Sample records for assessing science process
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The development of a science process assessment for fourth-grade students
NASA Astrophysics Data System (ADS)
Smith, Kathleen A.; Welliver, Paul W.
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.
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Assessment Processes in Science across the Primary-Secondary Interface: An Australian Perspective
ERIC Educational Resources Information Center
Skamp, Keith
2016-01-01
Assessment guidelines in the "Australian Curriculum: Science" are outlined after the status and practice of science is overviewed. Available, but dated, empirical reports of teachers' assessment processes and procedures across the interface are compared. Current assessment practices are inferred from indirect research data. Two…
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NASA Astrophysics Data System (ADS)
Septiani, A.; Rustaman, N. Y.
2017-02-01
A descriptive study about the implementation of performance assessment in STEM based instruction was carried out to investigate the tenth grade of Vocational school students’ science process skills during the teaching learning processes. A number of tenth grade agriculture students was involved as research subjects selected through cluster random sampling technique (n=35). Performance assessment was planned on skills during the teaching learning process through observation and on product resulted from their engineering practice design. The procedure conducted in this study included thinking phase (identifying problem and sharing idea), designing phase, construction phase, and evaluation phase. Data was collected through the use of science process skills (SPS) test, observation sheet on student activity, as well as tasks and rubrics for performance assessment during the instruction. Research findings show that the implementation of performance assessment in STEM education in planting media could detect students science process skills better from the observation individually compared through SPS test. It was also found that the result of performance assessment was diverse when it was correlated to each indicator of SPS (strong and positive; weak and positive).
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NASA Astrophysics Data System (ADS)
Arbi, Y. R.; Sumarmin, R.; Putri, D. H.
2018-04-01
The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.
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A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability
ERIC Educational Resources Information Center
Kara, Yilmaz; Bakirci, Hasan
2018-01-01
The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects…
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ERIC Educational Resources Information Center
Duruk, Umit; Akgün, Abuzer; Dogan, Ceylan; Gülsuyu, Fatma
2017-01-01
Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any…
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Conclusion: challenges for the future.
North, D W
1993-12-01
The title "Challenges for the Future" implies the challenge to summarize a very complex meeting. Of necessity, I will present a personal impression. My interest is in risk assessment, which I define as a process for summarizing science in support of decision making. Risk assessment is sometimes regarded as arcane numerology, a rigid process of computing risk numbers in which much available science is unused. I am a strong advocate for the broader definition of risk assessment. It is encouraging to learn how much science is becoming available for use in risk assessment for gasoline, its components, and alternative fuels.
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Conclusion: challenges for the future
North, D. Warner
1993-01-01
The title “Challenges for the Future” implies the challenge to summarize a very complex meeting. Of necessity, I will present a personal impression. My interest is in risk assessment, which I define as a process for summarizing science in support of decision making. Risk assessment is sometimes regarded as arcane numerology, a rigid process of computing risk numbers in which much available science is unused. I am a strong advocate for the broader definition of risk assessment. It is encouraging to learn how much science is becoming available for use in risk assessment for gasoline, its components, and alternative fuels. PMID:17539103
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ERIC Educational Resources Information Center
Gobert, Janice D.; Koedinger, Kenneth R.
2011-01-01
The National frameworks for science emphasize inquiry skills (NRC, 1996), however, in typical classroom practice, science learning often focuses on rote learning in part because science process skills are difficult to assess (Fadel, Honey, & Pasnick, 2007) and rote knowledge is prioritized on high-stakes tests. Short answer assessments of…
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Assessing Students' Experimentation Processes in Guided Inquiry
ERIC Educational Resources Information Center
Emden, Markus; Sumfleth, Elke
2016-01-01
In recent science education, experimentation features ever more strongly as a method of inquiry in science classes rather than as a means to illustrate phenomena. Ideas and materials to teach inquiry abound. Yet, tools for assessing students' achievement in their processes of experimentation are lacking. The present study assumes a basal,…
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Beginning science teachers' performances: Assessment in times of reform
NASA Astrophysics Data System (ADS)
Budzinsky, Fie K.
2000-10-01
The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the explanation of variance in the ESTEEM (p > .05), but poverty group and gender were significant predictors of portfolio performances, accounting for 21% of the total variance. Finally, data from interviews, written surveys, and beginning teacher attendance records at state-supported seminars were analyzed qualitatively and quantitatively. This information provided insight about the quality and quantity of support beginning science teachers received in their efforts to document, via the science teaching portfolio, their abilities to implement the Connecticut Professional Science Teaching Standards.
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Bloom, Timothy J; Hall, Julie M; Liu, Qinfeng; Stagner, William C; Adams, Michael L
2016-09-25
Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.
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Valid and Reliable Science Content Assessments for Science Teachers
NASA Astrophysics Data System (ADS)
Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn
2013-03-01
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 describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
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NASA Astrophysics Data System (ADS)
Hutchison, Charles B.; Bailey, Lynne M.
2006-12-01
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the "purity" of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.
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NASA Astrophysics Data System (ADS)
Sari, Anggi Ristiyana Puspita; Suyanta, LFX, Endang Widjajanti; Rohaeti, Eli
2017-05-01
Recognizing the importance of the development of critical thinking and science process skills, the instrument should give attention to the characteristics of chemistry. Therefore, constructing an accurate instrument for measuring those skills is important. However, the integrated instrument assessment is limited in number. The purpose of this study is to validate an integrated assessment instrument for measuring students' critical thinking and science process skills on acid base matter. The development model of the test instrument adapted McIntire model. The sample consisted of 392 second grade high school students in the academic year of 2015/2016 in Yogyakarta. Exploratory Factor Analysis (EFA) was conducted to explore construct validity, whereas content validity was substantiated by Aiken's formula. The result shows that the KMO test is 0.714 which indicates sufficient items for each factor and the Bartlett test is significant (a significance value of less than 0.05). Furthermore, content validity coefficient which is based on 8 experts is obtained at 0.85. The findings support the integrated assessment instrument to measure critical thinking and science process skills on acid base matter.
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Climate Modeling Computing Needs Assessment
NASA Astrophysics Data System (ADS)
Petraska, K. E.; McCabe, J. D.
2011-12-01
This paper discusses early findings of an assessment of computing needs for NASA science, engineering and flight communities. The purpose of this assessment is to document a comprehensive set of computing needs that will allow us to better evaluate whether our computing assets are adequately structured to meet evolving demand. The early results are interesting, already pointing out improvements we can make today to get more out of the computing capacity we have, as well as potential game changing innovations for the future in how we apply information technology to science computing. Our objective is to learn how to leverage our resources in the best way possible to do more science for less money. Our approach in this assessment is threefold: Development of use case studies for science workflows; Creating a taxonomy and structure for describing science computing requirements; and characterizing agency computing, analysis, and visualization resources. As projects evolve, science data sets increase in a number of ways: in size, scope, timelines, complexity, and fidelity. Generating, processing, moving, and analyzing these data sets places distinct and discernable requirements on underlying computing, analysis, storage, and visualization systems. The initial focus group for this assessment is the Earth Science modeling community within NASA's Science Mission Directorate (SMD). As the assessment evolves, this focus will expand to other science communities across the agency. We will discuss our use cases, our framework for requirements and our characterizations, as well as our interview process, what we learned and how we plan to improve our materials after using them in the first round of interviews in the Earth Science Modeling community. We will describe our plans for how to expand this assessment, first into the Earth Science data analysis and remote sensing communities, and then throughout the full community of science, engineering and flight at NASA.
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Sustained Assessment Metadata as a Pathway to Trustworthiness of Climate Science Information
NASA Astrophysics Data System (ADS)
Champion, S. M.; Kunkel, K.
2017-12-01
The Sustained Assessment process has produced a suite of climate change reports: The Third National Climate Assessment (NCA3), Regional Surface Climate Conditions in CMIP3 and CMIP5 for the United States: Differences, Similarities, and Implications for the U.S. National Climate Assessment, Impacts of Climate Change on Human Health in the United States: A Scientific Assessment, The State Climate Summaries, as well as the anticipated Climate Science Special Report and Fourth National Climate Assessment. Not only are these groundbreaking reports of climate change science, they are also the first suite of climate science reports to provide access to complex metadata directly connected to the report figures and graphics products. While the basic metadata documentation requirement is federally mandated through a series of federal guidelines as a part of the Information Quality Act, Sustained Assessment products are also deemed Highly Influential Scientific Assessments, which further requires demonstration of the transparency and reproducibility of the content. To meet these requirements, the Technical Support Unit (TSU) for the Sustained Assessment embarked on building a system for not only collecting and documenting metadata to the required standards, but one that also provides consumers unprecedented access to the underlying data and methods. As our process and documentation have evolved, the value of both continue to grow in parallel with the consumer expectation of quality, accessible climate science information. This presentation will detail the how the TSU accomplishes the mandated requirements with their metadata collection and documentation process, as well as the technical solution designed to demonstrate compliance while also providing access to the content for the general public. We will also illustrate how our accessibility platforms guide consumers through the Assessment science at a level of transparency that builds trust and confidence in the report content.
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A Cognitive Model for Problem Solving in Computer Science
ERIC Educational Resources Information Center
Parham, Jennifer R.
2009-01-01
According to industry representatives, computer science education needs to emphasize the processes involved in solving computing problems rather than their solutions. Most of the current assessment tools used by universities and computer science departments analyze student answers to problems rather than investigating the processes involved in…
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Capability Gap Assessment - Blending Warfighter Experience with Science
2013-02-15
This technical report describes the gap assessment method and the results of using it. 15. SUBJECT TERMS capability gap assessment, operational risk ...29 Challenges ...approach that blends warfighter experience with science. This paper describes the process, challenges , and opportunities associated with this technique
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ERIC Educational Resources Information Center
Earle, Sarah
2014-01-01
Background: Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose: The process by which teachers are making these judgements has been unclear,…
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Photometer Performance Assessment in Kepler Science Data Processing
NASA Technical Reports Server (NTRS)
Li, Jie; Allen, Christopher; Bryson, Stephen T.; Caldwell, Douglas A.; Chandrasekaran, Hema; Clarke, Bruce D.; Gunter, Jay P.; Jenkins, Jon M.; Klaus, Todd C.; Quintana, Elisa V.;
2010-01-01
This paper describes the algorithms of the Photometer Performance Assessment (PPA) software component in the science data processing pipeline of the Kepler mission. The PPA performs two tasks: One is to analyze the health and performance of the Kepler photometer based on the long cadence science data down-linked via Ka band approximately every 30 days. The second is to determine the attitude of the Kepler spacecraft with high precision at each long cadence. The PPA component is demonstrated to work effectively with the Kepler flight data.
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Assessment of Service Desk Quality at an Academic Health Sciences Library.
Blevins, Amy E; DeBerg, Jennifer; Kiscaden, Elizabeth
2016-01-01
Due to an identified need for formal assessment, a small team of librarians designed and administered a survey to gauge the quality of customer service at their academic health sciences library. Though results did not drive major changes to services, several important improvements were implemented and a process was established to serve as a foundation for future use. This article details the assessment process used and lessons learned during the project.
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Assessment in Science Education
NASA Astrophysics Data System (ADS)
Rustaman, N. Y.
2017-09-01
An analyses study focusing on scientific reasoning literacy was conducted to strengthen the stressing on assessment in science by combining the important of the nature of science and assessment as references, higher order thinking and scientific skills in assessing science learning as well. Having background in developing science process skills test items, inquiry in its many form, scientific and STEM literacy, it is believed that inquiry based learning should first be implemented among science educators and science learners before STEM education can successfully be developed among science teachers, prospective teachers, and students at all levels. After studying thoroughly a number of science researchers through their works, a model of scientific reasoning was proposed, and also simple rubrics and some examples of the test items were introduced in this article. As it is only the beginning, further studies will still be needed in the future with the involvement of prospective science teachers who have interests in assessment, either on authentic assessment or in test items development. In balance usage of alternative assessment rubrics, as well as valid and reliable test items (standard) will be needed in accelerating STEM education in Indonesia.
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Emphasizing the process of science using demonstrations in conceptual chemistry
NASA Astrophysics Data System (ADS)
Lutz, Courtney A.
The purpose of this project was to teach students a method for employing the process of science in a conceptual chemistry classroom when observing a demonstration of a discrepant event. Students observed six demonstrations throughout a trimester study of chemistry and responded to each demonstration by asking as many questions as they could think of, choosing one testable question to answer by making as many hypotheses as possible, and choosing one hypothesis to make predictions about observed results of this hypothesis when tested. Students were evaluated on their curiosity, confidence, knowledge of the process of science, and knowledge of the nature of science before and after the six demonstrations. Many students showed improvement in using or mastery of the process of science within the context of conceptual chemistry after six intensive experiences with it. Results of the study also showed students gained confidence in their scientific abilities after completing one trimester of conceptual chemistry. Curiosity and knowledge of the nature of science did not show statistically significant improvement according to the assessment tool. This may have been due to the scope of the demonstration and response activities, which focused on the process of science methodology instead of knowledge of the nature of science or the constraints of the assessment tool.
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NASA Astrophysics Data System (ADS)
Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.
2018-05-01
A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.
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ERIC Educational Resources Information Center
Zubova, Larisa; Arzhanykh, Elena
2009-01-01
One of the main tasks of a survey by the Center for Science Research and Statistics was to assess the interaction between science and higher education from the standpoint of collaboration between scientific organizations and university science, as well as participation in the educational process by scientific organizations. This article presents a…
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ERIC Educational Resources Information Center
Shen, Ji; Liu, Ou Lydia; Chang, Hsin-Yi
2017-01-01
This paper presents a transformative modeling framework that guides the development of assessment to measure students' deep understanding in physical sciences. The framework emphasizes 3 types of connections that students need to make when learning physical sciences: (1) linking physical states, processes, and explanatory models, (2) integrating…
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Wilson, Kristy J.; Rigakos, Bessie
2016-01-01
The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term “flowcharts.” The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students’ understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. PMID:27856551
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ERIC Educational Resources Information Center
Yeany, Russell H.; And Others
This study attempted to search for a learning hierarchy among the skills comprising formal operations and the integrated science processes. Data were obtained from two instruments administered to 741 high school science students. The Group Assessment of Logical Thinking (GALT) measured performance on six Piagetian cognitive modes: controlling…
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McAllister, Sue; Lincoln, Michelle; Ferguson, Allison; McAllister, Lindy
2013-01-01
Valid assessment of health science students' ability to perform in the real world of workplace practice is critical for promoting quality learning and ultimately certifying students as fit to enter the world of professional practice. Current practice in performance assessment in the health sciences field has been hampered by multiple issues regarding assessment content and process. Evidence for the validity of scores derived from assessment tools are usually evaluated against traditional validity categories with reliability evidence privileged over validity, resulting in the paradoxical effect of compromising the assessment validity and learning processes the assessments seek to promote. Furthermore, the dominant statistical approaches used to validate scores from these assessments fall under the umbrella of classical test theory approaches. This paper reports on the successful national development and validation of measures derived from an assessment of Australian speech pathology students' performance in the workplace. Validation of these measures considered each of Messick's interrelated validity evidence categories and included using evidence generated through Rasch analyses to support score interpretation and related action. This research demonstrated that it is possible to develop an assessment of real, complex, work based performance of speech pathology students, that generates valid measures without compromising the learning processes the assessment seeks to promote. The process described provides a model for other health professional education programs to trial.
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ERIC Educational Resources Information Center
Chiu, Mei-Hung; Guo, Chorng-Jee; Treagust, David F.
2007-01-01
In this article, we discuss several aspects of the national project, the National Science Concept Learning Study, designed to assess elementary, middle, and secondary students' conceptual understanding in science. After a short introduction to provide some history of the project, we describe the processes used in the integrative study, the…
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Assessing the Impact of Gender and Race on Earnings in the Library Science Labor Market
ERIC Educational Resources Information Center
Sweeper, Darren; Smith, Steven A.
2010-01-01
Using data from the 2003 National Survey of College Graduates, this paper examines earnings in the library science labor market and assesses the impact of gender on the income attainment process. We use this cross-sectional dataset to determine if there are significant income differences between male and female library science professionals. The…
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ERIC Educational Resources Information Center
Towndrow, Phillip A.
2008-01-01
This paper investigates the impact of a current educational policy initiative in Singapore called "Science Practical Assessment" (SPA). SPA is designed to overcome the limitations of single, high-stakes examinations by placing emphasis on research processes, entrepreneurship and the development of science practical skills. Structurally,…
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Wilson, Kristy J; Rigakos, Bessie
The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students' understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. © 2016 K. J. Wilson and B. Rigakos. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
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Reinventing the Science Curriculum
ERIC Educational Resources Information Center
Bybee, Rodger W.; Van Scotter, Pamela
2007-01-01
For many, the dominant model of curriculum development in science includes generating a topic, clarifying science content, identifying activities associated with the topic, and figuring out an assessment. Unfortunately, this approach tends to overemphasize activities and underemphasize mastery of science concepts and the process of scientific…
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2006-09-01
expected advancements in information technology and library science offer the best hope of resolving the above concerns. vi • An EWA will be...information technology and library science must be utilized to accomplish this. Some DOD research investment may be required to resolve DOD specific...distributed assessment process that exploits the documentation of all of the CEST issues, advances in information technology and library science , and the
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NASA Technical Reports Server (NTRS)
Hancock, David W., III
1999-01-01
This document provides the Software Management Plan for the GLAS Standard Data Software (SDS) supporting the GLAS instrument of the EOS ICESat Spacecraft. The SDS encompasses the ICESat Science Investigator-led Processing System (I-SIPS) Software and the Instrument Support Terminal (IST) Software. For the I-SIPS Software, the SDS will produce Level 0, Level 1, and Level 2 data products as well as the associated product quality assessments and descriptive information. For the IST Software, the SDS will accommodate the GLAS instrument support areas of engineering status, command, performance assessment, and instrument health status.
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"A Scientist Has Many Things to Do:" EPO Strategies that Focus on the Processes of Science
NASA Astrophysics Data System (ADS)
Laursen, S. L.; Brickley, A. L.
2011-09-01
Scientists' effort in education and public outreach (EPO) is best invested in sharing their expertise on the nature and processes of science - the "understandings of science" that are emphasized in the National Science Education Standards, but that are difficult to teach and poorly supported by existing curricular materials. These understandings address the intellectual process of science - posing questions, gathering and interpreting evidence - and the social process of science as a human endeavor for building knowledge. We share several ways of incorporating concepts about the nature and processes of science into EP/O activities and making them focal points in their own right. Hands-on activities used at science festivals and in classrooms and professional development workshops illustrate key scientific thinking skills such as observing, classifying, making predictions, and drawing inferences. A more comprehensive approach is exemplified by Upward and Outward: Scientific Inquiry on the Tibetan Plateau, a 20-minute educational documentary film for school science classrooms and teacher professional development. The film portrays the intellectual and human processes of science through an inside view of a research project; classroom assessments offer evidence of its impact on students' ideas about these processes.
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NASA Astrophysics Data System (ADS)
Tippins, Deborah J.; Hammond, Lorie; Hutchison, Charles B.
2006-12-01
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity'' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.
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ERIC Educational Resources Information Center
DeBarger, Angela Haydel; Penuel, William R.; Harris, Christopher J.; Kennedy, Cathleen A.
2016-01-01
Evaluators must employ research designs that generate compelling evidence related to the worth or value of programs, of which assessment data often play a critical role. This article focuses on assessment design in the context of evaluation. It describes the process of using the Framework for K-12 Science Education and Next Generation Science…
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NASA Astrophysics Data System (ADS)
Tash, Gina G.
The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.
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Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.
Kramer, Maxwell; Olson, Dalay; Walker, J D
2018-06-01
Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.
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ERIC Educational Resources Information Center
Reis, Giuliano; Barwell, Richard
2013-01-01
The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction.…
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Science-based Framework for Environmental Benefits Assessment
2013-03-01
ER D C/ EL T R -1 3 -4 Environmental Benefits Analysis Program Science-based Framework for Environmental Benefits Assessment E nv ir...acwc.sdp.sirsi.net/client/default. Environmental Benefits Analysis Program ERDC/EL TR-13-4 March 2013 Science-based Framework for Environmental Benefits ...evaluating ecosystem restoration benefits within the context of USACE Civil Works planning process. An emphasis is placed on knowledge gained from
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NASA Astrophysics Data System (ADS)
Heras, Maria; Ruiz-Mallén, Isabel
2017-12-01
The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.
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NASA Astrophysics Data System (ADS)
Brust, Gregory John
This study was designed to discover if there is a difference in the scientific attitudes and process skills between a group of students who were instructed with Living in a Material World and groups of students in non-science majors sections of introductory biology, chemistry, and geology courses at the University of Southern Mississippi (USM). Each of the four courses utilized different instructional techniques. Students' scientific attitudes were measured with the Scientific Attitudes Inventory (SAI II) and their knowledge of science process skills were measured with the Test of Integrated Process Skills (TIPS II). The Group Assessment of Logical Thinking (GALT) was also administered to determine if the cognitive levels of students are comparable. A series of four questionnaires called Qualitative Course Assessments (QCA) were also administered to students in the experimental course to evaluate subtle changes in their understanding of the nature and processes of science and attitudes towards science. Student responses to the QCA questionnaires were triangulated with results of the qualitative instruments, and students' work on the final project. Results of the GALT found a significant difference in the cognitive levels of students in the experimental course (PSC 190) and in one of the control group, the introductory biology (BSC 107). Results of the SAI II and the TIPS II found no significant difference between the experimental group and the control groups. Qualitative analyses of students' responses to selected questions from the TIPS II, selected items on the SAI II, QCA questionnaires, and Materials that Fly project reports demonstrate an improvement in the understanding of the nature and processes of science and a change to positive attitude toward science of students in the experimental group. Students indicated that hands-on, inquiry-based labs and performance assessment were the most effective methods for their learning. These results indicate that science courses for non-science majors should focus on connections to students' daily lives while utilizing an STS curriculum and inquiry-based activities. Future research could focus on long term effects of this type of course as well as the effectiveness of these teaching methods for science majors.
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IRIS Toxicological Review of Chloroprene (Interagency Science Discussion Draft)
EPA is releasing the draft report, Toxicological Review of Chloroprene, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Co...
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IRIS Toxicological Review for Acrylamide (Interagency Science Discussion Draft)
EPA is releasing the draft report, Toxicological Review for Acrylamide, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process<...
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NASA Astrophysics Data System (ADS)
Earle, Sarah
2014-05-01
Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science.
PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless, there is great potential for collecting evidence that can be used for both formative and summative purposes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=conjoint+AND+analysis&pg=3&id=EJ970745','ERIC'); return false;" href="https://eric.ed.gov/?q=conjoint+AND+analysis&pg=3&id=EJ970745"><span>Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy--The Case for Food Science and Technology Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jideani, V. A.; Jideani, I. A.</p> <p>2012-01-01</p> <p>Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=236744&Lab=NCEA&keyword=diesel&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=236744&Lab=NCEA&keyword=diesel&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Urea (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of Urea,</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development Process</a>. C...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFM.A21C0143D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFM.A21C0143D"><span>Viirs Land Science Investigator-Led Processing System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Devadiga, S.; Mauoka, E.; Roman, M. O.; Wolfe, R. E.; Kalb, V.; Davidson, C. C.; Ye, G.</p> <p>2015-12-01</p> <p>The objective of the NASA's Suomi National Polar Orbiting Partnership (S-NPP) Land Science Investigator-led Processing System (Land SIPS), housed at the NASA Goddard Space Flight Center (GSFC), is to produce high quality land products from the Visible Infrared Imaging Radiometer Suite (VIIRS) to extend the Earth System Data Records (ESDRs) developed from NASA's heritage Earth Observing System (EOS) Moderate Resolution Imaging Spectroradiometer (MODIS) onboard the EOS Terra and Aqua satellites. In this paper we will present the functional description and capabilities of the S-NPP Land SIPS, including system development phases and production schedules, timeline for processing, and delivery of land science products based on coordination with the S-NPP Land science team members. The Land SIPS processing stream is expected to be operational by December 2016, generating land products either using the NASA science team delivered algorithms, or the "best-of" science algorithms currently in operation at NASA's Land Product Evaluation and Algorithm Testing Element (PEATE). In addition to generating the standard land science products through processing of the NASA's VIIRS Level 0 data record, the Land SIPS processing system is also used to produce a suite of near-real time products for NASA's application community. Land SIPS will also deliver the standard products, ancillary data sets, software and supporting documentation (ATBDs) to the assigned Distributed Active Archive Centers (DAACs) for archival and distribution. Quality assessment and validation will be an integral part of the Land SIPS processing system; the former being performed at Land Data Operational Product Evaluation (LDOPE) facility, while the latter under the auspices of the CEOS Working Group on Calibration & Validation (WGCV) Land Product Validation (LPV) Subgroup; adopting the best-practices and tools used to assess the quality of heritage EOS-MODIS products generated at the MODIS Adaptive Processing System (MODAPS).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=introduction+AND+human+AND+communication&pg=5&id=ED014996','ERIC'); return false;" href="https://eric.ed.gov/?q=introduction+AND+human+AND+communication&pg=5&id=ED014996"><span>INFORMATION SCIENCE--OUTLINE, ASSESSMENT, INTERDISCIPLINARY DISCUSSION. REPORT FOR JUNE, 1965-JUNE, 1966.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>IBERALL, A.S.</p> <p></p> <p>THIS REPORT PROVIDES AN ASSESSMENT AND INTRODUCTION TO THE INTERDISCIPLINARY LITERATURE OF THREE APSECTS OF INFORMATION SCIENCE, IN ANNOTATED BIBLIOGRAPHY FORM. THESE ARE--COMMUNICATION NETWORKS, HUMAN INFORMATION PROCESSES (PRINCIPALLY LANGUAGE AND INFORMATION RETRIEVAL), AND THE LARGE CYBERNETIC SYSTEMS SUCH AS THE HUMAN BRAIN AND CENTRAL…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhDT........41T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhDT........41T"><span>The influence of relational formative discourse on students' positional identities in a middle school science classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Trauth-Nare, Amy</p> <p></p> <p>Formative assessment is the process of eliciting students' understanding during instruction in order to make sensitive instructional decisions and provide feedback to enhance students' learning. Research indicates that when used properly, formative assessment can lead to significant learning gains and enhance students' self-efficacy. Drawing on previous research and a framework of relational pedagogy, I studied the positional identities claimed, assigned and negotiated by a middle school science teacher and her students during formative assessment interactions. Critical discourse analysis was used to analyze classroom interactions, teacher debriefings and student interviews. Findings from this study indicated that the teacher normatively positioned herself as authority during formative assessment interactions, yet students were not completely powerless. Through assertions of content knowledge and re-directions of topical focus, students positioned themselves actively and had the capacity to influence the direction and focus of formative assessment. Outside of classroom instruction, the teacher simultaneously positioned herself as both hindered by institutional structures yet actively subverted those structures in both covert and overt ways in the service of meaningful science learning. As indicated from interviews and SPAQ questionnaire responses, many students in this classroom positioned themselves positively in relation to science, the teacher and her methods of assessment, while some felt marginalized. This research has implications for the ways in which formative assessment is used to support teaching and learning in science classrooms. Findings from this study indicate that formative assessment is not simply an instrumental act carried out by teachers, but rather is a relational process that necessarily involves students. As a result, formative assessment should balance authoritative and dialogic discourse as a means for supporting and engaging students as they develop rich conceptions of science while connecting those conceptions to their own experiences.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1474412','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1474412"><span>Chemical carcinogens: a review of the science and its associated principles. U.S. Interagency Staff Group on Carcinogens.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>1986-01-01</p> <p>In order to articulate a view of chemical carcinogenesis that scientists generally hold in common today and to draw upon this understanding to compose guiding principles that can be used as a bases for the efforts of the regulatory agencies to establish guidelines for assessing carcinogenic risk to meet the specific requirements of the legislative acts they are charged to implement, the Office of Science and Technology Policy, Executive Office, the White House drew on the expertise of a number of regulatory agencies to elucidate present scientific views in critical areas of the major disciplines important to the process of risk assessment. The document is composed of two major sections, Principles and the State-of-the-Science. The latter consists of subsections on the mechanisms of carcinogenesis, short-term and long-term testing, and epidemiology, which are important components in the risk assessment step of hazard identification. These subsections are followed by one on exposure assessment, and a final section which includes analyses of dose-response (hazard) assessment and risk characterization. The principles are derived from considerations in each of the subsections. Because of present gaps in understanding, the principles contain judgmental (science policy) decisions on major unresolved issues as well as statements of what is generally accepted as fact. These judgments are basically assumptions which are responsible for much of the uncertainty in the process of risk assessment. There was an attempt to clearly distinguish policy and fact. The subsections of the State-of-the-Science portion provide the underlying support to the principles articulated, and to read the "Principles" section without a full appreciation of the State-of-the-Science section is to invite oversimplification and misinterpretation. Finally, suggestions are made for future research efforts which will improve the process of risk assessment. PMID:3530737</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22environmental+science%22&pg=7&id=EJ1132245','ERIC'); return false;" href="https://eric.ed.gov/?q=%22environmental+science%22&pg=7&id=EJ1132245"><span>Variability in Students' Evaluating Processes in Peer Assessment with Calibrated Peer Review</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Russell, J.; Van Horne, S.; Ward, A. S.; Bettis, E. A., III; Gikonyo, J.</p> <p>2017-01-01</p> <p>This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web-based application that facilitates peer assessment of writing. One hundred and thirty-two students in an introductory environmental science course…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT........42O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT........42O"><span>Changes in science classrooms resulting from collaborative action research initiatives</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Oh, Phil Seok</p> <p></p> <p>Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=56725&keyword=system+AND+web&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=56725&keyword=system+AND+web&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review for Carbon Tetrachloride (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA released the draft report,<i>Toxicological Review for Carbon Tetrachloride(Interagency Science Discussion Draft)</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Co...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079551.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079551.pdf"><span>Curriculum Assessment in Social Sciences at Universiti Pendidikan Sultan Idris</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Saleh, Hanifah Mahat Yazid; Hashim, Mohmadisa; Yaacob, Norazlan Hadi; Kasim, Adnan Jusoh Ahmad Yunus</p> <p>2015-01-01</p> <p>The purpose of this paper is to discuss the effectiveness of the curriculum implementation for undergraduate programme in the Faculty of Human Sciences, UPSI producing quality and competitive educators. Curriculum implementation has to go through an assessment process that aims to determine the problem, select relevant information and collect and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Consumer+AND+Evaluation&pg=5&id=EJ1123833','ERIC'); return false;" href="https://eric.ed.gov/?q=Consumer+AND+Evaluation&pg=5&id=EJ1123833"><span>Program Level Assessment: A Case Study for a University Clothing and Textile Major</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yun, Zee-Sun; Frazier, Barbara J.</p> <p>2016-01-01</p> <p>This paper presents a framework for program assessment and a case study in assessment for a university clothing and textile program in family and consumer sciences. Assessment activities and the process implemented by the Textile and Apparel Studies (TAS) major at Western Michigan University are explained. The process adopts the International…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.1766K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.1766K"><span>Analysing student written solutions to investigate if problem-solving processes are evident throughout</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.</p> <p>2016-07-01</p> <p>An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPhCS.812a2062R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPhCS.812a2062R"><span>The Workshop Program on Authentic Assessment for Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.</p> <p>2017-02-01</p> <p>A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005PhDT.......330S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005PhDT.......330S"><span>Mentoring a new science teacher in reform-based ways: A focus on inquiry</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Schomer, Scott D.</p> <p></p> <p>The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the "Essential Features and Variations of Inquiry" table, were helpful for planning and assessing inquiry-based experiences. Examination of findings revealed how the process of purposefully collaborating on the development of inquiry-based lessons fostered a more student-centered approach to teaching and learning by the protege. Therefore, having new teachers continue to collaborate with reform-minded mentors beyond their first year of teaching may help new teachers develop inquiry-based pedagogies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cola&pg=4&id=EJ499307','ERIC'); return false;" href="https://eric.ed.gov/?q=cola&pg=4&id=EJ499307"><span>The Reliability and Validity of a Performance Task for Evaluating Science Process Skills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Adams, Cheryll M.; Callahan, Carolyn M.</p> <p>1995-01-01</p> <p>The Diet Cola Test was designed as a process assessment of science aptitude in intermediate grade students. Investigations of the instrument's reliability and validity indicated that data did not support use of the instrument for identifying individual students' aptitude. However, results suggested the test's appropriateness for evaluating…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=basic+AND+planning+AND+evaluation+AND+process&pg=4&id=ED495587','ERIC'); return false;" href="https://eric.ed.gov/?q=basic+AND+planning+AND+evaluation+AND+process&pg=4&id=ED495587"><span>Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bentley, Michael L.; Ebert, Edward S., II; Ebert, Christine</p> <p>2007-01-01</p> <p>Good teachers know that science is more than just a collection of facts in a textbook and that teaching science goes beyond the mere transmission of information. Actively engaging students in the learning process is critical to building their knowledge base, assessing progress, and meeting science standards. This book shows teachers how to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=day&pg=4&id=EJ1112180','ERIC'); return false;" href="https://eric.ed.gov/?q=day&pg=4&id=EJ1112180"><span>Physical Science Day: Design, Implementation, and Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zeng, Liang; Cunningham, Mark A.; Tidrow, Steven C.; Smith, K. Christopher; Contreras, Jerry</p> <p>2016-01-01</p> <p>Physical Science Day at The University of Texas--Pan American (UTPA), in collaboration with the Edinburg Consolidated Independent School District, has been designed, developed and implemented to address an identified fundamental shortcoming in our educational process within this primarily (90+%) Hispanic serving border region. Physical Science Day…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=superconductor&pg=3&id=EJ667267','ERIC'); return false;" href="https://eric.ed.gov/?q=superconductor&pg=3&id=EJ667267"><span>Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Webb, Noreen M.; Nemer, Kariane Mari; Zuniga, Stephen</p> <p>2002-01-01</p> <p>Studied the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science assessments. Results for 83 high ability students show the quality of group functioning serves as the strongest predictor of high-ability students' performance and explained much of the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Food+AND+products+AND+research&pg=2&id=EJ979097','ERIC'); return false;" href="https://eric.ed.gov/?q=Food+AND+products+AND+research&pg=2&id=EJ979097"><span>A Needs Assessment for the Introduction of a Food Science Program at the Univ. of Guyana</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morrison, Donna</p> <p>2012-01-01</p> <p>This research describes the outcome of a needs assessment to determine whether the Univ. of Guyana should introduce a Food Science program. The research design utilized interviews and questionnaires to large manufacturing organizations and agroprocessors to determine if the required skills are available for the manufacturing process. Results…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMIN21A1682M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMIN21A1682M"><span>Quality Assessment of Collection 6 MODIS Atmospheric Science Products</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Manoharan, V. S.; Ridgway, B.; Platnick, S. E.; Devadiga, S.; Mauoka, E.</p> <p>2015-12-01</p> <p>Since the launch of the NASA Terra and Aqua satellites in December 1999 and May 2002, respectively, atmosphere and land data acquired by the MODIS (Moderate Resolution Imaging Spectroradiometer) sensor on-board these satellites have been reprocessed five times at the MODAPS (MODIS Adaptive Processing System) located at NASA GSFC. The global land and atmosphere products use science algorithms developed by the NASA MODIS science team investigators. MODAPS completed Collection 6 reprocessing of MODIS Atmosphere science data products in April 2015 and is currently generating the Collection 6 products using the latest version of the science algorithms. This reprocessing has generated one of the longest time series of consistent data records for understanding cloud, aerosol, and other constituents in the earth's atmosphere. It is important to carefully evaluate and assess the quality of this data and remove any artifacts to maintain a useful climate data record. Quality Assessment (QA) is an integral part of the processing chain at MODAPS. This presentation will describe the QA approaches and tools adopted by the MODIS Land/Atmosphere Operational Product Evaluation (LDOPE) team to assess the quality of MODIS operational Atmospheric products produced at MODAPS. Some of the tools include global high resolution images, time series analysis and statistical QA metrics. The new high resolution global browse images with pan and zoom have provided the ability to perform QA of products in real time through synoptic QA on the web. This global browse generation has been useful in identifying production error, data loss, and data quality issues from calibration error, geolocation error and algorithm performance. A time series analysis for various science datasets in the Level-3 monthly product was recently developed for assessing any long term drifts in the data arising from instrument errors or other artifacts. This presentation will describe and discuss some test cases from the recently processed C6 products. We will also describe the various tools and approaches developed to verify and assess the algorithm changes implemented by the science team to address known issues in the products and improve the quality of the products.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT.......305B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT.......305B"><span>The Effects of Science Models on Students' Understanding of Scientific Processes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Berglin, Riki Susan</p> <p></p> <p>This action research study investigated how the use of science models affected fifth-grade students' ability to transfer their science curriculum to a deeper understanding of scientific processes. This study implemented a variety of science models into a chemistry unit throughout a 6-week study. The research question addressed was: In what ways do using models to learn and teach science help students transfer classroom knowledge to a deeper understanding of the scientific processes? Qualitative and quantitative data were collected through pre- and post-science interest inventories, observations field notes, student work samples, focus group interviews, and chemistry unit tests. These data collection tools assessed students' attitudes, engagement, and content knowledge throughout their chemistry unit. The results of the data indicate that the model-based instruction program helped with students' engagement in the lessons and understanding of chemistry content. The results also showed that students displayed positive attitudes toward using science models.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=318153&Lab=NERL&keyword=recycling&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=318153&Lab=NERL&keyword=recycling&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Incorporating exposure science into life-cycle assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Life-cycle assessment (LCA) is used to estimate the potential for environmental damage that may be caused by a product or process, ideally before the product or process begins. LCA includes all of the steps from extracting natural resources through manufacturing through product u...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=pre+AND+experimental+AND+design+AND+methodology&pg=2&id=EJ1120445','ERIC'); return false;" href="https://eric.ed.gov/?q=pre+AND+experimental+AND+design+AND+methodology&pg=2&id=EJ1120445"><span>Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Kristy J.; Rigakos, Bessie</p> <p>2016-01-01</p> <p>The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=system+AND+dynamics&pg=4&id=EJ1087393','ERIC'); return false;" href="https://eric.ed.gov/?q=system+AND+dynamics&pg=4&id=EJ1087393"><span>Examination of the Nonlinear Dynamic Systems Associated with Science Student Cognition While Engaging in Science Information Processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lamb, Richard; Cavagnetto, Andy; Akmal, Tariq</p> <p>2016-01-01</p> <p>A critical problem with the examination of learning in education is that there is an underlying assumption that the dynamic systems associated with student information processing can be measured using static linear assessments. This static linear approach does not provide sufficient ability to characterize learning. Much of the modern research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26466349','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26466349"><span>High Throughput Multispectral Image Processing with Applications in Food Science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tsakanikas, Panagiotis; Pavlidis, Dimitris; Nychas, George-John</p> <p>2015-01-01</p> <p>Recently, machine vision is gaining attention in food science as well as in food industry concerning food quality assessment and monitoring. Into the framework of implementation of Process Analytical Technology (PAT) in the food industry, image processing can be used not only in estimation and even prediction of food quality but also in detection of adulteration. Towards these applications on food science, we present here a novel methodology for automated image analysis of several kinds of food products e.g. meat, vanilla crème and table olives, so as to increase objectivity, data reproducibility, low cost information extraction and faster quality assessment, without human intervention. Image processing's outcome will be propagated to the downstream analysis. The developed multispectral image processing method is based on unsupervised machine learning approach (Gaussian Mixture Models) and a novel unsupervised scheme of spectral band selection for segmentation process optimization. Through the evaluation we prove its efficiency and robustness against the currently available semi-manual software, showing that the developed method is a high throughput approach appropriate for massive data extraction from food samples.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=239587','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=239587"><span>Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>On September 22, 2006, the draft Evaluation of the Carinogenicity of Ethylene Oxide (EPA/635/R-06/003) and the draft charge to external peer reviewers were released for external peer review and public comment. This draft was reviewed by EPA’s Science Advisory Board (SAB) and the expert panel’s final report was made available December 21, 2007. Since that time the Agency implemented the May 2009 IRIS assessment development process in which other federal agencies and the Executive Offices of the President are provided two opportunities to comment on IRIS human health assessments; Interagency Science Consultation (Step 3) prior to public comment/peer review and Interagency Science Discussion (Step 6b) following peer review. In July, 2011, the draft assessment incorporating the SAB recommendations (December 2007) was sent to other federal agencies and Executive Offices of the President as part of Step 6 of the IRIS process. Following the May 2009 process, all written comments submitted by other agencies will be made publicly available. Accordingly, the interagency comments for ethylene oxide and the interagency science discussion materials provided to the other agencies are posted on this site. Note: After further consideration EPA has decided to undertake an additional peer review of the revised draft assessment on how the Agency responded to the SAB panel recommendations (December 2007), the exposure-response modeling of epidemiologic data, including n</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT.......113T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT.......113T"><span>Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tucker, Deborah L.</p> <p></p> <p>Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19830013537','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19830013537"><span>The NASA computer science research program plan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1983-01-01</p> <p>A taxonomy of computer science is included, one state of the art of each of the major computer science categories is summarized. A functional breakdown of NASA programs under Aeronautics R and D, space R and T, and institutional support is also included. These areas were assessed against the computer science categories. Concurrent processing, highly reliable computing, and information management are identified.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=challenges+AND+facilities&pg=7&id=EJ859009','ERIC'); return false;" href="https://eric.ed.gov/?q=challenges+AND+facilities&pg=7&id=EJ859009"><span>Clinical Competencies and the Basic Sciences: An Online Case Tutorial Paradigm for Delivery of Integrated Clinical and Basic Science Content</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DiLullo, Camille; Morris, Harry J.; Kriebel, Richard M.</p> <p>2009-01-01</p> <p>Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED42A..05B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED42A..05B"><span>Providing Context for Complexity: Using Infographics and Conceptual Models to Teach Global Change Processes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bean, J. R.; White, L. D.</p> <p>2015-12-01</p> <p>Understanding modern and historical global changes requires interdisciplinary knowledge of the physical and life sciences. The Understanding Global Change website from the UC Museum of Paleontology will use a focal infographic that unifies diverse content often taught in separate K-12 science units. This visualization tool provides scientists with a structure for presenting research within the broad context of global change, and supports educators with a framework for teaching and assessing student understanding of complex global change processes. This new approach to teaching the science of global change is currently being piloted and refined based on feedback from educators and scientists in anticipation of a 2016 website launch. Global change concepts are categorized within the infographic as causes of global change (e.g., burning of fossil fuels, volcanism), ongoing Earth system processes (e.g., ocean circulation, the greenhouse effect), and the changes scientists measure in Earth's physical and biological systems (e.g., temperature, extinctions/radiations). The infographic will appear on all website content pages and provides a template for the creation of flowcharts, which are conceptual models that allow teachers and students to visualize the interdependencies and feedbacks among processes in the atmosphere, hydrosphere, biosphere, and geosphere. The development of this resource is timely given that the newly adopted Next Generation Science Standards emphasize cross-cutting concepts, including model building, and Earth system science. Flowchart activities will be available on the website to scaffold inquiry-based lessons, determine student preconceptions, and assess student content knowledge. The infographic has already served as a learning and evaluation tool during professional development workshops at UC Berkeley, Stanford University, and the Smithsonian National Museum of Natural History. At these workshops, scientists and educators used the infographic to highlight how their research and activities reinforce conceptual links among global change topics. Pre- and post-workshop assessment results and responses to questionnaires have guided the refinement of classroom activities and assessment tools utilizing flowcharts as models for global change processes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1988JRScT..25..103K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1988JRScT..25..103K"><span>An implementation study: An analysis of elementary students' and teachers' attitudes toward science in process-approach vs. traditional science classes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kyle, William C., Jr.; Bonnstetter, Ronald J.; Gadsden, Thomas, Jr.</p> <p></p> <p>In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry-oriented, process-approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K-6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns-Based Adoption Model.The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non-SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non-SCIIS teachers. While SCIIS and non-SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non-SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMNH31D..01I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMNH31D..01I"><span>Science-Driven Approach to Disaster Risk and Crisis Management</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ismail-Zadeh, A.</p> <p>2014-12-01</p> <p>Disasters due to natural extreme events continue to grow in number and intensity. Disaster risk and crisis management requires long-term planning, and to undertake that planning, a science-driven approach is needed to understand and assess disaster risks and to help in impact assessment and in recovery processes after a disaster. Science is used in assessments and rapid modeling of the disaster impact, in forecasting triggered hazards and risk (e.g., a tsunami or a landslide after a large earthquake), in contacts with and medical treatment of the affected population, and in some other actions. At the stage of response to disaster, science helps to analyze routinely the disaster happened (e.g., the physical processes led to this extreme event; hidden vulnerabilities; etc.) At the stage of recovery, natural scientists improve the existing regional hazard assessments; engineers try to use new science to produce new materials and technologies to make safer houses and infrastructure. At the stage of disaster risk mitigation new scientific methods and approaches are being developed to study natural extreme events; vulnerability of society is periodically investigated, and the measures for increasing the resilience of society to extremes are developed; existing disaster management regulations are improved. At the stage of preparedness, integrated research on disaster risks should be developed to understand the roots of potential disasters. Enhanced forecasting and early warning systems are to be developed reducing predictive uncertainties, and comprehensive disaster risk assessment is to be undertaken at local, regional, national and global levels. Science education should be improved by introducing trans-disciplinary approach to disaster risks. Science can help society by improving awareness about extreme events, enhancing risk communication with policy makers, media and society, and assisting disaster risk management authorities in organization of local and regional training and exercises.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007PhDT.......227K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007PhDT.......227K"><span>Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Karaman, Ayhan</p> <p></p> <p>Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development of science teachers. Second, it examined the meaning of practicing classroom inquiry for National Board Certified Science Teachers [NBCSTs]. Based on the specific cases of four NBCSTs, this naturalistic inquiry study was conducted to answer to those questions with the involvement of the following qualitative data sources: classroom observations, in-depth teacher interviews, and document analyses of teacher portfolios. The specific cases in this study indicated that undergoing the performance assessment process of NBC played an affirmational role for National Board Certified Science Teachers [NBCSTs] in their professional development. Their successful completion of the portfolio assessment process created a sharpened confidence into their existing notions and ways of teaching science. In the study, not all teachers were equally open to science education reform ideas. This meant that NBC experience strengthened the conventional notions of teaching science held by some teachers rather than generating a higher affiliation with the reform ideas. The teacher cases presented in this study denoted that teachers' conceptions of classroom inquiry were driven both by scientific and constructivist rationales. However, NBCSTs failed to create broader operational definitions of classroom inquiry. They tended to reduce the meaning of classroom inquiry into empirical investigations of students. The conventional representation of the scientific method as a stepwise linear process influenced teachers' understandings and practices of classroom inquiry. NBCSTs used inquiry in their classrooms to introduce their students to the cognitive processes and the actions of practicing scientists but not necessarily to teach scientific principles. Their reluctance to teach scientific principles through inquiry developed in parallel to their tendency of associating classroom inquiry with the highest levels of student autonomy. Participant teachers' particular understandings of scientific literacy produced a tension between embracing inquiry more in their teaching practices of science and educating scientifically literate students. The teachers in the study attributed the hurdles that kept them from using more inquiry with their students to external factors. In the final chapter of the dissertation study, these findings were discussed in connection with the education literature.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20170000284','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20170000284"><span>Enabling Research Tools for Sustained Climate Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Leidner, Allison K.; Bosilovich, Michael G.; Jasinski, Michael F.; Nemani, Ramakrishna R.; Waliser, Duane Edward; Lee, Tsengdar J.</p> <p>2016-01-01</p> <p>The U.S. Global Change Research Program Sustained Assessment process benefits from long-term investments in Earth science research that enable the scientific community to conduct assessment-relevant science. To this end, NASA initiated several research programs over the past five years to support the Earth observation community in developing indicators, datasets, research products, and tools to support ongoing and future National Climate Assessments. These activities complement NASA's ongoing Earth science research programs. One aspect of the assessment portfolio funds four "enabling tools" projects at NASA research centers. Each tool leverages existing capacity within the center, but has developed tailored applications and products for National Climate Assessments. The four projects build on the capabilities of a global atmospheric reanalysis (MERRA-2), a continental U.S. land surface reanalysis (NCA-LDAS), the NASA Earth Exchange (NEX), and a Regional Climate Model Evaluation System (RCMES). Here, we provide a brief overview of each enabling tool, highlighting the ways in which it has advanced assessment science to date. We also discuss how the assessment community can access and utilize these tools for National Climate Assessments and other sustained assessment activities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........50F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........50F"><span>Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fleshman, Robin Earle</p> <p></p> <p>This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college science readiness. Data from the transcripts of two graduating classes were analyzed and the interview transcripts were coded and analyzed as well. Analysis of qualitative data revealed key findings: (1) the school's Habits of Mind, authentic scientific inquiry, self-regulated learning triggers and strategies, and teacher feedback practices driven by an ethic of care supported students' science learning and portfolio assessment; and (2) the cyclical and extensive portfolio processes of writing, revision, and submission well prepared alumni for college science laboratory work and coursework, to a certain extent, but not for the traditional assessments administered in college science courses. Analysis of quantitative data revealed that, if based solely on the City University of New York's Regents score criteria for college readiness, the majority of students from these two graduating classes studied would not have been considered college ready even though all participants, including interviewed alumni, believed the school prepared them for college. The majority of these students, however, were transitioning to college readiness based on their Regents-level science and mathematics coursework. Findings of this study have implications for science assessment, professional development in science, education policy reform, and high school partnerships with CBOs and postsecondary institutions as they pertain to college and college science readiness for students of color in urban portfolio community high schools.