Tritium in the western Mediterranean Sea during 1981 Phycemed cruise

NASA Astrophysics Data System (ADS)

Andrie, Chantal; Merlivat, Liliane

1988-02-01

We report on simultaneous hydrological and tritium data taken in the western Mediterranean Sea during April 1981 and which implement our knowledge of the spatial and temporal variability of the convection process occurring in the Northern Basin (Gulf of Lion, Ligurian Sea). The renewal time of the deep waters in the Medoc area is calculated to be 11 ± 2 years using a box-model assymption. An important local phenomenon of "cascading" off the Ebro River near the Spanish coast is, noticeable by the use of tritium data. In the Sardinia Straits area tritium data indicate very active mixing between 100 and 500 m depth. The tritium subsurface maxima in Sardinia Straits suggests the influence of not only the Levantine Intermediate Water (LIW) but also an important shallower component. In waters deeper than 500m, an active mixing occurs between the deep water and the LIW via an intermediate water mass from the Tyrrhenian Sea by "salt-fingering". Assuming a two end-member mixing. We determine the deep tritium content in the Sardinia Channel to be 1.8 TU. For comparison, the deep tritium content of the Northern Basin is equal to 1.3 TU. Tritium data relative to the Alboran Sea show that a layer of high tritium content persists all along its path from Sardifia to Gibraltar on a density surface shallower than the intermediate water. The homogeneity of the deep tritium concentrations between 1200 m depth and the bottom corroborate the upward "pumping" and westward circulation of deep waters along the continental slope of the North African Shelf. From the data measured in the Sardinia Straits and in the Alboran Sea, and upper limit of the deep advection rate of the order of 0.5 cm s-1 is estimated.

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

NASA Astrophysics Data System (ADS)

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-06-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers' content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

C3: The Compositional Construction of Content: A New, More Effective and Efficient Way to Marshal Inferences from Background Knowledge that will Enable More Natural and Effective Communication with Automomous Systems

DTIC Science & Technology

2014-01-06

products derived from this funding. This includes two proposed activities for Summer 2014: • Deep Semantic Annotation with Shallow Methods; James... process that we need to ensure that words are unambiguous before we read them (present in just the semantic field that is presently active). Publication...Technical Report). MIT Artificial Intelligence Laboratory. Allen, J., Manshadi, M., Dzikovska, M., & Swift, M. (2007). Deep linguistic processing for

A Cultural Analysis of e-Learning for China

ERIC Educational Resources Information Center

Friesner, Tim; Hart, Mike

2004-01-01

This e-paper discusses e-Learning for China based upon the experiences of a free content website. Chinese culture, The Internet, and education are discussed using a number of deep links into online bibliographies, online journals and other knowledge objects. A cultural analysis is undertaken and conclusions are made. The future of research into…

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

ERIC Educational Resources Information Center

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-01-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades,…

Creating a Learning Space in Problem-Based Learning

ERIC Educational Resources Information Center

Hmelo-Silver, Cindy E.

2013-01-01

An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in terms of a deep problem space and a broader learning space to identify the conceptual ideas for potential engagement. The problem space refers to the…

A Focus on Students' Use of Twitter--Their Interactions with Each Other, Content and Interface

ERIC Educational Resources Information Center

Prestridge, Sarah

2014-01-01

In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising…

Writing "Voiced" Arguments about Science Topics: Answering the CCSS Call for Integrated Literacy Instruction

ERIC Educational Resources Information Center

Monahan, Mary Beth

2013-01-01

This teacher-research study responds to the Common Core State Standards (CCSS) call for an integrated model of literacy that simultaneously builds deep content knowledge and develops students' proficiency in writing arguments in science. The author notes that while argument is a cornerstone of the CCSS writing standards, little attention is…

Modeling the Relationship between Pre-Service Teachers' TPACK and Digital Nativity

ERIC Educational Resources Information Center

Kabakci Yurdakul, Isil

2018-01-01

The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation…

Story Innovation: An Instructional Strategy for Developing Vocabulary and Fluency

ERIC Educational Resources Information Center

Griffith, Priscilla L.; Ruan, Jiening

2007-01-01

Story innovation is a form of scaffold writing in which the sentence and text patterns remain intact but the content is altered through the substitution of vocabulary to change the setting, characters, or action in a story. Story innovation is presented as a way to develop vocabulary knowledge through deep processing and to provide fluency…

Teaching Students to Dig Deeper: The Common Core in Action

ERIC Educational Resources Information Center

Johnson, Ben

2013-01-01

This important new book identifies the skills and qualities students need, based on the Common Core State Standards, to be "really" ready for college and careers. Go beyond content knowledge...the deep thinking and learning skills detailed in this book will equip students for success! Prepare your students for their futures by helping them become:…

Bones as biofuel: a review of whale bone composition with implications for deep-sea biology and palaeoanthropology

PubMed Central

Higgs, Nicholas D.; Little, Crispin T. S.; Glover, Adrian G.

2011-01-01

Whales are unique among vertebrates because of the enormous oil reserves held in their soft tissue and bone. These ‘biofuel’ stores have been used by humans from prehistoric times to more recent industrial-scale whaling. Deep-sea biologists have now discovered that the oily bones of dead whales on the seabed are also used by specialist and generalist scavenging communities, including many unique organisms recently described as new to science. In the context of both cetacean and deep-sea invertebrate biology, we review scientific knowledge on the oil content of bone from several of the great whale species: Balaenoptera musculus, Balaenoptera physalus, Balaenoptera borealis, Megaptera novaeangliae, Eschrichtius robustus, Physeter macrocephalus and the striped dolphin, Stenella coeruleoalba. We show that data collected by scientists over 50 years ago during the heyday of industrial whaling explain several interesting phenomena with regard to the decay of whale remains. Variations in the lipid content of bones from different parts of a whale correspond closely with recently observed differences in the taphonomy of deep-sea whale carcasses and observed biases in the frequency of whale bones at archaeological sites. PMID:20702457

Dealing with an information overload of health science data: structured utilisation of libraries, distributed knowledge in databases and Web content.

PubMed

Hoelzer, Simon; Schweiger, Ralf K; Rieger, Joerg; Meyer, Michael

2006-01-01

The organizational structures of web contents and electronic information resources must adapt to the demands of a growing volume of information and user requirements. Otherwise the information society will be threatened by disinformation. The biomedical sciences are especially vulnerable in this regard, since they are strongly oriented toward text-based knowledge sources. Here sustainable improvement can only be achieved by using a comprehensive, integrated approach that not only includes data management but also specifically incorporates the editorial processes, including structuring information sources and publication. The technical resources needed to effectively master these tasks are already available in the form of the data standards and tools of the Semantic Web. They include Rich Site Summaries (RSS), which have become an established means of distributing and syndicating conventional news messages and blogs. They can also provide access to the contents of the previously mentioned information sources, which are conventionally classified as 'deep web' content.

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

ERIC Educational Resources Information Center

Buschang, Rebecca Ellen

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

Deep desulfurization by amphiphilic lanthanide-containing polyoxometalates in ionic-liquid emulsion systems under mild conditions.

PubMed

Xu, Junhua; Zhao, Shen; Ji, Yuanchun; Song, Yu-Fei

2013-01-07

Amphiphilic lanthanide-containing polyoxometalates (POMs) were prepared by surfactant encapsulation. Investigation of these lanthanide-containing POMs in oxidative desulfurization (ODS) showed that highly efficient deep desulfurization could be achieved in only 14 min with 100% conversion of dibenzothiophene under mild conditions by using (DDA)(9)LaW(10)/[omim]PF(6) (DDA=dimethyldioctadecylammonium, omim=1-octyl-3-methyl-imidazolium) in the presence of H(2) O(2) . Furthermore, deep desulfurization proceeds smoothly in model oil with an S content as low as 50 ppm. A scaled-up experiment in which the volume of model oil was increased from 5 to 1000 mL with S content of 1000 ppm indicated that about 99% sulfur removal can be achieved in 40 mins in an ionic-liquid emulsion system. To the best of our knowledge, the (DDA)(9)LaW(10)/[omim]PF(6) catalyst system with H(2)O(2) as oxidant is one of the most efficient desulfurization systems reported so far. Copyright © 2013 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Understanding deep roots and their functions in ecosystems: an advocacy for more unconventional research

PubMed Central

Pierret, Alain; Maeght, Jean-Luc; Clément, Corentin; Montoroi, Jean-Pierre; Hartmann, Christian; Gonkhamdee, Santimaitree

2016-01-01

Background Deep roots are a common trait among a wide range of plant species and biomes, and are pivotal to the very existence of ecosystem services such as pedogenesis, groundwater and streamflow regulation, soil carbon sequestration and moisture content in the lower troposphere. Notwithstanding the growing realization of the functional significance of deep roots across disciplines such as soil science, agronomy, hydrology, ecophysiology or climatology, research efforts allocated to the study of deep roots remain incommensurate with those devoted to shallow roots. This is due in part to the fact that, despite technological advances, observing and measuring deep roots remains challenging. Scope Here, other reasons that explain why there are still so many fundamental unresolved questions related to deep roots are discussed. These include the fact that a number of hypotheses and models that are widely considered as verified and sufficiently robust are only partly supported by data. Evidence has accumulated that deep rooting could be a more widespread and important trait among plants than usually considered based on the share of biomass that it represents. Examples that indicate that plant roots have different structures and play different roles with respect to major biochemical cycles depending on their position within the soil profile are also examined and discussed. Conclusions Current knowledge gaps are identified and new lines of research for improving our understanding of the processes that drive deep root growth and functioning are proposed. This ultimately leads to a reflection on an alternative paradigm that could be used in the future as a unifying framework to describe and analyse deep rooting. Despite the many hurdles that pave the way to a practical understanding of deep rooting functions, it is anticipated that, in the relatively near future, increased knowledge about the deep rooting traits of a variety of plants and crops will have direct and tangible influence on how we manage natural and cultivated ecosystems. PMID:27390351

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

ERIC Educational Resources Information Center

Buschang, Rebecca E.

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

The Study on University Financial Management under Knowledge Economy

NASA Astrophysics Data System (ADS)

Yongfan, Xu

The coming of knowledge economy creates unprecedented situation of economy development. The trend of education's globalization as well as communication means frequently updated severely hit the system of financial management. Along with the deep going of education industrialization, and development of logistics management socialization, system and content of university financial management are increasingly expending and getting more and more complex that result in new challenge and problems to financial management. In order to step up with university development of internationalization and the logistics development of socialization, the financial management has to reform in response to this new challenge and trend.

Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs

ERIC Educational Resources Information Center

Economos, Jennifer Lynn

2013-01-01

Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…

Deep Logic Networks: Inserting and Extracting Knowledge From Deep Belief Networks.

PubMed

Tran, Son N; d'Avila Garcez, Artur S

2018-02-01

Developments in deep learning have seen the use of layerwise unsupervised learning combined with supervised learning for fine-tuning. With this layerwise approach, a deep network can be seen as a more modular system that lends itself well to learning representations. In this paper, we investigate whether such modularity can be useful to the insertion of background knowledge into deep networks, whether it can improve learning performance when it is available, and to the extraction of knowledge from trained deep networks, and whether it can offer a better understanding of the representations learned by such networks. To this end, we use a simple symbolic language-a set of logical rules that we call confidence rules-and show that it is suitable for the representation of quantitative reasoning in deep networks. We show by knowledge extraction that confidence rules can offer a low-cost representation for layerwise networks (or restricted Boltzmann machines). We also show that layerwise extraction can produce an improvement in the accuracy of deep belief networks. Furthermore, the proposed symbolic characterization of deep networks provides a novel method for the insertion of prior knowledge and training of deep networks. With the use of this method, a deep neural-symbolic system is proposed and evaluated, with the experimental results indicating that modularity through the use of confidence rules and knowledge insertion can be beneficial to network performance.

Hydrogeochemical signatures of thermal springs compared to deep formation water of North Germany

NASA Astrophysics Data System (ADS)

Bozau, Elke; van Berk, Wolfgang

2014-05-01

Thermal springs and hot deep formation waters can be used for geothermal energy production. Depending on the chemical composition of the used waters, geothermal power plants have to deal with scaling and corrosion effects. Therefore, the understanding of the hydrogeochemical behaviour of such waters can be helpful to enhance the efficiency of the energy production. This study is comparing hydrogeochemical characteristics of thermal springs in the Harz Mountains (North Germany) and deep formation water of the North German Basin. The Harz Mountains consist of uplifted Palaeozoic rocks, whereas the North German Basin consists of sedimentary layers of Permian, Mesozoic and Cenozoic age. Volcanic rocks are included in the Permian layers. The thickness of the sedimentary basin varies between 2 km and more than 8 km. The deep aquifers of the North German Basin are mostly not involved in the recent meteoric water cycle. Their waters have contents of Total Dissolved Solids (TDS) up to about 400 g/L. Thermal springs of the Harz Mountains are situated close to the main fracture system of the region. These springs are connected to the meteoric water cycle and display lower contents of TDS (< 25 g/L). In both geological systems the TDS content is increasing with depth and temperature. The elemental ratios of the waters (e.g., Na/Cl, Cl/Br, Na/Ca) indicate similar hydrogeochemical formation processes in the Harz Mountains and the North German Basin. The concentrations of calcium, sodium, and chloride differ due to salt dissolution and feldspar transformation (albitisation) in the thermal springs as well as in the deep formation waters. Based on today's knowledge hydrochemical and stratigraphical data from the North German Basin can be used to elucidate the geological origin of the thermal springs in the Harz Mountains. Acknowledgements. The presented data are results of the collaborative research program "gebo" (Geothermal energy and high performance drilling), financed by the Ministry of Science and Culture of the State of Lower Saxony and the company Baker Hughes.

An observational study of entrainment rate in deep convection

DOE PAGES

Guo, Xiaohao; Lu, Chunsong; Zhao, Tianliang; ...

2015-09-22

This study estimates entrainment rate and investigates its relationships with cloud properties in 156 deep convective clouds based on in-situ aircraft observations during the TOGA-COARE (Tropical Ocean Global Atmosphere Coupled Ocean Atmosphere Response Experiment) field campaign over the western Pacific. To the authors’ knowledge, this is the first study on the probability density function of entrainment rate, the relationships between entrainment rate and cloud microphysics, and the effects of dry air sources on the calculated entrainment rate in deep convection from an observational perspective. Results show that the probability density function of entrainment rate can be well fitted by lognormal,more » gamma or Weibull distribution, with coefficients of determination being 0.82, 0.85 and 0.80, respectively. Entrainment tends to reduce temperature, water vapor content and moist static energy in cloud due to evaporative cooling and dilution. Inspection of the relationships between entrainment rate and microphysical properties reveals a negative correlation between volume-mean radius and entrainment rate, suggesting the potential dominance of homogeneous mechanism in the clouds examined. The entrainment rate and environmental water vapor content show similar tendencies of variation with the distance of the assumed environmental air to the cloud edges. Their variation tendencies are non-monotonic due to the relatively short distance between adjacent clouds.« less

An observational study of entrainment rate in deep convection

DOE Office of Scientific and Technical Information (OSTI.GOV)

Guo, Xiaohao; Lu, Chunsong; Zhao, Tianliang

This study estimates entrainment rate and investigates its relationships with cloud properties in 156 deep convective clouds based on in-situ aircraft observations during the TOGA-COARE (Tropical Ocean Global Atmosphere Coupled Ocean Atmosphere Response Experiment) field campaign over the western Pacific. To the authors’ knowledge, this is the first study on the probability density function of entrainment rate, the relationships between entrainment rate and cloud microphysics, and the effects of dry air sources on the calculated entrainment rate in deep convection from an observational perspective. Results show that the probability density function of entrainment rate can be well fitted by lognormal,more » gamma or Weibull distribution, with coefficients of determination being 0.82, 0.85 and 0.80, respectively. Entrainment tends to reduce temperature, water vapor content and moist static energy in cloud due to evaporative cooling and dilution. Inspection of the relationships between entrainment rate and microphysical properties reveals a negative correlation between volume-mean radius and entrainment rate, suggesting the potential dominance of homogeneous mechanism in the clouds examined. The entrainment rate and environmental water vapor content show similar tendencies of variation with the distance of the assumed environmental air to the cloud edges. Their variation tendencies are non-monotonic due to the relatively short distance between adjacent clouds.« less

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

T.Rex is used to explore tabular data sets containing up to ten million records to help rapidly understand a previously unknown data set. Analysis can quickly identify patterns of interest and the records and fields that capture those patterns. T.Rex contains a growing set of deep analytical tools and supports robust export capabilities that selected data can be incorporated into to other specialized tools for further analysis. T.Rex is flexible in ingesting different types and formats of data, allowing the user to interactively experiment and perform trial and error guesses on the structure of the data; and also has amore » variety of linked visual analytic tools that enable exploration of the data to find relevant content, relationships among content, trends within the content, and capture knowledge about the content. Finally, T.Rex has a rich export capability, to extract relevant subsets of a larger data source, to further analyze their data in other analytic tools.« less

T.Rex

DOE Office of Scientific and Technical Information (OSTI.GOV)

2016-06-08

T.Rex is used to explore tabular data sets containing up to ten million records to help rapidly understand a previously unknown data set. Analysis can quickly identify patterns of interest and the records and fields that capture those patterns. T.Rex contains a growing set of deep analytical tools and supports robust export capabilities that selected data can be incorporated into to other specialized tools for further analysis. T.Rex is flexible in ingesting different types and formats of data, allowing the user to interactively experiment and perform trial and error guesses on the structure of the data; and also has amore » variety of linked visual analytic tools that enable exploration of the data to find relevant content, relationships among content, trends within the content, and capture knowledge about the content. Finally, T.Rex has a rich export capability, to extract relevant subsets of a larger data source, to further analyze their data in other analytic tools.« less

Developing Deep Understanding about Language in Undergraduate Pre-Service Teacher Programs through the Application of Knowledge

ERIC Educational Resources Information Center

Fenwick, Lisl; Humphrey, Sally; Quinn, Marie; Endicott, Michele

2014-01-01

The development of deep understanding of theoretical knowledge is an essential element of successful tertiary-programs that prepare individuals to enter professions. This study investigates the extent to which an emphasis on the application of knowledge within curriculum design, teaching strategies and assessment methods developed deep knowledge…

Nurses' knowledge and attitudes regarding major immobility complications among bedridden patients: A prospective multicentre study.

PubMed

Li, Zhen; Zhou, Xinmei; Cao, Jing; Li, Zheng; Wan, Xia; Li, Jiaqian; Jiao, Jing; Liu, Ge; Liu, Ying; Li, Fangfang; Song, Baoyun; Jin, Jingfen; Liu, Yilan; Wen, Xianxiu; Cheng, Shouzhen; Wu, Xinjuan

2018-05-01

To gain insight into nurses' knowledge and attitudes regarding major immobility complications (pressure ulcers, pneumonia, deep vein thrombosis and urinary tract infections) and explore the correlation of nurses' knowledge and attitudes with the incidence of these complications. Immobility complications have adverse consequences, and effective management requires appropriate knowledge, attitudes and skills. Evidence about nurses' knowledge and attitudes regarding immobility complications is lacking. Cross-sectional study. A total of 3,903 nurses and 21,333 bedridden patients from 25 hospitals in China were surveyed. Nurses' knowledge and attitudes regarding major immobility complications were assessed using researcher-developed questionnaires. The content validity, reliability and internal consistency of the questionnaires were validated through expert review and a pilot study. The incidence of major immobility complications among bedridden patients from selected wards was surveyed by trained investigators. Correlations between knowledge, attitudes and the incidence of major immobility complications were evaluated with multilevel regression models. Mean knowledge scores were 64.07% for pressure ulcers, 72.92% for deep vein thrombosis, 76.54% for pneumonia and 83.30% for urinary tract infections. Mean attitude scores for these complications were 86.25%, 84.31%, 85.00% and 84.53%, respectively. Knowledge and attitude scores were significantly higher among nurses with older age, longer employment duration, higher education level, previous training experience and those working in tertiary hospitals or critical care units. Nurses' knowledge about pressure ulcers was negatively related to the incidence of pressure ulcers, and attitude towards pneumonia was negatively correlated with the incidence of pneumonia. Clinical nurses have relatively positive attitudes but inadequate knowledge regarding major immobility complications. Improved knowledge and attitudes regarding major immobility complications may contribute to reducing these complications. Nursing managers should implement measures to improve nurses' knowledge and attitudes regarding major immobility complications to reduce the incidence of these complications in bedridden patients. © 2018 John Wiley & Sons Ltd.

Environmental Conditions Outweigh Geographical Contiguity in Determining the Similarity of nifH-Harboring Microbial Communities in Sediments of Two Disconnected Marginal Seas

PubMed Central

Zhou, Haixia; Dang, Hongyue; Klotz, Martin G.

2016-01-01

Ecological evidence suggests that heterotrophic diazotrophs fueled by organic carbon respiration in sediments play an important role in marine nitrogen fixation. However, fundamental knowledge about the identities, abundance, diversity, biogeography, and controlling environmental factors of nitrogen-fixing communities in open ocean sediments is still elusive. Surprisingly, little is known also about nitrogen-fixing communities in sediments of the more research-accessible marginal seas. Here we report on an investigation of the environmental geochemistry and putative diazotrophic microbiota in the sediments of Bohai Sea, an eutrophic marginal sea of the western Pacific Ocean. Diverse and abundant nifH gene sequences were identified and sulfate-reducing bacteria (SRB) were found to be the dominant putative nitrogen-fixing microbes. Community statistical analyses suggested bottom water temperature, bottom water chlorophyll a content (or the covarying turbidity) and sediment porewater Eh (or the covarying pH) as the most significant environmental factors controlling the structure and spatial distribution of the putative diazotrophic communities, while sediment Hg content, sulfide content, and porewater SiO32−-Si content were identified as the key environmental factors correlated positively with the nifH gene abundance in Bohai Sea sediments. Comparative analyses between the Bohai Sea and the northern South China Sea (nSCS) identified a significant composition difference of the putative diazotrophic communities in sediments between the shallow-water (estuarine and nearshore) and deep-water (offshore and deep-sea) environments, and sediment porewater dissolved oxygen content, water depth and in situ temperature as the key environmental factors tentatively controlling the species composition, community structure, and spatial distribution of the marginal sea sediment nifH-harboring microbiota. This confirms the ecophysiological specialization and niche differentiation between the shallow-water and deep-water sediment diazotrophic communities and suggests that the in situ physical and geochemical conditions play a more important role than geographical contiguity in determining the community similarity of the diazotrophic microbiota in marginal sea sediments. PMID:27489551

Collaboration for Education with the Apple Learning Interchange

NASA Astrophysics Data System (ADS)

Young, Patrick A.; Zimmerman, T.; Knierman, K. A.

2006-12-01

We present a progressive effort to deliver online education and outreach resources in collaboration with the Apple Learning Interchange, a free community for educators. We have created a resource site with astronomy activities, video training for the activities, and the possibility of interactive training through video chat services. Also in development is an online textbook for graduate and advanced undergraduate courses in stellar evolution, featuring an updatable and annotated text with multimedia content, online lectures, podcasts, and a framework for interactive simulation activities. Both sites will be highly interactive, combining online discussions, the opportunity for live video interaction, and a growing library of student work samples. This effort promises to provide a compelling model for collaboration between science educators and corporations. As scientists, we provide content knowledge and a compelling reason to communicate, while Apple provides technical expertise, a deep knowledge of online education, and a way for us to reach a wide audience of higher education, community outreach, and K-12 educators.

Experimental study on the influence of chemical sensitizer on pressure resistance in deep water of emulsion explosives

NASA Astrophysics Data System (ADS)

Liu, Lei; zhang, Zhihua; Wang, Ya; Qin, hao

2018-03-01

The study on the pressure resistance performance of emulsion explosives in deep water can provide theoretical basis for underwater blasting, deep-hole blasting and emulsion explosives development. The sensitizer is an important component of emulsion explosives. By using reusable experimental devices to simulate the charge environment in deep water, the influence of the content of chemical sensitizer on the deep-water pressure resistance performance of emulsion explosives was studied. The experimental results show that with the increasing of the content of chemical sensitizer, the deep-water pressure resistance performance of emulsion explosives gradually improves, and when the pressure is fairly large, the effect is particularly pronounced; in a certain range, with the increase of the content of chemical sensitizer, that emulsion explosives’ explosion performance also gradually improve, but when the content reaches a certain value, the explosion properties declined instead; under the same emulsion matrix condition, when the content of NANO2 is 0.2%, that the emulsion explosives has good resistance to water pressure and good explosion properties. The correctness of the results above was testified in model blasting.

Deep Soil C, N, and P Stocks and Stoichiometry in Response to Land Use Patterns in the Loess Hilly Region of China.

PubMed

Li, Changzhen; Zhao, Luhong; Sun, Pingsheng; Zhao, Fazhu; Kang, Di; Yang, Gaihe; Han, Xinhui; Feng, Yongzhong; Ren, Guangxin

2016-01-01

In the Loess Hilly Region of China, the widespread conversion of cropland to forestland and grassland has resulted in great increased in organic carbon (C), nitrogen (N) and phosphorus (P) stocks in the shallow soil layers. However, knowledge regarding changes in C, N, and P in deep soil is still limited. To elucidate the responses of deep soil C, N, and P stocks and stoichiometry in response to changes in land use, the soil from a 0-200 cm soil profile was collected from the following three typical land use patterns in the heartland of the region: forestland, grassland, and cropland. Compared with cropland, forestland and grassland had improved soil organic carbon (SOC) and total nitrogen (TN) contents and stocks at most soil depths but decreased total phosphorus (TP) contents and stocks. At soil depths of 0-200 cm in the forestland and grassland, the cumulative SOC stocks were improved by 34.97% and 7.61%, respectively, and the TN stocks were improved by 54.54% and 12.47%, respectively. The forestland had higher SOC, TN and TP contents and stocks compared to the grassland in almost all soil layers. The soil depths of 100-200 cm contained the highest percentages of SOC, TN and TP stocks (47.80%-49.93%, 46.08%-50.05% and 49.09%-52.98%, respectively). Additionally, the forestland and grassland showed enhanced soil C:P, N:P and C:N:P ratios, and the forestland had higher C:P, N:P and C:N:P ratios compared to the grassland. Furthermore, the SOC and TN stocks had significant impacts on the soil C:N, C:P and N:P ratios. It was concluded that afforestation was the best choice for soil nutrient restoration of degraded land, and deep soil provided an extremely important resource for evaluating soil C, N and P pools and cycling.

Automated analysis of high-content microscopy data with deep learning.

PubMed

Kraus, Oren Z; Grys, Ben T; Ba, Jimmy; Chong, Yolanda; Frey, Brendan J; Boone, Charles; Andrews, Brenda J

2017-04-18

Existing computational pipelines for quantitative analysis of high-content microscopy data rely on traditional machine learning approaches that fail to accurately classify more than a single dataset without substantial tuning and training, requiring extensive analysis. Here, we demonstrate that the application of deep learning to biological image data can overcome the pitfalls associated with conventional machine learning classifiers. Using a deep convolutional neural network (DeepLoc) to analyze yeast cell images, we show improved performance over traditional approaches in the automated classification of protein subcellular localization. We also demonstrate the ability of DeepLoc to classify highly divergent image sets, including images of pheromone-arrested cells with abnormal cellular morphology, as well as images generated in different genetic backgrounds and in different laboratories. We offer an open-source implementation that enables updating DeepLoc on new microscopy datasets. This study highlights deep learning as an important tool for the expedited analysis of high-content microscopy data. © 2017 The Authors. Published under the terms of the CC BY 4.0 license.

Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis.

PubMed

Chiu, Yen-Lin; Liang, Jyh-Chong; Hou, Cheng-Yen; Tsai, Chin-Chung

2016-07-18

Students' epistemic beliefs may vary in different domains; therefore, it may be beneficial for medical educators to better understand medical students' epistemic beliefs regarding medicine. Understanding how medical students are aware of medical knowledge and how they learn medicine is a critical issue of medical education. The main purposes of this study were to investigate medical students' epistemic beliefs relating to medical knowledge, and to examine their relationships with students' approaches to learning medicine. A total of 340 undergraduate medical students from 9 medical colleges in Taiwan were surveyed with the Medical-Specific Epistemic Beliefs (MSEB) questionnaire (i.e., multi-source, uncertainty, development, justification) and the Approach to Learning Medicine (ALM) questionnaire (i.e., surface motive, surface strategy, deep motive, and deep strategy). By employing the structural equation modeling technique, the confirmatory factor analysis and path analysis were conducted to validate the questionnaires and explore the structural relations between these two constructs. It was indicated that medical students with multi-source beliefs who were suspicious of medical knowledge transmitted from authorities were less likely to possess a surface motive and deep strategies. Students with beliefs regarding uncertain medical knowledge tended to utilize flexible approaches, that is, they were inclined to possess a surface motive but adopt deep strategies. Students with beliefs relating to justifying medical knowledge were more likely to have mixed motives (both surface and deep motives) and mixed strategies (both surface and deep strategies). However, epistemic beliefs regarding development did not have significant relations with approaches to learning. Unexpectedly, it was found that medical students with sophisticated epistemic beliefs (e.g., suspecting knowledge from medical experts) did not necessarily engage in deep approaches to learning medicine. Instead of a deep approach, medical students with sophisticated epistemic beliefs in uncertain and justifying medical knowledge intended to employ a flexible approach and a mixed approach, respectively.

Fish debris record the hydrothermal activity in the Atlantis II deep sediments (Red Sea)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oudin, E.; Cocherie, A.

1988-01-01

The REE and U, Th, Zr, Hf, Sc have been analyzed in samples from Atlantis II and Shaban/Jean Charcot Deeps in the Red Sea. The high Zr/Hf ratio in some sediments indicates the presence of fish debris or of finely crystallized apatite. The positive ..sigma..REE vs P/sub 2/O/sub 5/ and ..sigma..REE vs Zr/Hf correlations show that fish debris and finely crystallized apatite are the main REE sink in Atlantis II Deep sediments as in other marine environments. The hydrothermal sediments and the fish debris concentrates have similar REE patterns, characterized by a LREE enrichment and a large positive Eu anomaly.more » This REE pattern is also observed in E.P.R. hydrothermal solutions. Fish debris from marine environments acquire their REE content and signature mostly from sea water during early diagenesis. The hydrothermal REE signature of Atlantis II Deep fish debris indicate that they probably record the REE signature of their hydrothermal sedimentation and diagenetic environment. The different REE signatures of the Shaban/Jean Charcot and Atlantis II Deep hydrothermal sediments suggest a sea water-dominated brine in the Shaban/Jean Charcot Deep as opposed to the predominantly hydrothermal brine in Atlantis II Deep. Atlantis II Deep fish debris are also characterized by their high U but low Th contents. Their low Th contents probably reflect the low Th content of the various possible sources (sea water, brine, sediments). Their U contents are probably controlled by the redox conditions of sedimentation.« less

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

A Framework for Transparently Accessing Deep Web Sources

ERIC Educational Resources Information Center

Dragut, Eduard Constantin

2010-01-01

An increasing number of Web sites expose their content via query interfaces, many of them offering the same type of products/services (e.g., flight tickets, car rental/purchasing). They constitute the so-called "Deep Web". Accessing the content on the Deep Web has been a long-standing challenge for the database community. For a user interested in…

Digging Deep: Exploring College Students' Knowledge of Macroevolutionary Time

ERIC Educational Resources Information Center

Catley, Kefyn M.; Novick, Laura R.

2009-01-01

Some ability to comprehend deep time is a prerequisite for understanding macroevolution. This study examines students' knowledge of deep time in the context of seven major historical and evolutionary events (e.g., the age of the Earth, the emergence of life, the appearance of a pre-modern human, "Homo habilis"). The subjects were 126…

Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies

ERIC Educational Resources Information Center

Frey, Nancy; Fisher, Douglas; Hattie, John

2017-01-01

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary…

Deep-ocean basalts: inert gas content and uncertainties in age dating.

PubMed

Noble, C S; Naughton, J J

1968-10-11

The radiogenic argon and helium contents of three basalts erupted into the deep ocean from an active volcano (Kilauea) have been measured. Ages calculated from these measurements increase with sample depth up to 22 million years for lavas deduced to be recent. Caution is urged in applying dates from deep-ocean basalts in studies on ocean-floor spreading.

Deep Smarts: How to Tap Teachers' Tacit Knowledge

ERIC Educational Resources Information Center

Burbach, Harold J.; Duke, Daniel L.

2007-01-01

Principals can tap the tacit knowledge, or "deep smarts," of their teachers in a variety of ways, many of which are based on the notion that tacit knowledge is best sought indirectly. Coming right out and asking people to share what they have learned over the years can be intimidating and disconcerting, especially if trust has not yet been…

Hypothetical biotechnology companies: A role-playing student centered activity for undergraduate science students.

PubMed

Chuck, Jo-Anne

2011-01-01

Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through-out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision-making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education. Copyright © 2011 Wiley Periodicals, Inc.

Reusable rocket engine turbopump health monitoring system, part 3

NASA Technical Reports Server (NTRS)

Perry, John G.

1989-01-01

Degradation mechanisms and sensor identification/selection resulted in a list of degradation modes and a list of sensors that are utilized in the diagnosis of these degradation modes. The sensor list is divided into primary and secondary indicators of the corresponding degradation modes. The signal conditioning requirements are discussed, describing the methods of producing the Space Shuttle Main Engine (SSME) post-hot-fire test data to be utilized by the Health Monitoring System. Development of the diagnostic logic and algorithms is also presented. The knowledge engineering approach, as utilized, includes the knowledge acquisition effort, characterization of the expert's problem solving strategy, conceptually defining the form of the applicable knowledge base, and rule base, and identifying an appropriate inferencing mechanism for the problem domain. The resulting logic flow graphs detail the diagnosis/prognosis procedure as followed by the experts. The nature and content of required support data and databases is also presented. The distinction between deep and shallow types of knowledge is identified. Computer coding of the Health Monitoring System is shown to follow the logical inferencing of the logic flow graphs/algorithms.

Drug knowledge expressed as computable semantic triples.

PubMed

Elkin, Peter L; Carter, John S; Nabar, Manasi; Tuttle, Mark; Lincoln, Michael; Brown, Steven H

2011-01-01

The majority of questions that arise in the practice of medicine relate to drug information. Additionally, adverse reactions account for as many as 98,000 deaths per year in the United States. Adverse drug reactions account for a significant portion of those errors. Many authors believe that clinical decision support associated with computerized physician order entry has the potential to decrease this adverse drug event rate. This decision support requires knowledge to drive the process. One important and rich source of drug knowledge is the DailyMed product labels. In this project we used computationally extracted SNOMED CT™ codified data associated with each section of each product label as input to a rules engine that created computable assertional knowledge in the form of semantic triples. These are expressed in the form of "Drug" HasIndication "SNOMED CT™". The information density of drug labels is deep, broad and quite substantial. By providing a computable form of this information content from drug labels we make these important axioms (facts) more accessible to computer programs designed to support improved care.

