to other avenues of research and management.

Building a science of partnership-focused research: forging and sustaining partnerships to support child mental health prevention and services research.

Science.gov (United States)

Bradshaw, Catherine P; Haynes, Katherine Taylor

2012-07-01

Building on growing interest in translational research, this paper provides an overview of a special issue of Administration and Policy in Mental Health and Mental Health Service Research, which is focused on the process of forging and sustaining partnerships to support child mental health prevention and services research. We propose that partnership-focused research is a subdiscipline of translational research which requires additional research to better refine the theoretical framework and the core principles that will guide future research and training efforts. We summarize some of the major themes across the eight original articles and three commentaries included in the special issue. By advancing the science of partnership-focused research we will be able to bridge the gap between child mental health prevention and services research and practice.

Distance-mediated mentoring: A telecommunication-supported model for novice rural mathematics and science teachers

Science.gov (United States)

Luebeck, Jennifer Lyn

Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1) characterize and document the nature and development of the mentor-novice relationship; (2) describe how discourse influenced the novice teachers' perceptions about mathematics and science teaching; (3) determine whether telecommunication effectively supported a distance-mediated mentoring relationship for novice rural teachers; and (4) investigate program effects on novice teachers' attitudes, concerns, and professional growth. A qualitative research design was implemented during academic years 1996-98. Primary data collection focused on nine rural novice teachers and their mentors and included three sets of interviews spanning three semesters, field observation of classrooms, schools, and communities, and analysis of electronic mail messages over a four-month period. Supporting data were collected during observation of workshops and training sessions, and through surveys administered to all program participants in early 1997 and 1998. Categories of mentor-novice communication were identified: curriculum and content, validation of teaching practice, classroom and school issues, moral support, and social talk. Impact on mathematics and science teaching was accomplished by: sharing materials and activities; planning units and projects; locating resources; classroom and student concerns; long-range curriculum design, and improvement of teaching practices. Professional growth (for both novices and mentors) occurred through individual contact with partners and interaction within the larger mentoring community in both face-to-face and on-line venues. Telecommunication was highly valued by successful users. Technical difficulty curtailed access for a significant number of teachers, but they maintained successful relationships

Building a Network to Support Girls and Women in Science, Technology, Engineering, and Mathematics

Science.gov (United States)

Spears, Jacqueline D.; Dyer, Ruth A.; Franks, Suzanne E.; Montelone, Beth A.

Women today constitute over half of the U.S. population and almost half of its overall workforce, yet they make up less than a quarter of the science and engineering workforce. Many historical and social factors contribute to this discrepancy, and numerous individual, institutional, and governmental attempts have been made to redress it. However, many of the efforts to promote, include, and engage girls and women in science, technology, engineering, and mathematics (STEM) education and professions have been made in isolation. At Kansas State University, the authors have begun a systemic effort to increase the participation of girls and women in STEM. This article describes the creation and initial activities of a network of partners that includes universities, school districts, corporations, governmental agencies, and nonprofit organizations, assembled under the aegis of a project supported by funding from the National Science Foundation.

The Virtual Learning Commons: Supporting Science Education with Emerging Technologies

Science.gov (United States)

Pennington, D. D.; Gandara, A.; Gris, I.

2012-12-01

The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of educators to be aware of resources that might be relevant to their classes. Even when aware, it can be difficult to understand enough about those resources to develop classroom materials. Often emerging data and technologies have little documentation, especially about their application. The VLC tackles this challenge by providing mechanisms for individuals and groups of educators to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design classes that leverage those resources; and c) develop course syllabi. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support educators in different ways: 1. Innovation Marketplace: supports users as they find others teaching similar courses, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports educators as they organize their thinking about the content of their class and related classes taught by others; 3. Curriculum Designer: supports educators as they generate a syllabus and find Web resources that are relevant. This presentation will discuss the innovation and learning theories that have informed design of the VLC, hypotheses about the use of emerging technologies to support innovation in classrooms, and will include a

The Environmental Advisory Service (EASe): a decision support system for comprehensive screening of local land-use development proposals and comparative evaluation of proposed land-use plans

OpenAIRE

K P White; A P Sage; F A Rodammer; C T Peters

1985-01-01

The Environmental Advisory Service (EASe) is a decision support system which can provide assistance to local planning agencies in selecting land-development alternatives or in formulating land-use plans. EASe offers a comprehensive and consistent procedure for rating either a development proposal or a proposed plan. This procedure is based upon qualitative assessments of the impact of developments or plans on the natural environment, zoning and land use. public and private services, transport...

75 FR 69129 - Proposed Revision of Information Collection: Comment Request National Medical Support Notice-Part B

Science.gov (United States)

2010-11-10

... DEPARTMENT OF LABOR Employee Benefits Security Administration Proposed Revision of Information Collection: Comment Request National Medical Support Notice--Part B AGENCY: Employee Benefits Security... assess the impact of its collection requirements on respondents. Currently, the Employee Benefits...

The Community-based Organizations Working Group of the Space Science Education Support Network

Science.gov (United States)

Lutz, J. H.; Lowes, L. L.; Asplund, S.

2004-12-01

The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.

Moving Towards a Science-Driven Workbench for Earth Science Solutions

Science.gov (United States)

Graves, S. J.; Djorgovski, S. G.; Law, E.; Yang, C. P.; Keiser, K.

2017-12-01

The NSF-funded EarthCube Integration and Test Environment (ECITE) prototype was proposed as a 2015 Integrated Activities project and resulted in the prototyping of an EarthCube federated cloud environment and the Integration and Testing Framework. The ECITE team has worked with EarthCube science and technology governance committees to define the types of integration, testing and evaluation necessary to achieve and demonstrate interoperability and functionality that benefit and support the objectives of the EarthCube cyber-infrastructure. The scope of ECITE also includes reaching beyond NSF and EarthCube to work with the broader Earth science community, such as the Earth Science Information Partners (ESIP) to incorporate lessons learned from other testbed activities, and ultimately provide broader community benefits. This presentation will discuss evolving ECITE ideas for a science-driven workbench that will start with documented science use cases, map the use cases to solution scenarios that identify the available technology and data resources that match the use case, the generation of solution workflows and test plans, the testing and evaluation of the solutions in a cloud environment, and finally the documentation of identified technology and data gaps that will assist with driving the development of additional EarthCube resources.

The socializing workshop and the scientific appraisal in pedagogical sciences

Directory of Open Access Journals (Sweden)

Matos, Eneida Catalina

2012-01-01

Full Text Available The systematization of the authors' experiences as agents of the process of Ph. D. formative process in Pedagogical Sciences leads them to propose The Socialization Workshop, as a valid alternative for scientific valuation of pedagogical investigations, supported in the epistemic nature of this science, as well as the author’s previous contributions about epistemic communication. The definition of The Socialization Workshop, its rationale and corresponding methodological stages are presented.

A Proposal of Product Development Collaboration Method Using User Support Information and its Experimental Evaluation

Science.gov (United States)

Tanaka, Mitsuru; Kataoka, Masatoshi; Koizumi, Hisao

As the market changes more rapidly and new products continue to get more complex and multifunctional, product development collaboration with competent partners and leading users is getting more important to come up with new products that are successful in the market in a timely manner. ECM (engineering chain management) and SCM (supply chain management) are supply-side approaches toward this collaboration. In this paper, we propose a demand-side approach toward product development collaboration with users based on the information gathered through user support interactions. The approach and methodology proposed here was applied to a real data set, and its effectiveness was verified.

An examination of the relationship among Iiraqi high school students' science achievement and perceptions of the value of education, parent support, and peer support in the United States

Science.gov (United States)

Al-Mandwee, Samir F.

The objective of this dissertation was to quantitatively study Iraqi students (N=90) who arrived in the U.S.A. in the last 20 years. A non-experimental, descriptive research design was used for this study, which took place in one of three high schools in a large Midwestern suburban school district, during the 2013--2014 academic year. Three factors, including the students' perception of the value of education, the parental support, and the peer support, were examined using the Facilitating Conditions Questionnaire. The three subscales were part of a larger self-administered questionnaire used by McInerney (1997). In addition to the FCQ survey, a student demographic questionnaire was also used in the survey. Quantitative data from the FCQ survey reported that the students' perception of the value of education and their perception of peer support had a significant relationship with science academic achievement, which was measured for two semesters. Moreover, their peer support was the only predictor for science achievement.

Geo-environmental zoning using physiographic compartmentalization: a proposal for supporting sustainable decision-making

Directory of Open Access Journals (Sweden)

CLAUDIA V.S. CORRÊA

Full Text Available ABSTRACT The geo-environmental zoning represents an important strategy in the territorial management. However, it requires a logical and structured procedure. Therefore, an approach using physiographic compartmentalization is proposed and applied as case study in a region covered by the topographic maps of São José dos Campos and Jacareí, Brazil. This region has great geological and geomorphological peculiarities, beyond being a place with large human interventions because of its quickly economic growth. The methodology is based on photointerpretation techniques and remote sensing in GIS environment. As a result, seven geo-environmental zones were obtained from a weighted integration by multicriteria analysis of physiographic units with land-use classes. In conclusion, taking into account potentialities and limitations, the proposed approach can be considered able to support sustainable decision-making, being applicable in other regions.

Department of Energy - Office of Science Early Career Research Program

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Horwitz, James

The Department of Energy (DOE) Office of Science Early Career Program began in FY 2010. The program objectives are to support the development of individual research programs of outstanding scientists early in their careers and to stimulate research careers in the disciplines supported by the DOE Office of Science. Both university and DOE national laboratory early career scientists are eligible. Applicants must be within 10 years of receiving their PhD. For universities, the PI must be an untenured Assistant Professor or Associate Professor on the tenure track. DOE laboratory applicants must be full time, non-postdoctoral employee. University awards are at least 150,000 per year for 5 years for summer salary and expenses. DOE laboratory awards are at least 500,000 per year for 5 years for full annual salary and expenses. The Program is managed by the Office of the Deputy Director for Science Programs and supports research in the following Offices: Advanced Scientific and Computing Research, Biological and Environmental Research, Basic Energy Sciences, Fusion Energy Sciences, High Energy Physics, and Nuclear Physics. A new Funding Opportunity Announcement is issued each year with detailed description on the topical areas encouraged for early career proposals. Preproposals are required. This talk will introduce the DOE Office of Science Early Career Research program and describe opportunities for research relevant to the condensed matter physics community. http://science.energy.gov/early-career/

Internationalization at home: Technology-supported multicultural learning in Peru

OpenAIRE

Olivos Rossini, L.M.

2016-01-01

This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines intercultural competence as an outcome of both intervening variables of ICT and the training methods used by experts.

A proposed clinical decision support architecture capable of supporting whole genome sequence information.

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Welch, Brandon M; Loya, Salvador Rodriguez; Eilbeck, Karen; Kawamoto, Kensaku

2014-04-04

Whole genome sequence (WGS) information may soon be widely available to help clinicians personalize the care and treatment of patients. However, considerable barriers exist, which may hinder the effective utilization of WGS information in a routine clinical care setting. Clinical decision support (CDS) offers a potential solution to overcome such barriers and to facilitate the effective use of WGS information in the clinic. However, genomic information is complex and will require significant considerations when developing CDS capabilities. As such, this manuscript lays out a conceptual framework for a CDS architecture designed to deliver WGS-guided CDS within the clinical workflow. To handle the complexity and breadth of WGS information, the proposed CDS framework leverages service-oriented capabilities and orchestrates the interaction of several independently-managed components. These independently-managed components include the genome variant knowledge base, the genome database, the CDS knowledge base, a CDS controller and the electronic health record (EHR). A key design feature is that genome data can be stored separately from the EHR. This paper describes in detail: (1) each component of the architecture; (2) the interaction of the components; and (3) how the architecture attempts to overcome the challenges associated with WGS information. We believe that service-oriented CDS capabilities will be essential to using WGS information for personalized medicine.

Earth Science Markup Language: Transitioning From Design to Application

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Moe, Karen; Graves, Sara; Ramachandran, Rahul

2002-01-01

The primary objective of the proposed Earth Science Markup Language (ESML) research is to transition from design to application. The resulting schema and prototype software will foster community acceptance for the "define once, use anywhere" concept central to ESML. Supporting goals include: 1. Refinement of the ESML schema and software libraries in cooperation with the user community. 2. Application of the ESML schema and software libraries to a variety of Earth science data sets and analysis tools. 3. Development of supporting prototype software for enhanced ease of use. 4. Cooperation with standards bodies in order to assure ESML is aligned with related metadata standards as appropriate. 5. Widespread publication of the ESML approach, schema, and software.

Final Report - BRER Core Support

International Nuclear Information System (INIS)

Evan B. Douple

2007-01-01

This contract provided core support for activities of the advisory committee of experts comprising the Board on Radiation Effects Research (BRER), in The National Academies Division on Earth and Life Studies. That committee met two times during the funding period. The committee members provided oversight and advice regarding ongoing BRER projects and also assisted in the identification of potential committee members for new studies and the development of proposals for projects in the radiation sciences worthy for future study. In addition, funding provided support for the planning, advertisement, and invited speakers travel-expense reimbursement for the Third and Fourth Gilbert W. Beebe Symposia held at The National Academies on December 1, 2004 and on November 30, 2005, respectively

78 FR 36564 - 30-Day Notice of Proposed Information Collection: Delegated Processing for Certain 202 Supportive...

Science.gov (United States)

2013-06-18

... Information Collection: Delegated Processing for Certain 202 Supportive Housing for the Elderly Projects AGENCY: Office of the Chief Information Officer, HUD. ACTION: Notice. SUMMARY: HUD has submitted the proposed information collection requirement described below to the Office of Management and Budget (OMB...

Examining pre-service science teachers' developing pedagogical design capacity for planning and supporting task-based classroom discussions

Science.gov (United States)

Ross, Danielle Kristina

Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the "innovation-driven economy" (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines. This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class taskbased discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC -- specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies. Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework. Pre-service teachers with high pedagogical design capacity continually integrated the

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

Science.gov (United States)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the

EDP Sciences and A&A: partnering to providing services to support the scientific community

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Henri, Agnes

2015-08-01

Scholarly publishing is no longer about simply producing and packaging articles and sending out to subscribers. To be successful, as well as being global and digital, Publishers and their journals need to be fully engaged with their stakeholders (authors, readers, funders, libraries etc), and constantly developing new products and services to support their needs in the ever-changing environment that we work in.Astronomy & Astrophysics (A&A) is a high quality, major international Journal that belongs to the astronomical communities of a consortium of European and South American countries supported by ESO who sponsor the journal. EDP Sciences is a non-profit publisher belonging to several learned societies and is appointed by ESO to publish the journal.Over the last decade, as well as publishing the results of worldwide astronomical and astrophysical research, A&A and EDP Sciences have worked in partnership to develop a wide range of services for the authors and readers of A&A:- A specialist language editing service: to provide a clear and excellent level of English ensuring full understanding of the high-quality science.- A flexible and progressive Open Access Policy including Gold and Green options and strong links with arXiv.- Enriched articles: authors are able to enhance their articles using a wide range of rich media such as 3D models, videos and animations.Multiple publishing formats: allowing readers to browse articles on multiple devices including eReaders and Kindles.- “Scientific Writing for Young Astronomers”: In 2008 EDP Sciences and A&A set up the Scientific Writing for Young Astronomers (SWYA) School with the objective to teach early PhD Students how write correct and efficient scientific papers for different mediums (journals, proceedings, thesis manuscripts, etc.).

How NASA's Space Science Support Network Can Assist DPS Members in Their Public Engagement Efforts

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Miner, E. D.; Lowes, L. L.

2003-12-01

In her Carl Sagan Medal lecture last year, Heidi Hammel talked of the dos and don'ts of education and public outreach efforts by DPS members. She pointed out a number of misconceptions about what does and does not constitute "good EPO" and encouraged members to consult with "the experts" if they would like to improve their EPO effectiveness and reach. She named the DPS Education and Public Outreach Officer, Larry Lebofsky, his Deputy, Lou Mayo, and the DPS Press Officer, Ellis Miner, who also co-directs NASA's Solar System Exploration EPO Forum with Leslie Lowes. NASA's Space Science Support Network has been in existence for about six years. It has been directed by DPS member Jeff Rosendhal and is now serving as a model for NASA's new Education Enterprise. Members of the Support Network are prepared to assist (and haves been assisting) space scientists throughout the US and abroad in deciding where to spend their EPO efforts most effectively. The service is provided free of cost and includes, among other services, the following: (1) helping to establish partnerships between educators and scientists, (2) helping to link scientists and professional EPO organizations, (3) helping to link scientists to national youth and community groups, (4) providing ready access to EPO electronic and hardcopy products, (5) providing advice and direction in the preparation of EPO proposals to NASA, (6) helping to maintain several national networks of EPO volunteers, (7) encouraging (at home institutions) the broadening of scientist EPO efforts, (8) maintaining self-help websites for scientists interested in EPO.

Systems Science in Support of Total Quality Management,

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Quality Management (TQM). This paper bridges the gap between these two subjects to illustrate specific means by which systems science can begin to augment TQM. This construction is based upon the consideration of two topics. First, a brief introduction to systems science is provided. Second, systems science is applied through the concept of the Conant-Ashby

Science and religion: implications for science educators

Science.gov (United States)

Reiss, Michael J.

2010-03-01

A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

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

Directory of Open Access Journals (Sweden)

Verónica Guridi

2004-12-01

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

Supportive Accountability: A Model for Providing Human Support to Enhance Adherence to eHealth Interventions

Science.gov (United States)

2011-01-01

The effectiveness of and adherence to eHealth interventions is enhanced by human support. However, human support has largely not been manualized and has usually not been guided by clear models. The objective of this paper is to develop a clear theoretical model, based on relevant empirical literature, that can guide research into human support components of eHealth interventions. A review of the literature revealed little relevant information from clinical sciences. Applicable literature was drawn primarily from organizational psychology, motivation theory, and computer-mediated communication (CMC) research. We have developed a model, referred to as “Supportive Accountability.” We argue that human support increases adherence through accountability to a coach who is seen as trustworthy, benevolent, and having expertise. Accountability should involve clear, process-oriented expectations that the patient is involved in determining. Reciprocity in the relationship, through which the patient derives clear benefits, should be explicit. The effect of accountability may be moderated by patient motivation. The more intrinsically motivated patients are, the less support they likely require. The process of support is also mediated by the communications medium (eg, telephone, instant messaging, email). Different communications media each have their own potential benefits and disadvantages. We discuss the specific components of accountability, motivation, and CMC medium in detail. The proposed model is a first step toward understanding how human support enhances adherence to eHealth interventions. Each component of the proposed model is a testable hypothesis. As we develop viable human support models, these should be manualized to facilitate dissemination. PMID:21393123

Effects of supported electronic text and explicit instruction on science comprehension by students with autism spectrum disorder

Science.gov (United States)

Knight, Victoria Floyd

Supported electronic text (eText), or text that has been altered to increase access and provide support to learners, may promote comprehension of science content for students with disabilities. According to CAST, Book Builder(TM) uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a supported eText and explicit instruction on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book Builder (TM) program on measures of vocabulary, literal comprehension, and application questions. Results indicated a functional relation between the Book Builder(TM) and explicit instruction (i.e., model-lead-test, examples and non-examples, and referral to the definition) and the number of correct responses on the probe. In addition, students were able to generalize concepts to untrained exemplars. Finally, teachers and students validate the program as practical and useful.

A Path to Actionable Climate Science: Perspectives from the Field

Science.gov (United States)

DeCrappeo, Nicole M.; Bisbal, Gustavo A.; Meadow, Alison M.

2018-02-01

The U.S. Department of the Interior Climate Science Centers (CSCs) work with natural and cultural resource managers and scientists to gather information and build tools needed to help fish, wildlife, and ecosystems adapt to the impacts of climate change. The CSCs prioritize the delivery of actionable science products (e.g., synthesized scientific information, maps, decision support tools, etc.) that are focused on key management priorities and co-produced by teams of scientists and managers. In the specific case of the Northwest CSC, we have been successful at promoting and supporting the co-production of actionable climate science at the individual project level, but it has been more difficult to replicate this success at the regional program level. Here we identify the most significant challenges in satisfying this mandate and propose the creation of a Science Advisory Panel to provide improved interface between resource managers and scientists engaged with the Northwest CSC.