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005PhDT.......144L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005PhDT.......144L"><span>National board certification as professional development: What are teachers learning?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lustick, David Scott</p> <p></p> <p>This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=data+AND+mining&pg=5&id=EJ1024558','ERIC'); return false;" href="https://eric.ed.gov/?q=data+AND+mining&pg=5&id=EJ1024558"><span>From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gobert, Janice D.; Sao Pedro, Michael; Raziuddin, Juelaila; Baker, Ryan S.</p> <p>2013-01-01</p> <p>We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=306671','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=306671"><span>Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>In December 2016, EPA finalized its Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide. EPA’s evaluation was reviewed internally by EPA and by other federal agencies and White House Offices in October 2016, before public release. Consistent with the May 2009 IRIS assessment development process, all written comments on IRIS assessments submitted by other federal agencies and White House Offices are made publicly available. Accordingly, interagency comments and the interagency science discussion materials provided to other agencies, including interagency review drafts of the EPA’s Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide, are posted on this site. Note: No major science comments were received on the Interagency Science Discussion Draft. The Toxicological Review and charge were reviewed internally by EPA and by other federal agencies and White House Offices before public release. Consistent with the May 2009 IRIS assessment development process, all written comments on IRIS assessments submitted by other federal agencies and White House Offices are made publicly available. Accordingly, interagency comments and the interagency science consultation materials provided to other agencies, including interagency review drafts of the IRIS Toxicological Review of Ammonia and the charge to external peer reviewers, are posted on this site.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5015839','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5015839"><span>Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.</p> <p>2016-01-01</p> <p>Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27606671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27606671"><span>Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M</p> <p>2016-01-01</p> <p>Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19720015313&hterms=political+science&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dpolitical%2Bscience','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19720015313&hterms=political+science&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dpolitical%2Bscience"><span>Technology assessment or technology harassment: The attacks on science and technology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Green, L., Jr.</p> <p>1972-01-01</p> <p>The manner in which technology is being assessed by various groups and individuals is discussed. Attacks on science and technology (specifically military uses and funding), and the disillusionment of the public with the lack of relevance of science to the public interest and with the infallible wisdom of scientists are described. The effects of the fear of environmental pollution are emphasized. It is concluded that the important issues of science, technology, and public policy will require a pluralistic definition of the public interest by open adversary proceedings. It is also felt that the danger is not that new technology will receive inadequate assessment for possible deleterious secondary effects, but that harassment by an overemotional political process may prevent its coming to fruition.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20070017944','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20070017944"><span>Realistic Covariance Prediction for the Earth Science Constellation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Duncan, Matthew; Long, Anne</p> <p>2006-01-01</p> <p>Routine satellite operations for the Earth Science Constellation (ESC) include collision risk assessment between members of the constellation and other orbiting space objects. One component of the risk assessment process is computing the collision probability between two space objects. The collision probability is computed using Monte Carlo techniques as well as by numerically integrating relative state probability density functions. Each algorithm takes as inputs state vector and state vector uncertainty information for both objects. The state vector uncertainty information is expressed in terms of a covariance matrix. The collision probability computation is only as good as the inputs. Therefore, to obtain a collision calculation that is a useful decision-making metric, realistic covariance matrices must be used as inputs to the calculation. This paper describes the process used by the NASA/Goddard Space Flight Center's Earth Science Mission Operations Project to generate realistic covariance predictions for three of the Earth Science Constellation satellites: Aqua, Aura and Terra.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006SciEd..90..820K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006SciEd..90..820K"><span>Contextual assessment in science education: Background, issues, and policy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Klassen, Stephen</p> <p>2006-09-01</p> <p>Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+knowledge&pg=2&id=EJ1011103','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+knowledge&pg=2&id=EJ1011103"><span>The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail</p> <p>2013-01-01</p> <p>The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles+AND+management&pg=7&id=EJ1091336','ERIC'); return false;" href="https://eric.ed.gov/?q=principles+AND+management&pg=7&id=EJ1091336"><span>Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell</p> <p>2016-01-01</p> <p>Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPhCS.895a2044R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPhCS.895a2044R"><span>Students’ Conception on Heat and Temperature toward Science Process Skill</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.</p> <p>2017-09-01</p> <p>This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150018107','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150018107"><span>Technology Readiness Level Assessment Process as Applied to NASA Earth Science Missions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Leete, Stephen J.; Romero, Raul A.; Dempsey, James A.; Carey, John P.; Cline, Helmut P.; Lively, Carey F.</p> <p>2015-01-01</p> <p>Technology assessments of fourteen science instruments were conducted within NASA using the NASA Technology Readiness Level (TRL) Metric. The instruments were part of three NASA Earth Science Decadal Survey missions in pre-formulation. The Earth Systematic Missions Program (ESMP) Systems Engineering Working Group (SEWG), composed of members of three NASA Centers, provided a newly modified electronic workbook to be completed, with instructions. Each instrument development team performed an internal assessment of its technology status, prepared an overview of its instrument, and completed the workbook with the results of its assessment. A team from the ESMP SEWG met with each instrument team and provided feedback. The instrument teams then reported through the Program Scientist for their respective missions to NASA's Earth Science Division (ESD) on technology readiness, taking the SEWG input into account. The instruments were found to have a range of TRL from 4 to 7. Lessons Learned are presented; however, due to the competition-sensitive nature of the assessments, the results for specific missions are not presented. The assessments were generally successful, and produced useful results for the agency. The SEWG team identified a number of potential improvements to the process. Particular focus was on ensuring traceability to guiding NASA documents, including the NASA Systems Engineering Handbook. The TRL Workbook has been substantially modified, and the revised workbook is described.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1077402.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1077402.pdf"><span>Levels of Possession of Science Process Skills by Final Year Students of Colleges of Education in South-Eastern States of Nigeria</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akani, Omiko</p> <p>2015-01-01</p> <p>This study investigated the levels of possession of science process skills by final year Nigerian Certificate in Education (NCE) Students in colleges of Education in South-Eastern States of Nigeria. The skills that were assessed were observation, experimentation, measurement, communication, and inference. The research was guided by five research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+science+AND+mind&pg=2&id=ED577468','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+science+AND+mind&pg=2&id=ED577468"><span>Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fleshman, Robin Earle</p> <p>2017-01-01</p> <p>This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25463574','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25463574"><span>A systematic review of socio-economic assessments in support of coastal zone management (1992-2011).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Le Gentil, Eric; Mongruel, Rémi</p> <p>2015-02-01</p> <p>Cooperation between the social and natural sciences has become essential in order to encompass all the dimensions of coastal zone management. Socio-economic approaches are increasingly recommended to complement integrated assessment in support of these initiatives. A systematic review of the academic literature was carried out in order to analyze the main types of socio-economic assessments used to inform the coastal zone management process as well as their effectiveness. A corpus of 1682 articles published between 1992 and 2011 was identified by means of the representative coverage approach, from which 170 were selected by applying inclusion/exclusion criteria and then classified using a content analysis methodology. The percentage of articles that mention the use of socio-economic assessment in support of coastal zone management initiatives is increasing but remains relatively low. The review examines the links between the issues addressed by integrated assessments and the chosen analytical frameworks as well as the various economic assessment methods which are used in the successive steps of the coastal zone management process. The results show that i) analytical frameworks such as 'risk and vulnerability', 'DPSIR', 'valuation', 'ecosystem services' and 'preferences' are likely to lead to effective integration of social sciences in coastal zone management research while 'integration', 'sustainability' and 'participation' remain difficult to operationalize, ii) risk assessments are insufficiently implemented in developing countries, and iii) indicator systems in support of multi-criteria analyses could be used during more stages of the coastal zone management process. Finally, it is suggested that improved collaboration between science and management would require that scientists currently involved in coastal zone management processes further educate themselves in integrated assessment approaches and participatory methodologies. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-01-27/pdf/2012-1823.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-01-27/pdf/2012-1823.pdf"><span>77 FR 4319 - Notification of Two Public Teleconferences of the Science Advisory Board Ecological Processes and...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-01-27</p> <p>..., ``Integrating Ecological Assessment and Decision-Making at EPA, 2011 RAF Ecological Assessment Action Plan... the EPA Risk Assessment Forum (RAF) document, ``Integrating Ecological Assessment and Decision-Making... Ecological Risk Assessment in Environmental Decision-Making'' (EPA-SAB-08-002), the EPA Risk Assessment Forum...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005PhDT.......120J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005PhDT.......120J"><span>Does alignment of constructivist teaching, curriculum, and assessment strategies promote meaningful learning?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jimarez, Teresa</p> <p></p> <p>Despite our national efforts to attract more students to the science, technology, engineering, and mathematics (STEM) fields, the number of students continues to be small. Empirical studies have suggested that in order to actively engage students in the science learning processes, lessons need to be designed which consider student prior experiences and provide a sound curriculum, within an environment promoting social interaction---that is, allowing for sharing and negotiation of those ideas which promote reflective thinking. These premises require an embedded assessment system that continuously provides feedback to both student and teacher. This technique allows adaptation and modification of lessons to better facilitate conceptual understanding. This study focused on the use of constructivist strategies that, when aligned, promoted conceptual understanding while facilitating development of science process skills. Skill development leads to meaningful learning, known to promote a change of attitude toward science. A mixed research design embedded in a case study approach was used to understand the complexity of the variables examined in this study. Both quantitative and qualitative methods of data collection were used to strengthen the validity and interpretation of the findings. Students from one of three ninth-grade physical science classes were selected for this study. The students numbered 29, 13 boys and 16 girls; the majority of these students were of Hispanic background. The analysis of data suggested that the use of constructivist strategies promotes conceptual understanding of science concepts and development of science process skills and a change of attitude towards science. This study concluded that selecting teaching and multiple assessment strategies is vital to engage students in science careers. Due to the limited nature of this case study, the researcher recommends a replication or followup with a different teacher and school, including a control group and student interviews to add validity to student written pieces of work.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28961148','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28961148"><span>Developing an Engineering Design Process Assessment using Mixed Methods.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wind, Stefanie A; Alemdar, Meltem; Lingle, Jeremy A; Gale, Jessica D; Moore, Roxanne A</p> <p></p> <p>Recent reforms in science education worldwide include an emphasis on engineering design as a key component of student proficiency in the Science, Technology, Engineering, and Mathematics disciplines. However, relatively little attention has been directed to the development of psychometrically sound assessments for engineering. This study demonstrates the use of mixed methods to guide the development and revision of K-12 Engineering Design Process (EDP) assessment items. Using results from a middle-school EDP assessment, this study illustrates the combination of quantitative and qualitative techniques to inform item development and revisions. Overall conclusions suggest that the combination of quantitative and qualitative evidence provides an in-depth picture of item quality that can be used to inform the revision and development of EDP assessment items. Researchers and practitioners can use the methods illustrated here to gather validity evidence to support the interpretation and use of new and existing assessments.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1847e0005I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1847e0005I"><span>The development of an integrated assessment instrument for measuring analytical thinking and science process skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Irwanto, Rohaeti, Eli; LFX, Endang Widjajanti; Suyanta</p> <p>2017-05-01</p> <p>This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it's readability by students, and assessed it's feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users' response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers' response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students' analytical thinking and science process skills.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/31281','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/31281"><span>The essence of fire regime-condition class assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>McKinley-Ben Miller</p> <p>2008-01-01</p> <p>The interagency-Fire Regime / Condition Class - assessment process (FRCC) represents a contemporary and effective means of estimating the relative degree of difference or "departure" a subject landscape condition is currently in, as compared to the historic or reference ecological conditions. This process generally applied to fire adapted systems is science-...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1847e0007A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1847e0007A"><span>An integrated assessment instrument: Developing and validating instrument for facilitating critical thinking abilities and science process skills on electrolyte and nonelectrolyte solution matter</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Astuti, Sri Rejeki Dwi; Suyanta, LFX, Endang Widjajanti; Rohaeti, Eli</p> <p>2017-05-01</p> <p>The demanding of assessment in learning process was impact by policy changes. Nowadays, assessment is not only emphasizing knowledge, but also skills and attitudes. However, in reality there are many obstacles in measuring them. This paper aimed to describe how to develop integrated assessment instrument and to verify instruments' validity such as content validity and construct validity. This instrument development used test development model by McIntire. Development process data was acquired based on development test step. Initial product was observed by three peer reviewer and six expert judgments (two subject matter experts, two evaluation experts and two chemistry teachers) to acquire content validity. This research involved 376 first grade students of two Senior High Schools in Bantul Regency to acquire construct validity. Content validity was analyzed used Aiken's formula. The verifying of construct validity was analyzed by exploratory factor analysis using SPSS ver 16.0. The result show that all constructs in integrated assessment instrument are asserted valid according to content validity and construct validity. Therefore, the integrated assessment instrument is suitable for measuring critical thinking abilities and science process skills of senior high school students on electrolyte solution matter.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110023389','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110023389"><span>Northwest Regional Climate Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Lipschultz, Fred</p> <p>2011-01-01</p> <p>Objectives are to establish a continuing, inclusive National process that: 1) synthesizes relevant science and information 2) increases understanding of what is known & not known 3) identifies information needs related to preparing for climate variability and change, and reducing climate impacts and vulnerability 4) evaluates progress of adaptation & mitigation activities 5) informs science priorities 6) builds assessment capacity in regions and sectors 7) builds understanding & skilled use of findings</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS1013a2016N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS1013a2016N"><span>The use of drawing as an alternative assessment tool in biology teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nugraha, I.</p> <p>2018-05-01</p> <p>Science required the recording of data to build knowledge. The act of drawing an illustration is one of the oldest methods to record the data in science. Illustration in science provides information that the written word cannot, hence the old adage “A picture is worth a thousand words” is very important for studying science. Drawings an illustration is not only valuable for artists but also for scientists because some aspects of science process skills can also be developed through drawing. In terms of science teaching, applying the act of drawing can also be used as an assessment tool. In this study, we assessed drawing of human internal organs of 38 student teachers who enrolled human physiology course and its correlation to their final exam achievement. Guidance of biological drawing was employed to assess the quality, labelling, and annotations of the drawing. The finding of this study showed that there was a positive correlation between the quality of drawing and final exam achievement. It is suggested that using the method of drawing in combination with written responses assessment would provide a more complete information about student’s understanding of human internal organs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT........39E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT........39E"><span>An exploration of fifth-grade students' epistemological beliefs in science and an investigation of their relation to science learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Elder, Anastasia Danos</p> <p></p> <p>Elementary students' beliefs about the nature of knowledge---epistemological beliefs---are an emerging concern for science education and research. Composed of a critique of research literature and two studies, this dissertation investigated the epistemological beliefs of fifth-grade students who participated in inquiry-based, hands-on science program. The goals were to characterize their beliefs about the nature of knowledge in science and to investigate the relation between these beliefs and their learning of scientific process skills. In the first study, fifth-grade students (N = 211) were surveyed about their beliefs regarding the (1) purpose of science, (2) sources of scientific knowledge, (3) roles of evidence and experiments, (4) changing nature of knowledge in science, and (5) coherence of a scientific knowledge base. Descriptive statistics and analysis of variance (ANOVA) were conducted to assess the interrelations among various epistemological belief constructs. Fifth-graders' epistemological beliefs in science were found to reflect a mixture of naive and sophisticated understanding. Few differences in beliefs were found according to gender, ethnicity, and socio-economic status. Students' understanding of the purpose of science and the changing nature of science seemed to act as two important constructs in their beliefs. Furthermore, students' epistemological beliefs was characterized as an emerging system in which beliefs were related to each other in consistent ways. In the second study, fifth-grade students (N = 194) responded to questionnaire items about their epistemological beliefs in science and completed performance assessments testing their science process skills in two units---one which embedded learning of process skills with conceptual knowledge and another in which process skills were learned with minimal reference to conceptual knowledge. Based on correlational and ANOVA analyses, modest links were found between students' epistemological beliefs and their science learning. The relations varied by instructional unit. Findings defined a number of areas for further investigation including a consideration of how beliefs are characterized, a greater emphasis on understanding the role of aptitude and prior knowledge, and developmental issues in the relation between students' epistemological beliefs and their learning of science. Theoretical, methodological, and educational implications of this work were discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AIPC.1923c0055U','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AIPC.1923c0055U"><span>Developing pre-service science teachers' pedagogical content knowledge by using training program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Udomkan, Watinee; Suwannoi, Paisan</p> <p>2018-01-01</p> <p>A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15968832','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15968832"><span>The precautionary principle.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hayes, A Wallace</p> <p>2005-06-01</p> <p>The Precautionary Principle in its simplest form states: "When an activity raises threats of harm to human health or the environment, precautionary measures should be taken even if some cause-and-effect relationships are not fully established scientifically". This Principle is the basis for European environmental law, and plays an increasing role in developing environmental health policies as well. It also is used in environmental decision-making in Canada and in several European countries, especially in Denmark, Sweden, and Germany. The Precautionary Principle has been used in the environmental decision-making process and in regulating drugs and other consumer products in the United States. The Precautionary Principle enhances the collection of risk information for, among other items, high production volume chemicals and risk-based analyses in general. It does not eliminate the need for good science or for science-based risk assessments. Public participation is encouraged in both the review process and the decision-making process. The Precautionary Principle encourages, and in some cases may require, transparency of the risk assessment process on health risk of chemicals both for public health and the environment. A debate continues on whether the Principle should embrace the "polluter pays" directive and place the responsibility for providing risk assessment on industry. The best elements of a precautionary approach demand good science and challenge the scientific community to improve methods used for risk assessment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20150008813&hterms=laboratory+safety&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dlaboratory%2Bsafety','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20150008813&hterms=laboratory+safety&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dlaboratory%2Bsafety"><span>Terrain Safety Assessment in Support of the Mars Science Laboratory Mission</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kipp, Devin</p> <p>2012-01-01</p> <p>In August 2012, the Mars Science Laboratory (MSL) mission will pioneer the next generation of robotic Entry, Descent, and Landing (EDL) systems by delivering the largest and most capable rover to date to the surface of Mars. The process to select the MSL landing site took over five years and began with over 50 initial candidate sites from which four finalist sites were chosen. The four finalist sites were examined in detail to assess overall science merit, EDL safety, and rover traversability on the surface. Ultimately, the engineering assessments demonstrated a high level of safety and robustness at all four finalist sites and differences in the assessment across those sites were small enough that neither EDL safety nor rover traversability considerations could significantly discriminate among the final four sites. Thus the MSL landing site at Gale Crater was selected from among the four finalists primarily on the basis of science considerations.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=atmospheric&pg=2&id=EJ964633','ERIC'); return false;" href="https://eric.ed.gov/?q=atmospheric&pg=2&id=EJ964633"><span>Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley</p> <p>2011-01-01</p> <p>This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=alchemy&pg=5&id=EJ758596','ERIC'); return false;" href="https://eric.ed.gov/?q=alchemy&pg=5&id=EJ758596"><span>The Alchemy of Art: Transforming Student Art into Science Knowledge in the Chemistry Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Flores, Mickie</p> <p>2005-01-01</p> <p>Art provides students a way to visually represent their scientific knowledge and at the same time helps teachers assess student understanding. Examining a drawing allows teachers to scrutinize students' mental model of a science concept. Science can be described as a continuing process of discovering the order and recurring patterns in nature;…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=virtual+AND+assistant&pg=5&id=EJ504060','ERIC'); return false;" href="https://eric.ed.gov/?q=virtual+AND+assistant&pg=5&id=EJ504060"><span>Assessment of Situated Learning Using Computer Environments.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Young, Michael</p> <p>1995-01-01</p> <p>Suggests that, based on a theory of situated learning, assessment must emphasize process as much as product. Several assessment examples are given, including a computer-based planning assistant for a mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-04-13/pdf/2012-8987.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-04-13/pdf/2012-8987.pdf"><span>77 FR 22316 - Notification of a Public Teleconference of the Science Advisory Board Ecological Processes and...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-04-13</p> <p>...) document, ``Integrating Ecological Assessment and Decision-Making at EPA, 2011 RAF Ecological Assessment... document, ``Integrating Ecological Assessment and Decision- Making at EPA, 2011 RAF Ecological Assessment... review comments on the EPA RAF draft document ``Integrating Ecological Assessment and Decision-Making at...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=198563&Lab=NCEA&keyword=additive+AND+manufacturing&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=198563&Lab=NCEA&keyword=additive+AND+manufacturing&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Hexachloroethane (Interagency Science Consultation Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Hexachloroethane, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from other Federal agencies a...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=237625&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=237625&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Trichloroethylene (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Trichloroethylene, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from other Federal agencies ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/pesticide-registration/understanding-science-behind-epas-pesticide-decisions','PESTICIDES'); return false;" href="https://www.epa.gov/pesticide-registration/understanding-science-behind-epas-pesticide-decisions"><span>Understanding the Science behind EPA’s Pesticide Decisions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Science is key to EPA’s decision-making. EPA scientists review these data to determine whether to register a pesticide product or use and any need for specific restrictions. EPA maintains a transparent, public process in assessing potential human health ri</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1067570.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1067570.pdf"><span>Investigating Factors Affecting Science Teachers' Performance and Satisfaction toward Their Teaching Process at Najran University for Girls' Science Colleges</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alshehry, Amel Thafer</p> <p>2014-01-01</p> <p>In Saudi educational system, many factors have led to a various need for teaching qualifications in higher educational institutions. One main aim of this study was to determine the perception of college teachers on how to assess the effectiveness of the teaching process and what most students consider when evaluating their teachers. Further, it…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19840027236&hterms=computer+science&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dcomputer%2Bscience','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19840027236&hterms=computer+science&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dcomputer%2Bscience"><span>NASA's computer science research program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Larsen, R. L.</p> <p>1983-01-01</p> <p>Following a major assessment of NASA's computing technology needs, a new program of computer science research has been initiated by the Agency. The program includes work in concurrent processing, management of large scale scientific databases, software engineering, reliable computing, and artificial intelligence. The program is driven by applications requirements in computational fluid dynamics, image processing, sensor data management, real-time mission control and autonomous systems. It consists of university research, in-house NASA research, and NASA's Research Institute for Advanced Computer Science (RIACS) and Institute for Computer Applications in Science and Engineering (ICASE). The overall goal is to provide the technical foundation within NASA to exploit advancing computing technology in aerospace applications.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=formative+AND+assessment+AND+students&pg=3&id=EJ1081787','ERIC'); return false;" href="https://eric.ed.gov/?q=formative+AND+assessment+AND+students&pg=3&id=EJ1081787"><span>Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, A. Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca</p> <p>2015-01-01</p> <p>In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Notebook+AND+Computers.&pg=6&id=EJ444308','ERIC'); return false;" href="https://eric.ed.gov/?q=Notebook+AND+Computers.&pg=6&id=EJ444308"><span>What We've Learned about Assessing Hands-On Science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shavelson, Richard J.; Baxter, Gail P.</p> <p>1992-01-01</p> <p>A recent study compared hands-on scientific inquiry assessment to assessments involving lab notebooks, computer simulations, short-answer paper-and-pencil problems, and multiple-choice questions. Creating high quality performance assessments is a costly, time-consuming process requiring considerable scientific and technological know-how. Improved…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1985JRScT..22..687W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1985JRScT..22..687W"><span>The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred</p> <p></p> <p>The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238089&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238089&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS TOXICOLOGICAL REVIEW OF TETRACHLOROETHYLENE (PERCHLOROETHYLENE) (INTERAGENCY SCIENCE DISCUSSION DRAFT)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Tetrachloroethylene (Perchloroethylene), that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=247494&Lab=NCEA&keyword=pesticides+AND+human+AND+health&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=247494&Lab=NCEA&keyword=pesticides+AND+human+AND+health&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Biphenyl (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Biphenyl, that was distributed to other federal agencies and the Executive Office of the President for comment during Interagency Science Discussion (IASD) (Step 6b) of the IRIS assessment development process. Interagenc...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997PhDT.......173A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997PhDT.......173A"><span>The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Anaam, Mahyoub Ali</p> <p></p> <p>The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they outperform nonscience majors on integrated science process skills and logical thinking abilities. High achievers in science majors have a significantly higher attitude toward science, higher integrated science process skills, and higher logical thinking abilities than high and low achievers in nonscience majors. No gender differences were found on these variables. Chi-Square tests indicate that no significant relationships exist between students' majors and their personality types and learning styles. However, it was found that majority of students prefer extroversion over introversion, sensing over intuition, thinking over feeling, and judging over perceiving. Moreover, the most common learning styles among science and nonscience majors were the divergent and the assimilative learning styles. Finally, the educational implication of these findings were discussed and future research that need to be conducted were proposed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMGC31H..05R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMGC31H..05R"><span>The Fourth National Climate Assessment: Progress and Next Steps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Reidmiller, D.; Lewis, K.; Reeves, K.</p> <p>2017-12-01</p> <p>The Global Change Research Act of 1990 mandates the production of a quadrennial National Climate Assessment (NCA) that integrates, evaluates, and interprets global change science. The NCA analyzes observed and projected trends in global change and evaluates related impacts across a range of sectors and regions in the United States. The fourth assessment, NCA4, is currently under development by nearly 300 Federal and non-Federal experts and is expected to be available for public comment in Fall 2017 and released in late 2018. NCA4 is a key component of the US Global Change Research Program's Sustained Assessment process, which aims to advance the science of global change and provide authoritative, relevant information for decision makers. This talk will highlight the progress of NCA4, including an overview of the current draft of the assessment and advances since the third NCA, released in 2014. It will highlight the Climate Science Special Report, an essential component of NCA4, as well as provide insight into the public engagement process-including opportunities to participate-and identify scientific inputs and tools critical to its development, such as the 2nd State of the Carbon Cycle Report and USGCRP's new scenario products website.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25773532','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25773532"><span>Science-policy processes for transboundary water governance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Armitage, Derek; de Loë, Rob C; Morris, Michelle; Edwards, Tom W D; Gerlak, Andrea K; Hall, Roland I; Huitema, Dave; Ison, Ray; Livingstone, David; MacDonald, Glen; Mirumachi, Naho; Plummer, Ryan; Wolfe, Brent B</p> <p>2015-09-01</p> <p>In this policy perspective, we outline several conditions to support effective science-policy interaction, with a particular emphasis on improving water governance in transboundary basins. Key conditions include (1) recognizing that science is a crucial but bounded input into water resource decision-making processes; (2) establishing conditions for collaboration and shared commitment among actors; (3) understanding that social or group-learning processes linked to science-policy interaction are enhanced through greater collaboration; (4) accepting that the collaborative production of knowledge about hydrological issues and associated socioeconomic change and institutional responses is essential to build legitimate decision-making processes; and (5) engaging boundary organizations and informal networks of scientists, policy makers, and civil society. We elaborate on these conditions with a diverse set of international examples drawn from a synthesis of our collective experiences in assessing the opportunities and constraints (including the role of power relations) related to governance for water in transboundary settings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18057420','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18057420"><span>Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Michael, Joel</p> <p>2007-12-01</p> <p>Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a "concept" in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in the process of developing conceptual assessments for physiology.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=235745&Lab=NCEA&keyword=additive+AND+manufacturing&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=235745&Lab=NCEA&keyword=additive+AND+manufacturing&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Hexachloroethane (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of Hexachloroethane</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development Pro...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=198584&keyword=food+AND+category&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=198584&keyword=food+AND+category&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Pentachlorophenol (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of Pentachlorophenol</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development Pr...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=225123&Lab=NERL&keyword=approach+AND+systemic&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=225123&Lab=NERL&keyword=approach+AND+systemic&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Adapting Concepts from Systems Biology to Develop Systems Exposure Event Networks for Exposure Science Research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Systems exposure science has emerged from the traditional environmental exposure assessment framework and incorporates new concepts that link sources of human exposure to internal dose and metabolic processes. Because many human environmental studies are designed for retrospectiv...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1164614.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1164614.pdf"><span>Earthquake Emergency Education in Dushanbe, Tajikistan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mohadjer, Solmaz; Bendick, Rebecca; Halvorson, Sarah J.; Saydullaev, Umed; Hojiboev, Orifjon; Stickler, Christine; Adam, Zachary R.</p> <p>2010-01-01</p> <p>We developed a middle school earthquake science and hazards curriculum to promote earthquake awareness to students in the Central Asian country of Tajikistan. These materials include pre- and post-assessment activities, six science activities describing physical processes related to earthquakes, five activities on earthquake hazards and mitigation…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150011111','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150011111"><span>Constellation Mission Operation Working Group: ESMO Maneuver Planning Process Review</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Moyer, Eric</p> <p>2015-01-01</p> <p>The Earth Science Mission Operation (ESMO) Project created an Independent Review Board to review our Conjunction Risk evaluation process and Maneuver Planning Process to identify improvements that safely manages mission conjunction risks, maintains ground track science requirements, and minimizes overall hours expended on High Interest Events (HIE). The Review Board is evaluating the current maneuver process which requires support by multiple groups. In the past year, there have been several changes to the processes although many prior and new concerns exist. This presentation will discuss maneuver process reviews and Board comments, ESMO assessment and path foward, ESMO future plans, recent changes and concerns.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/pesticide-science-and-assessing-pesticide-risks','PESTICIDES'); return false;" href="https://www.epa.gov/pesticide-science-and-assessing-pesticide-risks"><span>Pesticide Science and Assessing Pesticide Risks</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA protects human health and the environment by evaluating the risk associated with pesticides before allowing them to be used in the United States. Learn about the tools and processes used in risk assessment for pesticides.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=236744','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=236744"><span>IRIS Toxicological Review of Urea (Interagency Science ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Urea,, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from other Federal agencies and White House Offices are provided below with external peer review panel comments. The draft Toxicological Review of Urea provides scientific support and rationale for the hazard and dose-response assessment pertaining to chronic exposure to Urea.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238086&Lab=NCEA&keyword=electronics&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238086&Lab=NCEA&keyword=electronics&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Dichloromethane (Methylene Chloride) (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of Dichloromethane</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development Proc...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238298&Lab=NCEA&keyword=POLYMER&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238298&Lab=NCEA&keyword=POLYMER&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Tetrahydrofuran (THF) (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of Tetrahydrofuran</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development Proc...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/48271','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/48271"><span>Adapting to climate change</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Constance I. Millar; Christopher W. Swanston; David L. Peterson</p> <p>2014-01-01</p> <p>Federal agencies have led the development of adaptation principles and tools in forest ecosystems over the past decade. Successful adaptation efforts generally require organizations to: (1) develop science-management partnerships, (2) provide education on climate change science, (3) provide a toolkit of methods and processes for vulnerability assessment and adaptation...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=process+AND+learning&pg=7&id=EJ1132323','ERIC'); return false;" href="https://eric.ed.gov/?q=process+AND+learning&pg=7&id=EJ1132323"><span>Soft Skills and the Science Curriculum</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ediger, Marlow</p> <p>2017-01-01</p> <p>Care must be given to align curricular goal and instructional methods, materials, and assessments. Student effort, student interest in science and pupil perseverance are key factors that impact the learning process. Educators must be aware of the interactions among these critical concepts to assist students in attaining desired outcomes.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238084&keyword=Skin&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=238084&keyword=Skin&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Trichloroacetic Acid (TCA) (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Trichloroacetic Acid (TCA), that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Development ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014CSSE....9..825G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014CSSE....9..825G"><span>Everyday classroom assessment practices in science classrooms in Sweden</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gómez, María del Carmen; Jakobsson, Anders</p> <p>2014-12-01</p> <p>The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss or argue scientific issues as the national science curriculum stipulates. We found that traditional assessment methods, such as tests, examinations and assignments were the most common methods used to assess and grade students' learning. Different aspects of knowledge stipulated in the national Swedish curriculum, such as lifelong learning, stimulation to students' creativity, curiosity as well as their wish to explore and convert new ideas into action, and find solutions to problems, were restricted by teachers' discourses. The observed teachers' learning and assessment practices constrain students' agency leading to students' silence consequently hindering students' development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cell+AND+theory&id=EJ1045664','ERIC'); return false;" href="https://eric.ed.gov/?q=cell+AND+theory&id=EJ1045664"><span>Analysing Vee Diagram Reflections to Explore Pre-Service Science Teachers' Understanding the Nature of Science in Biology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Savran-Gencer, Ayse</p> <p>2014-01-01</p> <p>Vee diagrams have been a metacognitive tool to help in learning the nature and structure of knowledge by reflecting on the scientific process and making knowledge much more explicit to learners during the practical work. This study aimed to assess pre-service science teachers' understanding some aspects of NOS by analyzing their reflections on the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26654087','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26654087"><span>Utility of the clue - From assessing the investigative contribution of forensic science to supporting the decision to use traces.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bitzer, Sonja; Albertini, Nicola; Lock, Eric; Ribaux, Olivier; Delémont, Olivier</p> <p>2015-12-01</p> <p>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.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Seal&pg=4&id=EJ812129','ERIC'); return false;" href="https://eric.ed.gov/?q=Seal&pg=4&id=EJ812129"><span>Lessons Learned from the Process of Curriculum Developers' and Assessment Developers' Collaboration on the Development of Embedded Formative Assessments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brandon, Paul R.; Young, Donald B.; Shavelson, Richard J.; Jones, Rachael; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Yin, Yue; Tomita, Miki K.; Furtak, Erin Marie</p> <p>2008-01-01</p> <p>Our project to embed formative student assessments in the Foundational Approaches in Science Teaching curriculum required a close collaboration between curriculum developers at the Curriculum Research & Development Group (CRDG) and assessment developers at the Stanford Educational Assessment Laboratory (SEAL). This was a new endeavor for each…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16266777','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16266777"><span>Enhancing the role of science in the decision-making of the European Union.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Allio, Lorenzo; Ballantine, Bruce; Meads, Richard</p> <p>2006-02-01</p> <p>Used well, science provides effective ways of identifying potential risks, protecting citizens, and using resources wisely. It enables government decisions to be based on evidence and provides a foundation for a rule-based framework that supports global trade. To ensure that the best available science becomes a key input in the decisions made by EU institutions, this abridged version of a working paper produced for the European Policy Centre, a leading, independent think tank, considers how science is currently used in the policy and decision-making processes of the EU, what the limitations of scientific evidence are, and how a risk assessment process based on scientific 'good practices' can be advantageous. Finally, the paper makes recommendations on how to improve the use of science by EU institutions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+disabled+AND+students+AND+reading+AND+comprehension&pg=5&id=EJ326661','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+disabled+AND+students+AND+reading+AND+comprehension&pg=5&id=EJ326661"><span>What's New in Software? Computer Programs for Unobtrusive, Informal Evaluation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hedley, Carolyn</p> <p>1985-01-01</p> <p>Teachers can use microcomputers in informal assessment of learning disabled students' academic achievement, math and science progress, reading comprehension, cognitive processes, motivation and social interaction. Selected software for unobtrusive, informal assessment is listed. (CL)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=243551','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=243551"><span>Nitrogen Oxides (NOx) Primary NAAQS REVIEW: Integrated ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The NOx Integrated Review Plan is the first document generated as part of the National Ambient Air Quality Standards (NAAQS) review process. The Plan presents background information, the schedule for the review, the process to be used in conducting the review, and the key policy-relevant science issues that will guide the review. The integrated review plan also discusses the frameworks for the various assessment documents to be prepared by the EPA as part of the review, including an Integrated Science Assessment (ISA), and as warranted, a Risk/Exposure Assessment (REA), and a Policy Assessment (PA). The primary purpose of the NOx Integrated Review Plan is to highlight the key policy-relevant issues to be considered in the Review of the NO2 primary NAAQS. A draft of the integrated review plan will be the subject of an advisory review with the Clean Air Scientific Advisory Committee (CASAC) and made available to the public for review and comment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=267371','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=267371"><span>Sulfur Dioxide (SO2) Primary NAAQS Review: Integrated ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The SO2 Integrated Review Plan is the first document generated as part of the National Ambient Air Quality Standards (NAAQS) review process. The Plan presents background information, the schedule for the review, the process to be used in conducting the review, and the key policy-relevant science issues that will guide the review. The integrated review plan also discusses the frameworks for the various assessment documents to be prepared by the EPA as part of the review, including an Integrated Science Assessment (ISA), and as warranted, a Risk/Exposure Assessment (REA), and a Policy Assessment (PA). The primary purpose of the SO2 Integrated Review Plan is to highlight the key policy-relevant issues to be considered in the Review of the SO2 primary NAAQS. A draft of the integrated review plan will be the subject of an advisory with the Clean Air Scientific Advisory Committee (CASAC) and made available to the public for review and comment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15905151','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15905151"><span>Valid and reliable authentic assessment of culminating student performance in the biomedical sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oh, Deborah M; Kim, Joshua M; Garcia, Raymond E; Krilowicz, Beverly L</p> <p>2005-06-01</p> <p>There is increasing pressure, both from institutions central to the national scientific mission and from regional and national accrediting agencies, on natural sciences faculty to move beyond course examinations as measures of student performance and to instead develop and use reliable and valid authentic assessment measures for both individual courses and for degree-granting programs. We report here on a capstone course developed by two natural sciences departments, Biological Sciences and Chemistry/Biochemistry, which engages students in an important culminating experience, requiring synthesis of skills and knowledge developed throughout the program while providing the departments with important assessment information for use in program improvement. The student work products produced in the course, a written grant proposal, and an oral summary of the proposal, provide a rich source of data regarding student performance on an authentic assessment task. The validity and reliability of the instruments and the resulting student performance data were demonstrated by collaborative review by content experts and a variety of statistical measures of interrater reliability, including percentage agreement, intraclass correlations, and generalizability coefficients. The high interrater reliability reported when the assessment instruments were used for the first time by a group of external evaluators suggests that the assessment process and instruments reported here will be easily adopted by other natural science faculty.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19780021177','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19780021177"><span>Spacelab Level 4 Programmatic Implementation Assessment Study. Volume 2: Ground Processing requirements</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1978-01-01</p> <p>Alternate ground processing options are summarized, including installation and test requirements for payloads, space processing, combined astronomy, and life sciences. The level 4 integration resource requirements are also reviewed for: personnel, temporary relocation, transportation, ground support equipment, and Spacelab flight hardware.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AAS...23212003L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AAS...23212003L"><span>Photometer Performance Assessment in TESS SPOC Pipeline</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Jie; Caldwell, Douglas A.; Jenkins, Jon Michael; Twicken, Joseph D.; Wohler, Bill; Chen, Xiaolan; Rose, Mark; TESS Science Processing Operations Center</p> <p>2018-06-01</p> <p>This poster describes the Photometer Performance Assessment (PPA) software component in the Transiting Exoplanet Survey Satellite (TESS) Science Processing Operations Center (SPOC) pipeline, which is developed based on the Kepler science pipeline. The PPA component performs two tasks: the first task is to assess the health and performance of the instrument based on the science data sets collected during each observation sector, identifying out of bounds conditions and generating alerts. The second is to combine the astrometric data collected for each CCD readout channel to construct a high fidelity record of the pointing history for each of the 4 cameras and an attitude solution for the TESS spacecraft for each 2-min data collection interval. PPA is implemented with multiple pipeline modules: PPA Metrics Determination (PMD), PMD Aggregator (PAG), and PPA Attitude Determination (PAD). The TESS Mission is funded by NASA's Science Mission Directorate. The SPOC is managed and operated by NASA Ames Research Center.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19920015646','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19920015646"><span>NASA's Office of Space Science and Applications: Process, priorities, and goals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1992-01-01</p> <p>Summarized here are the activities of a one-day workshop convened to assess the effectiveness and priority setting mechanisms used by NASA's Office of Space Science and Applications in carrying out its diverse scientific programs. Among the topics discussed were strategic planning, decision making, and goal setting.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+policy&pg=3&id=EJ856051','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+policy&pg=3&id=EJ856051"><span>Deliberating International Science Policy Controversies: Uncertainty and AIDS in South Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paroske, Marcus</p> <p>2009-01-01</p> <p>International science policy controversies involve disputes over cultural differences in the assessment of knowledge claims and competing visions of the policy-making process between different nations. This essay analyzes these dynamics in the recent controversy surrounding AIDS policy in South Africa. It develops the notion of an epistemological…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=119558&Lab=NCEA&keyword=ethylene&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=119558&Lab=NCEA&keyword=ethylene&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Ethylene Glycol Mono-Butyl Ether (Egbe) (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA released the draft report, <i>Toxicological Review for Ethylene Glycol Mono-Butyl Ether </i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from ot...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19820002820','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19820002820"><span>Assessment of Superflux relative to marine science and oceanography. [airborne remote sensing of the Chesapeake Bay plume and shelf regions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Esaias, W. E.</p> <p>1981-01-01</p> <p>A general assessment of the Superflux project is made in relation to marine science and oceanography. It is commented that the program clearly demonstrated the effectiveness of state-of-the-art technology required to study highly dynamic estuarine plumes, and the necessity of a broadly interdisciplinary, interactive remote sensing and shipboard program required to significantly advance the understanding of transport processes and impacts of estuarine outflows.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMIN43B1734R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMIN43B1734R"><span>The Synthetic Aperture Radar Science Data Processing Foundry Concept for Earth Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rosen, P. A.; Hua, H.; Norton, C. D.; Little, M. M.</p> <p>2015-12-01</p> <p>Since 2008, NASA's Earth Science Technology Office and the Advanced Information Systems Technology Program have invested in two technology evolutions to meet the needs of the community of scientists exploiting the rapidly growing database of international synthetic aperture radar (SAR) data. JPL, working with the science community, has developed the InSAR Scientific Computing Environment (ISCE), a next-generation interferometric SAR processing system that is designed to be flexible and extensible. ISCE currently supports many international space borne data sets but has been primarily focused on geodetic science and applications. A second evolutionary path, the Advanced Rapid Imaging and Analysis (ARIA) science data system, uses ISCE as its core science data processing engine and produces automated science and response products, quality assessments and metadata. The success of this two-front effort has been demonstrated in NASA's ability to respond to recent events with useful disaster support. JPL has enabled high-volume and low latency data production by the re-use of the hybrid cloud computing science data system (HySDS) that runs ARIA, leveraging on-premise cloud computing assets that are able to burst onto the Amazon Web Services (AWS) services as needed. Beyond geodetic applications, needs have emerged to process large volumes of time-series SAR data collected for estimation of biomass and its change, in such campaigns as the upcoming AfriSAR field campaign. ESTO is funding JPL to extend the ISCE-ARIA model to a "SAR Science Data Processing Foundry" to on-ramp new data sources and to produce new science data products to meet the needs of science teams and, in general, science community members. An extension of the ISCE-ARIA model to support on-demand processing will permit PIs to leverage this Foundry to produce data products from accepted data sources when they need them. This paper will describe each of the elements of the SAR SDP Foundry and describe their integration into a new conceptual approach to enable more effective use of SAR instruments.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22562979-tu-ab-brd-process-mapping','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22562979-tu-ab-brd-process-mapping"><span>TU-AB-BRD-01: Process Mapping</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Palta, J.</p> <p>2015-06-15</p> <p>Current quality assurance and quality management guidelines provided by various professional organizations are prescriptive in nature, focusing principally on performance characteristics of planning and delivery devices. However, published analyses of events in radiation therapy show that most events are often caused by flaws in clinical processes rather than by device failures. This suggests the need for the development of a quality management program that is based on integrated approaches to process and equipment quality assurance. Industrial engineers have developed various risk assessment tools that are used to identify and eliminate potential failures from a system or a process before amore » failure impacts a customer. These tools include, but are not limited to, process mapping, failure modes and effects analysis, fault tree analysis. Task Group 100 of the American Association of Physicists in Medicine has developed these tools and used them to formulate an example risk-based quality management program for intensity-modulated radiotherapy. This is a prospective risk assessment approach that analyzes potential error pathways inherent in a clinical process and then ranks them according to relative risk, typically before implementation, followed by the design of a new process or modification of the existing process. Appropriate controls are then put in place to ensure that failures are less likely to occur and, if they do, they will more likely be detected before they propagate through the process, compromising treatment outcome and causing harm to the patient. Such a prospective approach forms the basis of the work of Task Group 100 that has recently been approved by the AAPM. This session will be devoted to a discussion of these tools and practical examples of how these tools can be used in a given radiotherapy clinic to develop a risk based quality management program. Learning Objectives: Learn how to design a process map for a radiotherapy process Learn how to perform failure modes and effects analysis analysis for a given process Learn what fault trees are all about Learn how to design a quality management program based upon the information obtained from process mapping, failure modes and effects analysis and fault tree analysis. Dunscombe: Director, TreatSafely, LLC and Center for the Assessment of Radiological Sciences; Consultant to IAEA and Varian Thomadsen: President, Center for the Assessment of Radiological Sciences Palta: Vice President of the Center for the Assessment of Radiological Sciences.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT........33F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT........33F"><span>Developing Engineering and Science Process Skills Using Design Software in an Elementary Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fusco, Christopher</p> <p></p> <p>This paper examines the development of process skills through an engineering design approach to instruction in an elementary lesson that combines Science, Technology, Engineering, and Math (STEM). The study took place with 25 fifth graders in a public, suburban school district. Students worked in groups of five to design and construct model bridges based on research involving bridge building design software. The assessment was framed around individual student success as well as overall group processing skills. These skills were assessed through an engineering design packet rubric (student work), student surveys of learning gains, observation field notes, and pre- and post-assessment data. The results indicate that students can successfully utilize design software to inform constructions of model bridges, develop science process skills through problem based learning, and understand academic concepts through a design project. The final result of this study shows that design engineering is effective for developing cooperative learning skills. The study suggests that an engineering program offered as an elective or as part of the mandatory curriculum could be beneficial for developing students' critical thinking, inter- and intra-personal skills, along with an increased their understanding and awareness for scientific phenomena. In conclusion, combining a design approach to instruction with STEM can increase efficiency in these areas, generate meaningful learning, and influence student attitudes throughout their education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Assessment+AND+quality+AND+assurance+AND+program&pg=6&id=EJ272218','ERIC'); return false;" href="https://eric.ed.gov/?q=Assessment+AND+quality+AND+assurance+AND+program&pg=6&id=EJ272218"><span>An Assessment of an Operational Educational Accountability System for Continuing Education in the Health Professions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Walsh, Patrick L.</p> <p>1982-01-01</p> <p>The Educational Quality Assessment and Assurance System for continuing education in health sciences includes three components to measure inputs, processes, and outcomes. They are (1) Program Coordinator Competency List, (2) Quality Assessment and Assurance Program, and (3) evaluation of educational programs. (SK)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AAS...22332204S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AAS...22332204S"><span>Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.</p> <p>2014-01-01</p> <p>Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1418749','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1418749"><span>Material Stream Strategy for Lithium and Inorganics (U)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Safarik, Douglas Joseph; Dunn, Paul Stanton; Korzekwa, Deniece Rochelle</p> <p></p> <p>Design Agency Responsibilities: Manufacturing Support to meet Stockpile Stewardship goals for maintaining the nuclear stockpile through experimental and predictive modeling capability. Development and maintenance of Manufacturing Science expertise to assess material specifications and performance boundaries, and their relationship to processing parameters. Production Engineering Evaluations with competence in design requirements, material specifications, and manufacturing controls. Maintenance and enhancement of Aging Science expertise to support Stockpile Stewardship predictive science capability.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25539473','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25539473"><span>Using network science in the language sciences and clinic.