Semantically-enabled Knowledge Discovery in the Deep Carbon Observatory

NASA Astrophysics Data System (ADS)

Wang, H.; Chen, Y.; Ma, X.; Erickson, J. S.; West, P.; Fox, P. A.

2013-12-01

The Deep Carbon Observatory (DCO) is a decadal effort aimed at transforming scientific and public understanding of carbon in the complex deep earth system from the perspectives of Deep Energy, Deep Life, Extreme Physics and Chemistry, and Reservoirs and Fluxes. Over the course of the decade DCO scientific activities will generate a massive volume of data across a variety of disciplines, presenting significant challenges in terms of data integration, management, analysis and visualization, and ultimately limiting the ability of scientists across disciplines to make insights and unlock new knowledge. The DCO Data Science Team (DCO-DS) is applying Semantic Web methodologies to construct a knowledge representation focused on the DCO Earth science disciplines, and use it together with other technologies (e.g. natural language processing and data mining) to create a more expressive representation of the distributed corpus of DCO artifacts including datasets, metadata, instruments, sensors, platforms, deployments, researchers, organizations, funding agencies, grants and various awards. The embodiment of this knowledge representation is the DCO Data Science Infrastructure, in which unique entities within the DCO domain and the relations between them are recognized and explicitly identified. The DCO-DS Infrastructure will serve as a platform for more efficient and reliable searching, discovery, access, and publication of information and knowledge for the DCO scientific community and beyond.

3-D movies using microprocessor-controlled optoelectronic spectacles

NASA Astrophysics Data System (ADS)

Jacobs, Ken; Karpf, Ron

2012-02-01

Despite rapid advances in technology, 3-D movies are impractical for general movie viewing. A new approach that opens all content for casual 3-D viewing is needed. 3Deeps--advanced microprocessor controlled optoelectronic spectacles--provides such a new approach to 3-D. 3Deeps works on a different principle than other methods for 3-D. 3-D movies typically use the asymmetry of dual images to produce stereopsis, necessitating costly dual-image content, complex formatting and transmission standards, and viewing via a corresponding selection device. In contrast, all 3Deeps requires to view movies in realistic depth is an illumination asymmetry--a controlled difference in optical density between the lenses. When a 2-D movie has been projected for viewing, 3Deeps converts every scene containing lateral motion into realistic 3-D. Put on 3Deeps spectacles for 3-D viewing, or remove them for viewing in 2-D. 3Deeps works for all analogue and digital 2-D content, by any mode of transmission, and for projection screens, digital or analogue monitors. An example using aerial photography is presented. A movie consisting of successive monoscopic aerial photographs appears in realistic 3-D when viewed through 3Deeps spectacles.

Integrating Concepts in Biology Textbook Increases Learning: Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking

PubMed Central

Luckie, Douglas B.; Hoskinson, Anne-Marie; Griffin, Caleigh E.; Hess, Andrea L.; Price, Katrina J.; Tawa, Alex; Thacker, Samantha M.

2017-01-01

The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook Integrating Concepts in Biology (ICB), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth of student mastery of fundamental concepts in organismal and cellular topics when confronting misconceptions as distractors. ICB students had higher gains in all six topic categories (+43% vs. peers overall, p < 0.01). 2) The Biology Card Sorting Task assessed whether students organized biological ideas more superficially, as novices do, or based on deeper concepts, like experts. The frequency with which ICB students connected deep-concept pairs, or triplets, was similar to peers; but deep understanding of structure/function was much higher (for pairs: 77% vs. 25%, p < 0.01). 3) A content-focused Medical College Admission Test (MCAT) posttest compared ICB student content knowledge with that of peers from 15 prior years. Historically, MCAT performance for each semester ranged from 53% to 64%; the ICB cohort scored 62%, in the top quintile. Longitudinal tracking in five upper-level science courses the following year found ICB students outperformed peers in physiology (85% vs. 80%, p < 0.01). PMID:28389429

An approach to combining heuristic and qualitative reasoning in an expert system

NASA Technical Reports Server (NTRS)

Jiang, Wei-Si; Han, Chia Yung; Tsai, Lian Cheng; Wee, William G.

1988-01-01

An approach to combining the heuristic reasoning from shallow knowledge and the qualitative reasoning from deep knowledge is described. The shallow knowledge is represented in production rules and under the direct control of the inference engine. The deep knowledge is represented in frames, which may be put in a relational DataBase Management System. This approach takes advantage of both reasoning schemes and results in improved efficiency as well as expanded problem solving ability.

High Quantities of Microplastic in Arctic Deep-Sea Sediments from the HAUSGARTEN Observatory.

PubMed

Bergmann, Melanie; Wirzberger, Vanessa; Krumpen, Thomas; Lorenz, Claudia; Primpke, Sebastian; Tekman, Mine B; Gerdts, Gunnar

2017-10-03

Although mounting evidence suggests the ubiquity of microplastic in aquatic ecosystems worldwide, our knowledge of its distribution in remote environments such as Polar Regions and the deep sea is scarce. Here, we analyzed nine sediment samples taken at the HAUSGARTEN observatory in the Arctic at 2340-5570 m depth. Density separation by MicroPlastic Sediment Separator and treatment with Fenton's reagent enabled analysis via Attenuated Total Reflection FTIR and μFTIR spectroscopy. Our analyses indicate the wide spread of high numbers of microplastics (42-6595 microplastics kg -1 ). The northernmost stations harbored the highest quantities, indicating sea ice as a possible transport vehicle. A positive correlation between microplastic abundance and chlorophyll a content suggests vertical export via incorporation in sinking (ice-) algal aggregates. Overall, 18 different polymers were detected. Chlorinated polyethylene accounted for the largest proportion (38%), followed by polyamide (22%) and polypropylene (16%). Almost 80% of the microplastics were ≤25 μm. The microplastic quantities are among the highest recorded from benthic sediments. This corroborates the deep sea as a major sink for microplastics and the presence of accumulation areas in this remote part of the world, fed by plastics transported to the North via the Thermohaline Circulation.

Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use

NASA Astrophysics Data System (ADS)

Holschuh, Jodi Lynn

This study had two main purposes: to address measurement concerns about assessing students' epistemological beliefs and to explore the relationship between epistemological beliefs and deep and surface strategy use in an introductory biology classroom. The following research questions guided the study: (a) Are epistemological beliefs multidimensional? (b) Are the measures of epistemological beliefs correlated? (c) Are the measures of strategy use correlated? (d) Are epistemological beliefs correlated with deep and surface strategy use? (e) How much of the unique variance in Scholastic Aptitude Test (SAT) scores, grade point average (GPA), and course grade is accounted for by epistemological beliefs and strategy use? (f) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of mature epistemological beliefs? and (g) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of deep strategies? Participants (N = 518) were recruited from two sections of an introductory biology course. All participants completed five assessments including the Epistemological Questionnaire, the Epistemological Scenario, the Self-Regulated Learning Inventory, two strategy checklists, and an open-ended questionnaire. The factor analysis, which was used to answer the first question, indicated no clear loading of the hypothesized dimensions underlying epistemological beliefs as measured by the Epistemological Questionnaire. However, the factor analysis of the Epistemological Scenario indicated four factors underlying epistemological beliefs (i.e., certain knowledge, innate ability, quick learning, and simple knowledge). In addition, the correlation analyses, which were used to answer the second, third, and fourth questions, indicated a significant relationship between epistemological beliefs and strategy use. The multiple regression commonality analysis, which was used to answer the fifth question, indicated that epistemological beliefs and strategy use contributed a statistically significant amount of unique variance in SAT Verbal score, college GPA, and course grade. The findings indicate that students' epistemological beliefs and strategy use affect their academic performance. Educators need to develop instructional strategies to incorporate tasks that encourage mature epistemological beliefs into the classroom, especially when teaching complex science concepts.

Comparative evaluation of the amount of the residual monomer in conventional and deep-frozen heat cure polymethylmethacrylate acrylic resin: An in vitro study.

PubMed

Jadhav, Sonali S; Mahajan, Neerja; Sethuraman, Rajesh

2018-01-01

Heat cure acrylic resin material with reduced monomer content is generally recommended for clinical usage as it leads to improved mechanical, physical, and biocompatibility properties. The purpose of the present study was to evaluate and compare the amount of the residual monomer in the conventional and three different groups of deep-frozen heat cure polymethylmethacrylate (PMMA) acrylic resin. Totally 40 Specimens of heat cure PMMA acrylic resin (DPI India) (10 conventional heat cure and 30 deep frozen) were made using two disc-shaped stainless steel molds and invested into type II dental stone using compression molding technique. Each group contained 10 specimens ( n = 10). Group 1: Control group of conventional polished PMMA specimen stored in water for 24 h at +37°C (10 specimens), Group 2: Deep frozen unpolished PMMA (10 specimens), Group 3: Deep frozen polished PMMA (10 specimens), and Group 4: Deep frozen polished PMMA specimen stored in water for 24 h at +37°C (10 specimens). Amount of the residual monomer content in all the specimens was measured using high-performance liquid chromatography. Data were analyzed using One-Way Analysis of Variance and multiple comparison Tukey's post hoc test (α = 0.05). Least residual monomer content was found in Group 4 (0.12 wt%) followed by Group 3 (0.19 wt%), Group 2 (0.23 wt%), and Group 1 (0.26 wt%). Statistically significant difference ( P < 0.05) was found in residual monomer content for all the four groups tested. Post hoc test for intergroup comparison also showed a significant difference between groups. The amount of the residual monomer was found to be least in deep-frozen polished PMMA specimen stored in water for 24 h at +37°C (Group 4). Thus, it can be concluded that deep freezing, polishing, and storing in water can reduce the residual monomer content.

Accurate identification of RNA editing sites from primitive sequence with deep neural networks.

PubMed

Ouyang, Zhangyi; Liu, Feng; Zhao, Chenghui; Ren, Chao; An, Gaole; Mei, Chuan; Bo, Xiaochen; Shu, Wenjie

2018-04-16

RNA editing is a post-transcriptional RNA sequence alteration. Current methods have identified editing sites and facilitated research but require sufficient genomic annotations and prior-knowledge-based filtering steps, resulting in a cumbersome, time-consuming identification process. Moreover, these methods have limited generalizability and applicability in species with insufficient genomic annotations or in conditions of limited prior knowledge. We developed DeepRed, a deep learning-based method that identifies RNA editing from primitive RNA sequences without prior-knowledge-based filtering steps or genomic annotations. DeepRed achieved 98.1% and 97.9% area under the curve (AUC) in training and test sets, respectively. We further validated DeepRed using experimentally verified U87 cell RNA-seq data, achieving 97.9% positive predictive value (PPV). We demonstrated that DeepRed offers better prediction accuracy and computational efficiency than current methods with large-scale, mass RNA-seq data. We used DeepRed to assess the impact of multiple factors on editing identification with RNA-seq data from the Association of Biomolecular Resource Facilities and Sequencing Quality Control projects. We explored developmental RNA editing pattern changes during human early embryogenesis and evolutionary patterns in Drosophila species and the primate lineage using DeepRed. Our work illustrates DeepRed's state-of-the-art performance; it may decipher the hidden principles behind RNA editing, making editing detection convenient and effective.

Advances in deep-sea biology: biodiversity, ecosystem functioning and conservation. An introduction and overview

NASA Astrophysics Data System (ADS)

Cunha, Marina R.; Hilário, Ana; Santos, Ricardo S.

2017-03-01

Once considered as monotonous and devoid of life, the deep sea was revealed during the last century as an environment with a plethora of life forms and extremely high species richness (Rex and Etter, 2010). Underwater vehicle developments allowed direct observations of the deep, disclosing unique habitats and diverse seascapes, and other technological advances enabled manipulative experimentation and unprecedented prospects to pursue novel research topics (Levin and Sibuet, 2012; Danovaro et al., 2014). Alongside, the growing human population greatly increased the pressure on deep-sea ecosystems and the services they provide (Ramirez-Llodra et al., 2011; Thurber et al., 2014; Levin et al., 2016). Societal changes further intensified worldwide competition for natural resources, extending the present footprint of impacts over most of the global ocean (Halpern et al., 2008). In this socio-economic context, and in tandem with cutting edge technological advances and an unclear legal framework to regulate access to natural resources (Boyes and Elliott, 2014), the deep sea has emerged as a new opportunity for industrial exploitation and novel economic activities. The expanding use of the deep sea prompted a rapid reply from deep-sea scientists that recommended "a move from a frontier mentality of exploitation and single-sector management to a precautionary system that balances use of living marine resources, energy, and minerals from the deep ocean with maintenance of a productive and healthy marine environment, while improving knowledge and collaboration" and proposed "three directions to advance deep-ocean stewardship: i) protection and mitigation, ii) research, and iii) collaborative governance" (Mengerink et al., 2014). The European Marine Board position paper 22 (Rogers et al., 2015) further examined the key societal and environmental drivers confronting the deep sea and the role of deep-sea research to deliver future knowledge needs for science and society; a clear and consistent message from consultation with wider stakeholders was the need for fundamental knowledge of deep-sea ecosystems. Enhanced deep-sea knowledge is crucial to establish baselines and assess long term impact of human activity on ecosystems and it is also instrumental to inform environmental impact assessments, strategic management plans, effective decision making, environmental regulation and ocean governance (Rogers et al., 2015).

Utilizing a MOOC as an education and outreach tool for geoscience: case study from Tokyo Tech's MOOC on "Deep Earth Science"

NASA Astrophysics Data System (ADS)

Tagawa, S.; Okuda, Y.; Hideki, M.; Cross, S. J.; Tazawa, K.; Hirose, K.

2016-12-01

Massive open online courses (MOOC or MOOCs) have attracted world-wide attention as a new digital educational tool. However, utilizing MOOCs for teaching geoscience and for outreach activity are limited so far. Mainly due to the fact that few MOOCs are available on this topic. The following questions are usually asked before undertaking MOOC development. How many students will potentially enroll in a course and what kind of background knowledge do they have? What is the best way to market the course and let them learn concepts easily? How will the instructor or staff manage discussion boards and answer questions? And, more simply, is a MOOC an effective educational or outreach tool? Recently, Tokyo Institute of Technology (Tokyo Tech) offered our first MOOC on "Deep Earth Science" on edX, which is one of the largest worldwide MOOC platforms. This brand new course was released in the Fall of 2015 and will re-open during the winter of 2016. This course contained materials such as structure of inside of the Earth, internal temperature of the earth and how it is estimated, chemical compositions and dynamics inside the earth. Although this course mainly dealt with pure scientific research content, over 5,000 students from 156 countries enrolled and 4 % of them earned a certificate of completion. In this presentation, we will share a case study based upon what we learned from offering "Deep Earth Science". At first, we will give brief introduction of our course. Then, we want to introduce tips to make a better MOOC by focusing on 1) students' motivation on studying, scientific literacy background, and completion rate, 2) offering engaging content and utilization of surveys, and 3) discussion board moderation. In the end, we will discuss advantages of utilizing a MOOC as an effective educational tool for geoscience. We welcome your ideas on MOOCs and suggestions on revising the course content.

The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners' Awareness of the Affective Dimensions of Deep Vocabulary Knowledge

ERIC Educational Resources Information Center

Nilforoushan, Somayeh

2012-01-01

This study focused on the effect of teaching vocabulary through semantic mapping on the awareness of two affective dimensions, evaluation and potency dimensions of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90…

Effects of frying oils' fatty acids profile on the formation of polar lipids components and their retention in French fries over deep-frying process.

PubMed

Li, Xiaodan; Li, Jinwei; Wang, Yong; Cao, Peirang; Liu, Yuanfa

2017-12-15

The effects of frying oils' fatty acids profile on the formation of polar components and their retention in French fries and corresponding deep-fried oils were investigated in the present study, using oils with different fatty acids composition. Our analysis showed that the total polar compounds (TPCs) content in French fries was only slightly lower than that in deep-fried oils, indicating that there was no significant difference considering the amounts of TPCs in French fries and deep-fried oils. Our further analysis showed that different polar components in TPCs distributed differently in deep-fried oils and oils extracted from French fries. Specifically, the level of oligomeric and dimeric triacylglycerols was higher in French fries while oxidized triacylglycerols and diacylglycerols content was higher in deep-fried oils. The different retention of TPCs components in French fries may be explained by their interactions with carbohydrates, which are shown to enhance with the increase of hydrophobic property. Chemometric analysis showed that no correlation between the polar compounds level and saturated fatty acids profile was observed. Meanwhile, the polar compounds content was highly correlated with the formation of trans-C18:1, and a highly positive association between polar compounds and C18:2 content was also observed in palm oil. Copyright © 2017 Elsevier Ltd. All rights reserved.

Affect and the "Really Real": The Politics of HIV/AIDS Framing in South African Theater.

PubMed

Ruthven, Jessica S

2017-01-01

Funding in South Africa privileges HIV prevention campaigns underpinned by individual behavior change goals, despite over two decades of intervention but little reduction in national HIV prevalence. In response, civil society has begun calling for innovative interventions and ways of speaking about the epidemic. Employing framing theory, I analyze differences in how HIV/AIDS is characterized in public media and interrogate the knowledge politics underpinning a group of artists' emerging attention to the nexus of affect, intersubjectivity, and epidemics within performance. I suggest this focus challenges but also complements dominant HIV intervention models by destabilizing common content, relations of power, and hierarchies of knowledge that shape normative health discourse and practice. Simultaneously, such performances reveal deep disparities between the neoliberal principles undergirding most global public health ideology, South Africa's current political economy of HIV intervention, and the dynamic concerns of its HIV-affected constituents.

Thai visitors' expectations and experiences of explainer interaction within a science museum context.

PubMed

Kamolpattana, Supara; Chen, Ganigar; Sonchaeng, Pichai; Wilkinson, Clare; Willey, Neil; Bultitude, Karen

2015-01-01

In Western literature, there is evidence that museum explainers offer significant potential for enhancing visitors' learning through influencing their knowledge, content, action, behaviour and attitudes. However, little research has focused on the role of explainers in other cultural contexts. This study explored interactions between visitors and museum explainers within the setting of Thailand. Two questionnaires were distributed to 600 visitors and 41 museum explainers. The results demonstrated both potential similarities and differences with Western contexts. Explainers appeared to prefer didactic approaches, focussing on factual knowledge rather than encouraging deep learning. Two-way communication, however, appeared to be enhanced by the use of a 'pseudo-sibling relationship' by explainers. Traditional Thai social reserve was reduced through such approaches, with visitors taking on active learning roles. These findings have implications for training museum explainers in non-Western cultures, as well as museum communication practice more generally. © The Author(s) 2014.

Thai visitors’ expectations and experiences of explainer interaction within a science museum context

PubMed Central

Chen, Ganigar; Sonchaeng, Pichai; Wilkinson, Clare; Willey, Neil; Bultitude, Karen

2015-01-01

In Western literature, there is evidence that museum explainers offer significant potential for enhancing visitors’ learning through influencing their knowledge, content, action, behaviour and attitudes. However, little research has focused on the role of explainers in other cultural contexts. This study explored interactions between visitors and museum explainers within the setting of Thailand. Two questionnaires were distributed to 600 visitors and 41 museum explainers. The results demonstrated both potential similarities and differences with Western contexts. Explainers appeared to prefer didactic approaches, focussing on factual knowledge rather than encouraging deep learning. Two-way communication, however, appeared to be enhanced by the use of a ‘pseudo-sibling relationship’ by explainers. Traditional Thai social reserve was reduced through such approaches, with visitors taking on active learning roles. These findings have implications for training museum explainers in non-Western cultures, as well as museum communication practice more generally. PMID:24751689

Heterotrophic Protists in Hypersaline Microbial Mats and Deep Hypersaline Basin Water Columns

PubMed Central

Edgcomb, Virginia P.; Bernhard, Joan M.

2013-01-01

Although hypersaline environments pose challenges to life because of the low water content (water activity), many such habitats appear to support eukaryotic microbes. This contribution presents brief reviews of our current knowledge on eukaryotes of water-column haloclines and brines from Deep Hypersaline Anoxic Basins (DHABs) of the Eastern Mediterranean, as well as shallow-water hypersaline microbial mats in solar salterns of Guerrero Negro, Mexico and benthic microbialite communities from Hamelin Pool, Shark Bay, Western Australia. New data on eukaryotic diversity from Shark Bay microbialites indicates eukaryotes are more diverse than previously reported. Although this comparison shows that eukaryotic communities in hypersaline habitats with varying physicochemical characteristics are unique, several groups are commonly found, including diverse alveolates, strameonopiles, and fungi, as well as radiolaria. Many eukaryote sequences (SSU) in both regions also have no close homologues in public databases, suggesting that these environments host unique microbial eukaryote assemblages with the potential to enhance our understanding of the capacity of eukaryotes to adapt to hypersaline conditions. PMID:25369746

A guide to using case-based learning in biochemistry education.

PubMed

Kulak, Verena; Newton, Genevieve

2014-01-01

Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content-driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. © 2014 The International Union of Biochemistry and Molecular Biology.

An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yesiltas, Erkan

2016-01-01

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

Evaluation of vaccine cold chain in urban health centers of municipal corporation of surat city, Western India.

PubMed

Naik, Ashish K; Rupani, Mihir P; Bansal, R K

2013-12-01

The success of immunization depends highly on the level of cold chain maintenance. The aim of the study was to assess the condition of cold chain equipment, practices adopted for cold chain maintenance and knowledge of the vaccinators. It was a cross-sectional study conducted in 20 UHCs of Surat Municipal Corporation (SMC). Cold chain equipment were observed with regards to their condition, along with the practices adopted by vaccinators for cold chain maintenance. A pre-designed and pre-tested questionnaire was used to interview the vaccinators regarding their knowledge and awareness regarding cold chain practices, management and handling. Data were entered and analyzed using Epi Info v 3.5.1. Simple proportions were calculated. Absence of separate stabilizer for deep freezers and ILRs (85%), ill-maintained temperature-record register, lack of criss-cross pattern of ice packs in deep freezer (65%), presence of things other than ice packs in deep freezer (10%) and things other than vaccines in ILR (10%) indicate poor cold chain maintenance. In addition to this, expired vaccines in ILR (5%), vaccines in the "unusable" stages of VVM (15%), lack of emergency contact number nearby in case of cold chain failure (85%), lack of inverter (85%), lack of generator (85%) and failure to note time of reconstitution on the vaccine vial at the time of vaccination (25%) indicate poor cold chain practices. Lack of knowledge of defrosting of ILR and deep freezer (45%), lack of knowledge about Shake test (40%), lack of knowledge of temperature range to be maintained in deep freezer (70%) and in ILR (15%) indicate poor knowledge of vaccinators. Cold chain maintenance and practices need improvement. Knowledge of vaccinators was overall unsatisfactory.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

A high-resolution multi-proxy record of geo-environmental change during the last deglaciation in the East Sea

NASA Astrophysics Data System (ADS)

Jin, J. H.; Kim, M. J.; Kim, J. H.; Um, I. K.; Bahk, J. J.; Kwon, Y. K.; Lee, K. E.; Khim, B. K.

2009-04-01

The East Sea (the Sea of Japan) is a marginal deep basin, almost enclosed by the landmass of Korea and Japan. It is connected with the North Pacific Ocean only by four small shallow straits, Korea and Tsushima Strait (140 m deep), Tsugaru Strait (130 m deep), Soya Strait (55 m deep) and Tartar Strait (12 m deep). For the glacial periods such as the last glaciation, the sea has experienced a large magnitude of sea level fall reinforcing isolation of the sea from the open ocean. The sea level falls can be recognized by presence of dark sediment layers whereas values of oxygen isotope on foraminfera tests are not well accordant with those recorded in open oceans. A 20 m-long sediment core was raised from a deep borehole located on the southern slope of the East Sea where sedimentation rates exceed 0.3 mm/yr for the last deglaciation period. The core was analyzed at a dense interval (ca. 5 cm) to reveal vertical variation of opal content, del values of oxygen and carbon, TOC and CaCO3 content and C/N ratio. Among them, the opal content somewhat mimics the trend of del value of oxygen isotopes in open oceans: low during the last glacial period, increase during the deglaciation and high in Holocene. A sharp negative depression also occurs during the Younger Dryas event. Hence the opal content could be a good proxy record for the environmental change during late Pleistocene to Holocene. A large-scale negative depression of the opal content is also shown during Holocene. The depression is not well matched with the trend of oxygen isotope records in open oceans, suggestive of a particular event in this local area.

Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

ERIC Educational Resources Information Center

Lachner, Andreas; Nückles, Matthias

2016-01-01

In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

Surface and deep structures in graphics comprehension.

PubMed

Schnotz, Wolfgang; Baadte, Christiane

2015-05-01

Comprehension of graphics can be considered as a process of schema-mediated structure mapping from external graphics on internal mental models. Two experiments were conducted to test the hypothesis that graphics possess a perceptible surface structure as well as a semantic deep structure both of which affect mental model construction. The same content was presented to different groups of learners by graphics from different perspectives with different surface structures but the same deep structure. Deep structures were complementary: major features of the learning content in one experiment became minor features in the other experiment, and vice versa. Text was held constant. Participants were asked to read, understand, and memorize the learning material. Furthermore, they were either instructed to process the material from the perspective supported by the graphic or from an alternative perspective, or they received no further instruction. After learning, they were asked to recall the learning content from different perspectives by completing graphs of different formats as accurately as possible. Learners' recall was more accurate if the format of recall was the same as the learning format which indicates surface structure influences. However, participants also showed more accurate recall when they remembered the content from a perspective emphasizing the deep structure, regardless of the graphics format presented before. This included better recall of what they had not seen than of what they really had seen before. That is, deep structure effects overrode surface effects. Depending on context conditions, stimulation of additional cognitive processing by instruction had partially positive and partially negative effects.

[Рroblems of ensuring the safety of deep-fried fast food products].

PubMed

Simakova, I V; Perkel, R L; Kutkina, M N; Volovey, A G

There are no doubts that fast-food restaurants, where deep-frying is actively used, are now very popular in Russia. This article focuses on the problems of deep-fried food safety. During deep-frying a considerable amount of fat penetrates the food. That is why the safety of deep-fried food depends on the fat safety and quality, on the level of fat absorption, and on the intensity of oxidative changes of fat during storage. This article contains the results of the research, which demonstrate that in order to insure the safety of fast-food products it is necessary to introduce into normative and technical documents the following standards: peroxide value, acid value, content of oxidation products insoluble in petroleum ether, and content of epoxides in fat phase and to food mass. According to the current norms on content of oxidation products in deep-frying fat and allowed level of fat absorption by a food product equal to 20%, the recommended level of oxidation products insoluble in petroleum ether for French fries is not higher than 0.2% to the food mass. As a temporary measure we can recommend the level of epoxides not higher than 5 mmol/kg to the food mass. It is important to control the content of trans-isomers in deepfrying fat, it must be not higher than 2% of fatty acid mass. In order to lower fat absorption during French fries production it is recommended to use halffinished products of high readiness, and to air fry.

Increasing Impact of Coursework Through Deep Analytics

NASA Astrophysics Data System (ADS)

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

2014-12-01

Over the past few years, ASU has developed the online astrobiology lab course Habitable Worlds, which has been offered to over 1,500 students over seven semesters. The course is offered through Smart Sparrow's intelligent tutoring system, which records student answers, time on question, simulation setups, and additional data that we refer to as "analytics". As the development of the course has stabilized, we have been able to devote more time to analyzing these data, extracting patterns of student behavior and how they have changed as the course has developed. During the most recent two semesters, pre- and post-tests of content knowledge related to the greenhouse effect were administered to assess changes in students' knowledge. The results of the Fall 2013 content assessment and an analysis of each step of every activity using the course platform analytics were used to identify problematic concepts and lesson elements, which were redesigned for the following semester. We observed a statistically significant improvement from pre to post instruction in Spring 2014. Preliminary results seem to indicate that several interactive activities, which replaced written/spoken content, contributed to this positive outcome. Our study demonstrates the benefit of deep analytics for thorough analysis of student results and quick iteration, allowing for significantly improved exercises to be redeployed quickly. The misconceptions that students have and retain depend on the individual student, although certain patterns do emerge in the class as a whole. These patterns can be seen in student discussion board behavior, the types of answers they submit, and the patterns of mistakes they make. By interrogating this wealth of data, we seek to identify the patterns that outstanding, struggling, and failing students display and how early in the class these patterns can be detected. If these patterns can be identified and detected early in the semester, instructors can intervene earlier, prodding unmotivated students while devoting significant attention to students who struggle yet remain interested in the subject matter. This offers a marked improvement over the more common practice of waiting (often futilely) for students to seek help.

A Pilot Feasibility Intervention to Increase Advance Care Planning among African Americans in the Deep South.

PubMed

Huang, Chao-Hui Sylvia; Crowther, Martha; Allen, Rebecca S; DeCoster, Jamie; Kim, Giyeon; Azuero, Casey; Ang, Xinying; Kvale, Elizabeth

2016-02-01

Despite growing efforts to facilitate advance care planning (ACP) to decrease health disparities in palliative care, low completion rates of advance directives (AD) have been consistently found among African Americans. The objective was to examine the feasibility of a multicomponent ACP intervention program that integrates motivational interviewing, evidence-based ACP facilitation program (Respecting Choices(®)), and health-literacy adjusted AD. This pilot study aims to address the unique barriers to ACP engagement among African Americans in the Deep South. The design was a mixed-method randomized controlled trial design. Analysis of covariance (ANCOVA) and thematic content analysis (TCA) were conducted to identify barriers and facilitators for ACP engagement and to assess feasibility, knowledge, and intention to complete an AD. Thirty community-dwelling African Americans (mean age M = 55.43, SD = 6.71, range = 47-73) were recruited from the Deep South and randomly assigned to receive intervention (n = 15) or educational material (n = 15) at a local university medical center. All participants (n = 30) reported high satisfaction (M = 4.81, SD = 0.44, max score = 5) and increased intent to complete an AD at postintervention. A significant increase in knowledge on AD from baseline to postintervention was observed in the intervention group-t(14) = -3.06, p = 0.01, d = 1.67); no significant change was found for control. Lack of information, mistrust of doctors, and avoidance of discussing death were primary barriers to ACP discussions. Facilitators include ACP education, decreased mistrust, and proactive initiation of ongoing ACP discussions. Feasibility data revealed successful implementation of a brief intervention to increase ACP engagement and willingness to complete an AD among southern African Americans.

Deep Ocean Circulation and Nutrient Contents from Atlantic-Pacific Gradients of Neodymium and Carbon Isotopes During the Last 1 Ma

NASA Astrophysics Data System (ADS)

Piotrowski, A. M.; Elderfield, H.; Howe, J. N. W.

2014-12-01

The last few million years saw changing boundary conditions to the Earth system which set the stage for bi-polar glaciation and Milankovich-forced glacial-interglacial cycles which dominate Quaternary climate variability. Recent studies have highlighted the relative importance of temperature, ice volume and ocean circulation changes during the Mid-Pleistocene Transition at ~900 ka (Elderfield et al., 2012, Pena and Goldstein, 2014). Reconstructing the history of global deep water mass propagation and its carbon content is important for fully understanding the ocean's role in amplifying Milankovich changes to cause glacial-interglacial transitions. A new foraminiferal-coating Nd isotope record from ODP Site 1123 on the deep Chatham Rise is interpreted as showing glacial-interglacial changes in the bottom water propagation of Atlantic-sourced waters into the Pacific via the Southern Ocean during the last 1 million years. This is compared to globally-distributed bottom water Nd isotope records; including a new deep western equatorial Atlantic Ocean record from ODP Site 929, as well as published records from ODP 1088 and Site 1090 in the South Atlantic (Pena and Goldstein, 2014), and ODP 758 in the deep Indian Ocean (Gourlan et al., 2010). Atlantic-to-Pacific gradients in deep ocean neodymium isotopes are constructed for key time intervals to elucidate changes in deep water sourcing and circulation pathways through the global ocean. Benthic carbon isotopes are used to estimate deep water nutrient contents of deep water masses and constrain locations and modes of deep water formation. References: Elderfield et al. Science 337, 704 (2012) Pena and Goldstein, Science 345, 318 (2014) Gourlan et al., Quaternary Science Reviews 29, 2484-2498 (2010)

Blood Clots That Kill: Preventing DVT | NIH MedlinePlus the Magazine

MedlinePlus

... please turn Javascript on. Feature: Deep Vein Thrombosis Blood Clots That Kill: Preventing DVT Past Issues / Spring 2011 ... Contents Deep vein thrombosis, or DVT, is a blood clot that forms in a vein deep in the ...

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

Deep Web video

ScienceCinema

None Available

2018-02-06

To make the web work better for science, OSTI has developed state-of-the-art technologies and services including a deep web search capability. The deep web includes content in searchable databases available to web users but not accessible by popular search engines, such as Google. This video provides an introduction to the deep web search engine.

Organic carbon accumulation in modern sediments of the Angola basin influenced by the Congo deep-sea fan

NASA Astrophysics Data System (ADS)

Baudin, François; Martinez, Philippe; Dennielou, Bernard; Charlier, Karine; Marsset, Tania; Droz, Laurence; Rabouille, Christophe

2017-08-01

Geochemical data (total organic carbon-TOC content, δ13Corg, C:N, Rock-Eval analyses) were obtained on 150 core tops from the Angola basin, with a special focus on the Congo deep-sea fan. Combined with the previously published data, the resulting dataset (322 stations) shows a good spatial and bathymetric representativeness. TOC content and δ13Corg maps of the Angola basin were generated using this enhanced dataset. The main difference in our map with previously published ones is the high terrestrial organic matter content observed downslope along the active turbidite channel of the Congo deep-sea fan till the distal lobe complex near 5000 m of water-depth. Interpretation of downslope trends in TOC content and organic matter composition indicates that lateral particle transport by turbidity currents is the primary mechanism controlling supply and burial of organic matter in the bathypelagic depths.

Density-Pressure Profiles of Fe-Bearing MgSiO3 Liquid: Effects of Valence and Spin States, and Implications for the Chemical Evolution of the Lower Mantle

NASA Astrophysics Data System (ADS)

Karki, Bijaya B.; Ghosh, Dipta B.; Maharjan, Charitra; Karato, Shun-ichiro; Park, Jeffrey

2018-05-01

Density is a key property controlling the chemical state of Earth's interior. Our knowledge about the density of relevant melt compositions is currently poor at deep-mantle conditions. Here we report results from first-principles molecular-dynamics simulations of Fe-bearing MgSiO3 liquids considering different valence and spin states of iron over the whole mantle pressure conditions. Our simulations predict the high-spin to low-spin transition in both ferrous and ferric iron in the silicate liquid to occur gradually at pressures around 100 GPa. The calculated iron-induced changes in the melt density (about 8% increase for 25% iron content) are primarily due to the difference in atomic mass between Mg and Fe, with smaller contributions (<2%) from the valence and spin states. A comparison of the predicted density of mixtures of (Mg,Fe)(Si,Fe)O3 and (Mg,Fe)O liquids with the mantle density indicates that the density contrast between the melt and residual-solid depends strongly on pressure (depth): in the shallow lower mantle (depths < 1,000 km), the melt is lighter than the solids, whereas in the deep lower mantle (e.g., the D″ layer), the melt density exceeds the mantle density when iron content is relatively high and/or melt is enriched with Fe-rich ferropericlase.