In Brief: European Earth science network for postdocs

Science.gov (United States)

Showstack, Randy

2008-12-01

The European Space Agency (ESA) has launched a new initiative called the Changing Earth Science Network, to support young scientists undertaking leading-edge research activities aimed at advancing the understanding of the Earth system. The initiative will enable up to 10 young postdoctoral researchers from the agency's member states to address major scientific challenges by using Earth observation (EO) satellite data from ESA and its third-party missions. The initiative aims to foster the development of a network of young scientists in Europe with a good knowledge of the agency and its EO programs. Selected candidates will have the option to carry out part of their research in an ESA center as a visiting scientist. The deadline to submit proposals is 16 January 2009. Selections will be announced in early 2009. The Changing Earth Science Network was developed as one of the main programmatic components of ESA's Support to Science Element, launched in 2008. For more information, visit http://www.esa.int/stse.

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

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

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

NASA's Earth Science Gateway: A Platform for Interoperable Services in Support of the GEOSS Architecture

Science.gov (United States)

Alameh, N.; Bambacus, M.; Cole, M.

2006-12-01

Nasa's Earth Science as well as interdisciplinary research and applications activities require access to earth observations, analytical models and specialized tools and services, from diverse distributed sources. Interoperability and open standards for geospatial data access and processing greatly facilitate such access among the information and processing compo¬nents related to space¬craft, airborne, and in situ sensors; predictive models; and decision support tools. To support this mission, NASA's Geosciences Interoperability Office (GIO) has been developing the Earth Science Gateway (ESG; online at http://esg.gsfc.nasa.gov) by adapting and deploying a standards-based commercial product. Thanks to extensive use of open standards, ESG can tap into a wide array of online data services, serve a variety of audiences and purposes, and adapt to technology and business changes. Most importantly, the use of open standards allow ESG to function as a platform within a larger context of distributed geoscience processing, such as the Global Earth Observing System of Systems (GEOSS). ESG shares the goals of GEOSS to ensure that observations and products shared by users will be accessible, comparable, and understandable by relying on common standards and adaptation to user needs. By maximizing interoperability, modularity, extensibility and scalability, ESG's architecture fully supports the stated goals of GEOSS. As such, ESG's role extends beyond that of a gateway to NASA science data to become a shared platform that can be leveraged by GEOSS via: A modular and extensible architecture Consensus and community-based standards (e.g. ISO and OGC standards) A variety of clients and visualization techniques, including WorldWind and Google Earth A variety of services (including catalogs) with standard interfaces Data integration and interoperability Mechanisms for user involvement and collaboration Mechanisms for supporting interdisciplinary and domain-specific applications ESG

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

Science.gov (United States)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-08-01

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

A Proposed Clinical Decision Support Architecture Capable of Supporting Whole Genome Sequence Information

Directory of Open Access Journals (Sweden)

Brandon M. Welch

2014-04-01

Full Text Available Whole genome sequence (WGS information may soon be widely available to help clinicians personalize the care and treatment of patients. However, considerable barriers exist, which may hinder the effective utilization of WGS information in a routine clinical care setting. Clinical decision support (CDS offers a potential solution to overcome such barriers and to facilitate the effective use of WGS information in the clinic. However, genomic information is complex and will require significant considerations when developing CDS capabilities. As such, this manuscript lays out a conceptual framework for a CDS architecture designed to deliver WGS-guided CDS within the clinical workflow. To handle the complexity and breadth of WGS information, the proposed CDS framework leverages service-oriented capabilities and orchestrates the interaction of several independently-managed components. These independently-managed components include the genome variant knowledge base, the genome database, the CDS knowledge base, a CDS controller and the electronic health record (EHR. A key design feature is that genome data can be stored separately from the EHR. This paper describes in detail: (1 each component of the architecture; (2 the interaction of the components; and (3 how the architecture attempts to overcome the challenges associated with WGS information. We believe that service-oriented CDS capabilities will be essential to using WGS information for personalized medicine.

Transition to Sustainability: Science Support Through Characterizing and Quantifying Sustainability

Science.gov (United States)

Plag, Hans-Peter; Jules-Plag, Shelley

2013-04-01

, impediments, and interconnections of conditions and processes (such as the food-water-energy nexus). Who are the stakeholders that need sustainability knowledge for policy and decision making and how can we ensure (e.g., through co-design and co-creation of knowledge) that research is providing what these stakeholders need? What are the 'frontlines' of the sustainability crisis (e.g., the coastal zones; urban sprawl; global interdependency of the economic system; disasters)? What metrics do we have to measure sustainability in s2e? We could agree on a minimal set of sustainability characteristics and aim to quantify these, including disaster risk, resilience, adaptive capabilities, and livelihood. We have many data sets but discoverability, accessibility, interoperability are often low and data sharing remains an issue. Consequently, we have very few s2e sustainability indicators, and unlike in the cockpit of an airplane, the knowledge of what the 'red lights' are is limited. Nevertheless, on a reengineered planet, for which the past is a poor analogue for the future and predictability of planetary trajectories is limited, we are rapidly transforming social and economic conditions and are creating interdependencies that reduce resilience and increase the probability of disasters, including those with the characteristics of "Black Swans." How can science support planning for sustainability in the s2e context? We have to ask whether we know the s2e system well enough to decide on the nature of the support. We need to know the global and local boundaries of our "safe operational space," but this is not enough. If the s2e system is in "mediocristan" deterministic prediction-based planning makes sense and science can focus on predictions. However, if the s2e system is in "extremistan," adaptive, proactive, risk- and evidence-based governance is required. In this case, science support has to explore the range of possible system trajectories, provide hazard probabilities and

Information technology and social sciences: how can health IT be used to support the health professional?

Science.gov (United States)

Wagner-Menghin, Michaela; Pokieser, Peter

2016-10-01

Keeping up to date with the increasing amount of health-related knowledge and managing the increasing numbers of patients with more complex clinical problems is a challenge for healthcare professionals and healthcare systems. Health IT applications, such as electronic health records or decision-support systems, are meant to support both professionals and their support systems. However, for physicians using these applications, the applications often cause new problems, such as the impracticality of their use in clinical practice. This review adopts a social sciences perspective to understand these problems and derive suggestions for further development. Indeed, humans use tools to remediate the brain's weaknesses and enhance thinking. Available health IT tools have been shaped to fit administrative needs rather than physicians' needs. To increase the beneficial effect of health IT applications in health care, clinicians' style of thinking and their learning needs must be considered when designing and implementing such systems. New health IT tools must be shaped to fit health professionals' needs. To further ease the integration of new health IT tools into clinical practice, we must also consider the effects of implementing new tools on the wider social framework. © 2016 New York Academy of Sciences.

Proposal for an Accelerator R&D User Facility at Fermilab's Advanced Superconducting Test Accelerator (ASTA)

Energy Technology Data Exchange (ETDEWEB)

Church, M. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Edwards, H. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Harms, E. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Henderson, S. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Holmes, S. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Lumpkin, A. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Kephart, R. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Levedev, V. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Leibfritz, J. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Nagaitsev, S. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Piot, P. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Northern Illinois Univ., DeKalb, IL (United States); Prokop, C. [Northern Illinois Univ., DeKalb, IL (United States); Shiltsev, V. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States); Sun, Y. E. [Argonne National Lab. (ANL), Argonne, IL (United States); Valishev, A. [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States)

2013-10-01

Fermilab is the nation’s particle physics laboratory, supported by the DOE Office of High Energy Physics (OHEP). Fermilab is a world leader in accelerators, with a demonstrated track-record— spanning four decades—of excellence in accelerator science and technology. We describe the significant opportunity to complete, in a highly leveraged manner, a unique accelerator research facility that supports the broad strategic goals in accelerator science and technology within the OHEP. While the US accelerator-based HEP program is oriented toward the Intensity Frontier, which requires modern superconducting linear accelerators and advanced highintensity storage rings, there are no accelerator test facilities that support the accelerator science of the Intensity Frontier. Further, nearly all proposed future accelerators for Discovery Science will rely on superconducting radiofrequency (SRF) acceleration, yet there are no dedicated test facilities to study SRF capabilities for beam acceleration and manipulation in prototypic conditions. Finally, there are a wide range of experiments and research programs beyond particle physics that require the unique beam parameters that will only be available at Fermilab’s Advanced Superconducting Test Accelerator (ASTA). To address these needs we submit this proposal for an Accelerator R&D User Facility at ASTA. The ASTA program is based on the capability provided by an SRF linac (which provides electron beams from 50 MeV to nearly 1 GeV) and a small storage ring (with the ability to store either electrons or protons) to enable a broad range of beam-based experiments to study fundamental limitations to beam intensity and to develop transformative approaches to particle-beam generation, acceleration and manipulation which cannot be done elsewhere. It will also establish a unique resource for R&D towards Energy Frontier facilities and a test-bed for SRF accelerators and high brightness beam applications in support of the OHEP

Building partnerships to produce actionable science to support climate-informed management decisions: North Central Climate Science Center example

Science.gov (United States)

Lackett, J.; Ojima, D. S.; McNeeley, S.

2017-12-01

As climate change impacts become more apparent in our environment, action is needed to enhance the social-ecological system resilience. Incorporating principles which lead to actionable research and project co-development, when appropriate, will facilitate building linkages between the research and the natural resource management communities. In order to develop strategies to manage for climatic and ecosystem changes, collaborative actions are needed between researchers and resource managers to apply appropriate knowledge of the ecosystem and management environments to enable feasible solutions and management actions to respond to climate change. Our team has been involved in developing and establishing a research and engagement center, the North Central Climate Science Center (NC CSC), for the US Department of Interior, to support the development and translation of pertinent climate science information to natural resource managers in the north central portion of the United States. The NC CSC has implemented a platform to support the Resource for Vulnerability Assessment, Adaptation, and Mitigation Projects (ReVAMP) with research, engagement, and training activities to support resource managers and researchers. These activities are aimed at the co-production of appropriate response strategies to climate change in the region, in particular to drought-related responses. Through this platform we, with other partners in the region, including the Department of Interior and the Department of Agriculture, are bringing various training tools, climate information, and management planning tools to resource managers. The implementation of ReVAMP has led to development of planning efforts which include a more explicit representation of climate change as a driver of drought events in our region. Scenario planning provides a process which integrates management goals with possible outcomes derived from observations and simulations of ecological impacts of climate change. Co

Tools for Interdisciplinary Data Assimilation and Sharing in Support of Hydrologic Science

Science.gov (United States)

Blodgett, D. L.; Walker, J.; Suftin, I.; Warren, M.; Kunicki, T.

2013-12-01

Information consumed and produced in hydrologic analyses is interdisciplinary and massive. These factors put a heavy information management burden on the hydrologic science community. The U.S. Geological Survey (USGS) Office of Water Information Center for Integrated Data Analytics (CIDA) seeks to assist hydrologic science investigators with all-components of their scientific data management life cycle. Ongoing data publication and software development projects will be presented demonstrating publically available data access services and manipulation tools being developed with support from two Department of the Interior initiatives. The USGS-led National Water Census seeks to provide both data and tools in support of nationally consistent water availability estimates. Newly available data include national coverages of radar-indicated precipitation, actual evapotranspiration, water use estimates aggregated by county, and South East region estimates of streamflow for 12-digit hydrologic unit code watersheds. Web services making these data available and applications to access them will be demonstrated. Web-available processing services able to provide numerous streamflow statistics for any USGS daily flow record or model result time series and other National Water Census processing tools will also be demonstrated. The National Climate Change and Wildlife Science Center is a USGS center leading DOI-funded academic global change adaptation research. It has a mission goal to ensure data used and produced by funded projects is available via web services and tools that streamline data management tasks in interdisciplinary science. For example, collections of downscaled climate projections, typically large collections of files that must be downloaded to be accessed, are being published using web services that allow access to the entire dataset via simple web-service requests and numerous processing tools. Recent progress on this front includes, data web services for Climate

Hurricane Sandy science plan: coastal topographic and bathymetric data to support hurricane impact assessment and response

Science.gov (United States)

Stronko, Jakob M.

2013-01-01

Hurricane Sandy devastated some of the most heavily populated eastern coastal areas of the Nation. With a storm surge peaking at more than 19 feet, the powerful landscape-altering destruction of Hurricane Sandy is a stark reminder of why the Nation must become more resilient to coastal hazards. In response to this natural disaster, the U.S. Geological Survey (USGS) received a total of $41.2 million in supplemental appropriations from the Department of the Interior (DOI) to support response, recovery, and rebuilding efforts. These funds support a science plan that will provide critical scientific information necessary to inform management decisions for recovery of coastal communities, and aid in preparation for future natural hazards. This science plan is designed to coordinate continuing USGS activities with stakeholders and other agencies to improve data collection and analysis that will guide recovery and restoration efforts. The science plan is split into five distinct themes: • Coastal topography and bathymetry • Impacts to coastal beaches and barriers • Impacts of storm surge, including disturbed estuarine and bay hydrology • Impacts on environmental quality and persisting contaminant exposures • Impacts to coastal ecosystems, habitats, and fish and wildlife This fact sheet focuses on coastal topography and bathymetry. This fact sheet focuses on coastal topography and bathymetry.

Three Proposed Compendia for Genesis Solar Wind Samples: Science Results, Collector Materials Characterization and Cleaning Techniques

Science.gov (United States)

Allton, J. H.; Calaway, M. J.; Nyquist, L. E.; Jurewicz, A. J. G.; Burnett, D. S.

2018-01-01

Final Paper and not the abstract is attached. Introduction: Planetary material and cosmochemistry research using Genesis solar wind samples (including the development and implementation of cleaning and analytical techniques) has matured sufficiently that compilations on several topics, if made publically accessible, would be beneficial for researchers and reviewers. We propose here three compendia based on content, organization and source of documents (e.g. published peer-reviewed, published, internal memos, archives). For planning purposes, suggestions are solicited from potential users of Genesis solar wind samples for the type of science content and/or organizational style that would be most useful to them. These compendia are proposed as living documents, periodically updated. Similar to the existing compendia described below, the curation compendia are like library or archival finding aids, they are guides to published or archival documents and should not be cited as primary sources.

AN EXCEL-BASED DECISION SUPPORT SYSTEM FOR SCORING AND RANKING PROPOSED R&D PROJECTS

OpenAIRE

ANNE DE PIANTE HENRIKSEN; SUSAN W. PALOCSAY

2008-01-01

One of the most challenging aspects of technology management is the selection of research and development (R&D) projects from among a group of proposals. This paper introduces an interactive, user-friendly decision support system for evaluating and ranking R&D projects and demonstrates its application on an example R&D program. It employs the scoring methodology developed by Henriksen and Traynor to provide a practical technique that considers both project merit and project cost in the evalua...

Summaries of FY 1981 research in the chemical sciences

International Nuclear Information System (INIS)

1981-08-01

The purpose of this booklet is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. Chemists, physicists, chemical engineers and others who are considering the possibility of proposing research for support by this Division will find the booklet useful for gauging the scope of the program in basic research, and the relationship of their interests to the overall program. These summaries are intended to provide a rapid means for becoming acquainted with the Chemical Sciences program to members of the scientific and technological public and interested persons in the Legislative and Executive Branches of the Government. Areas of research supported by the Division are to be seen in the section headings, the index and the summaries themselves. Energy technologies which may be advanced by use of the basic knowledge discovered in this program can be seen in the index and again (by reference) in the summaries. The contents are as follows: DOE laboratires; chemical physics; atomic physics; chemical energy; separations; analysis; chemical engineering sciences; offsite contracts; equipment funds; topical index; institutional index for offsite contracts; and investigator index

A proposal of group decision making procedure for supporting social consensus making

International Nuclear Information System (INIS)

Shimizu, Yoshiaki

1996-01-01

Being interested in supporting social consensus making, in this paper, we have proposed a group decision making procedure through conflict resolution in the following situation: each group has a different privilege with decision making; the final goal should be evaluated by a few qualitative sub-goals besides quantitative ones. For this purpose, we have developed a step-wise procedure that has been popularly adapted when encountered with complicated and large-scale problem-solving. As well as at the value system design phase, we applied the analytic hierarchy process, AHP to decide weights standing for the privilege at the decision making phase. Then, after rearranging the hierarchy of the sub-goals depending on the nature, we have provided an iterative procedure to derive a final solution from a discrete optimization problem. To reduce the difficulties of multi-objective decision making thereat, we took a scoring method for total evaluation and applied the genetic algorithm as a solution method. Through numerical experiments applied to a planning problem of the radioactive waste management system, we have shown numerically the proposed approach is very promising for social consensus making. (author)

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

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit

2018-01-01

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

Do science coaches promote inquiry-based instruction in the elementary science classroom?

Science.gov (United States)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Science to support the understanding of Ohio's water resources, 2016-17

Science.gov (United States)

Shaffer, Kimberly; Kula, Stephanie P.; Shaffer, Kimberly; Kula, Stephanie P.

2016-12-19

Ohio’s water resources support a complex web of human activities and nature—clean and abundant water is needed for drinking, recreation, farming, and industry, as well as for fish and wildlife needs. Although rainfall in normal years can support these activities and needs, occasional floods and droughts can disrupt streamflow, groundwater, water availability, water quality, recreation, and aquatic habitats. Ohio is bordered by the Ohio River and Lake Erie; it has over 44,000 miles of streams and more than 60,000 lakes and ponds (State of Ohio, 1994). Nearly all of the rural population obtains drinking water from groundwater sources. The U.S. Geological Survey (USGS) works in cooperation with local, State, and other Federal agencies, as well as universities, to furnish decisionmakers, policy makers, USGS scientists, and the general public with reliable scientific information and tools to assist them in management, stewardship, and use of Ohio’s natural resources. The diversity of scientific expertise among USGS personnel enables them to carry out large- and small-scale multidisciplinary studies. The USGS is unique among government organizations because it has neither regulatory nor developmental authority—its sole product is impartial, credible, relevant, and timely scientific information, equally accessible and available to everyone. The USGS Ohio Water Science Center provides reliable hydrologic and water-related ecological information to aid in the understanding of the use and management of the Nation’s water resources, in general, and Ohio’s water resources, in particular. This fact sheet provides an overview of current (2016) or recently completed USGS studies and data activities pertaining to water resources in Ohio. More information regarding projects of the USGS Ohio Water Science Center is available at http://oh.water.usgs.gov/.

Promoting Elementary Students' Epistemology of Science through Computer-Supported Knowledge-Building Discourse and Epistemic Reflection

Science.gov (United States)

Lin, Feng; Chan, Carol K. K.

2018-01-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a…

Designing Innovative Lessons Plans to Support the Next Generation Science Standards (NGSS)

Science.gov (United States)

Passow, M. J.

2013-12-01

The Next Generation Science Standards (NGSS) issued earlier in 2013 provide the opportunity to enhance pre-college curricula through a new focus on the ';Big Ideas' in Science, more attention to reading and writing skills needed for college and career readiness, and incorporation of engineering and technology. We introduce a set of lesson plans about scientific ocean drilling which can serve as a exemplars for developing curricula to meet NGSS approaches. Designed for middle and high school students, these can also be utilized in undergraduate courses. Development of these lessons was supported through a grant from the Deep Earth Academy of the Consortium for Ocean Leadership. They will be disseminated through websites of the Deep Earth Academy (http://www.oceanleadership.org/education/deep-earth-academy/) and Earth2Class Workshops for Teachers (http://www.earth2class.org), as well as through workshops at science education conferences sponsored by the National Earth Science Teachers Association (www.nestanet.org) and other organizations. Topics include 'Downhole Logging,' 'Age of the Ocean Floors,' 'Tales of the Resolution,' and 'Continental Shelf Sediments and Climate Change Patterns.' 'Downhole Logging' focuses on the engineering and technology utilized to obtain more information about sediments and rocks cored by the JOIDES Resolution scientific drilling vessel. 'Age of the Ocean Floor' incorporates the GeoMap App visualization tools (http://www.geomapapp.org/) to compare sea bottom materials in various parts of the world. 'Tales of the Resolution' is a series of ';graphic novels' created to describe the scientific discoveries, refitting of the JOIDES Resolution, and variety of careers available in the marine sciences (http://www.ldeo.columbia.edu/BRG/outreach/media/tales/). The fourth lesson focuses on discoveries made during Integrated Ocean Drilling Program Expedition 313, which investigated patterns in the sediments beneath the continental shelf off New

Advanced Instrumentation for Ultrafast Science at the LCLS

Energy Technology Data Exchange (ETDEWEB)

Berrah, Nora [Univ. of Connecticut, Storrs, CT (United States)

2015-10-13

This grant supported a Single Investigator and Small Group Research (SISGR) application to enable multi-user research in Ultrafast Science using the Linac Coherent Light Source (LCLS), the world’s first hard x-ray free electron laser (FEL) which lased for the first time at 1.5 Å on April 20, 2009. The goal of our proposal was to enable a New Era of Science by requesting funds to purchase and build Advanced Instrumentation for Ultrafast Science (AIUS), to utilize the intense, short x-ray pulses produced by the LCLS. The proposed instrumentation will allow peer review selected users to probe the ultrasmall and capture the ultrafast. These tools will expand on the investment already made in the construction of the light source and its instrumentation in both the LCLS and LUSI projects. The AIUS will provide researchers in the AMO, Chemical, Biological and Condensed Matter communities with greater flexibility in defining their scientific agenda at the LCLS. The proposed instrumentation will complement and significantly augment the present AMO instrument (funded through the LCLS project) through detectors and capabilities not included in the initial suite of instrumentation at the facility. We have built all of the instrumentations and they have been utilized by scientists. Please see report attached.