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vitevitch, Michael S; Castro, Nichol</p> <p>2015-02-01</p> <p>A number of variables—word frequency, word length—have long been known to influence language processing. This study briefly reviews the effects in speech perception and production of two more recently examined variables: phonotactic probability and neighbourhood density. It then describes a new approach to study language, network science, which is an interdisciplinary field drawing from mathematics, computer science, physics and other disciplines. In this approach, nodes represent individual entities in a system (i.e. phonological word-forms in the lexicon), links between nodes represent relationships between nodes (i.e. phonological neighbours) and various measures enable researchers to assess the micro-level (i.e. the individual word), the macro-level (i.e. characteristics about the whole system) and the meso-level (i.e. how an individual fits into smaller sub-groups in the larger system). Although research on individual lexical characteristics such as word-frequency has increased understanding of language processing, these measures only assess the "micro-level". Using network science, researchers can examine words at various levels in the system and how each word relates to the many other words stored in the lexicon. Several new findings using the network science approach are summarized to illustrate how this approach can be used to advance basic research as well as clinical practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5609822','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5609822"><span>Using network science in the language sciences and clinic</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Vitevitch, Michael S.; Castro, Nichol</p> <p>2017-01-01</p> <p>A number of variables—word frequency, word length—have long been known to influence language processing. We briefly review the effects in speech perception and production of two more recently examined variables: phonotactic probability and neighborhood density. We then describe a new approach to study language, network science, which is an interdisciplinary field drawing from mathematics, computer science, physics, and other disciplines. In this approach, nodes represent individual entities in a system (i.e., phonological word-forms in the lexicon), links between nodes represent relationships between nodes (i.e., phonological neighbors), and various measures enable researchers to assess the micro-level (i.e., the individual word), the macro-level (i.e., characteristics about the whole system), and the meso-level (i.e., how an individual fits into smaller sub-groups in the larger system). Although research on individual lexical characteristics such as word-frequency has increased our understanding of language processing, these measures only assess the “micro-level.” Using network science, researchers can examine words at various levels in the system, and how each word relates to the many other words stored in the lexicon. Several new findings using the network science approach are summarized to illustrate how this approach can be used to advance basic research as well as clinical practice. PMID:25539473</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20040000025&hterms=Science+projects&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3DScience%2Bprojects','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20040000025&hterms=Science+projects&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3DScience%2Bprojects"><span>Earth Science Enterprise Scientific Data Purchase Project: Verification and Validation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Jenner, Jeff; Policelli, Fritz; Fletcher, Rosea; Holecamp, Kara; Owen, Carolyn; Nicholson, Lamar; Dartez, Deanna</p> <p>2000-01-01</p> <p>This paper presents viewgraphs on the Earth Science Enterprise Scientific Data Purchase Project's verification,and validation process. The topics include: 1) What is Verification and Validation? 2) Why Verification and Validation? 3) Background; 4) ESE Data Purchas Validation Process; 5) Data Validation System and Ingest Queue; 6) Shipment Verification; 7) Tracking and Metrics; 8) Validation of Contract Specifications; 9) Earth Watch Data Validation; 10) Validation of Vertical Accuracy; and 11) Results of Vertical Accuracy Assessment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22562978-tu-ab-brd-task-group','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22562978-tu-ab-brd-task-group"><span>TU-AB-BRD-00: Task Group 100</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>NONE</p> <p>2015-06-15</p> <p>Current quality assurance and quality management guidelines provided by various professional organizations are prescriptive in nature, focusing principally on performance characteristics of planning and delivery devices. However, published analyses of events in radiation therapy show that most events are often caused by flaws in clinical processes rather than by device failures. This suggests the need for the development of a quality management program that is based on integrated approaches to process and equipment quality assurance. Industrial engineers have developed various risk assessment tools that are used to identify and eliminate potential failures from a system or a process before amore » failure impacts a customer. These tools include, but are not limited to, process mapping, failure modes and effects analysis, fault tree analysis. Task Group 100 of the American Association of Physicists in Medicine has developed these tools and used them to formulate an example risk-based quality management program for intensity-modulated radiotherapy. This is a prospective risk assessment approach that analyzes potential error pathways inherent in a clinical process and then ranks them according to relative risk, typically before implementation, followed by the design of a new process or modification of the existing process. Appropriate controls are then put in place to ensure that failures are less likely to occur and, if they do, they will more likely be detected before they propagate through the process, compromising treatment outcome and causing harm to the patient. Such a prospective approach forms the basis of the work of Task Group 100 that has recently been approved by the AAPM. This session will be devoted to a discussion of these tools and practical examples of how these tools can be used in a given radiotherapy clinic to develop a risk based quality management program. Learning Objectives: Learn how to design a process map for a radiotherapy process Learn how to perform failure modes and effects analysis analysis for a given process Learn what fault trees are all about Learn how to design a quality management program based upon the information obtained from process mapping, failure modes and effects analysis and fault tree analysis. Dunscombe: Director, TreatSafely, LLC and Center for the Assessment of Radiological Sciences; Consultant to IAEA and Varian Thomadsen: President, Center for the Assessment of Radiological Sciences Palta: Vice President of the Center for the Assessment of Radiological Sciences.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22562972-tu-ab-brd-fault-tree-analysis','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22562972-tu-ab-brd-fault-tree-analysis"><span>TU-AB-BRD-03: Fault Tree Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Dunscombe, P.</p> <p>2015-06-15</p> <p>Current quality assurance and quality management guidelines provided by various professional organizations are prescriptive in nature, focusing principally on performance characteristics of planning and delivery devices. However, published analyses of events in radiation therapy show that most events are often caused by flaws in clinical processes rather than by device failures. This suggests the need for the development of a quality management program that is based on integrated approaches to process and equipment quality assurance. Industrial engineers have developed various risk assessment tools that are used to identify and eliminate potential failures from a system or a process before amore » failure impacts a customer. These tools include, but are not limited to, process mapping, failure modes and effects analysis, fault tree analysis. Task Group 100 of the American Association of Physicists in Medicine has developed these tools and used them to formulate an example risk-based quality management program for intensity-modulated radiotherapy. This is a prospective risk assessment approach that analyzes potential error pathways inherent in a clinical process and then ranks them according to relative risk, typically before implementation, followed by the design of a new process or modification of the existing process. Appropriate controls are then put in place to ensure that failures are less likely to occur and, if they do, they will more likely be detected before they propagate through the process, compromising treatment outcome and causing harm to the patient. Such a prospective approach forms the basis of the work of Task Group 100 that has recently been approved by the AAPM. This session will be devoted to a discussion of these tools and practical examples of how these tools can be used in a given radiotherapy clinic to develop a risk based quality management program. Learning Objectives: Learn how to design a process map for a radiotherapy process Learn how to perform failure modes and effects analysis analysis for a given process Learn what fault trees are all about Learn how to design a quality management program based upon the information obtained from process mapping, failure modes and effects analysis and fault tree analysis. Dunscombe: Director, TreatSafely, LLC and Center for the Assessment of Radiological Sciences; Consultant to IAEA and Varian Thomadsen: President, Center for the Assessment of Radiological Sciences Palta: Vice President of the Center for the Assessment of Radiological Sciences.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22562973-tu-ab-brd-development-quality-management-program','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22562973-tu-ab-brd-development-quality-management-program"><span>TU-AB-BRD-04: Development of Quality Management Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Thomadsen, B.</p> <p>2015-06-15</p> <p>Current quality assurance and quality management guidelines provided by various professional organizations are prescriptive in nature, focusing principally on performance characteristics of planning and delivery devices. However, published analyses of events in radiation therapy show that most events are often caused by flaws in clinical processes rather than by device failures. This suggests the need for the development of a quality management program that is based on integrated approaches to process and equipment quality assurance. Industrial engineers have developed various risk assessment tools that are used to identify and eliminate potential failures from a system or a process before amore » failure impacts a customer. These tools include, but are not limited to, process mapping, failure modes and effects analysis, fault tree analysis. Task Group 100 of the American Association of Physicists in Medicine has developed these tools and used them to formulate an example risk-based quality management program for intensity-modulated radiotherapy. This is a prospective risk assessment approach that analyzes potential error pathways inherent in a clinical process and then ranks them according to relative risk, typically before implementation, followed by the design of a new process or modification of the existing process. Appropriate controls are then put in place to ensure that failures are less likely to occur and, if they do, they will more likely be detected before they propagate through the process, compromising treatment outcome and causing harm to the patient. Such a prospective approach forms the basis of the work of Task Group 100 that has recently been approved by the AAPM. This session will be devoted to a discussion of these tools and practical examples of how these tools can be used in a given radiotherapy clinic to develop a risk based quality management program. Learning Objectives: Learn how to design a process map for a radiotherapy process Learn how to perform failure modes and effects analysis analysis for a given process Learn what fault trees are all about Learn how to design a quality management program based upon the information obtained from process mapping, failure modes and effects analysis and fault tree analysis. Dunscombe: Director, TreatSafely, LLC and Center for the Assessment of Radiological Sciences; Consultant to IAEA and Varian Thomadsen: President, Center for the Assessment of Radiological Sciences Palta: Vice President of the Center for the Assessment of Radiological Sciences.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22562980-tu-ab-brd-failure-modes-effects-analysis','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22562980-tu-ab-brd-failure-modes-effects-analysis"><span>TU-AB-BRD-02: Failure Modes and Effects Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Huq, M.</p> <p>2015-06-15</p> <p>Current quality assurance and quality management guidelines provided by various professional organizations are prescriptive in nature, focusing principally on performance characteristics of planning and delivery devices. However, published analyses of events in radiation therapy show that most events are often caused by flaws in clinical processes rather than by device failures. This suggests the need for the development of a quality management program that is based on integrated approaches to process and equipment quality assurance. Industrial engineers have developed various risk assessment tools that are used to identify and eliminate potential failures from a system or a process before amore » failure impacts a customer. These tools include, but are not limited to, process mapping, failure modes and effects analysis, fault tree analysis. Task Group 100 of the American Association of Physicists in Medicine has developed these tools and used them to formulate an example risk-based quality management program for intensity-modulated radiotherapy. This is a prospective risk assessment approach that analyzes potential error pathways inherent in a clinical process and then ranks them according to relative risk, typically before implementation, followed by the design of a new process or modification of the existing process. Appropriate controls are then put in place to ensure that failures are less likely to occur and, if they do, they will more likely be detected before they propagate through the process, compromising treatment outcome and causing harm to the patient. Such a prospective approach forms the basis of the work of Task Group 100 that has recently been approved by the AAPM. This session will be devoted to a discussion of these tools and practical examples of how these tools can be used in a given radiotherapy clinic to develop a risk based quality management program. Learning Objectives: Learn how to design a process map for a radiotherapy process Learn how to perform failure modes and effects analysis analysis for a given process Learn what fault trees are all about Learn how to design a quality management program based upon the information obtained from process mapping, failure modes and effects analysis and fault tree analysis. Dunscombe: Director, TreatSafely, LLC and Center for the Assessment of Radiological Sciences; Consultant to IAEA and Varian Thomadsen: President, Center for the Assessment of Radiological Sciences Palta: Vice President of the Center for the Assessment of Radiological Sciences.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005JSEdT..14..191P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005JSEdT..14..191P"><span>Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Potter, Robert; Meisels, Gerry</p> <p>2005-06-01</p> <p>In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23230726','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23230726"><span>[The role of science in policy making--EuSANH-ISA project, framework for science advice for health].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cianciara, Dorota; Piotrowicz, Maria; Bielska-Lasota, Magdalena; Wysocki, Mirosław J</p> <p>2012-01-01</p> <p>Governments and other authorities (including MPs) should be well informed on issues of science and technology. This is particularly important in the era of evidence-based practice. This implies the need to get expert advice. The process by which scientific knowledge is transmitted, along with proposals how to solve the problem, is called science advice. The main aim of the article is to discuss the issue of science advice--definitions, interaction between science and policymaking, and its position in contemporary policies. The second aim is to present European Science Advisory Network for Health (EuSANH), EuSANH-ISA project, and framework for science advice for health which was developed by participants. Furthermore, the role of civil society in decision-making process and science advice is also discussed. Interaction between scientists and policy-makers are described in terms of science-push approach (technocratic model), policy-pull (decisionistic) and simultaneous push-pull approach (pragmatic). The position of science advice is described in historical perspective from the 50s, especially in the last two decades. Description relies to USA, Canada and UK. Principles of scientific advice to government (Government Office for Science, UK) are quoted. Some important documents related to science advice in EU and UN are mentioned. EuSANH network is described as well as EuSANH-ISA project, with its objectives and outcomes. According to findings of this project, the process of science advice for health should follow some steps: framing the issue to be covered; planning entire process leading to the conclusion; drafting the report; reviewing the report and revision; publishing report and assessing the impact on policy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.U14A..02F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.U14A..02F"><span>Towards the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fuglestvedt, J. S.; Masson-Delmotte, V.; Zhai, P.; Pirani, A.</p> <p>2016-12-01</p> <p>The IPCC, set up in 1988 by WMO and UNEP, is the international body for assessing the science related to climate change. The reports of the IPCC include Assessments, Synthesis and Special Reports (and their Summaries for Policymakers), as well as Methodological Reports, providing policymakers with regular assessments of the scientific basis of climate change, its impacts and future risks, and options for adaptation and mitigation. These assessments are policy-relevant, but not policy-prescriptive, and based on the assessment of the published literature. The assessments of the IPCC follow precise procedures to ensure that they provide a rigorous and balanced scientific information. Particularly critical is the volunteer involvment of tens of scientists involved in the scoping of each report, as well as the work of hundreds of Coordinating Lead Authors and Lead Authors of reports, with the complementary expertise of hundreds of sollicited Contributing Authors. The review process plays a key role in the open and transparent process underlying the IPCC reports. It is organized in multiple rounds and mobilizes thousands of other experts, a process monitored by Review Editors. The author teams develop rigorous methodologies to report the degree of confidence associated with each finding and report information with uncertainty. As a result, successive IPCC reports provide regular steps to determine matured climate science, through robust findings, but also emerging research pathways, and facilitate science maturation through analyses of multiple perspectives provided by the scientific literature in a comprehensive approach. While the IPCC does not conduct its own scientific research, the timeline of the IPCC reports acts as a stimulation for the research community, especially for internationally coordinated research programmes associated with global climate projections. These aspects will be developed in this presentation, with a focus on Working Group I (the physical science basis), and the 6th Assessment Report (AR6). For more information, see : www.ipcc.ch For new special reports planned in 2018-2019 : http://www.ipcc.ch/activities/activities.shtml For the strategic planning schedule for the AR6 : http://www.ipcc.ch/activities/pdf/ar6_WSPSchedule_07072016.pdf</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=301896','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=301896"><span>Rangeland health assessment - The key to understanding and assessing rangeland soil health in the Northern Great Plains</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>As the science related to soil and rangeland health evolves, so do their protocols and assessment methodologies. Rangeland health assessments consist of evaluating how well ecological processes such as the water cycle, energy flow and nutrient cycling are functioning at a site. Soil health is the ca...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=56725','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=56725"><span>IRIS Toxicological Review for Carbon Tetrachloride ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA released the draft report,Toxicological Review for Carbon Tetrachloride(Interagency Science Discussion Draft), that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from other Federal agencies and White House Offices are provided below with external peer review panel comments. EPA is conducting a peer review of the scientific basis supporting the human health hazard and dose-response assessment of carbon tetrachloride that will appear on the Integrated Risk Information System (IRIS) database.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=59460&Lab=NERL&keyword=group+AND+theory&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=59460&Lab=NERL&keyword=group+AND+theory&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>LANDSCAPE SCIENCES FOR ENVIRONMENTAL ASSESSMENT: A NATO FRAMEWORK FOR INTERNATIONAL COOPERATION</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>An international pilot study has been developed to explore the possibility of quantifying and assessing environmental condition, processes of land degradation, and subsequent impacts on natural and human resources by combining the advanced technologies of remote sensing, geograph...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=62490&keyword=beef+AND+food+AND+safety&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=62490&keyword=beef+AND+food+AND+safety&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>QUANTITATIVE RISK ASSESSMENT FOR MICROBIAL AGENTS</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Compared to chemical risk assessment, the process for microbial agents and infectious disease is more complex because of host factors and the variety of settings in which disease transmission can occur. While the National Academy of Science has established a paradigm for performi...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010ASPC..436..562G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010ASPC..436..562G"><span>Social Science at the Center for Adaptive Optics: Synergistic Systems of Program Evaluation, Applied Research, Educational Assessment, and Pedagogy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Goza, B. K.; Hunter, L.; Shaw, J. M.; Metevier, A. J.; Raschke, L.; Espinoza, E.; Geaney, E. R.; Reyes, G.; Rothman, D. L.</p> <p>2010-12-01</p> <p>This paper describes the interaction of four elements of social science as they have evolved in concert with the Center for Adaptive Optics Professional Development Program (CfAO PDP). We hope these examples persuade early-career scientists and engineers to include social science activities as they develop grant proposals and carry out their research. To frame our discussion we use a metaphor from astronomy. At the University of California Santa Cruz (UCSC), the CfAO PDP and the Educational Partnership Center (EPC) are two young stars in the process of forming a solar system. Together, they are surrounded by a disk of gas and dust made up of program evaluation, applied research, educational assessment, and pedagogy. An idea from the 2001 PDP intensive workshops program evaluation developed into the Assessing Scientific Inquiry and Leadership Skills (AScILS) applied research project. In iterative cycles, AScILS researchers participated in subsequent PDP intensive workshops, teaching social science while piloting AScILS measurement strategies. Subsequent "orbits" of the PDP program evaluation gathered ideas from the applied research and pedagogy. The denser regions of this disk of social science are in the process of forming new protoplanets as tools for research and teaching are developed. These tools include problem-solving exercises or simulations of adaptive optics explanations and scientific reasoning; rubrics to evaluate the scientific reasoning simulation responses, knowledge regarding inclusive science education, and student explanations of science/engineering inquiry investigations; and a scientific reasoning curriculum. Another applied research project is forming with the design of a study regarding how to assess engineering explanations. To illustrate the mutual shaping of the cross-disciplinary, intergenerational group of educational researchers and their projects, the paper ends with a description of the professional trajectories of some of the researchers involved in this complex solar system.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23833174','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23833174"><span>Factors influencing public risk-benefit considerations of nanotechnology: Assessing the effects of mass media, interpersonal communication, and elaborative processing.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ho, Shirley S; Scheufele, Dietram A; Corley, Elizabeth A</p> <p>2013-07-01</p> <p>This study examines the influence of mass media, interpersonal communication, and elaborative processing on public perception of benefits and risks of nanotechnology, based on a large-scale nationally representative telephone survey of U.S. adult citizens. Results indicate that cognitive processes in the form of news elaboration had a significant positive main effect on benefits outweigh risks perception. The influences of attention to science in newspapers, attention to science news on television, and interpersonal communication about science on public perception of benefits outweigh risks were moderated by elaborative processing, after controlling for socio-demographic variables, religious beliefs, trust in scientists, and scientific knowledge. The findings highlight the importance of elaborative processing when it comes to understanding how the mass media differentially influence public benefits outweigh risks perception of emerging technologies. Specifically, high elaborative processing emphasizes higher levels of perceived benefits outweigh risks than low elaborative processing. This study explores explanations for this phenomenon and offers implications for future research and policy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002SciEd..86..417B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002SciEd..86..417B"><span>Reforming primary science assessment practices: A case study of one teacher's professional development through action research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Briscoe, Carol; Wells, Elaine</p> <p>2002-05-01</p> <p>Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether portfolios could be used as an effective means for facilitating and assessing young children's development of science process skills. Data sources included a journal kept by the teacher, documents produced by the teacher and students as part of the portfolio implementation process, hand-written records of teacher's informal interviews with students, and anecdotal records from research team meetings during the study. Data analysis was designed to explore how the teacher's classroom practices and thinking evolved as she engaged in action research and attempted to solve the problems associated with deciding what to assess and how to implement portfolio assessment. We also examined the factors that supported the teacher's learning and change as she progressed through the research process. Data are presented in the form of four assertions that clarify how the action research process was influenced by various personal and contextual factors. Implications address factors that facilitated the teacher as researcher, and how this research project, initiated by the teacher, affected her professional development and professional life.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=225983&keyword=Trichloroethylene&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=225983&keyword=Trichloroethylene&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of 1,1,2,2-Tetrachloroethane (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, <i>Toxicological Review of 1,1,2,2-Tetrachloroethane</i>, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the <a href="http://www.epa.gov/iris/process.htm">IRIS Assessment Develo...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED560877.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED560877.pdf"><span>Strategic Game Moves Mediate Implicit Science Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowe, Elizabeth; Baker, Ryan S.; Asbell-Clarke, Jodi</p> <p>2015-01-01</p> <p>Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20090015872&hterms=trend+reports&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dtrend%2Breports','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20090015872&hterms=trend+reports&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dtrend%2Breports"><span>Aquarius's Instrument Science Data System (ISDS) Automated to Acquire, Process, Trend Data and Produce Radiometric System Assessment Reports</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>2008-01-01</p> <p>The Aquarius Radiometer, a subsystem of the Aquarius Instrument required a data acquisition ground system to support calibration and radiometer performance assessment. To support calibration and compose performance assessments, we developed an automated system which uploaded raw data to a ftp server and saved raw and processed data to a database. This paper details the overall functionalities of the Aquarius Instrument Science Data System (ISDS) and the individual electrical ground support equipment (EGSE) which produced data files that were infused into the ISDS. Real time EGSEs include an ICDS Simulator, Calibration GSE, Labview controlled power supply, and a chamber data acquisition system. ICDS Simulator serves as a test conductor primary workstation, collecting radiometer housekeeping (HK) and science data and passing commands and HK telemetry collection request to the radiometer. Calibration GSE (Radiometer Active Test Source) provides source choice from multiple targets for the radiometer external calibration. Power Supply GSE, controlled by labview, provides real time voltage and current monitoring of the radiometer. And finally the chamber data acquisition system produces data reflecting chamber vacuum pressure, thermistor temperatures, AVG and watts. Each GSE system produce text based data files every two to six minutes and automatically copies the data files to the Central Archiver PC. The Archiver PC stores the data files, schedules automated uploads of these files to an external FTP server, and accepts request to copy all data files to the ISDS for offline data processing and analysis. Aquarius Radiometer ISDS contains PHP and MATLab programs to parse, process and save all data to a MySQL database. Analysis tools (MATLab programs) in the ISDS system are capable of displaying radiometer science, telemetry and auxiliary data in near real time as well as performing data analysis and producing automated performance assessment reports of the Aquarius Radiometer.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........47E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........47E"><span>The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ewald, Megan</p> <p></p> <p>As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator. Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives. The findings from this study suggest that--of the 19 participants--only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers to re-author their scripts as assessors and create three-dimensional assessments, they first need to be aware of their assessment identity. Furthermore, the findings provide support for teachers to advocate for the development and use of assessments that measure students' three-dimensional learning rather than relying on assessments that are easily "counted."</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA265020','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA265020"><span>Management Sciences Division Annual Report (9th)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1992-01-01</p> <p>41 Actuarial Process Consolidation and Review ....................................... 43 How M alfunction Code Reduction...47 Sun W ork Stations ............................................................................... 48 Actuarial Process Consolidation and...Information System (WSMIS). Dyna-METRIC is used for wartime supply support capability assessments. The Aircraft Sustainability Model ( ASM ) is the</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhDT........21F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhDT........21F"><span>Assessing the impact participation in science journalism activities has on scientific literacy among high school students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Farrar, Cathy</p> <p></p> <p>As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested unproductive information seeking strategies. However, similar to the experts, novices made references to both scientific and societal contexts. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=transparency&pg=3&id=EJ1120950','ERIC'); return false;" href="https://eric.ed.gov/?q=transparency&pg=3&id=EJ1120950"><span>Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heredia, Sara C.; Furtak, Erin Marie; Morrison, Deb; Renga, Ian Parker</p> <p>2016-01-01</p> <p>Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=design+AND+experiments&pg=5&id=EJ1058297','ERIC'); return false;" href="https://eric.ed.gov/?q=design+AND+experiments&pg=5&id=EJ1058297"><span>Scientific Reasoning Abilities in Kindergarten: Dynamic Assessment of the Control of Variables Strategy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo</p> <p>2015-01-01</p> <p>A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of the learning processes happening within science education. A commonly used, hands-on,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/pesticide-reevaluation','PESTICIDES'); return false;" href="https://www.epa.gov/pesticide-reevaluation"><span>Pesticide Reevaluation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Learn about the process for periodically evaluating registered pesticides to ensure they meet current science standards for risk assessment, as required by the Federal Insecticide Fungicide and Rodenticide Act.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29751612','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29751612"><span>Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan</p> <p>2018-05-11</p> <p>Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018RScEd.tmp...51K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018RScEd.tmp...51K"><span>Performance Assessment as a Diagnostic Tool for Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap</p> <p>2018-04-01</p> <p>Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.2809S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.2809S"><span>Toward an Analytic Framework of Interdisciplinary Reasoning and Communication (IRC) Processes in Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shen, Ji; Sung, Shannon; Zhang, Dongmei</p> <p>2015-11-01</p> <p>Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes-integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4786344','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4786344"><span>Alternatives Assessment Frameworks: Research Needs for the Informed Substitution of Hazardous Chemicals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jacobs, Molly M.; Malloy, Timothy F.; Tickner, Joel A.; Edwards, Sally</p> <p>2015-01-01</p> <p>Background Given increasing pressures for hazardous chemical replacement, there is growing interest in alternatives assessment to avoid substituting a toxic chemical with another of equal or greater concern. Alternatives assessment is a process for identifying, comparing, and selecting safer alternatives to chemicals of concern (including those used in materials, processes, or technologies) on the basis of their hazards, performance, and economic viability. Objectives The purposes of this substantive review of alternatives assessment frameworks are to identify consistencies and differences in methods and to outline needs for research and collaboration to advance science policy practice. Methods This review compares methods used in six core components of these frameworks: hazard assessment, exposure characterization, life-cycle impacts, technical feasibility evaluation, economic feasibility assessment, and decision making. Alternatives assessment frameworks published from 1990 to 2014 were included. Results Twenty frameworks were reviewed. The frameworks were consistent in terms of general process steps, but some differences were identified in the end points addressed. Methodological gaps were identified in the exposure characterization, life-cycle assessment, and decision–analysis components. Methods for addressing data gaps remain an issue. Discussion Greater consistency in methods and evaluation metrics is needed but with sufficient flexibility to allow the process to be adapted to different decision contexts. Conclusion Although alternatives assessment is becoming an important science policy field, there is a need for increased cross-disciplinary collaboration to refine methodologies in support of the informed substitution and design of safer chemicals, materials, and products. Case studies can provide concrete lessons to improve alternatives assessment. Citation Jacobs MM, Malloy TF, Tickner JA, Edwards S. 2016. Alternatives assessment frameworks: research needs for the informed substitution of hazardous chemicals. Environ Health Perspect 124:265–280; http://dx.doi.org/10.1289/ehp.1409581 PMID:26339778</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhDT.......145M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhDT.......145M"><span>Learning and teaching about the nature of science through process skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mulvey, Bridget K.</p> <p></p> <p>This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a year of secondary science methods instruction that incorporated the process skills-based approach. Data consisted of each participant's written and interview responses to the Views of the Nature of Science (VNOS) questionnaire. Systematic data analysis led to the conclusion that participants exhibited statistically significant and practically meaningful improvements in their nature of science views and viewed teaching the nature of science as essential to their future instruction. The second and third papers assessed the outcomes of the process skills-based approach with 25 inservice middle school science teachers. For the second paper, she collected and analyzed participants' VNOS and interview responses before, after, and 10 months after a 6-day summer professional development. Long-term retention of more aligned nature of science views underpins teachers' ability to teach aligned conceptions to their students yet it is rarely examined. Participants substantially improved their nature of science views after the professional development, retained those views over 10 months, and attributed their more aligned understandings to the course. The third paper addressed these participants' instructional practices based on participant-created video reflections of their nature of science and inquiry instruction. Two participant interviews and class notes also were analyzed via a constant comparative approach to ascertain if, how, and why the teachers explicitly integrated the nature of science into their instruction. The participants recognized the process skills-based approach as instrumental in the facilitation of their improved views. Additionally, the participants saw the nature of science as an important way to help students to access core science content such as the theory of evolution by natural selection. Most impressively, participants taught the nature of science explicitly and regularly. This instruction was student-centered, involving high levels of student engagement in ways that represented applying, adapting, and innovating on what they learned in the summer professional development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007PhDT.......397S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007PhDT.......397S"><span>What can we learn from PISA?: Investigating PISA's approach to scientific literacy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Schwab, Cheryl Jean</p> <p></p> <p>This dissertation is an investigation of the relationship between the multidimensional conception of scientific literacy and its assessment. The Programme for International Student Assessment (PISA), developed under the auspices of the Organization for Economic Cooperation and Development (OECD), offers a unique opportunity to evaluate the assessment of scientific literacy. PISA developed a continuum of performance for scientific literacy across three competencies (i.e., process, content, and situation). Foundational to the interpretation of PISA science assessment is PISA's definition of scientific literacy, which I argue incorporates three themes drawn from history: (a) scientific way of thinking, (b) everyday relevance of science, and (c) scientific literacy for all students. Three coordinated studies were conducted to investigate the validity of PISA science assessment and offer insight into the development of items to assess scientific 2 literacy. Multidimensional models of the internal structure of the PISA 2003 science items were found not to reflect the complex character of PISA's definition of scientific literacy. Although the multidimensional models across the three competencies significantly decreased the G2 statistic from the unidimensional model, high correlations between the dimensions suggest that the dimensions are similar. A cognitive analysis of student verbal responses to PISA science items revealed that students were using competencies of scientific literacy, but the competencies were not elicited by the PISA science items at the depth required by PISA's definition of scientific literacy. Although student responses contained only knowledge of scientific facts and simple scientific concepts, students were using more complex skills to interpret and communicate their responses. Finally the investigation of different scoring approaches and item response models illustrated different ways to interpret student responses to assessment items. These analyses highlighted the complexities of students' responses to the PISA science items and the use of the ordered partition model to accommodate different but equal item responses. The results of the three investigations are used to discuss ways to improve the development and interpretation of PISA's science items.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMPA13B0236W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMPA13B0236W"><span>Drowning in Data: Going Beyond Traditional Data Archival to Educate Data Users</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Weigel, A. M.; Smith, T.; Smith, D. K.; Bugbee, K.; Sinclair, L.</p> <p>2017-12-01</p> <p>Increasing quantities of Earth science data and information prove overwhelming to new and unfamiliar users. Data discovery and use challenges faced by these users are compounded with atmospheric science field campaign data collected by a variety of instruments and stored, visualized, processed and analyzed in different ways. To address data and user needs assessed through annual surveys and user questions, the NASA Global Hydrology Resource Center Distributed Active Archive Center (GHRC DAAC), in collaboration with a graphic designer, has developed a series of resources to help users learn about GHRC science focus areas, field campaigns, instruments, data, and data processing techniques. In this talk, GHRC data recipes, micro articles, interactive data visualization techniques, and artistic science outreach and education efforts, such as ESRI story maps and research as art, will be overviewed. The objective of this talk is to stress the importance artistic information visualization has in communicating with and educating Earth science data users.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED22A..03H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED22A..03H"><span>Integrating Communication Best Practices in the Third National Climate Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hassol, S. J.</p> <p>2014-12-01</p> <p>Modern climate science assessments now have a history of nearly a quarter-century. This experience, together with important advances in relevant social sciences, has greatly improved our ability to communicate climate science effectively. As a result, the Third National Climate Assessment (NCA) was designed to be truly accessible and useful to all its intended audiences, while still being comprehensive and scientifically accurate. At a time when meeting the challenge of climate change is increasingly recognized as an urgent national and global priority, the NCA is proving to be valuable to decision-makers, the media, and the public. In producing this latest NCA, a communication perspective was an important part of the process from the beginning, rather than an afterthought as has often been the case with scientific reports. Lessons learned from past projects and science communications research fed into developing the communication strategy for the Third NCA. A team of editors and graphic designers worked closely with the authors on language, graphics, and photographs throughout the development of the report, Highlights document, and other products. A web design team helped bring the report to life online. There were also innovations in outreach, including a network of organizations intended to extend the reach of the assessment by engaging stakeholders throughout the process. Professional slide set development and media training were part of the preparation for the report's release. The launch of the NCA in May 2014 saw widespread and ongoing media coverage, continued references to the NCA by decision-makers, and praise from many quarters for its excellence in making complex science clear and accessible. This NCA is a professionally crafted report that exemplifies best practices in 21st century communications.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=267479','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_pra_view.cfm?direntryid=267479"><span>NOx SOx Secondary NAAQS: Integrated Review Plan ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The NOx SOx Secondary NAAQS Integrated Review Plan is the first document generated as part of the National Ambient Air Quality Standards (NAAQS) review process. The Plan presents background information, the schedule for the review, the process to be used in conducting the review, and the key policy-relevant science issues that will guide the review. The integrated review plan also discusses the frameworks for the various assessment documents to be prepared by the EPA as part of the review, including an Integrated Science Assessment (ISA), and as warranted, a Risk/Exposure Assessment (REA), and a Policy Assessment (PA). The primary purpose of the NOx SOx Secondary NAAQS Integrated Review Plan is to highlight the key policy-relevant issues to be considered in the Review of the Oxides of Nitrogen and Oxides of Sulfur Secondary NAAQS. A draft of the integrated review plan will be the subject of an advisory review with the Clean Air Scientific Advisory Committee (CASAC) and made available to the public for review and comment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategic+AND+business+AND+reporting&id=EJ1120361','ERIC'); return false;" href="https://eric.ed.gov/?q=strategic+AND+business+AND+reporting&id=EJ1120361"><span>Professional Field in the Accreditation Process: Examining Information Technology Programmes at Dutch Universities of Applied Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Frederik, Hans; Hasanefendic, Sandra; van der Sijde, Peter</p> <p>2017-01-01</p> <p>In this paper, we analyse 53 Dutch accreditation reports in the field of information technology to assess the mechanisms of the reported involvement of the professional field in the undergraduate programmes of universities of applied sciences. The results of qualitative content analysis reveal a coupling effect in reporting on mechanisms of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19910020854','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19910020854"><span>Tethered variable gravity laboratory study: Low gravity process identification report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Briccarello, M.</p> <p>1989-01-01</p> <p>Experiments are described performable in the variable gravity environment, and the related compatible/beneficial residual accelerations, both for pure and applied research in the fields of Fluid Mechanics (static and dynamic), Materials Sciences (Crystal Growth, Metal and Alloy Solidification, Glasses, etc.), and Life Sciences, so as to assess the relevance of a variable G-level laboratory.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20130011408','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20130011408"><span>Assessing the Potential of Stratospheric Balloons for Planetary Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kremic, Tibor; Hibbitts, Karl; Young, Eliot; Landis, Robert; Noll, Keith; Baines, Kevin</p> <p>2013-01-01</p> <p>Recent developments in high altitude balloon platform capabilities, specifically long duration flights in excess of 50 days at over 100,000 ft and precision pointing with performance at the arc sec level or better have raised the question whether this platform can be utilized for high-value planetary science observations. In January of 2012 a workshop was held at NASA Glenn Research Center in Cleveland, Ohio to explore what planetary science can be achieved utilizing such a platform. Over 40 science concepts were identified by the scientists and engineers attending the workshop. Those ideas were captured and then posted to a public website for all interested planetary scientists to review and give their comments. The results of the workshop, and subsequent community review, have demonstrated that this platform appears to have potential for high-value science at very competitive costs. Given these positive results, the assessment process was extended to include 1) examining, in more detail, the requirements for the gondola platform and the mission scenarios 2) identifying technical challenges and 3) developing one or more platform concepts in enough fidelity to enable accurate estimating of development and mission costs. This paper provides a review of the assessment, a summary of the achievable science and the challenges to make that science a reality with this platform.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013aero.confE..30K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013aero.confE..30K"><span>Assessing the potential of stratospheric balloons for planetary science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kremic, T.; Hibbitts, K.; Young, E.; Landis, R.; Noll, K.; Baines, K.</p> <p></p> <p>Recent developments in high altitude balloon platform capabilities, specifically long duration flights in excess of 50 days at over 100,000 ft and precision pointing with performance at the arc sec level or better have raised the question whether this platform can be utilized for high-value planetary science observations. In January of 2012 a workshop was held at NASA Glenn Research Center in Cleveland, Ohio to explore what planetary science can be achieved utilizing such a platform. Over 40 science concepts were identified by the scientists and engineers attending the workshop. Those ideas were captured and then posted to a public website for all interested planetary scientists to review and give their comments. The results of the workshop, and subsequent community review, have demonstrated that this platform appears to have potential for high-value science at very competitive costs. Given these positive results, the assessment process was extended to include 1) examining, in more detail, the requirements for the gondola platform and the mission scenarios 2) identifying technical challenges and 3) developing one or more platform concepts in enough fidelity to enable accurate estimating of development and mission costs. This paper provides a review of the assessment, a summary of the achievable science and the challenges to make that science a reality with this platform.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EJEE...42..844H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EJEE...42..844H"><span>An outcome-based assessment process for accrediting computing programmes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Harmanani, Haidar M.</p> <p>2017-11-01</p> <p>The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..17.8696Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..17.8696Z"><span>Data driven approaches vs. qualitative approaches in climate change impact and vulnerability assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Zebisch, Marc; Schneiderbauer, Stefan; Petitta, Marcello</p> <p>2015-04-01</p> <p>In the last decade the scope of climate change science has broadened significantly. 15 years ago the focus was mainly on understanding climate change, providing climate change scenarios and giving ideas about potential climate change impacts. Today, adaptation to climate change has become an increasingly important field of politics and one role of science is to inform and consult this process. Therefore, climate change science is not anymore focusing on data driven approaches only (such as climate or climate impact models) but is progressively applying and relying on qualitative approaches including opinion and expertise acquired through interactive processes with local stakeholders and decision maker. Furthermore, climate change science is facing the challenge of normative questions, such us 'how important is a decrease of yield in a developed country where agriculture only represents 3% of the GDP and the supply with agricultural products is strongly linked to global markets and less depending on local production?'. In this talk we will present examples from various applied research and consultancy projects on climate change vulnerabilities including data driven methods (e.g. remote sensing and modelling) to semi-quantitative and qualitative assessment approaches. Furthermore, we will discuss bottlenecks, pitfalls and opportunities in transferring climate change science to policy and decision maker oriented climate services.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=satisfactory+AND+students+AND+school&pg=6&id=EJ972790','ERIC'); return false;" href="https://eric.ed.gov/?q=satisfactory+AND+students+AND+school&pg=6&id=EJ972790"><span>Developing a Test for Assessing Elementary Students' Comprehension of Science Texts</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wang, Jing-Ru; Chen, Shin-Feng; Tsay, Reuy-Fen; Chou, Ching-Ting; Lin, Sheau-Wen; Kao, Huey-Lien</p> <p>2012-01-01</p> <p>This study reports on the process of developing a test to assess students' reading comprehension of scientific materials and on the statistical results of the verification study. A combination of classic test theory and item response theory approaches was used to analyze the assessment data from a verification study. Data analysis indicates the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19026482','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19026482"><span>Assessing the influence of Environmental Impact Assessments on science and policy: an analysis of the Three Gorges Project.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tullos, Desiree</p> <p>2009-07-01</p> <p>The need to understand and minimize negative environmental outcomes associated with large dams has both contributed to and benefited from the introduction and subsequent improvements in the Environmental Impact Assessment (EIA) process. However, several limitations in the EIA process remain, including those associated with the uncertainty and significance of impact projections. These limitations are directly related to the feedback between science and policy, with information gaps in scientific understanding discovered through the EIA process contributing valuable recommendations on critical focus areas for prioritizing and funding research within the fields of ecological conservation and river engineering. This paper presents an analysis of the EIA process for the Three Gorges Project (TGP) in China as a case study for evaluating this feedback between the EIA and science and policy. For one of the best-studied public development projects in the world, this paper presents an investigation into whether patterns exist between the scientific interest (via number of publications) in environmental impacts and (a) the identification of impacts as uncertain or priority by the EIA, (b) decisions or political events associated with the dam, and (c) impact type. This analysis includes the compilation of literature on TGP, characterization of ecosystem interactions and responses to TGP through a hierarchy of impacts, coding of EIA impacts as "uncertain" impacts that require additional study and "priority" impacts that have particularly high significance, mapping of an event chronology to relate policies, institutional changes, and decisions about TGP as "events" that could influence the focus and intensity of scientific investigation, and analysis of the number of publications by impact type and order within the impact hierarchy. From these analyses, it appears that the availability and consistency of scientific information limit the accuracy of environmental impact projections. These analyses also suggest a lack of direct feedback between the EIA process and emerging science, as indicated by the failure of literature to focus on issues related to the design and management of TGP, ultimately challenging the environmental sustainability of the project. While the EIA process has enormous potential for improving both the basic sciences and the planning and sustainability of hydrodevelopment, important institutional changes need to occur for this potential to be realized. This paper concludes with recommendations about those institutional changes needed to improve the feedback between the science and policy, and ultimately the environmental sustainability, of large dams.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003EAEJA.....4512B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003EAEJA.....4512B"><span>Climate Dynamics and Experimental Prediction (CDEP) and Regional Integrated Science Assessments (RISA) Programs at NOAA Office of Global Programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bamzai, A.</p> <p>2003-04-01</p> <p>This talk will highlight science and application activities of the CDEP and RISA programs at NOAA OGP. CDEP, through a set of Applied Research Centers (ARCs), supports NOAA's program of quantitative assessments and predictions of global climate variability and its regional implications on time scales of seasons to centuries. The RISA program consolidates results from ongoing disciplinary process research under an integrative framework. Examples of joint CDEP-RISA activities will be presented. Future directions and programmatic challenges will also be discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27407182','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27407182"><span>Intellectual assets management and transfer in food science sector in Indian research and development organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Singh, Vikram; Chakraborty, Kajal</p> <p>2016-05-01</p> <p>In recent years, the food science sector has gained importance since the society is focusing on high-quality and safety foods. With a specific end goal to meet this societal need, the research and development organizations in India have adopted innovative technical and research processes, which gave more accentuation on intellectual assessment in food processing industry. The global Intellectual Property regime in food science sector had witnessed an increment in the number of patents filed and granted during 2006-2010. Ever since there has been a gradual increase in the number of patents applied mainly in food processing industries by research organizations related to food sciences, for example, those working under the aegis of ICAR and CSIR in India. In this study, a review has been done on the intellectual assets generated by ICAR and other national research organizations in India, in the food science sector. Emphasis has been given on the global relevance of these assets, modes of IP protection and technology transfer mechanisms followed by different public and private organizations.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25402252','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25402252"><span>[Use of health technology assessment in decision-making processes by the Brazilian Ministry of Health on the incorporation of technologies in the Brazilian Unified National Health System].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Novaes, Hillegonda Maria Dutilh; Elias, Flávia Tavares Silva</p> <p>2013-11-01</p> <p>Policies for scientific development and knowledge production in health have increased in recent decades. In Brazil, incentives for research, development, and innovation have been part of the National Health Act since 1990, and science and technology policies for health, including health technology assessment (HTA), have been implemented since 1994, as in many other countries. The emphasis is now on impact evaluation of HTA policies in the incorporation of technologies by health services and systems. The article presents a case study of HTA utilization in decision-making processes in the Brazilian Ministry of Health, analyzing participation by the Department of Science and Technology (DECIT), responsible for the production of assessments used in the Commission on Technology Incorporation (CITEC) of the Ministry of Health from 2008 to 2010. CITEC used 103 assessments in its decisions during this period, of which DECIT produced 80%. Nearly all were literature reviews on therapeutic technologies. An increase in knowledge production was observed. A methodological and political learning process appears to have occurred in the use of HTA, but its impact on Brazilian Unified National Health System remains unclear.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=327250&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=327250&Lab=NCEA&keyword=NASA&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>IRIS Toxicological Review of Benzo[a]pyrene (Interagency Science Discussion Draft)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>In January 2017, EPA finalized the IRIS assessment of Benzo[a]pyrene. The Toxicological Review was reviewed internally by EPA and by other federal agencies and White House Offices before public release. Consistent with the May 2009 IRIS assessment development process, all written...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=230486&keyword=cutting&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=230486&keyword=cutting&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Utilizing Toxicogenomic Data to Understand Chemical Mechanism of Action in Risk Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>A recent National Academy of Sciences report pointed to the strong potential for genomic technologies to contribute to the risk assessment process. The report, however, also acknowledged that neither has the full impact of genomic technology been realized nor has it been broadly ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/4656','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/4656"><span>Community, know thyself: caring about place.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Sally Duncan</p> <p>2000-01-01</p> <p>Traditional scientific assessments have limitations in providing full understanding of the potential impacts forest management has on communities. Much of the knowledge communities have of themselves is inaccessible to quantitative methods but can be provided through participatory processes, or what is termed "civic science." Self-assessment by communities,...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=259167&simplesearch=1&searchall=nitrogen+or+phosphorus+or+nutrient&noarchive=1&sitype=sa&sitype=pr','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=259167&simplesearch=1&searchall=nitrogen+or+phosphorus+or+nutrient&noarchive=1&sitype=sa&sitype=pr"><span>Integrated Science Assessment (ISA) for Oxides of Nitrogen ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA is announcing the availability of the First External Review Draft of the Integrated Science Assessment for Oxides of Nitrogen – Health Criteria for public comment and independent peer review. This draft document provides EPA’s evaluation and synthesis of the most policy-relevant science related to the health effects of oxides of nitrogen. When final, it will provide a critical part of the scientific foundation for EPA’s decision regarding the adequacy of the current primary (health-based) national ambient air quality standards for nitrogen dioxide. The Clean Air Act (CAA) requires EPA to periodically review and revise, as appropriate, existing air quality criteria and NAAQS. The CAA also requires an independent scientific committee to review the criteria and to advise the Administrator regarding any recommended revisions to the existing criteria and standards, as may be appropriate. The Clean Air Scientific Advisory Committee (CASAC) of EPA’s Science Advisory Board serves as this independent scientific committee. The ISA is one of the four major elements of the NAAQS review process that will inform the Agency’s final decisions; other components of the process are an integrated plan highlighting the key policy-relevant issues; a risk/exposure assessment if warranted; and an advance notice of proposed rulemaking (ANPRM) reflecting the Agency’s views regarding options to retain or revise the NO2 NAAQS based on the evaluation of key information cont</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED34C..07G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED34C..07G"><span>Mi-STAR: Designing Integrated Science Curriculum to Address the Next Generation Science Standards and Their Foundations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gochis, E. E.; Huntoon, J. E.</p> <p>2015-12-01</p> <p>Mi-STAR (Michigan Science Teaching and Assessment Reform, http://mi-star.mtu.edu/) was funded by the Herbert H. and Grace A. Dow Foundation to reform K-12 science education to present science as an integrated body of knowledge that is applied to address societal issues. To achieve this goal, Mi-STAR is developing an integrated science curriculum for the middle grades that will be aligned with the Next Generation Science Standards (NGSS). Similar to the geosciences, the curriculum requires the integration of science, engineering and math content to explore 21st-century issues and demonstrates how these concepts can be used in service of society. The curriculum is based on the Mi-STAR Unit Specification Chart which pairs interdisciplinary themes with bundled NGSS Performance Expectations. Each unit is developed by a collaborative team of K-12 teachers, university STEM content experts and science education experts. Prior to developing a unit, each member on the team attends the on-line Mi-STAR Academy, completing 18+ hours of professional development (PD). This on-line PD program familiarizes teachers and experts with necessary pedagogical and content background knowledge, including NGSS and three-dimensional learning. With this background, teams use a staged, backwards design process to craft a multi-week unit based on a series of performance based tasks, or 'challenges' that engage students in actively doing science and engineering. Each unit includes Disciplinary Core Ideas from multiple disciplines, which focus on local and familiar examples that demonstrate the relevance of science in student's lives. Performance-based assessments are interwoven throughout the unit. Mi-STAR units will go through extensive pilot testing in several school districts across the state of Michigan. Additionally, the Mi-STAR program will develop teacher professional development programs to support implementation of the curriculum and design a pre-service teacher program in integrated science. We will share preliminary results on the collaborative Mi-STAR process of designing integrated science curriculum to address NGSS.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED31H..08S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED31H..08S"><span>Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.</p> <p>2014-12-01</p> <p>The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude with suggestions on how the identified social science insights could be integrated into climate literacy efforts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT.......190H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT.......190H"><span>A validation study of an alternate state science assessment: Alignment of the Pennsylvania Alternate System of Assessment (PASA) science assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Heh, Peter</p> <p></p> <p>The current study examined the validation and alignment of the PASA-Science by determining whether the alternate science assessment anchors linked to the regular education science anchors; whether the PASA-Science assessment items are science; whether the PASA-Science assessment items linked to the alternate science eligible content, and what PASA-Science assessment content was considered important by parents and teachers. Special education and science education university faculty determined all but one alternate science assessment anchor linked to the regular science assessment anchors. Special education and science education teachers determined that the PASA-Science assessment items are indeed science and linked to the alternate science eligible content. Finally, parents and teachers indicated the most important science content assessed in the PASA-Science involved safety and independence.