Technology concept in the view of Iranian nurses.

PubMed

Mehraban, Marzieh Adel; Hassanpour, Marzieh; Yazdannik, Ahmadreza; Ajami, Sima

2013-05-01

Over the years, the concept technology has modified, especially from the viewpoint of the development of scientific knowledge as well as the philosophical and artistic aspects. However, the concept of technology in nursing are still poorly understood. Only small qualitative studies, especially in Iran, have investigated this phenomenon and they just are about information technology. The aim of this study is to gain a better understanding of the concept of technology in the view of Iranian nurses. This study was qualitative explorative study which was done with a purposeful sampling of 23 nurses (staffs, supervisors and chief nurse managers) working in Isfahan hospitals. Unstructured interviews were including 13 individual interviews and 2 focused-group interviews. In addition to this, filed notes and memos were used in data collection. After this data transcribing was done and then conventional content analysis was used for data coding and classification. The results showed that there are various definitions for technology among nurses. In the view of nurses, technology means using new equipment, computers, information technology, etc). Data analysis revealed that nurses understand technology up to three main concepts: Change, Equipment and Knowledge. In deep overview on categories, we found that the most important concept about technology in nursing perspective is equipment. Therefore, it is necessary to develop deep understanding about the possible concepts technology among nurses. We suppose that technology concepts must be defined separately in all disciplines.

Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory

ERIC Educational Resources Information Center

Ferenc, Anna

2015-01-01

This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features…

Some aspects of using new techniques of teaching/learning in education in optics (Abstract only)

NASA Astrophysics Data System (ADS)

Suchanska, Malgorzata

2003-11-01

The deep learning in Optics can be encouraged by stimulating and considerate teaching. It means that teacher should demonstrate his/her personal commitment to the subject and stress its meaning, relevance and importance to the students. It is also important to allow students to be creative in solving problems and in interpretation of its contents. In order to help the students to become more creative persons it is necessary to enhance the learning process of modern knowledge in Optics, to design and conduct experiments, stimulate passions and interests, allow an access to the e-learning system (Internet) and introduce the psychological training (creativity, communication, lateral thinking etc.) (Abstract only available)

Grammatical markers switch roles and elicit different electrophysiological responses under shallow and deep semantic requirements.

PubMed

Soshi, Takahiro; Nakajima, Heizo; Hagiwara, Hiroko

2016-10-01

Static knowledge about the grammar of a natural language is represented in the cortico-subcortical system. However, the differences in dynamic verbal processing under different cognitive conditions are unclear. To clarify this, we conducted an electrophysiological experiment involving a semantic priming paradigm in which semantically congruent or incongruent word sequences (prime nouns-target verbs) were randomly presented. We examined the event-related brain potentials that occurred in response to congruent and incongruent target words that were preceded by primes with or without grammatical case markers. The two participant groups performed either the shallow (lexical judgment) or deep (direct semantic judgment) semantic tasks. We hypothesized that, irrespective of the case markers, the congruent targets would reduce centro-posterior N400 activities under the deep semantic condition, which induces selective attention to the semantic relatedness of content words. However, the same congruent targets with correct case markers would reduce lateralized negativity under the shallow semantic condition because grammatical case markers are related to automatic structural integration under semantically unattended conditions. We observed that congruent targets (e.g., 'open') that were preceded by primes with congruent case markers (e.g., 'shutter-object case') reduced lateralized negativity under the shallow semantic condition. In contrast, congruent targets, irrespective of case markers, consistently yielded N400 reductions under the deep semantic condition. To summarize, human neural verbal processing differed in response to the same grammatical markers in the same verbal expressions under semantically attended or unattended conditions.

Programming and Technology for Accessibility in Geoscience

NASA Astrophysics Data System (ADS)

Sevre, E.; Lee, S.

2013-12-01

Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

Effects of Straw Return in Deep Soils with Urea Addition on the Soil Organic Carbon Fractions in a Semi-Arid Temperate Cornfield

PubMed Central

Li, Jiaqi; Lu, Jia; Fan, Qingfeng; Yu, Na; Zhang, Yuling; Dang, Xiuli; Zhang, Yulong

2016-01-01

Returning straw to deep soil layers by using a deep-ditching-ridge-ploughing method is an innovative management practice that improves soil quality by increasing the soil organic carbon (SOC) content. However, the optimum quantity of straw return has not been determined. To solve this practical production problem, the following treatments with different amounts of corn straw were investigated: no straw return, CK; 400 kg ha-1 straw, S400; 800 kg ha-1 straw, S800; 1200 kg ha-1 straw, S1200; and 1600 kg ha-1 straw, S1600. After straw was returned to the soil for two years, the microbial biomass C (MBC), easily oxidized organic C (EOC), dissolved organic C (DOC) and light fraction organic C (LFOC) content were measured at three soil depths (0–10, 10–20, and 20–40 cm). The results showed that the combined application of 800 kg ha-1 straw significantly increased the EOC, MBC, and LFOC contents and was a suitable agricultural practice for this region. Moreover, our results demonstrated that returning straw to deep soil layers was effective for increasing the SOC content. PMID:27123594

Effects of Straw Return in Deep Soils with Urea Addition on the Soil Organic Carbon Fractions in a Semi-Arid Temperate Cornfield.

PubMed

Zou, Hongtao; Ye, Xuhong; Li, Jiaqi; Lu, Jia; Fan, Qingfeng; Yu, Na; Zhang, Yuling; Dang, Xiuli; Zhang, Yulong

2016-01-01

Returning straw to deep soil layers by using a deep-ditching-ridge-ploughing method is an innovative management practice that improves soil quality by increasing the soil organic carbon (SOC) content. However, the optimum quantity of straw return has not been determined. To solve this practical production problem, the following treatments with different amounts of corn straw were investigated: no straw return, CK; 400 kg ha-1 straw, S400; 800 kg ha-1 straw, S800; 1200 kg ha-1 straw, S1200; and 1600 kg ha-1 straw, S1600. After straw was returned to the soil for two years, the microbial biomass C (MBC), easily oxidized organic C (EOC), dissolved organic C (DOC) and light fraction organic C (LFOC) content were measured at three soil depths (0-10, 10-20, and 20-40 cm). The results showed that the combined application of 800 kg ha-1 straw significantly increased the EOC, MBC, and LFOC contents and was a suitable agricultural practice for this region. Moreover, our results demonstrated that returning straw to deep soil layers was effective for increasing the SOC content.

Vertical transport of carbon-14 into deep-sea food webs

NASA Astrophysics Data System (ADS)

Pearcy, W. G.; Stuiver, Minze

1983-04-01

During the years 1973 to 1976 the carbon-14 content was higher in epipelagic and vertically migrating, upper mesopelagic animals (caught between 0 and 500 m) than in lower mesopelagic, bathypelagic, and abyssobenthic animals (500 to 5180 m) in the northeastern Pacific Ocean. Only one species of deep-sea fish had a Δ14C value as high as surface-caught fish. The 14C content of most animals was higher pre-bomb levels, but the relatively low 14C content of most deep-sea animals indicates that the majority of their carbon was not derived directly from a near-surface food chain labeled with bomb carbon. A mean residence time of about 35 y was estimated for the organic carbon pool for abyssobenthic animals based on the relative increase of radiocarbon in surface-dwelling animals since 1967. The results suggest that rapidly sinking particles from surface waters, such as fecal pellets, are not the major source of organic carbon for deep-sea fishes and large benthic invertebrates.

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Zepke, Nick

2013-01-01

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

How can we identify and communicate the ecological value of deep-sea ecosystem services?

PubMed

Jobstvogt, Niels; Townsend, Michael; Witte, Ursula; Hanley, Nick

2014-01-01

Submarine canyons are considered biodiversity hotspots which have been identified for their important roles in connecting the deep sea with shallower waters. To date, a huge gap exists between the high importance that scientists associate with deep-sea ecosystem services and the communication of this knowledge to decision makers and to the wider public, who remain largely ignorant of the importance of these services. The connectivity and complexity of marine ecosystems makes knowledge transfer very challenging, and new communication tools are necessary to increase understanding of ecological values beyond the science community. We show how the Ecosystem Principles Approach, a method that explains the importance of ocean processes via easily understandable ecological principles, might overcome this challenge for deep-sea ecosystem services. Scientists were asked to help develop a list of clear and concise ecosystem principles for the functioning of submarine canyons through a Delphi process to facilitate future transfers of ecological knowledge. These ecosystem principles describe ecosystem processes, link such processes to ecosystem services, and provide spatial and temporal information on the connectivity between deep and shallow waters. They also elucidate unique characteristics of submarine canyons. Our Ecosystem Principles Approach was successful in integrating ecological information into the ecosystem services assessment process. It therefore has a high potential to be the next step towards a wider implementation of ecological values in marine planning. We believe that successful communication of ecological knowledge is the key to a wider public support for ocean conservation, and that this endeavour has to be driven by scientists in their own interest as major deep-sea stakeholders.

How Can We Identify and Communicate the Ecological Value of Deep-Sea Ecosystem Services?

PubMed Central

Jobstvogt, Niels; Townsend, Michael; Witte, Ursula; Hanley, Nick

2014-01-01

Submarine canyons are considered biodiversity hotspots which have been identified for their important roles in connecting the deep sea with shallower waters. To date, a huge gap exists between the high importance that scientists associate with deep-sea ecosystem services and the communication of this knowledge to decision makers and to the wider public, who remain largely ignorant of the importance of these services. The connectivity and complexity of marine ecosystems makes knowledge transfer very challenging, and new communication tools are necessary to increase understanding of ecological values beyond the science community. We show how the Ecosystem Principles Approach, a method that explains the importance of ocean processes via easily understandable ecological principles, might overcome this challenge for deep-sea ecosystem services. Scientists were asked to help develop a list of clear and concise ecosystem principles for the functioning of submarine canyons through a Delphi process to facilitate future transfers of ecological knowledge. These ecosystem principles describe ecosystem processes, link such processes to ecosystem services, and provide spatial and temporal information on the connectivity between deep and shallow waters. They also elucidate unique characteristics of submarine canyons. Our Ecosystem Principles Approach was successful in integrating ecological information into the ecosystem services assessment process. It therefore has a high potential to be the next step towards a wider implementation of ecological values in marine planning. We believe that successful communication of ecological knowledge is the key to a wider public support for ocean conservation, and that this endeavour has to be driven by scientists in their own interest as major deep-sea stakeholders. PMID:25055119

Advances in Planetary Protection at the Deep Space Gateway

NASA Astrophysics Data System (ADS)

Spry, J. A.; Siegel, B.; Race, M.; Rummel, J. D.; Pugel, D. E.; Groen, F. J.; Kminek, G.; Conley, C. A.; Carosso, N. J.

2018-02-01

Planetary protection knowledge gaps that can be addressed by science performed at the Deep Space Gateway in the areas of human health and performance, space biology, and planetary sciences that enable future exploration in deep space, at Mars, and other targets.

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

ERIC Educational Resources Information Center

Larkin, Douglas B.

2013-01-01

"Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,…

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

NASA Astrophysics Data System (ADS)

Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

Exploring Preschool Children’s Science Content Knowledge

PubMed Central

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2014-01-01

Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

A deep learning method for lincRNA detection using auto-encoder algorithm.

PubMed

Yu, Ning; Yu, Zeng; Pan, Yi

2017-12-06

RNA sequencing technique (RNA-seq) enables scientists to develop novel data-driven methods for discovering more unidentified lincRNAs. Meantime, knowledge-based technologies are experiencing a potential revolution ignited by the new deep learning methods. By scanning the newly found data set from RNA-seq, scientists have found that: (1) the expression of lincRNAs appears to be regulated, that is, the relevance exists along the DNA sequences; (2) lincRNAs contain some conversed patterns/motifs tethered together by non-conserved regions. The two evidences give the reasoning for adopting knowledge-based deep learning methods in lincRNA detection. Similar to coding region transcription, non-coding regions are split at transcriptional sites. However, regulatory RNAs rather than message RNAs are generated. That is, the transcribed RNAs participate the biological process as regulatory units instead of generating proteins. Identifying these transcriptional regions from non-coding regions is the first step towards lincRNA recognition. The auto-encoder method achieves 100% and 92.4% prediction accuracy on transcription sites over the putative data sets. The experimental results also show the excellent performance of predictive deep neural network on the lincRNA data sets compared with support vector machine and traditional neural network. In addition, it is validated through the newly discovered lincRNA data set and one unreported transcription site is found by feeding the whole annotated sequences through the deep learning machine, which indicates that deep learning method has the extensive ability for lincRNA prediction. The transcriptional sequences of lincRNAs are collected from the annotated human DNA genome data. Subsequently, a two-layer deep neural network is developed for the lincRNA detection, which adopts the auto-encoder algorithm and utilizes different encoding schemes to obtain the best performance over intergenic DNA sequence data. Driven by those newly annotated lincRNA data, deep learning methods based on auto-encoder algorithm can exert their capability in knowledge learning in order to capture the useful features and the information correlation along DNA genome sequences for lincRNA detection. As our knowledge, this is the first application to adopt the deep learning techniques for identifying lincRNA transcription sequences.

Effects of Improved Content Knowledge on Pedagogical Content Knowledge and Student Performance in Physical Education

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Li, Weidong

2017-01-01

Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically…

Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

ERIC Educational Resources Information Center

Livy, Sharyn

2012-01-01

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

2015-01-01

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

15 CFR 970.207 - Antitrust information.

Code of Federal Regulations, 2014 CFR

2014-01-01

... ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970... license, provided that said agreement relates to deep seabed hard mineral resource exploration or mining...

15 CFR 970.207 - Antitrust information.

Code of Federal Regulations, 2012 CFR

2012-01-01

... ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970... license, provided that said agreement relates to deep seabed hard mineral resource exploration or mining...

15 CFR 970.207 - Antitrust information.

Code of Federal Regulations, 2013 CFR

2013-01-01

... ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970... license, provided that said agreement relates to deep seabed hard mineral resource exploration or mining...

15 CFR 970.207 - Antitrust information.

Code of Federal Regulations, 2010 CFR

2010-01-01

... ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970... license, provided that said agreement relates to deep seabed hard mineral resource exploration or mining...

15 CFR 970.207 - Antitrust information.

Code of Federal Regulations, 2011 CFR

2011-01-01

... ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970... license, provided that said agreement relates to deep seabed hard mineral resource exploration or mining...

Disciplinary Literacy and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Carney, Michelle; Indrisano, Roselmina

2013-01-01

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

Deep coverage of the beer proteome.

PubMed

Grochalová, Martina; Konečná, Hana; Stejskal, Karel; Potěšil, David; Fridrichová, Danuše; Srbová, Eva; Ornerová, Kateřina; Zdráhal, Zbyněk

2017-06-06

We adopted an approach based on peptide immobilized pH gradient-isoelectric focusing (IPG-IEF) separation, coupled with LC-MS/MS, in order to maximize coverage of the beer proteome. A lager beer brewed using traditional Czech technology was degassed, desalted and digested. Tryptic peptides were separated by isoelectric focusing on an immobilized pH gradient strip and, after separation, the gel strip was divided into seven equally sized parts. Peptides extracted from gel fractions were analyzed by LC-MS/MS. This approach resulted in a three-fold increase in the number of proteins identified (over 1700) when compared to analysis of unfractionated beer processed by a filter-aided sample preparation (FASP). Over 1900 protein groups (PGs) in total were identified by both approaches. The study significantly extends knowledge about the beer proteome and demonstrates its complexity. Detailed knowledge of the protein content, especially gluten proteins, will enhance the evaluation of potential health risks related to beer consumption (coeliac disease) and will contribute to improving beer quality. Copyright © 2017 Elsevier B.V. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

None Available

To make the web work better for science, OSTI has developed state-of-the-art technologies and services including a deep web search capability. The deep web includes content in searchable databases available to web users but not accessible by popular search engines, such as Google. This video provides an introduction to the deep web search engine.

Identifying content knowledge for teaching energy: Examples from high school physics

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-06-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.

A Pilot Study of Biomedical Text Comprehension using an Attention-Based Deep Neural Reader: Design and Experimental Analysis

PubMed Central

Lee, Kyubum; Kim, Byounggun; Jeon, Minji; Kim, Jihye; Tan, Aik Choon

2018-01-01

Background With the development of artificial intelligence (AI) technology centered on deep-learning, the computer has evolved to a point where it can read a given text and answer a question based on the context of the text. Such a specific task is known as the task of machine comprehension. Existing machine comprehension tasks mostly use datasets of general texts, such as news articles or elementary school-level storybooks. However, no attempt has been made to determine whether an up-to-date deep learning-based machine comprehension model can also process scientific literature containing expert-level knowledge, especially in the biomedical domain. Objective This study aims to investigate whether a machine comprehension model can process biomedical articles as well as general texts. Since there is no dataset for the biomedical literature comprehension task, our work includes generating a large-scale question answering dataset using PubMed and manually evaluating the generated dataset. Methods We present an attention-based deep neural model tailored to the biomedical domain. To further enhance the performance of our model, we used a pretrained word vector and biomedical entity type embedding. We also developed an ensemble method of combining the results of several independent models to reduce the variance of the answers from the models. Results The experimental results showed that our proposed deep neural network model outperformed the baseline model by more than 7% on the new dataset. We also evaluated human performance on the new dataset. The human evaluation result showed that our deep neural model outperformed humans in comprehension by 22% on average. Conclusions In this work, we introduced a new task of machine comprehension in the biomedical domain using a deep neural model. Since there was no large-scale dataset for training deep neural models in the biomedical domain, we created the new cloze-style datasets Biomedical Knowledge Comprehension Title (BMKC_T) and Biomedical Knowledge Comprehension Last Sentence (BMKC_LS) (together referred to as BioMedical Knowledge Comprehension) using the PubMed corpus. The experimental results showed that the performance of our model is much higher than that of humans. We observed that our model performed consistently better regardless of the degree of difficulty of a text, whereas humans have difficulty when performing biomedical literature comprehension tasks that require expert level knowledge. PMID:29305341

Does the transition to an active-learning environment for the introductory course reduce students' overall knowledge of the various disciplines in biology?

PubMed

Simurda, Maryanne C

2012-01-01

As biology education is being redesigned toward an interdisciplinary focus and as pedagogical trends move toward active-learning strategies and investigative experiences, a restructuring of the course content for the Introductory Biology course is necessary. The introductory course in biology has typically been a survey of all the biosciences. If the total number of topics covered is reduced, is the students' overall knowledge of biology also reduced? Our introductory course has been substantially modified away from surveying the biological sciences and toward providing a deep understanding of a particular biological topic, as well as focusing on developing students' analytical and communication skills. Because of this shift to a topic-driven approach for the introductory course, we were interested in assessing our graduating students' overall knowledge of the various biological disciplines. Using the Major Field Test - Biology (Educational Testing Service (ETS), Princeton, NJ), we compared the test performance of graduating students who had a traditional lecture-based introductory course to those who had a topic-driven active-learning introductory course. Our results suggest that eliminating the traditional survey of biology and, instead, focusing on quantitative and writing skills at the introductory level do not affect our graduating students' overall breadth of knowledge of the various biosciences.

Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

ERIC Educational Resources Information Center

Danisman, Sahin; Tanisli, Dilek

2017-01-01

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

ERIC Educational Resources Information Center

Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

2009-01-01

The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

ERIC Educational Resources Information Center

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-01-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

ERIC Educational Resources Information Center

Linsell, Chris; Anakin, Megan

2013-01-01

The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

Exploring Preschool Children's Science Content Knowledge

ERIC Educational Resources Information Center

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2015-01-01

Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed…

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

An Analysis of Content Knowledge and Cognitive Abilities as Factors That Are Associated with Algebra Performance

ERIC Educational Resources Information Center

McLean, Tamika Ann

2017-01-01

The current study investigated college students' content knowledge and cognitive abilities as factors associated with their algebra performance, and examined how combinations of content knowledge and cognitive abilities related to their algebra performance. Specifically, the investigation examined the content knowledge factors of computational…

Model United Nations and Deep Learning: Theoretical and Professional Learning

ERIC Educational Resources Information Center

Engel, Susan; Pallas, Josh; Lambert, Sarah

2017-01-01

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or…

A Constructivist View of Music Education: Perspectives for Deep Learning

ERIC Educational Resources Information Center

Scott, Sheila

2006-01-01

The article analyzes a constructivist view of music education. A constructivist music classroom exemplifies deep learning when students formulate questions, acquire new knowledge by developing and implementing plans for investigating these questions, and reflect on the results. A context for deep learning requires that teachers and students work…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Code and codeless ionospheric measurements with NASA's Rogue GPS Receiver

NASA Technical Reports Server (NTRS)

Srinivasan, Jeff M.; Meehan, Tom K.; Young, Lawrence E.

1989-01-01

The NASA/JPL Rogue Receiver is an 8-satellite, non-multiplexed, highly digital global positioning system (GPS) receiver that can obtain dual frequency data either with or without knowledge of the P-code. In addition to its applications for high accuracy geodesy and orbit determination, the Rogue uses GPS satellite signals to measure the total electron content (TEC) of the ionosphere along the lines of sight from the receiver to the satellites. These measurements are used by JPL's Deep Space Network (DSN) for calibrating radiometric data. This paper will discuss Rogue TEC measurements, emphasizing the advantages of a receiver that can use the P-code, when available, but can also obtain reliable dual frequency data when the code is encrypted.

Knowledge engineering for temporal dependency networks as operations procedures. [in space communication

NASA Technical Reports Server (NTRS)

Fayyad, Kristina E.; Hill, Randall W., Jr.; Wyatt, E. J.

1993-01-01

This paper presents a case study of the knowledge engineering process employed to support the Link Monitor and Control Operator Assistant (LMCOA). The LMCOA is a prototype system which automates the configuration, calibration, test, and operation (referred to as precalibration) of the communications, data processing, metric data, antenna, and other equipment used to support space-ground communications with deep space spacecraft in NASA's Deep Space Network (DSN). The primary knowledge base in the LMCOA is the Temporal Dependency Network (TDN), a directed graph which provides a procedural representation of the precalibration operation. The TDN incorporates precedence, temporal, and state constraints and uses several supporting knowledge bases and data bases. The paper provides a brief background on the DSN, and describes the evolution of the TDN and supporting knowledge bases, the process used for knowledge engineering, and an analysis of the successes and problems of the knowledge engineering effort.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

ERIC Educational Resources Information Center

Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

2015-01-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

ERIC Educational Resources Information Center

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

Effect of deep-fat frying on ascorbic acid, carotenoids and potassium contents of plantain cylinders.

PubMed

Rojas-Gonzalez, Juan A; Avallone, Sylvie; Brat, Pierre; Trystram, Gilles; Bohuon, Philippe

2006-01-01

The influence of thermal treatment (frying of plantain) on the micronutrients ascorbic acid, potassium and carotenoids is evaluated. Cylinders (diameter 30 mm, thickness 10 mm) of plantain (Musa AAB 'barraganete') were fried at four thermal treatments (120-180 degrees C and from 24 to 4 min) to obtain products with approximately the same water content (approximately 0.8+/-0.02 kg/kg1) and fat content (approximately 0.15+/-0.06 kg/kg). The thermal study used the cook value and the mean cook value as indicators of the effect of several different treatment temperatures and times on quality. Deep-fat frying had no significant effect on carotenoid contents at any frying conditions, and on potassium content, except at 120 degrees C and 24 min (loss

Automatic activation of word phonology from print in deep dyslexia.

PubMed

Katz, R B; Lanzoni, S M

1992-11-01

The performance of deep dyslexics in oral reading and other tasks suggests that they are poor at activating the phonology of words and non-words from printed stimuli. As the tasks ordinarily used to test deep dyslexics require controlled processing, it is possible that the phonology of printed words can be better activated on an automatic basis. This study investigated this possibility by testing a deep dyslexic patient on a lexical decision task with pairs of stimuli presented simultaneously. In Experiment 1, which used content words as stimuli, the deep dyslexic, like normal subjects, showed faster reaction times on trials with rhyming, similarly spelled stimuli (e.g. bribe-tribe) than on control trials (consisting of non-rhyming, dissimilarly spelled words), but slower reaction times on trials with non-rhyming, similarly spelled stimuli (e.g. couch-touch). When the experiment was repeated using function words as stimuli, the patient no longer showed a phonological effect. Therefore, the phonological activation of printed content words by deep dyslexics may be better than would be expected on the basis of their oral reading performance.

What Is Technological Pedagogical Content Knowledge (TPACK)?

ERIC Educational Resources Information Center

Koehler, Mathew J.; Mishra, Punya; Cain, William

2013-01-01

This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology knowledge. The paper begins with a brief introduction to the complex, ill-structured nature of teaching.…

Going DEEP: guidelines for building simulation-based team assessments.

PubMed

Grand, James A; Pearce, Marina; Rench, Tara A; Chao, Georgia T; Fernandez, Rosemarie; Kozlowski, Steve W J

2013-05-01

Whether for team training, research or evaluation, making effective use of simulation-based technologies requires robust, reliable and accurate assessment tools. Extant literature on simulation-based assessment practices has primarily focused on scenario and instructional design; however, relatively little direct guidance has been provided regarding the challenging decisions and fundamental principles related to assessment development and implementation. The objective of this manuscript is to introduce a generalisable assessment framework supplemented by specific guidance on how to construct and ensure valid and reliable simulation-based team assessment tools. The recommendations reflect best practices in assessment and are designed to empower healthcare educators, professionals and researchers with the knowledge to design and employ valid and reliable simulation-based team assessments. Information and actionable recommendations associated with creating assessments of team processes (non-technical 'teamwork' activities) and performance (demonstration of technical proficiency) are presented which provide direct guidance on how to Distinguish the underlying competencies one aims to assess, Elaborate the measures used to capture team member behaviours during simulation activities, Establish the content validity of these measures and Proceduralise the measurement tools in a way that is systematically aligned with the goals of the simulation activity while maintaining methodological rigour (DEEP). The DEEP framework targets fundamental principles and critical activities that are important for effective assessment, and should benefit healthcare educators, professionals and researchers seeking to design or enhance any simulation-based assessment effort.

Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Potgieter, Marietjie

2016-01-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

ERIC Educational Resources Information Center

Horzum, Mehmet Baris

2013-01-01

This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

A Portal of Educational Resources: Providing Evidence for Matching Pedagogy with Technology

ERIC Educational Resources Information Center

Di Blas, Nicoletta; Fiore, Alessandro; Mainetti, Luca; Vergallo, Roberto; Paolini, Paolo

2014-01-01

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge)…

Effects of calcium supplements on the quality and acrylamide content of puffed shrimp chips.

PubMed

Chen, Tai-Yuan; Luo, Hsuan-Min; Hsu, Pang-Hung; Sung, Wen-Chieh

2016-01-01

The quality and acrylamide content of deep-fried and microwave-puffed shrimp chips fortified with 0.1%, 0.5%, or 1.0% calcium salts (calcium lactate, calcium carbonate, calcium citrate, or calcium acetate) were investigated. Microwave-puffed shrimp chips contained higher amounts of acrylamide (130.43 ppb) than did deep-fried shrimp chips. The greatest mitigation of acrylamide formation in overfried chips was obtained with 0.1% calcium lactate. All browning indexes of fortified shrimp chips, whether deep-fried or microwave-puffed, were reduced. L* values of microwave-puffed shrimp chips were higher than those of deep-fried shrimp chips, whereas a* and b* values and browning indexes were lower. Color differences (ΔE) between deep-fried puffed shrimp chips fortified with calcium salts and a control sample were higher than 5, and the sensory scores of shrimp chips were significantly decreased by the addition of calcium lactate. Copyright © 2015. Published by Elsevier B.V.

Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Garritz, Andoni

2010-01-01

The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a…

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

NASA Astrophysics Data System (ADS)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may generate greater student knowledge gains than didactic teaching and weak teacher STS content knowledge. In this limited sample, it was found that constructivist teaching practice can overcome weak teacher STS content knowledge in increasing student STS content knowledge. In addition, other factors such as problem-solving and decision-making skills need to be studied as part of an overall framework for STS teaching.

Deep-sea benthic community and environmental impact assessment at the Atlantic Frontier

NASA Astrophysics Data System (ADS)

Gage, John D.

2001-05-01

The seabed community provides a sensitive litmus for environmental change. North Sea analysis of benthic populations provides an effective means for monitoring impacts from man's interventions, such as offshore oil exploitation and fishing, against baseline knowledge of the environment. Comparable knowledge of the benthic biology in the deep waters of the Atlantic Frontier beyond the N.E. Atlantic shelf edge is poorly developed. But uncertainties should not encourage assumptions and extrapolations from the better-known conditions on the continental shelf. While sampling at present still provides the best means to assess the health of the deepwater benthic habitat, protocols developed for deep-sea fauna should be applied. These are necessary because of (a) lower faunal densities, (b) higher species richness, (c) smaller body size, and (d) to ensure comparability with other deep-sea data. As in the North Sea, species richness and relative abundance can be analysed from quantitative samples in order to detect impacts. But analysis based on taxonomic sufficiency above species level is premature, even if arguably possible for coastal communities. Measures also need to ensure identifications are not forced to more familiar coastal species without proper study. Species-level analysis may be applied to seabed photographs of megafauna in relation to data on bottom environment, such as currents and the sediment, to monitor the health of the deep-water community. Although the composition of higher taxa in the benthic community is broadly similar to soft sediments on the shelf, concordance in sensitivities is speculative. Moreover, new organisms occur, such as giant protozoan xenophyophores, unknown on the continental shelf, whose sensitivities remain conjectural. Past knowledge of the benthic biology of the deep-water areas off Scotland is based on scattered stations and some more focussed, multidisciplinary studies, and should be significantly augmented by the results from the oil industry-funded Atlantic Margin Environmental Study cruises in 1996 and 1998. A predominantly depth-related pattern in variability applies here as found elsewhere in the deep ocean, and just sufficient knowledge-based predictive power exists to make comprehensive, high-resolution grid surveys unnecessary for the purpose of broad-scale environmental assessment. But new, small-scale site surveys remain necessary because of local-scale variability. Site survey should be undertaken in the context of existing knowledge of the deep sea in the UK area of the Atlantic Frontier and beyond, and can itself usefully be structured as tests of a projection from the regional scale to reduce sampling effort. It is to the benefit of all stakeholders that environmental assessment aspires to the highest scientific standards and contributes meaningfully to context knowledge. By doing so it will reduce uncertainties in future impact assessments and hence contribute usefully to environmental risk management.

Building on prior knowledge without building it in.

PubMed

Hansen, Steven S; Lampinen, Andrew K; Suri, Gaurav; McClelland, James L

2017-01-01

Lake et al. propose that people rely on "start-up software," "causal models," and "intuitive theories" built using compositional representations to learn new tasks more efficiently than some deep neural network models. We highlight the many drawbacks of a commitment to compositional representations and describe our continuing effort to explore how the ability to build on prior knowledge and to learn new tasks efficiently could arise through learning in deep neural networks.

Brain Tumor Segmentation Using Deep Belief Networks and Pathological Knowledge.

PubMed

Zhan, Tianming; Chen, Yi; Hong, Xunning; Lu, Zhenyu; Chen, Yunjie

2017-01-01

In this paper, we propose an automatic brain tumor segmentation method based on Deep Belief Networks (DBNs) and pathological knowledge. The proposed method is targeted against gliomas (both low and high grade) obtained in multi-sequence magnetic resonance images (MRIs). Firstly, a novel deep architecture is proposed to combine the multi-sequences intensities feature extraction with classification to get the classification probabilities of each voxel. Then, graph cut based optimization is executed on the classification probabilities to strengthen the spatial relationships of voxels. At last, pathological knowledge of gliomas is applied to remove some false positives. Our method was validated in the Brain Tumor Segmentation Challenge 2012 and 2013 databases (BRATS 2012, 2013). The performance of segmentation results demonstrates our proposal providing a competitive solution with stateof- the-art methods. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Microbial survival in deep space environment.

NASA Technical Reports Server (NTRS)

Silverman, G. J.

1971-01-01

Review of the knowledge available on the extent to which microorganisms (mainly microbial spores, vegetative cells, and fungi) are capable of surviving the environment of deep space, based on recent simulation experiments of deep space. A description of the experimental procedures used is followed by a discussion of deep space ecology, the behavior of microorganisms in ultrahigh vacuum, and factors influencing microbial survival. It is concluded that, so far, simulation experiments have proved far less lethal to microorganisms than to other forms of life. There are, however, wide gaps in the knowledge available, and no accurate predictions can as yet be made on the degree of lethality that might be incurred by a microbial population on a given mission. Therefore, sterilization of spacecraft surfaces is deemed necessary if induced panspermia (i.e., interplanetary life propagation) is to be avoided.

Deep reactive ion etching of 4H-SiC via cyclic SF6/O2 segments

NASA Astrophysics Data System (ADS)

Luna, Lunet E.; Tadjer, Marko J.; Anderson, Travis J.; Imhoff, Eugene A.; Hobart, Karl D.; Kub, Fritz J.

2017-10-01

Cycles of inductively coupled SF6/O2 plasma with low (9%) and high (90%) oxygen content etch segments are used to produce up to 46.6 µm-deep trenches with 5.5 µm-wide openings in single-crystalline 4H-SiC substrates. The low oxygen content segment serves to etch deep in SiC whereas the high oxygen content segment serves to etch SiC at a slower rate, targeting carbon-rich residues on the surface as the combination of carbon-rich and fluorinated residues impact sidewall profile. The cycles work in concert to etch past 30 µm at an etch rate of ~0.26 µm min-1 near room temperature, while maintaining close to vertical sidewalls, high aspect ratio, and high mask selectivity. In addition, power ramps during the low oxygen content segment is used to produce a 1:1 ratio of mask opening to trench bottom width. The effect of process parameters such as cycle time and backside substrate cooling on etch depth and micromasking of the electroplated nickel etch mask are investigated.

Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

ERIC Educational Resources Information Center

Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

2016-01-01

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

Measuring Teachers' Pedagogical Content Knowledge in Primary Technology Education

ERIC Educational Resources Information Center

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2009-01-01

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often…

Moving beyond the Deep and Surface Dichotomy; Using Q Methodology to Explore Students' Approaches to Studying

ERIC Educational Resources Information Center

Godor, Brian P.

2016-01-01

Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning…

Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

ERIC Educational Resources Information Center

Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

2018-01-01

Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

NASA Astrophysics Data System (ADS)

Nisbet, Leslie Deanna

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

Two major Cenozoic episodes of phosphogenesis recorded in equatorial Pacific seamount deposits

USGS Publications Warehouse

Hein, J.R.; Hsueh-Wen, Yeh; Gunn, S.H.; Sliter, W.V.; Benninger, L.M.; Chung-Ho, Wang

1993-01-01

The phosphorites occur in a wide variety of forms, but most commonly carbonate fluorapatite (CFA) replaced middle Eocene and older carbonate sediment in a deep water environment (>1000 m). Element ratios distinguish seamount phosphorites from continental margin, plateau, and insular phosphorites. Uranium and thorium contents are low and total rare earch element (REE) contents are generally high. The paleoceanographic conditions initiated and sustained development of phosphorite by accumulation of dissolved phosphorus in the deep sea during relatively stable climatic conditions when oceanic circulation was sluggish. Fluctuations in climate, sealevel, and upwelling that accompanied the climate transitions may have driven cycles of enrichment and depletion of the deep-sea phosphorus reservoir. -from Authors

Comparing Four Instructional Techniques for Promoting Robust Knowledge

ERIC Educational Resources Information Center

Richey, J. Elizabeth; Nokes-Malach, Timothy J.