Extensions to the Joshua GDMS to support environmental science and analysis data handling requirements

International Nuclear Information System (INIS)

Suich, J.E.; Honeck, H.C.

1978-01-01

For the past ten years, a generalized data management system (GDMS) called JOSHUA has been in use at the Savannah River Laboratory. Originally designed and implemented to support nuclear reactor physics and safety computational applications, the system is now also supporting environmental science modeling and impact assessment. Extensions to the original system are being developed to meet neet new data handling requirements, which include more general owner-member record relationships occurring in geographically encoded data sets, unstructured (relational) inquiry capability, cartographic analysis and display, and offsite data exchange. This paper discusses the need for these capabilities, places them in perspective as generic scientific data management activities, and presents the planned context-free extensions to the basic JOSHUA GDMS

Extensions to the Joshua GDMS to support environmental science and analysis data handling requirements

International Nuclear Information System (INIS)

Suich, J.E.; Honeck, H.C.

1977-01-01

For the past ten years, a generalized data management system (GDMS) called JOSHUA has been in use at the Savannah River Laboratory. Originally designed and implemented to support nuclear reactor physics and safety computational applications, the system is now also supporting environmental science modeling and impact assessment. Extensions to the original system are being developed to meet new data handling requirements, which include more general owner-member record relationships occurring in geographically encoded data sets, unstructured (relational) inquiry capability, cartographic analysis and display, and offsite data exchange. This paper discusses the need for these capabilities, places them in perspective as generic scientific data management activities, and presents the planned context-free extensions to the basic JOSHUA GDMS

Digital fabrication as an instructional technology for supporting upper elementary and middle school science and mathematics education

Science.gov (United States)

Tillman, Daniel

The purpose of this three-paper manuscript dissertation was to study digital fabrication as an instructional technology for supporting elementary and middle school science and mathematics education. Article one analyzed the effects of digital fabrication activities that were designed to contextualize mathematics education at a summer mathematics enrichment program for upper elementary and middle school students. The primary dependent variables studied were the participants' knowledge of mathematics and science content, attitudes towards STEM (science, technology, engineering, and mathematics) and STEM-related careers. Based upon the data collected, three results were presented as having justifiable supporting empirical evidence: (1) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in non-significant overall gains in students' mathematics test scores and attitudes towards STEM. (2) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in noteworthy gains on the "Probability & Statistics" questions. (3) Some students who did poorly on the scored paper test on mathematics and science content were nonetheless nominated by their teachers as demonstrating meritorious distinction during the digital fabrication activities (termed "Great Thinkers" by the 5th-grade teachers). Article two focused on how an instructional technology course featuring digital fabrication activities impacted (1) preservice elementary teachers' efficacy beliefs about teaching science, and (2) their attitudes and understanding of how to include instructional technology and digital fabrication activities into teaching science. The research design compared two sections of a teaching with technology course featuring digital fabrication activities to another section of the same course that utilized a media cycle framework (Bull & Bell, 2005) that did not feature digital

Funding Science with Science: Cryptocurrency and Independent Academic Research Funding

Directory of Open Access Journals (Sweden)

Edward Lehner

2017-12-01

Full Text Available Scientific funding within the academy is an often complicated affair involving disparate and competing interests. Private universities, for instance, are vastly outpacing public institutions in garnering large, prestigious, science-related grants and external research investment. Inequities also extend to the types of research funded, with government, corporate, and even military interests privileging certain types of inquiry. This article proposes an innovative type of science research fund using cryptocurrencies, a fast-growing asset class. Although not a total funding solution, staking coins, specifically, can be strategically invested in to yield compound interest. These coins use masternode technologies to collateralize the network and speed transaction pace and may pay dividends to masternode holders, allowing institutions that purchase these types of central hubs to potentially engage in a lucrative form of dividend reinvestment. Using cryptocurrencies as a new funding stream may garner large amounts of capital and creation of nonprofit institutes to support the future of funding scientific research within educational institutions.

Design science research for decision support systems development: recent publication trends in the premier IS journals

Directory of Open Access Journals (Sweden)

Shah J Miah

2016-11-01

Full Text Available This paper presents a contemporary literature review of design science research (DSR studies in the domain of decision support systems (DSS development. The latest studies in the DSS design domain claim that DSR methodologies are the most popular design approach, but many details are still yet to be revealed for supporting this claim. In particular, it is important to thoroughly investigate the trends in either the form or deeper insights in use of DSR in this field. The aim of this study is to analyse the existing DSS design science studies to reveal insights into the use of DSR, so that we can outline research agenda for a special issue, based on findings of analysis. We selected articles (from 2005 to 2014 that were published in seven selected premier IS journals (ranked as A* in the ABDC journal ranking. The selected 57 sample articles are representative of DSS design studies that used DSR in theorising, designing, implementing, and evaluating DSS solutions. We discuss the theoretical positions of DSR for DSS development through six categories: DSS artefacts, DSR methods, DSR views, user involvement, DSS design innovations and problem domains. The findings indicate that new studies are needed to fill the knowledge gap in DSS design science, for more solid theoretical basis in near future.

Modeling Instruction of David Hestenes: a proposal of thematic modeling cycle and discussion of scientific literacy

Directory of Open Access Journals (Sweden)

Ednilson Sergio Ramalho de Souza

2016-07-01

Full Text Available The pedagogical work with mathematical modeling assumes investigate situations of reality. However, mental models formed from the contact with the experiential world are generally incompatible with the conceptual models. So David Hestenes supports the view that one of the biggest challenges of teaching and learning in science and mathematics is to coordinate conceptual models with mental models, which led to the elaboration of a didactic in mathematical modeling: Modeling Instruction. Our goal is to present a proposal for thematic modeling cycle drawn up in hestenesianos assumptions and discuss possibilities for scientific literacy. The main question was to know how to emerge indicators for scientific literacy for the proposed cycle. This is a bibliographic research in order to identify the available literature contributions on the subject and raise the possibility and challenges for the brazilian teaching science and mathematics. Preliminary results indicate that the proposed modeling cycle can develop indicators for scientific literacy of different natures.

Science to support the understanding of Ohio's water resources

Science.gov (United States)

Shaffer, Kimberly; Kula, Stephanie; Bambach, Phil; Runkle, Donna

2012-01-01

Ohio’s water resources support a complex web of human activities and nature—clean and abundant water is needed for drinking, recreation, farming, and industry, as well as for fish and wildlife needs. The distribution of rainfall can cause floods and droughts, which affects streamflow, groundwater, water availability, water quality, recreation, and aquatic habitats. Ohio is bordered by the Ohio River and Lake Erie and has over 44,000 miles of streams and more than 60,000 lakes and ponds (State of Ohio, 1994). Nearly all the rural population obtain drinking water from groundwater sources. The U.S. Geological Survey (USGS) works in cooperation with local, State, and other Federal agencies, as well as universities, to furnish decisionmakers, policymakers, USGS scientists, and the general public with reliable scientific information and tools to assist them in management, stewardship, and use of Ohio’s natural resources. The diversity of scientific expertise among USGS personnel enables them to carry out large- and small-scale multidisciplinary studies. The USGS is unique among government organizations because it has neither regulatory nor developmental authority—its sole product is reliable, impartial, credible, relevant, and timely scientific information, equally accessible and available to everyone. The USGS Ohio Water Science Center provides reliable hydrologic and water-related ecological information to aid in the understanding of use and management of the Nation’s water resources, in general, and Ohio’s water resources, in particular. This fact sheet provides an overview of current (2012) or recently completed USGS studies and data activities pertaining to water resources in Ohio. More information regarding projects of the USGS Ohio Water Science Center is available at http://oh.water.usgs.gov/.

Emerging identities: A proposed model for an interactive science curriculum for First Nations students

Science.gov (United States)

Sable, Trudy

Mi'kmaw students face a complexity of personal, cultural, and social conditions within contemporary educational systems that affect their continued participation in the educational process offered within Atlantic Canada. Despite a variety of approaches developed by educators to address the high drop out rate and lack of interest in science, the statistics remain largely unchanged. Aboriginal educators are calling for a "new story" in education that better meets the needs of Aboriginal students. This study attempts to identify the conditions and contexts necessary to bridge the gap that currently exists for Aboriginal students in science studies. The research investigates the basic relationship between learning in general and the meaning-making processes engaged in by students of a Grade 7/8 class within a Mi'kmaw reserve school. It leads to a proposal for an alternative pedagogy, or a new narrative, for teaching science to Aboriginal students and the foundations for a culturally interactive science curriculum. For educators to understand the complexity of issues affecting Mi'kmaw student achievement in science requires a theoretical framework that allows the students' lived experience to emerge. Toward this end, the research includes both phenomenological and ethnographic approaches to understanding the lived experiences and cultural narratives based on interviews with the students, a field trip within the community, and a trial chemistry lesson. I examined how these students perceive themselves in different contexts and how their sense of identity establishes the meaningfulness of particular educational content. I also assessed how person, community/cultural and social contexts affect the students' learning. Part of creating this new narrative requires recognizing knowledge, including science, as a cultural product Taking this cultural view of scientific knowledge allows us to view learning as a process of identity formation and culture as a system of symbols

Quantifying convergence in the sciences

Directory of Open Access Journals (Sweden)

Sara Lumbreras

2016-02-01

Full Text Available Traditional epistemological models classify knowledge into separate disciplines with different objects of study and specific techniques, with some frameworks even proposing hierarchies (such as Comte’s. According to thinkers such as John Holland or Teilhard de Chardin, the advancement of science involves the convergence of disciplines. This proposed convergence can be studied in a number of ways, such as how works impact research outside a specific area (citation networks or how authors collaborate with other researchers in different fields (collaboration networks. While these studies are delivering significant new insights, they cannot easily show the convergence of different topics within a body of knowledge. This paper attempts to address this question in a quantitative manner, searching for evidence that supports the idea of convergence in the content of the sciences themselves (that is, whether the sciences are dealing with increasingly the same topics. We use Latent Dirichlet Analysis (LDA, a technique that is able to analyze texts and estimate the relative contributions of the topics that were used to generate them. We apply this tool to the corpus of the Santa Fe Institute (SFI working papers, which spans research on Complexity Science from 1989 to 2015. We then analyze the relatedness of the different research areas, the rise and demise of these sub-disciplines over time and, more broadly, the convergence of the research body as a whole. Combining the topic structure obtained from the collected publication history of the SFI community with techniques to infer hierarchy and clustering, we reconstruct a picture of a dynamic community which experiences trends, periodically recurring topics, and shifts in the closeness of scholarship over time. We find that there is support for convergence, and that the application of quantitative methods such as LDA to the study of knowledge can provide valuable insights that can help

Science That Matters: Exploring Science Learning and Teaching in Primary Schools

Science.gov (United States)

Fitzgerald, Angela; Smith, Kathy

2016-01-01

To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based…

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

NARCIS (Netherlands)

Zacharia, Zacharias C.; Manoli, Constantinos; Xenofontos, Nikoletta; de Jong, Anthonius J.M.; Pedaste, Margus; van Riesen, Siswa; Kamp, E.T.; Kamp, Ellen T.; Mäeots, Mario; Siiman, Leo; Tsourlidaki, Eleftheria

2015-01-01

The aim of this review is to identify specific types of guidance for supporting student use of online labs, that is, virtual and remote labs, in an inquiry context. To do so, we reviewed the literature on providing guidance within computer supported inquiry learning (CoSIL) environments in science

Supporting Struggling Readers in Secondary School Science Classes

Science.gov (United States)

Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

2012-01-01

Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

Framework for Processing Citizens Science Data for Applications to NASA Earth Science Missions

Science.gov (United States)

Teng, William; Albayrak, Arif

2017-01-01

Citizen science (or crowdsourcing) has drawn much high-level recent and ongoing interest and support. It is poised to be applied, beyond the by-now fairly familiar use of, e.g., Twitter for natural hazards monitoring, to science research, such as augmenting the validation of NASA earth science mission data. This interest and support is seen in the 2014 National Plan for Civil Earth Observations, the 2015 White House forum on citizen science and crowdsourcing, the ongoing Senate Bill 2013 (Crowdsourcing and Citizen Science Act of 2015), the recent (August 2016) Open Geospatial Consortium (OGC) call for public participation in its newly-established Citizen Science Domain Working Group, and NASA's initiation of a new Citizen Science for Earth Systems Program (along with its first citizen science-focused solicitation for proposals). Over the past several years, we have been exploring the feasibility of extracting from the Twitter data stream useful information for application to NASA precipitation research, with both "passive" and "active" participation by the twitterers. The Twitter database, which recently passed its tenth anniversary, is potentially a rich source of real-time and historical global information for science applications. The time-varying set of "precipitation" tweets can be thought of as an organic network of rain gauges, potentially providing a widespread view of precipitation occurrence. The validation of satellite precipitation estimates is challenging, because many regions lack data or access to data, especially outside of the U.S. and in remote and developing areas. Mining the Twitter stream could augment these validation programs and, potentially, help tune existing algorithms. Our ongoing work, though exploratory, has resulted in key components for processing and managing tweets, including the capabilities to filter the Twitter stream in real time, to extract location information, to filter for exact phrases, and to plot tweet distributions. The

Supporting Ngss-Congruent Instruction in Earth & Space Science Through Educator Implementation and Feedback: Refining the Dig Texas Blueprints

Science.gov (United States)

Jacobs, B. E.; Bohls-Graham, C. E.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; McIver, H.; Sergent, C.

2015-12-01

The development of the Next Generation Science Standards (NGSS) as a framework around which to guide K-12 science instruction has generated a call for rigorous curricula that meets the demand for developing a workforce with expertise in tackling modern Earth science challenges. The Diversity and Innovation in Geosciences (DIG) Texas Blueprints project addresses this need for quality, aligned curricula with educator-vetted, freely available resources carefully selected and compiled into three week thematic units that have been aligned with the Earth Science Literacy Principles and the NGSS. These units can then be packaged into customized blueprints for a year-long Earth & Space Science course that engages students in the relevant disciplinary core ideas, crosscutting concepts and science and engineering practices. As part of supporting NGSS-congruent instruction, each unit has extensive scaffolding notes for the learning activities selected for that unit. Designed with both the new and veteran teacher in mind, these scaffolding notes yield information regarding advanced teacher preparation, student prerequisite skills, and potential challenges that might arise during classroom implementation. Feedback from Texas high school teachers implementing the DIG Texas Blueprints in the classroom, in addition to that of university secondary education majors in a preparation course utilizing the blueprints, instigated the most recent revisions to these scaffolding notes. The DIG Texas Blueprints Educator Intern Team charged with these revisions then determined which learning activities became candidates for either inclusion in the refined units, retention as an additional resource, or elimination from the blueprints. This presentation will focus on the development of these scaffolding notes and their role in supporting congruence with the NGSS. A review of the second year of implementation of the blueprints and the feedback that generated the final revisions will be shared

The Open Science Grid – Support for Multi-Disciplinary Team Science – the Adolescent Years

CERN Multimedia

CERN. Geneva

2012-01-01

As it enters adolescence the Open Science Grid (OSG) is bringing a maturing fabric of Distributed High Throughput Computing (DHTC) services that supports an expanding HEP community to an increasingly diverse spectrum of domain scientists. Working closely with researchers on campuses throughout the US and in collaboration with national cyberinfrastructure initiatives, we transform their computing environment through new concepts, advanced tools and deep experience. We discuss examples of these including: the pilot-job overlay concepts and technologies now in use throughout OSG and delivering 1.4 Million CPU hours/day; the role of campus infrastructures- built out from concepts of sharing across multiple local faculty clusters (made good use of already by many of the HEP Tier-2 sites in the US); the work towards the use of clouds and access to high throughput parallel (multi-core and GPU) compute resources; and the progress we are making towards meeting the data management and access needs of non-HEP communiti...

Community science, philosophy of science, and the practice of research.

Science.gov (United States)

Tebes, Jacob Kraemer

2005-06-01

Embedded in community science are implicit theories on the nature of reality (ontology), the justification of knowledge claims (epistemology), and how knowledge is constructed (methodology). These implicit theories influence the conceptualization and practice of research, and open up or constrain its possibilities. The purpose of this paper is to make some of these theories explicit, trace their intellectual history, and propose a shift in the way research in the social and behavioral sciences, and community science in particular, is conceptualized and practiced. After describing the influence and decline of logical empiricism, the underlying philosophical framework for science for the past century, I summarize contemporary views in the philosophy of science that are alternatives to logical empiricism. These include contextualism, normative naturalism, and scientific realism, and propose that a modified version of contextualism, known as perspectivism, affords the philosophical framework for an emerging community science. I then discuss the implications of perspectivism for community science in the form of four propositions to guide the practice of research.

Archaeological Excavation Report for Proposed Well 199-K-131 in Support of the 100-KR-4 Pump-and-Treat Project

Energy Technology Data Exchange (ETDEWEB)

Woody, Dave M.; Prendergast-Kennedy, Ellen L.

2004-06-22

An archaeological excavation was conducted at the site of proposed groundwater monitoring well 199-K-131 in support of the 100-KR-4 Pump-and-Treat Project between June 2 and 3, 2004. Excavations confirmed that there were no intact cultural deposits at the proposed well location. This report was prepared to document the findings of the test excavation.

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Science.gov (United States)

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-04-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

Science.gov (United States)

Neesemann, Lisa Ann

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships.

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

Science.gov (United States)

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

2016-02-01

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

Progress report - Physics and Health Sciences - Health Sciences Section 1987 January 1 - June 30

International Nuclear Information System (INIS)

1987-08-01

This report covers the third semi-annual period since the Reserach Company was reorganized. A highlight of the period was the first peer review of all the activities in Physics and Health Sciences by external examiners. The review was conducted in April by three separate Technical Review Committees (TRC) one for each of the three main areas: health sciences, nuclear physics and condensed matter physics. In all cases the TRCs gave strong support to our programs having a mandate to assess research programs with respect to (a) their quality and (b) their relevance to Canada. The principal programs reviewed were: DNA damage and repair mechanisms; synergistic effects of chemicals and radiation; the tritium RBE study; radiosensitivity of human bone marrow cells; radioprotective enzymes; radiation biochemistry; chemistry of oxazolinones, benzofuroxanes and cyclodextrins; myeloid leukemia in mice; tritium monitoring, and quality factors; metabolic modeling; neutron dosimetry; groundwater/contaminant modeling; sediment exchange and speciation; and atmospheric dispersion. Very considerable effort was spent on preparing a proposal for a centre of excellence in toxicology for presentation in March to the Premier's Council in the Province of Ontario. Although the proposal was not one of the 7 (out of 28) successful proposals, much useful preparatory work was done towards the establishing of a centre for health and environmental research on toxic agents

Science Understanding through Playground Physics: Organized Recess Teaching (SUPPORT)

Science.gov (United States)

Kincaid, Russell

2010-03-01

From 1995-2007, U.S. science students in grade four scored higher than the scaled TIMSS average, but their scores did not improve over this time. Moreover, in the area of physical science, the U.S. scored significantly lower than several Asian countries, as well as Russia, England, and Latvia (TIMSS). Methods to enhance student achievement in science are still being sought. An approach to utilizing playground equipment as a teaching tool for a variety of physics concepts was developed as a physical science teaching method. This program established an appropriate set of experiments, coordinated the effort with local school districts, and implemented a brief pilot study to test the teaching methodology. The program assigned undergraduate middle school science education majors to teach small groups of fourth grade students. The experimental group used the newly developed ``Playground Physics'' methodology while the control group used traditional approaches. Follow up activities will include an expansion of the duration and the scope of the program.