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT........67S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT........67S"><span>Developing Elementary Math and Science Process Skills Through Engineering Design Instruction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Strong, Matthew G.</p> <p></p> <p>This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5639727','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5639727"><span>Using Twitter for Demographic and Social Science Research: Tools for Data Collection and Processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>McCormick, Tyler H.; Lee, Hedwig; Cesare, Nina; Shojaie, Ali; Spiro, Emma S.</p> <p>2015-01-01</p> <p>Despite recent and growing interest in using Twitter to examine human behavior and attitudes, there is still significant room for growth regarding the ability to leverage Twitter data for social science research. In particular, gleaning demographic information about Twitter users—a key component of much social science research—remains a challenge. This article develops an accurate and reliable data processing approach for social science researchers interested in using Twitter data to examine behaviors and attitudes, as well as the demographic characteristics of the populations expressing or engaging in them. Using information gathered from Twitter users who state an intention to not vote in the 2012 presidential election, we describe and evaluate a method for processing data to retrieve demographic information reported by users that is not encoded as text (e.g., details of images) and evaluate the reliability of these techniques. We end by assessing the challenges of this data collection strategy and discussing how large-scale social media data may benefit demographic researchers. PMID:29033471</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29033471','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29033471"><span>Using Twitter for Demographic and Social Science Research: Tools for Data Collection and Processing.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McCormick, Tyler H; Lee, Hedwig; Cesare, Nina; Shojaie, Ali; Spiro, Emma S</p> <p>2017-08-01</p> <p>Despite recent and growing interest in using Twitter to examine human behavior and attitudes, there is still significant room for growth regarding the ability to leverage Twitter data for social science research. In particular, gleaning demographic information about Twitter users-a key component of much social science research-remains a challenge. This article develops an accurate and reliable data processing approach for social science researchers interested in using Twitter data to examine behaviors and attitudes, as well as the demographic characteristics of the populations expressing or engaging in them. Using information gathered from Twitter users who state an intention to not vote in the 2012 presidential election, we describe and evaluate a method for processing data to retrieve demographic information reported by users that is not encoded as text (e.g., details of images) and evaluate the reliability of these techniques. We end by assessing the challenges of this data collection strategy and discussing how large-scale social media data may benefit demographic researchers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AIPC.1263...40A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AIPC.1263...40A"><span>Curriculum Process in Science Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Adamčíková, Veronika; Tarábek, Paul</p> <p>2010-07-01</p> <p>Physics/science education in the communicative conception is defined as the continuous transfer of the knowledge and methods of physics into the minds of individuals who have not participated in creating them. This process, called the educational communication of physics/science, is performed by various educational agents—teachers, curriculum makers, textbook designers, university teachers and does not mean only a simple transfer of information, but it also involves teaching and instruction at all levels of the school system, the study, learning, and cognition of pupils, students and all other learners, the assessment and evaluation of learning outcomes, curriculum composition and design, the production of textbooks and other means of educational communication and, in addition, university education and the further training of teachers. The educational communication is carried out by the curriculum process of physics/science, which is a sequence of variant forms of curriculum mutually interconnected by curriculum transformations. The variant forms of curriculum are as follows: conceptual curriculum, intended curriculum, project (written) curriculum, operational curriculum, implemented curriculum, and attained curriculum.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29214608','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29214608"><span>A Science and Risk-Based Pragmatic Methodology for Blend and Content Uniformity Assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sayeed-Desta, Naheed; Pazhayattil, Ajay Babu; Collins, Jordan; Doshi, Chetan</p> <p>2018-04-01</p> <p>This paper describes a pragmatic approach that can be applied in assessing powder blend and unit dosage uniformity of solid dose products at Process Design, Process Performance Qualification, and Continued/Ongoing Process Verification stages of the Process Validation lifecycle. The statistically based sampling, testing, and assessment plan was developed due to the withdrawal of the FDA draft guidance for industry "Powder Blends and Finished Dosage Units-Stratified In-Process Dosage Unit Sampling and Assessment." This paper compares the proposed Grouped Area Variance Estimate (GAVE) method with an alternate approach outlining the practicality and statistical rationalization using traditional sampling and analytical methods. The approach is designed to fit solid dose processes assuring high statistical confidence in both powder blend uniformity and dosage unit uniformity during all three stages of the lifecycle complying with ASTM standards as recommended by the US FDA.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFM.U52A..02W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFM.U52A..02W"><span>NSF Perspective on Engaging the NRC and the Community in Developing Priorities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wakimoto, R. M.</p> <p>2015-12-01</p> <p>NSF pursued a new strategy to assess the balance between funding for core research and infrastructure in a time of limited budgets in the Division of Ocean Sciences (OCE). The latter constraint uniquely distinguished this report from previous community attempts to define future research priorities. The process that ultimately led to "Sea Change: 2015-2025: Decadal Survey of Ocean Sciences" report was closely monitored by Congress, OMB/OSTP, the National Science Board, NSF Senior Management, and the community. The Sea Change recommendations were specific and difficult but highly strategic. They also recommended immediate implementation. NSF and GEO were pleased with the outcome of a process that was initially viewed with some trepidation. Additional thoughts on the report and the process will be presented as well as future plans to engage the NAS and community in defining research priorities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AAS...23143909F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AAS...23143909F"><span>TESS Data Processing and Quick-look Pipeline</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fausnaugh, Michael; Huang, Xu; Glidden, Ana; Guerrero, Natalia; TESS Science Office</p> <p>2018-01-01</p> <p>We describe the data analysis procedures and pipelines for the Transiting Exoplanet Survey Satellite (TESS). We briefly review the processing pipeline developed and implemented by the Science Processing Operations Center (SPOC) at NASA Ames, including pixel/full-frame image calibration, photometric analysis, pre-search data conditioning, transiting planet search, and data validation. We also describe data-quality diagnostic analyses and photometric performance assessment tests. Finally, we detail a "quick-look pipeline" (QLP) that has been developed by the MIT branch of the TESS Science Office (TSO) to provide a fast and adaptable routine to search for planet candidates in the 30 minute full-frame images.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19960014813','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19960014813"><span>Earth Sciences Data and Information System (ESDIS) program planning and evaluation methodology development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Dickinson, William B.</p> <p>1995-01-01</p> <p>An Earth Sciences Data and Information System (ESDIS) Project Management Plan (PMP) is prepared. An ESDIS Project Systems Engineering Management Plan (SEMP) consistent with the developed PMP is also prepared. ESDIS and related EOS program requirements developments, management and analysis processes are evaluated. Opportunities to improve the effectiveness of these processes and program/project responsiveness to requirements are identified. Overall ESDIS cost estimation processes are evaluated, and recommendations to improve cost estimating and modeling techniques are developed. ESDIS schedules and scheduling tools are evaluated. Risk assessment, risk mitigation strategies and approaches, and use of risk information in management decision-making are addressed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140016905','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140016905"><span>Assessment of MSFCs Process for the Development and Activation of Space Act Agreement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Daugherty, Rachel</p> <p>2014-01-01</p> <p>Space Act Agreements (SAAs) are contractual agreements that NASA utilizes to form partnerships with researchers, industry, and academia to stimulate cutting-edge innovation within the science and technology communities. center dot This study assessed the current SAA development and activation process at Marshall Space Flight Center (MSFC) to determine if improvements could be implemented to increase productivity, decrease time to activation, and improve the quality of deliverables.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19811184','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19811184"><span>Training of physicians for the twenty-first century: role of the basic sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Grande, Joseph P</p> <p>2009-09-01</p> <p>Rapid changes in the healthcare environment and public dissatisfaction with the cost and quality of medical care have prompted a critical analysis of how physicians are trained in the United States. Accrediting agencies have catalyzed a transformation from a process based to a competency-based curriculum, both at the undergraduate and the graduate levels. The objective of this overview is to determine how these changes are likely to alter the role of basic science in medical education. Policy statements related to basic science education from the National Board of Medical Examiners (NBME), the Accreditation Council for Graduate Medical Education (ACGME), American Board of Medical Specialties (ABMS), and the Federation of State Medical Boards (FSMB) were reviewed and assessed for common themes. Three primary roles for the basic sciences in medical education are proposed: (1) basic science to support the development of clinical reasoning skills; (2) basic science to support a critical analysis of medical and surgical interventions ("evidence-based medicine"); and (3) basic and translational science to support analysis of processes to improve healthcare ("science of healthcare delivery"). With these roles in mind, several methods to incorporate basic sciences into the curriculum are suggested.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA231625','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA231625"><span>Proceedings of National Symposium on the Role of Academia in National Competitiveness and Total Quality Management (1st) Held in Morgantown, West Virginia on 18-20 July 1990</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1990-07-20</p> <p>sciences: The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies...business, and government partnership to develop TQM as a process to improve national competitiveness. • Investigate and develop resources to implement...and develop TQM. 4 • Investigate and resolve TQM curriculum and accreditation issues. • Develop measurements to assess the effectiveness of TQM in the</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/771005','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/771005"><span>Report of the Integrated Program Planning Activity for the DOE Fusion Energy Sciences Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>None</p> <p>2000-12-01</p> <p>This report of the Integrated Program Planning Activity (IPPA) has been prepared in response to a recommendation by the Secretary of Energy Advisory Board that, ''Given the complex nature of the fusion effort, an integrated program planning process is an absolute necessity.'' We, therefore, undertook this activity in order to integrate the various elements of the program, to improve communication and performance accountability across the program, and to show the inter-connectedness and inter-dependency of the diverse parts of the national fusion energy sciences program. This report is based on the September 1999 Fusion Energy Sciences Advisory Committee's (FESAC) report ''Prioritiesmore » and Balance within the Fusion Energy Sciences Program''. In its December 5,2000, letter to the Director of the Office of Science, the FESAC has reaffirmed the validity of the September 1999 report and stated that the IPPA presents a framework and process to guide the achievement of the 5-year goals listed in the 1999 report. The National Research Council's (NRC) Fusion Assessment Committee draft final report ''An Assessment of the Department of Energy's Office of Fusion Energy Sciences Program'', reviewing the quality of the science in the program, was made available after the IPPA report had been completed. The IPPA report is, nevertheless, consistent with the recommendations in the NRC report. In addition to program goals and the related 5-year, 10-year, and 15-year objectives, this report elaborates on the scientific issues associated with each of these objectives. The report also makes clear the relationships among the various program elements, and cites these relationships as the reason why integrated program planning is essential. In particular, while focusing on the science conducted by the program, the report addresses the important balances between the science and energy goals of the program, between the MFE and IFE approaches, and between the domestic and international aspects of the program. The report also outlines a process for establishing a database for the fusion research program that will indicate how each research element fits into the overall program. This database will also include near-term milestones associated with each research element, and will facilitate assessments of the balance within the program at different levels. The Office of Fusion Energy Sciences plans to begin assembling and using the database in the Spring of 2001 as we receive proposals from our laboratories and begin to prepare our budget proposal for Fiscal Year 2003.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=memory+AND+visualization&pg=2&id=EJ1037567','ERIC'); return false;" href="https://eric.ed.gov/?q=memory+AND+visualization&pg=2&id=EJ1037567"><span>Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, Yi-Chun; Yang, Fang-Ying</p> <p>2014-01-01</p> <p>There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/47756','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/47756"><span>Science You Can Use Bulletin: Wildfire triage: Targeting mitigation based on social, economic, and ecological values</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Karl Malcolm; Matthew Thompson; Dave Calkin; Mark Finney; Alan Ager</p> <p>2012-01-01</p> <p>Evaluating the risks of wildfire relative to the valuable resources found in any managed landscape requires an interdisciplinary approach. Researchers at the Rocky Mountain Research Station and Western Wildland Threat Assessment Center developed such a process, using a combination of techniques rooted in fire modeling and ecology, economics, decision sciences, and the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=philosophy+AND+life&pg=4&id=EJ901231','ERIC'); return false;" href="https://eric.ed.gov/?q=philosophy+AND+life&pg=4&id=EJ901231"><span>Studying Learners and Assessing Learning: A Process-Relational Perspective on the Learning Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chee, Yam San</p> <p>2010-01-01</p> <p>The field of the learning sciences appears to favor cognitive and social approaches to the study of human learning. In this article, the author proposes that a deep cognizance of cultural influences on learning is vital if formal and informal learning are to make vital connections to learners' lives and their personal need for meaning making in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126201.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126201.pdf"><span>The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cervato, Cinzia; Kerton, Charles; Peer, Andrea; Hassall, Lesya; Schmidt, Allan</p> <p>2013-01-01</p> <p>We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMGC33E1119L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMGC33E1119L"><span>Challenges and Opportunities for Integrating Social Science Perspectives into Climate and Global Change Assessments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Larson, E. K.; Li, J.; Zycherman, A.</p> <p>2017-12-01</p> <p>Integration of social science into climate and global change assessments is fundamental for improving understanding of the drivers, impacts and vulnerability of climate change, and the social, cultural and behavioral challenges related to climate change responses. This requires disciplinary and interdisciplinary knowledge as well as integrational and translational tools for linking this knowledge with the natural and physical sciences. The USGCRP's Social Science Coordinating Committee (SSCC) is tasked with this challenge and is working to integrate relevant social, economic and behavioral knowledge into processes like sustained assessments. This presentation will discuss outcomes from a recent SSCC workshop, "Social Science Perspectives on Climate Change" and their applications to sustained assessments. The workshop brought academic social scientists from four disciplines - anthropology, sociology, geography and archaeology - together with federal scientists and program managers to discuss three major research areas relevant to the USGCRP and climate assessments: (1) innovative tools, methods, and analyses to clarify the interactions of human and natural systems under climate change, (2) understanding of factors contributing to differences in social vulnerability between and within communities under climate change, and (3) social science perspectives on drivers of global climate change. These disciplines, collectively, emphasize the need to consider socio-cultural, political, economic, geographic, and historic factors, and their dynamic interactions, to understand climate change drivers, social vulnerability, and mitigation and adaptation responses. They also highlight the importance of mixed quantitative and qualitative methods to explain impacts, vulnerability, and responses at different time and spatial scales. This presentation will focus on major contributions of the social sciences to climate and global change research. We will discuss future directions for sustained assessments that integrate and reflect the social science understanding of the complex relationships between social and natural worlds in a changing climate, and factors that impact effective mitigation and adaptation strategies that address risks and vulnerabilities of climate change.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-05-03/pdf/2012-10646.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-05-03/pdf/2012-10646.pdf"><span>77 FR 26292 - Risk Evaluation and Mitigation Strategy Assessments: Social Science Methodologies to Assess Goals...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-05-03</p> <p>... determine endpoints; questionnaire design and analyses; and presentation of survey results. To date, FDA has..., the workshop will invest considerable time in identifying best methodological practices for conducting... sample, sample size, question design, process, and endpoints. Panel 2 will focus on alternatives to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-07-31/pdf/2012-18752.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-07-31/pdf/2012-18752.pdf"><span>77 FR 45329 - Availability of Microbial Risk Assessment Guideline: Pathogenic Microorganisms With Focus on Food...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-07-31</p> <p>... DEPARTMENT OF AGRICULTURE Food Safety and Inspection Service [Docket No. FSIS-2012-0023... Dearfield, U.S. Department of Agriculture, Food Safety and Inspection Service, 1400 Independence Ave. SW... Academics of Science, helped unify the risk assessment process for chemicals in foods and the environment...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=135631&keyword=models+AND+quantifying+AND+risk&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=135631&keyword=models+AND+quantifying+AND+risk&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>PRESENTED AT: TURNOVO, BULGARIA: LANDSCAPE SCIENCES FOR ENVIRONMENTAL ASSESSMENT: A NATO FRAMEWORK FOR INTERNATIONAL COOPERATION</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>An international pilot study has been developed to explore the possibility of quantifying and assessing environmental condition, processes of land degradation, and subsequent impacts on natural and human resources. The purpose of the study is to foster a framework for scientific...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=jeans&pg=6&id=EJ850036','ERIC'); return false;" href="https://eric.ed.gov/?q=jeans&pg=6&id=EJ850036"><span>Teaching: A Reflective Process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>German, Susan; O'Day, Elizabeth</p> <p>2009-01-01</p> <p>In this article, the authors describe how they used formative assessments to ferret out possible misconceptions among middle-school students in a unit about weather-related concepts. Because they teach fifth- and eighth-grade science, this assessment also gives them a chance to see how student understanding develops over the years. This year they…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-03-02/pdf/2011-4562.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-03-02/pdf/2011-4562.pdf"><span>76 FR 11427 - National Climate Assessment Development and Advisory Committee; Request for Nominations and...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-03-02</p> <p>..., including the natural environment, agriculture and forestry, energy, land cover and land use, water..., atmospheric science, land use and land cover change; assessment process experts, including people who are...; homeland security; environmental justice and cultural resources and indigenous perspectives. Persons with a...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=51737&Lab=NCEA&keyword=contractor&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=51737&Lab=NCEA&keyword=contractor&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>SUMMARY REPORT OF THE MEETING ON DEVELOPMENT OF A METALS ASSESSMENT FRAMEWORK</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Under the auspices of the Agency's Science Policy Council, the Agency is embarking on the development of an assessment framework for metals. The first step in the process is formulation of an Action Plan that will identify key scientific issues specific to metals and metal compou...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110011652','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110011652"><span>NASA Astronaut Selection 2009: Behavioral Overview</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Holland, A.; Sipes, W.; Bevan, G.; Schmidt, L.; Slack, K.; Moomaw, R.; Vanderark, S.</p> <p>2011-01-01</p> <p>Behavioral Health and Performance (BHP) is an operational group under medical sciences at NASA/Johnson Space Center. Astronaut applicant screening and assessment is one function of this group, along with psychological training, inflight behavioral support and family services. Direct BHP assessment spans 6-7 months of a 17-month overall selection process.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27197566','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27197566"><span>Sugar concentration in nectar: a quantitative metric of crop attractiveness for refined pollinator risk assessments.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Knopper, Loren D; Dan, Tereza; Reisig, Dominic D; Johnson, Josephine D; Bowers, Lisa M</p> <p>2016-10-01</p> <p>Those involved with pollinator risk assessment know that agricultural crops vary in attractiveness to bees. Intuitively, this means that exposure to agricultural pesticides is likely greatest for attractive plants and lowest for unattractive plants. While crop attractiveness in the risk assessment process has been qualitatively remarked on by some authorities, absent is direction on how to refine the process with quantitative metrics of attractiveness. At a high level, attractiveness of crops to bees appears to depend on several key variables, including but not limited to: floral, olfactory, visual and tactile cues; seasonal availability; physical and behavioral characteristics of the bee; plant and nectar rewards. Notwithstanding the complexities and interactions among these variables, sugar content in nectar stands out as a suitable quantitative metric by which to refine pollinator risk assessments for attractiveness. Provided herein is a proposed way to use sugar nectar concentration to adjust the exposure parameter (with what is called a crop attractiveness factor) in the calculation of risk quotients in order to derive crop-specific tier I assessments. This Perspective is meant to invite discussion on incorporating such changes in the risk assessment process. © 2016 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. © 2016 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=readability&pg=4&id=EJ833603','ERIC'); return false;" href="https://eric.ed.gov/?q=readability&pg=4&id=EJ833603"><span>Readability and Item Difficulty of the Texas Assessment of Knowledge and Skills Fifth-Grade Science Tests</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thomas, Conn; Carpenter, Clint</p> <p>2008-01-01</p> <p>The development of the Texas Assessment of Knowledge and Skills test involves input from educators across the state. The development process attempts to create an assessment that reflects the skills and content understanding of students at the tested grade level. This study attempts to determine other factors that can affect student performance on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED562773.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED562773.pdf"><span>Mathematics Formative Assessment System--Common Core State Standards: A Randomized Field Trial in Kindergarten and First Grade</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lang, Laura B.; Schoen, Robert R.; LaVenia, Mark; Oberlin, Maureen</p> <p>2014-01-01</p> <p>The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) was awarded a grant by the Florida Department of Education to develop a Mathematics Formative Assessment System (MFAS) aligned with the Common Core State Standards (CCSS). Intended for both teachers and students, formative assessment is a process that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMIN13C3657H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMIN13C3657H"><span>NASA Science Data Processing for SNPP</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hall, A.; Behnke, J.; Lowe, D. R.; Ho, E. L.</p> <p>2014-12-01</p> <p>NASA's ESDIS Project has been operating the Suomi National Polar-Orbiting Partnership (SNPP) Science Data Segment (SDS) since the launch in October 2011. The science data processing system includes a Science Data Depository and Distribution Element (SD3E) and five Product Evaluation and Analysis Tool Elements (PEATEs): Land, Ocean, Atmosphere, Ozone, and Sounder. The SDS has been responsible for assessing Environmental Data Records (EDRs) for climate quality, providing and demonstrating algorithm improvements/enhancements and supporting the calibration/validation activities as well as instrument calibration and sensor table uploads for mission planning. The SNPP also flies two NASA instruments: OMPS Limb and CERES. The SNPP SDS has been responsible for producing, archiving and distributing the standard products for those instruments in close association with their NASA science teams. The PEATEs leveraged existing science data processing techniques developed under the EOSDIS Program. This enabled he PEATEs to do an excellent job in supporting Science Team analysis for SNPP. The SDS acquires data from three sources: NESDIS IDPS (Raw Data Records (RDRs)), GRAVITE (Retained Intermediate Products (RIPs)), and the NOAA/CLASS (higher level products). The SD3E component aggregates the RDRs, and distributes them to each of the PEATEs for further analysis and processing. It provides a ~32 day rolling storage of data, available for pickup by the PEATEs. The current system used by NASA will be presented along with plans for streamlining the system in support of continuing the NASA's EOS measurements.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=390121','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=390121"><span>Comparative risk analysis of technological hazards (a review).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kates, R W; Kasperson, J X</p> <p>1983-01-01</p> <p>Hazards are threats to people and what they value and risks are measures of hazards. Comparative analyses of the risks and hazards of technology can be dated to Starr's 1969 paper [Starr, C. (1969) Science 165, 1232-1238] but are rooted in recent trends in the evolution of technology, the identification of hazard, the perception of risk, and the activities of society. These trends have spawned an interdisciplinary quasi profession with new terminology, methodology, and literature. A review of 54 English-language monographs and book-length collections, published between 1970 and 1983, identified seven recurring themes: (i) overviews of the field of risk assessment, (ii) efforts to estimate and quantify risk, (iii) discussions of risk acceptability, (iv) perception, (v) analyses of regulation, (vi) case studies of specific technological hazards, and (vii) agenda for research. Within this field, science occupies a unique niche, for many technological hazards transcend the realm of ordinary experience and require expert study. Scientists can make unique contributions to each area of hazard management but their primary contribution is the practice of basic science. Beyond that, science needs to further risk assessment by understanding the more subtle processes of hazard creation and by establishing conventions for estimating risk and for presenting and handling uncertainty. Scientists can enlighten the discussion of tolerable risk by setting risks into comparative contexts, by studying the process of evaluation, and by participating as knowledgeable individuals, but they cannot decide the issue. Science can inform the hazard management process by broadening the range of alternative control actions and modes of implementation and by devising methods to evaluate their effectiveness. PMID:6580625</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=306690','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=306690"><span>IRIS Toxicological Review of Ammonia Noncancer Inhalation ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>In September 2016, EPA finalized the IRIS assessment of Ammonia (Noncancer Inhalation). The Toxicological Review was reviewed internally by EPA and by other federal agencies and White House Offices before public release in June 2016. Consistent with the May 2009 IRIS assessment development process, all written comments on IRIS assessments submitted by other federal agencies and White House Offices are made publicly available. Accordingly, interagency comments and the interagency science discussion materials provided to other agencies, including interagency review drafts of the IRIS Toxicological Review of Ammonia (Noncancer Inhalation) are posted on this site. Note: No major science comments were received on the Interagency Science Discussion Draft. EPA is undertaking an Integrated Risk Information System (IRIS) health assessment for ammonia. IRIS is an EPA database containing Agency scientific positions on potential adverse human health effects that may result from chronic (or lifetime) exposure to chemicals in the environment. IRIS contains chemical-specific summaries of qualitative and quantitative health information in support of two steps of the risk assessment paradigm, i.e., hazard identification and dose-response evaluation. IRIS assessments are used in combination with specific situational exposure assessment information to evaluate potential public health risk associated with environmental contaminants.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5981999','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5981999"><span>Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Barzyk, Timothy M.; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan</p> <p>2018-01-01</p> <p>Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders. PMID:29751612</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4686264','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4686264"><span>Assessment of Translational and Interdisciplinary Clinical Research at an Oklahoma Health Sciences Center</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Dao, Hanh Dung; Kota, Pravina; James, Judith A.; Stoner, Julie A.; Akins, Darrin R.</p> <p>2015-01-01</p> <p>Purpose In response to National Institutes of Health initiatives to improve translation of basic science discoveries we surveyed faculty to assess patterns of and barriers to translational research in Oklahoma. Methods An online survey was administered to University of Oklahoma Health Sciences Center, College of Medicine faculty, which included demographic and research questions. Results Responses were received from 126 faculty members (24%). Two-thirds spent ≥20% time on research; among these, 90% conduct clinical and translational research. Identifying funding; recruiting research staff and participants; preparing reports and agreements; and protecting research time were commonly perceived as at least moderate barriers to conducting research. While respondents largely collaborated within their discipline, clinical investigators were more likely than basic science investigators to engage in interdisciplinary research. Conclusion While engagement in translational research is common, specific barriers impact the research process. This could be improved through an expanded interdisciplinary collaboration and research support structure. PMID:26242016</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18324871','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18324871"><span>Enhancing the ecological risk assessment process.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dale, Virginia H; Biddinger, Gregory R; Newman, Michael C; Oris, James T; Suter, Glenn W; Thompson, Timothy; Armitage, Thomas M; Meyer, Judith L; Allen-King, Richelle M; Burton, G Allen; Chapman, Peter M; Conquest, Loveday L; Fernandez, Ivan J; Landis, Wayne G; Master, Lawrence L; Mitsch, William J; Mueller, Thomas C; Rabeni, Charles F; Rodewald, Amanda D; Sanders, James G; van Heerden, Ivor L</p> <p>2008-07-01</p> <p>The Ecological Processes and Effects Committee of the US Environmental Protection Agency Science Advisory Board conducted a self-initiated study and convened a public workshop to characterize the state of the ecological risk assessment (ERA), with a view toward advancing the science and application of the process. That survey and analysis of ERA in decision making shows that such assessments have been most effective when clear management goals were included in the problem formulation; translated into information needs; and developed in collaboration with decision makers, assessors, scientists, and stakeholders. This process is best facilitated when risk managers, risk assessors, and stakeholders are engaged in an ongoing dialogue about problem formulation. Identification and acknowledgment of uncertainties that have the potential to profoundly affect the results and outcome of risk assessments also improves assessment effectiveness. Thus we suggest 1) through peer review of ERAs be conducted at the problem formulation stage and 2) the predictive power of risk-based decision making be expanded to reduce uncertainties through analytical and methodological approaches like life cycle analysis. Risk assessment and monitoring programs need better integration to reduce uncertainty and to evaluate risk management decision outcomes. Postdecision audit programs should be initiated to evaluate the environmental outcomes of risk-based decisions. In addition, a process should be developed to demonstrate how monitoring data can be used to reduce uncertainties. Ecological risk assessments should include the effects of chemical and nonchemical stressors at multiple levels of biological organization and spatial scale, and the extent and resolution of the pertinent scales and levels of organization should be explicitly considered during problem formulation. An approach to interpreting lines of evidence and weight of evidence is critically needed for complex assessments, and it would be useful to develop case studies and/or standards of practice for interpreting lines of evidence. In addition, tools for cumulative risk assessment should be developed because contaminants are often released into stressed environments.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20122113','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20122113"><span>Problem formulation and option assessment (PFOA) linking governance and environmental risk assessment for technologies: a methodology for problem analysis of nanotechnologies and genetically engineered organisms.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nelson, Kristen C; Andow, David A; Banker, Michael J</p> <p>2009-01-01</p> <p>Societal evaluation of new technologies, specifically nanotechnology and genetically engineered organisms (GEOs), challenges current practices of governance and science. Employing environmental risk assessment (ERA) for governance and oversight assumes we have a reasonable ability to understand consequences and predict adverse effects. However, traditional ERA has come under considerable criticism for its many shortcomings and current governance institutions have demonstrated limitations in transparency, public input, and capacity. Problem Formulation and Options Assessment (PFOA) is a methodology founded on three key concepts in risk assessment (science-based consideration, deliberation, and multi-criteria analysis) and three in governance (participation, transparency, and accountability). Developed through a series of international workshops, the PFOA process emphasizes engagement with stakeholders in iterative stages, from identification of the problem(s) through comparison of multiple technology solutions that could be used in the future with their relative benefits, harms, and risk. It provides "upstream public engagement" in a deliberation informed by science that identifies values for improved decision making.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27682451','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27682451"><span>Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bernstein, Michael J; Reifschneider, Kiera; Bennett, Ira; Wetmore, Jameson M</p> <p>2017-06-01</p> <p>Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. "Science Outside the Lab" is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre-post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1992STIN...9228363.','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1992STIN...9228363."><span>Responsible science: Ensuring the integrity of the research process, volume 1</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p></p> <p></p> <p>This report thoughtfully examines the challenges posed in ensuring that the search for truth reflects adherence to ethical standards. In recent years, we have learned, sometimes painfully, that not all scientists adhere to this obligation. Reports of falsified research results and plagiarism involving both junior and senior scientists have stimulated doubts and criticism about the ways in which misconduct in science is addressed by the research community. Misconduct in science is now being publicly examined in all of its aspects; how misconduct is defined, the process by which misconduct is discovered, and procedures for judging innocence or guilt and assessing penalties. Also being explored are the appropriate roles of individuals, research institutions, journals, government research agencies, and the legal system. Issues of misconduct and integrity in science present complex questions. These issues require the sustained attention of all members of the research community as well as of leaders in the public and private sector who are concerned with safeguarding the health of science. In this regard ensuring the integrity of the research process is similar to assuring safety in the workplace: it is a process that requires continued participation from all levels of the entire research enterprise--the practitioners, the host institutions, the sponsors in government, and the legislators who provide the funds.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MS%26E..296a2030S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..296a2030S"><span>Process skills approach to develop primary students’ scientific literacy: A case study with low achieving students on water cycle</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Suryanti; Ibrahim, M.; Lede, N. S.</p> <p>2018-01-01</p> <p>The results of the Program for International Student Assessment (PISA) study on the scientific literacy of Indonesian students since the year 2000 have been still far below the international average score of 500. This could also be seen from the results of the science literacy test of 5th-grade students of primary school in Indonesia which showed that 60% of students are still at level ≤ 3 (value < 500). The students’ science literacy skills need to be improved by applying learning with a process skills approach. This study aims to describe the findings of classroom action research using a process skills approach to the science literacy level of primary students (n = 23). This research was conducted in 2 cycles with stages of planning, implementation, observation, and reflection. Students’ ability in scientific literacy was measured by using description and subjective tests of context domains, knowledge, competencies, and attitudes. In this study, researchers found an improvement in students’ science literacy skills when learning using a process skills approach. In addition, students’ scientific attitude is also more positive. In activities for learning science, students should be challenged as often as possible so that they have more practice using their scientific knowledge and skills to solve problems presented by teachers in the classroom.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.usgs.gov/circ/2006/1290/','USGSPUBS'); return false;" href="https://pubs.usgs.gov/circ/2006/1290/"><span>USGS science in Menlo Park -- a science strategy for the U.S. Geological Survey Menlo Park Science Center, 2005-2015</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Brocher, Thomas M.; Carr, Michael D.; Halsing, David L.; John, David A.; Langenheim, V.E.; Mangan, Margaret T.; Marvin-DiPasquale, Mark C.; Takekawa, John Y.; Tiedeman, Claire</p> <p>2006-01-01</p> <p>In the spring of 2004, the U.S. Geological Survey (USGS) Menlo Park Center Council commissioned an interdisciplinary working group to develop a forward-looking science strategy for the USGS Menlo Park Science Center in California (hereafter also referred to as "the Center"). The Center has been the flagship research center for the USGS in the western United States for more than 50 years, and the Council recognizes that science priorities must be the primary consideration guiding critical decisions made about the future evolution of the Center. In developing this strategy, the working group consulted widely within the USGS and with external clients and collaborators, so that most stakeholders had an opportunity to influence the science goals and operational objectives.The Science Goals are to: Natural Hazards: Conduct natural-hazard research and assessments critical to effective mitigation planning, short-term forecasting, and event response. Ecosystem Change: Develop a predictive understanding of ecosystem change that advances ecosystem restoration and adaptive management. Natural Resources: Advance the understanding of natural resources in a geologic, hydrologic, economic, environmental, and global context. Modeling Earth System Processes: Increase and improve capabilities for quantitative simulation, prediction, and assessment of Earth system processes.The strategy presents seven key Operational Objectives with specific actions to achieve the scientific goals. These Operational Objectives are to:Provide a hub for technology, laboratories, and library services to support science in the Western Region. Increase advanced computing capabilities and promote sharing of these resources. Enhance the intellectual diversity, vibrancy, and capacity of the work force through improved recruitment and retention. Strengthen client and collaborative relationships in the community at an institutional level.Expand monitoring capability by increasing density, sensitivity, and efficiency and reducing costs of instruments and networks. Encourage a breadth of scientific capabilities in Menlo Park to foster interdisciplinary science. Communicate USGS science to a diverse audience.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA336196','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA336196"><span>JPRS Report, Science and Technology USSR: Life Sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1990-07-26</p> <p>Effects of Synthetic Thymus Peptide (Thymogen) on Immune System in Candidiasis in Immunosuppression [0. K. Khmelnitskiy, G. M. Yakovlev, et al.; ARKHIV PA...versus about 37 days for control patients. With the on Immune System in Candidiasis in optimum dosage scheme the incidence of superinfec...defense in infectious processes, the data prodigiosan) in order to assess their effects on phagocy- indicating a synergistic effect between Gram</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=bone&id=EJ983163','ERIC'); return false;" href="https://eric.ed.gov/?q=bone&id=EJ983163"><span>Learning about Bones at a Science Museum: Examining the Alternate Hypotheses of Ceiling Effect and Prior Knowledge</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Judson, Eugene</p> <p>2012-01-01</p> <p>Groups of children at a science museum were pre- and post-assessed with a type of concept map, known as personal meaning maps, to determine what new understandings, if any, they were gaining from participation in a series of structured hands-on activities about bones and the process of bones healing. Close examination was made regarding whether…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/918107','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/918107"><span>The Science of Climate Change</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Makundi, Willy R.</p> <p>2002-09-20</p> <p>What constitutes 'dangerous anthropogenic interference' is a value judgment arrived at through a socio-political process, taking issues like equity and sustainability into account. Science provides key information needed to arrive at an informed judgment. However, that judgment is primarily a political one, and not a purely scientific decision. Such judgments are based on risk assessment, and lead to risk management choices by decision makers, about actions and policies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=scientific+AND+argument&pg=7&id=EJ790461','ERIC'); return false;" href="https://eric.ed.gov/?q=scientific+AND+argument&pg=7&id=EJ790461"><span>Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sampson, Victor; Clark, Douglas B.</p> <p>2008-01-01</p> <p>Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term argument in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term argumentation refers to the process of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMIN43B1690H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMIN43B1690H"><span>An Assessment of a Science Discipline Archive Against ISO 16363</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hughes, J. S.; Downs, R. R.</p> <p>2016-12-01</p> <p>The Planetary Data System (PDS) is a federation of science discipline nodes formed in response to the findings of the Committee on Data Management and Computing (CODMAC 1986) that a "wealth of science data would ultimately cease to be useful and probably lost if a process was not developed to ensure that the science data were properly archived." Starting operations in 1990 the stated mission of the PDS is to "facilitate achievement of NASA's planetary science goals by efficiently collecting, archiving, and making accessible digital data and documentation produced by or relevant to NASA's planetary missions, research programs, and data analysis programs."In 2008 the PDS initiated a transition to a more modern system based on key principles found in the Archival Information System (OAIS) Reference Model (ISO 14721), a set of functional requirements provided by the designated community, and about twenty years of lessons-learned. With science digital data now being archived under the new PDS4, the PDS is a good use case to be assessed as a trusted repository against ISO 16363, a recommended practice for assessing the trustworthiness of digital repositories.This presentation will summarize the OAIS principles adopted for PDS4 and the findings of a desk assessment of the PDS against ISO 16363. Also presented will be specific items of evidence, for example the PDS mission statement above, and how they impact the level of certainty that the ISO 16363 metrics are being met.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/93535','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/93535"><span>National Geographic Society Kids Network: Report on 1994 teacher participants</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>NONE</p> <p></p> <p>In 1994, National Geographic Society Kids Network, a computer/telecommunications-based science curriculum, was presented to elementary and middle school teachers through summer programs sponsored by NGS and US DOE. The network program assists teachers in understanding the process of doing science; understanding the role of computers and telecommunications in the study of science, math, and engineering; and utilizing computers and telecommunications appropriately in the classroom. The program enables teacher to integrate science, math, and technology with other subjects with the ultimate goal of encouraging students of all abilities to pursue careers in science/math/engineering. This report assesses the impact of the networkmore » program on participating teachers.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20120011803&hterms=meets&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dmeets','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20120011803&hterms=meets&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dmeets"><span>Pre-Launch Evaluation of the NPP VIIRS Land and Cryosphere EDRs to Meet NASA's Science Requirements</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Roman, Miguel O.; Justice, Chris; Csiszar, Ivan; Key, Jeffrey R.; Devadiga, Sadashiva; Davidson, carol; Wolfe, Robert; Privette, Jeff</p> <p>2011-01-01</p> <p>This paper summarizes the NASA Visible Infrared Imaging Radiometer Suite (VIIRS) Land Science team's findings to date with respect to the utility of the VIIRS Land and Cryosphere EDRs to meet NASA's science requirements. Based on previous assessments and results from a recent 51-day global test performed by the Land Product Evaluation and Analysis Tool Element (Land PEATE), the NASA VIIRS Land Science team has determined that, if all the Land and Cryosphere EDRs are to serve the needs of the science community, a number of changes to several products and the Interface Data Processing Segment (IDPS) algorithm processing chain will be needed. In addition, other products will also need to be added to the VIIRS Land product suite to provide continuity for all of the MODIS land data record. As the NASA research program explores new global change research areas, the VIIRS instrument should also provide the polar-orbiting imager data from which new algorithms could be developed, produced, and validated.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=short+AND+circuit&pg=2&id=EJ838032','ERIC'); return false;" href="https://eric.ed.gov/?q=short+AND+circuit&pg=2&id=EJ838032"><span>The New Guys in Assessment Town</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hutchings, Pat</p> <p>2009-01-01</p> <p>Motivated in large part by accreditation pressures, campuses are turning to new providers for assistance with a wide range of assessment-related tasks and processes. Some offer help in formulating student learning outcomes--and in bringing (as one says) "the science of learning" to "the art of teaching." Several are in the rubric-development…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=powerless&pg=7&id=ED548132','ERIC'); return false;" href="https://eric.ed.gov/?q=powerless&pg=7&id=ED548132"><span>The Influence of Relational Formative Discourse on Students' Positional Identities in a Middle School Science Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trauth-Nare, Amy</p> <p>2012-01-01</p> <p>Formative assessment is the process of eliciting students' understanding during instruction in order to make sensitive instructional decisions and provide feedback to enhance students' learning. Research indicates that when used properly, formative assessment can lead to significant learning gains and enhance students'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cognitive+AND+dissonance&pg=7&id=EJ912449','ERIC'); return false;" href="https://eric.ed.gov/?q=cognitive+AND+dissonance&pg=7&id=EJ912449"><span>Formative Assessment Probes: To Hypothesize or Not</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keeley, Page</p> <p>2010-01-01</p> <p>Formative assessment probes are used not only to uncover the ideas students bring to their learning, they can also be used to reveal teachers' common misconceptions. Consider a process widely used in inquiry science--developing hypotheses. In this article, the author features the probe "Is It a Hypothesis?", which serves as an example of how…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Psychological+AND+Processes&pg=4&id=EJ928382','ERIC'); return false;" href="https://eric.ed.gov/?q=Psychological+AND+Processes&pg=4&id=EJ928382"><span>Toward a Process-Focused Model of Test Score Validity: Improving Psychological Assessment in Science and Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bornstein, Robert F.</p> <p>2011-01-01</p> <p>Although definitions of validity have evolved considerably since L. J. Cronbach and P. E. Meehl's classic (1955) review, contemporary validity research continues to emphasize correlational analyses assessing predictor-criterion relationships, with most outcome criteria being self-reports. The present article describes an alternative way of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/50261','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/50261"><span>Effects of drought on forests and rangelands in the United States: a comprehensive science synthesis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>James Vose; J.S. Clark; Charlie Luce; Toral Patel-Weynand</p> <p>2016-01-01</p> <p>This assessment provides input to the reauthorized National Integrated Drought Information System (NIDIS) and the National Climate Assessment (NCA), and it establishes the scientific foundation needed to manage for drought resilience and adaptation. Focal areas include drought characterization; drought impacts on forest processes and disturbances such as insect...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1071022.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1071022.pdf"><span>Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhang, Zhidong; Lu, Jingyan</p> <p>2014-01-01</p> <p>This study seeks to obtain argumentation models, which represent argumentative processes and an assessment structure in secondary school debatable issues in the social sciences. The argumentation model was developed based on mixed methods, a combination of both theory-driven and data-driven methods. The coding system provided a combing point by…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED458918.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED458918.pdf"><span>Saskatchewan Urban Training Needs Assessment Report, 2000.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Saskatchewan Inst. of Applied Science and Technology, Saskatoon.</p> <p></p> <p>As part of its annual planning process, Saskatchewan Institute of Applied Science and Technology (SIAST) conducts a number of formal and informal consultations with various stakeholders to research training needs that are not currently met by the SIAST. The main purpose of the SIAST Urban Training Needs Assessment (SUTNA) 2000 Report is two-fold:…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=heart&pg=5&id=EJ1032466','ERIC'); return false;" href="https://eric.ed.gov/?q=heart&pg=5&id=EJ1032466"><span>Using a Backward Design Approach to Embed Assessment in Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitehouse, Mary</p> <p>2014-01-01</p> <p>Backward design provides a framework for curriculum planning that can be used at unit, course or school level. The approach places assessment at the heart of the planning process. In this article the ideas of backward design are outlined and their application to a current curriculum development project, York Science, is described.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20418584','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20418584"><span>[MINNI, the national integrated modelling system for assessing the impacts of atmospheric pollution and the effectiveness of the emissions abatement strategies].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zanini, Gabriele</p> <p>2009-01-01</p> <p>Selecting the best emissions abatement strategy is very difficult due to the complexity of the processes that determine the impact of atmospheric pollutants and to the connection with climate change issues. Atmospheric pollution models can provide policy makers with a tool for assessing the effectiveness of abatement measures and their associated costs. The MINNI integrated model has been developed to link policy and atmospheric science and to assess the costs of the measures. The results have been carefully verified in order to identify uncertainties and the models are continuously updated to represent the state of the art in atmospheric science. The fine spatial and temporal resolution of the simulations provide a strong basis for assessing impacts on environment and health.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=da&id=EJ1120116','ERIC'); return false;" href="https://eric.ed.gov/?q=da&id=EJ1120116"><span>Implementing Dynamic Assessment of Vocabulary Development as a Trialogical Learning Process: A Practice of Teacher Support in Primary Education Schools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>van der Veen, Chiel; Dobber, Marjolein; van Oers, Bert</p> <p>2016-01-01</p> <p>Dynamic Assessment (DA) has received a considerable amount of attention in the educational sciences and beyond. DA combines instruction or feedback with assessment or testing within a single activity. DA has great potential for classroom practices, but has not been implemented in many classrooms yet. In this article, we argue that teacher…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=61757&keyword=business+AND+law&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=61757&keyword=business+AND+law&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>GEOSPATIAL QA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Geospatial Science is increasingly becoming an important tool in making Agency decisions. Quality Control and Quality Assurance are required to be integrated during the planning, implementation and assessment of geospatial databases, processes and products. In order to ensure Age...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009JSTEd..20..459B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009JSTEd..20..459B"><span>Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Barak, Miri; Dori, Yehudit Judy</p> <p>2009-10-01</p> <p>Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b) present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=308381','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=308381"><span>Peer Review of EPA's Draft BMDS Document: Exponential ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>BMDS is one of the Agency's premier tools for estimating risk assessments, therefore the validity and reliability of its statistical models are of paramount importance. This page provides links to peer review of the BMDS applications and its models as they were developed and eventually released documenting the rigorous review process taken to provide the best science tools available for statistical modeling. This page provides links to peer review of the BMDS applications and its models as they were developed and eventually released documenting the rigorous review process taken to provide the best science tools available for statistical modeling.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335444&showcriteria=2&fed_org_id=111&timstype=journal&datebeginpublishedpresented=02/24/2012&dateendpublishedpresented=02/24/2017&sortby=pubdateyear','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335444&showcriteria=2&fed_org_id=111&timstype=journal&datebeginpublishedpresented=02/24/2012&dateendpublishedpresented=02/24/2017&sortby=pubdateyear"><span>An overview of the model integration process: From pre ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Integration of models requires linking models which can be developed using different tools, methodologies, and assumptions. We performed a literature review with the aim of improving our understanding of model integration process, and also presenting better strategies for building integrated modeling systems. We identified five different phases to characterize integration process: pre-integration assessment, preparation of models for integration, orchestration of models during simulation, data interoperability, and testing. Commonly, there is little reuse of existing frameworks beyond the development teams and not much sharing of science components across frameworks. We believe this must change to enable researchers and assessors to form complex workflows that leverage the current environmental science available. In this paper, we characterize the model integration process and compare integration practices of different groups. We highlight key strategies, features, standards, and practices that can be employed by developers to increase reuse and interoperability of science software components and systems. The paper provides a review of the literature regarding techniques and methods employed by various modeling system developers to facilitate science software interoperability. The intent of the paper is to illustrate the wide variation in methods and the limiting effect the variation has on inter-framework reuse and interoperability. A series of recommendation</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&id=EJ1113772','ERIC'); return false;" href="https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&id=EJ1113772"><span>Students' Perceptions and Emotions toward Learning in a Flipped General Science Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina</p> <p>2016-01-01</p> <p>Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=chemical+AND+equilibrium&pg=4&id=EJ654543','ERIC'); return false;" href="https://eric.ed.gov/?q=chemical+AND+equilibrium&pg=4&id=EJ654543"><span>Dynamic Processes of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chiu, Mei-Hung; Chou, Chin-Cheng; Liu, Chia-Ju</p> <p>2002-01-01</p> <p>Investigates students' mental models of chemical equilibrium using dynamic science assessments. Reports that students at various levels have misconceptions about chemical equilibrium. Involves 10th grade students (n=30) in the study doing a series of hands-on chemical experiments. Focuses on the process of constructing mental models, dynamic…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Measurement%22&pg=3&id=ED293729','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Measurement%22&pg=3&id=ED293729"><span>Evaluation of Process Science Skills: From the Real World to the Ideal World.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lipowich, Shelley A.</p> <p></p> <p>State legislatures and others are recommending and, in some cases, mandating reforms in education including evaluating students' ability to meet stated objectives. This "ideal" situation poses a major problem concerning instruments needed to assess process skills. In the real world, educators do not yet have nationally recognized, valid,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMGC34D..01M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMGC34D..01M"><span>An Evolving Assessment Strategy: Sustaining Interactions with Users to Inform Planning and Decisionmaking</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Moss, R. H.</p> <p>2016-12-01</p> <p>Research indicates that in addition to reports, decision makers need to access climate science through a range of products such as scenarios, observed data, maps, technical guidelines, and other materials. This presentation will describe an evolving strategy for leveraging climate research and assessments conducted by the US Global Change Research Program (USGCRP) to provide usable climate information to build society's capacity to manage climate variability and change. The approach is called "sustained assessment" and is intended to be more interactive and to empower individuals and organizations to participate more fully and in an ongoing basis to evaluate the implications of climate change using state of the art scientific information. The speaker will describe the necessary conditions for sustained assessment, including mechanisms to facilitate ongoing communication between users and the climate science community in co-design and implementation of assessment activities. It will also review some of the needed scientific foundations for sustained assessment. The speaker is chair of the recently established Federal Advisory Committee. He has been involved in previous US National Climate Assessments (NCAs), including as a lead author of a special advisory report on establishing a sustained US national assessment process. He will speak in his personal capacity and provide publicly-available information on the role of the new Advisory Committee and steps towards establishing a sustained assessment process.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2865414','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2865414"><span>Learning Bridge: Curricular Integration of Didactic and Experiential Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.</p> <p>2010-01-01</p> <p>Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010APS..MAR.Q6004S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010APS..MAR.Q6004S"><span>Increasing our understanding of how science really works</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Scotchmoor, Judith</p> <p>2010-03-01</p> <p>``Most Americans do not understand the scientific process," nor can they distinguish between science and non-science (National Science Board, 2006). Given the impact of science on society, the lack of public understanding of science should be a concern to us all. In large part, the current confusions about evolution, global warming, and other aspects of science are symptomatic of a general misunderstanding of what science is and what it is not. Too few of our citizens view science as a dynamic process through which we gain a reliable understanding of the natural world. As a result, the public becomes vulnerable to misinformation and the very real benefits of science become obscured. In response, an NSF- funded initiative has emerged to improve public understanding about how science really works, why it matters, and who scientists are. Understanding Science, a collaborative project developed by the UC Museum of Paleontology, serves to both inspire and engage students in the dynamic nature of science. The ``scientific method'' within our textbooks is an impoverished depiction that does little to promote scientific literacy. If we are aiming for a public capable of assessing conflicting representations of scientific evidence in the media, they must understand the strengths, limitations, and basic methods of the enterprise that has produced those claims. While many teachers recognize the weakness of the standard pedagogical approach to these fundamentals of science literacy, until now they lacked any comprehensive resource to help them strengthen their own knowledge and teaching.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMIN33D..01C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMIN33D..01C"><span>Advanced Information Technology Investments at the NASA Earth Science Technology Office</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Clune, T.; Seablom, M. S.; Moe, K.