2015-01-01

Robust knowledge serves as a common instructional target in academic settings. Past research identifying characteristics of experts' knowledge across many domains can help clarify the features of robust knowledge as well as ways of assessing it. We review the expertise literature and identify three key features of robust knowledge (deep,…

Socioscientific Argumentation: The effects of content knowledge and morality

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

A Pilot Study of Biomedical Text Comprehension using an Attention-Based Deep Neural Reader: Design and Experimental Analysis.

PubMed

Kim, Seongsoon; Park, Donghyeon; Choi, Yonghwa; Lee, Kyubum; Kim, Byounggun; Jeon, Minji; Kim, Jihye; Tan, Aik Choon; Kang, Jaewoo

2018-01-05

With the development of artificial intelligence (AI) technology centered on deep-learning, the computer has evolved to a point where it can read a given text and answer a question based on the context of the text. Such a specific task is known as the task of machine comprehension. Existing machine comprehension tasks mostly use datasets of general texts, such as news articles or elementary school-level storybooks. However, no attempt has been made to determine whether an up-to-date deep learning-based machine comprehension model can also process scientific literature containing expert-level knowledge, especially in the biomedical domain. This study aims to investigate whether a machine comprehension model can process biomedical articles as well as general texts. Since there is no dataset for the biomedical literature comprehension task, our work includes generating a large-scale question answering dataset using PubMed and manually evaluating the generated dataset. We present an attention-based deep neural model tailored to the biomedical domain. To further enhance the performance of our model, we used a pretrained word vector and biomedical entity type embedding. We also developed an ensemble method of combining the results of several independent models to reduce the variance of the answers from the models. The experimental results showed that our proposed deep neural network model outperformed the baseline model by more than 7% on the new dataset. We also evaluated human performance on the new dataset. The human evaluation result showed that our deep neural model outperformed humans in comprehension by 22% on average. In this work, we introduced a new task of machine comprehension in the biomedical domain using a deep neural model. Since there was no large-scale dataset for training deep neural models in the biomedical domain, we created the new cloze-style datasets Biomedical Knowledge Comprehension Title (BMKC_T) and Biomedical Knowledge Comprehension Last Sentence (BMKC_LS) (together referred to as BioMedical Knowledge Comprehension) using the PubMed corpus. The experimental results showed that the performance of our model is much higher than that of humans. We observed that our model performed consistently better regardless of the degree of difficulty of a text, whereas humans have difficulty when performing biomedical literature comprehension tasks that require expert level knowledge. ©Seongsoon Kim, Donghyeon Park, Yonghwa Choi, Kyubum Lee, Byounggun Kim, Minji Jeon, Jihye Kim, Aik Choon Tan, Jaewoo Kang. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 05.01.2018.

STOPDVTs: Development and testing of a clinical assessment tool to guide nursing assessment of postoperative patients for Deep Vein Thrombosis.

PubMed

O'Brien, Alanna; Redley, Bernice; Wood, Beverley; Botti, Mari; Hutchinson, Anastasia F

2018-03-01

To develop and test a clinical tool to guide nurses' assessment of postoperative patients for Deep Vein Thrombosis. Preventing venous thromboembolism in hospitalised patients is an international patient safety priority. Despite high-level evidence for optimal venous thromboembolism prophylaxis, implementation is inconsistent and the incidence of Deep Vein Thrombosis remains high. A two-stage sequential multi-method design was used. In stage 1, the STOPDVTs tool was developed using a review of the literature and focus groups with local clinical experts. Stage 2 involved pilot testing the tool with 38 surgical nurses who conducted repeated assessments on a prospective sample of 50 postoperative orthopaedic patients. Stage 1: The focus group members who were members of the nursing leadership team agreed on eight local and systemic signs and symptoms that should be included in a nursing patient assessment tool for early Deep Vein Thrombosis. Local symptoms were pain in the limbs, calf swelling and tightness, changes in the affected limb's skin temperature. Systemic signs included in the tool were as follows: increased shortness of breath, increased respiratory and heart rates, and decreased oxygen saturation. Stage 2: The STOPDVTs tool had acceptable face and content validity, the agreement between the expert nurse and surgical nurses on assessments of individual signs and symptoms varied between 44%-94%. Surgical nurses were less likely than the expert nurse to identify signs indicative of Deep Vein Thrombosis. Despite finding the STOPDVTs clinical assessment tool was a useful guide for nursing assessment, surgical nurses often underestimated the potential importance of clinical signs. The findings reveal a gap in nursing knowledge and skill in assessing for Deep Vein Thrombosis in postoperative orthopaedic patients. This study identified a possible risk to patient safety related to under-recognition of the signs and symptoms of possible Deep Vein Thrombosis (DVT) in postoperative orthopaedic patients. The findings demonstrate the feasibility of developing and implementing a protocol for consistent screening by nurses for possible DVT in the postoperative period. © 2018 John Wiley & Sons Ltd.

Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

A Theory of the Measurement of Knowledge Content, Access, and Learning.

ERIC Educational Resources Information Center

Pirolli, Peter; Wilson, Mark

1998-01-01

An approach to the measurement of knowledge content, knowledge access, and knowledge learning is developed. First a theoretical view of cognition is described, and then a class of measurement models, based on Rasch modeling, is presented. Knowledge access and content are viewed as determining the observable actions selected by an agent to achieve…

[Spatial variation characteristics of surface soil water content, bulk density and saturated hydraulic conductivity on Karst slopes].

PubMed

Zhang, Chuan; Chen, Hong-Song; Zhang, Wei; Nie, Yun-Peng; Ye, Ying-Ying; Wang, Ke-Lin

2014-06-01

Surface soil water-physical properties play a decisive role in the dynamics of deep soil water. Knowledge of their spatial variation is helpful in understanding the processes of rainfall infiltration and runoff generation, which will contribute to the reasonable utilization of soil water resources in mountainous areas. Based on a grid sampling scheme (10 m x 10 m) and geostatistical methods, this paper aimed to study the spatial variability of surface (0-10 cm) soil water content, soil bulk density and saturated hydraulic conductivity on a typical shrub slope (90 m x 120 m, projected length) in Karst area of northwest Guangxi, southwest China. The results showed that the surface soil water content, bulk density and saturated hydraulic conductivity had different spatial dependence and spatial structure. Sample variogram of the soil water content was fitted well by Gaussian models with the nugget effect, while soil bulk density and saturated hydraulic conductivity were fitted well by exponential models with the nugget effect. Variability of soil water content showed strong spatial dependence, while the soil bulk density and saturated hydraulic conductivity showed moderate spatial dependence. The spatial ranges of the soil water content and saturated hydraulic conductivity were small, while that of the soil bulk density was much bigger. In general, the soil water content increased with the increase of altitude while it was opposite for the soil bulk densi- ty. However, the soil saturated hydraulic conductivity had a random distribution of large amounts of small patches, showing high spatial heterogeneity. Soil water content negatively (P < 0.01) correlated with the bulk density and saturated hydraulic conductivity, while there was no significant correlation between the soil bulk density and saturated hydraulic conductivity.

Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom

NASA Astrophysics Data System (ADS)

Leavy, Aisling

2015-09-01

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge.

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

Soil moisture depletion under simulated drought in the Amazon: impacts on deep root uptake.

PubMed

Markewitz, Daniel; Devine, Scott; Davidson, Eric A; Brando, Paulo; Nepstad, Daniel C

2010-08-01

*Deep root water uptake in tropical Amazonian forests has been a major discovery during the last 15 yr. However, the effects of extended droughts, which may increase with climate change, on deep soil moisture utilization remain uncertain. *The current study utilized a 1999-2005 record of volumetric water content (VWC) under a throughfall exclusion experiment to calibrate a one-dimensional model of the hydrologic system to estimate VWC, and to quantify the rate of root uptake through 11.5 m of soil. *Simulations with root uptake compensation had a relative root mean square error (RRMSE) of 11% at 0-40 cm and < 5% at 350-1150 cm. The simulated contribution of deep root uptake under the control was c. 20% of water demand from 250 to 550 cm and c. 10% from 550 to 1150 cm. Furthermore, in years 2 (2001) and 3 (2002) of throughfall exclusion, deep root uptake increased as soil moisture was available but then declined to near zero in deep layers in 2003 and 2004. *Deep root uptake was limited despite high VWC (i.e. > 0.30 cm(3) cm(-3)). This limitation may partly be attributable to high residual water contents (theta(r)) in these high-clay (70-90%) soils or due to high soil-to-root resistance. The ability of deep roots and soils to contribute increasing amounts of water with extended drought will be limited.

Thermal sensitivity of some plantain micronutrients during deep-fat frying.

PubMed

Avallone, Sylvie; Rojas-Gonzalez, Juan A; Trystram, Gilles; Bohuon, Philippe

2009-06-01

The impact of deep-fat frying on the micronutrient content of plantain (Musa AAB"barraganete") was evaluated during processing of plantain chips called "tostones." Water content, micronutrients (potassium, L-ascorbic acid, alpha-carotene, beta-carotene) content, and the temperature within the food were quantified during the course of frying. A nonisothermal kinetics analysis of the 1st-order reaction (micronutrient degradation) induced by deep-fat frying, particularly in terms of the spatial distribution of temperature, was proposed. The kinetic parameters (pre-exponential factor k(0,) activation energy E(a)) were identified by nonlinear optimization, minimizing the residual variance between the experimental and theoretical micronutrient content. Agreement between model and experimental values was checked. During 1st and 2nd frying, potassium was well retained while carotenoid contents decreased significantly. Moreover, L-ascorbic acid contents decreased significantly, just during 2nd frying. k(0) was identified as well as E(a) observed for L-ascorbic acid, alpha-carotene, and beta-carotene as 68.4 to 71.5, 79.6 to 84.9, and 85.9 to 88.6 kJ/mol, respectively. beta-carotene appeared to be more heat-resistant than alpha-carotene and L-ascorbic acid. The behavior of the nutritional markers appears to be the consequence of the thermal and hydric histories of the crust and of the heart of the plantain disk related to heat transfer during preparation of the "tostones."

Evolution of AlGaN deep level defects as a function of alloying and compositional grading and resultant impact on electrical conductivity

DOE PAGES

Armstrong, Andrew M.; Allerman, Andrew A.

2017-07-24

AlGaN:Si epilayers with uniform Al compositions of 60%, 70%, 80%, and 90% were grown by metal-organic vapor phase epitaxy along with a compositionally graded, unintentionally doped (UID) AlGaN epilayer with the Al composition varying linearly between 80% and 100%. The resistivity of AlGaN:Si with a uniform composition increased significantly for the Al content of 80% and greater, whereas the graded UID-AlGaN film exhibited resistivity equivalent to 60% and 70% AlGaN:Si owing to polarization-induced doping. Deep level defect studies of both types of AlGaN epilayers were performed to determine why the electronic properties of uniform-composition AlGaN:Si degraded with increased Al content,more » while the electronic properties of graded UID-AlGaN did not. The deep level density of uniform-composition AlGaN:Si increased monotonically and significantly with the Al mole fraction. Conversely, graded-UID AlGaN had the lowest deep level density of all the epilayers despite containing the highest Al composition. These findings indicate that Si doping is an impetus for point defect incorporation in AlGaN that becomes stronger with the increasing Al content. However, the increase in deep level density with the Al content in uniform-composition AlGaN:Si was small compared to the increase in resistivity. This implies that the primary cause for increasing resistivity in AlGaN:Si with the increasing Al mole fraction is not compensation by deep levels but rather increasing activation energy for the Si dopant. As a result, the graded UID-AlGaN films maintained low resistivity because they do not rely on thermal ionization of Si dopants.« less

Evolution of AlGaN deep level defects as a function of alloying and compositional grading and resultant impact on electrical conductivity

DOE Office of Scientific and Technical Information (OSTI.GOV)

Armstrong, Andrew M.; Allerman, Andrew A.

AlGaN:Si epilayers with uniform Al compositions of 60%, 70%, 80%, and 90% were grown by metal-organic vapor phase epitaxy along with a compositionally graded, unintentionally doped (UID) AlGaN epilayer with the Al composition varying linearly between 80% and 100%. The resistivity of AlGaN:Si with a uniform composition increased significantly for the Al content of 80% and greater, whereas the graded UID-AlGaN film exhibited resistivity equivalent to 60% and 70% AlGaN:Si owing to polarization-induced doping. Deep level defect studies of both types of AlGaN epilayers were performed to determine why the electronic properties of uniform-composition AlGaN:Si degraded with increased Al content,more » while the electronic properties of graded UID-AlGaN did not. The deep level density of uniform-composition AlGaN:Si increased monotonically and significantly with the Al mole fraction. Conversely, graded-UID AlGaN had the lowest deep level density of all the epilayers despite containing the highest Al composition. These findings indicate that Si doping is an impetus for point defect incorporation in AlGaN that becomes stronger with the increasing Al content. However, the increase in deep level density with the Al content in uniform-composition AlGaN:Si was small compared to the increase in resistivity. This implies that the primary cause for increasing resistivity in AlGaN:Si with the increasing Al mole fraction is not compensation by deep levels but rather increasing activation energy for the Si dopant. As a result, the graded UID-AlGaN films maintained low resistivity because they do not rely on thermal ionization of Si dopants.« less

Focused Crawling of the Deep Web Using Service Class Descriptions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rocco, D; Liu, L; Critchlow, T

2004-06-21

Dynamic Web data sources--sometimes known collectively as the Deep Web--increase the utility of the Web by providing intuitive access to data repositories anywhere that Web access is available. Deep Web services provide access to real-time information, like entertainment event listings, or present a Web interface to large databases or other data repositories. Recent studies suggest that the size and growth rate of the dynamic Web greatly exceed that of the static Web, yet dynamic content is often ignored by existing search engine indexers owing to the technical challenges that arise when attempting to search the Deep Web. To address thesemore » challenges, we present DynaBot, a service-centric crawler for discovering and clustering Deep Web sources offering dynamic content. DynaBot has three unique characteristics. First, DynaBot utilizes a service class model of the Web implemented through the construction of service class descriptions (SCDs). Second, DynaBot employs a modular, self-tuning system architecture for focused crawling of the DeepWeb using service class descriptions. Third, DynaBot incorporates methods and algorithms for efficient probing of the Deep Web and for discovering and clustering Deep Web sources and services through SCD-based service matching analysis. Our experimental results demonstrate the effectiveness of the service class discovery, probing, and matching algorithms and suggest techniques for efficiently managing service discovery in the face of the immense scale of the Deep Web.« less

Self-Directed Learning to Improve Science Content Knowledge for Teachers

ERIC Educational Resources Information Center

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

A Review of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

2013-01-01

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

ERIC Educational Resources Information Center

Williams, John; Lockley, John

2012-01-01

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each…

Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

ERIC Educational Resources Information Center

Kazemi, Farhad; Rafiepour, Abolfazl

2018-01-01

The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about…

Effect of Minerals on Intestinal IgA Production Using Deep Sea Water Drinks.

PubMed

Shiraishi, Hisashi; Fujino, Maho; Shirakawa, Naoki; Ishida, Nanao; Funato, Hiroki; Hirata, Ayumu; Abe, Noriaki; Iizuka, Michiro; Jobu, Kohei; Yokota, Junko; Miyamura, Mitsuhiko

2017-01-01

Minerals are essential for life, as they are a vital part of protein constituents, enzyme cofactors, and other components in living organisms. Deep sea water is characterized by its cleanliness and stable low temperature, and its possible health- and medical benefits are being studied. However, no study has yet evaluated the physical properties of the numerous commercially available deep sea water products, which have varying water sources and production methods. We analyzed these products' mineral content and investigated their effect on living organism, focusing on immune functions, and investigated the relation between physiological immunoactivities and mineral intake. We qualitatively analyzed the mineral compositions of the deep sea water drinks and evaluated the drinks' physical properties using principal component analysis, a type of multivariate analysis, of their mineral content. We create an iron and copper-deficient rat model and administered deep sea water drinks for 8 weeks. We then measured their fecal immunoglobulin A (IgA) to evaluate immune function. Principal component analysis suggested that physical properties of deep sea water drinks could be determined by their sources. Administration of deep sea water drinks increased fecal IgA, thus tending to stimulate immune function, but the extent of this effect varied by drink. Of the minerals contained in deep sea water, iron showed positive correlations with the fecal IgA. The principal component analysis used in this study is suitable for evaluating deep sea water containing many minerals, and our results form a useful basis for comparative evaluations of deep sea water's bioactivity.

Evidence for coupling the vertical flux of phytodetritus to the diet and seasonal life history of the deep-sea echinoid Echinus affinis

NASA Astrophysics Data System (ADS)

Campos-Creasey, L. S.; Tyler, P. A.; Gage, J. D.; John, A. W. G.

1994-02-01

Data from a temporal sampling programme at 2200 m depth provide evidence for a relationship between the diet of the deep-sea echinoid Echinus affinis and deposition of phytodetritus. Nonlinear regression and "lack of fit" analysis resulted in the identification of a number of seasonal fluctuations in the organ and gut content indices of E. affinis. The amount of gut contents were low in winter and high during spring and summer months. The proportionof organic matter in the gut contents, however, did not show a significant seasonal variation. Planktonic and benthic material was identified from the gut contents using electron microscopy. All these data support the hypothesis that the seasonal deposition of phytodetritus provides energy for growth and reproduction.

Observations of an indigenous Hawaiian planetarium operator: Astronomy content knowledge of Hawaiian school children

NASA Astrophysics Data System (ADS)

Dye, Ahia G.; Ha`o, Celeste; Slater, Timothy F.; Slater, Stephanie J.

2015-08-01

Not so long ago, astronomers visiting schools in Hawaii tried to build awareness among school children and teachers about how stars move across the sky, the nature of planets orbiting our sun, and the physical processes governing stars and galaxies. While these efforts were undertaken with all good intentions, they were often based on our collective understanding of how Mainland children come to know astronomy topics, and with a Western worldview. Research observations of Hawaiian elementary school children indicate that Hawaiian children understand far more about the skies than could have been predicted from the behavior of Mainland children, or from the body of literature on children’s understanding of astronomy. Analysis of elementary students’ responses to a kumu’s, or teacher’s questions relating to the celestial sphere indicate that these students posses a deep knowledge of the night sky and celestial motions. This knowledge base is fluent across two cultural systems of constellations, and is predictive. In an era of curriculum development based upon learning progressions, it appears that Native Hawaiian students possess unexpected knowledge that is well poised to interfere with conventional educational and public outreach approaches if not taken into account. Further, these findings suggest that further inquiry must be made into the astronomical thinking of minority populations prior to the unilateral implementation of national science education standards.

Deep transfer learning for automatic target classification: MWIR to LWIR

NASA Astrophysics Data System (ADS)

Ding, Zhengming; Nasrabadi, Nasser; Fu, Yun

2016-05-01

Publisher's Note: This paper, originally published on 5/12/2016, was replaced with a corrected/revised version on 5/18/2016. If you downloaded the original PDF but are unable to access the revision, please contact SPIE Digital Library Customer Service for assistance. When dealing with sparse or no labeled data in the target domain, transfer learning shows its appealing performance by borrowing the supervised knowledge from external domains. Recently deep structure learning has been exploited in transfer learning due to its attractive power in extracting effective knowledge through multi-layer strategy, so that deep transfer learning is promising to address the cross-domain mismatch. In general, cross-domain disparity can be resulted from the difference between source and target distributions or different modalities, e.g., Midwave IR (MWIR) and Longwave IR (LWIR). In this paper, we propose a Weighted Deep Transfer Learning framework for automatic target classification through a task-driven fashion. Specifically, deep features and classifier parameters are obtained simultaneously for optimal classification performance. In this way, the proposed deep structures can extract more effective features with the guidance of the classifier performance; on the other hand, the classifier performance is further improved since it is optimized on more discriminative features. Furthermore, we build a weighted scheme to couple source and target output by assigning pseudo labels to target data, therefore we can transfer knowledge from source (i.e., MWIR) to target (i.e., LWIR). Experimental results on real databases demonstrate the superiority of the proposed algorithm by comparing with others.

Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

ERIC Educational Resources Information Center

Peters, Erin E.

2012-01-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

Contribution of Content Knowledge and Learning Ability to the Learning of Facts.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

1991-01-01

In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

Chinese Secondary Physical Education Teachers' Depth of Specialized Content Knowledge in Soccer

ERIC Educational Resources Information Center

Ward, Phillip; He, Yaohui; Wang, Xiaozan; Li, Weidong

2018-01-01

Purpose: Accurately measuring the content knowledge of teachers is critical to designing professional development to support their teaching. We examined the depth of specialized content knowledge (SCK), defined in terms of instructional tasks reported by teachers and factors that could affect their SCK. Method: Content maps were used to evaluate…

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

ERIC Educational Resources Information Center

Wilburne, Jane M.; Long, Michael

2010-01-01

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

High-throughput state-machine replication using software transactional memory.

PubMed

Zhao, Wenbing; Yang, William; Zhang, Honglei; Yang, Jack; Luo, Xiong; Zhu, Yueqin; Yang, Mary; Luo, Chaomin

2016-11-01

State-machine replication is a common way of constructing general purpose fault tolerance systems. To ensure replica consistency, requests must be executed sequentially according to some total order at all non-faulty replicas. Unfortunately, this could severely limit the system throughput. This issue has been partially addressed by identifying non-conflicting requests based on application semantics and executing these requests concurrently. However, identifying and tracking non-conflicting requests require intimate knowledge of application design and implementation, and a custom fault tolerance solution developed for one application cannot be easily adopted by other applications. Software transactional memory offers a new way of constructing concurrent programs. In this article, we present the mechanisms needed to retrofit existing concurrency control algorithms designed for software transactional memory for state-machine replication. The main benefit for using software transactional memory in state-machine replication is that general purpose concurrency control mechanisms can be designed without deep knowledge of application semantics. As such, new fault tolerance systems based on state-machine replications with excellent throughput can be easily designed and maintained. In this article, we introduce three different concurrency control mechanisms for state-machine replication using software transactional memory, namely, ordered strong strict two-phase locking, conventional timestamp-based multiversion concurrency control, and speculative timestamp-based multiversion concurrency control. Our experiments show that speculative timestamp-based multiversion concurrency control mechanism has the best performance in all types of workload, the conventional timestamp-based multiversion concurrency control offers the worst performance due to high abort rate in the presence of even moderate contention between transactions. The ordered strong strict two-phase locking mechanism offers the simplest solution with excellent performance in low contention workload, and fairly good performance in high contention workload.

High-throughput state-machine replication using software transactional memory

PubMed Central

Yang, William; Zhang, Honglei; Yang, Jack; Luo, Xiong; Zhu, Yueqin; Yang, Mary; Luo, Chaomin

2017-01-01

State-machine replication is a common way of constructing general purpose fault tolerance systems. To ensure replica consistency, requests must be executed sequentially according to some total order at all non-faulty replicas. Unfortunately, this could severely limit the system throughput. This issue has been partially addressed by identifying non-conflicting requests based on application semantics and executing these requests concurrently. However, identifying and tracking non-conflicting requests require intimate knowledge of application design and implementation, and a custom fault tolerance solution developed for one application cannot be easily adopted by other applications. Software transactional memory offers a new way of constructing concurrent programs. In this article, we present the mechanisms needed to retrofit existing concurrency control algorithms designed for software transactional memory for state-machine replication. The main benefit for using software transactional memory in state-machine replication is that general purpose concurrency control mechanisms can be designed without deep knowledge of application semantics. As such, new fault tolerance systems based on state-machine replications with excellent throughput can be easily designed and maintained. In this article, we introduce three different concurrency control mechanisms for state-machine replication using software transactional memory, namely, ordered strong strict two-phase locking, conventional timestamp-based multiversion concurrency control, and speculative timestamp-based multiversion concurrency control. Our experiments show that speculative timestamp-based multiversion concurrency control mechanism has the best performance in all types of workload, the conventional timestamp-based multiversion concurrency control offers the worst performance due to high abort rate in the presence of even moderate contention between transactions. The ordered strong strict two-phase locking mechanism offers the simplest solution with excellent performance in low contention workload, and fairly good performance in high contention workload. PMID:29075049

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

ERIC Educational Resources Information Center

Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

2017-01-01

This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

Using deep learning for content-based medical image retrieval

NASA Astrophysics Data System (ADS)

Sun, Qinpei; Yang, Yuanyuan; Sun, Jianyong; Yang, Zhiming; Zhang, Jianguo

2017-03-01

Content-Based medical image retrieval (CBMIR) is been highly active research area from past few years. The retrieval performance of a CBMIR system crucially depends on the feature representation, which have been extensively studied by researchers for decades. Although a variety of techniques have been proposed, it remains one of the most challenging problems in current CBMIR research, which is mainly due to the well-known "semantic gap" issue that exists between low-level image pixels captured by machines and high-level semantic concepts perceived by human[1]. Recent years have witnessed some important advances of new techniques in machine learning. One important breakthrough technique is known as "deep learning". Unlike conventional machine learning methods that are often using "shallow" architectures, deep learning mimics the human brain that is organized in a deep architecture and processes information through multiple stages of transformation and representation. This means that we do not need to spend enormous energy to extract features manually. In this presentation, we propose a novel framework which uses deep learning to retrieval the medical image to improve the accuracy and speed of a CBIR in integrated RIS/PACS.

Active Cooling of Oil after Deep-frying.

PubMed

Totani, Nagao; Yasaki, Naoko; Doi, Rena; Hasegawa, Etsuko

2017-10-01

Oil used for deep-frying is often left to stand after cooking. A major concern is oxidation during standing that might be avoidable, especially in the case of oil used repeatedly for commercial deep-frying as this involves large volumes that are difficult to cool in a conventional fryer. This paper describes a method to minimize oil oxidation. French fries were deep-fried and the oil temperature decreased in a manner typical for a commercial deep-fryer. The concentration of polar compounds generated from thermally oxidized oil remarkably increased at temperature higher than 100°C but little oxidation occurred below 60°C. Heating the oil showed that the peroxide and polar compound content did not increase when the oil was actively cooled using a running water-cooled Graham-type condenser system to cool the oil from 180°C to room temperature within 30 min. When French fries were fried and the oil was then immediately cooled using the condenser, the polar compound content during cooling did not increase. Our results demonstrate that active cooling of heated oil is simple and quite effective for inhibiting oxidation.

Plants as Part of the Deep Space Exploration Schema

NASA Astrophysics Data System (ADS)

Paul, A.-L.; Ferl, R. J.

2018-02-01

Modern molecular data evaluating the physiological impact of the deep space environment on terrestrial biology are non-existent. The cis-lunar habitat of Gateway can provide a research platform to fill this gap in knowledge crucial to exploration.

Deep learning and three-compartment breast imaging in breast cancer diagnosis

NASA Astrophysics Data System (ADS)

Drukker, Karen; Huynh, Benjamin Q.; Giger, Maryellen L.; Malkov, Serghei; Avila, Jesus I.; Fan, Bo; Joe, Bonnie; Kerlikowske, Karla; Drukteinis, Jennifer S.; Kazemi, Leila; Pereira, Malesa M.; Shepherd, John

2017-03-01

We investigated whether deep learning has potential to aid in the diagnosis of breast cancer when applied to mammograms and biologic tissue composition images derived from three-compartment (3CB) imaging. The dataset contained diagnostic mammograms and 3CB images (water, lipid, and protein content) of biopsy-sampled BIRADS 4 and 5 lesions in 195 patients. In 58 patients, the lesion manifested as a mass (13 malignant vs. 45 benign), in 87 as microcalcifications (19 vs. 68), and in 56 as (focal) asymmetry or architectural distortion (11 vs. 45). Six patients had both a mass and calcifications. For each mammogram and corresponding 3CB images, a 128x128 region of interest containing the lesion was selected by an expert radiologist and used directly as input to a deep learning method pretrained on a very large independent set of non-medical images. We used a nested leave-one-out-by-case (patient) model selection and classification protocol. The area under the ROC curve (AUC) for the task of distinguishing between benign and malignant lesions was used as performance metric. For the cases with mammographic masses, the AUC increased from 0.83 (mammograms alone) to 0.89 (mammograms+3CB, p=.162). For the microcalcification and asymmetry/architectural distortion cases the AUC increased from 0.84 to 0.91 (p=.116) and from 0.61 to 0.87 (p=.006), respectively. Our results indicate great potential for the application of deep learning methods in the diagnosis of breast cancer and additional knowledge of the biologic tissue composition appeared to improve performance, especially for lesions mammographically manifesting as asymmetries or architectural distortions.

Scalable metagenomic taxonomy classification using a reference genome database

PubMed Central

Ames, Sasha K.; Hysom, David A.; Gardner, Shea N.; Lloyd, G. Scott; Gokhale, Maya B.; Allen, Jonathan E.

2013-01-01

Motivation: Deep metagenomic sequencing of biological samples has the potential to recover otherwise difficult-to-detect microorganisms and accurately characterize biological samples with limited prior knowledge of sample contents. Existing metagenomic taxonomic classification algorithms, however, do not scale well to analyze large metagenomic datasets, and balancing classification accuracy with computational efficiency presents a fundamental challenge. Results: A method is presented to shift computational costs to an off-line computation by creating a taxonomy/genome index that supports scalable metagenomic classification. Scalable performance is demonstrated on real and simulated data to show accurate classification in the presence of novel organisms on samples that include viruses, prokaryotes, fungi and protists. Taxonomic classification of the previously published 150 giga-base Tyrolean Iceman dataset was found to take <20 h on a single node 40 core large memory machine and provide new insights on the metagenomic contents of the sample. Availability: Software was implemented in C++ and is freely available at http://sourceforge.net/projects/lmat Contact: allen99@llnl.gov Supplementary information: Supplementary data are available at Bioinformatics online. PMID:23828782

The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

NASA Astrophysics Data System (ADS)

Putra, A.; Rahmat, A.; Redjeki, S.

2017-09-01

This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

The Importance of Conducting Life Sciences Experiments on the Deep Space Gateway Platform

NASA Technical Reports Server (NTRS)

Bhattacharya, S.

2018-01-01

Over the last several decades important information has been gathered by conducting life science experiments on the Space Shuttle and on the International Space Station. It is now time to leverage that scientific knowledge, as well as aspects of the hardware that have been developed to support the biological model systems, to NASA's next frontier - the Deep Space Gateway. In order to facilitate long duration deep space exploration for humans, it is critical for NASA to understand the effects of long duration, low dose, deep space radiation on biological systems. While carefully controlled ground experiments on Earth-based radiation facilities have provided valuable preliminary information, we still have a significant knowledge gap on the biological responses of organisms to chronic low doses of the highly ionizing particles encountered beyond low Earth orbit. Furthermore, the combined effects of altered gravity and radiation have the potential to cause greater biological changes than either of these parameters alone. Therefore a thorough investigation of the biological effects of a cis-lunar environment will facilitate long term human exploration of deep space.

Uncovering the mechanism(s) of deep brain stimulation

NASA Astrophysics Data System (ADS)

Gang, Li; Chao, Yu; Ling, Lin; C-Y Lu, Stephen

2005-01-01

Deep brain stimulators, often called `pacemakers for the brain', are implantable devices which continuously deliver impulse stimulation to specific targeted nuclei of deep brain structure, namely deep brain stimulation (DBS). To date, deep brain stimulation (DBS) is the most effective clinical technique for the treatment of several medically refractory movement disorders (e.g., Parkinson's disease, essential tremor, and dystonia). In addition, new clinical applications of DBS for other neurologic and psychiatric disorders (e.g., epilepsy and obsessive-compulsive disorder) have been put forward. Although DBS has been effective in the treatment of movement disorders and is rapidly being explored for the treatment of other neurologic disorders, the scientific understanding of its mechanisms of action remains unclear and continues to be debated in the scientific community. Optimization of DBS technology for present and future therapeutic applications will depend on identification of the therapeutic mechanism(s) of action. The goal of this review is to address our present knowledge of the effects of high-frequency stimulation within the central nervous system and comment on the functional implications of this knowledge for uncovering the mechanism(s) of DBS.

Wissensstrukturierung im Unterricht: Neuere Forschung zur Wissensreprasentation und ihre Anwendung in der Didaktik (Knowledge Structuring in Instruction: Recent Research on Knowledge Representation and Its Application in the Classroom).

ERIC Educational Resources Information Center

Einsiedler, Wolfgang

1996-01-01

Asks whether theories of knowledge representation provide a basis for the development of theories of knowledge structuring in instruction. Discusses codes of knowledge, surface versus deep structures, semantic networks, and multiple memory systems. Reviews research on teaching, external representation of cognitive structures, hierarchical…

How a protein can remain stable in a solvent with high content of urea: insights from molecular dynamics simulation of Candida antarctica lipase B in urea : choline chloride deep eutectic solvent.

PubMed

Monhemi, Hassan; Housaindokht, Mohammad Reza; Moosavi-Movahedi, Ali Akbar; Bozorgmehr, Mohammad Reza

2014-07-28

Deep eutectic solvents (DESs) are utilized as green and inexpensive alternatives to classical ionic liquids. It has been known that some of DESs can be used as solvent in the enzymatic reactions to obtain very green chemical processes. DESs are quite poorly understood at the molecular level. Moreover, we do not know much about the enzyme microstructure in such systems. For example, how some hydrolase can remain active and stable in a deep eutectic solvent including 9 M of urea? In this study, the molecular dynamics of DESs as a liquid was simulated at the molecular level. Urea : choline chloride as a well-known eutectic mixture was chosen as a model DES. The behavior of the lipase as a biocatalyst was studied in this system. For comparison, the enzyme structure was also simulated in 8M urea. The thermal stability of the enzyme was also evaluated in DESs, water, and 8M urea. The enzyme showed very good conformational stability in the urea : choline chloride mixture with about 66% urea (9 M) even at high temperatures. The results are in good agreement with recent experimental observations. In contrast, complete enzyme denaturation occurred in 8M urea with only 12% urea in water. It was found that urea molecules denature the enzyme by interrupting the intra-chain hydrogen bonds in a "direct denaturation mechanism". However, in a urea : choline chloride deep eutectic solvent, as a result of hydrogen bonding with choline and chloride ions, urea molecules have a low diffusion coefficient and cannot reach the protein domains. Interestingly, urea, choline, and chloride ions form hydrogen bonds with the surface residues of the enzyme which, instead of lipase denaturation, leads to greater enzyme stability. To the best of our knowledge, this is the first study in which the microstructural properties of a macromolecule are examined in a deep eutectic solvent.