NASA Applied Sciences Disasters Program Support for the September 2017 Mexico Earthquakes

Science.gov (United States)

Glasscoe, M. T.; Kirschbaum, D.; Torres-Perez, J. L.; Yun, S. H.; Owen, S. E.; Hua, H.; Fielding, E. J.; Liang, C.; Bekaert, D. P.; Osmanoglu, B.; Amini, R.; Green, D. S.; Murray, J. J.; Stough, T.; Struve, J. C.; Seepersad, J.; Thompson, V.

2017-12-01

The 8 September M 8.1 Tehuantepec and 19 September M 7.1 Puebla earthquakes were among the largest earthquakes recorded in Mexico. These two events caused widespread damage, affecting several million people and causing numerous casualties. A team of event coordinators in the NASA Applied Sciences Program activated soon after these devastating earthquakes in order to support decision makers in Mexico, using NASA modeling and international remote sensing capabilities to generate decision support products to aid in response and recovery. The NASA Disasters Program promotes the use of Earth observations to improve the prediction of, preparation for, response to, and recovery from natural and technological disasters. For these two events, the Disasters Program worked with Mexico's space agency (Agencia Espacial Mexico, AEM) and the National Center for Prevention of Disasters (Centro Nacional de Prevención de Desastres, CENAPRED) to generate products to support response, decision-making, and recovery. Products were also provided to academic partners, technical institutions, and field responders to support response. In addition, the Program partnered with the US Geological Survey (USGS), Office of Foreign Disaster Assistance (OFDA), and other partners in order to provide information to federal and domestic agencies that were supporting event response. Leveraging the expertise of investigators at NASA Centers, products such as landslide susceptibility maps, precipitation models, and radar based damage assessments and surface deformation maps were generated and used by AEM, CENAPRED, and others during the event. These were used by AEM in collaboration with other government agencies in Mexico to make appropriate decisions for mapping damage, rescue and recovery, and informing the population regarding areas prone to potential risk. We will provide an overview of the response activities and data products generated in support of the earthquake response, partnerships with

Integrated School of Ocean Sciences: Doctoral Education in Marine Sciences in Kiel

Science.gov (United States)

Bergmann, Nina; Basse, Wiebke; Prigge, Enno; Schelten, Christiane; Antia, Avan

2016-04-01

Marine research is a dynamic thematic focus in Kiel, Germany, uniting natural scientists, economists, lawyers, philosophers, artists and computing and medical scientists in frontier research on the scientific, economic and legal aspects of the seas. The contributing institutions are Kiel University, GEOMAR Helmholtz Centre for Ocean Research Kiel, Kiel Institute for the World Economy and Muthesius University in Kiel. Marine science education in Kiel trains young scientists to investigate the role of the oceans in global change, risks arising from ocean usage and sustainable management of living and non-living marine resources. Basic fundamental research is supplemented with applied science in an international framework including partners from industry and public life. The Integrated School of Ocean Sciences (ISOS) established through the Cluster of Excellence "The Future Ocean", funded within the German Excellence Initiative, provides PhD candidates in marine sciences with interdisciplinary education outside of curricular courses. It supports the doctoral candidates through supplementary training, a framework of supervision, mentoring and mobility, the advisors through transparency and support of doctoral training in their research proposals and the contributing institutions by ensuring quality, innovation and excellence in marine doctoral education. All PhD candidates financed by the Helmholtz Research School for Ocean System Science and Technology (HOSST) and the Collaborative Research Centre 754 "Climate-biogeochemical interactions in the tropical ocean" (SFB 754) are enrolled at the ISOS and are integrated into the larger peer community. Over 150 PhD candidate members from 6 faculties form a large interdisciplinary network. At the ISOS, they sharpen their scientific profile, are challenged to think beyond their discipline and equip themselves for life after a PhD through early exposure to topics beyond research (e.g. social responsibility, public communication

The Use of Organising Purposes in Science Instruction as a Scaffolding Mechanism to Support Progressions: A Study of Talk in Two Primary Science Classrooms

Science.gov (United States)

Johansson, Annie-Maj; Wickman, Per-Olof

2018-01-01

Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school. Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the…

Proposing an Operational Definition of Science Teacher Beliefs

Science.gov (United States)

Hutner, Todd L.; Markman, Arthur B.

2016-01-01

Much research has shown that a science teacher's beliefs are related to their teaching practice. This line of research has often defined "belief" epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition…

Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

Science.gov (United States)

Keske, Kristina Palmer

requirement for understanding the scientific enterprise. This study also offered support for the elucidation of teachers' conceptions of the nature of science through in-depth conversations rather than convergent types of assessment. Data analysis of participant responses to isolated aspects of the nature of science yielded incomplete or inconsistent pictures of how the participants saw science. A more consistent picture of science emerged as the participants' beliefs about science and knowledge construction merged. This study proposed that all science teachers need to address their beliefs about knowledge construction across contexts.

The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

Science.gov (United States)

Cohen, Anat; Nachmias, Rafi

2012-01-01

This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

Value of Fundamental Science

Science.gov (United States)

Burov, Alexey

Fundamental science is a hard, long-term human adventure that has required high devotion and social support, especially significant in our epoch of Mega-science. The measure of this devotion and this support expresses the real value of the fundamental science in public opinion. Why does fundamental science have value? What determines its strength and what endangers it? The dominant answer is that the value of science arises out of curiosity and is supported by the technological progress. Is this really a good, astute answer? When trying to attract public support, we talk about the ``mystery of the universe''. Why do these words sound so attractive? What is implied by and what is incompatible with them? More than two centuries ago, Immanuel Kant asserted an inseparable entanglement between ethics and metaphysics. Thus, we may ask: which metaphysics supports the value of scientific cognition, and which does not? Should we continue to neglect the dependence of value of pure science on metaphysics? If not, how can this issue be addressed in the public outreach? Is the public alienated by one or another message coming from the face of science? What does it mean to be politically correct in this sort of discussion?

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science; Volume 116; Issue 3 ... proposed to reconstruct the ionospheric images with high resolution and high efficiency. ... Graduate School of Chinese Academy of Sciences, Beijing 100 039, China.

Establishing Esri ArcGIS Enterprise Platform Capabilities to Support Response Activities of the NASA Earth Science Disasters Program

Science.gov (United States)

Molthan, A.; Seepersad, J.; Shute, J.; Carriere, L.; Duffy, D.; Tisdale, B.; Kirschbaum, D.; Green, D. S.; Schwizer, L.

2017-12-01

NASA's Earth Science Disasters Program promotes the use of Earth observations to improve the prediction of, preparation for, response to, and recovery from natural and technological disasters. NASA Earth observations and those of domestic and international partners are combined with in situ observations and models by NASA scientists and partners to develop products supporting disaster mitigation, response, and recovery activities among several end-user partners. These products are accompanied by training to ensure proper integration and use of these materials in their organizations. Many products are integrated along with other observations available from other sources in GIS-capable formats to improve situational awareness and response efforts before, during and after a disaster. Large volumes of NASA observations support the generation of disaster response products by NASA field center scientists, partners in academia, and other institutions. For example, a prediction of high streamflows and inundation from a NASA-supported model may provide spatial detail of flood extent that can be combined with GIS information on population density, infrastructure, and land value to facilitate a prediction of who will be affected, and the economic impact. To facilitate the sharing of these outputs in a common framework that can be easily ingested by downstream partners, the NASA Earth Science Disasters Program partnered with Esri and the NASA Center for Climate Simulation (NCCS) to establish a suite of Esri/ArcGIS services to support the dissemination of routine and event-specific products to end users. This capability has been demonstrated to key partners including the Federal Emergency Management Agency using a case-study example of Hurricane Matthew, and will also help to support future domestic and international disaster events. The Earth Science Disasters Program has also established a longer-term vision to leverage scientists' expertise in the development and delivery of

Fermilab Friends for Science Education | Welcome

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Fermilab Friends for Science Education photo Fermilab Friends for Science Education supports innovative science education programs at Fermilab. Its mission is to: Enhance the quality of precollege science education in

Triple surveillance: a proposal for an integrated strategy to support and accelerate birth defect prevention.

Science.gov (United States)

Botto, Lorenzo D; Mastroiacovo, Pierpaolo

2018-02-01

Preventing neural tube defects (NTDs) easily qualifies as a high-value opportunity to improve childhood survival and health: the unmet need is significant (major preventable burden), the intervention is transformative (providing sufficient folic acid), and delivery strategies (e.g., fortification) are effective in low-resource countries. Yet, NTD prevention is lagging. Can public health surveillance help fix this problem? Critics contend that surveillance is largely unnecessary, that limited resources are best spent on interventions, and that surveillance is unrealistic in developing countries. The counterargument is twofold: (1) in the absence of surveillance, interventions will provide fewer benefits and cost more and (2) effective surveillance is likely possible nearly everywhere, with appropriate strategies. As a base strategy, we propose "triple surveillance:" integrating surveillance of cause (folate insufficiency), of disease occurrence (NTD prevalence), and of health outcomes (morbidity, mortality, and disability). For better sustainability and usefulness, it is crucial to refocus and streamline surveillance activities (no recreational data collection), weave surveillance into clinical care (integrate in clinical workflow), and, later, work on including additional risk factors and pediatric outcomes (increase benefits at low marginal cost). By doing so, surveillance becomes not a roadblock but a preferential path to prevention and better care. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of New York Academy of Sciences.

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

Science.gov (United States)

Tan, Aik-Ling

2011-01-01

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

Opportunities for web-based indicators in environmental sciences.

Directory of Open Access Journals (Sweden)

Sergio Malcevschi

Full Text Available This paper proposes a set of web-based indicators for quantifying and ranking the relevance of terms related to key-issues in Ecology and Sustainability Science. Search engines that operate in different contexts (e.g. global, social, scientific are considered as web information carriers (WICs and are able to analyse; (i relevance on different levels: global web, individual/personal sphere, on-line news, and culture/science; (ii time trends of relevance; (iii relevance of keywords for environmental governance. For the purposes of this study, several indicators and specific indices (relational indices and dynamic indices were applied to a test-set of 24 keywords. Outputs consistently show that traditional study topics in environmental sciences such as water and air have remained the most quantitatively relevant keywords, while interest in systemic issues (i.e. ecosystem and landscape has grown over the last 20 years. Nowadays, the relevance of new concepts such as resilience and ecosystem services is increasing, but the actual ability of these concepts to influence environmental governance needs to be further studied and understood. The proposed approach, which is based on intuitive and easily replicable procedures, can support the decision-making processes related to environmental governance.

Management for Mountain Pine Beetle Outbreak Suppression: Does Relevant Science Support Current Policy?

Directory of Open Access Journals (Sweden)

Diana L. Six

2014-01-01

Full Text Available While the use of timber harvests is generally accepted as an effective approach to controlling bark beetles during outbreaks, in reality there has been a dearth of monitoring to assess outcomes, and failures are often not reported. Additionally, few studies have focused on how these treatments affect forest structure and function over the long term, or our forests’ ability to adapt to climate change. Despite this, there is a widespread belief in the policy arena that timber harvesting is an effective and necessary tool to address beetle infestations. That belief has led to numerous proposals for, and enactment of, significant changes in federal environmental laws to encourage more timber harvests for beetle control. In this review, we use mountain pine beetle as an exemplar to critically evaluate the state of science behind the use of timber harvest treatments for bark beetle suppression during outbreaks. It is our hope that this review will stimulate research to fill important gaps and to help guide the development of policy and management firmly based in science, and thus, more likely to aid in forest conservation, reduce financial waste, and bolster public trust in public agency decision-making and practice.

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.

Hampshire College Center for Science Education. Final Report on Activities Supported by the Department of Energy Grant No. DE-FG02-06ER64256

Energy Technology Data Exchange (ETDEWEB)

Stillings, Neil [Hampshire College, Amherst, MA (United States); Wenk, Laura [Hampshire College, Amherst, MA (United States)

2009-12-30

learning is compatible with existing state curriculum frameworks and produces students who understand and are positively inclined toward science. Funds from this Department of Energy grant supported three projects that involved K-16 science outreach: 1. Teaching Issues and Experiments in Ecology (TIEE). TIEE a peer-reviewed online journal and curriculum resource for postsecondary science teachers. 2. The Collaboration for Excellence in Science Education (CESE). CESE is a partnership with the Amherst, Massachusetts school system to foster the professional development of science teachers, and to perform research on student learning in the sciences and on teacher change. The project draws on Hampshire's long experience with inquiry-oriented and interdisciplinary education, as well as on its unique strengths in cognitive science. The project is run as design research, working with teachers to improve their practices and studying student and/or teacher outcomes. 3. Day in the Lab. Grant funds partially supported the expansion of the ongoing science outreach activities of the School of Natural Science. These activities are focused on local districts with large minority enrollments, including the Amherst, Holyoke and Springfield Public School Districts, and the Pioneer Valley Performing Arts Charter School (PVPA). Each of the three projects supported by the grant met or exceeded its goals. In part, the successes we met were due to continuity and communication among the staff of the programs. At the beginning of the CESE project, a science outreach coordinator was recruited. He worked throughout the grant period along with a senior researcher and the project's curriculum director. Additionally, the director and an undergraduate student conducted research on teacher change. The science outreach coordinator acted as a liaison among Hampshire College, the school districts, and a number of local businesses and agencies, providing organizational support, discussion

76 FR 8381 - Proposal Review for Physics; Notice of Meeting

Science.gov (United States)

2011-02-14

... NATIONAL SCIENCE FOUNDATION Proposal Review for Physics; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation announces the following meeting: Name: Proposal Review for the Center for Magnetic Self-Organization in...

UNAVCO: A Decade Supporting EarthScope - Three Decades of Supporting Geodesy for Science Innovation

Science.gov (United States)

Miller, M.

2013-12-01

UNAVCO supports research that establishes Earth's reference frame, enabling mapping of the planet's shape and mass; determines changes in the distribution of ice, water resources, and sea level; characterizes processes that contribute to natural and man-made hazards; and recognizes land-use changes (including subsidence, soil moisture, and health of wetlands). UNAVCO began as an investigator cooperative in 1984 - with the goal of sharing equipment and technologies that were expensive, rapidly changing, and extraordinarily powerful. Today as NSF's National Earth Science Geodetic Facility, on the eve of our 30th anniversary, we are excited to highlight a decade of support for major components of EarthScope, especially the Plate Boundary Observatory (PBO). Innovations by UNAVCO and the UNAVCO community have supported steady advancement towards millimeter-level global geodesy. Modern space geodesy provides new observational capability for contemporary deformation and magmatism in active convergent margin systems that operate over a spectrum of temporal and spatial scales, especially the PBO. Time scales vary from seconds to millennia, and spatial scales from borehole nanostrains to the global plate circuit. High-precision strain or 3-D point observations with borehole strainmeter or Global Positioning System (GPS) observations and geodetic imaging with SAR and LiDAR are used in combination to reveal these complex systems. GPS now combines with strong ground motion accelerometer time series to provide important enhancements to conventional seismology. The resulting 3-D fully georeferenced dynamic positioning time series are free of ambiguities associated with seismometer tilt and displacement. Geodesy constrains plate kinematics for convergence rate and direction, co-seismic deformation during great and moderate earthquakes, episodic tremor and slip events and related transient deformation, tectono-magmatic interactions, and the possible triggering effects of

Calling Taikong a strategy report and study of China's future space science missions

CERN Document Server

Wu, Ji

2017-01-01

This book describes the status quo of space science in China, details the scientific questions to be addressed by the Chinese space science community in 2016-2030, and proposes key strategic goals, space science programs and missions, the roadmap and implementation approaches. Further, it explores the supporting technologies needed and provides an outlook of space science beyond the year 2030. “Taikong” means “outer space” in Chinese, and space science is one of the most important areas China plans to develop in the near future. This book is authored by Ji Wu, a leader of China's space science program, together with National Space Science Center, Chinese Academy of Sciences, a leading institute responsible for planning and managing most of China’s space science missions. It also embodies the viewpoints shared by many space scientists and experts on future space science development. Through this book, general readers and researchers alike will gain essential insights into the current developments an...

BES Science Network Requirements

Energy Technology Data Exchange (ETDEWEB)

Biocca, Alan; Carlson, Rich; Chen, Jackie; Cotter, Steve; Tierney, Brian; Dattoria, Vince; Davenport, Jim; Gaenko, Alexander; Kent, Paul; Lamm, Monica; Miller, Stephen; Mundy, Chris; Ndousse, Thomas; Pederson, Mark; Perazzo, Amedeo; Popescu, Razvan; Rouson, Damian; Sekine, Yukiko; Sumpter, Bobby; Dart, Eli; Wang, Cai-Zhuang -Z; Whitelam, Steve; Zurawski, Jason

2011-02-01

The Energy Sciences Network (ESnet) is the primary provider of network connectivityfor the US Department of Energy Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of the Office ofScience programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years.

BES Science Network Requirements

International Nuclear Information System (INIS)

Dart, Eli; Tierney, Brian; Biocca, A.; Carlson, R.; Chen, J.; Cotter, S.; Dattoria, V.; Davenport, J.; Gaenko, A.; Kent, P.; Lamm, M.; Miller, S.; Mundy, C.; Ndousse, T.; Pederson, M.; Perazzo, A.; Popescu, R.; Rouson, D.; Sekine, Y.; Sumpter, B.; Wang, C.-Z.; Whitelam, S.; Zurawski, J.

2011-01-01

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the US Department of Energy Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years.

Scientific culture in Colombia. A proposal of an indicator system for science technology and innovation

Energy Technology Data Exchange (ETDEWEB)

Pardo Martinez, C.I.; Alfonso, W.H

2016-07-01

In last decades, scientific culture has become a key element of Governance of Science, Technology and Innovation in the countries where it is important to determine measurement to analysis trends on scientific culture. Research questions that guide this paper are the following: i. What are information needs on scientific culture in Colombia?; ii. How can be measured scientific culture?; iii. What is the adequate structure for indicators of scientific culture?. In order to answer these questions, a mix of methodologies is used. First, we review the literature on scientific culture and indicators related to this topic. Second, we made a series of interviews with staff members of Colciencias to determine requirements of measurement on scientific culture. Third, with this information, we built an information matrix to prioritise information and determine indicators with respective metrics, and sources according to relevance and cost-effectiveness of estimation. Fourth, from indicators formulated and an indicator system is proposed determining for every dimension of scientific culture indicators related to inputs, process, and outputs designed indicator sheets that includes definition, objective, sources aggregation levels, time series, and calculation methods for indicators proposed. This study achieves formulate an indicator system from the definition of scientific culture a and its dimension proposing around 60 indicators through a multidimensional model that integrates different elements of scientific culture such as the individual and society establishing indicators to measure inputs, process and outputs in general form and specific initiatives for Colciencias. (Author)

Understanding How Science Works: The Nature of Science as The Foundation for Science Teaching and Learning

Science.gov (United States)

McComas, William F.

2017-01-01

The nature of science (NOS) is a phrase used to represent the rules of the game of science. Arguably, NOS is the most important content issue in science instruction because it helps students understand the way in which knowledge is generated and validated within the scientific enterprise. This article offers a proposal for the elements of NOS that…

CAS Panel Proposes Priorities for Earth Science in Next Two Decades

Institute of Scientific and Technical Information of China (English)

无

2004-01-01

@@ CAS member Zhao Zhongxian, director of Working Committee on Consultation and Evaluation of the CAS Academic Divisions (CASAD),has announced that the Academic Division of Earth Sciences has drafted a consultative report on planning and strategic studies of the mid- and long-term development for earth sciences in China.

Applications of Nuclear Science for Stewardship Science

International Nuclear Information System (INIS)

Cizewski, Jolie A

2013-01-01

Stewardship science is research important to national security interests that include stockpile stewardship science, homeland security, nuclear forensics, and non-proliferation. To help address challenges in stewardship science and workforce development, the Stewardship Science Academic Alliances (SSAA) was inaugurated ten years ago by the National Nuclear Security Administration of the U. S. Department of Energy. The goal was to enhance connections between NNSA laboratories and the activities of university scientists and their students in research areas important to NNSA, including low-energy nuclear science. This paper presents an overview of recent research in low-energy nuclear science supported by the Stewardship Science Academic Alliances and the applications of this research to stewardship science.

A supporting role of Chinese National Immortalized Cell Bank in life science research.