</p> <p>2012-12-01</p> <p>The NASA Earth Science Technology Office (ESTO) regularly makes investments for nurturing advanced concepts in information technology to enable rapid, low-cost acquisition, processing and visualization of Earth science data in support of future NASA missions and climate change research. In 2012, the National Research Council published a mid-term assessment of the 2007 decadal survey for future spacemissions supporting Earth science and applications [1]. The report stated, "Earth sciences have advanced significantly because of existing observational capabilities and the fruit of past investments, along with advances in data and information systems, computer science, and enabling technologies." The report found that NASA had responded favorably and aggressively to the decadal survey and noted the role of the recent ESTO solicitation for information systems technologies that partnered with the NASA Applied Sciences Program to support the transition into operations. NASA's future missions are key stakeholders for the ESTO technology investments. Also driving these investments is the need for the Agency to properly address questions regarding the prediction, adaptation, and eventual mitigation of climate change. The Earth Science Division has championed interdisciplinary research, recognizing that the Earth must be studied as a complete system in order toaddress key science questions [2]. Information technology investments in the low-mid technology readiness level (TRL) range play a key role in meeting these challenges. ESTO's Advanced Information Systems Technology (AIST) program invests in higher risk / higher reward technologies that solve the most challenging problems of the information processing chain. This includes the space segment, where the information pipeline begins, to the end user, where knowledge is ultimatelyadvanced. The objectives of the program are to reduce the risk, cost, size, and development time of Earth Science space-based and ground-based systems, increase the accessibility and utility of science data, and to enable new observation measurements and information products. We will discuss the ESTO investment strategy for information technology development, the methods used to assess stakeholder needs and technology advancements, and technology partnerships to enhance the infusion for the resulting technology. We also describe specific investments and their potential impact on enabling NASA missions and scientific discovery. [1] "Earth Science and Applications from Space: A Midterm Assessment of NASA's Implementation of the Decadal Survey", 2012: National Academies Press, http://www.nap.edu/catalog.php?record_id=13405 [2] "Responding to the Challenge of Climate and Environmental Change: NASA's Plan for a Climate-Centric Architecture for Earth Observations and Applications from Space", 2010: NASA Tech Memo, http://science.nasa.gov/media/medialibrary/2010/07/01/Climate_Architecture_Final.pdf</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20011935','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20011935"><span>[Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zúñiga, Denisse; Mena, Beltrán; Oliva, Rose; Pedrals, Nuria; Padilla, Oslando; Bitran, Marcela</p> <p>2009-10-01</p> <p>The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19571470','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19571470"><span>Scientific basis for risk analysis of food-related substances with particular reference to health effects on children.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hayashi, Yuzo</p> <p>2009-01-01</p> <p>Based on the advance of toxicology and related sciences, a regulatory regime for the safety of chemicals related to daily life has been rapidly established. Especially for the food-related substances, the process of risk analysis has facilitated the collaboration by all the players including consumers toward the security of their safety. On the other hand, except for pharmaceuticals, science-based decisions and governmental actions on safety issues have not always gained confidence of the public. One of the reasons was the inadequacy in the way of use of scientific knowledge, or in other words, inappropriateness of decision making by "the regulatory science". Regulatory science is a science to warrant the decision making processes for governmental acts (Mitsuru Uchiyama). In the case of chemical safety, it can be redefined as a theoretical concept to complements the uncertainty of scientific knowledge for the decision of governmental acts that is adequate in both scientific and social ways. Therefore, the regulatory science is an indispensable discipline to effectively apply risk analysis. Here, the significance of the regulatory science for the hazard assessment of the chemicals, especially for children is described. In the past, the hazard effects of chemicals have been assessed for adults. Recently, however, the importance of the assessment for children has gained international emphases. Not only for pharmaceuticals, but for food-related substances, the acceptable daily intake (ADI) and tolerable daily intake (TDI) are often set differently for adults and children. The child-specific responses against chemicals are related not only to the physiological factors such as body weight, basal metabolism, but also rapid growth of the body with developmental status of various organs. General knowledge on these issues will be discussed mainly referring the World Health Organization (WHO) documents. Although the cutting edge technology backs up the development of toxicology, it would appear that it is reaching a turning point from technology-centrism to look toward the direction for contribution to society from the stand point of regulatory science.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMIN33D1823B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMIN33D1823B"><span>The AGU Data Management Maturity Model Initiative</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bates, J. J.</p> <p>2015-12-01</p> <p>In September 2014, the AGU Board of Directors approved two initiatives to help the Earth and space sciences community address the growing challenges accompanying the increasing size and complexity of data. These initiatives are: 1) Data Science Credentialing: development of a continuing education and professional certification program to help scientists in their careers and to meet growing responsibilities and requirements around data science; and 2) Data Management Maturity (DMM) Model: development and implementation of a data management maturity model to assess process maturity against best practices, and to identify opportunities in organizational data management processes. Each of these has been organized within AGU as an Editorial Board and both Boards have held kick off meetings. The DMM model Editorial Board will recommend strategies for adapting and deploying a DMM model to the Earth and space sciences create guidance documents to assist in its implementation, and provide input on a pilot appraisal process. This presentation will provide an overview of progress to date in the DMM model Editorial Board and plans for work to be done over the upcoming year.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED381218.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED381218.pdf"><span>Institutional Effectiveness Assessment Process, 1992-93. Executive Summary. Hospitality and Service Occupations Division, Food Sciences Department, Food Production Program, Food Production Management Program, Pastry and Specialty Baking Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>South Seattle Community Coll., Washington.</p> <p></p> <p>In the 1992-93 academic year, the Hospitality and Food Sciences Department at South Seattle Community College conducted surveys of current and former students and local foodservice employers to determine the level of satisfaction with Department programs. Specifically, the surveys focused on four key outcomes: determining the extent to which…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20120015041&hterms=Department+Defense+report&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3DDepartment%2BDefense%2Breport','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20120015041&hterms=Department+Defense+report&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3DDepartment%2BDefense%2Breport"><span>A Review of NASA Human Research Program's Scientific Merit Processes: Letter Report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pawelczyk, James A. (Editor); Strawbridge, Larisa M. (Editor); Schultz, Andrea M. (Editor); Liverman, Catharyn T. (Editor)</p> <p>2012-01-01</p> <p>At the request of the National Aeronautics and Space Administration (NASA), the Institute of Medicine (IOM) convened the Committee on the Review of NASA Human Research Program's (HRP's) Scientific Merit Assessment Processes in December 2011. The committee was asked to evaluate the scientific merit assessment processes that are applied to directed research tasks2 funded through the HRP and to determine best practices from similar assessment processes that are used in other federal agencies. This letter report and its recommendations are the product of a 10-member ad hoc committee, which included individuals who had previously conducted research under the HRP, were familiar with the HRP s research portfolio and operations, had specific knowledge of peer review processes, or were familiar with scientific merit assessment processes used in other organizations and federal agencies, such as the Canadian Institutes of Health Research (CIHR); National Institutes of Health (NIH); National Science Foundation (NSF); and U.S. Departments of Agriculture (USDA), Defense (DOD), and Transportation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015CSSE...10..719Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CSSE...10..719Y"><span>There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yin, Xinying; Buck, Gayle A.</p> <p>2015-09-01</p> <p>This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=113285&keyword=business+AND+law&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=113285&keyword=business+AND+law&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>GEOSPATIAL QUALITY COUNCIL</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Geospatial Science is increasingly becoming an important tool in making Agency decisions. QualIty Control and Quality Assurance are required to be integrated during the planning, implementation and assessment of geospatial databases, processes and products. In order to ensure Age...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29258525','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29258525"><span>Advancing perinatal patient safety through application of safety science principles using health IT.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Webb, Jennifer; Sorensen, Asta; Sommerness, Samantha; Lasater, Beth; Mistry, Kamila; Kahwati, Leila</p> <p>2017-12-19</p> <p>The use of health information technology (IT) has been shown to promote patient safety in Labor and Delivery (L&D) units. The use of health IT to apply safety science principles (e.g., standardization) to L&D unit processes may further advance perinatal safety. Semi-structured interviews were conducted with L&D units participating in the Agency for Healthcare Research and Quality's (AHRQ's) Safety Program for Perinatal Care (SPPC) to assess units' experience with program implementation. Analysis of interview transcripts was used to characterize the process and experience of using health IT for applying safety science principles to L&D unit processes. Forty-six L&D units from 10 states completed participation in SPPC program implementation; thirty-two (70%) reported the use of health IT as an enabling strategy for their local implementation. Health IT was used to improve standardization of processes, use of independent checks, and to facilitate learning from defects. L&D units standardized care processes through use of electronic health record (EHR)-based order sets and use of smart pumps and other technology to improve medication safety. Units also standardized EHR documentation, particularly related to electronic fetal monitoring (EFM) and shoulder dystocia. Cognitive aids and tools were integrated into EHR and care workflows to create independent checks such as checklists, risk assessments, and communication handoff tools. Units also used data from EHRs to monitor processes of care to learn from defects. Units experienced several challenges incorporating health IT, including obtaining organization approval, working with their busy IT departments, and retrieving standardized data from health IT systems. Use of health IT played an integral part in the planning and implementation of SPPC for participating L&D units. Use of health IT is an encouraging approach for incorporating safety science principles into care to improve perinatal safety and should be incorporated into materials to facilitate the implementation of perinatal safety initiatives.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3228655','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3228655"><span>The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Hoskins, Sally G.; Lopatto, David; Stevens, Leslie M.</p> <p>2011-01-01</p> <p>The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students’ confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students’ analytical abilities and understanding of scientists as people, but can also positively affect students’ confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. PMID:22135371</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22135371','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22135371"><span>The C.R.E.A.T.E. approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hoskins, Sally G; Lopatto, David; Stevens, Leslie M</p> <p>2011-01-01</p> <p>The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5736269','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5736269"><span>Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Briggs, Charlotte L.; Doubleday, Alison F.</p> <p>2016-01-01</p> <p>Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning. PMID:29349309</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29349309','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29349309"><span>Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Briggs, Charlotte L; Doubleday, Alison F</p> <p>2016-01-01</p> <p>Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMPA31C2216M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMPA31C2216M"><span>How IPCC Science-Policy Interactions Shape Its Policymaker Summaries</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mach, K. J.; Freeman, P. T.; Mastrandrea, M.; Field, C. B.</p> <p>2016-12-01</p> <p>Government approval is a defining feature of the Intergovernmental Panel on Climate Change (IPCC) assessment process. In plenary sessions with scientist authors, IPCC member governments discuss and agree each sentence of every report's summary for policymakers (SPM). This consensus-based approval builds joint ownership of scientific knowledge by both scientists and governments. The approval process and its resulting SPM revisions have received extensive attention in published anecdotes and perspectives, but without comprehensive evaluation to date. We present the results of an in-depth analysis of IPCC SPM revisions, providing an evidence basis for understanding a complex science-policy interaction. Revisions resulting from governmental review and approval expand SPMs. SPM text lengthens by 17 to 53% in recent assessment summaries. Political sensitivities and associated failures of consensus have led to prominent exceptions resulting in SPM contractions. Contrasting recent assertions, we find IPCC SPMs to be as readable as other professionally edited assessment summaries, for multiple measures of reading ease. Across metrics, some SPMs, but not all, become more readable through the revision process. We additionally examine each revision in an SPM for which we have deep familiarity. Most of the SPM's revisions occur prior to the in-person government-approval session, and they emphasize different purposes compared to revisions made during the approval session. Revisions prior to the in-person session largely pertain to clarity, scientific rigor, and explanation, whereas the subsequent in-person government-approval revisions place more emphasis on policy relevance, comprehensiveness of examples, and nuances of expert judgment. The value added in the IPCC government-approval process emerges through multiple stages of revision and approval, as scientists and governments together navigate a complex science-policy interaction.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=199448&keyword=fox&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=199448&keyword=fox&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>State-of-the-Science Workshop Report: Issues and Approaches in Low Dose–Response Extrapolation for Environmental Health Risk Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Low-dose extrapolation model selection for evaluating the health effects of environmental pollutants is a key component of the risk assessment process. At a workshop held in Baltimore, MD, on April 23-24, 2007, and sponsored by U.S. Environmental Protection Agency (EPA) and Johns...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/212','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/212"><span>Risk Assessment as an Environmental Management Tool: Considerations for Freshwater Wetlands</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>A. Dennis Lemly</p> <p>1997-01-01</p> <p>This paper presents a foundation for improving the risk assessment process for freshwater wetlands. Integrating wetland science, i.e., use of an ecosystem-based approach, is the key concept. Each biotic and abiotic wetland component should be identified and its contribution to ecosystem functions and societal values determined when deciding whether a stressor poses an...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1146577.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1146577.pdf"><span>The Group-Based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-Based Assessment Process at a Namibian University</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nuuyoma, Vistolina</p> <p>2017-01-01</p> <p>Group-based assessments used in the Bachelor of Nursing Science (clinical) Honours programme at a public university in Namibia are usually in the form of assignments and projects. Completing tasks in groups helps students to develop important skills like critical thinking and debating. In addition, it prepares them to work in the health-care…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26109407','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26109407"><span>The irreducibility of value-freedom to theory assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bueter, Anke</p> <p>2015-02-01</p> <p>The current ideal of value-freedom holds non-cognitive values to be illegitimate in theory appraisal but legitimate in earlier stages of the research process, for example, when affecting the selection of topics or the generation of hypotheses. Respective decisions are often considered as part of a context of discovery and as irrelevant for the justification and assessment of theories. I will argue that this premise of an epistemic independence of theory appraisal, though often taken for granted, is false. Due to the possibility of value-laden blind spots, decisions in discovery can have an indirect impact on theory assessment that the value-free ideal cannot deal with. This argument is illustrated by a case study from women's health research, namely the assessment of hormone replacement therapy as a prevention of coronary heart diseases. In consequence, the epistemic trustworthiness of science is promoted more by a pluralism of non-cognitive values than by their exclusion; and a normative philosophy of science needs to enlarge its focus to include the context of discovery as well as the social conditions of science. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4957633','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4957633"><span>Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi</p> <p>2016-01-01</p> <p>The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27486351','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27486351"><span>Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi</p> <p>2016-01-01</p> <p>The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/1178871-assessment-cast-stone-low-temperature-waste-form-technology-coupled-technetium-removal','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/1178871-assessment-cast-stone-low-temperature-waste-form-technology-coupled-technetium-removal"><span>Assessment of the Cast Stone Low-Temperature Waste Form Technology Coupled with Technetium Removal - 14379</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Brown, Christopher F.; Rapko, Brian M.; Serne, R. Jeffrey</p> <p>2014-03-03</p> <p>The U.S. Department of Energy Office of Environmental Management (EM) is engaging the national laboratories to provide the scientific and technological rigor to support EM program and project planning, technology development and deployment, project execution, and assessment of program outcomes. As an early demonstration of this new responsibility, Pacific Northwest National Laboratory (PNNL) and Savannah River National Laboratory (SRNL) were chartered to implement a science and technology program addressing low-temperature waste forms for immobilization of DOE aqueous waste streams, including technetium removal as an implementing technology. As a first step, the laboratories examined the technical risks and uncertainties associated withmore » the Cast Stone waste immobilization and technetium removal projects at Hanford. Science and technology gaps were identified for work associated with 1) conducting performance assessments and risk assessments of waste form and disposal system performance, and 2) technetium chemistry in tank wastes and separation of technetium from waste processing streams. Technical approaches to address the science and technology gaps were identified and an initial sequencing priority was suggested. A subset of research was initiated in 2013 to begin addressing the most significant science and technology gaps. The purpose of this paper is to report progress made towards closing these gaps and provide notable highlights of results achieved to date.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://pubs.usgs.gov/of/2016/1121/ofr20161121.pdf','USGSPUBS'); return false;" href="http://pubs.usgs.gov/of/2016/1121/ofr20161121.pdf"><span>U.S. Geological Survey science strategy for highly pathogenic avian influenza in wildlife and the environment (2016–2020)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Harris, M. Camille; Pearce, John M.; Prosser, Diann J.; White, C. LeAnn; Miles, A. Keith; Sleeman, Jonathan M.; Brand, Christopher J.; Cronin, James P.; De La Cruz, Susan; Densmore, Christine L.; Doyle, Thomas W.; Dusek, Robert J.; Fleskes, Joseph P.; Flint, Paul L.; Guala, Gerald F.; Hall, Jeffrey S.; Hubbard, Laura E.; Hunt, Randall J.; Ip, Hon S.; Katz, Rachel A.; Laurent, Kevin W.; Miller, Mark P.; Munn, Mark D.; Ramey, Andy M.; Richards, Kevin D.; Russell, Robin E.; Stokdyk, Joel P.; Takekawa, John Y.; Walsh, Daniel P.</p> <p>2016-08-18</p> <p>IntroductionThrough the Science Strategy for Highly Pathogenic Avian Influenza (HPAI) in Wildlife and the Environment, the USGS will assess avian influenza (AI) dynamics in an ecological context to inform decisions made by resource managers and policymakers from the local to national level. Through collection of unbiased scientific information on the ecology of AI viruses and wildlife hosts in a changing world, the U.S. Geological Survey (USGS) will enhance the development of AI forecasting tools and ensure this information is integrated with a quality decision process for managing HPAI.The overall goal of this USGS Science Strategy for HPAI in Wildlife and the Environment goes beyond documenting the occurrence and distribution of AI viruses in wild birds. The USGS aims to understand the epidemiological processes and environmental factors that influence HPAI distribution and describe the mechanisms of transmission between wild birds and poultry. USGS scientists developed a conceptual model describing the process linking HPAI dispersal in wild waterfowl to the outbreaks in poultry. This strategy focuses on five long-term science goals, which include:Science Goal 1—Augment the National HPAI Surveillance Plan;Science Goal 2—Determine mechanisms of HPAI disease spread in wildlife and the environment;Science Goal 3—Characterize HPAI viruses circulating in wildlife;Science Goal 4—Understand implications of avian ecology on HPAI spread; andScience Goal 5—Develop HPAI forecasting and decision-making tools.These goals will help define and describe the processes outlined in the conceptual model with the ultimate goal of facilitating biosecurity and minimizing transfer of diseases across the wildlife-poultry interface. The first four science goals are focused on scientific discovery and the fifth goal is application-based. Decision analyses in the fifth goal will guide prioritization of proposed actions in the first four goals.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19016824','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19016824"><span>Science, policy advocacy, and marine protected areas.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gray, Noella J; Campbell, Lisa M</p> <p>2009-04-01</p> <p>Much has been written in recent years regarding whether and to what extent scientists should engage in the policy process, and the focus has been primarily on the issue of advocacy. Despite extensive theoretical discussions, little has been done to study attitudes toward and consequences of such advocacy in particular cases. We assessed attitudes toward science and policy advocacy in the case of marine protected areas (MPAs) on the basis of a survey of delegates at the First International Marine Protected Areas Congress. Delegates were all members of the international marine conservation community and represented academic, government, and nongovernmental organizations. A majority of respondents believed science is objective but only a minority believed that values can be eliminated from science. Respondents showed only partial support of positivist principles of science. Almost all respondents supported scientists being integrated into MPA policy making, whereas half of the respondents agreed that scientists should actively advocate for particular MPA policies. Scientists with a positivist view of science supported a minimal role for scientists in policy, whereas government staff with positivist beliefs supported an advocacy or decision-making role for scientists. Policy-making processes for MPAs need to account for these divergent attitudes toward science and advocacy if science-driven and participatory approaches are to be reconciled.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5510246','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5510246"><span>Developing team cognition: A role for simulation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fernandez, Rosemarie; Shah, Sachita; Rosenman, Elizabeth D.; Kozlowski, Steve W. J.; Parker, Sarah Henrickson; Grand, James A.</p> <p>2016-01-01</p> <p>SUMMARY STATEMENT Simulation has had a major impact in the advancement of healthcare team training and assessment. To date, the majority of simulation-based training and assessment focuses on the teamwork behaviors that impact team performance, often ignoring critical cognitive, motivational, and affective team processes. Evidence from team science research demonstrates a strong relationship between team cognition and team performance and suggests a role for simulation in the development of this team-level construct. In this article we synthesize research from the broader team science literature to provide foundational knowledge regarding team cognition and highlight best practices for using simulation to target team cognition. PMID:28704287</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+testing+AND+psychological&pg=2&id=EJ925667','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+testing+AND+psychological&pg=2&id=EJ925667"><span>Development and Validation of Instruments to Measure Learning of Expert-Like Thinking</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Adams, Wendy K.; Wieman, Carl E.</p> <p>2011-01-01</p> <p>This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=metas&pg=4&id=EJ1163047','ERIC'); return false;" href="https://eric.ed.gov/?q=metas&pg=4&id=EJ1163047"><span>Prompting Undergraduate Students' Metacognition of Learning: Implementing "Meta-Learning" Assessment Tasks in the Biomedical Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Colthorpe, Kay; Sharifirad, Tania; Ainscough, Louise; Anderson, Stephen; Zimbardi, Kirsten</p> <p>2018-01-01</p> <p>To succeed at post-secondary education, it is essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or "meta-learning," helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ839892.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ839892.pdf"><span>Influence of Career Exploration Process Behaviors on Agriculture Students' Level of Career Certainty</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Esters, Levon T.</p> <p>2008-01-01</p> <p>The purpose of this study was to determine the extent to which career exploration process behaviors influence the level of career certainty of agriculture students. Data were gathered from 181 freshmen and 131 senior students enrolled in the College of Agriculture and Life Sciences at Iowa State University. Career certainty was assessed using…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.U14A..04R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.U14A..04R"><span>Documenting Matured Science: The BACC-Type Assessment Reports</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Reckermann, M.; Omstedt, A. T.</p> <p>2016-12-01</p> <p>The BACC-type reports (BALTEX and Baltic Earth Assessment of Climate Change for the Baltic Sea region, BACC 2008 and BACC II 2015) represent an approach to assessing and making available current knowledge on regional climate change and its regional impacts on the physical, biogeochemical and biological environment (ecosystems, socio-economic sphere). The BACC assessments have originated in the BALTEX scientific research community (now Baltic Earth) and are coordinated by the International Baltic Earth Secretariat. The assessments are produced by teams of scientists from the region, led by lead authors who recruit experts from relevant topics to contribute. The report of 2015 was compiled by a different group of authors as 2008 to warrant independence of personal opinions and bias. The process is not externally funded and completely based on published scientific evidence, and not biased by political or economic interest groups. The BACC-type reports aim to bring together consolidated knowledge that has broad consensus in the scientific community, but also acknowledging issues for which contradicting opinions are found in the literature, so that no consensus can be reached ("consensus on dissensus"). An international steering committee is responsible for overlooking the process, and all manuscripts are anonymously peer-reviewed by independent international experts. Outreach to stakeholders and the public is an inherent aspect of this approach to document mature science. For the Baltic Sea, there is a close collaboration with HELCOM, the intergovernmental Baltic Marine Environment Protection Commission and the major regional science-policy interface in the Baltic Sea region. A summary for non-scientists was produced for the first BACC report and is in preparation for the second. Other BACC-type reports published are the climate report for the greater Hamburg area (published in 2011), and the NOSCCA report (North Sea Climate Change Assessment), published in 2016.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010JSEdT..19..580W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JSEdT..19..580W"><span>Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wendell, Kristen Bethke; Lee, Hee-Sun</p> <p>2010-12-01</p> <p>Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25530686','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25530686"><span>The Role of Ambulatory Assessment in Psychological Science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Trull, Timothy J; Ebner-Priemer, Ulrich</p> <p>2014-12-01</p> <p>We describe the current use and future promise of an innovative methodology, ambulatory assessment (AA), that can be used to investigate psychological, emotional, behavioral, and biological processes of individuals in their daily life. The term AA encompasses a wide range of methods used to study people in their natural environment, including momentary self-report, observational, and physiological. We emphasize applications of AA that integrate two or more of these methods, discuss the smart phone as a hub or access point for AA, and discuss future applications of AA methodology to the science of psychology. We pay particular attention to the development and application of Wireless Body Area Networks (WBANs) that can be implemented with smart phones and wireless physiological monitoring devices, and we close by discussing future applications of this approach to matters relevant to psychological science.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.U13D..07A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.U13D..07A"><span>Developing and Evaluating Workshop Frameworks to Improve Climate Literacy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Averyt, K.; Alvord, C.; Joyce, L. A.; Lukas, J.; Barsugli, J. J.; Owen, G.; Udall, B.</p> <p>2009-12-01</p> <p>A burgeoning need for climate information is rising from a variety of stakeholders. A new federal report encourages federal resource management efforts to consider climate in assessments-leaving agency scientists and resource managers searching for appropriate data and methodologies. At the other end of the spectrum, small-scale decision makers realize the need to develop scientifically-informed climate adaptation plans, but are unclear about what science is relevant. It is becoming necessary to improve the climate literacy across all sectors. However, past examples illustrate that climate science has been insufficiently communicated, resulting in perceptions that misinform decision-making and planning. Given the necessity to include climate science in planning on multiple scales, scientific educators must work with stakeholders to determine how best to improve climate literacy. Doing so will reduce uncertainty in the application of climate data in planning, and thus mitigate vulnerabilities to the impacts of climate change. Here, we present the design and assessment of two workshop frameworks intended to improve the climate literacy of two distinct entities with different climate information needs. This work represents initial steps by the Western Water Assessment, a NOAA- Regionally Integrated Sciences and Assessments (RISA) Program, towards the development of a suite of process-oriented frameworks geared toward improving the climate literacy of different users with distinct informational needs. Both workshops focused on water-related climate issues: the first (Dealing with Drought: Climate Change in Colorado) was geared toward an audience with minimal exposure to climate information; the second was for US Forest Service hydrologists and managers with technical backgrounds. In both cases, the workshop format included presentations of relevant climate science, introductions to varied climate tools and products, and a needs-and-gaps assessment. Evaluation of each workshop drew upon a variety of tested social science methods, such as focus groups, decision games, surveys, and structured interviews. The efficacy of the framework developed was assessed by evaluating the relationship among the climate information presented, user perceptions about climate information, and incorporation into decision-making. In addition to climate literacy evaluations, participants were presented with a scenario at the beginning of the meeting, and were asked to report periodically on their thoughts on how to approach the scenario as new information was presented throughout the workshop. This allowed us to track the co-evolution of climate literacy, accuracy of data interpretation, and the sophistication of participants’ decision-making. In the 12-months after each workshop, we will track how the climate literacy of the participants evolves, and how their informational needs for decision-making change. The results here will frame a process for how a larger, federal climate-training program might be conducted, and how training needs can be assessed through climate literacy assessments.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMPA41A0292T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMPA41A0292T"><span>Building Capacity for Actionable Science and Decision Making in Alaska</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Timm, K.; Kettle, N.; Buxbaum, T. M.; Trainor, S.; Walsh, J. E.; York, A.</p> <p>2017-12-01</p> <p>Investigations of the processes for developing actionable science and supporting partnerships between researchers and practitioners has received increasing attention over the past decade. These studies highlight the importance of leveraging existing relationships and trust, supporting iterative interactions, and dedicating sufficient financial and human capital to the development of usable climate science. However, significant gaps remain in our understanding of how to build capacity for more effective partnerships. To meet these ends, the Alaska Center for Climate Assessment and Policy (ACCAP) is developing a series of trainings for scientists and practitioners to build capacity for producing actionable science. This process includes three phases: scoping and development, training, and evaluation. This presentation reports on the scoping and development phase of the project, which draws on an extensive web-based search of past and present capacity building and training activities, document analysis, and surveys of trainers. A synthesis of successful formats (e.g., training, placements, etc.), curriculum topics (e.g., climate science, interpersonal communication), and approaches to recruitment and curriculum development will be outlined. We then outline our approach for co-developing trainings in three different sectors, which engages other boundary organizations to leverage trust and exiting network connections to tailor the training activities. Through this effort we ultimately seek to understand how the processes and outcomes for co-developing trainings in actionable science vary across sectors and their implications for building capacity.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23405041','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23405041"><span>Assessing clinical researchers' information needs to create responsive portals and tools: my Research Assistant (MyRA) at the University of Utah: a case study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reich, Margaret; Shipman, Jean P; Narus, Scott P; Weir, Charlene; Madsen, Randy; Schultz, N Dustin; Cameron, Justin M; Adamczyk, Abby L; Mitchell, Joyce A</p> <p>2013-01-01</p> <p>How can health sciences librarians and biomedical informaticians offer relevant support to Clinical and Translational Science Award (CTSA) personnel? The Spencer S. Eccles Health Sciences Library and the associate vice president for information technology for the health sciences office at the University of Utah conducted a needs assessment. Faculty and staff from these two units, with the services of a consultant and other CTSA partners, employed a survey, focus groups, interviews, and committee discussions. An information portal was created to meet identified needs. A directive white paper was created. The process employed to plan a virtual and physical collaborative, collegial space for clinical researchers at the university and its three inter-institutional CTSA partners is described. The university's model can assist other librarians and informaticians with how to become part of a CTSA-focused infrastructure for clinical and translational research and serve researchers in general.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29742129','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29742129"><span>A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Han, Xueying; Williams, Sharon R; Zuckerman, Brian L</p> <p>2018-01-01</p> <p>The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5942790','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5942790"><span>A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Williams, Sharon R.; Zuckerman, Brian L.</p> <p>2018-01-01</p> <p>The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational. PMID:29742129</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..19.5312S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..19.5312S"><span>The Sustainable Development Goals - conceptual approaches for science and research projects</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Schmalzbauer, Bettina; Visbeck, Martin</p> <p>2017-04-01</p> <p>Challenged to provide answers to some of the world's biggest societal and environmental problems, the scientific community has consistently delivered exciting and solid information that is often used to assess the situation in many different parts of the globe to document the anthropogenic cause of environmental changes and to provide perspectives on possible development scenarios. With the adoption of the Paris climate agreement and the 2030 Agenda for Sustainable Development (and its 17 Sustainable Development Goals (SDGs)) major issues for society are now in its complexity in implementation. That are: consistency with other political processes (e.g. UNFCCC, IPBES), implementability (e.g. interactions between SDGs, pathways) and measurability (e.g. indicators). We argue that science can contribute to all these aspects by providing fundamental knowledge necessary for decision-making and practical implementation of the SDGs. Cooperation beyond disciplines and national boarders is essential, as well as the integration of concepts and methods of natural and social sciences. The outcome of two international conferences has called out four specific areas where science can make significant contributions towards SDG implementation: First, deep and integrated scientific knowledge is needed for better understanding key interactions, synergies and trade-offs embedded in the SDGs. Second, sound scientific input is needed for co-designing and executing of scientific assessments in the context of the SDG process (going beyond the good examples set by IPCC and IPBES). Third, science can support the establishment of evidence-based procedures for the development of scenarios and identify possible pathways for the world in 2030 or beyond. Fourth, progress on SDG implementation needs to be supported by a meaningful indicator framework, and this framework needs scientific input to refine indicators, and further develop and standardise methods. The main conclusion is that a comprehensive approach is needed that combines basic science and solution-oriented science, and integrates knowledge from natural science, social sciences, engineering and humanities (but also from other knowledge domains) to meet the overall objective of the 2030 Agenda. Foresight, integrated assessment and integrated modelling can be possible successful approaches for knowledge exchange, learning, and identifying possible coherent development pathways towards global sustainability.To ensure rapid and effective uptake of new research results the concepts of co-design of research projects and co-production of knowledge show promise.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26604983','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26604983"><span>A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tsutsumi, Akizumi</p> <p>2015-01-01</p> <p>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.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kilic&pg=4&id=EJ757774','ERIC'); return false;" href="https://eric.ed.gov/?q=Kilic&pg=4&id=EJ757774"><span>Peer Assessment of Elementary Science Teaching Skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kilic, Gulsen Bagci; Cakan, Mehtap</p> <p>2007-01-01</p> <p>In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMGC34D..02D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMGC34D..02D"><span>USGCRP's Sustained Assessment Process: Progress to date and future plans</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>DeAngelo, B. J.; Reidmiller, D.; Lipschultz, F.; Cloyd, E. T.</p> <p>2016-12-01</p> <p>One of the four main objectives of the U.S. Global Change Research Program's (USGCRP's) Strategic Plan is to "Conduct Sustained Assessments", which seeks to build a process that synthesizes and advances the state of scientific knowledge on global change, develops future scenarios and potential impacts, and evaluates how effectively science is being and can be used to inform and support the Nation's response to climate change. To do so, USGCRP strives to establish a standing capacity to conduct national climate assessments with sectoral and regional information to evaluate climate risks and opportunities, and to inform decision-making, especially with regard to resiliency planning and adaptation measures. Building on the success of the 3rd National Climate Assessment (NCA) (2014), we discuss the range of USGCRP activities that embody the sustained assessment concept. Special reports, such as the recent Climate and Human Health Assessment and upcoming Climate Science Special Report, fill gaps in our understanding and provide crucial building blocks for next NCA report (NCA4). To facilitate the use of consistent assumptions across NCA4, new scenario products for climate, population, and land use will be made available through initiatives such as NOAA's Climate Resilience Toolkit. NCA4 will be informed by user engagement to advance the customization of knowledge. The report will strive to advance our ability to quantify various risks, monetize certain impacts, and communicate the benefits (i.e., avoided impacts) of various mitigation pathways. NCAnet (a national network of climate-interested stakeholders) continues to grow and foster collaborations across levels of governance and within civil society. Finally, USGCRP continues to actively engage with other assessment processes, at international, state, city, and tribal levels, to exchange ideas and to facilitate the potential for "linked" assessments across spatial scales.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT.......147S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT.......147S"><span>Implementing the Science Assessment Standards: Developing and validating a set of laboratory assessment tasks in high school biology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Saha, Gouranga Chandra</p> <p></p> <p>Very often a number of factors, especially time, space and money, deter many science educators from using inquiry-based, hands-on, laboratory practical tasks as alternative assessment instruments in science. A shortage of valid inquiry-based laboratory tasks for high school biology has been cited. Driven by this need, this study addressed the following three research questions: (1) How can laboratory-based performance tasks be designed and developed that are doable by students for whom they are designed/written? (2) Do student responses to the laboratory-based performance tasks validly represent at least some of the intended process skills that new biology learning goals want students to acquire? (3) Are the laboratory-based performance tasks psychometrically consistent as individual tasks and as a set? To answer these questions, three tasks were used from the six biology tasks initially designed and developed by an iterative process of trial testing. Analyses of data from 224 students showed that performance-based laboratory tasks that are doable by all students require careful and iterative process of development. Although the students demonstrated more skill in performing than planning and reasoning, their performances at the item level were very poor for some items. Possible reasons for the poor performances have been discussed and suggestions on how to remediate the deficiencies have been made. Empirical evidences for validity and reliability of the instrument have been presented both from the classical and the modern validity criteria point of view. Limitations of the study have been identified. Finally implications of the study and directions for further research have been discussed.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4816470','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4816470"><span>Finding alternatives when a major database is gone*</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Hu, Estelle</p> <p>2016-01-01</p> <p>Question What to do when a major database ceases publication? Setting An urban, academic health sciences library with four campuses serves a university health sciences system, a college of medicine, and five other health sciences colleges. Methods Usage statistics of each e-book title in the resource were carefully analyzed. Purchase decisions were made based on the assessment of usage. Results Sustainable resources were acquired from other vendors, with perpetual access for library users. Conclusion This systematic process of finding alternative resources is an example of librarians' persistence in acquiring perpetual electronic resources when a major resource is cancelled. PMID:27076804</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22749874','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22749874"><span>Strategic funding priorities in the pharmaceutical sciences allied to Quality by Design (QbD) and Process Analytical Technology (PAT).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Aksu, Buket; De Beer, Thomas; Folestad, Staffan; Ketolainen, Jarkko; Lindén, Hans; Lopes, Joao Almeida; de Matas, Marcel; Oostra, Wim; Rantanen, Jukka; Weimer, Marco</p> <p>2012-09-29</p> <p>Substantial changes in Pharmaceutical R&D strategy are required to address existing issues of low productivity, imminent patent expirations and pressures on pricing. Moves towards personalized healthcare and increasing diversity in the nature of portfolios including the rise of biopharmaceuticals however have the potential to provide considerable challenges to the establishment of cost effective and robust supply chains. To guarantee product quality and surety of supply for essential medicines it is necessary that manufacturing science keeps pace with advances in pharmaceutical R&D. In this position paper, the EUFEPS QbD and PAT Sciences network make recommendations that European industry, academia and health agencies focus attention on delivering step changes in science and technology in a number of key themes. These subject areas, all underpinned by the sciences allied to QbD and PAT, include product design and development for personalized healthcare, continuous-processing in pharmaceutical product manufacture, quantitative quality risk assessment for pharmaceutical development including life cycle management and the downstream processing of biopharmaceutical products. Plans are being established to gain commitment for inclusion of these themes into future funding priorities for the Innovative Medicines Initiative (IMI). Copyright © 2012 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JSEdT..25...34M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JSEdT..25...34M"><span>Exploring the Impact of Culture- and Language-Influenced Physics on Science Attitude Enhancement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Morales, Marie Paz E.</p> <p>2016-02-01</p> <p>"Culture," a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners' attitude toward science. Their cultural preference or profile defined their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning processes. The culture- and language-influenced curriculum materials in physics were heavily influenced by Pangasinan learners' cultural preference or profile. Results of the experimental participants' pretest and posttest on science attitude measure, when compared, showed significant statistical difference. Assessment of science attitude enhancement favored the experimental group over the control group. Qualitative data gathered from postimplementation interviews, focus group discussions, and journal log entries indicated the same trend in favor of the experimental participants. The study yielded that culture and language integration in the teaching and learning processes of physics concepts allowed students to develop positive attitude to science, their culture, and native language.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013RScEd..43..781V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013RScEd..43..781V"><span>Science Teachers' Thinking About the Nature of Science: A New Methodological Approach to Its Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Vázquez-Alonso, Ángel; García-Carmona, Antonio; Manassero-Mas, María Antonia; Bennàssar-Roig, Antoni</p> <p>2013-04-01</p> <p>This paper describes Spanish science teachers' thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16403143','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16403143"><span>Is psychiatry an art or a science? The views of psychiatrists and trainees.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chur-Hansen, Anna; Parker, Damon</p> <p>2005-12-01</p> <p>It is generally considered by many practitioners that psychiatry is an art, that is, one of the humanities, as well as being a science. We systematically collected the views of practitioners and trainee psychiatrists regarding the question 'Is psychiatry an art or a science?' Eleven supervisors and nine trainees were interviewed and their responses analysed, using a qualitative method, the modified framework approach. Several themes emerged from the data: that 'art' and 'science' are different; psychiatry as a discipline is difficult to define; psychiatry demands a broader range of skills than other medical specialties; the relationship of psychology to psychiatry; supervisor cynicism to the 'science' of psychiatry; and the 'art' and 'science' of the assessment process. The tension that exists within the profession's identity as a discipline has important implications for teaching, learning, and clinical and research practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160000763','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160000763"><span>Assessing the Amazon Cloud Suitability for CLARREO's Computational Needs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Goldin, Daniel; Vakhnin, Andrei A.; Currey, Jon C.</p> <p>2015-01-01</p> <p>In this document we compare the performance of the Amazon Web Services (AWS), also known as Amazon Cloud, with the CLARREO (Climate Absolute Radiance and Refractivity Observatory) cluster and assess its suitability for computational needs of the CLARREO mission. A benchmark executable to process one month and one year of PARASOL (Polarization and Anistropy of Reflectances for Atmospheric Sciences coupled with Observations from a Lidar) data was used. With the optimal AWS configuration, adequate data-processing times, comparable to the CLARREO cluster, were found. The assessment of alternatives to the CLARREO cluster continues and several options, such as a NASA-based cluster, are being considered.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/44777','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/44777"><span>Lodgepole pine bole wood density 1 and 11 years after felling in central Montana</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Duncan C. Lutes; Colin C. Hardy</p> <p>2013-01-01</p> <p>Estimates of large dead and down woody material biomass are used for evaluating ecological processes and making ecological assessments, such as for nutrient cycling, wildlife habitat, fire effects, and climate change science. Many methods are used to assess the abundance (volume) of woody material, which ultimately require an estimate of wood density to convert volume...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/49763','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/49763"><span>Southern forest resource assessment: Conducting science in the public eye</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>John G. Greis; David N. Wear</p> <p>2002-01-01</p> <p>Questions about the long-term sustainability of southern forest benefits, including wildlife habitat, water quality, and timber supply, prompted this regional assessment and guided the process by which it was conducted. SFRAâs final report is descriptiveânot prescriptiveâand is intended to inform debate and policymaking in technically defensible, unbiased, and...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........52E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........52E"><span>Academic writing in a corpus of 4th grade science notebooks: An analysis of student language use and adult expectations of the genres of school science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Esquinca, Alberto</p> <p></p> <p>This is a study of language use in the context of an inquiry-based science curriculum in which conceptual understanding ratings are used split texts into groups of "successful" and "unsuccessful" texts. "Successful" texts could include known features of science language. 420 texts generated by students in 14 classrooms from three school districts, culled from a prior study on the effectiveness of science notebooks to assess understanding, in addition to the aforementioned ratings are the data sources. In science notebooks, students write in the process of learning (here, a unit on electricity). The analytical framework is systemic functional linguistics (Halliday and Matthiessen, 2004; Eggins, 2004), specifically the concepts of genre, register and nominalization. Genre classification involves an analysis of the purpose and register features in the text (Schleppegrell, 2004). The use of features of the scientific academic register, namely the use relational processes and nominalization (Halliday and Martin, 1993), requires transitivity analysis and noun analysis. Transitivity analysis, consisting of the identification of the process type, is conducted on 4737 ranking clauses. A manual count of each noun used in the corpus allows for a typology of nouns. Four school science genres, procedures, procedural recounts reports and explanations, are found. Most texts (85.4%) are factual, and 14.1% are classified as explanations, the analytical genre. Logistic regression analysis indicates that there is no significant probability that the texts classified as explanation are placed in the group of "successful" texts. In addition, material process clauses predominate in the corpus, followed by relational process clauses. Results of a logistic regression analysis indicate that there is a significant probability (Chi square = 15.23, p < .0001) that texts with a high rate of relational processes are placed in the group of "successful" texts. In addition, 59.5% of 6511 nouns are references to physical materials, followed by references to abstract concepts (35.54%). Only two of the concept nouns were found to be nominalized referents in definition model sentences. In sum, the corpus has recognizable genres and features science language, and relational processes are more prevalent in "successful" texts. However, the pervasive feature of science language, nominalization, is scarce.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT.......179M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT.......179M"><span>The effects of inquiry-based summer enrichment activities on rising eighth graders' knowledge of science processes, attitude toward science, and perceptions of scientists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Moore, Juanita Martin</p> <p></p> <p>The purpose of this research was to examine the effects of summer science enrichment on eighth-graders' science process skills knowledge, attitude toward science and perceptions of scientists. A single group pre- and post-test design was used to test participants in a summer science enrichment camp, which took place over a three-week period in the summer of 2000. Participants, all of whom were residents of the Mississippi area known as the Delta, lived on the campus of Mississippi Valley State University for the entire course of the camp. Activities included several guided inquiry-based projects such as water rocket design and solar or battery-powered car design. Participants also took trips to an environmental camp in north Mississippi and to the Stennis Space Center on the Mississippi Gulf Coast. Participants worked on their projects in groups, supervised by an undergraduate student "mentor". Participants were encouraged to keep journals of their experiences throughout the camp, and the researcher developed a rubric to evaluate student journals for process knowledge, evidence of planning, reflective thought, and disposition toward science. Tests were used to evaluate student knowledge of process skills, attitude toward science, and perceptions of scientists. On the Test of Integrated Process Skills (Dillashaw & Okey, 1983), the students showed significant improvement overall, but when evaluated separately, males showed significant improvement while females did not. On the Attitude toward Science in School Assessment (Germane, 1988), data indicated that attitude toward science improved significantly for the group as a whole, but upon closer inspection, indicated a significant improvement for the female students only. On Chamber's Draw-a-Scientist Test (1983), analysis of student drawings indicated no significant change in stereotypical images of scientists for the group overall. However, boys' scores indicated a significant improvement when analyzed separately. Journal analysis revealed a need for instruction in their use, but provided an interesting glimpse into students' thoughts. The researcher concluded that summer enrichment camps have potential m terms of helping students improve their science knowledge and their thinking about science. Further research on summer opportunities, inquiry-based instruction, work with mentors, and use of journals is suggested by this work.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......217S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......217S"><span>Diving Deep: A Comparative Study of Educator Undergraduate and Graduate Backgrounds and Their Effect on Student Understanding of Engineering and Engineering Careers, Utilizing an Underwater Robotics Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Scribner, J. Adam</p> <p></p> <p>Numerous studies have demonstrated that educators having degrees in their subjects significantly enhances student achievement, particularly in secondary mathematics and science (Chaney, 1995; Goe, 2007; Rowan, Chiang, & Miller, 1997; Wenglinsky, 2000). Yet, science teachers in states that adopt the Next Generation Science Standards will be facilitating classroom engineering activities despite the fact that few have backgrounds in engineering. This quantitative study analyzed ex-post facto WaterBotics (an innovative underwater robotics curriculum for middle and high school students) data to determine if educators having backgrounds in engineering (i.e., undergraduate and graduate degrees in engineering) positively affected student learning on two engineering outcomes: 1) the engineering design process, and 2) understanding of careers in engineering (who engineers are and what engineers do). The results indicated that educators having backgrounds in engineering did not significantly affect student understanding of the engineering design process or careers in engineering when compared to educators having backgrounds in science, mathematics, technology education, or other disciplines. There were, however, statistically significant differences between the groups of educators. Students of educators with backgrounds in technology education had the highest mean score on assessments pertaining to the engineering design process while students of educators with disciplines outside of STEM had the highest mean scores on instruments that assess for student understanding of careers in engineering. This might be due to the fact that educators who lack degrees in engineering but who teach engineering do a better job of "sticking to the script" of engineering curricula.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED23A0750M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED23A0750M"><span>Creating a lab to facilitate high school student engagement in authentic paleoclimate science practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Maloney, A.; Walsh, E.</p> <p>2012-12-01</p> <p>A solid understanding of timescales is crucial for any climate change discussion. This hands-on lab was designed as part of a dual-credit climate change course in which high school students can receive college credit. Using homemade ice cores, students have the opportunity to participate in scientific practices associated with collecting, processing, and interpreting temperature and CO2 data. Exploring millennial-scale cycles in ice core data and extending the CO2 record to the present allows students to discover timescales from an investigators perspective. The Ice Core Lab has been piloted in two high school classrooms and student engagement, and epistemological and conceptual understanding was evaluated using quantitative pre and post assessment surveys. The process of creating this lab involved a partnership between an education assessment professional, high school teachers, and University of Washington professors and graduate students in Oceanography, Earth and Space Sciences, Atmospheric Sciences and the Learning Sciences as part of the NASA Global Climate Change University of Washington in the High School program. This interdisciplinary collaboration led to the inception of the lab and was necessary to ensure that the lesson plan was pedagogically appropriate and scientifically accurate. The lab fits into a unit about natural variability and is paired with additional hands-on activities created by other graduate students that explore short-timescale temperature variations, Milankovitch cycles, isotopes, and other proxies. While the Ice Core Lab is intended to follow units that review the scientific process, global energy budget, and transport, it can be modified to fit any teaching platform.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.usgs.gov/fs/2012/3113/pdf/fs2012-3113.pdf','USGSPUBS'); return false;" href="https://pubs.usgs.gov/fs/2012/3113/pdf/fs2012-3113.pdf"><span>Understanding beach health throughout the Great Lakes -- continuing research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>,</p> <p>2012-01-01</p> <p>The overall mission of U.S. Geological Survey (USGS) Beach Health Initiative is to provide science-based information and methods that will allow beach managers to more accurately make beach closure and advisory decisions, understand the sources and physical processes affecting beach contaminants, and understand how science-based information can be used to mitigate and restore beaches and protect the public. The USGS, in collaboration with many Federal, State, and local agencies and universities, has conducted research on beach-health issues in the Great Lakes Region for more than a decade. The work consists of four science elements that align with the initiative's mission: real-time assessments of water quality; coastal processes; pathogens and source tracking; and data analysis, interpretation, and communication. The ongoing or completed research for each of these elements is described in this fact sheet.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18469218','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18469218"><span>Science, precaution, and the politics of technological risk: converging implications in evolutionary and social scientific perspectives.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stirling, Andy</p> <p>2008-04-01</p> <p>This paper examines apparent tensions between "science-based," "precautionary," and "participatory" approaches to decision making on risk. Partly by reference to insights currently emerging in evolutionary studies, the present paper looks for ways to reconcile some of the contradictions. First, I argue that technological evolution is a much more plural and open-ended process than is conventionally supposed. Risk politics is thus implicitly as much about social choice of technological pathways as narrow issues of safety. Second, it is shown how conventional "science-based" risk assessment techniques address only limited aspects of incomplete knowledge in complex, dynamic, evolutionary processes. Together, these understandings open the door to more sophisticated, comprehensive, rational, and robust decision-making processes. Despite their own limitations, it is found that precautionary and participatory approaches help to address these needs. A concrete framework is outlined through which the synergies can be more effectively harnessed. By this means, we can hope simultaneously to improve scientific rigor and democratic legitimacy in risk governance.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27357001','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27357001"><span>Agile science: creating useful products for behavior change in the real world.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hekler, Eric B; Klasnja, Predrag; Riley, William T; Buman, Matthew P; Huberty, Jennifer; Rivera, Daniel E; Martin, Cesar A</p> <p>2016-06-01</p> <p>Evidence-based practice is important for behavioral interventions but there is debate on how best to support real-world behavior change. The purpose of this paper is to define products and a preliminary process for efficiently and adaptively creating and curating a knowledge base for behavior change for real-world implementation. We look to evidence-based practice suggestions and draw parallels to software development. We argue to target three products: (1) the smallest, meaningful, self-contained, and repurposable behavior change modules of an intervention; (2) "computational models" that define the interaction between modules, individuals, and context; and (3) "personalization" algorithms, which are decision rules for intervention adaptation. The "agile science" process includes a generation phase whereby contender operational definitions and constructs of the three products are created and assessed for feasibility and an evaluation phase, whereby effect size estimates/casual inferences are created. The process emphasizes early-and-often sharing. If correct, agile science could enable a more robust knowledge base for behavior change.