Can Cases Carry Pedagogical Content Knowledge? Yes, But We've Got Signs of a "Matthew Effect."

ERIC Educational Resources Information Center

Kleinfeld, Judith

Teacher educators have come to appreciate that the teaching of difficult subjects combines knowledge of content and knowledge of generic teaching methods. A study was conducted, therefore, to explore the potential of cases to carry pedagogical content knowledge. A case was developed describing how an expert teacher goes about teaching…

Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

PubMed

Kahn-Horwitz, Janina

2016-04-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

Exploring Initiative as a Signal of Knowledge Co-Construction During Collaborative Problem Solving.

PubMed

Howard, Cynthia; Di Eugenio, Barbara; Jordan, Pamela; Katz, Sandra

2017-08-01

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. Copyright © 2016 Cognitive Science Society, Inc.

Providing Multi-Page Data Extraction Services with XWRAPComposer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Liu, Ling; Zhang, Jianjun; Han, Wei

2008-04-30

Dynamic Web data sources – sometimes known collectively as the Deep Web – increase the utility of the Web by providing intuitive access to data repositories anywhere that Web access is available. Deep Web services provide access to real-time information, like entertainment event listings, or present a Web interface to large databases or other data repositories. Recent studies suggest that the size and growth rate of the dynamic Web greatly exceed that of the static Web, yet dynamic content is often ignored by existing search engine indexers owing to the technical challenges that arise when attempting to search the Deepmore » Web. To address these challenges, we present DYNABOT, a service-centric crawler for discovering and clustering Deep Web sources offering dynamic content. DYNABOT has three unique characteristics. First, DYNABOT utilizes a service class model of the Web implemented through the construction of service class descriptions (SCDs). Second, DYNABOT employs a modular, self-tuning system architecture for focused crawling of the Deep Web using service class descriptions. Third, DYNABOT incorporates methods and algorithms for efficient probing of the Deep Web and for discovering and clustering Deep Web sources and services through SCD-based service matching analysis. Our experimental results demonstrate the effectiveness of the service class discovery, probing, and matching algorithms and suggest techniques for efficiently managing service discovery in the face of the immense scale of the Deep Web.« less

Using the Biodatamation(TM) strategy to learn introductory college biology: Value-added effects on selected students' conceptual understanding and conceptual integration of the processes of photosynthesis and cellular respiration

NASA Astrophysics Data System (ADS)

Reuter, Jewel Jurovich

The purpose of this exploratory research was to study how students learn photosynthesis and cellular respiration and to determine the value added to the student's learning by each of the three technology-scaffolded learning strategy components (animated concept presentations and WebQuest-style activities, data collection, and student-constructed animations) of the BioDatamation(TM) (BDM) Program. BDM learning strategies utilized the Theory of Interacting Visual Fields(TM) (TIVF) (Reuter & Wandersee, 2002a, 2002b; 2003a, 2003b) which holds that meaningful knowledge is hierarchically constructed using the past, present, and future visual fields, with visual metacognitive components that are derived from the principles of Visual Behavior (Jones, 1995), Human Constructivist Theory (Mintzes & Wandersee, 1998a), and Visual Information Design Theory (Tufte, 1990, 1997, 2001). Student alternative conceptions of photosynthesis and cellular respiration were determined by the item analysis of 263,267 Biology Advanced Placement Examinations and were used to develop the BDM instructional strategy and interview questions. The subjects were 24 undergraduate students of high and low biology prior knowledge enrolled in an introductory-level General Biology course at a major research university in the Deep South. Fifteen participants received BDM instruction which included original and innovative learning materials and laboratories in 6 phases; 8 of the 15 participants were the subject of in depth, extended individual analysis. The other 9 participants received traditional, non-BDM instruction. Interviews which included participants' creation of concept maps and visual field diagrams were conducted after each phase. Various content analyses, including Chi's Verbal Analysis and quantitizing/qualitizing were used for data analysis. The total value added to integrative knowledge during BDM instruction with the three visual fields was an average increase of 56% for cellular respiration and 62% increase for photosynthesis knowledge, improved long-term memory of concepts, and enhanced biological literacy to the multidimensional level, as determined by the BSCS literacy model. WebQuest-style activities and data collection provided for animated prior knowledge in the past visual field, and detailed content knowledge construction in the present visual field. During student construction of animated presentations, layering required participants to think by rearranging words and images for improved hierarchical organization of knowledge with real-life applications.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge through Content Decision-Making

ERIC Educational Resources Information Center

Ellsworth, Tina M.

2017-01-01

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines…

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development

ERIC Educational Resources Information Center

Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry

2011-01-01

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online…

Deep-sea genetic resources: New frontiers for science and stewardship in areas beyond national jurisdiction

NASA Astrophysics Data System (ADS)

Harden-Davies, Harriet

2017-03-01

The deep-sea is a large source of marine genetic resources (MGR), which have many potential uses and are a growing area of research. Much of the deep-sea lies in areas beyond national jurisdiction (ABNJ), including 65% of the global ocean. MGR in ABNJ occupy a significant gap in the international legal framework. Access and benefit sharing of MGR is a key issue in the development of a new international legally-binding instrument under the United Nations Convention on the Law of the Sea (UNCLOS) for the conservation and sustainable use of marine biological diversity in ABNJ. This paper examines how this is relevant to deep-sea scientific research and identifies emerging challenges and opportunities. There is no internationally agreed definition of MGR, however, deep-sea genetic resources could incorporate any biological material including genes, proteins and natural products. Deep-sea scientific research is the key actor accessing MGR in ABNJ and sharing benefits such as data, samples and knowledge. UNCLOS provides the international legal framework for marine scientific research, international science cooperation, capacity building and marine technology transfer. Enhanced implementation could support access and benefit sharing of MGR in ABNJ. Deep-sea scientific researchers could play an important role in informing practical new governance solutions for access and benefit sharing of MGR that promote scientific research in ABNJ and support deep-sea stewardship. Advancing knowledge of deep-sea biodiversity in ABNJ, enhancing open-access to data and samples, standardisation and international marine science cooperation are significant potential opportunity areas.

Knowledge discovery for Deep Phenotyping serious mental illness from Electronic Mental Health records.

PubMed

Jackson, Richard; Patel, Rashmi; Velupillai, Sumithra; Gkotsis, George; Hoyle, David; Stewart, Robert

2018-01-01

Background: Deep Phenotyping is the precise and comprehensive analysis of phenotypic features in which the individual components of the phenotype are observed and described. In UK mental health clinical practice, most clinically relevant information is recorded as free text in the Electronic Health Record, and offers a granularity of information beyond what is expressed in most medical knowledge bases. The SNOMED CT nomenclature potentially offers the means to model such information at scale, yet given a sufficiently large body of clinical text collected over many years, it is difficult to identify the language that clinicians favour to express concepts. Methods: By utilising a large corpus of healthcare data, we sought to make use of semantic modelling and clustering techniques to represent the relationship between the clinical vocabulary of internationally recognised SMI symptoms and the preferred language used by clinicians within a care setting. We explore how such models can be used for discovering novel vocabulary relevant to the task of phenotyping Serious Mental Illness (SMI) with only a small amount of prior knowledge.  Results: 20 403 terms were derived and curated via a two stage methodology. The list was reduced to 557 putative concepts based on eliminating redundant information content. These were then organised into 9 distinct categories pertaining to different aspects of psychiatric assessment. 235 concepts were found to be expressions of putative clinical significance. Of these, 53 were identified having novel synonymy with existing SNOMED CT concepts. 106 had no mapping to SNOMED CT. Conclusions: We demonstrate a scalable approach to discovering new concepts of SMI symptomatology based on real-world clinical observation. Such approaches may offer the opportunity to consider broader manifestations of SMI symptomatology than is typically assessed via current diagnostic frameworks, and create the potential for enhancing nomenclatures such as SNOMED CT based on real-world expressions.

Knowledge discovery for Deep Phenotyping serious mental illness from Electronic Mental Health records

PubMed Central

Jackson, Richard; Patel, Rashmi; Velupillai, Sumithra; Gkotsis, George; Hoyle, David; Stewart, Robert

2018-01-01

Background: Deep Phenotyping is the precise and comprehensive analysis of phenotypic features in which the individual components of the phenotype are observed and described. In UK mental health clinical practice, most clinically relevant information is recorded as free text in the Electronic Health Record, and offers a granularity of information beyond what is expressed in most medical knowledge bases. The SNOMED CT nomenclature potentially offers the means to model such information at scale, yet given a sufficiently large body of clinical text collected over many years, it is difficult to identify the language that clinicians favour to express concepts. Methods: By utilising a large corpus of healthcare data, we sought to make use of semantic modelling and clustering techniques to represent the relationship between the clinical vocabulary of internationally recognised SMI symptoms and the preferred language used by clinicians within a care setting. We explore how such models can be used for discovering novel vocabulary relevant to the task of phenotyping Serious Mental Illness (SMI) with only a small amount of prior knowledge.  Results: 20 403 terms were derived and curated via a two stage methodology. The list was reduced to 557 putative concepts based on eliminating redundant information content. These were then organised into 9 distinct categories pertaining to different aspects of psychiatric assessment. 235 concepts were found to be expressions of putative clinical significance. Of these, 53 were identified having novel synonymy with existing SNOMED CT concepts. 106 had no mapping to SNOMED CT. Conclusions: We demonstrate a scalable approach to discovering new concepts of SMI symptomatology based on real-world clinical observation. Such approaches may offer the opportunity to consider broader manifestations of SMI symptomatology than is typically assessed via current diagnostic frameworks, and create the potential for enhancing nomenclatures such as SNOMED CT based on real-world expressions. PMID:29899974

Draft Genome Sequence of Deep-Sea Alteromonas sp. Strain V450 Isolated from the Marine Sponge Leiodermatium sp.

PubMed Central

Barrett, Nolan H.; McCarthy, Peter J.

2017-01-01

ABSTRACT The proteobacterium Alteromonas sp. strain V450 was isolated from the Atlantic deep-sea sponge Leiodermatium sp. Here, we report the draft genome sequence of this strain, with a genome size of approx. 4.39 Mb and a G+C content of 44.01%. The results will aid deep-sea microbial ecology, evolution, and sponge-microbe association studies. PMID:28153886

Economic contribution of 'artificial upwelling' mariculture to sea-thermal power generation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Roels, O.A.

1976-07-01

Deep-sea water has two valuable properties: it is uniformly cold and, compared to surface water, it is rich in nutrients such as nitrate and phosphate which are necessary for plant growth. In tropical and subtropical areas, the temperature difference between the warm surface water and the cold deep water can be used for sea-thermal power generation or other cooling applications such as air-conditioning, ice-making, desalination, and cooling of refineries, power plants, etc. Once the deep water is brought to the surface, utilization of both the cold temperature and the nutrient content is likely to be more advantageous than the usemore » of only one of them. Claude demonstrated the technical feasibility of sea-thermal power generation in Cuba in 1930. The technical feasibility of artificial upwelling mariculture in the St. Croix installation has been demonstrated. Results to date demonstrate that the gross sales value of the potential mariculture yield from a given volume of deep-sea water is many times that of the sales value of the power which can be generated by the Claude process from the same volume of deep water. Utilizing both the nutrient content and the cold temperature of the deep water may therefore make sea-thermal power generation economically feasible.« less

Advancing Theory on Knowledge Governance in Universities: A Case Study of a Higher Education Merger

ERIC Educational Resources Information Center

Safavi, Mehdi; Håkanson, Lars

2018-01-01

The deep structure of university knowledge governance system is uncharted. In an exploratory case study of a university merger with an art college, this study inductively examines how knowledge governance structures in universities affect (and are affected by) the creation and passing on of knowledge. The authors found the university governance…

Content Validity and Psychometric Characteristics of the "Knowledge about Older Patients Quiz" for Nurses Using Item Response Theory.

PubMed

Dikken, Jeroen; Hoogerduijn, Jita G; Kruitwagen, Cas; Schuurmans, Marieke J

2016-11-01

To assess the content validity and psychometric characteristics of the Knowledge about Older Patients Quiz (KOP-Q), which measures nurses' knowledge regarding older hospitalized adults and their certainty regarding this knowledge. Cross-sectional. Content validity: general hospitals. Psychometric characteristics: nursing school and general hospitals in the Netherlands. Content validity: 12 nurse specialists in geriatrics. Psychometric characteristics: 107 first-year and 78 final-year bachelor of nursing students, 148 registered nurses, and 20 nurse specialists in geriatrics. Content validity: The nurse specialists rated each item of the initial KOP-Q (52 items) on relevance. Ratings were used to calculate Item-Content Validity Index and average Scale-Content Validity Index (S-CVI/ave) scores. Items with insufficient content validity were removed. Psychometric characteristics: Ratings of students, nurses, and nurse specialists were used to test for different item functioning (DIF) and unidimensionality before item characteristics (discrimination and difficulty) were examined using Item Response Theory. Finally, norm references were calculated and nomological validity was assessed. Content validity: Forty-three items remained after assessing content validity (S-CVI/ave = 0.90). Psychometric characteristics: Of the 43 items, two demonstrating ceiling effects and 11 distorting ability estimates (DIF) were subsequently excluded. Item characteristics were assessed for the remaining 30 items, all of which demonstrated good discrimination and difficulty parameters. Knowledge was positively correlated with certainty about this knowledge. The final 30-item KOP-Q is a valid, psychometrically sound, comprehensive instrument that can be used to assess the knowledge of nursing students, hospital nurses, and nurse specialists in geriatrics regarding older hospitalized adults. It can identify knowledge and certainty deficits for research purposes or serve as a tool in educational or quality improvement programs. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

Fall conservation deep tillage stabilizes maize residues into soil organic matter

USDA-ARS?s Scientific Manuscript database

Efforts for increasing soil organic matter (SOM) content under agricultural systems have primarily focused on management practices that reduce exposure of SOM to decomposition via minimum tillage. We assess an alternative approach, termed ‘fall conservation deep tillage’ (FCDT), to SOM stabilization...

Lecture capturing assisted teaching and learning experience

NASA Astrophysics Data System (ADS)

Chen, Li

2015-03-01

When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

Insights into Deep-Sea Sediment Fungal Communities from the East Indian Ocean Using Targeted Environmental Sequencing Combined with Traditional Cultivation

PubMed Central

Zhang, Xiao-yong; Tang, Gui-ling; Xu, Xin-ya; Nong, Xu-hua; Qi, Shu-Hua

2014-01-01

The fungal diversity in deep-sea environments has recently gained an increasing amount attention. Our knowledge and understanding of the true fungal diversity and the role it plays in deep-sea environments, however, is still limited. We investigated the fungal community structure in five sediments from a depth of ∼4000 m in the East India Ocean using a combination of targeted environmental sequencing and traditional cultivation. This approach resulted in the recovery of a total of 45 fungal operational taxonomic units (OTUs) and 20 culturable fungal phylotypes. This finding indicates that there is a great amount of fungal diversity in the deep-sea sediments collected in the East Indian Ocean. Three fungal OTUs and one culturable phylotype demonstrated high divergence (89%–97%) from the existing sequences in the GenBank. Moreover, 44.4% fungal OTUs and 30% culturable fungal phylotypes are new reports for deep-sea sediments. These results suggest that the deep-sea sediments from the East India Ocean can serve as habitats for new fungal communities compared with other deep-sea environments. In addition, different fungal community could be detected when using targeted environmental sequencing compared with traditional cultivation in this study, which suggests that a combination of targeted environmental sequencing and traditional cultivation will generate a more diverse fungal community in deep-sea environments than using either targeted environmental sequencing or traditional cultivation alone. This study is the first to report new insights into the fungal communities in deep-sea sediments from the East Indian Ocean, which increases our knowledge and understanding of the fungal diversity in deep-sea environments. PMID:25272044

Event-related potentials in response to violations of content and temporal event knowledge.

PubMed

Drummer, Janna; van der Meer, Elke; Schaadt, Gesa

2016-01-08

Scripts that store knowledge of everyday events are fundamentally important for managing daily routines. Content event knowledge (i.e., knowledge about which events belong to a script) and temporal event knowledge (i.e., knowledge about the chronological order of events in a script) constitute qualitatively different forms of knowledge. However, there is limited information about each distinct process and the time course involved in accessing content and temporal event knowledge. Therefore, we analyzed event-related potentials (ERPs) in response to either correctly presented event sequences or event sequences that contained a content or temporal error. We found an N400, which was followed by a posteriorly distributed P600 in response to content errors in event sequences. By contrast, we did not find an N400 but an anteriorly distributed P600 in response to temporal errors in event sequences. Thus, the N400 seems to be elicited as a response to a general mismatch between an event and the established event model. We assume that the expectancy violation of content event knowledge, as indicated by the N400, induces the collapse of the established event model, a process indicated by the posterior P600. The expectancy violation of temporal event knowledge is assumed to induce an attempt to reorganize the event model in working memory, a process indicated by the frontal P600. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation

ERIC Educational Resources Information Center

Sadler, Troy D.; Fowler, Samantha R.

2006-01-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct…

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

ERIC Educational Resources Information Center

Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

2013-01-01

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher

2017-01-01

The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course

NASA Astrophysics Data System (ADS)

Walter, Emily Marie

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these components on students' knowledge of macroevolution and evolution acceptance. The study used a mixed methods approach to understand how PCK influences student outcomes, and is one of the first to examine the influence of PCK on student outcomes at the post-secondary level. In addition, the study is one of few to document a significant relationship between knowledge of evolution and evolution acceptance, including how instruction influenced these outcomes. The case selected for study was a general education biology class: 270 students and their instructor. To examine the nature and sources of the instructor's PCK for teaching macroevolution, the course was observed in its entirety, the instructor was interviewed before, during, and after the evolution unit, and artifacts were collected from the evolution unit. Interview and observational protocols for the instructor were developed based on the Magnussson, Kracjik, & Borko (1999) model of PCK. The instructor was found to have deep knowledge of learners, and this knowledge in turn informed the other components of her PCK. Her knowledge of learners was built through reflecting on student exam outcomes, referencing the pedagogical literature, interactions with students, and discussions with colleagues. These findings have implications for faculty professional development. The influence of the course was examined both quantitatively and qualitatively. Students were surveyed using the Measure of Understanding of Macroevolution (Nadelson & Southerland, 2010a) the Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999, 2007). From pre- to post-test, students became significantly more accepting of evolution (p < .0001) and made significant gains in understanding macroevolution ( p < .0001). Knowledge of macroevolution and evolution acceptance were also significantly correlated (r[268] = .47, p < .01). Twelve students initially scoring low on both instruments also interviewed to examine how the instruction influenced their responses on the instruments. Nine of the students became more accepting of evolution, which they attributed to learning about the volume of evidence for evolution (especially transitional fossils) and learning about the history of life. These findings have important implications for evolution education policy and practice at the post-secondary level.

Teacher Subject Matter Knowledge of Number Sense

ERIC Educational Resources Information Center

Briand-Newman, Hannah; Wong, Monica; Evans, David

2012-01-01

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, "an awareness of how mathematical topics are related…

The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

ERIC Educational Resources Information Center

Day, Jeanne D.; Engelhardt, Jean

Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Lunar Ice Cube: Development of a Deep Space Cubesat Mission

NASA Astrophysics Data System (ADS)

Clark, P. E.; Malphrus, B.; McElroy, D.; Schabert, J.; Wilczewski, S.; Farrell, W.; Brambora, C.; Macdowall, R.; Folta, D.; Hurford, T.; Patel, D.; Banks, S.; Reuter, D.; Brown, K.; Angkasa, K.; Tsay, M.

2017-10-01

Lunar Ice Cube, a 6U deep space cubesat mission, will be deployed by EM1. It will demonstrate cubesat propulsion, the Busek BIT 3 RF Ion engine, and a compact instrument capable of addressing HEOMD Strategic Knowledge Gaps related to lunar volatiles.

The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

ERIC Educational Resources Information Center

Vokatis, Barbara; Zhang, Jianwei

2016-01-01

Diffusing inquiry-based pedagogy in schools for deep and lasting change requires teacher transformation and capacity building. This study characterizes the professional identity of three elementary school teachers who have productively engaged in inquiry-based classroom practice using knowledge building pedagogy and Knowledge Forum, a…

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

ERIC Educational Resources Information Center

Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias

2015-01-01

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Biodiversity of the Deep-Sea Continental Margin Bordering the Gulf of Maine (NW Atlantic): Relationships among Sub-Regions and to Shelf Systems

PubMed Central

Kelly, Noreen E.; Shea, Elizabeth K.; Metaxas, Anna; Haedrich, Richard L.; Auster, Peter J.

2010-01-01

Background In contrast to the well-studied continental shelf region of the Gulf of Maine, fundamental questions regarding the diversity, distribution, and abundance of species living in deep-sea habitats along the adjacent continental margin remain unanswered. Lack of such knowledge precludes a greater understanding of the Gulf of Maine ecosystem and limits development of alternatives for conservation and management. Methodology/Principal Findings We use data from the published literature, unpublished studies, museum records and online sources, to: (1) assess the current state of knowledge of species diversity in the deep-sea habitats adjacent to the Gulf of Maine (39–43°N, 63–71°W, 150–3000 m depth); (2) compare patterns of taxonomic diversity and distribution of megafaunal and macrofaunal species among six distinct sub-regions and to the continental shelf; and (3) estimate the amount of unknown diversity in the region. Known diversity for the deep-sea region is 1,671 species; most are narrowly distributed and known to occur within only one sub-region. The number of species varies by sub-region and is directly related to sampling effort occurring within each. Fishes, corals, decapod crustaceans, molluscs, and echinoderms are relatively well known, while most other taxonomic groups are poorly known. Taxonomic diversity decreases with increasing distance from the continental shelf and with changes in benthic topography. Low similarity in faunal composition suggests the deep-sea region harbours faunal communities distinct from those of the continental shelf. Non-parametric estimators of species richness suggest a minimum of 50% of the deep-sea species inventory remains to be discovered. Conclusions/Significance The current state of knowledge of biodiversity in this deep-sea region is rudimentary. Our ability to answer questions is hampered by a lack of sufficient data for many taxonomic groups, which is constrained by sampling biases, life-history characteristics of target species, and the lack of trained taxonomists. PMID:21124960

Deep-seated intramuscular lipoma penetrates the intercostal muscle

PubMed Central

Hwang, Jinwook; Min, Byoung-Ju; Shin, Jae Seung

2015-01-01

Deep-seated intramuscular lipomas are rare, and most exhibit an infiltrating behavior. This study reports serial radiographs of a lipoma in chest wall muscles which penetrated the intercostal muscle for a 6-year period. Although this lipoma did not involve the parietal pleura, it compressed lung. To the authors’ knowledge, the present study is the first report to show the growth of a deep-seated chest wall lipoma into the thoracic cavity through serial radiographs. We consider the surgical treatment is needed before deep-seated intramuscular chest wall lipoma compress intrathoracic structures. PMID:26623127

Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

ERIC Educational Resources Information Center

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

2015-01-01

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

ERIC Educational Resources Information Center

Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Technological Pedagogical Content Knowledge -- A Review of the Literature

ERIC Educational Resources Information Center

Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

ERIC Educational Resources Information Center

Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

2016-01-01

We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

Parallel Distributed Processing Theory in the Age of Deep Networks.

PubMed

Bowers, Jeffrey S

2017-12-01

Parallel distributed processing (PDP) models in psychology are the precursors of deep networks used in computer science. However, only PDP models are associated with two core psychological claims, namely that all knowledge is coded in a distributed format and cognition is mediated by non-symbolic computations. These claims have long been debated in cognitive science, and recent work with deep networks speaks to this debate. Specifically, single-unit recordings show that deep networks learn units that respond selectively to meaningful categories, and researchers are finding that deep networks need to be supplemented with symbolic systems to perform some tasks. Given the close links between PDP and deep networks, it is surprising that research with deep networks is challenging PDP theory. Copyright © 2017. Published by Elsevier Ltd.

Draft Genome Sequence of Deep-Sea Alteromonas sp. Strain V450 Isolated from the Marine Sponge Leiodermatium sp.

PubMed

Wang, Guojun; Barrett, Nolan H; McCarthy, Peter J

2017-02-02

The proteobacterium Alteromonas sp. strain V450 was isolated from the Atlantic deep-sea sponge Leiodermatium sp. Here, we report the draft genome sequence of this strain, with a genome size of approx. 4.39 Mb and a G+C content of 44.01%. The results will aid deep-sea microbial ecology, evolution, and sponge-microbe association studies. Copyright © 2017 Wang et al.

Did hydrographic sampling capture global and regional deep ocean heat content trends accurately between 1990-2010?

NASA Astrophysics Data System (ADS)

Garry, Freya; McDonagh, Elaine; Blaker, Adam; Roberts, Chris; Desbruyères, Damien; King, Brian

2017-04-01

Estimates of heat content change in the deep oceans (below 2000 m) over the last thirty years are obtained from temperature measurements made by hydrographic survey ships. Cruises occupy the same tracks across an ocean basin approximately every 5+ years. Measurements may not be sufficiently frequent in time or space to allow accurate evaluation of total ocean heat content (OHC) and its rate of change. It is widely thought that additional deep ocean sampling will also aid understanding of the mechanisms for OHC change on annual to decadal timescales, including how OHC varies regionally under natural and anthropogenically forced climate change. Here a 0.25˚ ocean model is used to investigate the magnitude of uncertainties and biases that exist in estimates of deep ocean temperature change from hydrographic sections due to their infrequent timing and sparse spatial distribution during 1990 - 2010. Biases in the observational data may be due to lack of spatial coverage (not enough sections covering the basin), lack of data between occupations (typically 5-10 years apart) and due to occupations not closely spanning the time period of interest. Between 1990 - 2010, the modelled biases globally are comparatively small in the abyssal ocean below 3500 m although regionally certain biases in heat flux into the 4000 - 6000 m layer can be up to 0.05 Wm-2. Biases in the heat flux into the deep 2000 - 4000 m layer due to either temporal or spatial sampling uncertainties are typically much larger and can be over 0.1 Wm-2 across an ocean. Overall, 82% of the warming trend below 2000 m is captured by observational-style sampling in the model. However, at 2500 m (too deep for additional temperature information to be inferred from upper ocean Argo) less than two thirds of the magnitude of the global warming trend is obtained, and regionally large biases exist in the Atlantic, Southern and Indian Oceans, highlighting the need for widespread improved deep ocean temperature sampling. In addition to bias due to infrequent sampling, moving the timings of occupations by a few months generates relatively large uncertainty due to intra-annual variability in deep ocean model temperature, further strengthening the case for high temporal frequency observations in the deep ocean (as could be achieved using deep ocean autonomous float technologies). Biases due to different uncertainties can have opposing signs and differ in relative importance both regionally and with depth revealing the importance of reducing all uncertainties (both spatial and temporal) simultaneously in future deep ocean observing design.

Developing Domain Ontologies for Course Content

ERIC Educational Resources Information Center

Boyce, Sinead; Pahl, Claus

2007-01-01

Ontologies have the potential to play an important role in instructional design and the development of course content. They can be used to represent knowledge about content, supporting instructors in creating content or learners in accessing content in a knowledge-guided way. While ontologies exist for many subject domains, their quality and…

Thorium-derived dust fluxes to the tropical Pacific Ocean, 58 Ma

NASA Astrophysics Data System (ADS)

Woodard, Stella C.; Thomas, Deborah J.; Marcantonio, Franco

2012-06-01

Eolian dust in pelagic deep sea sediments can be used to reconstruct ancient wind patterns and paleoenvironmental response to climate change. Traditional methods to determine dust accumulation involve isolating the non-dissolvable aluminosilicate minerals from deep sea sediments through a series of chemical leaches, but cannot differentiate between minerals from eolian, authigenic and volcanogenic sources. Other geochemical proxies, such as sedimentary 232Th and crustal 4He content, have been used to construct high-resolution records of atmospheric dust fluxes to the deep sea during the Quaternary. Here we use sedimentary Th content as a proxy for terrigenous material (eolian dust) in ˜58 Myr-old sediments from the Shatsky Rise (ODP Site 1209) and compare our results with previous dust estimates generated using the traditional chemical extraction method and sedimentary 4Hecrustal concentrations. We find excellent agreement between Th-based dust estimates and those generated using the traditional method. In addition our results show a correlation between sedimentary Th and 4Hecrustal content, which suggests a source older than present day Asian loess supplied dust to the central subtropical Pacific Ocean during the early Paleogene.

Deep Reflection on My Pedagogical Transformations

ERIC Educational Resources Information Center

Suzawa, Gilbert S.

2014-01-01

This retrospective essay contains my reflection on the deep concept of ambiguity (uncertainty) and a concomitant epistemological theory that all of our human knowledge is ultimately self-referential in nature. This new epistemological perspective is subsequently utilized as a platform for gaining insights into my experiences in conjunction with…

Continental Shelf Sediments of Sarawak, Malaysian Borneo.

PubMed

Morni, Wan Zabidii Wan; Ab Rahim, Siti Akmar Khadijah; Masron, Tarmiji; Rumpet, Richard; Musel, Jamil; Hassan, Ruhana

2017-01-01

Sediment distributions in deep sea influence the benthic community structure and thus play an important role in shaping the marine ecosystem. Several studies on sediment characteristics had been conducted in South China Sea (SCS), but only limited to coastal areas of regions within SCS territories. Therefore, this study was carried out to analyze the benthic sediment profile in an area beyond 12 nautical miles off the coast of Sarawak, southern SCS. Sediment samples were collected from 31 stations, comprising three depth ranges: (I) 20-50 m, (II) 50-100 m, and (III) 100-200 m. The total organic matter (TOM) contents were determined and subjected to dry and wet sieving methods for particle size analysis. TOM contents in the deep area (>50 m) were significantly higher ( p = 0.05) and positively correlated ( r = 0.73) with silt-clay fraction. About 55% and 82% of stations in strata II and III, respectively, were dominated by silt-clay fractions (<63  μ m mean diameter), coherent with TOM data. In addition, sediments in the deep area (>50 m) tend to be poorly sorted, very fine skewed, and platykurtic. Unlike data obtained 20 years ago which reported high content of silt-clay (58%), this study recorded a lower content (35%); therefore, changes in sediment load had been observed in southern SCS.

Thermal stability of corn oil flavoured with Thymus capitatus under heating and deep-frying conditions.

PubMed

Karoui, Iness Jabri; Dhifi, Wissal; Jemia, Meriam Ben; Marzouk, Brahim

2011-03-30

The thermal stability of corn oil flavoured with thyme flowers was determined and compared with that of the original refined corn oil (control). The oxidative stability index (OSI) was measured and samples were exposed to heating (30 min at 150, 180 and 200 °C) and deep-frying (180 °C). Changes in peroxide value (PV), free fatty acid (FFA) content, specific absorptivity values (K(232) and K(270)), colour and chlorophyll, carotenoid and total phenol contents were monitored. The OSI and heating results showed that thyme incorporation was effective against thermal oxidation based on the increased induction time observed for the flavoured oil (6.48 vs 4.36 h), which was characterised by lower PV, FFA content, K(232) and K(270) than the control oil after heating from 25 to 200 °C, with higher red and yellow colour intensities and chlorophyll, carotenoid and total phenol contents. The deep-frying test showed the accelerated deterioration of both oils in the presence of French fries. Compared with the control oil, the thyme-flavoured oil showed improved thermal stability after heating. This could be attributed to the presence of thyme pigments and antioxidant compounds allowing extended oil thermal resistance. Copyright © 2011 Society of Chemical Industry.

Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

ERIC Educational Resources Information Center

Park, Soonhye; Chen, Ying-Chih

2012-01-01

This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning.…

Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

ERIC Educational Resources Information Center

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

North Atlantic demersal deep-water fish distribution and biology: present knowledge and challenges for the future.

PubMed

Bergstad, O A

2013-12-01

This paper summarizes knowledge and knowledge gaps on benthic and benthopelagic deep-water fishes of the North Atlantic Ocean, i.e. species inhabiting deep continental shelf areas, continental and island slopes, seamounts and the Mid-Atlantic Ridge. While several studies demonstrate that distribution patterns are species specific, several also show that assemblages of species can be defined and such assemblages are associated with circulatory features and water mass distributions. In many subareas, sampling has, however, been scattered, restricted to shallow areas or soft substrata, and results from different studies tend to be difficult to compare quantitatively because of sampler differences. Particularly, few studies have been conducted on isolated deep oceanic seamounts and in Arctic deep-water areas. Time series of data are very few and most series are short. Recent studies of population structure of widely distributed demersal species show less than expected present connectivity and considerable spatial genetic heterogeneity and complexity for some species. In other species, genetic homogeneity across wide ranges was discovered. Mechanisms underlying the observed patterns have been proposed, but to test emerging hypotheses more species should be investigated across their entire distribution ranges. Studies of population biology reveal greater diversity in life-history strategies than often assumed, even between co-occurring species of the same family. Some slope and ridge-associated species are rather short-lived, others very long-lived, and growth patterns also show considerable variation. Recent comparative studies suggest variation in life-history strategies along a continuum correlated with depth, ranging from shelf waters to the deep sea where comparatively more species have extended lifetimes, and slow rates of growth and reproduction. Reproductive biology remains too poorly known for most deep-water species, and temporal variation in recruitment has only been studied for few deep-water species. A time series of roundnose grenadier Coryphaenoides rupestris recruitment spanning three decades of fisheries-independent data suggests that abundant year classes occur rarely and may influence size structure and abundance even for this long-lived species. © 2013 The Fisheries Society of the British Isles.

To master or perform? Exploring relations between achievement goals and conceptual change learning.

PubMed

Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Condition and biochemical profile of blue mussels (Mytilus edulis L.) cultured at different depths in a cold water coastal environment

NASA Astrophysics Data System (ADS)

Gallardi, Daria; Mills, Terry; Donnet, Sebastien; Parrish, Christopher C.; Murray, Harry M.

2017-08-01

The growth and health of cultured blue mussels (Mytilus edulis) are affected by environmental conditions. Typically, culture sites are situated in sheltered areas near shore (i.e., < 1 km distance from land, < 20 m depth); however, land runoff, user conflicts and environmental impact in coastal areas are concerns and interest in developing deep water (> 20 m depth) mussel culture has been growing. This study evaluated the effect of culture depth on blue mussels in a cold water coastal environment (Newfoundland, Canada). Culture depth was examined over two years from September 2012 to September 2014; mussels from three shallow water (5 m) and three deep water (15 m) sites were compared for growth and biochemical composition; culture depths were compared for temperature and chlorophyll a. Differences between the two years examined were noted, possibly due to harsh winter conditions in the second year of the experiment. In both years shallow and deep water mussels presented similar condition; in year 2 deep water mussels had a significantly better biochemical profile. Lipid and glycogen analyses showed seasonal variations, but no significant differences between shallow and deep water were noted. Fatty acid profiles showed a significantly higher content of omega-3 s (20:5ω3; EPA) and lower content of bacterial fatty acids in deep water sites in year 2. Everything considered, deep water appeared to provide a more favorable environment for mussel growth than shallow water under harsher weather conditions.

A novel biomedical image indexing and retrieval system via deep preference learning.