Science.gov (United States)

Xu, Chong-feng; Duan, Zi-yuan

2017-01-20

A biorepository of human samples is essential to support the research of life science. Lymphoblastoid B cell line (LCL), which is easy to be prepared and can reproduce indefinitely, is a convenient form of sample preservation. LCLs are established from human B cells transformed by Epstein-Barr virus (EBV). Chinese National Immortalized Cell Bank has preserved human LCLs from different ethnic groups in China. As there are many studies on the nature of LCLs and public available resources with genome-wide data for LCLs, they have been widely applied in genetics, immunology, pharmacogenetics/genomics, regenerative medicine, cancer pathogenesis and immunotherapy, screening and generation of fully human neutralizing monoclonal antibodies and study on EBV pathogenesis. Here, we review the characteristics of LCLs and their contributions to scientific research, and introduce preserved samples in Chinese National Immortalized Cell Bank to the scientific community. We hope this bank can support more areas in the scientific research.

Science and Systems in Support of Multi-hazard Early Warnings and Decisions

Science.gov (United States)

Pulwarty, R. S.

2015-12-01

The demand for improved climate knowledge and information is well documented. As noted in the IPCC (SREX, AR5), the UNISDR Global Assessment Reports and other assessments, this demand has increased pressure for information to support planning under changing rates and emergence of multiple hazards including climate extremes (drought, heat waves, floods). "Decision support" is now a popular term in the climate applications research community. While existing decision support activities can be identified in many disparate settings (e.g. federal, academic, private), the challenge of changing environments (coupled physical and social) is actually one of crafting implementation strategies for improving decision quality (not just meeting "user needs"). This includes overcoming weaknesses in co-production models, moving beyond DSSs as simply "software", coordinating innovation mapping and diffusion, and providing fora and gaming tools to identify common interests and differences in the way risks are perceived and managed among the affected groups. We outline the development and evolution of multi-hazard early warning systems in the United States and elsewhere, focusing on climate-related hazards. In particular, the presentation will focus on the climate science and information needed for (1) improved monitoring and modeling, (2) generating risk profiles, (3) developing information systems and scenarios for critical thresholds, (4) the net benefits of using new information (5) characterizing and bridging the "last mile" in the context of longer-term risk management.

Life Sciences Accomplishments 1994

Science.gov (United States)

Burnell, Mary Lou (Editor)

1993-01-01

proposals for ground-based and flight research for all programs. Areas of particular interest to NASA were defined Proposals due April 29, 1994, will be peer reviewed - externally for scientific merit. This annual NRA process is now the mechanism for recruiting both extramural and intramural investigations. As an overview of LBSAD activities in 1993, this accomplishments document covers each of the major organizational components of the Division and the accomplishments of each. The second section is a review of the Space Life Sciences Research programs Space Biology, Space Physiology and Countermeasures, Radiation Health, Environmental Health, Space Human Factors, Advanced Life Support, and Global Monitoring and Disease Prediction, The third section, Research in Space Flight, describes the substantial contributions of the Spacelab Life Sciences 2 (SLS-2) mission to life sciences research and the significant contributions of the other missions flown in 1993, along with plans for future missions. The Division has greatly expanded and given high priority to its Education and Outreach Programs, which are presented in the fourth section. The fifth and final section, Partners for Space, shows the Divisions Cooperative efforts with other national and international agencies to achieve common goals, along with the accomplishments of joint research and analysis programs.

NEW OPPORTUNITIES OF INFORMATION AND LIBRARY SUPPORT OF SCIENCE

Directory of Open Access Journals (Sweden)

N. Yu. Beryozkina

2013-01-01

Full Text Available The qualitative composition of the information resources to be provided for the Central Science Library of the National Academy of Sciences of Belarus, organization and forms of information services for researchers using information and communication technologies are considered.

Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

Science.gov (United States)

Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

2015-01-01

The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

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

Directory of Open Access Journals (Sweden)

Spela Godec

2018-01-01

Full Text Available Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is “for them”, which then has implications for their learning and participation in science. In this paper, I discuss findings from a U.K.-based qualitative study with 15 working-class girls, aged 11 to 13, from diverse ethnic backgrounds. Data were collected over the course of one academic year, through interviews and discussion groups with the girls and interviews with their science teachers, and analysed through a post-structural gender lens. The paper foregrounds five science-identifying girls, who negotiated their identification and engagement with science through the following discursive strategies: (i rendering gender invisible, (ii drawing attention to the presence of women in science, (iii reframing “science people” as caring and nurturing, and (iv cultural discourses of desirability of science. The findings contribute to the understanding of how working class girls—who are often “othered” and constructed as “unintelligible” within the dominant discursive regime of prototypical science—find identification with science possible. The paper discusses the affordances and challenges of each discursive strategy.

A unique fingerprint? Factors influencing attitudes towards science and technology in South Africa

Directory of Open Access Journals (Sweden)

Lars Guenther

2016-07-01

Full Text Available From an international perspective, research in the field of public attitudes towards science and technology has been conducted since the 1970s. A frequently proposed and empirically supported theory is that strong interest in and knowledge about science in a society is associated with more favourable attitudes towards science. This positive attitude in turn affects support for public funding of science. However, this research field is not without controversy, and for the South African population many questions remain unanswered. Initial research has not explored the factors that shape attitudes towards science and technology in detail. We re-analysed data from the Human Sciences Research Council to explore the above theory. Interestingly, for the South African population, higher levels of scientific literacy and use of information sources are associated with more promises but also more reservations towards science and technology. This is especially true for relatively young and educated survey respondents. In international comparison, South Africa shows a unique fingerprint to some extent, but also shares characteristics with industrially developing countries of Europe (such as Greece or Portugal. To understand the correlations better, future research should aim to examine the overall picture when investigating the diverse South African population more extensively.

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

Science.gov (United States)

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

2010-10-01

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

Remodeling Science Education

Science.gov (United States)

Hestenes, David

2013-01-01

Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

Philosophy for the rest of cognitive science.

Science.gov (United States)

Stepp, Nigel; Chemero, Anthony; Turvey, Michael T

2011-04-01

Cognitive science has always included multiple methodologies and theoretical commitments. The philosophy of cognitive science should embrace, or at least acknowledge, this diversity. Bechtel's (2009a) proposed philosophy of cognitive science, however, applies only to representationalist and mechanist cognitive science, ignoring the substantial minority of dynamically oriented cognitive scientists. As an example of nonrepresentational, dynamical cognitive science, we describe strong anticipation as a model for circadian systems (Stepp & Turvey, 2009). We then propose a philosophy of science appropriate to nonrepresentational, dynamical cognitive science. Copyright © 2011 Cognitive Science Society, Inc.

Office of Research Support | College of Engineering & Applied Science

Science.gov (United States)

Professor and Associate Dean for Research College of Engineering and Applied Sciences Director, Center for Academics Admission Student Life Research Schools & Colleges Libraries Athletics Centers & ; Applied Science Powerful Ideas. Proven Results. Search for: Go This site All UWM Search Site Menu Skip to

Support for EU fundraising in the field of Environment & Energy - BayFOR

Science.gov (United States)

Ammerl, Thomas; Baumann, Cornelia; Reiter, Andrea; Blume, Andreas; Just, Jana; Franke, Jan

2013-04-01

The Bavarian Research Alliance (BayFOR, http://www.bayfor.org) is a private company for the support of Bavaria (Free State in the South East of Germany) as a centre for science and innovation within the European Research Area. It was set up on the initiative of the Bavarian universities to strengthen their networking at regional, national and international level while helping them to prepare to meet the requirements for European research funding. The focus is directed at the current EU Framework Programme (FP7) and the forthcoming Framework Programme for Research and Innovation "Horizon 2020", but also comprises the wide range of European programmes (e.g. FP7, LIFE+, Interreg, COST, EUREKA, ERA-Nets, IEE (CIP), LLP, Calls for tender). BayFOR is also a partner institution in the Bavarian "Haus der Forschung" (www.hausderforschung.bayern.de/en). BayFORs overall aim is to strengthen and permanently anchor the science and innovation location of Bavaria in the European Research Area through: a) Initiation of national and in particular European innovation and science partnerships from academia and business b) Improvement of innovation potential of Bavarian universities and SME c) Support in acquisition, management and dissemination of results of European and international projects in the field of research and technological development The service portfolio of the EU Funding Advisory Service reaches from the first project idea to project implementation. The minimum condition for BayFOR support is at least one partner from Bavaria (Germany) must be part of the applying consortium: a) Recommendation of funding programmes/instruments (incl. integration of relevant EU policies & directives) b) Partner search c) Project development and proposal elaboration (Online platform, Creation of consortium, Attendance at meetings, Preparation of documents, Proposal structure elaboration, Provision of templates, Editorial support: Gantt, PERT, Impact, EU added value) d) Support in the

Proposals on the establishment of the decision support systems for nuclear emergency management in China

International Nuclear Information System (INIS)

Qu Jingyuan; Wang Xingyu; Xue Dazhi; Shi Zhongqi; Xi Shuren; Cao Jianzhu

2003-01-01

As an important part of Chinese three-level nuclear emergency management system, decision support/accident consequence assessment systems have primarily been established at national, provincial and licensee levels. Valuable experience has been accumulated in the development, operation and maintenance of these systems. At the same time, more and more attention has been paid to their performance regarding to accurate judgment and forecast as well as the application of the information provided by them in a decision-making in the event of an accident. This paper briefly presents current status of the development and application of the systems in China. Then it discusses the need to establish a comprehensive network of decision support/accident consequence assessment systems based on the current systems built up at national, provincial and licensee levels. Finally, the way by which this ultimate goal can be achieved is proposed in this paper

Proposed Rule: Strengthening Transparency in Regulatory Science

Science.gov (United States)

April 24, 2018 proposed rule providing that when EPA develops regulations, including regulations for which the public is likely to bear the cost of compliance, with regard to those scientific studies that are pivotal to the action being taken, EPA should e

Valid and Reliable Science Content Assessments for Science Teachers

Science.gov (United States)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

Science.gov (United States)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

Inequalities in Science

OpenAIRE

Xie, Y.

2014-01-01

Inequalities in scientists’ contributions to science and their rewards have always been very high. There are good reasons to propose that inequalities in science across research institutions and across individual scientists have increased in recent years. In the meantime, however, globalization and internet technology have narrowed inequalities in science across nations and facilitated the expansion of science and rapid production of scientific discoveries through international collaborative ...

How Can a Global Social Support System Hope to Achieve Fairer Competiveness? Comment on "A Global Social Support System: What the International Community Could Learn From the United States' National Basketball Association".

Science.gov (United States)

Goldblatt, Peter

2015-12-25

Ooms et al sets out some good general principles for a global social support system to improve fairer global competitiveness as a result of redistribution. This commentary sets out to summarize some of the conditions that would need to be satisfied for it to level up gradients in inequality through such a social support system, using the National Basketball Association (NBA) example as a point of reference. From this, the minimal conditions are described that would be required for the support system, proposed in the article by Ooms et al, to succeed. © 2016 by Kerman University of Medical Sciences.

Rock-Solid Support: Florida District Weighs Effectiveness of Science Professional Learning

Science.gov (United States)

Shear, Linda; Penuel, William R.

2010-01-01

The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…

75 FR 60418 - Proposed Collection; Comment Request

Science.gov (United States)

2010-09-30

...; Comment Request AGENCY: Uniformed Services University of the Health Sciences, Graduate School of Nursing... Act of 1995, the Uniformed Services University of the Health Sciences proposes a new public... information collection; (c) ways to enhance the quality, utility, and clarity of the information to be...

Supporting the Development of Science Communication Skills in STEM University Students: Understanding Their Learning Experiences as They Work in Middle and High School Classrooms

Science.gov (United States)

Grant, Brooke L.; Liu, Xiufeng; Gardella, Joseph A.

2015-01-01

This paper examines the roles that 52 university Science, Technology, Engineering, and Mathematics (STEM) students play in an Interdisciplinary Science and Engineering Partnership that connects several middle schools, high schools, institutions of higher learning, businesses, and community institutions. It also examines the support these students…

A Commitment To America's Future: Responding to the Crisis in Mathematics & Science Education

Science.gov (United States)

Business-Higher Education Forum (NJ1), 2005

2005-01-01

This report warns that if current trends continue, the United States will lose is preeminence in science and technology and its leadership position in innovation. In this report, the Business-Higher Education Forum (BHEF) proposes a four-part action plan in which business, higher education, and policy leaders support P-12 education leaders in…

WDS Trusted Data Services in Support of International Science

Science.gov (United States)

Mokrane, M.; Minster, J. B. H.

2014-12-01

Today's research is international, transdisciplinary, and data-enabled, which requires scrupulous data stewardship, full and open access to data, and efficient collaboration and coordination. New expectations on researchers based on policies from governments and funders to share data fully, openly, and in a timely manner present significant challenges but are also opportunities to improve the quality and efficiency of research and its accountability to society. Researchers should be able to archive and disseminate data as required by many institutions or funders, and civil society to scrutinize datasets underlying public policies. Thus, the trustworthiness of data services must be verifiable. In addition, the need to integrate large and complex datasets across disciplines and domains with variable levels of maturity calls for greater coordination to achieve sufficient interoperability and sustainability. The World Data System (WDS) of the International Council for Science (ICSU) promotes long-term stewardship of, and universal and equitable access to, quality-assured scientific data and services across a range of disciplines in the natural and social sciences. WDS aims at coordinating and supporting trusted scientific data services for the provision, use, and preservation of relevant datasets to facilitate scientific research, in particular under the ICSU umbrella, while strengthening their links with the research community. WDS certifies it Members, holders and providers of data or data products, using internationally recognized standards. Thus, providing the building blocks of a searchable common infrastructure, from which a data system that is both interoperable and distributed can be formed. This presentation will describe the coordination role of WDS and more specifically activities developed by its Scientific Committee to: Improve and stimulate basic level Certification for Scientific Data Services, in particular through collaboration with the Data Seal of

Establishing a distributed national research infrastructure providing bioinformatics support to life science researchers in Australia.

Science.gov (United States)

Schneider, Maria Victoria; Griffin, Philippa C; Tyagi, Sonika; Flannery, Madison; Dayalan, Saravanan; Gladman, Simon; Watson-Haigh, Nathan; Bayer, Philipp E; Charleston, Michael; Cooke, Ira; Cook, Rob; Edwards, Richard J; Edwards, David; Gorse, Dominique; McConville, Malcolm; Powell, David; Wilkins, Marc R; Lonie, Andrew

2017-06-30

EMBL Australia Bioinformatics Resource (EMBL-ABR) is a developing national research infrastructure, providing bioinformatics resources and support to life science and biomedical researchers in Australia. EMBL-ABR comprises 10 geographically distributed national nodes with one coordinating hub, with current funding provided through Bioplatforms Australia and the University of Melbourne for its initial 2-year development phase. The EMBL-ABR mission is to: (1) increase Australia's capacity in bioinformatics and data sciences; (2) contribute to the development of training in bioinformatics skills; (3) showcase Australian data sets at an international level and (4) enable engagement in international programs. The activities of EMBL-ABR are focussed in six key areas, aligning with comparable international initiatives such as ELIXIR, CyVerse and NIH Commons. These key areas-Tools, Data, Standards, Platforms, Compute and Training-are described in this article. © The Author 2017. Published by Oxford University Press.

Badminton: Course Proposal.

Science.gov (United States)

Yeo, David G.

A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in Badminton. Following a standard cover form, a statement of purpose explains that the course is designed to introduce students to the techniques, knowledge, and strategies of badminton. Next, course goals and a course outline are…

Water Integration Project Science Strategies White Paper

International Nuclear Information System (INIS)

Alan K. Yonk

2003-01-01

This white paper has been prepared to document the approach to develop strategies to address Idaho National Engineering and Environmental Laboratory (INEEL) science and technology needs/uncertainties to support completion of INEEL Idaho Completion Project (Environmental Management [EM]) projects against the 2012 plan. Important Idaho Completion Project remediation and clean-up projects include the 2008 OU 10-08 Record of Decision, completion of EM by 2012, Idaho Nuclear Technology and Engineering Center Tanks, INEEL CERCLA Disposal Facility, and the Radioactive Waste Management Complex. The objective of this effort was to develop prioritized operational needs and uncertainties that would assist Operations in remediation and clean-up efforts at the INEEL and develop a proposed path forward for the development of science strategies to address these prioritized needs. Fifteen needs/uncertainties were selected to develop an initial approach to science strategies. For each of the 15 needs/uncertainties, a detailed definition was developed. This included extracting information from the past interviews with Operations personnel to provide a detailed description of the need/uncertainty. For each of the 15 prioritized research and development needs, a search was performed to identify the state of the associated knowledge. The knowledge search was performed primarily evaluating ongoing research. The ongoing research reviewed included Environmental Systems Research Analysis, Environmental Management Science Program, Laboratory Directed Research and Development, Inland Northwest Research Alliance, United States Geological Survey, and ongoing Operations supported projects. Results of the knowledge search are documented as part of this document

Water Integration Project Science Strategies White Paper

Energy Technology Data Exchange (ETDEWEB)

Alan K. Yonk

2003-09-01

This white paper has been prepared to document the approach to develop strategies to address Idaho National Engineering and Environmental Laboratory (INEEL) science and technology needs/uncertainties to support completion of INEEL Idaho Completion Project (Environmental Management [EM]) projects against the 2012 plan. Important Idaho Completion Project remediation and clean-up projects include the 2008 OU 10-08 Record of Decision, completion of EM by 2012, Idaho Nuclear Technology and Engineering Center Tanks, INEEL CERCLA Disposal Facility, and the Radioactive Waste Management Complex. The objective of this effort was to develop prioritized operational needs and uncertainties that would assist Operations in remediation and clean-up efforts at the INEEL and develop a proposed path forward for the development of science strategies to address these prioritized needs. Fifteen needs/uncertainties were selected to develop an initial approach to science strategies. For each of the 15 needs/uncertainties, a detailed definition was developed. This included extracting information from the past interviews with Operations personnel to provide a detailed description of the need/uncertainty. For each of the 15 prioritized research and development needs, a search was performed to identify the state of the associated knowledge. The knowledge search was performed primarily evaluating ongoing research. The ongoing research reviewed included Environmental Systems Research Analysis, Environmental Management Science Program, Laboratory Directed Research and Development, Inland Northwest Research Alliance, United States Geological Survey, and ongoing Operations supported projects. Results of the knowledge search are documented as part of this document.

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

Godec, Spela

2018-01-01

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

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

Science.gov (United States)

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

2016-08-01

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

From "They" Science to "Our" Science: Hip Hop Epistemology in STEAM Education

Science.gov (United States)

Dolberry, Maurice E.

Hip hop has moved from being considered a type of music into being understood as a culture in which a prominent type of music originates. Hip hop culture has a philosophy and epistemological constructs as well. This study analyzed those constructs to determine how conceptions of science factor in hip hop worldviews. Pedagogical models in culturally responsive teaching and Science, Technology, Engineering, Arts, and Mathematics (STEAM) education were also examined to discern their philosophical connections with hip hop culture. These connections were used to create two theoretical models. The first one, Hip Hop Science, described how scientific thought functions in hip hop culture. The second model, Hip Hop STEAM Pedagogy, proposes how hip hop culture can inform STEAM teaching practices. The study began by using Critical Race Theory to create a theoretical framework proposing how the two theoretical models could be derived from the philosophical and pedagogical concepts. Content analysis and narrative inquiry were used to analyze data collected from scholarly texts, hip hop songs, and interviews with hip hop-responsive educators. The data from these sources were used initially to assess the adequacy of the proposed theoretical framework, and subsequently to improve its viability. Four overlapping themes emerged from the data analyses, including hip hop-resistance to formal education; how hip hop culture informs pedagogical practice in hip hop-responsive classrooms; conceptions of knowledge and reality that shape how hip hoppers conduct scientific inquiry; and hip hop-based philosophies of effective teaching for hip hoppers as a marginalized cultural group. The findings indicate that there are unique connections between hip hop epistemology, sciencemindedness, and pedagogical practices in STEAM education. The revised theoretical framework clarified the nature of these connections, and supported claims from prior research that hip hop culture provides viable sites of

Inequalities in Science

Science.gov (United States)

Xie, Y.

2014-01-01

Inequalities in scientists’ contributions to science and their rewards have always been very high. There are good reasons to propose that inequalities in science across research institutions and across individual scientists have increased in recent years. In the meantime, however, globalization and internet technology have narrowed inequalities in science across nations and facilitated the expansion of science and rapid production of scientific discoveries through international collaborative networks. PMID:24855244

75 FR 15460 - Proposal Review Panel for Physics; Notice of Meeting

Science.gov (United States)

2010-03-29

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Physics; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation announces the following meeting. Name: Proposal Review Panel for Physics, LIGO Site Visit in Louisiana (1208...