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=topics+AND+posttest+AND+design&pg=7&id=EJ989349','ERIC'); return false;" href="https://eric.ed.gov/?q=topics+AND+posttest+AND+design&pg=7&id=EJ989349"><span>Science Assessments for All: Integrating Science Simulations into Balanced State Science Assessment Systems</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.; Buckley, Barbara C.</p> <p>2012-01-01</p> <p>This article reports on the collaboration of six states to study how simulation-based science assessments can become transformative components of multi-level, balanced state science assessment systems. The project studied the psychometric quality, feasibility, and utility of simulation-based science assessments designed to serve formative purposes…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27055776','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27055776"><span>A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bass, Kristin M; Drits-Esser, Dina; Stark, Louisa A</p> <p>2016-01-01</p> <p>The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students' understanding of concepts in cell biology and epigenetics. Throughout, we emphasize the iterative nature of the development process, the importance of creating instruments aligned to the learning goals of an intervention or curricula, and the importance of collaborating with other content and measurement specialists along the way. © 2016 K. M. Bass et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMGC12B..02C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMGC12B..02C"><span>Assessing and Synthesizing the Last Decade of Research on the Major Pools and Fluxes of the Carbon Cycle in the US and North America: An Interagency Governmental Perspective</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cavallaro, N.; Shrestha, G.; Stover, D. B.; Zhu, Z.; Ombres, E. H.; Deangelo, B.</p> <p>2015-12-01</p> <p>The 2nd State of the Carbon Cycle Report (SOCCR-2) is focused on US and North American carbon stocks and fluxes in managed and unmanaged systems, including relevant carbon management science perspectives and tools for supporting and informing decisions. SOCCR-2 is inspired by the US Carbon Cycle Science Plan (2011) which emphasizes global scale research on long-lived, carbon-based greenhouse gases, carbon dioxide and methane, and the major pools and fluxes of the global carbon cycle. Accordingly, the questions framing the Plan inform this report's topical roadmap, with a focus on US and North America in the global context: 1) How have natural processes and human actions affected the global carbon cycle on land, in the atmosphere, in the oceans and in the ecosystem interfaces (e.g. coastal, wetlands, urban-rural)? 2) How have socio-economic trends affected the levels of the primary carbon-containing gases, carbon dioxide and methane, in the atmosphere? 3) How have species, ecosystems, natural resources and human systems been impacted by increasing greenhouse gas concentrations, the associated changes in climate, and by carbon management decisions and practices? To address these aspects, SOCCR-2 will encompass the following broad assessment framework: 1) Carbon Cycle at Scales (Global Perspective, North American Perspective, US Perspective, Regional Perspective); 2) Role of carbon in systems (Soils; Water, Oceans, Vegetation; Terrestrial-aquatic Interfaces); 3) Interactions/Disturbance/Impacts from/on the carbon cycle. 4) Carbon Management Science Perspective and Decision Support (measurements, observations and monitoring for research and policy relevant decision-support etc.). In this presentation, the Carbon Cycle Interagency Working Group and the U.S. Global Change Research Program's U.S. Carbon Cycle Science Program Office will highlight the scientific context, strategy, structure, team and production process of the report, which is part of the USGCRP's Sustained National Climate Assessment process.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010ASPC..436..247J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010ASPC..436..247J"><span>Science on Sunday: The Prospective Graduate Student Workshop in Ocean Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jacox, M. G.; Powers, M. L.</p> <p>2010-12-01</p> <p>Here, we present the design and implementation of the Prospective Graduate Student Workshop (PGSW) in Ocean Sciences, a new teaching venue developed within the University of California's Center for Adaptive Optics (CfAO). The one-day workshop introduced undergraduate and community college students interested in pursuing graduate school to the field of ocean sciences through a series of inquiry-based activities. Throughout the activity design process, two important themes were emphasized; 1) physical, chemical, and biological properties are tightly coupled in the ocean; 2) ocean sciences is a highly inter-disciplinary field that includes scientists from diverse backgrounds. With these ideas in mind the workshop was split into two activities, morning and afternoon, each of which concentrated on teaching certain process skills thought to be useful for prospective graduate students. The morning covered density and mixing in the ocean and the afternoon was focused on phytoplankton and how they experience the ocean as a low Reynolds number environment. Attendees were instructed to complete pre- and post-activity questionnaires, which enabled assessment of individual components and the workshop as a whole. Response was very positive, students gained knowledge about ocean sciences, scientific inquiry, and graduate school in general, and most importantly had fun voluntarily participating in science on a Sunday.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=projectile+AND+motion&pg=7&id=EJ726394','ERIC'); return false;" href="https://eric.ed.gov/?q=projectile+AND+motion&pg=7&id=EJ726394"><span>Using Process and Inqury to Teach Content: Projectile Motion and Graphing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rhea, Marilyn; Lucido, Patricia; Gregerson-Malm, Cheryl</p> <p>2005-01-01</p> <p>These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1009091','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1009091"><span>Transitioning Science and Technology into Acquisition Programs: Assessing One Government Laboratorys Processes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2015-12-01</p> <p>Accountability Office reports and recommendations, and ARDEC and the program managers established processes. The research indicated that the...Record. This examination was a direct review and comparison of Department of Defense policies, U.S. Government Accountability Office reports and...Government Accountability Office I&TT Innovation and Technology Transition IPT Integrated Product Team JCIDS Joint Capabilities Integration</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=one+AND+group+AND+pretest+AND+-posttest+AND+design&id=EJ865750','ERIC'); return false;" href="https://eric.ed.gov/?q=one+AND+group+AND+pretest+AND+-posttest+AND+design&id=EJ865750"><span>Investigation of the Factors Affecting the Pre-Test Effect in National Curriculum Science Assessment Development in England</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pyle, Katie; Jones, Emily; Williams, Chris; Morrison, Jo</p> <p>2009-01-01</p> <p>Background: All national curriculum tests in England are pre-tested as part of the development process. Differences in pupil performance between pre-test and live test are consistently found. This difference has been termed the pre-test effect. Understanding the pre-test effect is essential in the test development and selection processes and in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20030000982&hterms=science+chemistry&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dscience%2Bchemistry','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20030000982&hterms=science+chemistry&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dscience%2Bchemistry"><span>A New Direction for the NASA Materials Science Research Using the International Space Station</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Schlagheck, Ronald A.; Stinson, Thomas N. (Technical Monitor)</p> <p>2002-01-01</p> <p>In 2001 NASA created a fifth Strategic Enterprise, the Office of Biological and Physical Research (OBPR), to bring together physics, chemistry, biology, and engineering to foster interdisciplinary research. The Materials Science Program is one of five Microgravity Research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program will participate within this new enterprise structure in order to facilitate effective use of ISS facilities, target scientific and technology questions and transfer results for Earth benefits. The Materials Science research will use a low gravity environment for flight and ground-based research in crystallization, fundamental processing, properties characterization, and biomaterials in order to obtain fundamental understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. Completion of the International Space Station's (ISS) first major assembly, during the past year, provides new opportunities for on-orbit research and scientific utilization. The Enterprise has recently completed an assessment of the science prioritization from which the future materials science ISS type payloads will be implemented. Science accommodations will support a variety of Materials Science payload hardware both in the US and international partner modules with emphasis on early use of Express Rack and Glovebox facilities. This paper addresses the current scope of the flight and ground investigator program. These investigators will use the various capabilities of the ISS lab facilities to achieve their research objectives. The type of research and classification of materials being studied will be addressed. This includes the recent emphasis being placed on radiation shielding, nanomaterials, propulsion materials, and biomaterials type research. The Materials Science Program will pursue a new, interdisciplinary approach, which contributes, to Human Space Flight Exploration research. The Materials Science Research Facility (MSRF) and other related American and International experiment modules will serve as the foundation for the flight research environment. A summary will explain the concept for materials science research processing capabilities aboard the ISS along with the various ground facilities necessary to support the program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001JRScT..38..337F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001JRScT..38..337F"><span>Representing student achievements in science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fusco, Dana; Calabrese Barton, Angela</p> <p>2001-03-01</p> <p>In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value-laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth-led community science project in the inner city to help contextualize our argument.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..16.9768P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..16.9768P"><span>Informatics for multi-disciplinary ocean sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pearlman, Jay; Delory, Eric; Pissierssens, Peter; Raymond, Lisa; Simpson, Pauline; Waldmann, Christoph; Williams 3rd, Albert; Yoder, Jim</p> <p>2014-05-01</p> <p>Ocean researchers must work across disciplines to provide clear and understandable assessments of the state of the ocean. With advances in technology, not only in observation, but also communication and computer science, we are in a new era where we can answer questions at the time and space scales that are relevant to our state of the art research needs. This presentation will address three areas of the informatics of the end-to-end process: sensors and information extraction in the sensing environment; using diverse data for understanding selected ocean processes; and supporting open data initiatives. A National Science Foundation funded Ocean Observations Research Coordination Network (RCN) is addressing these areas from the perspective of improving interdisciplinary research. The work includes an assessment of Open Data Access with a paper in preparation. Interoperability and sensors is a new activity that couples with European projects, COOPEUS and NeXOS, in looking at sensors and related information systems for a new generation of measurement capability. A working group on synergies of in-situ and satellite remote sensing is analyzing approaches for more effective use of these measurements. This presentation will examine the steps forward for data exchange and for addressing gaps in communication and informatics.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT.......434S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT.......434S"><span>The impact of representation format and task instruction on student understanding in science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stephenson, Susan Raatz</p> <p></p> <p>The purpose of this study is to examine how representation format and task instructions impact student learning in a science domain. Learning outcomes were assessed via measures of mental model, declarative knowledge, and knowledge inference. Students were asked to use one of two forms of representation, either drawing or writing, during study of a science text. Further, instructions (summarize vs. explain) were varied to determine if students' intended use of the presentation influenced learning. Thus, this study used a 2 (drawing vs. writing) X 2 (summarize vs. explain) between-subjects design. Drawing was hypothesized to require integration across learning materials regardless of task instructions, because drawings (by definition) require learners to integrate new information into a visual representation. Learning outcomes associated with writing were hypothesized to depend upon task instructions: when asked to summarize, writing should result in reproduction of text; when asked to explain, writing should emphasize integration processes. Because integration processes require connecting and analyzing new and prior information, it also was predicted that drawing (across both conditions of task instructions) and writing (when combined the explain task instructions only) would result in increased metacognitive monitoring. Metacognitive monitoring was assessed indirectly via responses to metacognitive prompts interspersed throughout the study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19854996','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19854996"><span>Engaging science in a climate of values: tools for animal scientists tasked with addressing ethical problems.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Croney, C C; Anthony, R</p> <p>2010-04-01</p> <p>In the United States, escalating concerns about current farm animal science and production methods have resulted not only in increased food animal protection policies, but also in animal welfare legislation. Animal scientists and industry leaders are apprehensive that such policies may be driven primarily by emotion and a lack of scientific understanding, and thus may have unforeseen consequences. However, decisions about animal care, and particularly animal welfare, cannot be made solely on the basis of science because the potential effects on producers, animals, and concerned citizens and the implications for the environment and on food prices must also be considered. Balancing the interests and values of all stakeholders in regard to animal welfare problems has presented a considerable challenge. Ethical accounting processes, such as the Ethical Matrix and the ethics assessment process by Campbell, offer models to combine socioethical concerns with relevant factual information, thereby facilitating decision making that is ethically responsible and that offers viable solutions. A case study is used to illustrate application of the ethics assessment process by Campbell that includes identification of the ethical problems, the embedded values, the relevant facts, and moral tests that can be applied. Awareness of these emerging ways of examining ethics that offer real solutions to conflicts of interests and not merely "one size fits all" answers should be an asset to animal and poultry scientists.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=250885','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=250885"><span>Indicators of Range Health</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Science-based grassland management requires an understanding of the current status of the land relative to its potential. Rangeland health assessments help increase the cost-effectiveness of management by identifying where a change in management may be required, and the types of ecological processes...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209904&keyword=climate+AND+change+AND+issues+AND+science+AND+use&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209904&keyword=climate+AND+change+AND+issues+AND+science+AND+use&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Integrated Modeling for Watershed Ecosystem Services Assessment and Forecasting</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Regional scale watershed management decisions must be informed by the science-based relationship between anthropogenic activities on the landscape and the change in ecosystem structure, function, and services that occur as a result. We applied process-based models that represent...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=genetics+AND+rubrics&id=ED533202','ERIC'); return false;" href="https://eric.ed.gov/?q=genetics+AND+rubrics&id=ED533202"><span>Measuring up: Advances in How We Assess Reading Ability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sabatini, John; Albro, Elizabeth; O'Reilly, Tenaha</p> <p>2012-01-01</p> <p>In recent decades, the science of reading acquisition, processes, and individual differences in general and special populations has been continuously advancing through interdisciplinary research in cognitive, psycholinguistic, developmental, genetic, neuroscience, cross-language studies, and experimental comparison studies of effective…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=201723&keyword=Salt+AND+bacteria&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=201723&keyword=Salt+AND+bacteria&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Novel Sensor for Quantitation and Cytotoxicity of Selected Nanomaterials</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Environmental nanotechnology—the science of engaging matter at the nanoscale level, and its potential application for “green” chemical products and processes, risk assessment, remediation, and exposure studies—offers a variety of new products and problems. Intentional or incident...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT.......314S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT.......314S"><span>Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Skells, Kristin Marie</p> <p></p> <p>Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4106712','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4106712"><span>What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have Upon Graduation?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis</p> <p>2014-01-01</p> <p>Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. PMID:24019246</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT.......226K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT.......226K"><span>Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kelly, Karinsa Michelle</p> <p></p> <p>The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMGC31H..06D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMGC31H..06D"><span>Developing a Process for Sustained Climate Assessment in the US Southwest Region</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Duncan, B.; Rick, U. K.; McNie, E. C.</p> <p>2017-12-01</p> <p>Climate information needs often vary across states, regions, and sectors. While a national assessment provides foundational guidance about the science and impacts of climate change, there is also value in an ongoing climate assessment process with a more targeted regional geographic scale and sectoral focus. Such a process could provide timely and relevant climate information that is sometimes more detailed than what can be included in a national assessment, while also providing a foundation of knowledge and relationships that can be drawn on in larger-scale assessment processes. In the Sustained Climate Assessment in the Southwest project, researchers are investigating opportunities for sustained assessment in the US Southwest National Climate Assessment (NCA) region - an area that consists of Arizona, California, Colorado, Nevada, New Mexico, and Utah. This work is focused on identifying key elements of an ongoing climate assessment process for the region in collaboration with climate service providers and users, with the goal of connecting providers and users to increase access to information and understanding of climate impacts in decision-making contexts. It is focused on four key sectors that represent a range of existing capacity in the region: water, oceans and coasts, agriculture, and transportation. Recommendations for an ongoing assessment process may vary by sector - a reflection of the capacity and opportunity associated with each. In this presentation, we will share case studies of particularly useful or successful existing assessment activities and identify common characteristics across the case studies. We will also share preliminary recommendations for a regional sustained climate assessment process that draws on the broad existing capacity for climate assessment in the region and complements national-scale assessment processes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110011237','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110011237"><span>Linking Indigenous Knowledge and Observed Climate Change Studies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Alexander, Chief Clarence; Bynum, Nora; Johnson, Liz; King, Ursula; Mustonen, Tero; Neofotis, Peter; Oettle, Noel; Rosenzweig, Cynthia; Sakakibara, Chie; Shadrin, Chief Vyacheslav; <a style="text-decoration: none; " href="javascript:void(0); " onClick="displayelement('author_20110011237'); toggleEditAbsImage('author_20110011237_show'); toggleEditAbsImage('author_20110011237_hide'); "> <img style="display:inline; width:12px; height:12px; " src="images/arrow-up.gif" width="12" height="12" border="0" alt="hide" id="author_20110011237_show"> <img style="width:12px; height:12px; display:none; " src="images/arrow-down.gif" width="12" height="12" border="0" alt="hide" id="author_20110011237_hide"></p> <p>2010-01-01</p> <p>We present indigenous knowledge narratives and explore their connections to documented temperature and other climate changes and observed climate change impact studies. We then propose a framework for enhancing integration of these indigenous narratives of observed climate change with global assessments. Our aim is to contribute to the thoughtful and respectful integration of indigenous knowledge with scientific data and analysis, so that this rich body of knowledge can inform science, and so that indigenous and traditional peoples can use the tools and methods of science for the benefit of their communities if they choose to do so. Enhancing ways of understanding such connections are critical as the Intergovernmental Panel on Climate Change Fifth Assessment process gets underway.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14565690','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14565690"><span>Practitioner perspectives on the role of science in environmental impact assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Morrison-Saunders, Angus; Bailey, John</p> <p>2003-06-01</p> <p>A large body of literature addresses the role of science in environmental impact assessment (EIA) but less attention has been given to the views of practitioners themselves. In this research a survey of 31 EIA practitioners in Western Australia was undertaken to determine their perceptions of the quality and importance of science in EIA. The survey results are compared with previous theoretical, empirical, and survey studies of the role of science in EIA. Interview questions addressed the role of science in impact prediction, monitoring activities, mitigation and management, and EIA decision-making. It was clear from the interviews that many practitioners are satisfied with the quality of science currently used in EIA, but do not believe that it is given sufficient importance in the process. The quality and importance of science in the predecision stages of EIA was rated higher than in the postdecision stages. While science was perceived to provide the basis for baseline data collection, impact prediction, and mitigation design, it was seen to be less important during decision-making and ongoing project management. Science was seen to be just one input to decision-makers along with other factors such as sociopolitical and economic considerations. While time and budget constraints were seen to limit the scientific integrity of EIA activities, pressure from the public and regulatory authorities increased it. Improving the scientific component of EIA will require consideration of all these factors, not just the technical issues.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA613766','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA613766"><span>A Health Science Process Framework for Comprehensive Clinical Functional Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2014-02-01</p> <p>Services (CMS), a Research , Measurement, Assessment, Design, and Analysis (RMADA) IDIQ with the primary task order targeting improving the disability ...2014 TYPE OF REPORT: Annual PREPARED FOR: U.S. Army Medical Research and Materiel Command Fort Detrick, Maryland 21702-5012 DISTRIBUTION STATEMENT...U.S. Army Medical Research and Materiel Command Fort Detrick, Maryland 21702-5012 11. SPONSOR/MONITOR’S REPORT NUMBER(S) 12. DISTRIBUTION</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.2358K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.2358K"><span>An Examination of the Influence of Globalisation on Science Education in Anglophone Sub-Saharan Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koosimile, Anthony T.; Suping, Shanah M.</p> <p>2015-09-01</p> <p>This paper takes the view that the emergence of some trends and practices in science education mirrors the influence of the process of globalisation in Anglophone Sub-Saharan Africa. Through a literature review, an attempt is made to link science education and globalisation by answering the question: 'What influence does globalisation have on science education in countries in Anglophone Sub-Saharan Africa?' The findings of the study show some significant convergence of what is valued in science education in Sub-Saharan Africa in areas such as pedagogy; English language as a medium of instruction; assessment of learning; mobility of students in the region; and in the frameworks for collaborative engagements among stakeholders in Sub-Saharan Africa. The paper concludes with a reflective end-piece calling for more case studies to help scrutinise further the influence of globalisation on science education in Sub-Saharan Africa.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005PhDT.......164G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005PhDT.......164G"><span>Development and validation of an instrument to evaluate science teachers' assessment beliefs and practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Genc, Evrim</p> <p></p> <p>The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The present study also investigated the relationship between teachers' beliefs and practices in terms of assessment issues in science, their perceptions of the factors that influenced their assessment practices and their feelings towards high-stakes testing. The participants of the study were 408 science teachers teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. It was emphasized that certain factors were mediating the dynamics between the belief and the practice. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates impact their assessment routines. Teachers reported that both the preparation process and the results of the test created unbelievable tension both on students and teachers. Implications of the study indicated that it would be valuable to conduct alignment studies to examine whether state tests are fully aligned with the state standards and classroom assessment. Perhaps, such analyses would assist state level decision makers in reconsidering the current policies and "unintended" influences of mandated tests on classroom practices.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5384193','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5384193"><span>Breathing life into fisheries stock assessments with citizen science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fairclough, D. V.; Brown, J. I.; Carlish, B. J.; Crisafulli, B. M.; Keay, I. S.</p> <p>2014-01-01</p> <p>Citizen science offers a potentially cost-effective way for researchers to obtain large data sets over large spatial scales. However, it is not used widely to support biological data collection for fisheries stock assessments. Overfishing of demersal fishes along 1,000 km of the west Australian coast led to restrictive management to recover stocks. This diminished opportunities for scientists to cost-effectively monitor stock recovery via fishery-dependent sampling, particularly of the recreational fishing sector. As fishery-independent methods would be too expensive and logistically-challenging to implement, a citizen science program, Send us your skeletons (SUYS), was developed. SUYS asks recreational fishers to voluntarily donate fish skeletons of important species from their catch to allow biological data extraction by scientists to produce age structures and conduct stock assessment analyses. During SUYS, recreational fisher involvement, sample sizes and spatial and temporal coverage of samples have dramatically increased, while the collection cost per skeleton has declined substantially. SUYS is ensuring sampling objectives for stock assessments are achieved via fishery-dependent collection and reliable and timely scientific advice can be provided to managers. The program is also encouraging public ownership through involvement in the monitoring process, which can lead to greater acceptance of management decisions. PMID:25431103</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25431103','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25431103"><span>Breathing life into fisheries stock assessments with citizen science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fairclough, D V; Brown, J I; Carlish, B J; Crisafulli, B M; Keay, I S</p> <p>2014-11-28</p> <p>Citizen science offers a potentially cost-effective way for researchers to obtain large data sets over large spatial scales. However, it is not used widely to support biological data collection for fisheries stock assessments. Overfishing of demersal fishes along 1,000 km of the west Australian coast led to restrictive management to recover stocks. This diminished opportunities for scientists to cost-effectively monitor stock recovery via fishery-dependent sampling, particularly of the recreational fishing sector. As fishery-independent methods would be too expensive and logistically-challenging to implement, a citizen science program, Send us your skeletons (SUYS), was developed. SUYS asks recreational fishers to voluntarily donate fish skeletons of important species from their catch to allow biological data extraction by scientists to produce age structures and conduct stock assessment analyses. During SUYS, recreational fisher involvement, sample sizes and spatial and temporal coverage of samples have dramatically increased, while the collection cost per skeleton has declined substantially. SUYS is ensuring sampling objectives for stock assessments are achieved via fishery-dependent collection and reliable and timely scientific advice can be provided to managers. The program is also encouraging public ownership through involvement in the monitoring process, which can lead to greater acceptance of management decisions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFMED53F0682B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFMED53F0682B"><span>A Study of the Education of Geology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Berglin, R. S.; Baldridge, A. M.; Buxner, S.; Crown, D. A.</p> <p>2013-12-01</p> <p>An Evaluation and Assessment Method for Workshops in Science Education and Resources While many professional development workshops train teachers with classroom activities for students, Workshops in Science Education and Resources (WISER): Planetary Perspectives is designed to give elementary and middle school teachers the deeper knowledge necessary to be confident teaching the earth and space science content in their classrooms. Two WISER workshops, Deserts of the Solar System and Volcanoes of the Solar System, place an emphasis on participants being able to use learned knowledge to describe or 'tell the story of' a given rock. In order to understand how participants' knowledge and ability to tell the story changes with instruction, we are investigating new ways of probing the understanding of geologic processes. The study will include results from both college level geology students and teachers, focusing on their understanding of geologic processes and the rock cycle. By studying how new students process geologic information, teachers may benefit by learning how to better teach similar information. This project will help to transfer geologic knowledge to new settings and assess education theories for how people learn. Participants in this study include teachers participating in the WISER program in AZ and introductory level college students at St. Mary's College of California. Participants will be videotaped drawing out their thought process on butcher paper as they describe a given rock. When they are done, they will be asked to describe what they have put on the paper and this interview will be recorded. These techniques will be initially performed with students at St. Mary's College of California to understand how to best gather information. An evaluation of their prior knowledge and previous experience will be determined, and a code of their thought process will be recorded. The same students will complete a semester of an introductory college level Physical Geology course and then complete the assessment process, with the same rock again. Data will be compared to see how the thought process has changed. By studying the initial thought process, teachers can meet students at their level. At the end of the student research, this project will also be applied to elementary and middle school teachers in Tucson, Arizona at WISER workshops. This study will draw conclusions on how participants' thought processes change through WISER-type instruction.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT........73C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT........73C"><span>Employing inquiry-based computer simulations and embedded scientist videos to teach challenging climate change and nature of science concepts</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cohen, Edward Charles</p> <p></p> <p>Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do "Extreme Testing" (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFMED33C0780C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFMED33C0780C"><span>Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cohen, E.</p> <p>2013-12-01</p> <p>Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do 'Extreme Testing' (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED21E..02S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED21E..02S"><span>The National Climate Assessment as a Resource for Science Communication</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Somerville, R. C. J.</p> <p>2014-12-01</p> <p>The 2014 Third National Climate Assessment (NCA3) is scientifically authoritative and features major advances, relative to other assessments produced by several organizations. NCA3 is a valuable resource for communicating climate science to a wide variety of audiences. Other assessments were often overly detailed and laden with scientific jargon that made them appear too complex and technical to many in their intended audiences, especially policymakers, the media, and the broad public. Some other assessments emphasized extensive scientific caveats, quantitative uncertainty estimates and broad consensus support. All these attributes, while valuable in research, carry the risk of impeding science communication to non-specialists. Without compromising scientific accuracy and integrity, NCA3 is written in exceptionally clear and vivid English. It includes outstanding graphics and employs powerful techniques aimed at conveying key results unambiguously to a wide range of audiences. I have used NCA3 as a resource in speaking about climate change in three very different settings: classroom teaching for undergraduate university students, presenting in academia to historians and other non-scientists, and briefing corporate executives working on renewable energy. NCA3 proved the value of developing a climate assessment with communication goals and strategies given a high priority throughout the process, not added on as an afterthought. I draw several lessons. First, producing an outstanding scientific assessment is too complex and demanding a task to be carried out by scientists alone. Many types of specialized expertise are also needed. Second, speaking about science to a variety of audiences requires an assortment of communication skills and tools, all tailored to specific groups of listeners. Third, NCA3 is scientifically impeccable and is also an outstanding example of effective communication as well as a valuable resource for communicators.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA488256','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA488256"><span>The Joint Distribution Process Analysis Center (JDPAC): Background and Current Capability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2007-06-12</p> <p>Systems Integration and Data Management JDDE Analysis/Global Distribution Performance Assessment Futures/Transformation Analysis Balancing Operational Art ... Science JDPAC “101” USTRANSCOM Future Operations Center SDDC – TEA Army SES (Dual Hat) • Transportability Engineering • Other Title 10</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT.......162M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT.......162M"><span>Preparing systems engineering and computing science students in disciplined methods, quantitative, and advanced statistical techniques to improve process performance</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>McCray, Wilmon Wil L., Jr.</p> <p></p> <p>The research was prompted by a need to conduct a study that assesses process improvement, quality management and analytical techniques taught to students in U.S. colleges and universities undergraduate and graduate systems engineering and the computing science discipline (e.g., software engineering, computer science, and information technology) degree programs during their academic training that can be applied to quantitatively manage processes for performance. Everyone involved in executing repeatable processes in the software and systems development lifecycle processes needs to become familiar with the concepts of quantitative management, statistical thinking, process improvement methods and how they relate to process-performance. Organizations are starting to embrace the de facto Software Engineering Institute (SEI) Capability Maturity Model Integration (CMMI RTM) Models as process improvement frameworks to improve business processes performance. High maturity process areas in the CMMI model imply the use of analytical, statistical, quantitative management techniques, and process performance modeling to identify and eliminate sources of variation, continually improve process-performance; reduce cost and predict future outcomes. The research study identifies and provides a detail discussion of the gap analysis findings of process improvement and quantitative analysis techniques taught in U.S. universities systems engineering and computing science degree programs, gaps that exist in the literature, and a comparison analysis which identifies the gaps that exist between the SEI's "healthy ingredients " of a process performance model and courses taught in U.S. universities degree program. The research also heightens awareness that academicians have conducted little research on applicable statistics and quantitative techniques that can be used to demonstrate high maturity as implied in the CMMI models. The research also includes a Monte Carlo simulation optimization model and dashboard that demonstrates the use of statistical methods, statistical process control, sensitivity analysis, quantitative and optimization techniques to establish a baseline and predict future customer satisfaction index scores (outcomes). The American Customer Satisfaction Index (ACSI) model and industry benchmarks were used as a framework for the simulation model.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23887249','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23887249"><span>Education, outreach, and inclusive engagement: Towards integrated indicators of successful program outcomes in participatory science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haywood, Benjamin K; Besley, John C</p> <p>2014-01-01</p> <p>The use and utility of science in society is often influenced by the structure, legitimacy, and efficacy of the scientific research process. Public participation in scientific research (PPSR) is a growing field of practice aimed at enhancing both public knowledge and understanding of science (education outreach) and the efficacy and responsiveness of scientific research, practice, and policy (participatory engagement). However, PPSR objectives focused on "education outreach" and "participatory engagement" have each emerged from diverse theoretical traditions that maintain distinct indicators of success used for program development and evaluation. Although areas of intersection and overlap among these two traditions exist in theory and practice, a set of comprehensive standards has yet to coalesce that supports the key principles of both traditions in an assimilated fashion. To fill this void, a comprehensive indicators framework is proposed with the goal of promoting a more integrative and synergistic PPSR program development and assessment process.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.usgs.gov/fs/2013/3071/pdf/fs2013-3071.pdf','USGSPUBS'); return false;" href="https://pubs.usgs.gov/fs/2013/3071/pdf/fs2013-3071.pdf"><span>Research on pathogens at Great Lakes beaches: sampling, influential factors, and potential sources</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>,</p> <p>2013-01-01</p> <p>The overall mission of this work is to provide science-based information and methods that will allow beach managers to more accurately make beach closure and advisory decisions, understand the sources and physical processes affecting beach contaminants, and understand how science-based information can be used to mitigate and restore beaches and protect the public. The U.S. Geological Survey (USGS), in collaboration with many Federal, State, and local agencies and universities, has conducted research on beach health issues in the Great Lakes Region for more than a decade. The work consists of four science elements that align with the USGS Beach Health Initiative Mission: real-time assessments of water quality; coastal processes; pathogens and source tracking; and data analysis, interpretation, and communication. The ongoing or completed research for the pathogens and source tracking topic is described in this fact sheet.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1693454','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1693454"><span>Law, evolution and the brain: applications and open questions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jones, Owen D</p> <p>2004-01-01</p> <p>This paper discusses several issues at the intersection of law and brain science. It focuses principally on ways in which an improved understanding of how evolutionary processes affect brain function and human behaviour may improve law's ability to regulate behaviour. It explores sample uses of such 'evolutionary analysis in law' and also raises questions about how that analysis might be improved in the future. Among the discussed uses are: (i) clarifying cost-benefit analyses; (ii) providing theoretical foundation and potential predictive power; (iii) assessing comparative effectiveness of legal strategies; and (iv) revealing deep patterns in legal architecture. Throughout, the paper emphasizes the extent to which effective law requires: (i) building effective behavioural models; (ii) integrating life-science perspectives with social-science perspectives; (iii) considering the effects of brain biology on behaviours that law seeks to regulate; and (iv) examining the effects of evolutionary processes on brain design. PMID:15590611</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15590611','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15590611"><span>Law, evolution and the brain: applications and open questions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jones, Owen D</p> <p>2004-11-29</p> <p>This paper discusses several issues at the intersection of law and brain science. It focuses principally on ways in which an improved understanding of how evolutionary processes affect brain function and human behaviour may improve law's ability to regulate behaviour. It explores sample uses of such 'evolutionary analysis in law' and also raises questions about how that analysis might be improved in the future. Among the discussed uses are: (i) clarifying cost-benefit analyses; (ii) providing theoretical foundation and potential predictive power; (iii) assessing comparative effectiveness of legal strategies; and (iv) revealing deep patterns in legal architecture. Throughout, the paper emphasizes the extent to which effective law requires: (i) building effective behavioural models; (ii) integrating life-science perspectives with social-science perspectives; (iii) considering the effects of brain biology on behaviours that law seeks to regulate; and (iv) examining the effects of evolutionary processes on brain design.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AAS...22811205M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AAS...22811205M"><span>Creating NASA-based Education Products for the Undergraduate Classroom: A Retrospective</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Manning, Jim; Meinke, Bonnie; Schultz, Gregory R.; Fraknoi, Andrew; Smith, Denise A.; Bianchi, Luciana; NASA SMD astrophysics E/PO community</p> <p>2016-06-01</p> <p>From 2009-15, NASA’s Science Mission Directorate (SMD) coordinated the work of its mission- and program-embedded education and public outreach (E/PO) efforts through four forums representing its four science divisions. One of the priorities established by the Science Education and Public Outreach Forum (SEPOF) for the Astrophysics Division was to coordinate the NASA astrophysics community of missions in creating higher education resources useful to instructors in teaching largely non-science-major undergraduates, based on assessed needs. The presentation will focus primarily on two resources developed for this purpose: 1) the “Astro 101 Slide Sets” (short PowerPoints presenting NASA mission discoveries not yet available in textbooks, for use by instructors to incorporate current science and new discoveries into their classroom work), and 2) the Astronomy Resource Guides (extensive and timely listings of resources on cosmology and exoplanets, for use by instructors to incorporate into their lessons on these “hot topics”). The needs assessment and development processes will be outlined, as well as evaluation results presented based on user surveys, with thoughts on insights for NASA SMD’s new approach to education beginning in 2016.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020086343','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020086343"><span>Weather Information Processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1991-01-01</p> <p>Science Communications International (SCI), formerly General Science Corporation, has developed several commercial products based upon experience acquired as a NASA Contractor. Among them are METPRO, a meteorological data acquisition and processing system, which has been widely used, RISKPRO, an environmental assessment system, and MAPPRO, a geographic information system. METPRO software is used to collect weather data from satellites, ground-based observation systems and radio weather broadcasts to generate weather maps, enabling potential disaster areas to receive advance warning. GSC's initial work for NASA Goddard Space Flight Center resulted in METPAK, a weather satellite data analysis system. METPAK led to the commercial METPRO system. The company also provides data to other government agencies, U.S. embassies and foreign countries.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=225581','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=225581"><span>The OCLC-SERHOLD connection: an evolution in health sciences union listing.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Battistella, M S</p> <p>1991-01-01</p> <p>The OCLC Union List Subsystem (OCLC ULS) provides a standard, high quality, and widely used means of managing union list data. Over the last several years, OCLC ULS tape products have been used by thirteen health sciences libraries or groups to update SERHOLD. These thirteen libraries or groups were surveyed to examine practices in using OCLC to update SERHOLD. The National Library of Medicine's (NLM) processing of OCLC tape products was assessed to determine how OCLC data are handled by SERHOLD. Most important are the assignment of OCLC holdings symbols, OCLC record selection criteria, tape pull cycles, and the processing of exception reports produced by NLM as a result of tape loads. PMID:1958909</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/1958909','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/1958909"><span>The OCLC-SERHOLD connection: an evolution in health sciences union listing.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Battistella, M S</p> <p>1991-10-01</p> <p>The OCLC Union List Subsystem (OCLC ULS) provides a standard, high quality, and widely used means of managing union list data. Over the last several years, OCLC ULS tape products have been used by thirteen health sciences libraries or groups to update SERHOLD. These thirteen libraries or groups were surveyed to examine practices in using OCLC to update SERHOLD. The National Library of Medicine's (NLM) processing of OCLC tape products was assessed to determine how OCLC data are handled by SERHOLD. Most important are the assignment of OCLC holdings symbols, OCLC record selection criteria, tape pull cycles, and the processing of exception reports produced by NLM as a result of tape loads.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20030018103','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20030018103"><span>Investigation of Dynamic and Physical Processes in the Upper Troposphere and Lower Stratosphere</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Selkirk, Henry B.; Pfister, Leonhard (Technical Monitor)</p> <p>2002-01-01</p> <p>Research under this Cooperative Agreement has been funded by several NASA Earth Science programs: the Atmospheric Effects of Radiation Program (AEAP), the Upper Atmospheric Research Program (UARP), and most recently the Atmospheric Chemistry and Modeling Assessment Program (ACMAP). The purpose of the AEAP was to understand the impact of the present and future fleets of conventional jet traffic on the upper troposphere and lower stratosphere, while complementary airborne observations under UARP seek to understand the complex interactions of dynamical and chemical processes that affect the ozone layer. The ACMAP is a more general program of modeling and data analysis in the general area of atmospheric chemistry and dynamics, and the Radiation Sciences program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016cosp...41E.296C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016cosp...41E.296C"><span>Science Case for Planetary Exploration with Planetary CubeSats and SmallSats</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Castillo-Rogez, Julie; Raymond, Carol; Jaumann, Ralf; Vane, Gregg; Baker, John</p> <p>2016-07-01</p> <p>Nano-spacecraft and especially CubeSats are emerging as viable low cost platforms for planetary exploration. Increasing miniaturization of instruments and processing performance enable smart and small packages capable of performing full investigations. While these platforms are limited in terms of payload and lifetime, their form factor and agility enable novel mission architectures and a refreshed relationship to risk. Leveraging a ride with a mothership to access far away destinations can significantly augment the mission science return at relatively low cost. Depending on resources, the mothership may carry several platforms and act as telecom relay for a distributed network or other forms of fractionated architectures. In Summer 2014 an international group of scientists, engineers, and technologists started a study to define investigations to be carried out by nano-spacecrafts. These applications flow down from key science priorities of interest across space agencies: understanding the origin and organization of the Solar system; characterization of planetary processes; assessment of the astrobiological significance of planetary bodies across the Solar system; and retirement of strategic knowledge gaps (SKGs) for Human exploration. This presentation will highlight applications that make the most of the novel architectures introduced by nano-spacecraft. Examples include the low cost reconnaissance of NEOs for science, planetary defense, resource assessment, and SKGs; in situ chemistry measurements (e.g., airless bodies and planetary atmospheres), geophysical network (e.g., magnetic field measurements), coordinated physical and chemical characterization of multiple icy satellites in a giant planet system; and scouting, i.e., risk assessment and site reconnaissance to prepare for close proximity observations of a mothership (e.g., prior to sampling). Acknowledgements: This study is sponsored by the International Academy of Astronautics (IAA). Part of this work is being carried out at the Jet Propulsion Lab, California Institute of Technology, under contract to NASA.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED13B3451B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED13B3451B"><span>Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.</p> <p>2014-12-01</p> <p>The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19780003214','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19780003214"><span>Life science payloads planning study. [for space shuttle orbiters and spacelab</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Nelson, W. G.; Wells, G. W.</p> <p>1977-01-01</p> <p>Preferred approaches and procedures were defined for integrating the space shuttle life sciences payload from experiment solicitation through final data dissemination at mission completion. The payloads operations plan was refined and expended to include current information. The NASA-JSC facility accommodations were assessed, and modifications recommended to improve payload processing capability. Standard format worksheets were developed to permit rapid location of experiment requirements and a Spacelab mission handbook was developed to assist potential life sciences investigators at academic, industrial, health research, and NASA centers. Practical, cost effective methods were determined for accommodating various categories of live specimens during all mission phases.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29727333','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29727333"><span>Pursuing Excellence: The Power of Selection Science to Provide Meaningful Data and Enhance Efficiency in Selecting Surgical Trainees.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gardner, Aimee K; Dunkin, Brian J</p> <p>2018-05-01</p> <p>As current screening methods for selecting surgical trainees are receiving increasing scrutiny, development of a more efficient and effective selection system is needed. We describe the process of creating an evidence-based selection system and examine its impact on screening efficiency, faculty perceptions, and improving representation of underrepresented minorities. The program partnered with an expert in organizational science to identify fellowship position requirements and associated competencies. Situational judgment tests, personality profiles, structured interviews, and technical skills assessments were used to measure these competencies. The situational judgment test and personality profiles were administered online and used to identify candidates to invite for on-site structured interviews and skills testing. A final rank list was created based on all data points and their respective importance. All faculty completed follow-up surveys regarding their perceptions of the process. Candidate demographic and experience data were pulled from the application website. Fifty-five of 72 applicants met eligibility requirements and were invited to take the online assessment, with 50 (91%) completing it. Average time to complete was 42 ± 12 minutes. Eighteen applicants (35%) were invited for on-site structured interviews and skills testing-a greater than 50% reduction in number of invites compared to prior years. Time estimates reveal that the process will result in a time savings of 68% for future iterations, compared to traditional methodologies. Fellowship faculty (N = 5) agreed on the value and efficiency of the process. Underrepresented minority candidates increased from an initial 70% to 92% being invited for an interview and ranked using the new screening tools. Applying selection science to the process of choosing surgical trainees is feasible, efficient, and well-received by faculty for making selection decisions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19970020398','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19970020398"><span>Scientific Assessment of NASA's Solar System Exploration Roadmap</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1996-01-01</p> <p>At its June 24-28, 1996, meeting, the Space Studies Board's Committee on Planetary and Lunar Exploration (COMPLEX), chaired by Ronald Greeley of Arizona State University, conducted an assessment of NASA's Mission to the Solar System Roadmap report. This assessment was made at the specific request of Dr. Jurgen Rahe, NASA's science program director for solar system exploration. The assessment includes consideration of the process by which the Roadmap was developed, comparison of the goals and objectives of the Roadmap with published National Research Council (NRC) recommendations, and suggestions for improving the Roadmap.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/10183288','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/10183288"><span>Medical University of South Carolina Environmental Hazards Assessment Program. Volume 6: Annual report, July 1, 1993--June 30, 1994 deliverables</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Not Available</p> <p></p> <p>The Medical University of South Carolina`s vision is to become the premier national resource for medical information and for environmental/health risk assessment. A key component to the success of the many missions of the Environmental Hazards Assessment Program (EHAP) is timely access to large volumes of data. This study documents the results of the needs assessment effort conducted to determine the information access and processing requirements of EHAP. This report addresses the Department of Environmental Health Science, education and training initiative.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997PhDT.......226L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997PhDT.......226L"><span>The effect of providing feedback on the characteristics of student responses to a videotaped format for high school physics assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lawrence, Michael John</p> <p>1997-12-01</p> <p>The problem of science illiteracy has been well documented. The development of the critical thinking skills in science education are often sacrificed in favor of content coverage. Opportunities for critical thinking within a context of science have been recommended to promote science literacy (AAAS, 1993). One means of doing this is to have students make and explain predictions involving physical phenomena, observe feedback, and then revise the prediction. A videotaped assessment using this process served as the focus for this study. High school physics students were asked to predict and explain what would happen in situations involving optics. They were then given different feedback treatments. The purpose of this study was to: (a) examine the effect of providing feedback on the quality of responses in making both revisions and subsequent predictions, and (b) examine the relationship between content knowledge and qualitative performance. Sixty-four high ability students were separated into three treatment groups: no feedback (NF), visual feedback (F), and teacher-explained feedback (TE). These students responded to six items on the Optics Videotape Assessment and ten optics multiple choice items from the National Physics Exam (NPE). Their teachers had previously attended a professional development institute which emphasized the practice and philosophy of assessments like the Optics Assessment. The assessment responses were categorized by two raters who used a taxonomy that ranged from simple descriptions to complete explanations. NPE performance was compared using one-way ANOVA, Optics Assessment performance was compared using a chi-square test of homogeneity, and a point-biserial correlation was done to compare qualitative and quantitative performance. The study found that students were unable to use feedback to make a significant change in the quality of their responses, whether revision or subsequent prediction. There was no correlation between content knowledge and qualitative performance. It was concluded that for students to succeed on an assessment of this type, their classroom teachers must be given the time to implement the appropriate instruction. Instruction and assessment of this nature are crucial to the development of science literacy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=188333','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=188333"><span>IRIS Toxicological Review of 2-Hexanone (External Review ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA is conducting a peer review of the scientific basis supporting the human health hazard and dose-response assessment of 2-hexanone that will appear on the Integrated Risk Information System (IRIS) database. Peer review is meant to ensure that science is used credibly and appropriately in derivation of the dose-response assessments and toxicological characterization. 2-Hexanone was nominated for IRIS assessment because of its frequent detection at sites nation-wide and its occurrence as a byproduct of certain industrial processes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007PhDT.......207B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007PhDT.......207B"><span>Fidelity of test development process within a national science grant</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Brumfield, Teresa E.</p> <p></p> <p>In 2002, a math-science partnership (MSP) program was initiated by a national science grant. The purpose of the MSP program was to promote the development, implementation, and sustainability of promising partnerships among institutions of higher education, K-12 schools and school systems, as well as other important stakeholders. One of the funded projects included a teacher-scientist collaborative that instituted a professional development system to prepare teachers to use inquiry-based instructional modules. The MSP program mandated evaluations of its funded projects. One of the teacher-scientist collaborative project's outcomes specifically focused on teacher and student science content and process skills. In order to provide annual evidence of progress and to measure the impact of the project's efforts, and because no appropriate science tests were available to measure improvements in content knowledge of participating teachers and their students, the project contracted for the development of science tests. This dissertation focused on the process of test development within an evaluation and examined planned (i.e., expected) and actual (i.e., observed) test development, specifically concentrating on the factors that affected the actual test development process. Planned test development was defined as the process of creating tests according to the well-established test development procedures recommended by the AERA/APA/NCME 1999 Standards for Educational and Psychological Testing. Actual test development was defined as the process of creating tests as it actually took place. Because case study provides an in-depth, longitudinal examination of an event (i.e., case) in a naturalistic setting, it was selected as the appropriate methodology to examine the difference between planned and actual test development. The case (or unit of analysis) was the test development task, a task that was bounded by the context in which it occurred---and over which this researcher had no control---and by time. The purpose for studying the case was to gain a more in-depth, holistic understanding of the real-life test development task that took place within a project evaluation context. In particular, this case study investigated how the actual test development process was affected by: (1) the national and state (i.e., NC) science standards, (2) the NSF's definition of "evidence" in a project evaluation, (3) the MSP project's understanding of the role of the to-be-developed tests in their project evaluation, (4) the MSP project's understanding of the test development process, and (5) the MSP project's participants (e.g., teacher item-writers and scientists). From an investigation of this case, it was concluded that: (a) constructing psychometrically sound tests within an evaluation is not easy, (b) sufficient time and resources to construct such measures properly are seldom provided, and (c) test construction---at least within an evaluation---is not routine and unproblematic. Based upon the results from this case study, it was recommended that stakeholders (i.e., program managers, project directors, and evaluators) be familiar with the steps and standards used to develop psychometrically sound tests. Additionally, it was recommended that, for future research, a meta-analysis that examines only the test development process be conducted of all other MSP projects. A second suggested future research area was to establish a protocol that provides a systematic means by which to examine an existing or proposed MSP project for alignment with state science standards. Such a protocol would be cost-effective in that demonstrated alignment with state science standards would enable projects to use existing state science assessments, which must be in place, according to NCLB, by the 2007-2008 school year, to demonstrate student achievement. In this way, project directors and evaluators, typically with limited familiarity with the steps and standards by which psychometrically sound assessments are created, would not be placed in the role of test developer.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008PhDT........37B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008PhDT........37B"><span>Use of information and communication technologies (ICT) in science education: The views and experiences of three high school teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Barreto-Marrero, Luz N.</p> <p></p> <p>This case study presents the experiences of three public school chemistry teachers in the transformation of their teaching processes with the use of ICT. The processes' characteristics are documented, what knowledge and skills were learned, and how it changed their organization, planning and teaching. D. H. Jonassen's (1999) ideas on learning strategies for the integration of ICT, from a constructivism and critical thinking perspective guide this study. MacFarlane and Sakellariou's (2002) ideas on the use of ICT in science teaching are also considered. The relationship between ICT, mind tools, learning strategies and teaching methods is studied. The information was collected by semi-structured interviews, classroom observations and document analysis. The results were analyzed according to Wolcott's qualitative analysis model (1994), along with the QRS NVivo (2002) computer program. The teachers learned to use several new ICT equipment and materials that facilitated their teaching and evaluation processes. Among these are the use of lab simulators, various software, CBL sensors, graphic calculators, electronic blackboards, and the Internet. They used teaching strategies for active, authentic, collaborative, constructive and reflective learning according to Jonassen. Their science teaching methods corresponds to the three types, according to MacFarlane and Sakellariou, which fosters scientific method skills and scientific reasoning for science literacy. The teachers, as facilitators and mediators, were inquirers of their students needs; investigators of their curricula, strategists as they organize their teaching skills and methods; experimenters with what they had learned; and collaborators as they fostered cooperative learning. Teachers' developed better lessons, lab exercises and assessment tools, such as rubrics, concept maps, comic strips, and others. They also affirmed that their students demonstrated more motivation, participation, collaboration and learning; developed scientific and technological skills; worked real situations in a collaborative way guided by science standards; and that parents participated in their children's learning. The conditions that facilitated these processes were the availability of technological resources, practical and continuous professional development, colleague communication and collaboration, the paradigmatic change towards constructivism with changes in assessment, school texts, curriculum and educational software, and a new generation of students and teachers open towards ICT, and pre-service teachers with technological skills.