PubMed

Pang, Shuchao; Orgun, Mehmet A; Yu, Zhezhou

2018-05-01

The traditional biomedical image retrieval methods as well as content-based image retrieval (CBIR) methods originally designed for non-biomedical images either only consider using pixel and low-level features to describe an image or use deep features to describe images but still leave a lot of room for improving both accuracy and efficiency. In this work, we propose a new approach, which exploits deep learning technology to extract the high-level and compact features from biomedical images. The deep feature extraction process leverages multiple hidden layers to capture substantial feature structures of high-resolution images and represent them at different levels of abstraction, leading to an improved performance for indexing and retrieval of biomedical images. We exploit the current popular and multi-layered deep neural networks, namely, stacked denoising autoencoders (SDAE) and convolutional neural networks (CNN) to represent the discriminative features of biomedical images by transferring the feature representations and parameters of pre-trained deep neural networks from another domain. Moreover, in order to index all the images for finding the similarly referenced images, we also introduce preference learning technology to train and learn a kind of a preference model for the query image, which can output the similarity ranking list of images from a biomedical image database. To the best of our knowledge, this paper introduces preference learning technology for the first time into biomedical image retrieval. We evaluate the performance of two powerful algorithms based on our proposed system and compare them with those of popular biomedical image indexing approaches and existing regular image retrieval methods with detailed experiments over several well-known public biomedical image databases. Based on different criteria for the evaluation of retrieval performance, experimental results demonstrate that our proposed algorithms outperform the state-of-the-art techniques in indexing biomedical images. We propose a novel and automated indexing system based on deep preference learning to characterize biomedical images for developing computer aided diagnosis (CAD) systems in healthcare. Our proposed system shows an outstanding indexing ability and high efficiency for biomedical image retrieval applications and it can be used to collect and annotate the high-resolution images in a biomedical database for further biomedical image research and applications. Copyright © 2018 Elsevier B.V. All rights reserved.

Effect of Deep Drying and Torrefaction Temperature on Proximate, Ultimate Composition, and Heating Value of 2-mm Lodgepole Pine (Pinus contorta) Grind

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tumuluru, Jaya

Deep drying and torrefaction is a thermal pretreatment method, where biomass is heated in the temperature range of 150–300°C in an inert or reduced environment. The process parameters like temperature and residence time has a significant impact on proximate, ultimate, and energy properties of the biomass. In the present study, torrrefaction experiments were conducted on 2 mm lodgepole pine grind using a thermogravimetric analyzer. Both deep drying and torrefaction temperature (160–270°C) and time (15–120 min) were selected. Torrefied samples were analyzed for proximate, ultimate and energy properties. Results indicated that moisture content decreased with increases in torrefaction temperature and time,more » where at 270°C and 120 min, the moisture content was found to be 1.15% (w.b.). Volatile content in the biomass decreased from about 80% to about 45%, and ash content increased from 0.77 to about 1.91% at 270°C and 120 min. The hydrogen, oxygen and sulfur content decreased to 3%, 28.24%, and 0.01 whereas carbon content and higher heating value increased to 68.86% and 23.67 MJ/kg at 270°C and 120 min. H/C and O/C ratio calculated at 270°C and 120 min residence time were about 0.56 and 0.47. This study indicated that higher torrefaction temperatures >230°C and residence time >15 min influenced the proximate, ultimate, and energy properties.« less

European Teachers' Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

ERIC Educational Resources Information Center

Baris, Mehmet Fatih

2015-01-01

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their…

On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

ERIC Educational Resources Information Center

Leikin, Roza; Zazkis, Rina

2010-01-01

In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

ERIC Educational Resources Information Center

Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

2016-01-01

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

ERIC Educational Resources Information Center

Maryani, Ika; Martaningsih, Sri Tutur

2015-01-01

Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Siegfried, John Zig Michael

2012-01-01

Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

ERIC Educational Resources Information Center

Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

2015-01-01

Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

An ATP System for Deep-Space Optical Communication

NASA Technical Reports Server (NTRS)

Lee, Shinhak; Irtuzm Gerardi; Alexander, James

2008-01-01

An acquisition, tracking, and pointing (ATP) system is proposed for aiming an optical-communications downlink laser beam from deep space. In providing for a direction reference, the concept exploits the mature technology of star trackers to eliminate the need for a costly and potentially hazardous laser beacon. The system would include one optical and two inertial sensors, each contributing primarily to a different portion of the frequency spectrum of the pointing signal: a star tracker (<10 Hz), a gyroscope (<50 Hz), and a precise fluid-rotor inertial angular-displacement sensor (sometimes called, simply, "angle sensor") for the frequency range >50 Hz. The outputs of these sensors would be combined in an iterative averaging process to obtain high-bandwidth, high-accuracy pointing knowledge. The accuracy of pointing knowledge obtainable by use of the system was estimated on the basis of an 8-cm-diameter telescope and known parameters of commercially available star trackers and inertial sensors: The single-axis pointing-knowledge error was found to be characterized by a standard deviation of 150 nanoradians - below the maximum value (between 200 and 300 nanoradians) likely to be tolerable in deep-space optical communications.

Taking a Democratic Stance toward Knowledge

ERIC Educational Resources Information Center

Traugh, Cecelia

2009-01-01

One of the major priorities that should guide teacher education programs in preparing teachers for their work in a democratic society is to develop a commitment to knowledge that embraces complexity and to place this knowledge into competition with the mainstream vision, which results from a deep reliance on standardized testing and controls much…

Stimulating Deep Learning Using Active Learning Techniques

ERIC Educational Resources Information Center

Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

2016-01-01

When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

Apache Clinical Text and Knowledge Extraction System (cTAKES) | Informatics Technology for Cancer Research (ITCR)

Cancer.gov

The tool extracts deep phenotypic information from the clinical narrative at the document-, episode-, and patient-level. The final output is FHIR compliant patient-level phenotypic summary which can be consumed by research warehouses or the DeepPhe native visualization tool.

Understanding social collaboration between actors and technology in an automated and digitised deep mining environment.

PubMed

Sanda, M-A; Johansson, J; Johansson, B; Abrahamsson, L

2011-10-01

The purpose of this article is to develop knowledge and learning on the best way to automate organisational activities in deep mines that could lead to the creation of harmony between the human, technical and the social system, towards increased productivity. The findings showed that though the introduction of high-level technological tools in the work environment disrupted the social relations developed over time amongst the employees in most situations, the technological tools themselves became substitute social collaborative partners to the employees. It is concluded that, in developing a digitised mining production system, knowledge of the social collaboration between the humans (miners) and the technology they use for their work must be developed. By implication, knowledge of the human's subject-oriented and object-oriented activities should be considered as an important integral resource for developing a better technological, organisational and human interactive subsystem when designing the intelligent automation and digitisation systems for deep mines. STATEMENT OF RELEVANCE: This study focused on understanding the social collaboration between humans and the technologies they use to work in underground mines. The learning provides an added knowledge in designing technologies and work organisations that could better enhance the human-technology interactive and collaborative system in the automation and digitisation of underground mines.

Deep-sea environment and biodiversity of the West African Equatorial margin

NASA Astrophysics Data System (ADS)

Sibuet, Myriam; Vangriesheim, Annick

2009-12-01

The long-term BIOZAIRE multidisciplinary deep-sea environmental program on the West Equatorial African margin organized in partnership between Ifremer and TOTAL aimed at characterizing the benthic community structure in relation with physical and chemical processes in a region of oil and gas interest. The morphology of the deep Congo submarine channel and the sedimentological structures of the deep-sea fan were established during the geological ZAIANGO project and helped to select study sites ranging from 350 to 4800 m water depth inside or near the channel and away from its influence. Ifremer conducted eight deep-sea cruises on board research vessels between 2000 and 2005. Standardized methods of sampling together with new technologies such as the ROV Victor 6000 and its associated instrumentation were used to investigate this poorly known continental margin. In addition to the study of sedimentary environments more or less influenced by turbidity events, the discovery of one of the largest cold seeps near the Congo channel and deep coral reefs extends our knowledge of the different habitats of this margin. This paper presents the background, objectives and major results of the BIOZAIRE Program. It highlights the work achieved in the 16 papers in this special issue. This synthesis paper describes the knowledge acquired at a regional and local scale of the Equatorial East Atlantic margin, and tackles new interdisciplinary questions to be answered in the various domains of physics, chemistry, taxonomy and ecology to better understand the deep-sea environment in the Gulf of Guinea.

Deep Learning in Nuclear Medicine and Molecular Imaging: Current Perspectives and Future Directions.

PubMed

Choi, Hongyoon

2018-04-01

Recent advances in deep learning have impacted various scientific and industrial fields. Due to the rapid application of deep learning in biomedical data, molecular imaging has also started to adopt this technique. In this regard, it is expected that deep learning will potentially affect the roles of molecular imaging experts as well as clinical decision making. This review firstly offers a basic overview of deep learning particularly for image data analysis to give knowledge to nuclear medicine physicians and researchers. Because of the unique characteristics and distinctive aims of various types of molecular imaging, deep learning applications can be different from other fields. In this context, the review deals with current perspectives of deep learning in molecular imaging particularly in terms of development of biomarkers. Finally, future challenges of deep learning application for molecular imaging and future roles of experts in molecular imaging will be discussed.

Is There a Link Between Mineralogy, Petrophysics, and the Hydraulic and Seismic Behaviors of the Soultz-sous-Forêts Granite During Stimulation? A Review and Reinterpretation of Petro-Hydromechanical Data Toward a Better Understanding of Induced Seismicity and Fluid Flow

NASA Astrophysics Data System (ADS)

Meller, Carola; Ledésert, Béatrice

2017-12-01

In the framework of the European Soultz-sous-Forêts enhanced geothermal system (EGS) in Alsace, France, 20 years of scientific and preindustrial tests had to be performed before the site began production of electricity in 2008. Stimulation tests were designed to enhance the permeability because most of the numerous natural fractures that crosscut the granite body were sealed by secondary minerals that crystallized as an effect of the circulation of local hot brines. The deep-seated granitic reservoir is located between 4,500 and 5,000 m depths. Hydraulic stimulations were conducted in the four deep wells (GPK1, GPK2, GPK3, and GPK4) inducing different microseismic event patterns, which cannot be explained by tectonic structures alone. In the present work, we provide a review of the hydraulic tests and reinterpret them in the light of mineralogical data obtained along the boreholes. A clear relationship appears between mineralogy (mainly clay and calcite content) and the petrophysical, mechanical, and hydraulic behaviors of the rock mass. High calcite contents are correlated with an abundance of clay minerals, low Young's modulus, low magnetic susceptibility, and variation in spectral gamma ray. Microearthquakes are generated in the fresh granite zones, while clay and calcite-rich zones, linked with hydrothermal alteration, might behave aseismically during hydraulic stimulations. These findings highlight the importance of a detailed knowledge of the petrography of a reservoir to conduct an effective stimulation while keeping the seismic hazard at a minimum.

Integrating Concepts in Biology Textbook Increases Learning: Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking.

PubMed

Luckie, Douglas B; Hoskinson, Anne-Marie; Griffin, Caleigh E; Hess, Andrea L; Price, Katrina J; Tawa, Alex; Thacker, Samantha M

2017-01-01

The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook Integrating Concepts in Biology ( ICB ), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth of student mastery of fundamental concepts in organismal and cellular topics when confronting misconceptions as distractors. ICB students had higher gains in all six topic categories (+43% vs. peers overall, p < 0.01). 2) The Biology Card Sorting Task assessed whether students organized biological ideas more superficially, as novices do, or based on deeper concepts, like experts. The frequency with which ICB students connected deep-concept pairs, or triplets, was similar to peers; but deep understanding of structure/function was much higher (for pairs: 77% vs. 25%, p < 0.01). 3) A content-focused Medical College Admission Test (MCAT) posttest compared ICB student content knowledge with that of peers from 15 prior years. Historically, MCAT performance for each semester ranged from 53% to 64%; the ICB cohort scored 62%, in the top quintile. Longitudinal tracking in five upper-level science courses the following year found ICB students outperformed peers in physiology (85% vs. 80%, p < 0.01). © 2017 D. B. Luckie et al. CBE—Life Sciences Education © 2017 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).

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

ERIC Educational Resources Information Center

Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

2016-01-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

ERIC Educational Resources Information Center

Scheiner, Thorsten

2015-01-01

The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

Glacial CO2 Cycles: A Composite Scenario

NASA Astrophysics Data System (ADS)

Broecker, W. S.

2015-12-01

There are three main contributors to the glacial drawdown of atmospheric CO2 content: starvation of the supply of carbon to the ocean-atmosphere reservoir, excess CO2 storage in the deep sea, and surface-ocean cooling. In this talk, I explore a scenario in which all three play significant roles. Key to this scenario is the assumption that deep ocean storage is related to the extent of nutrient stratification of the deep Atlantic. The stronger this stratification, the larger the storage of respiration CO2. Further, it is my contention that the link between Milankovitch insolation cycles and climate is reorganizations of the ocean's thermohaline circulation leading to changes in the deep ocean's CO2 storage. If this is the case, the deep Atlantic d13C record kept in benthic foraminifera shells tells us that deep ocean CO2 storage follows Northern Hemisphere summer insolation cycles and thus lacks the downward ramp so prominent in the records of sea level, benthic 18O and CO2. Rather, the ramp is created by the damping of planetary CO2 emissions during glacial time intervals. As it is premature to present a specific scenario, I provide an example as to how these three contributors might be combined. As their magnitudes and shapes remain largely unconstrained, the intent of this exercise is to provoke creative thinking.

Relations between EFL Teachers' Formal Knowledge of Grammar and Their In-Action Mental Models of Children's Minds and Learning

ERIC Educational Resources Information Center

Haim, O.; Strauss, S.; Ravid, D.

2004-01-01

We studied the relations between English as a foreign language teachers' grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge.…

Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

ERIC Educational Resources Information Center

Kim, Insook

2016-01-01

This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

ERIC Educational Resources Information Center

Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

2009-01-01

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

ERIC Educational Resources Information Center

Gökçearslan, Sahin; Karademir, Tugra; Korucu, Agah Tugrul

2017-01-01

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers…

Multi-Level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-Based Instruction

ERIC Educational Resources Information Center

Klosterman, Michelle L.; Sadler, Troy D.

2010-01-01

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…

Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

ERIC Educational Resources Information Center

Lenhart, Sara Talley

2010-01-01

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

Integrating the Epistemic and Ontological Aspects of Content Knowledge in Science Teaching and Learning

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2017-01-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention.…

Exploring the Role of Content Knowledge in Responsive Teaching

ERIC Educational Resources Information Center

Goodhew, Lisa M.; Robertson, Amy D.

2017-01-01

In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games

ERIC Educational Resources Information Center

Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying

2013-01-01

While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Niess, Margaret L.

2013-01-01

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

ERIC Educational Resources Information Center

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Energy Content Estimation by Collegians for Portion Standardized Foods Frequently Consumed in Korea

PubMed Central

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans. PMID:24527417

Energy content estimation by collegians for portion standardized foods frequently consumed in Korea.

PubMed

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong; Kim, Mi-Hyun

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans.

Surfacing the deep data of taxonomy

PubMed Central

Page, Roderic D. M.

2016-01-01

Abstract Taxonomic databases are perpetuating approaches to citing literature that may have been appropriate before the Internet, often being little more than digitised 5 × 3 index cards. Typically the original taxonomic literature is either not cited, or is represented in the form of a (typically abbreviated) text string. Hence much of the “deep data” of taxonomy, such as the original descriptions, revisions, and nomenclatural actions are largely hidden from all but the most resourceful users. At the same time there are burgeoning efforts to digitise the scientific literature, and much of this newly available content has been assigned globally unique identifiers such as Digital Object Identifiers (DOIs), which are also the identifier of choice for most modern publications. This represents an opportunity for taxonomic databases to engage with digitisation efforts. Mapping the taxonomic literature on to globally unique identifiers can be time consuming, but need be done only once. Furthermore, if we reuse existing identifiers, rather than mint our own, we can start to build the links between the diverse data that are needed to support the kinds of inference which biodiversity informatics aspires to support. Until this practice becomes widespread, the taxonomic literature will remain balkanized, and much of the knowledge that it contains will linger in obscurity. PMID:26877663

A threshold model of content knowledge transfer for socioscientific argumentation

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Fowler, Samantha R.

2006-11-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five-point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow-up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed.

Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

ERIC Educational Resources Information Center

Dakin, Jee Wha

2010-01-01

In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

How to improve healthcare? Identify, nurture and embed individuals and teams with "deep smarts".

PubMed

Eljiz, Kathy; Greenfield, David; Molineux, John; Sloan, Terry

2018-03-19

Purpose Unlocking and transferring skills and capabilities in individuals to the teams they work within, and across, is the key to positive organisational development and improved patient care. Using the "deep smarts" model, the purpose of this paper is to examine these issues. Design/methodology/approach The "deep smarts" model is described, reviewed and proposed as a way of transferring knowledge and capabilities within healthcare organisations. Findings Effective healthcare delivery is achieved through, and continues to require, integrative care involving numerous, dispersed service providers. In the space of overlapping organisational boundaries, there is a need for "deep smarts" people who act as "boundary spanners". These are critical integrative, networking roles employing clinical, organisational and people skills across multiple settings. Research limitations/implications Studies evaluating the barriers and enablers to the application of the deep smarts model and 13 knowledge development strategies proposed are required. Such future research will empirically and contemporary ground our understanding of organisational development in modern complex healthcare settings. Practical implications An organisation with "deep smarts" people - in managerial, auxiliary and clinical positions - has a greater capacity for integration and achieving improved patient-centred care. Originality/value In total, 13 developmental strategies, to transfer individual capabilities into organisational capability, are proposed. These strategies are applicable to different contexts and challenges faced by individuals and teams in complex healthcare organisations.

DAGAN: Deep De-Aliasing Generative Adversarial Networks for Fast Compressed Sensing MRI Reconstruction.

PubMed

Yang, Guang; Yu, Simiao; Dong, Hao; Slabaugh, Greg; Dragotti, Pier Luigi; Ye, Xujiong; Liu, Fangde; Arridge, Simon; Keegan, Jennifer; Guo, Yike; Firmin, David; Keegan, Jennifer; Slabaugh, Greg; Arridge, Simon; Ye, Xujiong; Guo, Yike; Yu, Simiao; Liu, Fangde; Firmin, David; Dragotti, Pier Luigi; Yang, Guang; Dong, Hao

2018-06-01

Compressed sensing magnetic resonance imaging (CS-MRI) enables fast acquisition, which is highly desirable for numerous clinical applications. This can not only reduce the scanning cost and ease patient burden, but also potentially reduce motion artefacts and the effect of contrast washout, thus yielding better image quality. Different from parallel imaging-based fast MRI, which utilizes multiple coils to simultaneously receive MR signals, CS-MRI breaks the Nyquist-Shannon sampling barrier to reconstruct MRI images with much less required raw data. This paper provides a deep learning-based strategy for reconstruction of CS-MRI, and bridges a substantial gap between conventional non-learning methods working only on data from a single image, and prior knowledge from large training data sets. In particular, a novel conditional Generative Adversarial Networks-based model (DAGAN)-based model is proposed to reconstruct CS-MRI. In our DAGAN architecture, we have designed a refinement learning method to stabilize our U-Net based generator, which provides an end-to-end network to reduce aliasing artefacts. To better preserve texture and edges in the reconstruction, we have coupled the adversarial loss with an innovative content loss. In addition, we incorporate frequency-domain information to enforce similarity in both the image and frequency domains. We have performed comprehensive comparison studies with both conventional CS-MRI reconstruction methods and newly investigated deep learning approaches. Compared with these methods, our DAGAN method provides superior reconstruction with preserved perceptual image details. Furthermore, each image is reconstructed in about 5 ms, which is suitable for real-time processing.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Size and Carbon Content of Sub-seafloor Microbial Cells at Landsort Deep, Baltic Sea

PubMed Central

Braun, Stefan; Morono, Yuki; Littmann, Sten; Kuypers, Marcel; Aslan, Hüsnü; Dong, Mingdong; Jørgensen, Bo B.; Lomstein, Bente Aa.

2016-01-01

The discovery of a microbial ecosystem in ocean sediments has evoked interest in life under extreme energy limitation and its role in global element cycling. However, fundamental parameters such as the size and the amount of biomass of sub-seafloor microbial cells are poorly constrained. Here we determined the volume and the carbon content of microbial cells from a marine sediment drill core retrieved by the Integrated Ocean Drilling Program (IODP), Expedition 347, at Landsort Deep, Baltic Sea. To determine their shape and volume, cells were separated from the sediment matrix by multi-layer density centrifugation and visualized via epifluorescence microscopy (FM) and scanning electron microscopy (SEM). Total cell-carbon was calculated from amino acid-carbon, which was analyzed by high-performance liquid chromatography (HPLC) after cells had been purified by fluorescence-activated cell sorting (FACS). The majority of microbial cells in the sediment have coccoid or slightly elongated morphology. From the sediment surface to the deepest investigated sample (~60 m below the seafloor), the cell volume of both coccoid and elongated cells decreased by an order of magnitude from ~0.05 to 0.005 μm3. The cell-specific carbon content was 19–31 fg C cell−1, which is at the lower end of previous estimates that were used for global estimates of microbial biomass. The cell-specific carbon density increased with sediment depth from about 200 to 1000 fg C μm−3, suggesting that cells decrease their water content and grow small cell sizes as adaptation to the long-term subsistence at very low energy availability in the deep biosphere. We present for the first time depth-related data on the cell volume and carbon content of sedimentary microbial cells buried down to 60 m below the seafloor. Our data enable estimates of volume- and biomass-specific cellular rates of energy metabolism in the deep biosphere and will improve global estimates of microbial biomass. PMID:27630628

Deep Water Ocean Acoustics

DTIC Science & Technology

2016-08-03

Militia Drive Lexington, MA 02421 Date Submitted: Aug 3, 2016 Notices : Distribution Statement A. Approved for public release...distribution is unlimited. OASIS, INC. 2 Report No. QSR-14C0172-Ocean Acoustics-063016 Contents Notices ...the impact of the ocean and seafloor environmental variability on deep-water (long-range) ocean acoustic propagation and to develop methodologies

Digging Deeper: The Deep Web.

ERIC Educational Resources Information Center

Turner, Laura

2001-01-01

Focuses on the Deep Web, defined as Web content in searchable databases of the type that can be found only by direct query. Discusses the problems of indexing; inability to find information not indexed in the search engine's database; and metasearch engines. Describes 10 sites created to access online databases or directly search them. Lists ways…

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Response of deep soil moisture to land use and afforestation in the semi-arid Loess Plateau, China

NASA Astrophysics Data System (ADS)

Yang, Lei; Wei, Wei; Chen, Liding; Mo, Baoru

2012-12-01

SummarySoil moisture is an effective water source for plant growth in the semi-arid Loess Plateau of China. Characterizing the response of deep soil moisture to land use and afforestation is important for the sustainability of vegetation restoration in this region. In this paper, the dynamics of soil moisture were quantified to evaluate the effect of land use on soil moisture at a depth of 2 m. Specifically, the gravimetric soil moisture content was measured in the soil layer between 0 and 8 m for five land use types in the Longtan catchment of the western Loess Plateau. The land use types included traditional farmland, native grassland, and lands converted from traditional farmland (pasture grassland, shrubland and forestland). Results indicate that the deep soil moisture content decreased more than 35% after land use conversion, and a soil moisture deficit appeared in all types of land with introduced vegetation. The introduced vegetation decreased the soil moisture content to levels lower than the reference value representing no human impact in the entire 0-8 m soil profile. No significant differences appeared between different land use types and introduced vegetation covers, especially in deeper soil layers, regardless of which plant species were introduced. High planting density was found to be the main reason for the severe deficit of soil moisture. Landscape management activities such as tillage activities, micro-topography reconstruction, and fallowed farmland affected soil moisture in both shallow and deep soil layers. Tillage and micro-topography reconstruction can be used as effective countermeasures to reduce the soil moisture deficit due to their ability to increase soil moisture content. For sustainable vegetation restoration in a vulnerable semi-arid region, the plant density should be optimized with local soil moisture conditions and appropriate landscape management practices.

Studying Phobos subsurface structure elementary composition by neutron and gamma-rays spectrometers "NS HEND" from "Phobos-Grunt" mission.

NASA Astrophysics Data System (ADS)

Kozyrev, S. Alexander; Litvak, Maxim; Malakhov, Alexey; Mokrousov, Maxim; Mitrofanov, Igor; Sanin, Anton; Schulz, Rita; Shvetsov, Valery; Rogozhin, Alexander; Timoshenko, Genagy; Tretyakov, Vladislav; Vostrukhin, Andrey

The Neutron Spectrometer HEND (NS HEND) has been proposed for studying elemental com-position of Phobos (the Mars's moon) regolith by "Phobos-Grunt" mission. NS HEND have been selected by the Federal Space Agency of Russia for the Lander of the "Phobos-Grunt" mission scheduled for launch in 2011. The shallow subsurface of Phobos might be studied by observations of induced nuclear gamma-ray lines and neutron emission. Secondary gamma-rays and neutrons are produced by energetic Galactic Cosmic Rays within 1-2 meter layer of subsur-face. The knowledge of the spectral density of neutrons in addition to measurements of nuclear gamma lines allows to deconvolve concentrations of soil-constituting elements. That is why nuclear instruments include both the segment for detection of gamma ray lines and segment of neutron spectrometer for the measurement of the neutron leakage spectra. Moreover, mea-surements of neutrons at 2.2 MeV line will also allow to study the content of hydrogen within subsurface layer about 1 meter deep. This instrument, will be able to provide observational data for composition of Phobos regolith and content of natural radioactive elements K, U and Th, and also for content of hydrogen or water ice in the Phobos subsurface. At present, the flight units of NS HEND instrument is manufactured, tested and current go through physical calibration.

Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

2015-01-01

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

ERIC Educational Resources Information Center

Mavhunga, Elizabeth; Rollnick, Marissa

2016-01-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

ERIC Educational Resources Information Center

Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

2016-01-01

The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chick, Helen

2015-01-01

Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

RNA-protein binding motifs mining with a new hybrid deep learning based cross-domain knowledge integration approach.

PubMed

Pan, Xiaoyong; Shen, Hong-Bin

2017-02-28

RNAs play key roles in cells through the interactions with proteins known as the RNA-binding proteins (RBP) and their binding motifs enable crucial understanding of the post-transcriptional regulation of RNAs. How the RBPs correctly recognize the target RNAs and why they bind specific positions is still far from clear. Machine learning-based algorithms are widely acknowledged to be capable of speeding up this process. Although many automatic tools have been developed to predict the RNA-protein binding sites from the rapidly growing multi-resource data, e.g. sequence, structure, their domain specific features and formats have posed significant computational challenges. One of current difficulties is that the cross-source shared common knowledge is at a higher abstraction level beyond the observed data, resulting in a low efficiency of direct integration of observed data across domains. The other difficulty is how to interpret the prediction results. Existing approaches tend to terminate after outputting the potential discrete binding sites on the sequences, but how to assemble them into the meaningful binding motifs is a topic worth of further investigation. In viewing of these challenges, we propose a deep learning-based framework (iDeep) by using a novel hybrid convolutional neural network and deep belief network to predict the RBP interaction sites and motifs on RNAs. This new protocol is featured by transforming the original observed data into a high-level abstraction feature space using multiple layers of learning blocks, where the shared representations across different domains are integrated. To validate our iDeep method, we performed experiments on 31 large-scale CLIP-seq datasets, and our results show that by integrating multiple sources of data, the average AUC can be improved by 8% compared to the best single-source-based predictor; and through cross-domain knowledge integration at an abstraction level, it outperforms the state-of-the-art predictors by 6%. Besides the overall enhanced prediction performance, the convolutional neural network module embedded in iDeep is also able to automatically capture the interpretable binding motifs for RBPs. Large-scale experiments demonstrate that these mined binding motifs agree well with the experimentally verified results, suggesting iDeep is a promising approach in the real-world applications. The iDeep framework not only can achieve promising performance than the state-of-the-art predictors, but also easily capture interpretable binding motifs. iDeep is available at http://www.csbio.sjtu.edu.cn/bioinf/iDeep.

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

ERIC Educational Resources Information Center

Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

ERIC Educational Resources Information Center

Marquis, Jenée Marie; Metzler, Mike

2017-01-01

This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

ERIC Educational Resources Information Center

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Trophic interactions of common elasmobranchs in deep-sea communities of the Gulf of Mexico revealed through stable isotope and stomach content analysis

NASA Astrophysics Data System (ADS)

Churchill, Diana A.; Heithaus, Michael R.; Vaudo, Jeremy J.; Grubbs, R. Dean; Gastrich, Kirk; Castro, José I.

2015-05-01

Deep-water sharks are abundant and widely distributed in the northern and eastern Gulf of Mexico. As mid- and upper-level consumers that can range widely, sharks likely are important components of deep-sea communities and their trophic interactions may serve as system-wide baselines that could be used to monitor the overall health of these communities. We investigated the trophic interactions of deep-sea sharks using a combination of stable isotope (δ13C and δ15N) and stomach content analyses. Two hundred thirty-two muscle samples were collected from elasmobranchs captured off the bottom at depths between 200 and 1100 m along the northern slope (NGS) and the west Florida slope (WFS) of the Gulf of Mexico during 2011 and 2012. Although we detected some spatial, temporal, and interspecific variation in apparent trophic positions based on stable isotopes, there was considerable isotopic overlap among species, between locations, and through time. Overall δ15N values in the NGS region were higher than in the WFS. The δ15N values also increased between April 2011 and 2012 in the NGS, but not the WFS, within Squalus cf. mitsukurii. We found that stable isotope values of S. cf. mitsukurii, the most commonly captured elasmobranch, varied between sample regions, through time, and also with sex and size. Stomach content analysis (n=105) suggested relatively similar diets at the level of broad taxonomic categories of prey among the taxa with sufficient sample sizes. We did not detect a relationship between body size and relative trophic levels inferred from δ15N, but patterns within several species suggest increasing trophic levels with increasing size. Both δ13C and δ15N values suggest a substantial degree of overlap among most deep-water shark species. This study provides the first characterization of the trophic interactions of deep-sea sharks in the Gulf of Mexico and establishes system baselines for future investigations.

Beyond knowledge capture: creating useful work-centric systems

NASA Technical Reports Server (NTRS)

Cooper, L. P.; Majchrzak, A.

2001-01-01

Once you have successfully captured knowledge, the challenge then becomes one of creating an affective way to use that knowledge. Two high knowledge content systems developed at the Jet Propulsion Laboratory are presented as examples of work-centric systems, where the primary value to the user is in the content.

Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

ERIC Educational Resources Information Center

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-01-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

ERIC Educational Resources Information Center

Khakbaz, Azimehsadat

2016-01-01

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

2016-01-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

Getting Inside Knowledge: The Application of Entwistle's Model of Surface/Deep Processing in Producing Open Learning Materials.

ERIC Educational Resources Information Center

Evans, Barbara; Honour, Leslie

1997-01-01

Reports on a study that required student teachers training in business education to produce open learning materials on intercultural communication. Analysis of stages and responses to this assignment revealed a distinction between "deep" and "surface" learning. Includes charts delineating the characteristics of these two types…

Moving beyond "Bookish Knowledge": Using Film-Based Assignments to Promote Deep Learning

ERIC Educational Resources Information Center

Olson, Joann S.; Autry, Linda; Moe, Jeffry

2016-01-01

This article investigates the effectiveness of a film-based assignment given to adult learners in a graduate-level group counseling class. Semi-structured interviews were conducted with four students; data analysis suggested film-based assignments may promote deep approaches to learning (DALs). Participants indicated the assignment helped them…

Temperature profiles in the earth of importance to deep electrical conductivity models

NASA Astrophysics Data System (ADS)

Čermák, Vladimír; Laštovičková, Marcela

1987-03-01

Deep in the Earth, the electrical conductivity of geological material is extremely dependent on temperature. The knowledge of temperature is thus essential for any interpretation of magnetotelluric data in projecting lithospheric structural models. The measured values of the terrestrial heat flow, radiogenic heat production and thermal conductivity of rocks allow the extrapolation of surface observations to a greater depth and the calculation of the temperature field within the lithosphere. Various methods of deep temperature calculations are presented and discussed. Characteristic geotherms are proposed for major tectonic provinces of Europe and it is shown that the existing temperatures on the crust-upper mantle boundary may vary in a broad interval of 350 1,000°C. The present work is completed with a survey of the temperature dependence of electrical conductivity for selected crustal and upper mantle rocks within the interval 200 1,000°C. It is shown how the knowledge of the temperature field can be used in the evaluation of the deep electrical conductivity pattern by converting the conductivity-versustemperature data into the conductivity-versus-depth data.

Affective cognition: Exploring lay theories of emotion.

PubMed

Ong, Desmond C; Zaki, Jamil; Goodman, Noah D

2015-10-01

Humans skillfully reason about others' emotions, a phenomenon we term affective cognition. Despite its importance, few formal, quantitative theories have described the mechanisms supporting this phenomenon. We propose that affective cognition involves applying domain-general reasoning processes to domain-specific content knowledge. Observers' knowledge about emotions is represented in rich and coherent lay theories, which comprise consistent relationships between situations, emotions, and behaviors. Observers utilize this knowledge in deciphering social agents' behavior and signals (e.g., facial expressions), in a manner similar to rational inference in other domains. We construct a computational model of a lay theory of emotion, drawing on tools from Bayesian statistics, and test this model across four experiments in which observers drew inferences about others' emotions in a simple gambling paradigm. This work makes two main contributions. First, the model accurately captures observers' flexible but consistent reasoning about the ways that events and others' emotional responses to those events relate to each other. Second, our work models the problem of emotional cue integration-reasoning about others' emotion from multiple emotional cues-as rational inference via Bayes' rule, and we show that this model tightly tracks human observers' empirical judgments. Our results reveal a deep structural relationship between affective cognition and other forms of inference, and suggest wide-ranging applications to basic psychological theory and psychiatry. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Supporting and structuring "contributing student pedagogy" in Computer Science curricula

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Falkner, Nickolas J. G.

2012-12-01

Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

Building Capacity in Understanding Foundational Biology Concepts: A K-12 Learning Progression in Genetics Informed by Research on Children's Thinking and Learning

NASA Astrophysics Data System (ADS)

Elmesky, Rowhea

2013-06-01

This article describes the substance, structure, and rationale of a learning progression in genetics spanning kindergarten through twelfth grade (K-12). The learning progression is designed to build a foundation towards understanding protein structure and activity and should be viewed as one possible pathway to understanding concepts of genetics and ultimately protein expression, based on the existing research. The kindergarten through fifth grade segment reflects findings that show children have a rich knowledge base and sophisticated cognitive abilities, and therefore, is designed so that elementary-aged children can learn content in deep and abstract manners, as well as apply scientific explanations appropriate to their knowledge level. The article also details the LP segment facilitating secondary students' understanding by outlining the overlapping conceptual frames which guide student learning from cell structures and functions to cell splitting (both cell division and gamete formation) to genetics as trait transmission, culminating in genetics as protein expression. The learning progression product avoids the use of technical language, which has been identified as a prominent source of student misconceptions in learning cellular biology, and explicit connections between cellular and macroscopic phenomena are encouraged.