77 FR 69505 - Proposal Review Panel for Physics; Notice of Meeting

Science.gov (United States)

2012-11-19

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Physics; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation announces the following meeting. Name: LIGO Operations Proposal and Annual Review in Physics (1208). Date...

A Decision Support Framework for Science-Based, Multi-Stakeholder Deliberation: A Coral Reef Example

Science.gov (United States)

Rehr, Amanda P.; Small, Mitchell J.; Bradley, Patricia; Fisher, William S.; Vega, Ann; Black, Kelly; Stockton, Tom

2012-12-01

We present a decision support framework for science-based assessment and multi-stakeholder deliberation. The framework consists of two parts: a DPSIR (Drivers-Pressures-States-Impacts-Responses) analysis to identify the important causal relationships among anthropogenic environmental stressors, processes, and outcomes; and a Decision Landscape analysis to depict the legal, social, and institutional dimensions of environmental decisions. The Decision Landscape incorporates interactions among government agencies, regulated businesses, non-government organizations, and other stakeholders. It also identifies where scientific information regarding environmental processes is collected and transmitted to improve knowledge about elements of the DPSIR and to improve the scientific basis for decisions. Our application of the decision support framework to coral reef protection and restoration in the Florida Keys focusing on anthropogenic stressors, such as wastewater, proved to be successful and offered several insights. Using information from a management plan, it was possible to capture the current state of the science with a DPSIR analysis as well as important decision options, decision makers and applicable laws with a the Decision Landscape analysis. A structured elicitation of values and beliefs conducted at a coral reef management workshop held in Key West, Florida provided a diversity of opinion and also indicated a prioritization of several environmental stressors affecting coral reef health. The integrated DPSIR/Decision landscape framework for the Florida Keys developed based on the elicited opinion and the DPSIR analysis can be used to inform management decisions, to reveal the role that further scientific information and research might play to populate the framework, and to facilitate better-informed agreement among participants.

Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science.

Science.gov (United States)

Subotnik, Rena F; Olszewski-Kubilius, Paula; Worrell, Frank C

2011-01-01

challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student's talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the "gifted" label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of giftedness from the giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of giftedness and talent that are

Imprinting Community College Computer Science Education with Software Engineering Principles

Science.gov (United States)

Hundley, Jacqueline Holliday

Although the two-year curriculum guide includes coverage of all eight software engineering core topics, the computer science courses taught in Alabama community colleges limit student exposure to the programming, or coding, phase of the software development lifecycle and offer little experience in requirements analysis, design, testing, and maintenance. We proposed that some software engineering principles can be incorporated into the introductory-level of the computer science curriculum. Our vision is to give community college students a broader exposure to the software development lifecycle. For those students who plan to transfer to a baccalaureate program subsequent to their community college education, our vision is to prepare them sufficiently to move seamlessly into mainstream computer science and software engineering degrees. For those students who plan to move from the community college to a programming career, our vision is to equip them with the foundational knowledge and skills required by the software industry. To accomplish our goals, we developed curriculum modules for teaching seven of the software engineering knowledge areas within current computer science introductory-level courses. Each module was designed to be self-supported with suggested learning objectives, teaching outline, software tool support, teaching activities, and other material to assist the instructor in using it.

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

Science.gov (United States)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

A call for more science in forensic science.

Science.gov (United States)

Bell, Suzanne; Sah, Sunita; Albright, Thomas D; Gates, S James; Denton, M Bonner; Casadevall, Arturo

2018-05-01

Forensic science is critical to the administration of justice. The discipline of forensic science is remarkably complex and includes methodologies ranging from DNA analysis to chemical composition to pattern recognition. Many forensic practices developed under the auspices of law enforcement and were vetted primarily by the legal system rather than being subjected to scientific scrutiny and empirical testing. Beginning in the 1990s, exonerations based on DNA-related methods revealed problems with some forensic disciplines, leading to calls for major reforms. This process generated a National Academy of Science report in 2009 that was highly critical of many forensic practices and eventually led to the establishment of the National Commission for Forensic Science (NCFS) in 2013. The NCFS was a deliberative body that catalyzed communication between nonforensic scientists, forensic scientists, and other stakeholders in the legal community. In 2017, despite continuing problems with forensic science, the Department of Justice terminated the NCFS. Just when forensic science needs the most support, it is getting the least. We urge the larger scientific community to come to the aid of our forensic colleagues by advocating for urgently needed research, testing, and financial support.

EMERGING SCIENCE: EPA'S ORD SUPPORTS REGIONAL HAZE PROGRAM; POSTERS FROM BOSC REVIEW AND SCIENCE FORUM

Science.gov (United States)

A series of presentations from EPA's Board of Science Councilors review in April 2005 and the Science Forum in May 2005 are being made available to the Regional Planning Organization conference on June 9-10, 2005. Attendees will be able to review the materials during the confere...

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

Science.gov (United States)

Clifford, Betsey A.

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

Recycled material-based science instruments to support science education in rural area at Central Sulawesi District of Indonesia

Science.gov (United States)

Ali, M.; Supriyatman; Saehana, S.

2018-03-01

It has been successfully designing low cost of science experiment from recycled materials. The science instruments were produced to explain expansion concept and hydrostatic pressure inside the liquid. Science instruments were calibrated and then validated. It was also implemented in science learning.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Savita S Khandolkar. Articles written in Journal of Chemical Sciences. Volume 127 Issue 9 September 2015 pp 1581-1588. Synthesis, characterization and photochemistry of a new heptamolybdate supported magnesium-aqua coordination complex · Savita S Khandolkar ...

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Mozhdeh Seyyedhamzeh. Articles written in Journal of Chemical Sciences. Volume 126 Issue 1 January 2014 pp 111-115. Cobalt(II) supported on ethylenediamine-functionalized nanocellulose as an efficient catalyst for room temperature aerobic oxidation of alcohols.

In the Shadow of Sputnik: A Transnational Approach to Menzies Support for Science Education in Australia, 1957-1964

Science.gov (United States)

Clark, Jennifer

2017-01-01

This paper examines prime minister Robert Menzies decision to support science education in Australian schools in 1963. This was a landmark shift in policy for the federal government, but in many ways mirrors the decision of Eisenhower who brought down the National Defense Education Act (NDEA) in 1958. The paper uses a transnational approach to…

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

Science.gov (United States)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

Science.gov (United States)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

FES Science Network Requirements - Report of the Fusion Energy Sciences Network Requirements Workshop Conducted March 13 and 14, 2008

International Nuclear Information System (INIS)

Tierney, Brian; Dart, Eli; Tierney, Brian

2008-01-01

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy Office of Science, the single largest supporter of basic research in the physical sciences in the United States of America. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years. In March 2008, ESnet and the Fusion Energy Sciences (FES) Program Office of the DOE Office of Science organized a workshop to characterize the networking requirements of the science programs funded by the FES Program Office. Most sites that conduct data-intensive activities (the Tokamaks at GA and MIT, the supercomputer centers at NERSC and ORNL) show a need for on the order of 10 Gbps of network bandwidth for FES-related work within 5 years. PPPL reported a need for 8 times that (80 Gbps) in that time frame. Estimates for the 5-10 year time period are up to 160 Mbps for large simulations. Bandwidth requirements for ITER range from 10 to 80 Gbps. In terms of science process and collaboration structure, it is clear that the proposed Fusion Simulation Project (FSP) has the potential to significantly impact the data movement patterns and therefore the network requirements for U.S. fusion science. As the FSP is defined over the next two years, these changes will become clearer. Also, there is a clear and present unmet need for better network connectivity between U.S. FES sites and two Asian fusion experiments--the EAST Tokamak in China and the KSTAR Tokamak in South Korea. In addition to achieving its goal of collecting and characterizing the network requirements of the science endeavors funded by the FES Program Office, the workshop emphasized that there is a need for research into better ways of conducting remote

FES Science Network Requirements - Report of the Fusion Energy Sciences Network Requirements Workshop Conducted March 13 and 14, 2008

Energy Technology Data Exchange (ETDEWEB)

Tierney, Brian; Dart, Eli; Tierney, Brian

2008-07-10

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy Office of Science, the single largest supporter of basic research in the physical sciences in the United States of America. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years. In March 2008, ESnet and the Fusion Energy Sciences (FES) Program Office of the DOE Office of Science organized a workshop to characterize the networking requirements of the science programs funded by the FES Program Office. Most sites that conduct data-intensive activities (the Tokamaks at GA and MIT, the supercomputer centers at NERSC and ORNL) show a need for on the order of 10 Gbps of network bandwidth for FES-related work within 5 years. PPPL reported a need for 8 times that (80 Gbps) in that time frame. Estimates for the 5-10 year time period are up to 160 Mbps for large simulations. Bandwidth requirements for ITER range from 10 to 80 Gbps. In terms of science process and collaboration structure, it is clear that the proposed Fusion Simulation Project (FSP) has the potential to significantly impact the data movement patterns and therefore the network requirements for U.S. fusion science. As the FSP is defined over the next two years, these changes will become clearer. Also, there is a clear and present unmet need for better network connectivity between U.S. FES sites and two Asian fusion experiments--the EAST Tokamak in China and the KSTAR Tokamak in South Korea. In addition to achieving its goal of collecting and characterizing the network requirements of the science endeavors funded by the FES Program Office, the workshop emphasized that there is a need for research into better ways of conducting remote

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

Science.gov (United States)

Johnson, Wendy Renae

2017-01-01

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

Latinos in science: Identifying factors that influence the low percentage of Latino representation in the sciences

Science.gov (United States)

Miranda, Susan Jennifer

A mixed methods approach was used to identify factors that influence the underrepresentation of Latinos in the domain of science. The researcher investigated the role of family influences, academic preparation, and personal motivations to determine science-related career choices by Latinos. Binary logistic regression analyses were conducted using information from Latinos gathered from the National Education Longitudinal Study of 1988 (NELS: 88) administered by the National Center for Education Statistics. For the present study, data were analyzed using participants' responses as high school seniors, college students, and post-baccalaureates. Students responded to questions on school, work, parental academic influences, personal aspirations, and self-perception. To provide more insight into the experiences of Latinos in science and support the statistical analyses, nine students majoring in science in a private, urban university located in the northeastern part of the country were interviewed. Eleven variables related to parents' academic support and students' perceptions of parental support were taken together as predictors for two separate criteria from the survey. These results identified parents' level of education and the importance of academics to parents in their teen's college choice as significant predictors in determining college major in science. When the criterion was degree in science, the significant predictor was the frequency parents contacted high school as volunteers. Student interviews supported this information, demonstrating the importance of parental support in attaining a degree in science. Academic preparation was also analyzed. Students' reasons for taking science classes in high school was a significant predictor for science major; significant predictors for science degree were the emphasis placed on objectives in math and science classes and number of courses in biology and physics. Student interviews supported this information and

Energy, information science, and systems science

Energy Technology Data Exchange (ETDEWEB)

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

2011-02-01

This presentation will discuss global trends in population, energy consumption, temperature changes, carbon dioxide emissions, and energy security programs at Los Alamos National Laboratory. LANL's capabilities support vital national security missions and plans for the future. LANL science supports the energy security focus areas of impacts of Energy Demand Growth, Sustainable Nuclear Energy, and Concepts and Materials for Clean Energy. The innovation pipeline at LANL spans discovery research through technology maturation and deployment. The Lab's climate science capabilities address major issues. Examples of modeling and simulation for the Coupled Ocean and Sea Ice Model (COSIM) and interactions of turbine wind blades and turbulence will be given.

Research ethics in the era of personalized medicine: updating science's contract with society.

Science.gov (United States)

Meslin, Eric M; Cho, Mildred K

2010-01-01

With the completed sequence of the human genome has come the prospect of substantially improving the quality of life for millions through personalized medicine approaches. Still, any advances in this direction require research involving human subjects. For decades science and ethics have enjoyed an allegiance reflected in a common set of ethical principles and procedures guiding the conduct of research with human subjects. Some of these principles emphasize avoiding harm over maximizing benefit. In this paper we revisit the priority given to these ethical principles - particularly the principles that support a cautious approach to science - and propose a reframing of the 'social contract' between science and society that emphasizes reciprocity and meeting public needs.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Mikki V Vinodu. Articles written in Journal of Chemical Sciences. Volume 113 Issue 1 February 2001 pp 1-9 Inorganic and Analytical. Peroxidase-like catalytic activities of ionic metalloporphyrins supported on functionalised polystyrene surface · Mikki V Vinodu M ...

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. M Padmanabhan. Articles written in Journal of Chemical Sciences. Volume 112 Issue 3 June 2000 pp 418-418. Structurally deformed metalloporphyrins on polymer support by anchoring at porphyrin periphery · M Padmanabhan Tessymol Mathew · More Details Fulltext PDF.

A proposal for improving data center management through strategic implementation of Server virtualization technology to support Malaysian Nuclear Agency's activities

International Nuclear Information System (INIS)

Mohamad Safuan Sulaiman; Abdul Muin Abdul Rahman; Raja Murzaferi Raja Moktar; Saaidi Ismail

2010-01-01

Management of servers in Nuclear Malaysia's data center poses a big challenge to IT Center as well as to the general management. Traditional server management techniques have been used to provide reliable and continuous support for the ever increasing services and applications demanded by researchers and the other staffs of Nuclear Malaysia. Data centers are cost centers which need logistical support such as electricity, air conditioning, room space, manpower and other resources. To save cost and comply with Green Technology while maintaining or improving the level of services, a new concept called server virtualization is proposed and a feasibility study of this technology has been initiated to explore its potential to accommodate IT centers ever demanding services while reducing the need for such logistical supports, hence adhering to the Green IT concept. Server virtualization is a new technology where a single high performance physical server can host multiple high processing services, and different types operating systems with different hardware and software requirements which are traditionally performed by multiple server machines. This paper briefly explains server virtualization concepts, tools and techniques and proposes an implementation strategy of the technology for Nuclear Malaysia's data center. (author)

The Earth Science Women's Network (ESWN): A member-driven network approach to supporting women in the Geosciences

Science.gov (United States)

Hastings, M. G.; Kontak, R.; Adams, A. S.; Barnes, R. T.; Fischer, E. V.; Glessmer, M. S.; Holloway, T.; Marin-Spiotta, E.; Rodriguez, C.; Steiner, A. L.; Wiedinmyer, C.; Laursen, S. L.

2013-12-01

The Earth Science Women's Network (ESWN) is an organization of women geoscientists, many in the early stages of their careers. The mission of ESWN is to promote success in scientific careers by facilitating career development, community, informal mentoring and support, and professional collaborations. ESWN currently connects nearly 2000 women across the globe, and includes graduate students, postdoctoral scientists, tenure and non-tenure track faculty from diverse colleges and universities, program managers, and government, non-government and industry researchers. In 2009, ESWN received an NSF ADVANCE PAID award, with the primary goals to grow our membership to serve a wider section of the geosciences community, to design and administer career development workshops, to promote professional networking at scientific conferences, and to develop web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Now at the end of the grant, ESWN members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers. The new ESWN web center (www.ESWNonline.org), a major development supported by NSF ADVANCE and AGU, was created to facilitate communication and networking among our members. The web center offers a state-of-the-art social networking platform and features: 1) a public site offering information on ESWN, career resources for all early career scientists, and a 'members' spotlight' highlighting members' scientific and professional achievements; and 2) a password protected member area where users can personalize profiles, create and

Getting Things Done: The Science behind Stress-Free Productivity

OpenAIRE

Heylighen, Francis; Vidal, Clément

2007-01-01

Allen (2001) proposed the “Getting Things Done” (GTD) method for personal productivity enhancement, and reduction of the stress caused by information overload. This paper argues that recent insights in psychology and cognitive science support and extend GTD’s recommendations. We first summarize GTD with the help of a flowchart. We then review the theories of situated, embodied and distributed cognition that purport to explain how the brain processes information and plans actions in the real w...

The Pedagogy of Science Teachers from Non-Natural Science Backgrounds

Science.gov (United States)

Woods, Shaneka

2017-01-01

This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The…

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. S Panigrahy. Articles written in Journal of Earth System Science. Volume 120 Issue 1 February 2011 pp 19-25. Simulation of at-sensor radiance over land for proposed thermal channels of Imager payload onboard INSAT-3D satellite using MODTRAN model · M R Pandya ...

Implementation Support of Security Design Patterns Using Test Templates

Directory of Open Access Journals (Sweden)

Masatoshi Yoshizawa

2016-06-01

Full Text Available Security patterns are intended to support software developers as the patterns encapsulate security expert knowledge. However, these patterns may be inappropriately applied because most developers are not security experts, leading to threats and vulnerabilities. Here we propose a support method for security design patterns in the implementation phase of software development. Our method creates a test template from a security design pattern, consisting of an “aspect test template” to observe the internal processing and a “test case template”. Providing design information creates a test from the test template with a tool. Because our test template is reusable, it can easily perform a test to validate a security design pattern. In an experiment involving four students majoring in information sciences, we confirm that our method can realize an effective test, verify pattern applications, and support pattern implementation.

Learning Science beyond the Classroom.

Science.gov (United States)

Ramey-Gassert, Linda

1997-01-01

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

List of publications resulting from the Neutron Beam Scattering Programme supported by the Science and Engineering Research Council for 1984

International Nuclear Information System (INIS)

1984-12-01

The paper lists the references of publications resulting from the Neutron Beam Scattering Programme supported by the Science and Engineering Research Council, covering the year 1984, but also including publications from 1983 not given in the previous issue of this listing. (author)

The GMOS cyber(e)-infrastructure: advanced services for supporting science and policy.

Science.gov (United States)

Cinnirella, S; D'Amore, F; Bencardino, M; Sprovieri, F; Pirrone, N

2014-03-01

The need for coordinated, systematized and catalogued databases on mercury in the environment is of paramount importance as improved information can help the assessment of the effectiveness of measures established to phase out and ban mercury. Long-term monitoring sites have been established in a number of regions and countries for the measurement of mercury in ambient air and wet deposition. Long term measurements of mercury concentration in biota also produced a huge amount of information, but such initiatives are far from being within a global, systematic and interoperable approach. To address these weaknesses the on-going Global Mercury Observation System (GMOS) project ( www.gmos.eu ) established a coordinated global observation system for mercury as well it retrieved historical data ( www.gmos.eu/sdi ). To manage such large amount of information a technological infrastructure was planned. This high-performance back-end resource associated with sophisticated client applications enables data storage, computing services, telecommunications networks and all services necessary to support the activity. This paper reports the architecture definition of the GMOS Cyber(e)-Infrastructure and the services developed to support science and policy, including the United Nation Environmental Program. It finally describes new possibilities in data analysis and data management through client applications.

A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

Science.gov (United States)

Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

Cognitive computing and eScience in health and life science research: artificial intelligence and obesity intervention programs.

Science.gov (United States)

Marshall, Thomas; Champagne-Langabeer, Tiffiany; Castelli, Darla; Hoelscher, Deanna

2017-12-01

To present research models based on artificial intelligence and discuss the concept of cognitive computing and eScience as disruptive factors in health and life science research methodologies. The paper identifies big data as a catalyst to innovation and the development of artificial intelligence, presents a framework for computer-supported human problem solving and describes a transformation of research support models. This framework includes traditional computer support; federated cognition using machine learning and cognitive agents to augment human intelligence; and a semi-autonomous/autonomous cognitive model, based on deep machine learning, which supports eScience. The paper provides a forward view of the impact of artificial intelligence on our human-computer support and research methods in health and life science research. By augmenting or amplifying human task performance with artificial intelligence, cognitive computing and eScience research models are discussed as novel and innovative systems for developing more effective adaptive obesity intervention programs.

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

OpenAIRE

Spela Godec

2018-01-01

Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is “for them”, which then has implications for their learning and participation in science. In this paper, I discuss findings from a U.K.-based qualitative study with 15 working-class girls, aged 11 to 13, from diverse ethnic backgrounds. Data were collected over the co...

Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference

Science.gov (United States)

Kıran, Dekant; Sungur, Semra

2012-10-01

The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students' scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura's conception of self-efficacy and suggested invitations as additional sources of self-efficacy.

AGI's Earth Science Week and Education Resources Network: Connecting Teachers to Geoscience Organizations and Classroom Resources that Support NGSS Implementation

Science.gov (United States)

Robeck, E.; Camphire, G.; Brendan, S.; Celia, T.