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70178283','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70178283"><span>Climate change impacts on ecosystems and ecosystem services in the United States: Process and prospects for sustained assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Grimm, Nancy B.; Groffman, Peter M; Staudinger, Michelle D.; Tallis, Heather</p> <p>2016-01-01</p> <p>The third United States National Climate Assessment emphasized an evaluation of not just the impacts of climate change on species and ecosystems, but also the impacts of climate change on the benefits that people derive from nature, known as ecosystem services. The ecosystems, biodiversity, and ecosystem services component of the assessment largely drew upon the findings of a transdisciplinary workshop aimed at developing technical input for the assessment, involving participants from diverse sectors. A small author team distilled and synthesized this and hundreds of other technical input to develop the key findings of the assessment. The process of developing and ranking key findings hinged on identifying impacts that had particular, demonstrable effects on the U.S. public via changes in national ecosystem services. Findings showed that ecosystem services are threatened by the impacts of climate change on water supplies, species distributions and phenology, as well as multiple assaults on ecosystem integrity that, when compounded by climate change, reduce the capacity of ecosystems to buffer against extreme events. As ecosystems change, such benefits as water sustainability and protection from storms that are afforded by intact ecosystems are projected to decline across the continent due to climate change. An ongoing, sustained assessment that focuses on the co-production of actionable climate science will allow scientists from a range of disciplines to ascertain the capability of their forecasting models to project environmental and ecological change and link it to ecosystem services; additionally, an iterative process of evaluation, development of management strategies, monitoring, and reevaluation will increase the applicability and usability of the science by the U.S. public.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT........45O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT........45O"><span>Learner factors associated with radical conceptual change among undergraduates</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Olson, Joanne Kay</p> <p></p> <p>Students frequently enter learning situations with knowledge inconsistent with scientific views. One goal of science instruction is to enable students to construct scientifically accepted ideas while rejecting inaccurate constructs. This process is called conceptual change. This study examined factors associated with students at three levels of conceptual change to elucidate possible influences on the conceptual change process. Factors studied included motivation (including utility value, interest, attainment value, mood, self efficacy, and task difficulty), prior experiences with science, perceptions of the nature of science, connections to objects or events outside the classroom, and specific activities that helped students learn. Four science classes for undergraduate preservice elementary teachers participated in the study, conducted during a three week unit on electricity. Data sources included concept maps, drawings, reflective journal entries, quizzes, a science autobiography assignment, and interviews. Concept maps, drawings, and quizzes were analyzed, and students were placed into high, moderate, and low conceptual change groups. Of the ninety-eight students in the study, fifty-seven were interviewed. Perhaps the most important finding of this study relates to the assessment of conceptual change. Interviews were conducted two months after the unit, and many items on the concept maps had decayed from students' memories. This indicates that time is an important factor. In addition, interview-derived data demonstrated conceptual change levels; concept maps were insufficient to indicate the depth of students' understanding. Factors associated with conceptual change include self efficacy and interest in topic. In addition, moderate conceptual change students cited specific activities as having helped them learn. Low and high students focused on the method of instruction rather than specific activities. Factors not found to be associated with conceptual change include: utility value, mood, task difficulty, and prior experiences with science, and connections to objects and events outside the classroom. Attainment value, perceptions of the nature of science, and mood cannot be ruled out as possible factors due to the problematic nature of assessing them within the context of this study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002AGUFMED11B0042Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002AGUFMED11B0042Z"><span>Technology-Supported Performance Assessments for Middle School Geoscience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Zalles, D. R.; Quellmalz, E.; Rosenquist, A.; Kreikemeier, P.</p> <p>2002-12-01</p> <p>Under funding from the World Bank, the U.S. Department of Education, the National Science Foundation, and the Federal Government's Global Learning and Observations to Benefit the Environment Program (GLOBE), SRI International has developed and piloted web-accessible performance assessments that measure K-12 students' abilities to use learning technologies to reason with scientific information and communicate evidence-based conclusions to scientific problems. This presentation will describe the assessments that pertain to geoscience at the middle school level. They are the GLOBE Assessments and EPA Phoenix, an instantiation of SRI's model of assessment design known as Integrative Performance Assessments in Technology (IPAT). All are publicly-available on the web. GLOBE engages students in scientific data collection and observation about the environment. SRI's classroom assessments for GLOBE provide sample student assessment tools and frameworks that allow teachers and students to assess how well students can use the data in scientific inquiry projects. Teachers can use classroom assessment tools on the site to develop integrated investigations for assessing GLOBE within their particular science curricula. Rubrics are provided for measuring students' GLOBE-related skills, and alignments are made to state, national, and international science standards. Sample investigations are provided about atmosphere, hydrology, landcover, soils, earth systems, and visualizations. The IPAT assessments present students with engaging problems rooted in science or social science content, plus sets of tasks and questions that require them to gather relevant information on the web, use reasoning strategies to analyze and interpret the information, use spreadsheets, word processors, and other productivity tools, and communicate evidence-based findings and recommendations. In the process of gathering information and drawing conclusions, students are assessed on how well they can operate the technology as well as reason with the information made available through its use. In EPA Phoenix, students are asked to examine different representations of air quality data on the EPA website, as well as national weather data, in order to judge whether Phoenix would be a good site for holding certain athletic events. The students are assessed on how well they can interpret the data, synthesize it, and develop and communicate their conclusions. With the exception of formulating Web searches, results from piloting indicated that students were better at operating technology and interpreting single data sources than they were with synthesizing data from multiple sources and communicating cohesive evidence-based conclusions. Under the aegis of NSF and the International Association for the Evaluation of Educational Achievement, SRI is developing more IPAT assessments in science for a comparative international research study about student achievement in information and communication technology. These assessments will add other technologies into the mix such as dynamic modeling tools and geographic information systems.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16909567','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16909567"><span>Designing systematic conservation assessments that promote effective implementation: best practice from South Africa.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Knight, Andrew T; Driver, Amanda; Cowling, Richard M; Maze, Kristal; Desmet, Philip G; Lombard, Amanda T; Rouget, Mathieu; Botha, Mark A; Boshoff, Andre F; Castley, J Guy; Goodman, Peter S; Mackinnon, Kathy; Pierce, Shirley M; Sims-Castley, Rebecca; Stewart, Warrick I; von Hase, Amrei</p> <p>2006-06-01</p> <p>Systematic conservation assessment and conservation planning are two distinct fields of conservation science often confused as one and the same. Systematic conservation assessment is the technical, often computer-based, identification of priority areas for conservation. Conservation planning is composed of a systematic conservation assessment coupled with processes for development of an implementation strategy and stakeholder collaboration. The peer-reviewed conservation biology literature abounds with studies analyzing the performance of assessments (e.g., area-selection techniques). This information alone, however can never deliver effective conservation action; it informs conservation planning. Examples of how to translate systematic assessment outputs into knowledge and then use them for "doing" conservation are rare. South Africa has received generous international and domestic funding for regional conservation planning since the mid-1990s. We reviewed eight South African conservation planning processes and identified key ingredients of best practice for undertaking systematic conservation assessments in a way that facilitates implementing conservation action. These key ingredients include the design of conservation planning processes, skills for conservation assessment teams, collaboration with stakeholders, and interpretation and mainstreaming of products (e.g., maps) for stakeholders. Social learning institutions are critical to the successful operationalization of assessments within broader conservation planning processes and should include not only conservation planners but also diverse interest groups, including rural landowners, politicians, and government employees.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.947a2026A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.947a2026A"><span>Process Skill Assessment Instrument: Innovation to measure student’s learning result holistically</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Azizah, K. N.; Ibrahim, M.; Widodo, W.</p> <p>2018-01-01</p> <p>Science process skills (SPS) are very important skills for students. However, the fact that SPS is not being main concern in the primary school learning is undeniable. This research aimed to develop a valid, practical, and effective assessment instrument to measure student’s SPS. Assessment instruments comprise of worksheet and test. This development research used one group pre-test post-test design. Data were obtained with validation, observation, and test method to investigate validity, practicality, and the effectivenss of the instruments. Results showed that the validity of assessment instruments is very valid, the reliability is categorized as reliable, student SPS activities have a high percentage, and there is significant improvement on student’s SPS score. It can be concluded that assessment instruments of SPS are valid, practical, and effective to be used to measure student’s SPS result.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000PhDT.......146T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000PhDT.......146T"><span>The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tinnin, Richard Kinna</p> <p></p> <p>The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010JSTEd..21..371E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JSTEd..21..371E"><span>Applying a Cognitive-Affective Model of Conceptual Change to Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ebert, Ellen K.; Crippen, Kent J.</p> <p>2010-04-01</p> <p>This study evaluated Gregoire’s (2003) Cognitive-Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project set in a large school district in the southwestern United States. A multiple case study method with data from three teacher participants was used to understand the process of integrating and applying a reform message of inquiry based science teaching. Data sources included: responses to example teaching scenarios, reflective essays, lesson plans, classroom observations, and action research projects. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message. When the reform message was communicated in such a way as to initiate stress appraisal, conceptual change occurred, producing changes in classroom practice. If the reform message did not initiate stress appraisal, teachers rejected the professional development message and developed heuristic responses. In order to further research and improve practice, propositions for assessments related to the CAMCC are provided.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..17.3426Q','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..17.3426Q"><span>Evaluating the co-production of a near real time Earthquake Aftershock forecasting tool for humanitarian risk assessment and emergency planning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Quinn, Keira; Hope, Max; McCloskey, John; NicBhloscaidh, Mairead; Jimenez, Abigail; Dunlop, Paul</p> <p>2015-04-01</p> <p>Concern Worldwide and the University of Ulster Geophysics Research Group are engaged in a project to co-produce a suite of software and mapping tools to assess aftershock hazard in near real-time during the emergency response phase of earthquake disaster, and inform humanitarian emergency planning and response activities. This paper uses a social learning approach to evaluate this co-production process. Following Wenger (1999) we differentiate between the earthquake science and humanitarian communities of practice (CoP) along three dimensions: enterprise (the purpose of CoPs and the problems participants are working to address), repertoire (knowledge, skills, language), and identity (values and boundaries). We examine the effectiveness of learning between CoP, focusing on boundary work and objects, and various organisational structures and aspects of the wider political economy of learning that enable and hinder the co-production process. We conclude by identifying a number of ways to more effectively integrate earthquake science into humanitarian decision-making, policy development and programme design.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AAS...23121604A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AAS...23121604A"><span>Public Science Education and Outreach as a Modality for Teaching Science Communication Skills to Undergraduates</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Arion, Douglas; OConnell, Christine; Lowenthal, James; Hickox, Ryan C.; Lyons, Daniel</p> <p>2018-01-01</p> <p>The Alan Alda Center for Communicating Science at Stony Brook University is working with Carthage College, Dartmouth College, and Smith College, in partnership with the Appalachian Mountain Club, to develop and disseminate curriculum to incorporate science communication education into undergraduate science programs. The public science education and outreach program operating since 2012 as a partnership between Carthage and the Appalachian Mountain Club is being used as the testbed for evaluating the training methods. This talk will review the processes that have been developed and the results from the first cohort of students trained in these methods and tested during the summer 2017 education and outreach efforts, which reached some 12,000 members of the public. A variety of evaluation and assessment tools were utilized, including surveys of public participants and video recording of the interactions of the students with the public. This work was supported by the National Science Foundation under grant number 1625316.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMIN23D3764Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMIN23D3764Z"><span>Towards "open applied" Earth sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ziegler, C. R.; Schildhauer, M.</p> <p>2014-12-01</p> <p>Concepts of open science -- in the context of cyber/digital technology and culture -- could greatly benefit applied and secondary Earth science efforts. However, international organizations (e.g., environmental agencies, conservation groups and sustainable development organizations) that are focused on applied science have been slow to incorporate open practices across the spectrum of scientific activities, from data to decisions. Myriad benefits include transparency, reproducibility, efficiency (timeliness and cost savings), stakeholder engagement, direct linkages between research and environmental outcomes, reduction in bias and corruption, improved simulation of Earth systems and improved availability of science in general. We map out where and how open science can play a role, providing next steps, with specific emphasis on applied science efforts and processes such as environmental assessment, synthesis and systematic reviews, meta-analyses, decision support and emerging cyber technologies. Disclaimer: The views expressed in this paper are those of the authors and do not necessarily reflect the views or policies of the organizations for which they work and/or represent.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29405846','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29405846"><span>The Role of Prototype Matching in Science Pursuits: Perceptions of Scientists That Are Inaccurate and Diverge From Self-Perceptions Predict Reduced Interest in a Science Career.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McPherson, Erin; Park, Bernadette; Ito, Tiffany A</p> <p>2018-06-01</p> <p>Self-to-prototype matching is a strategy of mental comparisons between the self-concept and the typical or "representative" member of a group to make some judgment. Such a process might contribute to interest in pursuing a science career and, relatedly, women's underrepresentation in physical science, technology, engineering, and mathematics (pSTEM) fields. Across four studies, we measured self-scientist discrepancies on communal, agentic, and scientific dimensions, and assessed participants' interest in a science career. The most consistent predictor of science interest was the discrepancy between self and scientist on the scientific dimension (e.g., intelligent, meticulous). Study 4 established that students with larger self-scientist discrepancies also had less accurate perceptions of students pursuing science, and that inaccuracy was related to lower science interest. Thus, students with lower science interest do not just perceive scientists differently from themselves but also erroneously. Discrepancy and inaccuracy together explained a significant portion of the gender gap in pSTEM interest.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED51C0770H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED51C0770H"><span>Better Communication Through Collaboration: Lessons Learned from a New Model of Science Communication Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hayden, T.</p> <p>2011-12-01</p> <p>Direct, effective communication with the public is an increasingly important part of the earth scientist's professional toolkit. Earth sciences issues, including climate change, ocean acidification, energy extraction and use and geological hazard assessment, are increasingly relevant to public debates, yet recent, dramatic changes in the media business have led to decreased coverage of science. Earth scientists must increasingly shoulder the burden of informing the broad public themselves, and in collaboration with professional communicators. Fortunately, the tools and venues needed to do so have never been more accessible. This presentation will describe a new model of science communication education, based on bringing together collaborating teams of students with diverse backgrounds in the sciences, engineering and journalism. The project-based approach uses group workshopping and multiple rounds of peer- and instructor-guided revision to leverage diverse expertise and facilitate both primary knowledge gain and comprehensive, effective and meaningful training and experience in audience-focused outreach, media interaction, and journalism. Courses build from fundamental communications theory to the end goal of publication in professional outlets. Course goals are regularly enhanced and reinforced with internships and individual study projects. Using examples from a series of courses and projects developed at Stanford University over the past three years, I will describe the theory and strategies underlying this new approach to science communication education, what it has to offer for scientists and journalists alike, and key points to consider for effective implementation. I will also show how combining the knowledge, expertise and experience of STEM and journalism students can inform a new model of science journalism, based on exploring and communicating the process of science, not just the results, that can avoid many of the common pitfalls of science journalism. I will present a preliminary assessment of outcomes from three courses at Stanford - environmental communications, environmental journalism and multimedia storytelling for earth scientists - including publications, retrospective post assessment of student abilities and attitudes, and ongoing application of course goals in professional and/or educational settings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22806649','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22806649"><span>Formally grounding spatio-temporal thinking.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Klippel, Alexander; Wallgrün, Jan Oliver; Yang, Jinlong; Li, Rui; Dylla, Frank</p> <p>2012-08-01</p> <p>To navigate through daily life, humans use their ability to conceptualize spatio-temporal information, which ultimately leads to a system of categories. Likewise, the spatial sciences rely heavily on conceptualization and categorization as means to create knowledge when they process spatio-temporal data. In the spatial sciences and in related branches of artificial intelligence, an approach has been developed for processing spatio-temporal data on the level of coarse categories: qualitative spatio-temporal representation and reasoning (QSTR). Calculi developed in QSTR allow for the meaningful processing of and reasoning with spatio-temporal information. While qualitative calculi are widely acknowledged in the cognitive sciences, there is little behavioral assessment whether these calculi are indeed cognitively adequate. This is an astonishing conundrum given that these calculi are ubiquitous, are often intended to improve processes at the human-machine interface, and are on several occasions claimed to be cognitively adequate. We have systematically evaluated several approaches to formally characterize spatial relations from a cognitive-behavioral perspective for both static and dynamically changing spatial relations. This contribution will detail our framework, which is addressing the question how formal characterization of space can help us understand how people think with, in, and about space.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED51E0824S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED51E0824S"><span>Bundling in Place: Translating the NGSS into Place-Based Earth-System Science Curricula</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Semken, S. C.</p> <p>2016-12-01</p> <p>Bundling is the process of grouping Performance Expectations (PEs) from the Next Generation Science Standards (NGSS) into coherent units based on a defined topic, idea, question, or phenomenon. Bundling sorts the PEs for a given grade or grade band into a teachable narrative: a key stage in building curriculum, instruction, and assessment from the NGSS. To encourage and facilitate this, bundling guidelines have recently been released on the NGSS website (nextgenscience.org/glossary/bundlesbundling), and example bundles for different grade bands and disciplines are also being developed and posted there. According to these guidelines the iterative process of bundling begins with organization of PEs according to natural connections among them, and alignment of the three NGSS dimensions (Disciplinary Core Ideas, Cross-Cutting Concepts, and Science and Engineering Practices) that underpin each PE. Bundles are grouped by coherence and increasing complexity into courses, and courses into course sets that should encompass all PEs for a grade band. Bundling offers a natural way to translate the NGSS into highly contextualized curricula such as place-based (PB) teaching, which is situated in specific places or regions and focused on natural and cultural features, processes, phenomena, history, and challenges to sustainability therein. Attributes of place and our individual and collective connections to place (sense of place) directly inform PB curriculum, pedagogy, and assessment. PEs can be bundled by their relevance to these themes. Following the NGSS guidelines, I model the process for PB instruction by bundling PEs around the themes of Paleozoic geology and carbonate deposition and their relationships to mining and calcining of limestone in Anthropocene cement production for developing communities. The bundles integrate aspects of Earth history, the carbon cycle, mineral resources, climate change, and sustainability using specific local examples and narratives. They are designed for a hypothetical place-based high-school Earth-science course situated in the Greater American Southwest, but could be readily modified for another region with similar geology and resource use.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT.......211P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT.......211P"><span>A case study of three Puerto Rico-Statewide Systemic Initiative intermediate science teachers' views on and use of performance assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pico, Rene Antonio, II</p> <p></p> <p>The purpose of this study was to investigate how teachers perceived and used performance assessment in the science classroom. Ms. Sanchez, Mrs. Irizarry, and Mrs. Bonnin, seventh grade teachers, participated in the study. Five research questions regarding the use of performance assessment were generated from these areas of inquiry: (a) teachers' views, (b) teachers' concerns, (c) teachers' level of use, (d) teachers' perceived facilitators, and (e) teachers' perceived barriers. Qualitative research methodologies were employed to collect and analyze the data. These included the use of informal interviews, a demographic survey, the Stage of Concern Questionnaire (Hall, George and Rutherford, 1979), the Level of Use Interview protocol (Loucks et al., 1975) and the study of artifacts. Performance assessment was defined by the three teachers as a dynamic process requiring the use of manipulatives in which students are involved as working participants in their own learning. Mrs. Irizarry and Mrs. Bonnin, described performance assessment with a broader range of possible executions, implying the use of tasks that allowed teachers to observe student behavior ranging from simple written responses to work collected over time. Ms. Sanchez defined assessment mainly on the basis of the use of equipment, instruments and materials in science. Ms. Sanchez reflected low intensity in the Levels of Concerns (Hall, George and Rutherford, 1979), suggesting that she felt at ease when working with performance assessment. Mrs. Irizarry and Mrs. Bonnin reflected definite commitment with the innovation. A major similarity was found in the areas of Refocusing (SoC 6), and Collaboration (SoC 5) denoting an interest in exploring and trying new alternatives. Ms. Sanchez and Mrs. Bonnin demonstrated characteristics of a well established routine or pattern in the Level of Use (Loucks et al., 1975) of performance assessment, while Mrs. Irizarry explored alternatives further and established a stronger process of modification. Two major facilitators to the use of performance assessment were perceived: (a) the provision of equipment and materials by the project; and (b) the support of colleagues. Two major barriers were perceived: (a) the time required to implement the tasks; and (b) the students' lack of knowledge and experience executing tasks.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997PhDT.......252W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997PhDT.......252W"><span>Using portfolios to assess learning in chemistry: One school's story of evolving assessment practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Weaver, Starlin Dawn</p> <p></p> <p>The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=purpose+AND+science&pg=3&id=EJ1009955','ERIC'); return false;" href="https://eric.ed.gov/?q=purpose+AND+science&pg=3&id=EJ1009955"><span>Proving or Improving Science Learning? Understanding High School Students' Conceptions of Science Assessment in Taiwan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lee, Min-Hsien; Lin, Tzung-Jin; Tsai, Chin-Chung</p> <p>2013-01-01</p> <p>Classroom assessment is a critical aspect of teaching and learning. In this paper, Taiwanese high school students' conceptions of science assessment and the relationship between their conceptions of science assessment and of science learning were investigated. The study used both qualitative and quantitative methods. First, 60 students were…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/1237901-face-science-gateway-food-security-research','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/1237901-face-science-gateway-food-security-research"><span>FACE-IT. A Science Gateway for Food Security Research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Montella, Raffaele; Kelly, David; Xiong, Wei</p> <p></p> <p>Progress in sustainability science is hindered by challenges in creating and managing complex data acquisition, processing, simulation, post-processing, and intercomparison pipelines. To address these challenges, we developed the Framework to Advance Climate, Economic, and Impact Investigations with Information Technology (FACE-IT) for crop and climate impact assessments. This integrated data processing and simulation framework enables data ingest from geospatial archives; data regridding, aggregation, and other processing prior to simulation; large-scale climate impact simulations with agricultural and other models, leveraging high-performance and cloud computing; and post-processing to produce aggregated yields and ensemble variables needed for statistics, for model intercomparison, and to connectmore » biophysical models to global and regional economic models. FACE-IT leverages the capabilities of the Globus Galaxies platform to enable the capture of workflows and outputs in well-defined, reusable, and comparable forms. We describe FACE-IT and applications within the Agricultural Model Intercomparison and Improvement Project and the Center for Robust Decision-making on Climate and Energy Policy.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28911604','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28911604"><span>Nanotechnology in food science: Functionality, applicability, and safety assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>He, Xiaojia; Hwang, Huey-Min</p> <p>2016-10-01</p> <p>Rapid development of nanotechnology is expected to transform many areas of food science and food industry with increasing investment and market share. In this article, current applications of nanotechnology in food systems are briefly reviewed. Functionality and applicability of food-related nanotechnology are highlighted in order to provide a comprehensive view on the development and safety assessment of nanotechnology in the food industry. While food nanotechnology offers great potential benefits, there are emerging concerns arising from its novel physicochemical properties. Therefore, the safety concerns and regulatory policies on its manufacturing, processing, packaging, and consumption are briefly addressed. At the end of this article, the perspectives of nanotechnology in active and intelligent packaging applications are highlighted. Copyright © 2016. Published by Elsevier B.V.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26265768','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26265768"><span>Introducing the fit-criteria assessment plot - A visualisation tool to assist class enumeration in group-based trajectory modelling.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Klijn, Sven L; Weijenberg, Matty P; Lemmens, Paul; van den Brandt, Piet A; Lima Passos, Valéria</p> <p>2017-10-01</p> <p>Background and objective Group-based trajectory modelling is a model-based clustering technique applied for the identification of latent patterns of temporal changes. Despite its manifold applications in clinical and health sciences, potential problems of the model selection procedure are often overlooked. The choice of the number of latent trajectories (class-enumeration), for instance, is to a large degree based on statistical criteria that are not fail-safe. Moreover, the process as a whole is not transparent. To facilitate class enumeration, we introduce a graphical summary display of several fit and model adequacy criteria, the fit-criteria assessment plot. Methods An R-code that accepts universal data input is presented. The programme condenses relevant group-based trajectory modelling output information of model fit indices in automated graphical displays. Examples based on real and simulated data are provided to illustrate, assess and validate fit-criteria assessment plot's utility. Results Fit-criteria assessment plot provides an overview of fit criteria on a single page, placing users in an informed position to make a decision. Fit-criteria assessment plot does not automatically select the most appropriate model but eases the model assessment procedure. Conclusions Fit-criteria assessment plot is an exploratory, visualisation tool that can be employed to assist decisions in the initial and decisive phase of group-based trajectory modelling analysis. Considering group-based trajectory modelling's widespread resonance in medical and epidemiological sciences, a more comprehensive, easily interpretable and transparent display of the iterative process of class enumeration may foster group-based trajectory modelling's adequate use.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28940743','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28940743"><span>Learning and study strategies correlate with medical students' performance in anatomical sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Khalil, Mohammed K; Williams, Shanna E; Gregory Hawkins, H</p> <p>2018-05-06</p> <p>Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination ® (USMLE ® ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination ® (COMPLEX-USA ® ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self-regulation (Concentration, Time management, Self-testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product-Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236-242. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22058853-investigation-environmental-sustainability-discourses-associated-substantive-purposes-environmental-assessment','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22058853-investigation-environmental-sustainability-discourses-associated-substantive-purposes-environmental-assessment"><span>An investigation of environmental and sustainability discourses associated with the substantive purposes of environmental assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Rozema, Jaap G., E-mail: j.rozema@uea.ac.uk; Bond, Alan J., E-mail: alan.bond@uea.ac.uk; Cashmore, Matthew, E-mail: cashmore@plan.aau.dk</p> <p>2012-02-15</p> <p>This paper investigates the discursive construction of the substantive purposes of environmental assessment (EA). It addresses these purposes by exploring the complex and often multifaceted linkages between political factors and plural views of democracy, public participation, and the role of science that are embedded in environmental and sustainability discourses. The interaction between policy-making and public actors leads to the formulation of divergent and potentially competing rationales for public participation, and for social appraisal more generally. Participatory approaches have also given impetus to the development of several interpretations on the role of science in assessment procedures. Science is important in mediatingmore » public participation and the two are therefore reciprocally linked. This leads to discourses that become manifest in the construction of substantive purposes. Discourse analysis in EA is a relevant method for examining trends and patterns in sustainable development. It is argued that public participation is an important, if not decisive, variable in the articulation and civil legitimacy of certain purposes. A general proposition that results from this paper is that EA, although typically presented as an objective scientific tool, is an intrinsically normative process. Enhanced knowledge on the construction, and reconstruction over time, of substantive purposes is required if environmental and sustainability discourses are to be used and understood as meaningful analytical instruments to assess the socio-political implications of EA. - Highlights: Black-Right-Pointing-Pointer Substantive purposes related to environmental assessment may be best analyzed through discourse analysis. Black-Right-Pointing-Pointer Environmental and sustainability discourses are contingent on the level of participatory democracy and civic science. Black-Right-Pointing-Pointer Public participation is a decisive variable in the construction of the substantive purpose of environmental assessment.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4803101','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4803101"><span>Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Reeves, Todd D.; Marbach-Ad, Gili</p> <p>2016-01-01</p> <p>Most discipline-based education researchers (DBERs) were formally trained in the methods of scientific disciplines such as biology, chemistry, and physics, rather than social science disciplines such as psychology and education. As a result, DBERs may have never taken specific courses in the social science research methodology—either quantitative or qualitative—on which their scholarship often relies so heavily. One particular aspect of (quantitative) social science research that differs markedly from disciplines such as biology and chemistry is the instrumentation used to quantify phenomena. In response, this Research Methods essay offers a contemporary social science perspective on test validity and the validation process. The instructional piece explores the concepts of test validity, the validation process, validity evidence, and key threats to validity. The essay also includes an in-depth example of a validity argument and validation approach for a test of student argument analysis. In addition to DBERs, this essay should benefit practitioners (e.g., lab directors, faculty members) in the development, evaluation, and/or selection of instruments for their work assessing students or evaluating pedagogical innovations. PMID:26903498</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003AGUFMED51B1193B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003AGUFMED51B1193B"><span>Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Baldauf, J.; Denton, J.</p> <p>2003-12-01</p> <p>In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history, sea level change and geological time). This objective will be achieved by correctly answering 8 of 10 multiple choice items on course posttest on science themes of ODP/IODP. 2. Describe the technical tools and processes for determining sea level history by preparing and presenting a multimedia presentation on coring. 3. Describe the processes for describing a drill core and apply those processes to core samples from Leg 194 by developing a laboratory analysis report on core samples based on protocol for analyzing cores. 4. Explain the distinguishing features of scientific from industrial coring processes by developing a paper that contrasts scientific from industrial coring processes. 5. Describe the substructure of the ocean basin and the scientific tools (equipment and processes) used to explore this substructure by preparing and presenting a multimedia presentation on bore hole data interpretation. 6. Analyze and interpret data sets from a bore hole by developing a laboratory analysis report on bore-hole data. Student performance data for objectives indicate a 16% average positive change on the science themes addressed in instruction related to objective one occurred. Similarly, a 12% average positive change occurred on science education topics related to earth science among the students in this class. Ongoing contact between faculty members during the academic year is planned as these summer participants engage in implementing IT interventions and professional development experiences based on ocean science data experienced in the summer experience.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3752918','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3752918"><span>PROBLEM-BASED LEARNING FOR PROFESSIONALISM AND ETHICS TRAINING OF BIOMEDICAL GRADUATE STUDENTS: PROCESS EVALUATION</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jones, Nancy L.; Peiffer, Ann M.; Lambros, Ann; Eldridge, J. Charles</p> <p>2013-01-01</p> <p>Purpose A process evaluation was conducted to assess whether the newly developed Problem-Based Learning (PBL) curriculum designed to teach professionalism and ethics to biomedical graduate students was achieving its objectives. The curriculum was chosen to present realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science. Method The perception to which the objectives for the curriculum and courses were being reached was assessed using 5-step Likert-scaled questions, open-ended questions and interviews of students and facilitators. Results Process evaluation indicated that both facilitators and students perceived course objectives were being met. For example, active learning was preferred over lectures; both faculty and students percieved that the curriculum increased their understanding of norms, role obligations, and responsibilities of professional scientists; their ability to identify ethical situations was increased; skills in moral reasoning and effective group work were developed. Conclusions Information gathered was used to improve course implementation and instructional material. For example, a negative perception as an “ethics” course was addressed by redesigning case debriefing activities that reinforced learning objectives and important skills. Cases were refined to be more engaging and relevant for students, and facilitators were given more specific training and resources for each case. The PBL small group strategy can stimulate an environment more aware of ethical implications of science and increase socialization and open communication about professional behavior. PMID:20663754</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010SPIE.7737E..1UL','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010SPIE.7737E..1UL"><span>The Gemini Recipe System: a dynamic workflow for automated data reduction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Labrie, Kathleen; Allen, Craig; Hirst, Paul; Holt, Jennifer; Allen, River; Dement, Kaniela</p> <p>2010-07-01</p> <p>Gemini's next generation data reduction software suite aims to offer greater automation of the data reduction process without compromising the flexibility required by science programs using advanced or unusual observing strategies. The Recipe System is central to our new data reduction software. Developed in Python, it facilitates near-real time processing for data quality assessment, and both on- and off-line science quality processing. The Recipe System can be run as a standalone application or as the data processing core of an automatic pipeline. The data reduction process is defined in a Recipe written in a science (as opposed to computer) oriented language, and consists of a sequence of data reduction steps, called Primitives, which are written in Python and can be launched from the PyRAF user interface by users wishing to use them interactively for more hands-on optimization of the data reduction process. The fact that the same processing Primitives can be run within both the pipeline context and interactively in a PyRAF session is an important strength of the Recipe System. The Recipe System offers dynamic flow control allowing for decisions regarding processing and calibration to be made automatically, based on the pixel and the metadata properties of the dataset at the stage in processing where the decision is being made, and the context in which the processing is being carried out. Processing history and provenance recording are provided by the AstroData middleware, which also offers header abstraction and data type recognition to facilitate the development of instrument-agnostic processing routines.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013EGUGA..1513181W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013EGUGA..1513181W"><span>What does the new breed of decision-making methodologies mean for choices and norms in hydrological science?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wikman-Svahn, Per</p> <p>2013-04-01</p> <p>Hydrological sciences are increasingly utilized in decision-making contexts that need to manage deep uncertainty, changing conditions and very long-lead times and lifetimes. Traditional optimizing approaches become problematic in such situations. For example, optimizing approaches may underestimate the importance of low probability outcomes, or very uncertain outcomes. Alternative decision-making strategies are therefore increasingly used in hydrological applications, including "bottom-up/top-down", "context-first", "decision-scaling", "assess risk of policy", "robust", "resilient" or "flexible" approaches. These kinds of strategies are typically designed to handle very uncertain and diverse outcomes, and often start from the particular decision-making context, in contrast to more traditional "predict-then-act" or "science first" approaches. Contemporary research in philosophy of science stress the influence of value judgments and norms in scientific assessments. In particular, this literature points out that implicit anticipated applications often influence choices made in scientific assessments. Furthermore, this literature also emphasize that choices made at within scientific assessments have consequences for decision-making later on. One reason is that it is often difficult for decision-makers to see what choices are made and the implications of these choices. Another reason is that information that could be of use for decision-makers are lost at an early stage. For example, the choice to focus on central estimates and not providing assessments on more unlikely outcomes is a choice that has consequences for what outcomes are taken into account in the decision-making process. This paper develops this argument and then analyzes the implications of these new developments for hydrological science. One implication of the increasing use of the new breed of planning strategies is that a broader range of uncertainty in scientific assessments becomes desirable in order to fully benefit from the power of the new decision-making strategies. Another implication is that bayesian probability assessments become more important. Finally, advantages and risks involved in changing scientific assessments in order to anticipate the new decision-making strategies are discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADP014069','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADP014069"><span>Life and Damage Monitoring-Using NDI Data Interpretation for Corrosion Damage and Remaining Life Assessments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2003-02-01</p> <p>Holistic Life Prediction Methodology Engineering is a profession based in science, but in the face of limited data or resources, the application of...the process. (see Table 1). "* HLPM uses continuum mechanics but defines limits of applicability - is material and process specific. "* HLPM defines...LEFM - EPFM ?) Nucleated Structure dominated Data base** Tensile/compressive discontinuity (not crack growth buckling inherent) type, size, Appropriate</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED342362.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED342362.pdf"><span>Computer Security: Governmentwide Planning Process Had Limited Impact. Report to the Chairman, Committee on Science, Space, and Technology, House of Representatives.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>General Accounting Office, Washington, DC. Information Management and Technology Div.</p> <p></p> <p>As required by the Computer Security Act of 1987, federal agencies have to identify systems that contain sensitive information and develop plans to safeguard them. The planning process was assessed in 10 civilian agencies as well as the extent to which they had implemented planning controls described in 22 selected plans. The National Institute of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21902564','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21902564"><span>Challenges and opportunities for genomic developmental neuropsychology: examples from the Penn-Drexel collaborative battery.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gur, Ruben C; Irani, Farzin; Seligman, Sarah; Calkins, Monica E; Richard, Jan; Gur, Raquel E</p> <p>2011-08-01</p> <p>Genomics has been revolutionizing medicine over the past decade by offering mechanistic insights into disease processes and engendering the age of "individualized medicine." Because of the sheer number of measures generated by gene sequencing methods, genomics requires "Big Science" where large datasets on genes are analyzed in reference to electronic medical record data. This revolution has largely bypassed the behavioral neurosciences, mainly because of the paucity of behavioral data in medical records and the labor-intensity of available neuropsychological assessment methods. We describe the development and implementation of an efficient neuroscience-based computerized battery, coupled with a computerized clinical assessment procedure. This assessment package has been applied to a genomic study of 10,000 children aged 8-21, of whom 1000 also undergo neuroimaging. Results from the first 3000 participants indicate sensitivity to neurodevelopmental trajectories. Sex differences were evident, with females outperforming males in memory and social cognition domains, while for spatial processing males were more accurate and faster, and they were faster on simple motor tasks. The study illustrates what will hopefully become a major component of the work of clinical and research neuropsychologists as invaluable participants in the dawning age of Big Science neuropsychological genomics.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1015805','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1015805"><span>Technology, the Acquisitions Loop, and Strategic Paralysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2015-06-01</p> <p>severity of loss linked to hazards .”19 Risk management is defined as the “process of identifying, assessing, and controlling risks arising from...address these gaps. As envisioned by the Defense Science Board, the office could quickly devolve into ‘ Chicken Little,’ highlighting a growing</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=CT&pg=7&id=ED534304','ERIC'); return false;" href="https://eric.ed.gov/?q=CT&pg=7&id=ED534304"><span>A Leader's Guide to Mathematics Curriculum Topic Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keeley, Page; Mundry, Susan; Tobey, Cheryl Rose; Carroll, Catherine E.</p> <p>2012-01-01</p> <p>The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, supports teachers in improving practice by connecting standards and research to curriculum, instruction, and assessment. Designed for facilitators, this guide provides a robust set of professional development tools, templates, and designs to strengthen mathematics…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA413257','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA413257"><span>Environmental Impact Analysis Process, Environmental Assessment Space Test Experiments Platform Mission 1, Vandenberg Air Force Base, CA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1994-01-05</p> <p>Information LOCAL AGENCIES Santa Barbara County Air Pollution Control District, California Hallerman , Richard Air Quality Specialist City of...Base. Provided by Richard Hallerman , SBCAPCD, to Bob Baxter, Engineering-Science. 11 June. ____, 1991. Santa Barbara County Air Pollution Control</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=resource&pg=6&id=EJ1160691','ERIC'); return false;" href="https://eric.ed.gov/?q=resource&pg=6&id=EJ1160691"><span>Scientific Skills and Processes in Curriculum Resources</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kremer, Joe</p> <p>2017-01-01</p> <p>Increasingly, the science education community has recognized the need for curriculum resources that support student development of authentic scientific practices, rather than focusing exclusively on content knowledge. This paper proposes a tool for teachers and researchers to assess the degree to which certain curriculum resources and lessons…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25735833','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25735833"><span>Leading change: curriculum reform in graduate education in the biomedical sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dasgupta, Shoumita; Symes, Karen; Hyman, Linda</p> <p>2015-01-01</p> <p>The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT.......150B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT.......150B"><span>Using case method to explicitly teach formative assessment in preservice teacher science education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bentz, Amy Elizabeth</p> <p></p> <p>The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and strategies within their own case descriptions. The results of this study further strengthen the existing literature on formative assessment instruction in preservice teacher education, and support the call for further attention given to utilizing case methodology to improve preservice teachers' knowledge of the formative assessment process.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFMIN22A..02J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFMIN22A..02J"><span>ISEES: an institute for sustainable software to accelerate environmental science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jones, M. B.; Schildhauer, M.; Fox, P. A.</p> <p>2013-12-01</p> <p>Software is essential to the full science lifecycle, spanning data acquisition, processing, quality assessment, data integration, analysis, modeling, and visualization. Software runs our meteorological sensor systems, our data loggers, and our ocean gliders. Every aspect of science is impacted by, and improved by, software. Scientific advances ranging from modeling climate change to the sequencing of the human genome have been rendered possible in the last few decades due to the massive improvements in the capabilities of computers to process data through software. This pivotal role of software in science is broadly acknowledged, while simultaneously being systematically undervalued through minimal investments in maintenance and innovation. As a community, we need to embrace the creation, use, and maintenance of software within science, and address problems such as code complexity, openness,reproducibility, and accessibility. We also need to fully develop new skills and practices in software engineering as a core competency in our earth science disciplines, starting with undergraduate and graduate education and extending into university and agency professional positions. The Institute for Sustainable Earth and Environmental Software (ISEES) is being envisioned as a community-driven activity that can facilitate and galvanize activites around scientific software in an analogous way to synthesis centers such as NCEAS and NESCent that have stimulated massive advances in ecology and evolution. We will describe the results of six workshops (Science Drivers, Software Lifecycles, Software Components, Workforce Development and Training, Sustainability and Governance, and Community Engagement) that have been held in 2013 to envision such an institute. We will present community recommendations from these workshops and our strategic vision for how ISEES will address the technical issues in the software lifecycle, sustainability of the whole software ecosystem, and the critical issue of computational training for the scientific community. Process for envisioning ISEES.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28823215','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28823215"><span>Justifying an ideal first pregnancy age: Vernacular science knowledge and the facilitation of lay argument.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jensen, Robin E; Blumling, Allison N</p> <p>2018-04-01</p> <p>Members of the lay public often draw from vernacular science knowledge-or metaphors, images, and terms related to technical science-to make normative assessments about behavior. Yet, little is known about vernacular science knowledge in terms of its forms and functions. In a national survey, US adults ( N = 688) were asked to identify an ideal age for first pregnancy, and to explain their decision. Participants drew from arguments related to hormonal processes, the language of risk, and the quality and quantity of "eggs" to navigate and identify an ideal timeline for first pregnancy. Their responses illustrated patterns of justification that involved the (a) employment of scientific concepts as heuristic cues for critical analysis, (b) conflation of details, and (c) synecdochal explication. These findings reveal some of the key ways in which vernacular science knowledge may shape the trajectory of lay argument in a range of contexts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006JSTEd..17..137D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006JSTEd..17..137D"><span>The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dira Smolleck, Lori; Zembal-Saul, Carla; Yoder, Edgar P.</p> <p>2006-06-01</p> <p>The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990</cite>). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006JSTEd..17..137S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006JSTEd..17..137S"><span>The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Smolleck, Lori Dira; Zembal-Saul, Carla; Yoder, Edgar P.</p> <p>2006-06-01</p> <p>The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24672074','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24672074"><span>Simulated drug discovery process to conduct a synoptic assessment of pharmacy students.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Richardson, Alan; Curtis, Anthony D M; Moss, Gary P; Pearson, Russell J; White, Simon; Rutten, Frank J M; Perumal, Dhaya; Maddock, Katie</p> <p>2014-03-12</p> <p>OBJECTIVE. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. DESIGN. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. ASSESSMENT. Students' ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. CONCLUSION. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3965149','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3965149"><span>Simulated Drug Discovery Process to Conduct a Synoptic Assessment of Pharmacy Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Curtis, Anthony D.M.; Moss, Gary P.; Pearson, Russell J.; White, Simon; Rutten, Frank J.M.; Perumal, Dhaya; Maddock, Katie</p> <p>2014-01-01</p> <p>Objective. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. Design. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. Assessment. Students’ ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. Conclusion. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy. PMID:24672074</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23599485','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23599485"><span>Proficiency in science: assessment challenges and opportunities.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pellegrino, James W</p> <p>2013-04-19</p> <p>Proficiency in science is being defined through performance expectations that intertwine science practices, cross-cutting concepts, and core content knowledge. These descriptions of what it means to know and do science pose challenges for assessment design and use, whether at the classroom instructional level or the system level for monitoring the progress of science education. There are systematic ways to approach assessment development that can address design challenges, as well as examples of the application of such principles in science assessment. This Review considers challenges and opportunities that exist for design and use of assessments that can support science teaching and learning consistent with a contemporary view of what it means to be proficient in science.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMPA53B..08G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMPA53B..08G"><span>Enhancing Public Participation to Improve Natural Resources Science and its Use in Decision Making</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Glynn, P. D.; Shapiro, C. D.; Liu, S. B.</p> <p>2015-12-01</p> <p>The need for broader understanding and involvement in science coupled with social technology advances enabling crowdsourcing and citizen science have created greater opportunities for public participation in the gathering, interpretation, and use of geospatial information. The U.S. Geological Survey (USGS) is developing guidance for USGS scientists, partners, and interested members of the public on when and how public participation can most effectively be used in the conduct of scientific activities. Public participation can provide important perspectives and knowledge that cannot be obtained through traditional scientific methods alone. Citizen engagement can also provide increased efficiencies to USGS science and additional benefits to society including enhanced understanding, appreciation, and interest in geospatial information and its use in decision making.The USGS guidance addresses several fundamental issues by:1. Developing an operational definition of citizen or participatory science.2. Identifying the circumstances under which citizen science is appropriate for use and when its use is not recommended. 3. Describing structured processes for effective use of citizen science. 4. Defining the successful application of citizen science and identifying useful success metrics.The guidance is coordinated by the USGS Science and Decisions Center and developed by a multidisciplinary team of USGS scientists and managers. External perspectives will also be incorporated, as appropriate to align with other efforts such as the White House Office of Science and Technology Policy (OSTP) Citizen Science and Crowdsourcing Toolkit for the Federal government. The guidance will include the development of an economic framework to assess the benefits and costs of geospatial information developed through participatory processes. This economic framework considers tradeoffs between obtaining additional perspectives through enhanced participation with costs associated from obtaining geospatial information from multiple sources.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1109214.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1109214.pdf"><span>Science Process Skills in Science Curricula Applied in Turkey</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yumusak, Güngör Keskinkiliç</p> <p>2016-01-01</p> <p>One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20070034776&hterms=Computing+Processing&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3DComputing%2Band%2BProcessing','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20070034776&hterms=Computing+Processing&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3DComputing%2Band%2BProcessing"><span>EOS MLS Science Data Processing System: A Description of Architecture and Capabilities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cuddy, David T.; Echeverri, Mark D.; Wagner, Paul A.; Hanzel, Audrey T.; Fuller, Ryan A.</p> <p>2006-01-01</p> <p>This paper describes the architecture and capabilities of the Science Data Processing System (SDPS) for the EOS MLS. The SDPS consists of two major components--the Science Computing Facility and the Science Investigator-led Processing System. The Science Computing Facility provides the facilities for the EOS MLS Science Team to perform the functions of scientific algorithm development, processing software development, quality control of data products, and scientific analyses. The Science Investigator-led Processing System processes and reprocesses the science data for the entire mission and delivers the data products to the Science Computing Facility and to the Goddard Space Flight Center Earth Science Distributed Active Archive Center, which archives and distributes the standard science products.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NatMa..15..141B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NatMa..15..141B"><span>The surface science of nanocrystals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Boles, Michael A.; Ling, Daishun; Hyeon, Taeghwan; Talapin, Dmitri V.</p> <p>2016-02-01</p> <p>All nanomaterials share a common feature of large surface-to-volume ratio, making their surfaces the dominant player in many physical and chemical processes. Surface ligands -- molecules that bind to the surface -- are an essential component of nanomaterial synthesis, processing and application. Understanding the structure and properties of nanoscale interfaces requires an intricate mix of concepts and techniques borrowed from surface science and coordination chemistry. Our Review elaborates these connections and discusses the bonding, electronic structure and chemical transformations at nanomaterial surfaces. We specifically focus on the role of surface ligands in tuning and rationally designing properties of functional nanomaterials. Given their importance for biomedical (imaging, diagnostics and therapeutics) and optoelectronic (light-emitting devices, transistors, solar cells) applications, we end with an assessment of application-targeted surface engineering.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMIN42A..04B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMIN42A..04B"><span>Using Online Citizen Science to Assess Giant Kelp Abundances Across the Globe with Satellite Imagery</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Byrnes, J.; Cavanaugh, K. C.; Haupt, A. J.; Trouille, L.; Rosenthal, I.; Bell, T. W.; Rassweiler, A.; Pérez-Matus, A.; Assis, J.</p> <p>2017-12-01</p> <p>Global scale long-term data sets that document the patterns and variability of human impacts on marine ecosystems are rare. This lack is particularly glaring for underwater species - even moreso for ecologically important ones. Here we demonstrate how online Citizen Science combined with Landsat satellite imagery can help build a picture of change in the dynamics of giant kelp, an important coastal foundation species around the globe, from the 1984 to the present. Giant kelp canopy is visible from Landsat images, but these images defy easy machine classification. To get useful data, images must be processed by hand. While academic researchers have applied this method successfully at sub-regional scales, unlocking the value of the full global dataset has not been possible until given the massive effort required. Here we present Floating Forests (http://floatingforests.org), an international collaboration between kelp forest researchers and the citizen science organization Zooniverse. Floating Forests provides an interface that allows citizen scientists to identify canopy cover of giant kelp on Landsat images, enabling us to scale up the dataset to the globe. We discuss lessons learned from the initial version of the project launched in 2014, a prototype of an image processing pipeline to bring Landsat imagery to citizen science platforms, methods of assessing accuracy of citizen scientists, and preliminary data from our relaunch of the project. Through this project we have developed generalizable tools to facilitate citizen science-based analysis of Landsat and other satellite and aerial imagery. We hope that this create a powerful dataset to unlock our understanding of how global change has altered these critically important species in the sea.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT.......188C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT.......188C"><span>The Kansas Collaborative Research Network, KanCRN: Teaching science content through process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Case, Steven B.</p> <p></p> <p>The Kansas Collaborative Research Network, KanCRN is an Internet-based research community, in which citizens, teachers and students can engage in authentic, meaningful scientific inquiry. Recent efforts to reform science education in the United States have strongly emphasized that understanding of the nature of science is an essential component of general scientific literacy. The National Science Education Standards suggest that engaging students in scientific inquiry is one opportunity to develop an understanding of the nature of science. Extending the philosophical understanding of science to specific science classroom organization, KanCRN is large-scale, systemic project that attempts to achieve the vision of scientific inquiry in the National Science Education Standards. The underlying question of standards-based reform still remains; does participation in scientific inquiry provide compelling evidence of an increase in the understanding of the process of science and the ability to apply these skills in novel situations? This study took advantage of the Kansas City Kansas Public Schools involvement in districtwide systemic reform, First Things First. Each year the students in grades 3--12 complete a district First Things First questionnaire. Since longitudinal measures of student attitudes are generally difficult to obtain, this study tapped into this wealth of attitude measures gained from these questionnaires. These data sets include general demographics of the students, attitudinal data toward school and learning, and general achievement data. Running a factor analysis on these data sets allowed factoring out the influence of non-critical variables. In running this initial factor analysis of the First Things First data sets, several factors emerged as related to student's academic success on the Science Performance Assessment; Academic Effort, Teacher Quality, Project-based Learning, General Academic Ability (Self-Attitude Data), and Parental Support. Using the technique of Structural Equation Modeling, these factors were combined with participation in the KanCRN research model; this study created and tested a model of science classroom variables related to scores on a science performance assessment. Models were run separately for samples of middle school students (grades 6--8) and high school students (grades 9--12). The middle school model indicates that participation in the KanCRN research model is an independent, positive, direct, and meaningful predictor of science performance. Examination of the magnitude of the standardized coefficients and the R 2 values indicates that 27% of the variance on science achievement is accounted for by the middle school model. The high school model indicated that student attitudes were unrelated to KanCRN participation however, the relationship between participation in KanCRN and students performance on the assessment was not a significant path. Examination of the magnitude of the standardized coefficients and the R2 values for the high school model indicates that 7% of the variance on science achievement is accounted for by the model. This is identical the explanatory power of the high school model that only included information about KanCRN participation and student background characteristics, but leaving out the attitude data. The finding that KanCRN participation is significant at the middle school and is insignificant at the high school raises a number of interesting questions that requires further investigation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4909352','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4909352"><span>A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bass, Kristin M.; Drits-Esser, Dina; Stark, Louisa A.</p> <p>2016-01-01</p> <p>The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics. Throughout, we emphasize the iterative nature of the development process, the importance of creating instruments aligned to the learning goals of an intervention or curricula, and the importance of collaborating with other content and measurement specialists along the way. PMID:27055776</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011IJSEd..33.1289A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IJSEd..33.1289A"><span>Development and Validation of Instruments to Measure Learning of Expert-Like Thinking</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Adams, Wendy K.; Wieman, Carl E.</p> <p>2011-06-01</p> <p>This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11913855','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11913855"><span>Accident insurance, sickness, and science: New Zealand's no-fault system.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dew, Kevin</p> <p>2002-01-01</p> <p>This article explores the process of seeking compensation for occupational illness under a no-fault accident insurance scheme. The author uses two case studies--firefighters who attended a fire at a chemical storage depot and timbermill workers who worked with pentachlorophenol--to illustrate how science can be used to deny compensation to sick and dying workers. The results of the studies suggest that a no-fault accident compensation scheme, considered to be a victory for workers, offers no guarantee of just outcomes for working people. And science can be co-opted and used to support business and state interests against workers; this ideological support is increasingly hidden behind the development of "objective" systems of assessing compensation claims.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26913192','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26913192"><span>The ELIXIR channel in F1000Research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blomberg, Niklas; Oliveira, Arlindo; Mons, Barend; Persson, Bengt; Jonassen, Inge</p> <p>2015-01-01</p> <p>ELIXIR, the European life science infrastructure for biological information, is a unique initiative to consolidate Europe's national centres, services, and core bioinformatics resources into a single, coordinated infrastructure. ELIXIR brings together Europe's major life-science data archives and connects these with national bioinformatics infrastructures - the ELIXIR Nodes. This editorial introduces the ELIXIR channel in F1000Research; the aim of the channel is to collect and present ELIXIR's scientific and operational output, engage with the broad life science community and encourage discussion on proposed infrastructure solutions. Submissions will be assessed by the ELIXIR channel Advisory Board to ensure they are relevant to ELIXIR community, and subjected to F1000Research open peer review process.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4743137','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4743137"><span>The ELIXIR channel in F1000Research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Blomberg, Niklas; Oliveira, Arlindo; Mons, Barend; Persson, Bengt; Jonassen, Inge</p> <p>2016-01-01</p> <p>ELIXIR, the European life science infrastructure for biological information, is a unique initiative to consolidate Europe’s national centres, services, and core bioinformatics resources into a single, coordinated infrastructure. ELIXIR brings together Europe’s major life-science data archives and connects these with national bioinformatics infrastructures - the ELIXIR Nodes. This editorial introduces the ELIXIR channel in F1000Research; the aim of the channel is to collect and present ELIXIR’s scientific and operational output, engage with the broad life science community and encourage discussion on proposed infrastructure solutions. Submissions will be assessed by the ELIXIR channel Advisory Board to ensure they are relevant to ELIXIR community, and subjected to F1000Research open peer review process. PMID:26913192</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........33G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........33G"><span>Inquiry-based instruction in secondary science classrooms: A survey of teacher practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gejda, Linda Muggeo</p> <p></p> <p>The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED531894.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED531894.pdf"><span>The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>National Center for Education Statistics, 2012</p> <p>2012-01-01</p> <p>This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=238086','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=238086"><span>IRIS Toxicological Review of Dichloromethane (Methylene ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA is releasing the draft report, Toxicological Review of Dichloromethane, that was distributed to Federal agencies and White House Offices for comment during the Science Discussion step of the IRIS Assessment Development Process. Comments received from other Federal agencies and White House Offices are provided below with external peer review panel comments. The draft Toxicological Review of Dichloromethane provides scientific support and rationale for the hazard and dose-response assessment pertaining to chronic exposure to dichloromethane.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25101254','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25101254"><span>Why has Not There been More Research of Concern?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rappert, Brian</p> <p>2014-01-01</p> <p>Amid the renewed concern in the last several years about the potential for life science research to facilitate the spread of disease, a central plank of the policy response has been to enact processes for assessing the risks and benefits of "research of concern." The recent controversy regarding a proposed redaction of work on the modification of a H5N1 avian influenza virus is perhaps the most prominent such instance. And yet, a noteworthy feature of this case is its exceptionalness. In the last 10 years, life science publishers, funders, and labs have rarely identified any research as "of concern," let alone proposed censors. This article takes this experience with risk assessment as an invitation for reflection. Reasons for the low number of instances of concern are related to how the biosecurity dimensions of the life sciences are identified, how they are described, how the assessments of benefits and risks are undertaken, how value considerations do and do not enter into assessments, as well as the lack of information on the outcomes of reviews. This argument builds on such considerations to examine the limitations and implications of the risk-benefit experiment of concern framing, the politics of expertise as well as the prospects for alternative responses.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4106452','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4106452"><span>Why has Not There been More Research of Concern?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Rappert, Brian</p> <p>2014-01-01</p> <p>Amid the renewed concern in the last several years about the potential for life science research to facilitate the spread of disease, a central plank of the policy response has been to enact processes for assessing the risks and benefits of “research of concern.” The recent controversy regarding a proposed redaction of work on the modification of a H5N1 avian influenza virus is perhaps the most prominent such instance. And yet, a noteworthy feature of this case is its exceptionalness. In the last 10 years, life science publishers, funders, and labs have rarely identified any research as “of concern,” let alone proposed censors. This article takes this experience with risk assessment as an invitation for reflection. Reasons for the low number of instances of concern are related to how the biosecurity dimensions of the life sciences are identified, how they are described, how the assessments of benefits and risks are undertaken, how value considerations do and do not enter into assessments, as well as the lack of information on the outcomes of reviews. This argument builds on such considerations to examine the limitations and implications of the risk–benefit experiment of concern framing, the politics of expertise as well as the prospects for alternative responses. PMID:25101254</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1178730.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1178730.pdf"><span>Reflection Fosters Deep Learning: The 'Reflection Page & Relevant to You' Intervention</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Young, Mark R.</p> <p>2018-01-01</p> <p>Cognitive science indicates that the millennial generation's behavior of instant messaging and multitasking may provide inadequate cognitive capabilities for thoughtful processing of experiences that lead to deep learning. This study describes a teaching innovation that explicitly stimulates reflection and critical self-assessment, along with…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=323688','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=323688"><span>Mining the gap: Assessing leadership needs to improve 21st century plant pathology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Scientists and plant pathologists are trained in scientific knowledge and critical thinking as part of their career preparation process. However, the extensive training in science-related skills comes at a cost to “soft skills”, the competencies needed for interpersonal skills, communication, manage...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Economic&pg=4&id=EJ1024637','ERIC'); return false;" href="https://eric.ed.gov/?q=Economic&pg=4&id=EJ1024637"><span>Advancing School-Based Interventions through Economic Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Olsson, Tina M.; Ferrer-Wreder, Laura; Eninger, Lilianne</p> <p>2014-01-01</p> <p>Commentators interested in school-based prevention programs point to the importance of economic issues for the future of prevention efforts. Many of the processes and aims of prevention science are dependent upon prevention resources. Although economic analysis is an essential tool for assessing resource use, the attention given economic analysis…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=236584&Lab=NERL&keyword=health+AND+physics&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=236584&Lab=NERL&keyword=health+AND+physics&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Breath Biomarkers in Environmental Health Science: Exploring Patterns in the Human Exposome</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The human genome is the counterpart to the human exposome with respect to the gene × environment interaction that describes health state and outcome. The genome has already been sequenced and is in the process of being assessed for specific functionality; to similarly decode the ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567618.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567618.pdf"><span>Measuring Social-Emotional Skills to Advance Science and Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason</p> <p>2016-01-01</p> <p>The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20080007093&hterms=financial+reporting&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dfinancial%2Breporting','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20080007093&hterms=financial+reporting&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dfinancial%2Breporting"><span>Threads of Mission Success</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Gavin, Thomas R.</p> <p>2006-01-01</p> <p>This viewgraph presentation reviews the many parts of the JPL mission planning process that the project manager has to work with. Some of them are: NASA & JPL's institutional requirements, the mission systems design requirements, the science interactions, the technical interactions, financial requirements, verification and validation, safety and mission assurance, and independent assessment, review and reporting.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=encyclopedia+AND+evaluation&pg=5&id=EJ552463','ERIC'); return false;" href="https://eric.ed.gov/?q=encyclopedia+AND+evaluation&pg=5&id=EJ552463"><span>CD-ROM Integration Peaks Student Interest in Inquiry.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Bannon, Blanche</p> <p>1997-01-01</p> <p>Discussion of learning processes examines past educational practices and considers how CD-ROM technology can impact teaching and learning. A lesson plan for elementary school science that uses a CD-ROM encyclopedia is presented that includes instructional goals, performance objectives, teaching and learning activities, and assessment methods.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19940032479','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19940032479"><span>Science priorities for the human dimensions of global change</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1994-01-01</p> <p>The topics covered include the following: defining research needs; understanding land use change; improving policy analysis -- research on the decision-making process; designing policy instruments and institutions to address energy-related environmental problems; assessing impacts, vulnerability, and adaptation to global changes; and understanding population dynamics and global change.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=environmental+AND+assessment+AND+natural+AND+environment&pg=3&id=EJ866756','ERIC'); return false;" href="https://eric.ed.gov/?q=environmental+AND+assessment+AND+natural+AND+environment&pg=3&id=EJ866756"><span>An Assessment of Students' Understanding of Ecosystem Concepts: Conflating Ecological Systems and Cycles</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jordan, Rebecca; Gray, Steven; Demeter, Marylee; Lui, Lei; Hmelo-Silver, Cindy E.</p> <p>2009-01-01</p> <p>Teaching ecological concepts in schools is important in promoting natural science and environmental education for young learners. Developing educational programs is difficult, however, because of complicated ecological processes operating on multiple levels, the unlimited nature of potential system interactions (given the openness of systems), and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA413249','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA413249"><span>Environmental Impact Analysis Process, Environmental Assessment Space Test Experiments Platform Mission 3, Vandenberg Air Force Base, CA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1994-09-01</p> <p>Scientist LOCAL AGENCIES Santa Barbara County Air Pollution Control District, California Hallerman , Richard Air Quality Specialist 6-1 APPENDIX A REFERENCES...Vandenberg Air Force Base. Provided by Richard Hallerman , SBCAPCD, to Bob Baxter, Engineering-Science. 11 June. ____, 1991. Santa Barbara County Air</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=non-fiction&pg=3&id=EJ1061966','ERIC'); return false;" href="https://eric.ed.gov/?q=non-fiction&pg=3&id=EJ1061966"><span>Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolff, Evelyn S.; Isecke, Harriet; Rhoads, Christopher; Madura, John P.</p> <p>2013-01-01</p> <p>The struggles of students in the United States to comprehend non-fiction science text are well documented. Middle school students, in particular, have minimal instruction in comprehending nonfiction and flounder on assessments. This article describes the development process of the Readorium software, an interactive web-based program being…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057137.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057137.pdf"><span>A Writing Template for Probing Students' Geological Sense of Place</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clary, Renee M.; Wandersee, James H.</p> <p>2006-01-01</p> <p>Because many incoming geoscience students did not acknowledge their previous personal encounters with the earth's geological processes or products, we developed the Geological Sense of Place (GSP) template as a convenient way to assess students' earth science backgrounds through short answer, mini-essay, and induced associative responses. The GSP…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=341998','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=341998"><span>Assessing quality of citizen scientists’ soil texture estimates to evaluate land potential</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Texture influences nearly all soil processes and is often the most measured parameter in soil science. Estimating soil texture is a universal and fundamental practice applied by resource scientists to classify and understand the behavior and management of soil systems. While trained soil scientist c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/419107','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/419107"><span>Environmental assessment for the Processing and Environmental Technology Laboratory (PETL)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>NONE</p> <p>1995-09-01</p> <p>The U.S. Department of Energy (DOE) has prepared an environmental assessment (EA) on the proposed Processing and Environmental Technology Laboratory (PETC) at Sandia National Laboratories/New Mexico (SNL/NM). This facility is needed to integrate, consolidate, and enhance the materials science and materials process research and development (R&D) currently in progress at SNL/NM. Based on the analyses in the EA, DOE has determined that the proposed action is not a major Federal action significantly affecting the quality of the human environment within the meaning of the National Environmental Policy Act (NEPA) of 1969. Therefore, an environmental impact statement is not required, andmore » DOE is issuing this Finding of No Significant Impact (FONSI).« less</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMIN51A1678M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMIN51A1678M"><span>Quality Control and Peer Review of Data Sets: Mapping Data Archiving Processes to Data Publication Requirements</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mayernik, M. S.; Daniels, M.; Eaker, C.; Strand, G.; Williams, S. F.; Worley, S. J.</p> <p>2012-12-01</p> <p>Data sets exist within scientific research and knowledge networks as both technical and non-technical entities. Establishing the quality of data sets is a multi-faceted task that encompasses many automated and manual processes. Data sets have always been essential for science research, but now need to be more visible as first-class scholarly objects at national, international, and local levels. Many initiatives are establishing procedures to publish and curate data sets, as well as to promote professional rewards for researchers that collect, create, manage, and preserve data sets. Traditionally, research quality has been assessed by peer review of textual publications, e.g. journal articles, conference proceedings, and books. Citation indices then provide standard measures of productivity used to reward individuals for their peer-reviewed work. Whether a similar peer review process is appropriate for assessing and ensuring the quality of data sets remains as an open question. How does the traditional process of peer review apply to data sets? This presentation will describe current work being done at the National Center for Atmospheric Research (NCAR) in the context of the Peer REview for Publication & Accreditation of Research Data in the Earth sciences (PREPARDE) project. PREPARDE is assessing practices and processes for data peer review, with the goal of developing recommendations. NCAR data management teams perform various kinds of quality assessment and review of data sets prior to making them publicly available. The poster will investigate how notions of peer review relate to the types of data review already in place at NCAR. We highlight the data set characteristics and management/archiving processes that challenge the traditional peer review processes by using a number of questions as probes, including: Who is qualified to review data sets? What formal and informal documentation is necessary to allow someone outside of a research team to review a data set? What data set review can be done pre-publication, and what must be done post-publication? What components of the data sets review processes can be automated, and what components will always require human expertise and evaluation?</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2013-06-26/pdf/2013-15144.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2013-06-26/pdf/2013-15144.pdf"><span>78 FR 38318 - Integrated Science Assessment for Lead</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2013-06-26</p> <p>... ENVIRONMENTAL PROTECTION AGENCY [FRL-9827-4] Integrated Science Assessment for Lead AGENCY... availability of a final document titled, ``Integrated Science Assessment for Lead'' (EPA/600/R-10/075F). The... ``Integrated Science Assessment for Lead'' will be made available primarily through the Internet on the NCEA...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=222203','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=222203"><span>EPA's Reanalysis of Key Issues Related to Dioxin Toxicity and ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>EPA is releasing for external peer review and public comment an important draft document reviewing the literature on the health effects of dioxin and related compounds (also referred to as 2,3,7,8-Tetrachlorodibenzo-p-dioxin). At the request of Administrator Jackson, EPA is in the process of re-assessing the science on the effects of dioxin, a toxic chemical that is emitted by multiple sources, on the public’s health. This draft dioxin report is EPA’s response to key comments and recommendations made by the National Academy of Sciences on the Agency’s draft dioxin reassessment. This assessment has been in progress for many years and raises health issues of broad interest to scientists and policymakers across the federal family. The Agency’s draft report includes significant new analyses on potential cancer and non-cancer human health effects that may result from exposures to dioxins and includes an oral reference dose for what is considered to be the most toxic of the dioxin-like compounds. EPA’s Science</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED53C0800J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED53C0800J"><span>Lunar Reconnaissance Orbiter Lunar Workshops for Educators, Year 1 Report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.; Dalton, H.</p> <p>2011-12-01</p> <p>This past summer, the Lunar Reconnaissance Orbiter (LRO) sponsored a series of weeklong professional development workshops designed to educate and inspire grade 6-12 science teachers: the Lunar Workshops for Educators. Participants learned about lunar science and exploration, gained tools to help address common student misconceptions about the Moon, heard some of the latest research results from LRO scientists, worked with LRO data, and learned how to bring these data to their students using hands-on activities aligned with grade 6-12 National Science Education Standards and Benchmarks. Where possible, the workshops also included tours of science facilities or field trips intended to help the teachers better understand mission operations or geologic processes relevant to the Moon. The workshops were very successful. Participants demonstrated an improved understanding of lunar science concepts in post-workshop assessments (as compared to identical pre-assessments) and a greater understanding of how to access and productively share data from LRO with their students and provide them with authentic research experiences. Participant feedback on workshop surveys was also enthusiastically positive. 5 additional Lunar Workshops for Educators will be held around the country in the summer of 2012. For more information and to register, visit http://lunar.gsfc.nasa.gov/lwe/index.html.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19811187','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19811187"><span>Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dubois, Eline Agnès; Franson, Kari Lanette</p> <p>2009-09-01</p> <p>Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryID=223614','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryID=223614"><span>IRIS Toxicological Review of Formaldehyde (Inhalation) ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>UPDATE EPA is currently revising its Integrated Risk Information System (IRIS) assessment of formaldehyde to address the 2011 NAS peer review recommendations. This assessment addresses both noncancer and cancer human health effects that are relevant to assessing the risks from chronic inhalation exposure to formaldehyde. To facilitate discussion of several scientific issues pertinent to the assessment, EPA convened a state-of-the-science workshop on April 30 and May 1, 2014. This workshop focused on the following three themes: Evidence pertaining to the influence of formaldehyde that is produced endogenously (by the body during normal biological processes) on the toxicity of inhaled formaldehyde, and implications for the health assessment; Mechanistic evidence relevant to formaldehyde inhalation exposure and lymphohematopoietic cancers (leukemia and lymphomas); and Epidemiological research examining the potential association between formaldehyde exposure and lymphohematopoietic cancers (leukemia and lymphomas). June 2010: EPA is conducting an independent expert peer review by the National Academy of Sciences and public comment of the scientific basis supporting the human health hazard and dose-response assessment of Formaldehyde-Inhalation that when finalized will appear on the Integrated Risk Information System (IRIS) database. This draft IRIS health assessment addresses both noncancer and cancer human health effects that may result from chronic inhal</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED32A..03B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED32A..03B"><span>Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.</p> <p>2016-12-01</p> <p>Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25796433','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25796433"><span>Genomics in the land of regulatory science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tong, Weida; Ostroff, Stephen; Blais, Burton; Silva, Primal; Dubuc, Martine; Healy, Marion; Slikker, William</p> <p>2015-06-01</p> <p>Genomics science has played a major role in the generation of new knowledge in the basic research arena, and currently question arises as to its potential to support regulatory processes. However, the integration of genomics in the regulatory decision-making process requires rigorous assessment and would benefit from consensus amongst international partners and research communities. To that end, the Global Coalition for Regulatory Science Research (GCRSR) hosted the fourth Global Summit on Regulatory Science (GSRS2014) to discuss the role of genomics in regulatory decision making, with a specific emphasis on applications in food safety and medical product development. Challenges and issues were discussed in the context of developing an international consensus for objective criteria in the analysis, interpretation and reporting of genomics data with an emphasis on transparency, traceability and "fitness for purpose" for the intended application. It was recognized that there is a need for a global path in the establishment of a regulatory bioinformatics framework for the development of transparent, reliable, reproducible and auditable processes in the management of food and medical product safety risks. It was also recognized that training is an important mechanism in achieving internationally consistent outcomes. GSRS2014 provided an effective venue for regulators andresearchers to meet, discuss common issues, and develop collaborations to address the challenges posed by the application of genomics to regulatory science, with the ultimate goal of wisely integrating novel technical innovations into regulatory decision-making. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=life+AND+science&pg=4&id=ED569609','ERIC'); return false;" href="https://eric.ed.gov/?q=life+AND+science&pg=4&id=ED569609"><span>Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Maherally, Uzma Nooreen</p> <p>2014-01-01</p> <p>The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20090032050','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20090032050"><span>It's Not a Big Sky After All: Justification for a Close Approach Prediction and Risk Assessment Process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Newman, Lauri Kraft; Frigm, Ryan; McKinley, David</p> <p>2009-01-01</p> <p>There is often skepticism about the need for Conjunction Assessment from mission operators that invest in the "big sky theory", which states that the likelihood of a collision is so small that it can be neglected. On 10 February 2009, the collision between Iridium 3; and Cosmos 2251 provided an indication that this theory is invalid and that a CA process should be considered for all missions. This paper presents statistics of the effect of the Iridium/Cosmos collision on NASA's Earth Science Constellation as well as results of analyses which characterize the debris environment for NASA's robotic missions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70179578','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70179578"><span>Introduction: Special issue on advances in topobathymetric mapping, models, and applications</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Gesch, Dean B.; Brock, John C.; Parrish, Christopher E.; Rogers, Jeffrey N.; Wright, C. Wayne</p> <p>2016-01-01</p> <p>Detailed knowledge of near-shore topography and bathymetry is required for many geospatial data applications in the coastal environment. New data sources and processing methods are facilitating development of seamless, regional-scale topobathymetric digital elevation models. These elevation models integrate disparate multi-sensor, multi-temporal topographic and bathymetric datasets to provide a coherent base layer for coastal science applications such as wetlands mapping and monitoring, sea-level rise assessment, benthic habitat mapping, erosion monitoring, and storm impact assessment. The focus of this special issue is on recent advances in the source data, data processing and integration methods, and applications of topobathymetric datasets.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26924628','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26924628"><span>Cell-based Assays for Assessing Toxicity: A Basic Guide.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Parboosing, Raveen; Mzobe, Gugulethu; Chonco, Louis; Moodley, Indres</p> <p>2016-01-01</p> <p>Assessment of toxicity is an important component of the drug discovery process. Cellbased assays are a popular choice for assessing cytotoxicity. However, these assays are complex because of the wide variety of formats and methods that are available, lack of standardization, confusing terminology and the inherent variability of biological systems and measurement. This review is intended as a guide on how to take these factors into account when planning, conducting and/or interpreting cell based toxicity assays. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=bioethics&pg=2&id=EJ944261','ERIC'); return false;" href="https://eric.ed.gov/?q=bioethics&pg=2&id=EJ944261"><span>Assessing Ethics in Secondary Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reiss, Michael J.</p> <p>2011-01-01</p> <p>An increasing number of science courses now include consideration of the ethical implications of science. However, there is little agreement about how ethical reasoning in science should be assessed. This article highlights the conclusions of a seminar on the assessment of ethics in science that was organized by the Nuffield Foundation Curriculum…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cutting&pg=2&id=EJ1122509','ERIC'); return false;" href="https://eric.ed.gov/?q=cutting&pg=2&id=EJ1122509"><span>Taking Stock: Existing Resources for Assessing a New Vision of Science Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alonzo, Alicia C.; Ke, Li</p> <p>2016-01-01</p> <p>A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Earth+AND+space&pg=2&id=EJ999050','ERIC'); return false;" href="https://eric.ed.gov/?q=Earth+AND+space&pg=2&id=EJ999050"><span>Valid and Reliable Science Content Assessments for Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn</p> <p>2013-01-01</p> <p>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…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/111145-improving-college-science-teaching-through-peer-coaching-classroom-assessment','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/111145-improving-college-science-teaching-through-peer-coaching-classroom-assessment"><span>Improving college science teaching through peer coaching and classroom assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Sode, J.R.</p> <p></p> <p>Peer coaching involves the observation of one teacher by another. This observation is accompanied by open and honest reflective discussion. The three main components of peer coaching are pre conference (for setting observation guidelines and building trust), observation (the sytematic collection of classroom data), and post conference (a non evaluative examination and discussion of the classroom). The non-evaluative post conference involves an examination of the teaching/learning process that occurred during the observation phase. In effective assessment, information on what and how well students are learning is used to make decisions about overall program improvement and to implement continuous classroom improvement.more » During peer coaching and assessment neither the instructor nor the students are formally evaluated. This session presents a sequential process in which the peer coaching steps of pre conference, observation, and post conference are combined with assessment to provide instructional guidance. An actual cast study, using the student complaint, {open_quotes}Lectures are boring and useless,{close_quotes} is used to demonstrate the process.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22589235-underwater-noise-modelling-environmental-impact-assessment','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22589235-underwater-noise-modelling-environmental-impact-assessment"><span>Underwater noise modelling for environmental impact assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Farcas, Adrian; Thompson, Paul M.; Merchant, Nathan D., E-mail: nathan.merchant@cefas.co.uk</p> <p></p> <p>Assessment of underwater noise is increasingly required by regulators of development projects in marine and freshwater habitats, and noise pollution can be a constraining factor in the consenting process. Noise levels arising from the proposed activity are modelled and the potential impact on species of interest within the affected area is then evaluated. Although there is considerable uncertainty in the relationship between noise levels and impacts on aquatic species, the science underlying noise modelling is well understood. Nevertheless, many environmental impact assessments (EIAs) do not reflect best practice, and stakeholders and decision makers in the EIA process are often unfamiliarmore » with the concepts and terminology that are integral to interpreting noise exposure predictions. In this paper, we review the process of underwater noise modelling and explore the factors affecting predictions of noise exposure. Finally, we illustrate the consequences of errors and uncertainties in noise modelling, and discuss future research needs to reduce uncertainty in noise assessments.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19810013539','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19810013539"><span>Science and Applications Space Platform (SASP) End-to-End Data System Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Crawford, P. R.; Kasulka, L. H.</p> <p>1981-01-01</p> <p>The capability of present technology and the Tracking and Data Relay Satellite System (TDRSS) to accommodate Science and Applications Space Platforms (SASP) payload user's requirements, maximum service to the user through optimization of the SASP Onboard Command and Data Management System, and the ability and availability of new technology to accommodate the evolution of SASP payloads were assessed. Key technology items identified to accommodate payloads on a SASP were onboard storage devices, multiplexers, and onboard data processors. The primary driver is the limited access to TDRSS for single access channels due to sharing with all the low Earth orbit spacecraft plus shuttle. Advantages of onboard data processing include long term storage of processed data until TRDSS is accessible, thus reducing the loss of data, eliminating large data processing tasks at the ground stations, and providing a more timely access to the data.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20150008755&hterms=chemistry+engineers&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dchemistry%2Bengineers','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20150008755&hterms=chemistry+engineers&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dchemistry%2Bengineers"><span>MSL Chemistry and Mineralogy X-Ray Diffraction X-Ray Fluorescence (CheMin) Instrument</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Zimmerman, Wayne; Blake, Dave; Harris, William; Morookian, John Michael; Randall, Dave; Reder, Leonard J.; Sarrazin, Phillipe</p> <p>2013-01-01</p> <p>This paper provides an overview of the Mars Science Laboratory (MSL) Chemistry and Mineralogy Xray Diffraction (XRD), X-ray Fluorescence (XRF) (CheMin) Instrument, an element of the landed Curiosity rover payload, which landed on Mars in August of 2012. The scientific goal of the MSL mission is to explore and quantitatively assess regions in Gale Crater as a potential habitat for life - past or present. The CheMin instrument will receive Martian rock and soil samples from the MSL Sample Acquisition/Sample Processing and Handling (SA/SPaH) system, and process it utilizing X-Ray spectroscopy methods to determine mineral composition. The Chemin instrument will analyze Martian soil and rocks to enable scientists to investigate geophysical processes occurring on Mars. The CheMin science objectives and proposed surface operations are described along with the CheMin hardware with an emphasis on the system engineering challenges associated with developing such a complex instrument.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20150014754&hterms=stakeholder+definition&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dstakeholder%2Bdefinition','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20150014754&hterms=stakeholder+definition&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dstakeholder%2Bdefinition"><span>Europa Explorer Operational Scenarios Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Lock, Robert E.; Pappalardo, Robert T.; Clark, Karla B.</p> <p>2008-01-01</p> <p>In 2007, NASA conducted four advanced mission concept studies for outer planets targets: Europa, Ganymede, Titan and Enceladus. The studies were conducted in close cooperation with the planetary science community. Of the four, the Europa Explorer Concept Study focused on refining mission options, science trades and implementation details for a potential flagship mission to Europa in the 2015 timeframe. A science definition team (SDT) was appointed by NASA to guide the study. A JPL-led engineering team worked closely with the science team to address 3 major focus areas: 1) credible cost estimates, 2) rationale and logical discussion of radiation risk and mitigation approaches, and 3) better definition and exploration of science operational scenario trade space. This paper will address the methods and results of the collaborative process used to develop Europa Explorer operations scenarios. Working in concert with the SDT, and in parallel with the SDT's development of a science value matrix, key mission capabilities and constraints were challenged by the science and engineering members of the team. Science goals were advanced and options were considered for observation scenarios. Data collection and return strategies were tested via simulation, and mission performance was estimated and balanced with flight and ground system resources and science priorities. The key to this successful collaboration was a concurrent development environment in which all stakeholders could rapidly assess the feasibility of strategies for their success in the full system context. Issues of science and instrument compatibility, system constraints, and mission opportunities were treated analytically and objectively leading to complementary strategies for observation and data return. Current plans are that this approach, as part of the system engineering process, will continue as the Europa Explorer Concept Study moves toward becoming a development project.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1998EOSTr..79..591D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1998EOSTr..79..591D"><span>Risk-Based Contaminated Land Investigation and Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Davis, Donald R.</p> <p></p> <p>With increasing frequency, problems of environmental contamination are being analyzed from a risk perspective. Risk-Based Contaminated Land Investigation and Assessment is written for those who wish to present the results of their examination of contaminated land in terms of risk.The opening chapters introduce the concepts of risk analysis for contaminated land. Risk management and the risk assessment process are based on a source-pathway-target framework. Readers are warned against an “over-reliance on the identification of contaminants rather than the potential pathways by which targets may be exposed to these hazards.” In the risk management framework presented in this book, risk evaluation and resultant decision making are seen as part of both the risk assessment and risk reduction process. The sharp separation of risk assessment from risk management as seen in the National Academy of Sciences' (NAS) risk assessment paradigm is not advocatedsemi; perhaps this is because the NAS' concern was regulatory decision while the book's concern is the assessment of a specific site.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+inquiry&pg=2&id=EJ1174093','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+inquiry&pg=2&id=EJ1174093"><span>Assessment of Working Scientifically--The TAPS Focused Assessment Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMahon, Kendra</p> <p>2018-01-01</p> <p>The Teacher Assessment in Primary Science (TAPS) Focused Assessment approach embeds assessment within normal classroom science activities. Essentially, a Focused Assessment is a lesson plan for a science inquiry, with an identified focus for assessment and guidance on how to interpret the children's responses in relation to expectations for that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT.......224H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT.......224H"><span>Factors associated with staff development processes and the creation of innovative science courses in higher education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hodges, Jeanelle Bland</p> <p>1999-11-01</p> <p>The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes were crucial in successful course development. Second, the use of instructional grants to fund course development gave credibility to the faculty involved in course development. Third, the faculty members taking the lead in creating teams actively sought out faculty members in the sciences who had previous experience teaching at the K--12 level or in informal education. In addition, college environments were found to have an impact on the success of the innovative course development projects.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT.......258M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT.......258M"><span>The opportunities and challenges of guided inquiry science for students with special needs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Miller, Marianne</p> <p></p> <p>Research in science education has been conducted with various goals for instruction. Four outcomes identified include: immediate and delayed recall, literal comprehension, science skills and processes, and conceptual understanding. The promise of developing important thinking skills exists for all students if science instruction is designed to teach students the products of science and the principled process of inquiry. Guided inquiry science seeks to develop conceptual understanding through the pursuit of meaningful questions using scientific problem solving to conduct investigations that are thoughtfully generated and evaluated. Using a social constructivist perspective, this study examines the learning experiences of four students, identified by their teachers as learning disabled or underachieving. Four case studies are presented of the students' participation in a guided inquiry investigation of the behavior of light. Measures of conceptual understanding included pre- and post-instruction assessments, interviews, journal writing, videotapes, and fieldnotes. All four students demonstrated improved conceptual understanding of light. Five patterns of relationships influenced the development of the students' thinking. First, differences in the culture of the two classrooms altered the learning environment, Second, the nature of teacher interaction with the target students affected conceptual understanding. Third, interactions with peers modified the learning experiences for the identified students. Fourth, the conceptual and procedural complexity of the tasks increased the tendency for the students to lose focus. Finally, the literacy requirements of the work were challenging for these students.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013IJSEd..35.1208G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013IJSEd..35.1208G"><span>Conceptualizing and Exemplifying Science Teachers' Assessment Expertise</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Geaney Lyon, Edward</p> <p>2013-05-01</p> <p>Although research in science education has led to new assessment forms and functions, the reality is that little work has been done to unpack and capture what it means for a teacher to develop expertise at assessing science. The purpose of this paper is two-fold. First, I suggest a conceptualization of assessment expertise that is organized around three dimensions: (a) designing aligned and theoretically cohesive assessment (Design), (b) using assessment to support students' science learning (Use), and (c) equitably assessing language minorities (Equity). The second purpose is to suggest and exemplify various levels of teaching expertise across the three conceptual dimensions using written assessment plans gathered from a study on secondary science pre-service teachers' assessment growth. The contribution of this paper lies in its further conceptual development of assessment expertise, instantiated in a rubric, which can spark discussion about how to capture the range of assessment practices that might be found in science classrooms as well as move toward a potential learning progression of assessment expertise.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..19.4775P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..19.4775P"><span>pySeismicDQA: open source post experiment data quality assessment and processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Polkowski, Marcin</p> <p>2017-04-01</p> <p>Seismic Data Quality Assessment is python based, open source set of tools dedicated for data processing after passive seismic experiments. Primary goal of this toolset is unification of data types and formats from different dataloggers necessary for further processing. This process requires additional data checks for errors, equipment malfunction, data format errors, abnormal noise levels, etc. In all such cases user needs to decide (manually or by automatic threshold) if data is removed from output dataset. Additionally, output dataset can be visualized in form of website with data availability charts and waveform visualization with earthquake catalog (external). Data processing can be extended with simple STA/LTA event detection. pySeismicDQA is designed and tested for two passive seismic experiments in central Europe: PASSEQ 2006-2008 and "13 BB Star" (2013-2016). National Science Centre Poland provided financial support for this work via NCN grant DEC-2011/02/A/ST10/00284.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004PhDT.......220F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004PhDT.......220F"><span>The role of a science story, activities, and dialogue modeled on Philosophy for Children in teaching basic science process skills to fifth graders</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ferreira, Louise Brandes Moura</p> <p></p> <p>This study was an application of Philosophy for Children pedagogy to science education. It was designed to answer the question, What roles do a science story (Harry Discovers Science), multi-sensorial activities designed to accompany the story, and classroom dialogue associated with the story---all modeled on the Philosophy for Children curriculum---play in the learning processes of a class of fifth graders with regard to the basic science process skills of classification, observation, and inference? To answer the question, I collected qualitative data as I carried out a participatory study in which I taught science to fifth graders at an international, bilingual private religious school in Brasilia, Brazil for a period of one semester. Twenty-one (n = 21) children participated in the study, 10 females and 11 males, who came from a predominantly middle and upper class social background. Data were collected through student interviews, student class reflection sheets, written learning assessments, audiotapes of all class sessions, including whole-class and small-class group discussions, and a videotape of one class session. Some of the key findings were that the story, activities and dialogue facilitated the children's learning in a number of ways. The story modeled the performance of classification, observation and inference skills for the children as well as reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. The multi-sensorial activities helped children learn observation and inference skills as well as dialogue. Dialogue also helped children self-correct and build upon each other's ideas. Some students developed theories about how ideal dialogue should work. In spite of the inherent limitations of qualitative and teacher research studies, as well as the limitations of this particular study, and despite the fact that there is a need for further research to confirm the transferability of findings, this study both supports and expands to the domain of basic science process skills the claim that Philosophy for Children helps students develop thinking skills.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19910018283','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19910018283"><span>An assessment of NASA master directory/catalog interoperability for interdisciplinary study of the global water cycle</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Peuquet, Donna J.</p> <p>1991-01-01</p> <p>The most important issue facing science is understanding global change; the causes, the processes involved and their consequences. The key to success in this massive Earth science research effort will depend on efficient identification and access to the most data available across the atmospheric, oceanographic, and land sciences. Current mechanisms used by earth scientists for accessing these data fall far short of meeting this need. Scientists must as a result frequently rely on a priori knowledge and informal person to person networks to find relevant data. The Master Directory/Catalog Interoperability Program (MC/CI) undertaken by NASA is an important step in overcoming these problems. The stated goal of the MD project is to enable researchers to efficiently identify, locate, and obtain access to space and Earth science data.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUOSHI14A1763B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUOSHI14A1763B"><span>SOLAS Science and the Environmental Impacts of Geoengineering</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Boyd, P.; Law, C. S.</p> <p>2016-02-01</p> <p>SOLAS (Surface Ocean Lower Atmosphere Study) has played a major role in establishing the elemental and ecosystem responses in the in situ mesoscale iron addition experiments. The outcomes of these experiments have included a Summary for Policymakers and an amendment on ocean fertilisation in the London Convention on marine dumping, which have informed both the debate and international regulation on this potential geoengineering approach. As part of Future Earth the next ten years of SOLAS Science will develop understanding and fundamental science in 5 major themes, including Greenhouse Gases and the Ocean, Interconnections between Aerosol, Clouds and Ecosystems, and Ocean Biogeochemical Controls on Atmospheric Chemistry. This poster will review the SOLAS science areas that provide fundamental knowledge on processes and ecosystem impacts, which is required for the robust assessment of potential Solar Radiation Management and Carbon Dioxide Removal techniques.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=214771','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=214771"><span>IRIS Toxicological Review of Urea (Interagency Science ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>On September 28, 2010, the Toxicological Review of Urea and the charge to external peer reviewers were released for external peer review and public comment. The Toxicological Review and charge were reviewed internally by EPA and by other federal agencies and White House Offices before public release. In the new IRIS process, introduced by the EPA Administrator, all written comments on IRIS assessments submitted by other federal agencies and White House Offices will be made publicly available. Accordingly, interagency comments and the interagency science consultation draft of the IRIS Toxicological Review of Urea and the charge to external peer reviewers are posted on this site. The draft Toxicological Review of Urea provides scientific support and rationale for the hazard and dose-response assessment pertaining to chronic exposure to Urea.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMNH21D..04E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMNH21D..04E"><span>A Strategy of Dialogue for Communicating Hazard and Risk Information Between the Science and Emergency Management Sectors</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Eisner, R. K.</p> <p>2015-12-01</p> <p>This presentation will describe a collaborative dialogue process between earth scientists and emergency management officials that focused on translation of science into policy, building long term trust based relationships between sectors and unified presentation of hazards, risks and consequence management to public officials and the general public. The author will describe the structure and process of the California Earthquake Prediction Evaluation Council (CEPEC) in assessing the credibility of long and short term earthquake predictions, assessment of risk, and the formulation of public communication strategies and preparatory actions by government agencies. For nearly 4 decades, earth scientists, politically appointed state officials and emergency managers have engaged in ongoing discussions of the policy implications of research on potential seismic risk. Some discussions were scheduled and occurred over months, and others were ad hoc and occurred in the minutes between potential precursory incidents and possible large events. The effectiveness of this process was dependent on building respect for ones counterparts expertise, bias and responsibilities, clear communication of data, uncertainty and knowledge of the physical models assumed, history and probabilities; and the physical and political consequences of possible events; and the costs and economic and social disruption of alternative preparedness actions. But, the dialogue included political and social scientists, representatives of the print and broadcast media, political and management officials from federal, state and local governments. The presentation will provide an assessment of the effectiveness of the collaborative dialogue process and lessons on sustaining a long term partnership among the participating federal, state and local officials.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1804d0004H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1804d0004H"><span>The creation of science projects in the physics teachers preparation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír</p> <p>2017-01-01</p> <p>Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017RScEd.tmp..119T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017RScEd.tmp..119T"><span>Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni</p> <p>2017-08-01</p> <p>Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006CSSE....1..615T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006CSSE....1..615T"><span>Teaching socioscientific issues: classroom culture and students' performances</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tal, Tali; Kedmi, Yarden</p> <p>2006-12-01</p> <p>The "Treasures in the Sea: Use and Abuse" unit that deals with authentic socioscientific issues related to the Mediterranean was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted. In order to address the main learning objectives, we monitored students' performances in tasks that required the higher order thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show that while socioscientific issues were discussed in whole class and small group sessions, and students' argumentation improved, there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community practice and the students as active participants in decision-making processes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/naaqs/ozone-o3-standards-integrated-science-assessments-current-review','PESTICIDES'); return false;" href="https://www.epa.gov/naaqs/ozone-o3-standards-integrated-science-assessments-current-review"><span>Ozone (O3) Standards - Integrated Science Assessments from Current Review</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The integrated science assessment (ISA) is a comprehensive review, synthesis, and evaluation of the most policy-relevant science, including key science judgments that are important to inform the development of the risk and exposure assessments, and more.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000PhDT.......141D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000PhDT.......141D"><span>Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Deal, Debby</p> <p></p> <p>Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have multiple opportunities to explicitly reflect on their beliefs about literacy, the nature of science, and learning in general. (4) Science methods classes should balance content, beliefs and attitudes related to science, and content literacy strategies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=assessment+AND+innovation+AND+policy&pg=7&id=EJ873561','ERIC'); return false;" href="https://eric.ed.gov/?q=assessment+AND+innovation+AND+policy&pg=7&id=EJ873561"><span>Science Teachers' Professional Development and Changes in Science Practical Assessment Practices: What Are the Issues?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Towndrow, Phillip A.; Tan, Aik-Ling; Yung, Benny H. W.; Cohen, Libby</p> <p>2010-01-01</p> <p>This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMIN51B1812D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMIN51B1812D"><span>Evaluation of Big Data Containers for Popular Storage, Retrieval, and Computation Primitives in Earth Science Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Das, K.; Clune, T.; Kuo, K. S.; Mattmann, C. A.; Huang, T.; Duffy, D.; Yang, C. P.; Habermann, T.</p> <p>2015-12-01</p> <p>Data containers are infrastructures that facilitate storage, retrieval, and analysis of data sets. Big data applications in Earth Science require a mix of processing techniques, data sources and storage formats that are supported by different data containers. Some of the most popular data containers used in Earth Science studies are Hadoop, Spark, SciDB, AsterixDB, and RasDaMan. These containers optimize different aspects of the data processing pipeline and are, therefore, suitable for different types of applications. These containers are expected to undergo rapid evolution and the ability to re-test, as they evolve, is very important to ensure the containers are up to date and ready to be deployed to handle large volumes of observational data and model output. Our goal is to develop an evaluation plan for these containers to assess their suitability for Earth Science data processing needs. We have identified a selection of test cases that are relevant to most data processing exercises in Earth Science applications and we aim to evaluate these systems for optimal performance against each of these test cases. The use cases identified as part of this study are (i) data fetching, (ii) data preparation for multivariate analysis, (iii) data normalization, (iv) distance (kernel) computation, and (v) optimization. In this study we develop a set of metrics for performance evaluation, define the specifics of governance, and test the plan on current versions of the data containers. The test plan and the design mechanism are expandable to allow repeated testing with both new containers and upgraded versions of the ones mentioned above, so that we can gauge their utility as they evolve.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011ASPC..442..455L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011ASPC..442..455L"><span>The Gemini Recipe System: A Dynamic Workflow for Automated Data Reduction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Labrie, K.; Hirst, P.; Allen, C.</p> <p>2011-07-01</p> <p>Gemini's next generation data reduction software suite aims to offer greater automation of the data reduction process without compromising the flexibility required by science programs using advanced or unusual observing strategies. The Recipe System is central to our new data reduction software. Developed in Python, it facilitates near-real time processing for data quality assessment, and both on- and off-line science quality processing. The Recipe System can be run as a standalone application or as the data processing core of an automatic pipeline. Building on concepts that originated in ORAC-DR, a data reduction process is defined in a Recipe written in a science (as opposed to computer) oriented language, and consists of a sequence of data reduction steps called Primitives. The Primitives are written in Python and can be launched from the PyRAF user interface by users wishing for more hands-on optimization of the data reduction process. The fact that the same processing Primitives can be run within both the pipeline context and interactively in a PyRAF session is an important strength of the Recipe System. The Recipe System offers dynamic flow control allowing for decisions regarding processing and calibration to be made automatically, based on the pixel and the metadata properties of the dataset at the stage in processing where the decision is being made, and the context in which the processing is being carried out. Processing history and provenance recording are provided by the AstroData middleware, which also offers header abstraction and data type recognition to facilitate the development of instrument-agnostic processing routines. All observatory or instrument specific definitions are isolated from the core of the AstroData system and distributed in external configuration packages that define a lexicon including classifications, uniform metadata elements, and transformations.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUSMED24A..03R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUSMED24A..03R"><span>The Evolving Florida Science Standards for K-12 Geocience - An Overview, Journey, Trials, and Tribulations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ruscher, P. H.</p> <p>2008-05-01</p> <p>Introduction This paper will discuss the process that went into the development of new teacher standards for Florida's K-12 science benchmarks over 2007-2008. Florida developed its first set of science standards at about the same time that the National Science Education Standards debuted, in the mid-1990s, and the two documents produced had little in common with other, particularly with regard to controversial issue of evolution, and was also quite weak in the treatment of earth/space (or geoscience) content expectations. The process created panels of Framers and Writers (with much overlap) and led to the creation of a draft set of documents in the fall of 2007 after much electronic and face-to-face collaboration at several meetings. The public was then invited to comment on the draft, and the comments came fast and furious (some really were, in fact, furious). But most were highly complementary, and external professional reviewers lauded the changes from Florida's existing "mile-wide, inch-deep" standards to a much more reasonable core group of standards. Over a 60-day period, over 20,000 individual comments were submitted, and over 100,000 numerical ratings (on a 5 point scale) were entered. In January 2008, these comments were reviewed and that culminated in a final draft of the standards, presented to the State Department of Education and its Commissioner, in late January. The process became fraught with political pressures late, however, as anti-evolutionists led an assault on some aspects of the Life Sciences standards, which had repercussions in particular related to fossil evidence in the Earth/Space Science standards, The talk will summarize the process of evolution that this forced the standards to undergo. Nature of Science There is an expanded section of Nature of Science benchmarks and standards that are based on over twenty years of research in science education that cut across all standard areas (life, physical, and earth/space). This body of knowledge exists at all levels from kindergarten to 12th grade, and serves to assure that science is inquiry-based, if not directly experientially-based, encourages laboratory and field work in science, and serves to elevate science teaching. Impacts on the Florida Science FCAT (Florida Comprehensive Assessment Test) will also be discussed. Geoscience Components Our efforts concentrated on all aspects of Earth/Space Science, including astronomy, cosmology, hydrology, geology, climatology, meteorology, and oceanography (and various other sub-disciplines one could name). We include societal impacts such as the impact of the space program on Florida, disaster mitigation and preparation, and resource utilization. Linkages to physical and life sciences are explicit, allowing for the creation of new crosscutting curricula that might provide interesting new challenges for implementers at the district (e.g., county) level.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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