2016-12-01

There exists a wide array of high quality resources to support K-12 teaching and motivate student interest in the geosciences. Yet, connecting teachers to those resources can be a challenge. Teachers working to implement the NGSS can benefit from accessing the wide range of existing geoscience resources, and from becoming part of supportive networks of geoscience educators, researchers, and advocates. Engaging teachers in such networks can be facilitated by providing them with information about organizations, resources, and opportunities. The American Geoscience Institute (AGI) has developed two key resources that have great value in supporting NGSS implement in these ways. Those are Earth Science Week, and the Education Resources Network in AGI's Center for Geoscience and Society. For almost twenty years, Earth Science Week, has been AGI's premier annual outreach program designed to celebrate the geosciences. Through its extensive web-based resources, as well as the physical kits of posters, DVDs, calendars and other printed materials, Earth Science Week offers an array of resources and opportunities to connect with the education-focused work of important geoscience organizations such as NASA, the National Park Service, HHMI, esri, and many others. Recently, AGI has initiated a process of tagging these and other resources to NGSS so as to facilitate their use as teachers develop their instruction. Organizing Earth Science Week around themes that are compatible with topics within NGSS contributes to the overall coherence of the diverse array of materials, while also suggesting potential foci for investigations and instructional units. More recently, AGI has launched its Center for Geoscience and Society, which is designed to engage the widest range of audiences in building geoscience awareness. As part of the Center's work, it has launched the Education Resources Network (ERN), which is an extensive searchable database of all manner of resources for geoscience

Global Conference on Applied Computing in Science and Engineering

CERN Document Server

2016-01-01

The Global Conference on Applied Computing in Science and Engineering is organized by academics and researchers belonging to different scientific areas of the C3i/Polytechnic Institute of Portalegre (Portugal) and the University of Extremadura (Spain) with the technical support of ScienceKnow Conferences. The event has the objective of creating an international forum for academics, researchers and scientists from worldwide to discuss worldwide results and proposals regarding to the soundest issues related to Applied Computing in Science and Engineering. This event will include the participation of renowned keynote speakers, oral presentations, posters sessions and technical conferences related to the topics dealt with in the Scientific Program as well as an attractive social and cultural program. The papers will be published in the Proceedings e-books. The proceedings of the conference will be sent to possible indexing on Thomson Reuters (selective by Thomson Reuters, not all-inclusive) and Google Scholar...

Study the Relationship between Internet-related Lifestyle and Loneliness and Social Support among Internet Users in Ilam University of Medical Sciences

Directory of Open Access Journals (Sweden)

Morteza Mansoorian

2015-07-01

Full Text Available Background & Objective: Using internet have had a significant impact on the lifestyle changes of internet clients which can affect their health. The aim of this study was to survey the relationship between lifestyle related to internet with loneliness and social support of the internet clients in Ilam University of medical sciences. Methods: This study was a cross sectional study which was performed in 2014 on 400 university students and personnel of Ilam University of medical sciences using stratified random sampling method.Data collection instrument was a questionnaire comprising of four sections: demographic information, lifestyle related to internet questionnaire , loneliness and social supports questionnaires.All data were analyzed using SPSS software by Mann Withney and Kruscall- Wallis tests and linear regression test. Results: The linear regression results showed that there was a significant relationship between loneliness and lifestyle related to the internet, gender, marital status, occupational statues and age (P<0.01. There was also a significant relationship between social support and lifestyle related to the internet and age (P<0/05. The results showed that there was a significant relationship between loneliness and social support with marital status, educational degree and internet usage (P<0/01. Conclusion: According to the significant relation between loneliness and social support with the lifestyle related to the internet, and regarding the inevitability of Internet, it seems more supporting the students and implementing the educational programs for university clients about suitable using of internet is necessary.

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.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. D B Shah. Articles written in Journal of Earth System Science. Volume 120 Issue 1 February 2011 pp 19-25. Simulation of at-sensor radiance over land for proposed thermal channels of Imager payload onboard INSAT-3D satellite using MODTRAN model · M R Pandya D B ...

A proposal to establish an international network in molecular microbiology and genetic engineering for scientific cooperation and prevention of misuse of biological sciences in the framework of science for peace

International Nuclear Information System (INIS)

Becker, Y.

1998-01-01

The conference on 'Science and Technology for Construction of Peace' which was organized by the Landau Network Coordination Center and A. Volta Center for Scientific Culture dealt with conversion of military and technological capacities into sustainable civilian application. The ideas regarding the conversion of nuclear warheads into nuclear energy for civilian-use led to the idea that the extension of this trend of thought to molecular biology and genetic engineering, will be a useful contribution to Science for Peace. This idea of developing a Cooperation Network in Molecular Biology and Genetic Engineering that will function parallel to and with the Landau Network Coordination in the 'A. Volta' Center was discussed in the Second International Symposium on Science for Peace, Jerusalem, January 1997. It is the reason for the inclusion of the biological aspects in the deliberations of our Forum. It is hoped that the establishment of an international network in molecular biology and genetic engineering, similar to the Landau Network in physics, will support and achieve the decommissioning of biological weapons. Such a network in microbiology and genetic engineering will contribute to the elimination of biological weapons and to contributions to Science for Peace and to Culture of Peace activities of UNESCO. (author)

Atmospheric Drag, Occultation ‘N’ Ionospheric Scintillation (ADONIS mission proposal

Directory of Open Access Journals (Sweden)

Hettrich Sebastian

2015-01-01

Full Text Available The Atmospheric Drag, Occultation ‘N’ Ionospheric Scintillation mission (ADONIS studies the dynamics of the terrestrial thermosphere and ionosphere in dependency of solar events over a full solar cycle in Low Earth Orbit (LEO. The objectives are to investigate satellite drag with in-situ measurements and the ionospheric electron density profiles with radio occultation and scintillation measurements. A constellation of two satellites provides the possibility to gain near real-time data (NRT about ionospheric conditions over the Arctic region where current coverage is insufficient. The mission shall also provide global high-resolution data to improve assimilative ionospheric models. The low-cost constellation can be launched using a single Vega rocket and most of the instruments are already space-proven allowing for rapid development and good reliability. From July 16 to 25, 2013, the Alpbach Summer School 2013 was organised by the Austrian Research Promotion Agency (FFG, the European Space Agency (ESA, the International Space Science Institute (ISSI and the association of Austrian space industries Austrospace in Alpbach, Austria. During the workshop, four teams of 15 students each independently developed four different space mission proposals on the topic of “Space Weather: Science, Missions and Systems”, supported by a team of tutors. The present work is based on the mission proposal that resulted from one of these teams’ efforts.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Ruli Borah. Articles written in Journal of Chemical Sciences. Volume 123 Issue 5 September 2011 pp 623-630. Investigation of Prins reaction for the synthesis of 2, 4- disubstituted tetrahydropyran derivatives and 1, 3-dioxanes using polyaniline supported acid as reusable ...

APS Science 2009.

Energy Technology Data Exchange (ETDEWEB)

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

2010-05-01

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

A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science

Science.gov (United States)

Saunders, Kathryn J.; Rennie, Léonie J.

2013-02-01

Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

Experimental Physical Sciences Vistas Performance through Science Winter 2017

Energy Technology Data Exchange (ETDEWEB)

Kippen, Karen Elizabeth [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Cruz, James Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Hockaday, Mary Yvonne P. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Lacerda, Alex Hugo [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Wilburn, Wesley Scott [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Batha, Steven H. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bronkhorst, Curt Allan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brown, Eric [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Carnes, Jay Russell [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Del Mauro, Diana [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); DeYoung, Anemarie [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Freibert, Franz Joseph [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Fronzak, Hannah Kristina [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Gray, III, George Thompson [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Hooks, Daniel Edwin [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martineau, Rick Lorne [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martz, Joseph Christopher [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Migliori, Albert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Poling, Charles C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Prestridge, Katherine Philomena [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Schraad, Mark William [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Stevens, Michael Francis [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); White, Morgan Curtis [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-02-23

This issue of Experimental Physical Sciences Vistas focuses on the integrated science that plays a critical role in Los Alamos National Laboratory’s support of the nation’s nuclear deterrent. I hope you will enjoy reading about these accomplishments, opportunities, and challenges.

Research funding. Big names or big ideas: do peer-review panels select the best science proposals?

Science.gov (United States)

Li, Danielle; Agha, Leila

2015-04-24

This paper examines the success of peer-review panels in predicting the future quality of proposed research. We construct new data to track publication, citation, and patenting outcomes associated with more than 130,000 research project (R01) grants funded by the U.S. National Institutes of Health from 1980 to 2008. We find that better peer-review scores are consistently associated with better research outcomes and that this relationship persists even when we include detailed controls for an investigator's publication history, grant history, institutional affiliations, career stage, and degree types. A one-standard deviation worse peer-review score among awarded grants is associated with 15% fewer citations, 7% fewer publications, 19% fewer high-impact publications, and 14% fewer follow-on patents. Copyright © 2015, American Association for the Advancement of Science.

A Coding System for Qualitative Studies of the Information-Seeking Process in Computer Science Research

Science.gov (United States)

Moral, Cristian; de Antonio, Angelica; Ferre, Xavier; Lara, Graciela

2015-01-01

Introduction: In this article we propose a qualitative analysis tool--a coding system--that can support the formalisation of the information-seeking process in a specific field: research in computer science. Method: In order to elaborate the coding system, we have conducted a set of qualitative studies, more specifically a focus group and some…

The Open Science Grid - Support for Multi-Disciplinary Team Science - the Adolescent Years

Science.gov (United States)

Bauerdick, Lothar; Ernst, Michael; Fraser, Dan; Livny, Miron; Pordes, Ruth; Sehgal, Chander; Würthwein, Frank; Open Science Grid

2012-12-01

As it enters adolescence the Open Science Grid (OSG) is bringing a maturing fabric of Distributed High Throughput Computing (DHTC) services that supports an expanding HEP community to an increasingly diverse spectrum of domain scientists. Working closely with researchers on campuses throughout the US and in collaboration with national cyberinfrastructure initiatives, we transform their computing environment through new concepts, advanced tools and deep experience. We discuss examples of these including: the pilot-job overlay concepts and technologies now in use throughout OSG and delivering 1.4 Million CPU hours/day; the role of campus infrastructures- built out from concepts of sharing across multiple local faculty clusters (made good use of already by many of the HEP Tier-2 sites in the US); the work towards the use of clouds and access to high throughput parallel (multi-core and GPU) compute resources; and the progress we are making towards meeting the data management and access needs of non-HEP communities with general tools derived from the experience of the parochial tools in HEP (integration of Globus Online, prototyping with IRODS, investigations into Wide Area Lustre). We will also review our activities and experiences as HTC Service Provider to the recently awarded NSF XD XSEDE project, the evolution of the US NSF TeraGrid project, and how we are extending the reach of HTC through this activity to the increasingly broad national cyberinfrastructure. We believe that a coordinated view of the HPC and HTC resources in the US will further expand their impact on scientific discovery.

Roles of the International Council for Laboratory Animal Science (ICLAS) and International Association of Colleges of Laboratory Animal Medicine (IACLAM) in the Global Organization and Support of 3Rs Advances in Laboratory Animal Science

Science.gov (United States)

Turner, Patricia V; Pekow, Cynthia; Clark, Judy MacArthur; Vergara, Patri; Bayne, Kathryn; White, William J; Kurosawa, Tsutomu Miki; Seok, Seung-Hyeok; Baneux, Philippe

2015-01-01

Practical implementation of the 3Rs at national and regional levels around the world requires long-term commitment, backing, and coordinated efforts by international associations for laboratory animal medicine and science, including the International Association of Colleges of Laboratory Animal Medicine (IACLAM) and the International Council for Laboratory Animal Science (ICLAS). Together these organizations support the efforts of regional organization and communities of laboratory animal science professionals as well as the development of local associations and professional colleges that promote the training and continuing education of research facility personnel and veterinary specialists. The recent formation of a World Organization for Animal Health (OIE) Collaborating Center for Laboratory Animal Science and Welfare emphasizes the need for research into initiatives promoting laboratory animal welfare, particularly in emerging economies and regions with nascent associations of laboratory animal science. PMID:25836964

Science serving people. IAEA-supported projects are helping countries apply the right tools to fight food, health, and water problems

International Nuclear Information System (INIS)

2002-01-01

A new booklet 'Science Serving People' features stories about how IAEA-supported projects are making a difference in many poorer countries. The stories describe applications of nuclear science and technology that are being used through technical cooperation channels to overcome challenges of water scarcity, food shortage, malnutrition, malaria, environmental degradation and many other problems. They also illustrate how the complementary development, safety, and security initiatives of the IAEA are fostering atoms for peace in the developing world. Extreme poverty and deprivation remain a problem of monumental proportions at the dawn of the 21st century, notes IAEA Director General Mohamed ElBaradei in the booklet's Introduction. Through effective partnerships, collaborative research, and strategic direction, the IAEA is contributing to global efforts to help the poor. IAEA programmes have entered an important phase, he said, in which scientific contributions to Member States are yielding very sizeable human benefits. It's clear that science and technology must be better mobilized to meet the needs of the poor, emphasizes Jeffrey Sachs, Director of the Earth Institute at Columbia University, USA, and Special Advisor to UN Secretary-General Kofi Annan. The UN agencies, such as the IAEA, have a great role to play, he says in the booklet's Foreword. This is especially so, he points out, if they act as a bridge between the activities of advanced- country and developing country scientific centres, and if they help to harness the advances of world science for the poor as well as the rich. The bottom line, he concludes, is that rich countries should expand support for those United Nations organizations that can help in solving the unique problems confronting the world's poorest peoples. The booklet features stories on managing water resources, promoting food security, focusing science on health problems, new tools for environmental management, and strengthening nuclear

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. N Lingaiah. Articles written in Journal of Chemical Sciences. Volume 126 Issue 2 March 2014 pp 467-472. Role of vanadium in Keggin heteropoly molybdate supported on titania catalysts for oxidation reactions · A Srivani K T Venkateswara Rao P S Sai Prasad N Lingaiah.

Impact of Informal Science Education on Children's Attitudes About Science

Science.gov (United States)

Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

2010-10-01

The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

Investigating 6th graders' use of a tablet-based app supporting synchronous use of multiple tools designed to promote collaborative knowledge building in science

Science.gov (United States)

Sherwood, Carrie-Anne

At this pivotal moment in time, when the proliferation of mobile technologies in our daily lives is influencing the relatively fast integration of these technologies into classrooms, there is little known about the process of student learning, and the role of collaboration, with app-based learning environments on mobile devices. To address this gap, this dissertation, comprised of three manuscripts, investigated three pairs of sixth grade students' synchronous collaborative use of a tablet-based science app called WeInvestigate . The first paper illustrated the methodological decisions necessary to conduct the study of student synchronous and face-to-face collaboration and knowledge building within the complex WeInvestigate and classroom learning environments. The second paper provided the theory of collaboration that guided the design of supports in WeInvestigate, and described its subsequent development. The third paper detailed the interactions between pairs of students as they engaged collaboratively in model construction and explanation tasks using WeInvestigate, hypothesizing connections between these interactions and the designed supports for collaboration. Together, these manuscripts provide encouraging evidence regarding the potential of teaching and learning with WeInvestigate. Findings demonstrated that the students in this study learned science through WeInvestigate , and were supported by the app - particularly the collabrification - to engage in collaborative modeling of phenomena. The findings also highlight the potential of the multiple methods used in this study to understand students' face-to-face and technology-based interactions within the "messy" context of an app-based learning environment and a traditional K-12 classroom. However, as the third manuscript most clearly illustrates, there are still a number of modifications to be made to the WeInvestigate technology before it can be optimally used in classrooms to support students' collaborative

Connecting NASA science and engineering with earth science applications

Science.gov (United States)

The National Research Council (NRC) recently highlighted the dual role of NASA to support both science and applications in planning Earth observations. This Editorial reports the efforts of the NASA Soil Moisture Active Passive (SMAP) mission to integrate applications with science and engineering i...

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

76 FR 77852 - Agency Information Collection Activities: Proposed Collection; Comment Request

Science.gov (United States)

2011-12-14

... teaching and learning. Method of Collection Teachers who have registered to use NSDL resources through... NATIONAL SCIENCE FOUNDATION Agency Information Collection Activities: Proposed Collection; Comment Request AGENCY: National Science Foundation. ACTION: Notice. SUMMARY: The National Science Foundation (NSF...

Overview of NASA's Earth Science Data Systems

Science.gov (United States)

McDonald, Kenneth

2004-01-01

For over the last 15 years, NASA's Earth Science Enterprise (ESE) has devoted a tremendous effort to design and build the Earth Observing System (EOS) Data and Information System (EOSDIS) to acquire, process, archive and distribute the data of the EOS series of satellites and other ESE missions and field programs. The development of EOSDIS began with an early prototype to support NASA data from heritage missions and progressed through a formal development process to today's system that supports the data from multiple missions including Landsat 7, Terra, Aqua, SORCE and ICESat. The system is deployed at multiple Distributed Active Archive Centers (DAACs) and its current holdings are approximately 4.5 petabytes. The current set of unique users requesting EOS data and information products exceeds 2 million. While EOSDIS has been the centerpiece of NASA's Earth Science Data Systems, other initiatives have augmented the services of EOSDIS and have impacted its evolution and the future directions of data systems within the ESE. ESDIS had an active prototyping effort and has continued to be involved in the activities of the Earth Science Technology Office (ESTO). In response to concerns from the science community that EOSDIS was too large and monolithic, the ESE initiated the Earth Science Information Partners (ESP) Federation Experiment that funded a series of projects to develop specialized products and services to support Earth science research and applications. Last year, the enterprise made 41 awards to successful proposals to the Research, Education and Applications Solutions Network (REASON) Cooperative Agreement Notice to continue and extend the ESP activity. The ESE has also sponsored a formulation activity called the Strategy for the Evolution of ESE Data Systems (SEEDS) to develop approaches and decision support processes for the management of the collection of data system and service providers of the enterprise. Throughout the development of its earth science

Where civics meets science: building science for the public good through Civic Science.

Science.gov (United States)

Garlick, J A; Levine, P

2017-09-01

Public understanding of science and civic engagement on science issues that impact contemporary life matter more today than ever. From the Planned Parenthood controversy, to the Flint water crisis and the fluoridation debate, societal polarization about science issues has reached dramatic levels that present significant obstacles to public discussion and problem solving. This is happening, in part, because systems built to support science do not often reward open-minded thinking, inclusive dialogue, and moral responsibility regarding science issues. As a result, public faith in science continues to erode. This review explores how the field of Civic Science can impact public work on science issues by building new understanding of the practices, influences, and cultures of science. Civic Science is defined as a discipline that considers science practice and knowledge as resources for civic engagement, democratic action, and political change. This review considers how Civic Science informs the roles that key participants-scientists, public citizens and institutions of higher education-play in our national science dialogue. Civic Science aspires to teach civic capacities, to inform the responsibilities of scientists engaged in public science issues and to inspire an open-minded, inclusive dialogue where all voices are heard and shared commitments are acknowledged. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. P S Sai Prasad. Articles written in Journal of Chemical Sciences. Volume 126 Issue 2 March 2014 pp 467-472. Role of vanadium in Keggin heteropoly molybdate supported on titania catalysts for oxidation reactions · A Srivani K T Venkateswara Rao P S Sai Prasad N ...

New concepts of science and medicine in science and technology studies and their relevance to science education.

Science.gov (United States)

Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

2012-02-01

Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

New concepts of science and medicine in science and technology studies and their relevance to science education

Directory of Open Access Journals (Sweden)

Hsiu-Yun Wang

2012-02-01

Full Text Available Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society.

Using Analytics to Support Petabyte-Scale Science on the NASA Earth Exchange (NEX)

Science.gov (United States)

Votava, P.; Michaelis, A.; Ganguly, S.; Nemani, R. R.

2014-12-01

NASA Earth Exchange (NEX) is a data, supercomputing and knowledge collaboratory that houses NASA satellite, climate and ancillary data where a focused community can come together to address large-scale challenges in Earth sciences. Analytics within NEX occurs at several levels - data, workflows, science and knowledge. At the data level, we are focusing on collecting and analyzing any information that is relevant to efficient acquisition, processing and management of data at the smallest granularity, such as files or collections. This includes processing and analyzing all local and many external metadata that are relevant to data quality, size, provenance, usage and other attributes. This then helps us better understand usage patterns and improve efficiency of data handling within NEX. When large-scale workflows are executed on NEX, we capture information that is relevant to processing and that can be analyzed in order to improve efficiencies in job scheduling, resource optimization, or data partitioning that would improve processing throughput. At this point we also collect data provenance as well as basic statistics of intermediate and final products created during the workflow execution. These statistics and metrics form basic process and data QA that, when combined with analytics algorithms, helps us identify issues early in the production process. We have already seen impact in some petabyte-scale projects, such as global Landsat processing, where we were able to reduce processing times from days to hours and enhance process monitoring and QA. While the focus so far has been mostly on support of NEX operations, we are also building a web-based infrastructure that enables users to perform direct analytics on science data - such as climate predictions or satellite data. Finally, as one of the main goals of NEX is knowledge acquisition and sharing, we began gathering and organizing information that associates users and projects with data, publications, locations

Teaching Science in the early years of primary education from the perspective STS: a work proposal facing the technological artifacts that guide the daily lives of students

Directory of Open Access Journals (Sweden)

Fabiane Fabri

2013-05-01

Full Text Available This article presents the results of a study with sixteen students of 2nd year 2nd cycle of the early years of the School Municipal Network of the city of Ponta Grossa in relation to the technological artifacts of everyday life. The study objective was to provide students with a scientific and technological literacy, an approach STS (Science, Technology and Society, starting from the main theme proposed by Resources Technology proposed by the National Curriculum in Sciences. The methodological approach was qualitative interpretative with participant observation. Among the organized activities can be mentioned: a visit to a recycling cooperative, interview with a scientist, presentations, mini-lessons for students, making folders, written productions, as well as a Technology Fair where students made presentations to the community school and parents. At the end of the study, it was noticed that students already could make reflections on social issues of scientific and technological development, but we emphasize the need to continue these discussions taking place during their school life, since it is believed that only this way the reflective stance on Science and Technology will be internalized. Please note that these are data of a dissertation in the Graduate Program in Teaching Science and Technology of the Technological Federal University of Paraná, Campus Ponta Grossa (UTFPR, Brazil.

Mobility support and networking for women in STEM

Science.gov (United States)

Avellis, Giovanna; Didenkulova, Ira

2017-04-01

. We have undertaken a Women Networking and Mobility project to address the issues above. The project focus is specifically on the networking of women in STEM paying special interest to their mobility, and should provide mentoring support to those women who do or plan to do their research abroad. We are organizing annual workshops in collaboration with European Universities and different women in science associations, and propose special sessions, booths and town hall meetings at the major relevant conferences. We will develop electronic books (e-books) on Female Role Models and the role of mobility in their careers supporting mobility among young female scientists. Finally, we are designing a portal and a supporting database of Role Models from several Women in Science organisations in a similar way of AcademiaNet, which will facilitate the networking activities for mentoring support and the dissemination and exploitation of project results. The project is supported by Alexander von Humboldt foundation and Marie Curie Alumni Association (MCAA) GEMS Working Group, as well as several Women in Science associations at European level.

Social science. Publication bias in the social sciences: unlocking the file drawer.

Science.gov (United States)

Franco, Annie; Malhotra, Neil; Simonovits, Gabor

2014-09-19

We studied publication bias in the social sciences by analyzing a known population of conducted studies--221 in total--in which there is a full accounting of what is published and unpublished. We leveraged Time-sharing Experiments in the Social Sciences (TESS), a National Science Foundation-sponsored program in which researchers propose survey-based experiments to be run on representative samples of American adults. Because TESS proposals undergo rigorous peer review, the studies in the sample all exceed a substantial quality threshold. Strong results are 40 percentage points more likely to be published than are null results and 60 percentage points more likely to be written up. We provide direct evidence of publication bias and identify the stage of research production at which publication bias occurs: Authors do not write up and submit null findings. Copyright © 2014, American Association for the Advancement of Science.

TTI Phase 2 Institutional Support: Science, Technology and ...

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

This funding will help strengthen the Science, Technology and Innovation ... It also aims to raise awareness among government officials and parliamentarians of the critical role of this research for evidence-based STI policies ... Related content ...

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. Abbas Goli Jirandeh. Articles written in Journal of Earth System Science. Volume 122 Issue 2 April 2013 pp 349-369. Landslide susceptibility mapping using support vector machine and GIS at the Golestan Province, Iran · Hamid Reza Pourghasemi Abbas Goli Jirandeh ...

Plagiarism in Grant Proposals

Science.gov (United States)

Markin, Karen M.

2012-01-01

It is not news that software exists to check undergraduate papers for plagiarism. What is less well known is that some federal grant agencies are using technology to detect plagiarism in grant proposals. That variety of research misconduct is a growing problem, according to federal experts. The National Science Foundation, in its most recent…

Successive heterolytic cleavages of H2 achieve N2 splitting on silica-supported tantalum hydrides: A DFT proposed mechanism

KAUST Repository

Soláns, Xavier Luis

2012-07-02

DFT(B3PW91) calculations have been carried out to propose a pathway for the N2 cleavage by H2 in the presence of silica-supported tantalum hydride complexes [(≡ SiO)2TaHx] that forms [(≡SiO)2Ta(NH)(NH2)] (Science2007, 317, 1056). The calculations, performed on the cluster models {μ-O[(HO)2SiO] 2}TaH1 and {μ-O[(HO)2SiO] 2}TaH3, labelled as (≡SiO)2TaH x (x = 1, 3), show that the direct hydride transfers to coordinated N-based ligands in (≡SiO)2TaH(η2-N2) and (≡SiO)2TaH(η2-HNNH) have high energy barrier barriers. These high energy barriers are due in part to a lack of energetically accessible empty orbitals in the negatively charged N-based ligands. It is shown that a succession of proton transfers and reduction steps (hydride transfer or 2 electron reduction by way of dihydride reductive coupling) to the nitrogen-based ligands leads to more energetically accessible pathways. These proton transfers, which occur by way of heterolytic activation of H2, increase the electrophilicity of the resulting ligand (diazenido, N 2H-, and hydrazido, NHNH2-, respectively) that can thus accept a hydride with a moderate energy barrier. In the case of (≡SiO)2TaH(η2-HNNH), the H 2 molecule that is adding across the Ta-N bond is released after the hydride transfer step by heterolytic elimination from (≡SiO) 2TaH(NH2)2, suggesting that dihydrogen has a key role in assisting the final steps of the reaction without itself being consumed in the process. This partly accounts for the experimental observation that the addition of H2 is needed to convert an intermediate, identified as a diazenido complex [(≡SiO)2TaH(η 2-HNNH)] from its ν(N-H) stretching frequency of 3400 cm -1, to the final product. Throughout the proposed mechanism, the tantalum remains in its preferred high oxidation state and avoids redox-type reactions, which are more energetically demanding. © 2012 American Chemical Society.

75 FR 70952 - Proposal Review Panel for Physics; Notice of Meeting

Science.gov (United States)

2010-11-19

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Physics; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation... Director for Elementary Particle Physics, National Science Foundation, 4201 Wilson Blvd., Arlington, VA...

76 FR 24921 - Proposal Review Panel for Chemistry; Notice of Meeting

Science.gov (United States)

2011-05-03

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Chemistry; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation..., Program Director, Chemistry Centers Program, Division of Chemistry, Room 1055, National Science Foundation...

78 FR 4464 - Proposal Review Panel for Chemistry; Notice of Meeting

Science.gov (United States)

2013-01-22

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Chemistry; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation... Chemistry, Room 1055, National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230, (703) 292...

76 FR 12996 - Proposal Review Panel for Chemistry; Notice of Meeting

Science.gov (United States)

2011-03-09

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Chemistry; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463 as amended), the National Science Foundation... Director, Chemistry Centers Program, Division of Chemistry, Room 1055, National Science Foundation, 4201...

76 FR 6499 - Proposal Review Panel for Chemistry; Notice of Meeting

Science.gov (United States)

2011-02-04

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Chemistry; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463 as amended), the National Science Foundation... Director, Chemistry Centers Program, Division of Chemistry, Room 1055, National Science Foundation, 4201...

Animal Abuse: Science, Ethics and Literature

Directory of Open Access Journals (Sweden)

Montserrat ESCARTÍN

2018-05-01

Full Text Available Our study links science, ethics and literature on the subject of animal abuse after the peak surgical period of the 16th and 17th centuries, with advocates of vivisection (Physicians like Gómez Pereira or Descartes and detractors who denounced these practices (Montaigne, Gassendi, Cureau de la Chambre, using the rationality of animals as an argument to respect them. In 18th-century Spain, the response of B. J. Feijoo to this controversy will be compassion, an approach that will mark the way for philosophers, scientists and writers who, after him, will support his proposal to unite scientific progress, ethical consideration and respect for animals.

Does Paired Mentoring Work? A Study of the Effectiveness and Affective Value of Academically Asymmetrical Peer Mentoring in Supporting Disadvantaged Students in School Science

Science.gov (United States)

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

2018-01-01

Background: In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science. Purpose: This paper reports on a project designed to support students from disadvantaged backgrounds by pairing them with…

Fusion Energy Sciences Network Requirements

Energy Technology Data Exchange (ETDEWEB)

Dart, Eli [ESNet, Berkeley, CA (United States); Tierney, Brian [ESNet, Berkeley, CA (United States)

2012-09-26

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy Office of Science, the single largest supporter of basic research in the physical sciences in the United States. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 25 years. In December 2011, ESnet and the Office of Fusion Energy Sciences (FES), of the DOE Office of Science (SC), organized a workshop to characterize the networking requirements of the programs funded by FES. The requirements identified at the workshop are summarized in the Findings section, and are described in more detail in the body of the report.

Semantic integration of scientific publications and research data: proposal of model of expanded publication for the area of nuclear sciences

International Nuclear Information System (INIS)

Sales, Luana Farias

2014-01-01

applied to the specificity of Nuclear Sciences. This was accomplished in two ways: through a literature review, for purposes of analysis and qualitative interpretation of the general concepts; and through the domain analysis approach that allowed empirically analyze the particular application area. As a final result was obtained a proposal of guidelines for a national policy for digital curation, and a model of scientific publication to the Nuclear Sciences area, in which the research data are linked to the academic publications by means of semantic relations systematized into taxonomy built for this purpose. Graphic models are used as a tool to represent and synthesize the resulting concepts. As a conclusion it is observed: changes in the scholarly communication cycle, the possibility of building a new scientific model as relevant standard to the practice of a more open and more collaborative science, and feasibility of incorporating the principles and theories of librarianship and Information Science for the organization of technical and scientific knowledge in the world of eScience. (author)

Proposal for a Co-operation Agreement between the European Organization for Nuclear Research (CERN) and the Vietnamese Academy of Science and Technology (VAST) concerning Scientific and Technical Co-o

CERN Document Server

2006-01-01

Proposal for a Co-operation Agreement between the European Organization for Nuclear Research (CERN) and the Vietnamese Academy of Science and Technology (VAST) concerning Scientific and Technical Co-o

(including travel dates) Proposed itinerary

Indian Academy of Sciences (India)

Ashok

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

Utility of the clue - From assessing the investigative contribution of forensic science to supporting the decision to use traces.

Science.gov (United States)

Bitzer, Sonja; Albertini, Nicola; Lock, Eric; Ribaux, Olivier; Delémont, Olivier

2015-12-01

In an attempt to grasp the effectiveness of forensic science in the criminal justice process, a number of studies introduced some form of performance indicator. However, most of these indicators suffer from different weaknesses, from the definition of forensic science itself to problems of reliability and validity. We suggest the introduction of the concept of utility of the clue as an internal evaluation indicator of forensic science in the investigation. Utility of the clue is defined as added value of information, gained by the use of traces. This concept could be used to assess the contribution of the trace in the context of the case. By extension, a second application of this concept is suggested. By formalising and considering, a priori, the perceived utility of using traces, we introduce the notion of expected utility that could be used as decision factor when choosing which traces to use, once they have been collected at the crime scene or from an object in the laboratory. In a case-based approach, utility can be assessed in the light of the available information to evaluate the investigative contribution of forensic science. In the decision-making process, the projection or estimation of the utility of the clue is proposed to be a factor to take into account when triaging the set of traces. Copyright © 2015 The Chartered Society of Forensic Sciences. Published by Elsevier Ireland Ltd. All rights reserved.

Increased Science Instrumentation Funding Strengthens Mars Program

Science.gov (United States)

Graham, Lee D.; Graff, T. G.

2012-01-01

As the strategic knowledge gaps mature for the exploration of Mars, Mars sample return (MSR), and Phobos/Deimos missions, one approach that becomes more probable involves smaller science instrumentation and integrated science suites. Recent technological advances provide the foundation for a significant evolution of instrumentation; however, the funding support is currently too small to fully utilize these advances. We propose that an increase in funding for instrumentation development occur in the near-term so that these foundational technologies can be applied. These instruments would directly address the significant knowledge gaps for humans to Mars orbit, humans to the Martian surface, and humans to Phobos/ Deimos. They would also address the topics covered by the Decadal Survey and the Mars scientific goals, objectives, investigations and priorities as stated by the MEPAG. We argue that an increase of science instrumentation funding would be of great benefit to the Mars program as well as the potential for human exploration of the Mars system. If the total non-Earth-related planetary science instrumentation budget were increased 100% it would not add an appreciable amount to the overall NASA budget and would provide the real potential for future breakthroughs. If such an approach were implemented in the near-term, NASA would benefit greatly in terms of science knowledge of the Mars, Phobos/Deimos system, exploration risk mitigation, technology development, and public interest.

NASA Johnson Space Center's Planetary Sample Analysis and Mission Science (PSAMS) Laboratory: A National Facility for Planetary Research

Science.gov (United States)

Draper, D. S.

2016-01-01

NASA Johnson Space Center's (JSC's) Astromaterials Research and Exploration Science (ARES) Division, part of the Exploration Integration and Science Directorate, houses a unique combination of laboratories and other assets for conducting cutting edge planetary research. These facilities have been accessed for decades by outside scientists, most at no cost and on an informal basis. ARES has thus provided substantial leverage to many past and ongoing science projects at the national and international level. Here we propose to formalize that support via an ARES/JSC Plane-tary Sample Analysis and Mission Science Laboratory (PSAMS Lab). We maintain three major research capa-bilities: astromaterial sample analysis, planetary process simulation, and robotic-mission analog research. ARES scientists also support planning for eventual human ex-ploration missions, including astronaut geological training. We outline our facility's capabilities and its potential service to the community at large which, taken together with longstanding ARES experience and expertise in curation and in applied mission science, enable multi-disciplinary planetary research possible at no other institution. Comprehensive campaigns incorporating sample data, experimental constraints, and mission science data can be conducted under one roof.

How choosing science depends on students' individual fit to 'science culture'

NARCIS (Netherlands)

Taconis, R.; Kessels, U.

2009-01-01

In this paper we propose that the unpopularity of science in many industrialised countries is largely due to the gap between the subculture of science, on the one hand, and students' self-image, on the other. We conducted a study based on the self-to-prototype matching theory, testing whether the

Tanzania Journal of Science: Editorial Policies

African Journals Online (AJOL)

Tanzania Journal of Science (TJS), is professional, peer reviewed journal, published in ... Optics, Thin films, Zoography, Military sciences, Biological sciences, Biodiversity, ... animal and veterinary sciences, Geology, Agricultural Sciences, Cytology, ... available to the public supports a greater global exchange of knowledge.

Growing and Supporting the Student and Early Career Pipeline in Earth and Space Sciences - A Spotlight on New AGU Initiatives

Science.gov (United States)

Hankin, E. R.; Williams, B. M.; Asher, P. M.; Furukawa, H.; Holm Adamec, B.; Lee, M.; Cooper, P.

2015-12-01

The American Geophysical Union (AGU) is home to more than 60,000 scientists from 139 countries. Included in this membership are approximately 20,000 (34%) student and early career members. Many well-established programs within AGU provide a dynamic forum for Earth and Space scientists to advance research, collaborate across disciplines, and communicate the importance and impact of science to society regardless of career stage—programs such as AGU publications, scientific meetings and conferences, honors and recognition, and other educational and scientific forums. Additionally, many AGU program initiatives focusing specifically on supporting student and early career scientists and the global talent pool pipeline ones are actively underway. These include both new and long-standing programs. This presentation will describe (1) the overall demographics and needs in Earth and Space sciences, and (2) AGU's coordinated series of programs designed to help attract, retain and support student and early career scientists—with an emphasis on new programmatic activities and initiatives targeting improved diversity. Included in this presentation are a description of the AGU BrightSTaRS Program, the AGU Berkner Program for international students, a newly established AGU Student & Early Career Conference, the AGU Virtual Poster Showcase initiative, the AGU Meeting Mentor program, and GeoLEAD—an umbrella program being jointly built by a coalition of societies to help address Earth and space sciences talent pool needs.

Science Hobbyists: Active Users of the Science-Learning Ecosystem

Science.gov (United States)

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

2017-01-01

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

Teaching Triple Science: GCSE Chemistry

Science.gov (United States)

Learning and Skills Network (NJ3), 2007

2007-01-01

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Chemistry. It…

Marketing of science in the twenty-first century

International Nuclear Information System (INIS)

Trivelpiece, A.

1987-01-01

The author gives a brief review of marketing of science from the 1930's to the present. He discusses the fact that at the present the scientific community is doing a lousy job of marketing and the fact that it is very important that this be reversed because science and technology have become absolutely essential to our future economic health and development. The four steps which he proposes will help with this problem are: (1) government, universities and industry working together to try and insure that there's an adequate basis of curiosity-driven research; (2) scientist making an effort to insure that they have enough political power to be taken seriously; (3) an adjustment to scientist thinking to reflect the fiscal realities of what the next generation of scientific facilities will cost; and (4) a need for public support

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

Science.gov (United States)

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

2012-10-05

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

Conference Grant Proposal for ICOPS 2016

Energy Technology Data Exchange (ETDEWEB)

Safronova, Alla [University of Nevada, Reno, NV (United States)

2016-12-07

ICOPS (International Conference on Plasma Science) is an internationally renowned, well-attended annual conference that involves topics of direct interest to the Office of Fusion Energy Sciences of Department of Energy. In particular, ICOPS 2016 emphasized both the traditional areas of plasma science and the new areas of growth that include but are not limited to Fusion (Inertial, Magnetic and Alternate Concepts), Particle Acceleration with Laser and Beams, High Energy Density Matter, Laser Produced Plasma, Fast Z-pinches, Computational Plasma Physics, Plasma Diagnostics, and such frontiers as studying Warm Dense Matter using the X-ray free electron lasers. The travel support of the students at ICOPS comes usually from sponsor organizations. Increasing the participation of outstanding students at ICOPS 2016 who are the first authors of the abstracts and are selected to receive the travel support based on the scientific merit of the submitted abstracts is crucial for the creation of the new generation of the plasma physicists.

On the use of IRMS in forensic science: proposals for a methodological approach.

Science.gov (United States)

Gentile, Natacha; Besson, Luc; Pazos, Diego; Delémont, Olivier; Esseiva, Pierre

2011-10-10

The flourishing number of publications on the use of isotope ratio mass spectrometry (IRMS) in forensic science denotes the enthusiasm and the attraction generated by this technology. IRMS has demonstrated its potential to distinguish chemically identical compounds coming from different sources. Despite the numerous applications of IRMS to a wide range of forensic materials, its implementation in a forensic framework is less straightforward than it appears. In addition, each laboratory has developed its own strategy of analysis on calibration, sequence design, standards utilisation and data treatment without a clear consensus. Through the experience acquired from research undertaken in different forensic fields, we propose a methodological framework of the whole process using IRMS methods. We emphasize the importance of considering isotopic results as part of a whole approach, when applying this technology to a particular forensic issue. The process is divided into six different steps, which should be considered for a thoughtful and relevant application. The dissection of this process into fundamental steps, further detailed, enables a better understanding of the essential, though not exhaustive, factors that have to be considered in order to obtain results of quality and sufficiently robust to proceed to retrospective analyses or interlaboratory comparisons. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

"We Do Not Know What Is the Real Story Anymore": Curricular Contextualization Principles That Support Indigenous Students in Understanding Natural Selection

Science.gov (United States)

Sánchez Tapia, Ingrid; Krajcik, Joseph; Reiser, Brian

2018-01-01

We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we…

CosmoQuest: Training Educators and Engaging Classrooms in Citizen Science through a Virtual Research Facility

Science.gov (United States)

Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.

[Analysis on Research Projects Supported by the National Natural Science Foundation of China at the National Institute of Parasitic Diseases during 2003-2013].

Science.gov (United States)