Trophic ecology of deep-sea Asteroidea (Echinodermata) from eastern Canada

NASA Astrophysics Data System (ADS)

Gale, Katie S. P.; Hamel, Jean-François; Mercier, Annie

2013-10-01

Asteroids (sea stars) can be important predators in benthic communities and are often present in ecologically important and vulnerable deep-sea coral and sponge habitats. However, explicit studies on the trophic ecology of deep-sea asteroids are rare. We investigated the diets of seven species of deep-sea asteroid from the bathyal zone of Newfoundland and Labrador, eastern Canada. A multifaceted approach including live animal observations, stomach content analysis, and stable isotope analysis revealed the asteroids to be either top predators of megafauna or secondary consumers (mud ingesters, infaunal predators, and suspension feeders). The stable isotope signatures of Ceramaster granularis, Hippasteria phrygiana, and Mediaster bairdi are characteristic of high-level predators, having δ15N values 4.4‰ (more than one trophic level) above Ctenodiscus crispatus, Leptychaster arcticus, Novodinia americana, and Zoroaster fulgens. We present strong evidence that corals and sponges are common food items for two of the predatory species, C. granularis and H. phrygiana. During laboratory feeding trials, live H. phrygiana fed on several species of soft coral and C. granularis fed on sponges. Stomach content analysis of wild-caught individuals revealed sclerites from sea pens (e.g. Pennatula sp.) in the stomachs of both asteroid species; H. phrygiana also contained sclerites from at least two other species of octocoral and siliceous sponge spicules were present in the stomachs of C. granularis. The stomach contents of the secondary consumers contained a range of invertebrate material. Leptychaster arcticus and Ctenodiscus crispatus feed infaunally on bulk sediment and molluscs, Zoroaster fulgens is a generalist infaunal predator, and the brisingid Novodinia americana is a specialist suspension feeder on benthopelagic crustaceans. This study provides a foundation for understanding the ecological roles of bathyal asteroids, and suggests that some species may have the potential to be important modulators of deep-sea benthic communities.

The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

ERIC Educational Resources Information Center

Cwik, Lawrence C.

2012-01-01

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

Stakeholder perspectives on the importance of rare-species research for deep-sea environmental management

NASA Astrophysics Data System (ADS)

Turner, Phillip J.; Campbell, Lisa M.; Van Dover, Cindy L.

2017-07-01

The apparent prevalence of rare species (rarity) in the deep sea is a concern for environmental management and conservation of biodiversity. Rare species are often considered at risk of extinction and, in terrestrial and shallow water environments, have been shown to play key roles within an ecosystem. In the deep-sea environment, current research focuses primarily on abundant species and deep-sea stakeholders are questioning the importance of rare species in ecosystem functioning. This study asks whether deep-sea stakeholders (primarily scientists) view rare-species research as a priority in guiding environmental management. Delphi methodology (i.e., an iterative survey approach) was used to understand views about whether or not 'deep-sea scientists should allocate more resources to research on rare species in the deep sea, even if this means less resources might be available for abundant-species research.' Results suggest little consensus regarding the prioritization of resources for rare-species research. From Survey 1 to Survey 3, the average participant response shifted toward a view that rare-species research is not a priority if it comes at a cost to research on abundant species. Participants pointed to the need for a balanced approach and highlighted knowledge gaps about even the most fundamental questions, including whether rare species are truly 'rare' or simply under-sampled. Participants emphasized the lack of basic biological knowledge for rare and abundant species, particularly abundant meio- and microscopic species, as well as uncertainty in the roles rare and abundant species play in ecosystem processes. Approaches that jointly consider the role of rare and abundant species in ecosystem functioning (e.g., biological trait analysis) may help to clarify the extent to which rare species need to be incorporated into deep-sea environment management in order to maintain ecosystem functioning.

Predicting RNA-protein binding sites and motifs through combining local and global deep convolutional neural networks.

PubMed

Pan, Xiaoyong; Shen, Hong-Bin

2018-05-02

RNA-binding proteins (RBPs) take over 5∼10% of the eukaryotic proteome and play key roles in many biological processes, e.g. gene regulation. Experimental detection of RBP binding sites is still time-intensive and high-costly. Instead, computational prediction of the RBP binding sites using pattern learned from existing annotation knowledge is a fast approach. From the biological point of view, the local structure context derived from local sequences will be recognized by specific RBPs. However, in computational modeling using deep learning, to our best knowledge, only global representations of entire RNA sequences are employed. So far, the local sequence information is ignored in the deep model construction process. In this study, we present a computational method iDeepE to predict RNA-protein binding sites from RNA sequences by combining global and local convolutional neural networks (CNNs). For the global CNN, we pad the RNA sequences into the same length. For the local CNN, we split a RNA sequence into multiple overlapping fixed-length subsequences, where each subsequence is a signal channel of the whole sequence. Next, we train deep CNNs for multiple subsequences and the padded sequences to learn high-level features, respectively. Finally, the outputs from local and global CNNs are combined to improve the prediction. iDeepE demonstrates a better performance over state-of-the-art methods on two large-scale datasets derived from CLIP-seq. We also find that the local CNN run 1.8 times faster than the global CNN with comparable performance when using GPUs. Our results show that iDeepE has captured experimentally verified binding motifs. https://github.com/xypan1232/iDeepE. xypan172436@gmail.com or hbshen@sjtu.edu.cn. Supplementary data are available at Bioinformatics online.

Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

DTIC Science & Technology

2011-06-01

extended with background knowledge (WordNet [Fel98], YAGO [SKW08]) so that new conclusions (logical inferences) can be drawn. For this purpose theorem...such formalized content is extended with background knowledge (WordNet, YAGO ) so that new conclusions (logical inferences) can be drawn. Our aim is to...External Knowledge Formulas Transformation FOLE MRS to FOLE WordNet OpenCyc ... YAGO Logical Calculation Knowledge Background Knowledge Axioms Background

Effect of Deep Drying and Torrefaction Temperature on Proximate, Ultimate Composition, and Heating Value of 2-mm Lodgepole Pine (Pinus contorta) Grind

PubMed Central

Tumuluru, Jaya Shankar

2016-01-01

Deep drying and torrefaction compose a thermal pretreatment method where biomass is heated in the temperature range of 150–300 °C in an inert or reduced environment. The process parameters, like torrefaction temperature and residence time, have a significant impact on the proximate, ultimate, and energy properties. In this study, torrefaction experiments were conducted on 2-mm ground lodgepole pine (Pinus contorta) using a thermogravimetric analyzer. Both deep drying and torrefaction temperature (160–270 °C) and time (15–120 min) were selected. Torrefied samples were analyzed for the proximate, ultimate, and higher heating value. The results indicate that moisture content decreases with increases in torrefaction temperature and time, where at 270 °C and 120 min, the moisture content is found to be 1.15% (w.b.). Volatile content in the lodgepole pine decreased from about 80% to about 45%, and ash content increased from 0.77% to about 1.91% at 270 °C and 120 min. The hydrogen, oxygen, and sulfur content decreased to 3%, 28.24%, and 0.01%, whereas the carbon content and higher heating value increased to 68.86% and 23.67 MJ/kg at 270 °C and 120 min. Elemental ratio of hydrogen to carbon and oxygen to carbon (H/C and O/C) calculated at 270 °C and a 120-min residence time were about 0.56 and 0.47. Based on this study, it can be concluded that higher torrefaction temperatures ≥230 °C and residence time ≥15 min influence the proximate, ultimate, and energy properties of ground lodgepole pine. PMID:28952578

A scheme for parameterizing ice cloud water content in general circulation models

NASA Technical Reports Server (NTRS)

Heymsfield, Andrew J.; Donner, Leo J.

1989-01-01

A method for specifying ice water content in GCMs is developed, based on theory and in-cloud measurements. A theoretical development of the conceptual precipitation model is given and the aircraft flights used to characterize the ice mass distribution in deep ice clouds is discussed. Ice water content values derived from the theoretical parameterization are compared with the measured values. The results demonstrate that a simple parameterization for atmospheric ice content can account for ice contents observed in several synoptic contexts.

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching

ERIC Educational Resources Information Center

Zembylas, Michalinos

2007-01-01

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

ERIC Educational Resources Information Center

Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

2018-01-01

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge

ERIC Educational Resources Information Center

Livy, Sharyn

2010-01-01

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education

ERIC Educational Resources Information Center

Herold, Frank; Waring, Michael

2017-01-01

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content…

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study.

PubMed

Zardosht, Roghayeh; Moonaghi, Hossein Karimi; Razavi, Mohammad Etezad; Ahmady, Soleiman

2018-02-01

Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment. This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course. This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method. From the deep and rich descriptions of the participants, three themes including "stressful environment", "controversy between anticipation of role and reality", and "humiliating experiences" as well as a general theme of "bitter education" were obtained. Students' orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student's acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students.

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study

PubMed Central

Zardosht, Roghayeh; Razavi, Mohammad Etezad; Ahmady, Soleiman

2018-01-01

Background Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment. Objective This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course. Methods This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method. Results From the deep and rich descriptions of the participants, three themes including “stressful environment”, “controversy between anticipation of role and reality”, and “humiliating experiences” as well as a general theme of “bitter education” were obtained. Conclusion Students’ orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student’s acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students. PMID:29629066

A comparative study of approaches to compute the field distribution of deep brain stimulation in the Hemiparkinson rat model.

PubMed

Bohme, Andrea; van Rienen, Ursula

2016-08-01

Computational modeling of the stimulating field distribution during Deep Brain Stimulation provides an opportunity to advance our knowledge of this neurosurgical therapy for Parkinson's disease. There exist several approaches to model the target region for Deep Brain Stimulation in Hemi-parkinson Rats with volume conductor models. We have described and compared the normalized mapping approach as well as the modeling with three-dimensional structures, which include curvilinear coordinates to assure an anatomically realistic conductivity tensor orientation.

Deep-Sea coral evidence for rapid change in ventilation of the deep north atlantic 15,400 years Ago

PubMed

Adkins; Cheng; Boyle; Druffel; Edwards

1998-05-01

Coupled radiocarbon and thorium-230 dates from benthic coral species reveal that the ventilation rate of the North Atlantic upper deep water varied greatly during the last deglaciation. Radiocarbon ages in several corals of the same age, 15.41 +/- 0.17 thousand years, and nearly the same depth, 1800 meters, in the western North Atlantic Ocean increased by as much as 670 years during the 30- to 160-year life spans of the samples. Cadmium/calcium ratios in one coral imply that the nutrient content of these deep waters also increased. Our data show that the deep ocean changed on decadal-centennial time scales during rapid changes in the surface ocean and the atmosphere.

Deep Extragalactic X-Ray Surveys

NASA Astrophysics Data System (ADS)

Brandt, W. N.; Hasinger, G.

2005-09-01

Deep surveys of the cosmic X-ray background are reviewed in the context of observational progress enabled by the Chandra X-Ray Observatory and the X-Ray Multi-Mirror Mission-Newton. The sources found by deep surveys are described along with their redshift and luminosity distributions, and the effectiveness of such surveys at selecting active galactic nuclei (AGN) is assessed. Some key results from deep surveys are highlighted, including (a) measurements of AGN evolution and the growth of supermassive black holes, (b) constraints on the demography and physics of high-redshift AGN, (c) the X-ray AGN content of infrared and submillimeter galaxies, and (d) X-ray emission from distant starburst and normal galaxies. We also describe some outstanding problems and future prospects for deep extragalactic X-ray surveys.

Continental Shelf Sediments of Sarawak, Malaysian Borneo

PubMed Central

Masron, Tarmiji; Rumpet, Richard; Musel, Jamil

2017-01-01

Sediment distributions in deep sea influence the benthic community structure and thus play an important role in shaping the marine ecosystem. Several studies on sediment characteristics had been conducted in South China Sea (SCS), but only limited to coastal areas of regions within SCS territories. Therefore, this study was carried out to analyze the benthic sediment profile in an area beyond 12 nautical miles off the coast of Sarawak, southern SCS. Sediment samples were collected from 31 stations, comprising three depth ranges: (I) 20–50 m, (II) 50–100 m, and (III) 100–200 m. The total organic matter (TOM) contents were determined and subjected to dry and wet sieving methods for particle size analysis. TOM contents in the deep area (>50 m) were significantly higher (p = 0.05) and positively correlated (r = 0.73) with silt-clay fraction. About 55% and 82% of stations in strata II and III, respectively, were dominated by silt-clay fractions (<63 μm mean diameter), coherent with TOM data. In addition, sediments in the deep area (>50 m) tend to be poorly sorted, very fine skewed, and platykurtic. Unlike data obtained 20 years ago which reported high content of silt-clay (58%), this study recorded a lower content (35%); therefore, changes in sediment load had been observed in southern SCS. PMID:29075660

Cosmopolitanism and Biogeography of the Genus Manganonema (Nematoda: Monhysterida) in the Deep Sea

PubMed Central

Zeppilli, Daniela; Vanreusel, Ann; Danovaro, Roberto

2011-01-01

Simple Summary The deep sea comprises more than 60% of the Earth surface, and likely represents the largest reservoir of as yet undiscovered biodiversity. Nematodes are the most abundant taxon on Earth and are particularly abundant and diverse in the deep sea. Nevertheless, knowledge of their biogeography especially in the deep sea is still at its infancy. This article explores the distribution of the genus Manganonema in the deep Atlantic Ocean and Mediterranean Sea providing new insights about this apparently rare deep-sea genus. Abstract Spatial patterns of species diversity provide information about the mechanisms that regulate biodiversity and are important for setting conservation priorities. Present knowledge of the biogeography of meiofauna in the deep sea is scarce. This investigation focuses on the distribution of the deep-sea nematode genus Manganonema, which is typically extremely rare in deep-sea sediment samples. Forty-four specimens of eight different species of this genus were recorded from different Atlantic and Mediterranean regions. Four out of the eight species encountered are new to science. We report here that this genus is widespread both in the Atlantic and in the Mediterranean Sea. These new findings together with literature information indicate that Manganonema is a cosmopolitan genus, inhabiting a variety of deep-sea habitats and oceans. Manganonema shows the highest diversity at water depths >4,000 m. Our data, therefore, indicate that this is preferentially an abyssal genus that is able, at the same time, to colonize specific habitats at depths shallower than 1,000 m. The analysis of the distribution of the genus Manganonema indicates the presence of large differences in dispersal strategies among different species, ranging from locally endemic to cosmopolitan. Lacking meroplanktonic larvae and having limited dispersal ability due to their small size, it has been hypothesized that nematodes have limited dispersal potential. However, the investigated deep-sea nematodes were present across different oceans covering macro-scale distances. Among the possible explanations (hydrological conditions, geographical and geological pathways, long-term processes, specific historical events), their apparent preference of colonizing highly hydrodynamic systems, could suggest that these infaunal organisms are transported by means of deep-sea benthic storms and turbidity currents over long distances. PMID:26486501

Implications of microbiota and bile acid in liver injury and regeneration

PubMed Central

Liu, Hui-Xin; Keane, Ryan; Sheng, Lili; Wan, Yu-Jui Yvonne

2015-01-01

Summary Studies examining the mechanisms by which the liver injures and regenerates usually focus on factors and pathways within the liver, neglecting the signaling derived from the gut-liver axis. The intestinal content is rich in microorganisms as well as metabolites generated from both the host and colonizing bacteria. Via the gut-liver axis, this complex “soup” exerts an immense impact on liver integrity and function. This review article summarizes data published in the past 30 years that have demonstrated the signaling derived from the gut-liver axis in relation to liver injury and regeneration. Despite many correlative findings, the intricate networks of pathways involved along with a scarcity of mechanistic data urgently require nutrigenomic, metabolomics, and microbiota profiling approaches to provide a deep understanding of the interplay between nutrition, bacteria, and host response. Such knowledge would better elucidate the molecular mechanisms that link microbiota alteration to host physiological response and vice-versa. PMID:26256437

The Hydromechanics of Vegetation for Slope Stabilization

NASA Astrophysics Data System (ADS)

Mulyono, A.; Subardja, A.; Ekasari, I.; Lailati, M.; Sudirja, R.; Ningrum, W.

2018-02-01

Vegetation is one of the alternative technologies in the prevention of shallow landslide prevention that occurs mostly during the rainy season. The application of plant for slope stabilization is known as bioengineering. Knowledge of the vegetative contribution that can be considered in bioengineering was the hydrological and mechanical aspects (hydromechanical). Hydrological effect of the plant on slope stability is to reduce soil water content through transpiration, interception, and evapotranspiration. The mechanical impact of vegetation on slope stability is to stabilize the slope with mechanical reinforcement of soils through roots. Vegetation water consumption varies depending on the age and density, rainfall factors and soil types. Vegetation with high ability to absorb water from the soil and release into the atmosphere through a transpiration process will reduce the pore water stress and increase slope stability, and vegetation with deep root anchoring and strong root binding was potentially more significant to maintain the stability of the slope.

Influence of seasonal climatic variability on shallow infiltration at Yucca Mountain

USGS Publications Warehouse

Hevesi, Joseph A.; Flint, Alan L.

1993-01-01

To analyze infiltration and the redistribution of moisture in alluvial deposits at Yucca Mountain, water content profiles at a 13.5 m deep borehole were measured at monthly intervals using a neutron moisture probe. Increases in water content to a maximum depth of 1.8 m in response to winter season precipitation were noted. Below a depth of 1.8 m, a gradual drying trend was indicated. A simulation study showed that, although small amounts of water may be percolating through the deep nonwetted ones of the profile, the influence of climatic variability on infiltration through thick alluvial deposits at Yucca Mountain is greatly mitigated by evapotranspiration.

Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

ERIC Educational Resources Information Center

Kinghorn, Brian Edward

2013-01-01

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

ERIC Educational Resources Information Center

Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

2015-01-01

Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education

ERIC Educational Resources Information Center

Lee, Yun Soo

2011-01-01

There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers' PCK using teachers' weak and strong units of instruction (Ayvazo, 2007),…

The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany

ERIC Educational Resources Information Center

Buchholtz, Nils Frederik

2017-01-01

This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that…

A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)

ERIC Educational Resources Information Center

Turgut, Yildiz

2017-01-01

In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although…

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

NASA Astrophysics Data System (ADS)

Sadler, Troy Dow

This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter-scenario non-contradiction, counter position construction, and rebuttal construction) and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naive understandings of genetics. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. In addition, the findings underscore the need for teachers to consider students' content knowledge when determining the appropriateness of socioscientific curricula. Implications and recommendations for future research are discussed.

On Building a Search Interface Discovery System

NASA Astrophysics Data System (ADS)

Shestakov, Denis

A huge portion of the Web known as the deep Web is accessible via search interfaces to myriads of databases on the Web. While relatively good approaches for querying the contents of web databases have been recently proposed, one cannot fully utilize them having most search interfaces unlocated. Thus, the automatic recognition of search interfaces to online databases is crucial for any application accessing the deep Web. This paper describes the architecture of the I-Crawler, a system for finding and classifying search interfaces. The I-Crawler is intentionally designed to be used in the deep web characterization surveys and for constructing directories of deep web resources.

Effect of deep cryogenic treatment on the formation of nano-sized carbides and the wear behavior of D2 tool steel

NASA Astrophysics Data System (ADS)

Amini, Kamran; Akhbarizadeh, Amin; Javadpour, Sirus

2012-09-01

The effect of deep cryogenic treatment on the microstructure, hardness, and wear behavior of D2 tool steel was studied by scanning electron microscopy (SEM), transmission electron microscopy (TEM), X-ray diffraction (XRD), hardness test, pin-on-disk wear test, and the reciprocating pin-on-flat wear test. The results show that deep cryogenic treatment eliminates retained austenite, makes a better carbide distribution, and increases the carbide content. Furthermore, some new nano-sized carbides form during the deep cryogenic treatment, thereby increasing the hardness and improving the wear behavior of the samples.

The study of deep-sea cephalopods.

PubMed

Hoving, Henk-Jan T; Perez, Jose Angel A; Bolstad, Kathrin S R; Braid, Heather E; Evans, Aaron B; Fuchs, Dirk; Judkins, Heather; Kelly, Jesse T; Marian, José E A R; Nakajima, Ryuta; Piatkowski, Uwe; Reid, Amanda; Vecchione, Michael; Xavier, José C C

2014-01-01

"Deep-sea" cephalopods are here defined as cephalopods that spend a significant part of their life cycles outside the euphotic zone. In this chapter, the state of knowledge in several aspects of deep-sea cephalopod research are summarized, including information sources for these animals, diversity and general biogeography and life cycles, including reproduction. Recommendations are made for addressing some of the remaining knowledge deficiencies using a variety of traditional and more recently developed methods. The types of oceanic gear that are suitable for collecting cephalopod specimens and images are reviewed. Many groups of deep-sea cephalopods require taxonomic reviews, ideally based on both morphological and molecular characters. Museum collections play a vital role in these revisions, and novel (molecular) techniques may facilitate new use of old museum specimens. Fundamental life-cycle parameters remain unknown for many species; techniques developed for neritic species that could potentially be applied to deep-sea cephalopods are discussed. Reproductive tactics and strategies in deep-sea cephalopods are very diverse and call for comparative evolutionary and experimental studies, but even in the twenty-first century, mature individuals are still unknown for many species. New insights into diet and trophic position have begun to reveal a more diverse range of feeding strategies than the typically voracious predatory lifestyle known for many cephalopods. Regular standardized deep-sea cephalopod surveys are necessary to provide insight into temporal changes in oceanic cephalopod populations and to forecast, verify and monitor the impacts of global marine changes and human impacts on these populations. © 2014 Elsevier Ltd All rights reserved.

Carbon chemistry of the Apollo 15 and 16 deep drill cores

NASA Technical Reports Server (NTRS)

Wszolek, P. C.; Burlingame, A. L.

1973-01-01

The carbon chemistry of the Apollo 15 and 16 deep drill cores is a function of the surface exposure plus the chemical and mineralogical composition of the individual samples. The depth profiles of carbide and methane yields in the Apollo 15 core show a general decline with depth and correlate with the solar wind noble gas content, percentage agglutinates, track densities, and metallic iron. All horizons examined were exposed for a considerable time on the lunar surface. The Apollo 16 core samples show that chemical and mineralogical composition plays an important role in determining the nature of carbide-like material present in the fines. The higher aluminum and calcium contents and lower iron contents of highlands material result in carbide-like material yielding less CD4 and more C2D2 (deuteroacetylene) upon DF acid dissolution.

Influence of the submarine volcanic eruption off El Hierro (Canary Islands) on the mesopelagic cephalopod's metal content.

PubMed

Lozano-Bilbao, Enrique; Gutiérrez, Ángel José; Hardisson, Arturo; Rubio, Carmen; González-Weller, Dailos; Aguilar, Natacha; Escánez, Alejandro; Espinosa, José María; Canales, Paula; Lozano, Gonzalo

2018-04-01

This work investigates whether a submarine volcanic eruption off El Hierro (Canary Islands) in October 2011 influenced the metal contents of two deep water cephalopod species: Abraliopsis morisii and Pyroteuthis margaritifera. This was assessed by comparing metal contents in specimens collected off the island of El Hierro and in the neighbouring islands of La Palma and Tenerife during an experimental deep water fishing trip. The concentration of 20 heavy metals was analyzed in 180 specimens of A. morisii and P. margaritifera collected around the three islands to test for inter-island differences for each species and metal. While both species showed geographical differences in metal concentrations, the main finding was that A. morisii could be a bioindicator species for metals such as Li, Sr and Ca. Copyright © 2017 Elsevier Ltd. All rights reserved.

Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

ERIC Educational Resources Information Center

Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

2018-01-01

Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

ERIC Educational Resources Information Center

Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody

2016-01-01

This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two…

Acrylamide formation in plantain (Musa paradisiaca) chips influenced by different ripening stages: A correlation study with respect to reducing sugars, amino acids and phenolic content.

PubMed

Shamla, L; Nisha, P

2017-05-01

The effect of ripening on the formation of acrylamide in deep fried plantain chips made from Nendran variety (Musa paradisiaca) was investigated. The precursors of acrylamide formation, reducing sugars (glucose and fructose) and ten major amino acids, were quantified during different stages of ripening using HPLC and correlated with acrylamide formation. The total phenolic content and total flavonoid content were also estimated and correlated with acrylamide formation. Both glucose and fructose increased during ripening and demonstrated a positive correlation on formation of acrylamide (correlation coefficient of r=0.95 and 0.94 respectively (p<0.05), whereas asparagine, was poorly correlated (p>0.05). The decreased levels of phenolic content during ripening of plantain were negatively correlated with acrylamide formation in the deep fried chips prepared. Thus the selection of proper ripening stage renders reduced formation of acrylamide in plantain chips to a reasonable extend. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

ERIC Educational Resources Information Center

Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

2017-01-01

This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid

2015-01-01

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…

Definitions of Mathematical Knowledge for Teaching: Using These Constructs in Research on Secondary and College Mathematics Teachers

ERIC Educational Resources Information Center

Speer, Natasha M.; King, Karen D.; Howell, Heather

2015-01-01

The construct "mathematical knowledge for teaching" (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary…

Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

ERIC Educational Resources Information Center

Majidi, Sharareh; Emden, Markus

2013-01-01

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Knowledge Structures of Entering Computer Networking Students and Their Instructors

ERIC Educational Resources Information Center

DiCerbo, Kristen E.

2007-01-01

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students' prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences,…

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning

ERIC Educational Resources Information Center

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-01-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson…

High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts

ERIC Educational Resources Information Center

Odom, Arthur L.; Barrow, Lloyd H.

2007-01-01

The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the students' certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test…

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

ERIC Educational Resources Information Center

Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

Can Creative Podcasting Promote Deep Learning? The Use of Podcasting for Learning Content in an Undergraduate Science Unit

ERIC Educational Resources Information Center

Pegrum, Mark; Bartle, Emma; Longnecker, Nancy

2015-01-01

This paper examines the effect of a podcasting task on the examination performance of several hundred first-year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of…

Rhythms at the bottom of the deep sea: Cyclic current flow changes and melatonin patterns in two species of demersal fish

NASA Astrophysics Data System (ADS)

Wagner, H.-J.; Kemp, K.; Mattheus, U.; Priede, I. G.

2007-11-01

We have studied physical and biological rhythms in the deep demersal habitat of the Northeastern Atlantic. Current velocity and direction changes occurred at intervals of 12.4 h, demonstrating that they could have an impact of tidal activity, and also showed indications of other seasonal changes. As an indicator of biological rhythms, we measured the content of pineal and retinal melatonin in the grenadier Coryphaenoides armatus and the deep-sea eel Synaphobranchus kaupii, and determined the spontaneous release of melatonin in long-term (52 h minimum) cultures of isolated pineal organs and retinae in S. kaupii. The results of the release experiments show statistically significant signs of synchronicity and periodicity suggesting the presence of an endogenous clock. The melatonin content data show large error bars typical of cross-sectional population studies. When the data are plotted according to a lunar cycle, taken as indication of a tidal rhythm, both species show peak values at the beginning of the lunar day and night and lower values during the second half of lunar day and night and during moonrise and moonset. Statistical analysis, however, shows that the periodicity of the melatonin content is not significant. Taken together these observations strongly suggest that (1) biological rhythms are present in demersal fish, (2) the melatonin metabolism shows signs of periodicity, and (3) tidal currents may act as zeitgeber at the bottom of the deep sea.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan

ERIC Educational Resources Information Center

Konig, Johannes; Blomeke, Sigrid; Paine, Lynn; Schmidt, William H.; Hsieh, Feng-Jui

2011-01-01

For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics…

A Study on the Tacit Knowledge of University Faculty: A Case Study in Taiwan

ERIC Educational Resources Information Center

Wu, Mingchang; Lin, Hsiuhsu; Lin, YiKai; Chang, Wenlung

2013-01-01

The tacit knowledge of university faculty might take roots deep down in their own cognition system and influence their ways of thinking and reasoning. This study aims at (1) the exploration of the characteristics of university professors' tacit knowledge in Taiwan and (2) the disentangling of the factors underlying its development. Drawn from the…

Text feature extraction based on deep learning: a review.

PubMed

Liang, Hong; Sun, Xiao; Sun, Yunlei; Gao, Yuan

2017-01-01

Selection of text feature item is a basic and important matter for text mining and information retrieval. Traditional methods of feature extraction require handcrafted features. To hand-design, an effective feature is a lengthy process, but aiming at new applications, deep learning enables to acquire new effective feature representation from training data. As a new feature extraction method, deep learning has made achievements in text mining. The major difference between deep learning and conventional methods is that deep learning automatically learns features from big data, instead of adopting handcrafted features, which mainly depends on priori knowledge of designers and is highly impossible to take the advantage of big data. Deep learning can automatically learn feature representation from big data, including millions of parameters. This thesis outlines the common methods used in text feature extraction first, and then expands frequently used deep learning methods in text feature extraction and its applications, and forecasts the application of deep learning in feature extraction.

Deep-sea vent chemoautotrophs: diversity, biochemistry and ecological significance.

PubMed

Nakagawa, Satoshi; Takai, Ken

2008-07-01

Deep-sea vents support productive ecosystems driven primarily by chemoautotrophs. Chemoautotrophs are organisms that are able to fix inorganic carbon using a chemical energy obtained through the oxidation of reduced compounds. Following the discovery of deep-sea vent ecosystems in 1977, there has been an increasing knowledge that deep-sea vent chemoautotrophs display remarkable physiological and phylogenetic diversity. Cultivation-dependent and -independent studies have led to an emerging view that the majority of deep-sea vent chemoautotrophs have the ability to derive energy from a variety of redox couples other than the conventional sulfur-oxygen couple, and fix inorganic carbon via the reductive tricarboxylic acid cycle. In addition, recent genomic, metagenomic and postgenomic studies have considerably accelerated the comprehensive understanding of molecular mechanisms of deep-sea vent chemoautotrophy, even in yet uncultivable endosymbionts of vent fauna. Genomic analysis also suggested that there are previously unrecognized evolutionary links between deep-sea vent chemoautotrophs and important human/animal pathogens. This review summarizes chemoautotrophy in deep-sea vents, highlighting recent biochemical and genomic discoveries.

Evaluation of Soil Moisture, Storm Characteristics, and Their Influence on Storm Runoff and Water Yield at the Panola Mountain Research Watershed, Georgia, U.S.A.

NASA Astrophysics Data System (ADS)

Riley, J. W.; Aulenbach, B. T.

2015-12-01

Understanding the factors that control runoff processes is important for many aspects of water supply and ecosystem protection, especially during climatic extremes that result in flooding or droughts; potentially impacting human safety. Furthermore, having knowledge of the conditions during which runoff occurs contributes to the conceptual understanding of the hydrologic cycle and may improve parameterization of hydrologic models. We evaluated soil moisture, storm characteristics, and the subsequent runoff and water yield for 297 storms over an eight-year period at Panola Mountain Research Watershed to better understand runoff generation processes. Panola Mountain Research Watershed is a small (41-hectare), relatively undisturbed forested watershed near Atlanta, GA, U.S.A. Strong relations were observed between total precipitation for a given storm, deep (70 cm below surface) antecedent soil moisture content and the volume of runoff. However, the strength of the relations varied based on occurrence during the growing (April - September; 172 storms) or dormant (October - March; 125 storms) period. In general, soil moisture responded at a minimum of 15 cm depth for all but 18 events. In addition, we found storms that initiated a response of deep soil moisture (70 cm below surface) to be an important factor relating to storm runoff and water yield. Seventy percent of the dormant period storms generated a response at 70 cm depth compared to 58% of growing period storms. A stronger relation between soil moisture and water yield was noted during the dormant period and indicated that all storms that produced a water yield >12% occurred when deep pre-event soil moisture was >20%. Similar patterns were also present during the growing season with occasional intense thunderstorms also generating higher water yields even in the absence of high soil moisture. The importance of deep soil moisture likely reflects the overall status of watershed storage conditions.

Stereotactically Standard Areas: Applied Mathematics in the Service of Brain Targeting in Deep Brain Stimulation.

PubMed

Mavridis, Ioannis N

2017-12-11

The concept of stereotactically standard areas (SSAs) within human brain nuclei belongs to the knowledge of the modern field of stereotactic brain microanatomy. These are areas resisting the individual variability of the nuclear location in stereotactic space. This paper summarizes the current knowledge regarding SSAs. A mathematical formula of SSAs was recently invented, allowing for their robust, reproducible, and accurate application to laboratory studies and clinical practice. Thus, SSAs open new doors for the application of stereotactic microanatomy to highly accurate brain targeting, which is mainly useful for minimally invasive neurosurgical procedures, such as deep brain stimulation.

Robust Deep Semantics for Language Understanding

DTIC Science & Technology

focus on five areas: deep learning, textual inferential relations, relation and event extraction by distant supervision , semantic parsing and...ontology expansion, and coreference resolution. As time went by, the program focus converged towards emphasizing technologies for knowledge base...natural logic methods for text understanding, improved mention coreference algorithms, and the further development of multilingual tools in CoreNLP.

Student Engagement for Effective Teaching and Deep Learning

ERIC Educational Resources Information Center

Dunleavy, Jodene; Milton, Penny

2008-01-01

Today, all young people need to learn to "use their minds well" through deep engagement in learning that reflects skills, knowledge, and dispositions fit for their present lives as well as the ones they aspire to in the future. More than ever, their health and well being, success in the workplace, ability to construct identities and…

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

Teacher spatial skills are linked to differences in geometry instruction.

PubMed

Otumfuor, Beryl Ann; Carr, Martha

2017-12-01

Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.

Skin deep: Coverage of skin cancer and recreational tanning in Canadian women's magazines (2000-2012).

PubMed

McWhirter, Jennifer E; Hoffman-Goetz, Laurie

2015-06-18

Skin cancer is a significant public health problem among Canadians. Knowledge and attitudes about health are informed by mass media. The aim of our study was to describe the volume and nature of coverage of skin cancer and recreational tanning in Canadian women's magazines. Directed content analysis on article text and images in six popular Canadian women's magazines (Chatelaine, Canadian Living, Homemakers, Flare, FASHION, ELLE Canada) from 2000-2012 with attention to risk factors, ultraviolet radiation (UV) exposure and protection behaviours, and early detection. Six popular American women's magazines were used for a between-country comparison. There were 154 articles (221 images) about skin cancer and tanning published over 13 years. Volume of coverage did not increase in a linear fashion over time. The most common risk factor reported on was UV exposure (39%), with other risk factors less frequently identified. Although 72% of articles promoted sunscreen use, little content encouraged other protection behaviours. Only 15% of articles and 1% of images discouraged indoor tanning, while 41% of articles and 53% of images promoted the tanned look as attractive. Few articles (<11%) reported on early detection. Relative to American magazines, Canadian magazines had a greater proportion of content that encouraged sunscreen use and promoted the tanned look and a lesser proportion of content on risk factors and early detection. Skin cancer and tanning messages in Canadian women's magazines had a narrow focus and provided limited information on risk factors or screening. Conflicting messages about prevention (text vs. images) may contribute to harmful UV behaviours among Canadian women.

Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

ERIC Educational Resources Information Center

Nurhayati, Sri

2015-01-01

Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

ERIC Educational Resources Information Center

Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

2015-01-01

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

ERIC Educational Resources Information Center

Henning, Elizabeth

2013-01-01

This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

Voices and Values in Shaping the Subjectivity of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Ozmantar, Mehmet Fatih; Akkoç, Hatice

2017-01-01

Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering…

Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

ERIC Educational Resources Information Center

Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

2011-01-01

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers' Competence

ERIC Educational Resources Information Center

Kaiser, Gabriele; Busse, Andreas; Hoth, Jessica; König, Johannes; Blömeke, Sigrid

2015-01-01

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This…

Assessing Strengths and Weaknesses of Teacher Knowledge in Asia, Eastern Europe, and Western Countries: Differential Item Functioning in TEDS-M

ERIC Educational Resources Information Center

Blömeke, Sigrid; Suhl, Ute; Döhrmann, Martina

2013-01-01

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

ERIC Educational Resources Information Center

O'Brien, Stephanie

2017-01-01

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the…

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

Mathematics Teacher TPACK Standards and Development Model

ERIC Educational Resources Information Center

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Adolescents' knowledge and opinions about smoking: a qualitative study from the Jhaukhel-Duwakot Health Demographic Surveillance Site, Bhaktapur District, Nepal.

PubMed

Povlsen, Lene; Aryal, Umesh Raj; Petzold, Max; Krettek, Alexandra

2016-04-09

The use of tobacco products among adolescents in Southeast Asia represents a major public health burden. Two out of ten adolescents attending school are tobacco users and several factors influence them to initiate tobacco use. Most studies related to tobacco use are quantitative, whereas qualitative studies exploring adolescents' smoking behavior and their views, knowledge and experiences are scarce. To gain a deep understanding of Nepalese adolescents' knowledge and opinions about smoking and reasons for smoking initiation. Adolescents from four secondary schools in the Bhaktapur district, Nepal. Eight focus-group discussions were conducted with 71 adolescents aged 13-16 years and from grades 8-10. Data were analyzed using manifest qualitative content analysis. The participants knew that smoking represents health risks as well as socio-economic risks, but few described the addictive nature of tobacco and health risks related to passive smoking. Most participants related smoking initiation to the smoking behavior of peers and family members, but easy accessibility to cigarettes, ineffective rules and regulations, and exposure to passive smoking also created environments for smoking. Some expressed confidence to resist peer pressure and refuse to start smoking, but also expressed the need for prevention strategies in schools and for governmental initiatives, such as more strict implementation of tobacco control and regulations to prevent and reduce smoking. Curbing the tobacco epidemic in Nepal requires healthy public policies and multifaceted interventions to address the knowledge gap on health consequences associated with smoking among adolescents, teachers and parents/adults.

Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs' Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge of Reading Comprehension

ERIC Educational Resources Information Center

James, Susanne M.

2011-01-01

Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…

Processing and memory of information presented in narrative or expository texts.

PubMed

Wolfe, Michael B W; Woodwyk, Joshua M

2010-09-01

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Using Pathfinder networks to discover alignment between expert and consumer conceptual knowledge from online vaccine content.

PubMed

Amith, Muhammad; Cunningham, Rachel; Savas, Lara S; Boom, Julie; Schvaneveldt, Roger; Tao, Cui; Cohen, Trevor

2017-10-01

This study demonstrates the use of distributed vector representations and Pathfinder Network Scaling (PFNETS) to represent online vaccine content created by health experts and by laypeople. By analyzing a target audience's conceptualization of a topic, domain experts can develop targeted interventions to improve the basic health knowledge of consumers. The underlying assumption is that the content created by different groups reflects the mental organization of their knowledge. Applying automated text analysis to this content may elucidate differences between the knowledge structures of laypeople (heath consumers) and professionals (health experts). This paper utilizes vaccine information generated by laypeople and health experts to investigate the utility of this approach. We used an established technique from cognitive psychology, Pathfinder Network Scaling to infer the structure of the associational networks between concepts learned from online content using methods of distributional semantics. In doing so, we extend the original application of PFNETS to infer knowledge structures from individual participants, to infer the prevailing knowledge structures within communities of content authors. The resulting graphs reveal opportunities for public health and vaccination education experts to improve communication and intervention efforts directed towards health consumers. Our efforts demonstrate the feasibility of using an automated procedure to examine the manifestation of conceptual models within large bodies of free text, revealing evidence of conflicting understanding of vaccine concepts among health consumers as compared with health experts. Additionally, this study provides insight into the differences between consumer and expert abstraction of domain knowledge, revealing vaccine-related knowledge gaps that suggest opportunities to improve provider-patient communication. Copyright © 2017 Elsevier Inc. All rights reserved.

Selective phylogenetic analysis targeting 16S rRNA genes of hyperthermophilic archaea in the deep-subsurface hot biosphere.

PubMed

Kimura, Hiroyuki; Ishibashi, Jun-Ichiro; Masuda, Harue; Kato, Kenji; Hanada, Satoshi

2007-04-01

International drilling projects for the study of microbial communities in the deep-subsurface hot biosphere have been expanded. Core samples obtained by deep drilling are commonly contaminated with mesophilic microorganisms in the drilling fluid, making it difficult to examine the microbial community by 16S rRNA gene clone library analysis. To eliminate mesophilic organism contamination, we previously developed a new method (selective phylogenetic analysis [SePA]) based on the strong correlation between the guanine-plus-cytosine (G+C) contents of the 16S rRNA genes and the optimal growth temperatures of prokaryotes, and we verified the method's effectiveness (H. Kimura, M. Sugihara, K. Kato, and S. Hanada, Appl. Environ. Microbiol. 72:21-27, 2006). In the present study we ascertained SePA's ability to eliminate contamination by archaeal rRNA genes, using deep-sea hydrothermal fluid (117 degrees C) and surface seawater (29.9 degrees C) as substitutes for deep-subsurface geothermal samples and drilling fluid, respectively. Archaeal 16S rRNA gene fragments, PCR amplified from the surface seawater, were denatured at 82 degrees C and completely digested with exonuclease I (Exo I), while gene fragments from the deep-sea hydrothermal fluid remained intact after denaturation at 84 degrees C because of their high G+C contents. An examination using mixtures of DNAs from the two environmental samples showed that denaturation at 84 degrees C and digestion with Exo I completely eliminated archaeal 16S rRNA genes from the surface seawater. Our method was quite useful for culture-independent community analysis of hyperthermophilic archaea in core samples recovered from deep-subsurface geothermal environments.

Changes in chemical composition of frozen coated fish products during deep-frying.

PubMed

Pérez-Palacios, Trinidad; Petisca, Catarina; Casal, Susana; Ferreira, Isabel M P L V O

2014-03-01

This work evaluates the influence of deep-frying coated fish products on total fat, fatty acid (FA) and amino acid profile, and on the formation of volatile compounds, with special attention on furan and its derivatives due to their potential harmful characteristics. As expected, deep-frying in sunflower oil increased linoleic acid content, but total fat amount increased only by 2% on a dry basis. Eicosapentanoic and docosahexanoic acids were preserved while γ- and α-linoleic acids were oxidised. Deep-frying also induces proteolysis, releasing free AA, and the formation of volatile compounds, particularly aldehydes and ketones arising from polyunsaturated FA. In addition, high quantities of furanic compounds, particularly furan and furfuryl alcohol, are generated during deep-frying coated fish. The breaded crust formed could contribute simultaneously for the low uptake of fat, preservation of long chain n-3 FA, and for the high amounts of furanic compounds formed during the deep-frying process.

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

ERIC Educational Resources Information Center

Brese, Falk, Ed.

2012-01-01

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

Pedagogical Content Knowledge of Sustainability

ERIC Educational Resources Information Center

Singer-Brodowski, Mandy

2017-01-01

Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.…

Profiling soil water content sensor

USDA-ARS?s Scientific Manuscript database

A waveguide-on-access-tube (WOAT) sensor system based on time domain reflectometry (TDR) principles was developed to sense soil water content and bulk electrical conductivity in 20-cm (8 inch) deep layers from the soil surface to depths of 3 m (10 ft) (patent No. 13/404,491 pending). A Cooperative R...

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

Practice-Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43

ERIC Educational Resources Information Center

Mikeska, Jamie N.; Phelps, Geoffrey; Croft, Andrew J.

2017-01-01

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific…

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

NASA Astrophysics Data System (ADS)

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-05-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

An Examination of Preschool Prospective Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge on Basic Geometric Shapes in Turkey

ERIC Educational Resources Information Center

Canturk-Gunhan, Berna; Cetingoz, Duygu

2013-01-01

The purpose of this study is to examine preschool preservice teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of basic geometric shapes. The study employed case study method in order to investigate preschool preservice teachers' SMK and PCK on geometric shapes in actual classroom environment and to describe the…

The Use of the Interconnected Model of Teacher Professional Growth for Understanding the Development of Science Teachers' Knowledge on Models and Modelling

ERIC Educational Resources Information Center

Justi, Rosaria; van Driel, Jan

2006-01-01

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning…

Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

ERIC Educational Resources Information Center

Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

2016-01-01

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) during a Long-Term Professional Development Program

ERIC Educational Resources Information Center

Rozenszajn, Ronit; Yarden, Anat

2014-01-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development…

Instrument validation process: a case study using the Paediatric Pain Knowledge and Attitudes Questionnaire.

PubMed

Peirce, Deborah; Brown, Janie; Corkish, Victoria; Lane, Marguerite; Wilson, Sally

2016-06-01

To compare two methods of calculating interrater agreement while determining content validity of the Paediatric Pain Knowledge and Attitudes Questionnaire for use with Australian nurses. Paediatric pain assessment and management documentation was found to be suboptimal revealing a need to assess paediatric nurses' knowledge and attitude to pain. The Paediatric Pain Knowledge and Attitudes Questionnaire was selected as it had been reported as valid and reliable in the United Kingdom with student nurses. The questionnaire required content validity determination prior to use in the Australian context. A two phase process of expert review. Ten paediatric nurses completed a relevancy rating of all 68 questionnaire items. In phase two, five pain experts reviewed the items of the questionnaire that scored an unacceptable item level content validity. Item and scale level content validity indices and intraclass correlation coefficients were calculated. In phase one, 31 items received an item level content validity index <0·78 and the scale level content validity index average was 0·80 which were below levels required for acceptable validity. The intraclass correlation coefficient was 0·47. In phase two, 10 items were amended and four items deleted. The revised questionnaire provided a scale level content validity index average >0·90 and an intraclass correlation coefficient of 0·94 demonstrating excellent agreement between raters therefore acceptable content validity. Equivalent outcomes were achieved using the content validity index and the intraclass correlation coefficient. To assess content validity the content validity index has the advantage of providing an item level score and is a simple calculation. The intraclass correlation coefficient requires statistical knowledge, or support, and has the advantage of accounting for the possibility of chance agreement. © 2016 John Wiley & Sons Ltd.

Deep learning with convolutional neural network in radiology.

PubMed

Yasaka, Koichiro; Akai, Hiroyuki; Kunimatsu, Akira; Kiryu, Shigeru; Abe, Osamu

2018-04-01

Deep learning with a convolutional neural network (CNN) is gaining attention recently for its high performance in image recognition. Images themselves can be utilized in a learning process with this technique, and feature extraction in advance of the learning process is not required. Important features can be automatically learned. Thanks to the development of hardware and software in addition to techniques regarding deep learning, application of this technique to radiological images for predicting clinically useful information, such as the detection and the evaluation of lesions, etc., are beginning to be investigated. This article illustrates basic technical knowledge regarding deep learning with CNNs along the actual course (collecting data, implementing CNNs, and training and testing phases). Pitfalls regarding this technique and how to manage them are also illustrated. We also described some advanced topics of deep learning, results of recent clinical studies, and the future directions of clinical application of deep learning techniques.

Teaching Badminton through Play Practice in Physical Education

ERIC Educational Resources Information Center

Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah

2013-01-01

In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts

ERIC Educational Resources Information Center

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

Can Pedagogical Concerns Eclipse Mathematical Knowledge?

ERIC Educational Resources Information Center

Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye

2016-01-01

Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Diet and trophic level of the longnose spurdog Squalus blainville (Risso, 1826) in the deep waters of the Aegean Sea

NASA Astrophysics Data System (ADS)

Kousteni, Vasiliki; Karachle, Paraskevi K.; Megalofonou, Persefoni

2017-06-01

Knowledge of the diet and trophic level of marine predators is essential to develop an understanding of their ecological role in ecosystems. Research conducted on the trophic ecology of the deep-sea sharks is rather limited. The purpose of this study was to examine the diet of the longnose spurdog Squalus blainville, a deep-sea shark categorized as "data deficient" within its distribution range, with respect to sex, maturity, age, season and sampling location. The stomach contents of 211 specimens, captured in the Aegean (off Skyros and the Cyclades Islands) and Cretan Seas, using commercial bottom-trawlers from 2005 to 2012, were analysed. The cumulative prey curve showed that the sample size was adequate to describe the species' diet. The identified prey items belonged to five major groups: Teleostei, Crustacea, Cephalopoda, Annelida and Phanerogams. Higher diet diversity was observed in females compared to males, in immature individuals compared to mature ones, regardless of sex, and in spring and winter compared to other seasons. Age and sampling location seemed to influence both the diet diversity and trophic spectrum of the species. Feeding intensity based on the vacuity index was not significantly influenced by any of the factors examined, while the stomach filling degree was significantly influenced by all factors, except sex, showing significantly higher values in mature females compared to immature ones, in older individuals, in autumn compared to winter, and a significantly lower value in the Cyclades Islands compared to other locations. Females showed a significant larger mouth length compared to males of the same length, while no between-sex differences were found in gut morphometrics. The estimated fractional trophic level (TROPH=4.41) classified the species as carnivore with a preference for Teleostei and Cephalopoda, confirming its high trophic position.

New Directions in Interdisciplinarity: Broad, Deep, and Critical

ERIC Educational Resources Information Center

Frodeman, Robert; Mitcham, Carl

2007-01-01

Aristotle launched Western knowledge on a trajectory toward disciplinarity that continues to this day. But is the knowledge management project that began with Aristotle adequate for the age of Google? Perhaps an undisciplined discourse more evocative of Plato can help us constitute new, more relevant inter- and transdisciplinary forms of…

Knowledge Organisation Systems in North American Digital Library Collections

ERIC Educational Resources Information Center

Shiri, Ali; Chase-Kruszewski, Sarah

2009-01-01

Purpose: The purpose of this paper is to report an investigation into the types of knowledge organisation systems (KOSs) utilised in North American digital library collections. Design/methodology/approach: The paper identifies, analyses and deep scans online North American hosted digital libraries. It reviews the literature related to the…

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Deep learning for healthcare: review, opportunities and challenges.

PubMed

Miotto, Riccardo; Wang, Fei; Wang, Shuang; Jiang, Xiaoqian; Dudley, Joel T

2017-05-06

Gaining knowledge and actionable insights from complex, high-dimensional and heterogeneous biomedical data remains a key challenge in transforming health care. Various types of data have been emerging in modern biomedical research, including electronic health records, imaging, -omics, sensor data and text, which are complex, heterogeneous, poorly annotated and generally unstructured. Traditional data mining and statistical learning approaches typically need to first perform feature engineering to obtain effective and more robust features from those data, and then build prediction or clustering models on top of them. There are lots of challenges on both steps in a scenario of complicated data and lacking of sufficient domain knowledge. The latest advances in deep learning technologies provide new effective paradigms to obtain end-to-end learning models from complex data. In this article, we review the recent literature on applying deep learning technologies to advance the health care domain. Based on the analyzed work, we suggest that deep learning approaches could be the vehicle for translating big biomedical data into improved human health. However, we also note limitations and needs for improved methods development and applications, especially in terms of ease-of-understanding for domain experts and citizen scientists. We discuss such challenges and suggest developing holistic and meaningful interpretable architectures to bridge deep learning models and human interpretability. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

[Trismus, pseudobulbar syndrome and cerebral deep venous thrombosis].

PubMed

Alecu, C; De Bray, J M; Penisson-Besnier, I; Pasco-Papon, A; Dubas, F

2001-03-01

We report a case of cerebral deep venous thrombosis that manifested clinically by a pseudobulbar syndrome with major trismus, abnormal movements and static cerebellar syndrome. To our knowledge, only three other cases of deep cerebral venous thrombosis associated with cerebellar or pseudobulbar syndrome have been published since 1985. The relatively good prognosis in our patient could be explained by the partially intact internal cerebral veins as well as use of early anticoagulant therapy. There was a spontaneous hyperdensity of the falx cerebri and the tentorium cerebelli on the brain CT scan, an aspect highly contributive to diagnosis. This hyperdensity of the falx cerebri was found in 19 out of 22 cases of deep venous thrombosis detailed in the literature.

An abyssal mobilome: viruses, plasmids and vesicles from deep-sea hydrothermal vents.

PubMed

Lossouarn, Julien; Dupont, Samuel; Gorlas, Aurore; Mercier, Coraline; Bienvenu, Nadege; Marguet, Evelyne; Forterre, Patrick; Geslin, Claire

2015-12-01

Mobile genetic elements (MGEs) such as viruses, plasmids, vesicles, gene transfer agents (GTAs), transposons and transpovirions, which collectively represent the mobilome, interact with cellular organisms from all three domains of life, including those thriving in the most extreme environments. While efforts have been made to better understand deep-sea vent microbial ecology, our knowledge of the mobilome associated with prokaryotes inhabiting deep-sea hydrothermal vents remains limited. Here we focus on the abyssal mobilome by reviewing accumulating data on viruses, plasmids and vesicles associated with thermophilic and hyperthermophilic Bacteria and Archaea present in deep-sea hydrothermal vents. Copyright © 2015 Institut Pasteur. Published by Elsevier Masson SAS. All rights reserved.

Geoscience Education Research: A Brief History, Context and Opportunities

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Manduca, C. A.; Kastens, K. A.

2011-12-01

DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding (NRC, 2011). In the geosciences, content knowledge derives from all the "spheres, the complex interactions of components of the Earth system, applications of first principles from allied sciences, an understanding of "deep time", and approaches that emphasize the interpretive and historical nature of geoscience. Insights gained from the theory and practice of the cognitive and learning sciences that demonstrate how people learn, as well as research on learning from other STEM disciplines, have helped inform the development of geoscience curricular initiatives. The Earth Science Curriculum Project (1963) was strongly influenced by Piaget and emphasized hands-on, experiential learning. Recognizing that education research was thriving in related STEM disciplines a NSF report (NSF 97-171) recommended "... that GEO and EHR both support research in geoscience education, helping geoscientists to work with colleagues in fields such as educational and cognitive psychology, in order to facilitate development of a new generation of geoscience educators." An NSF sponsored workshop, Bringing Research on Learning to the Geosciences (2002) brought together geoscience educators and cognitive scientists to explore areas of mutual interest, and identified a research agenda that included study of spatial learning, temporal learning, learning about complex systems, use of visualizations in geoscience learning, characterization of expert learning, and learning environments. Subsequent events have focused on building new communities of scholars, such as the On the Cutting Edge faculty professional development workshops, extensive collections of online resources, and networks of scholars that have addressed teaching with visualizations, the affective domain, observing and assessing student learning, metacognition, and understanding complex systems. Geoscience education research is a growing and thriving field of scholarship that includes new PhD programs in geocognition (e.g. Michigan State Univ., Purdue Univ., Arizona State Univ., North Carolina State Univ.), and numerous collaborative research consortia (e.g. Synthesis of Research on Learning in the Geosciences; Spatial Intelligence and Learning Center, Geoscience Affective Research Network). The results of geoscience education research are presently being incorporated into the geoscience curriculum through teaching activities and textbooks. These many contributions reveal the need for sustained research on related topics: assessments of student learning, learning environments (lab and field), "what works" for different learning audiences, learning in upper division disciplinary courses, the nature of geoscience expertise. The National Research Council is currently reviewing the Status, Contributions, and Future Direction of Discipline-Based Education Research (DBER), see: http://www7.nationalacademies.org/bose/DBER_Homepage.html

Spatial variation and driving factors of soil moisture at multi-scales: a case study in Loess Plateau of China

NASA Astrophysics Data System (ADS)

Zhao, W.; Zhang, X.; Liu, Y.; Fang, X.

2017-12-01

Currently, the ecological restoration of the Loess Plateau has led to significant achievements such as increases in vegetation coverage, decreases in soil erosion, and enhancement of ecosystem services. Soil moisture shortages, however, commonly occur as a result of limited rainfall and strong evaporation in this semiarid region of China. Since soil moisture is critical in regulating plant growth in these semiarid regions, it is crucial to identify the spatial variation and factors affecting soil moisture at multi-scales in the Loess Plateau of China. In the last several years, extensive studies on soil moisture have been carried out by our research group at the plot, small watershed, watershed, and regional scale in the Loess Plateau, providing some information for vegetation restoration in the region. The main research results are as follows: (1) the highest soil moisture content was in the 0-0.1 m layer with a large coefficient of variation; (2) in the 0-0.1m layer, soil moisture content was negatively correlated with relative elevation, slope and vegetation cover, the correlations among slope, aspect and soil moisture increased with depth increased; (3) as for the deep soil moisture content, the higher spatial variation of deep SMC occurred at 1.2-1.4 m and 4.8-5.0m; (4) the deep soil moisture content in native grassland and farmland were significant higher than that of introduced vegetation; (5) at regional scale, the soil water content under different precipitation zones increased following the increase of precipitation, while, the influencing factors of deep SMC at watershed scale varied with land management types; (6) in the areas with multi-year precipitation of 370 - 440mm, natural grass is more suitable for restoration, and this should be treated as the key areas in vegetation restoration; (7) appropriate planting density and species selection should be taken into account for introduced vegetation management; (8) it is imperative to take the local reality into account and to balance the economic and ecological benefits so that the ratio of artificial vegetation and natural restoration can be optimized to realize sustainability of vegetation restoration

Content and Knowledge Management in a Digital Library and Museum.

ERIC Educational Resources Information Center

Yeh, Jian-Hua; Chang, Jia-Yang; Oyang, Yen-Jen

2000-01-01

Discusses the design of the National Taiwan University Digital Library and Museum that addresses both content and knowledge management. Describes a two-tier repository architecture that facilitates content management, includes an object-oriented model to facilitate the management of temporal information, and eliminates the need to manually…

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Fenk, Christopher

2009-01-01

The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

Undergraduate Professors' Pedagogical Content Knowledge: The Case of "Amount of Substance"

ERIC Educational Resources Information Center

Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia Mabel; Garritz, Andoni

2008-01-01

This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual…

Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Satterfield, Teresa; Benki, José R.; Vaquero, Juana; Ungco, Camille

2017-01-01

This article bridges research to practice by summarizing an interactive content-enriched shared book reading approach that Spanish-speaking parents of preschool-age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education…

Effects of fortified lysine on the amino acid profile and sensory qualities of deep-fried and dried noodles.

PubMed

Polpuech, C; Chavasit, V; Srichakwal, P; Paniangvait, P

2011-08-01

Lysine fortification of wheat flour has been used toward reducing protein energy malnutrition in developing countries. The feasibility of fortifying instant noodles with lysine was evaluated based on sensory qualities and the residual lysine content. Fifty grams of deep-fried and dried instant noodles were fortified with 0.23 and 0.21 g lysine, respectively. The production temperatures used for deep-frying were 165-175 degrees C and for drying, 80-105 degrees C; these are the temperatures used in the industrial production of both kinds of noodles. Lysine fortification was then performed at the local factories using the commercial production lines and packaging for both types of instant noodles. Both fortified and unfortified deep-fried and dried instant noodles were stored at 50 degrees C under fluorescent light for 2 and 4 months, respectively. The fortified products were tested for residual lysine content and sensory qualities as compared with unfortified noodles. The results show fortified products from the tested processing temperatures were all accepted. After storage, significant losses of lysine were not found in both types of noodles analysed. The lysine-fortified noodles had amino acid scores of 102% and 122%, respectively. After 2 months, the sensory quality of fortified deep-fried noodles was still acceptable; however, the dried noodles turned to an unacceptable dark colour. This study shows that it is feasible to fortify deep-fried instant noodles with lysine, though lysine fortification exhibited an undesirable colour in the dried instant noodles after storage.

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

NASA Astrophysics Data System (ADS)

Milbourne, Jeff; Wiebe, Eric

2018-02-01

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

Comparing the Major Definitions of Mathematics Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Johnson, Jeffrey

2017-01-01

The purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK). As part of a larger study, nine current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT)--Mathematics assessment and the Cognitively Activating Instruction in Mathematics…

Synthesis of Survey Questions That Accurately Discriminate the Elements of the TPACK Framework

ERIC Educational Resources Information Center

Jaikaran-Doe, Seeta; Doe, Peter Edward

2015-01-01

A number of validated survey instruments for assessing technological pedagogical content knowledge (TPACK) do not accurately discriminate between the seven elements of the TPACK framework particularly technological content knowledge (TCK) and technological pedagogical knowledge (TPK). By posing simple questions that assess technological,…

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

ERIC Educational Resources Information Center

Shear, Linda; Penuel, William R.

2010-01-01

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

Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Manizade, Agida Gabil; Mason, Marguerite M.

2011-01-01

Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers

ERIC Educational Resources Information Center

Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L.

2013-01-01

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…

Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

Toward Improving the Mathematics Preparation of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Cardetti, Fabiana; Truxaw, Mary P.

2014-01-01

Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…

A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael

2009-01-01

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson…

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

Teaching and Assessing Content Knowledge in Preservice Physical Education

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

2010-01-01

Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition…

Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective

ERIC Educational Resources Information Center

Guerra, Cecilia; Moreira, Antonio; Vieira, Rui

2017-01-01

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using…

Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

ERIC Educational Resources Information Center

Lowrie, Tom; Jorgensen, Robyn

2016-01-01

This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

KAT: A Flexible XML-based Knowledge Authoring Environment

PubMed Central

Hulse, Nathan C.; Rocha, Roberto A.; Del Fiol, Guilherme; Bradshaw, Richard L.; Hanna, Timothy P.; Roemer, Lorrie K.

2005-01-01

As part of an enterprise effort to develop new clinical information systems at Intermountain Health Care, the authors have built a knowledge authoring tool that facilitates the development and refinement of medical knowledge content. At present, users of the application can compose order sets and an assortment of other structured clinical knowledge documents based on XML schemas. The flexible nature of the application allows the immediate authoring of new types of documents once an appropriate XML schema and accompanying Web form have been developed and stored in a shared repository. The need for a knowledge acquisition tool stems largely from the desire for medical practitioners to be able to write their own content for use within clinical applications. We hypothesize that medical knowledge content for clinical use can be successfully created and maintained through XML-based document frameworks containing structured and coded knowledge. PMID:15802477

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

PubMed

DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

ERIC Educational Resources Information Center

Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

NASA Astrophysics Data System (ADS)

Weinburgh, Molly

2007-12-01

This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

Under one big sky: Elementary pre-service teachers use inquiry to learn about the moon, construct knowledge, and teach elementary students around the world via the Internet

NASA Astrophysics Data System (ADS)

Lee, Luann Christensen

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More Observations On Nature), an exploration of inquiry teaching via e-learning, matched the pre-service elementary teacher participants with schoolchildren in grades 4-8 around the world. Upon completion of a 4-week moon observation phase, the participants led the schoolchildren in a discussion of their observations via Blackboard(TM). This mixed methods study followed a quasi-experimental non-equivalent control group design. The participants' content knowledge, pedagogical content knowledge and perceptions about their knowledge were documented using questionnaires, essays, and tests as they entered this experience and again as they exited. Qualitative and quantitative methods and analysis established that the increase in pre-service teachers' content and pedagogical content knowledge (PCK) as well as their perceptions of the knowledge gained was statistically significant at the conclusion of the project. However, they took away understandings of why the moon changes shape that were basic at best and fraught with a statistically significant increase in misconceptions. None of the instruments supported the pre-service teachers' perceptions of increased PCK. The pre-service teachers had mixed perceptions about teaching over the Internet, mostly due to the degree to which their elementary student groups responded with focus to questions and discussions or, in some cases, participated at all. The findings and recommendations speak to teacher educators about the methodology used in teacher education programs.

Being as an iceberg: hypertensive treatment adherence experiences in southeast of Iran

PubMed Central

Nayeri, Nahid Dehghan; Dehghan, Mahlagha; Iranmanesh, Sedigheh

2015-01-01

Background Treatment adherence is often an important issue in the management of hypertension. Deep understanding of adherence behavior as well as its influential factors can expand knowledge about treatment adherence among hypertensives. Objective The aim of this study was to explore patients, their families, and healthcare providers’ experiences about hypertension treatment adherence in southeast of Iran. Design A qualitative study was conducted to explore the experience of patients, family members, and healthcare providers (n=18) by using a conventional content analysis. The purposive sampling method was used. Data were collected through semi-structured and deep interviews. Results Data analysis showed that hypertensive treatment adherence in an Iranian context is like an iceberg with two subthemes. The first subtheme relates to the upper and clear part of this iceberg and it consists of two categories, including 1) healthy and 2) unhealthy regimens. The second subtheme associates with under-water and unanticipated part and it consists of four categories, including 1) the nature of disease and treatment, 2) the individual resources, 3) the healthcare organization, and 4) the socio-cultural environment. Conclusions The treatment adherence features emerged in this study can be useful in designing and developing context-based hypertension interventions. Further qualitative and quantitative studies with a closer collaboration between the social, natural, and medical sciences in other Iranian populations are needed to confirm the findings. PMID:26395925

The Deep Permafrost Carbon Pool of Siberia and Alaska (Invited)

NASA Astrophysics Data System (ADS)

Strauss, J.; Schirrmeister, L.; Grosse, G.; Ulrich, M.; Wetterich, S.; Herzschuh, U.; Hubberten, H. W.

2013-12-01

Estimating the amount of organic carbon stored in Arctic permafrost and its biogeochemical characteristics are important topics in today's permafrost research. While the uppermost cryosoil horizons are reasonably studied and recorded in the Northern Circumpolar Soil Carbon Database (NCSCD), there are large uncertainties concerning the quantity and distribution of permafrost deep organic carbon. We studied the organic carbon content of the Yedoma region of unglaciated Siberia and Alaska. This region is unique because of its long-term accumulation of organic carbon, which was deeply incorporated into permafrost during the late Quaternary. Inclusion of labile organic matter into permafrost halted decomposition and resulted in a deep long-term carbon sink. Organic carbon in the Yedoma region occurs mainly as peat inclusions, twigs and root fragments, other solid and fine detrital plant remains, fossil remains of mammals, insects, aquatic plankton and soil microorganisms, and finally their decompositional and metabolic products in terms of particulate and dissolved organic matter. With our study we show that two major sub-reservoirs compose the Yedoma region deep frozen organic carbon; Yedoma deposits (late Pleistocene ice- and organic-rich silty sediments) and deposits formed in thaw-lake basins (generalised as thermokarst deposits). Thaw-lake basins result when lake formation degrades Yedoma deposits, then the lakes drain and deposits refreeze. Therefore, the deep Yedoma region organic carbon pool is far from homogeneous and strongly linked to depositional and permafrost dynamics as well as the ecological and climatic history. Using of approximately 1000 frozen samples from 23 Siberian and Alaskan study sites and a new approach for upscaling, we find significant differences to former estimates of the Yedoma coverage area, thickness of the relevant frozen deposits, ground ice content and finally in organic carbon content that lead to a reassessment of the deep permafrost carbon pools of the northern high latitude Yedoma region. Because of high inherent (spatial) heterogeneity and non-normal input parameter distributions, we used median values (rather than means) and bootstrapping statistics for carbon budget calculation and error estimation. Based on this approach we quantified the organic carbon pool to 54 +15/-9 Gt for Yedoma deposits and to 80+32/-23 Gt for thermokarst deposits. The total Yedoma region deep organic carbon pool of 134+47/-32 Gt is a substantial amount of thaw-vulnerable organic carbon that must be accounted for in global carbon-cycle models.

Hardware Acceleration for Cyber Security

DTIC Science & Technology

2010-11-01

perform different approaches. It includes behavioral analysis, by means of NetFlow monitoring, as well as packet content analysis, so called Deep...Interface (API). The example of such application is NetFlow exporter described in [5]. • We provide modified libpcap library using libsze2 API. This...cards. The software applications using NIFIC include FlowMon NetFlow /IPFIX generator, Wireshark packet analyzer, iptables - Linux kernel firewall, deep

Initial Geochemistry Data of the Lake Ohrid (Macedonia, Albania) DEEP -Site Sediment Record: The ICDP Scopsco Drilling Project

NASA Astrophysics Data System (ADS)

Francke, A.; Wagner, B.; Sulpizio, R.; Zanchetta, G.; Leicher, N.; Gromig, R.; Krastel, S.; Lindhorst, K.; Wilke, T.

2014-12-01

Ancient lakes, with sediment records spanning >1 million years, are very rare. The UNESCO World Heritage site of Lake Ohrid on the Balkans is thought to be the oldest lake in Europe. With 212 endemic species described to date, it is also a hotspot of evolution. In order to unravel the geological and evolutionary history of the lake, an international group of scientists, conducted a deep drilling campaign in spring 2013 under the umbrella of the ICDP SCOPSCO project (Scientific Collaboration on Past Speciation Conditions in Lake Ohrid). Overall, about 2,100 m of sediments were recovered from four drill sites. At the main drill site (DEEP-site) in central parts of the lake where seismic data indicated a maximum sediment fill of ca. 700 m, a total of more than 1,500 m of sediments were recovered until a penetration depth of 569 m. Currently, core opening, core description, XRF and MSCL scanning, sub-sampling (16 cm resolution), and inorganic and organic geochemical as well as sedimentological analyses of the sediment cores from the DEEP site are in progress at the University of Cologne. Previous studies at Lake Ohrid have shown that interglacial periods are characterized by high TIC and TOC contents, likely associated with high contents of calcite and organic matter in the sediments. In contrast, during glacial periods negligible TIC and low TOC contents correspond to high K counts indicating enhanced supply of clastic material. Similar patterns can be observed in the biogeochemical analyses of the subsamples and in the XRF data of the DEEP site record. Following these variations on a glacial-interglacial time scale, TIC and TOC data obtained from the subsamples and from core catcher samples indicate that the DEEP site sequence provides a 1.2 million year old continuous record of environmental and climatological variability in the Balkan Region. The age control can be further improved by first findings of macroscopic tephra horizons. Peaks in K, Sr, Zr, and magnetic susceptibility might indicate the occurrence of additional cryptotephra layers in the sediment sequence.

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

Deep learning in bioinformatics.

PubMed

Min, Seonwoo; Lee, Byunghan; Yoon, Sungroh

2017-09-01

In the era of big data, transformation of biomedical big data into valuable knowledge has been one of the most important challenges in bioinformatics. Deep learning has advanced rapidly since the early 2000s and now demonstrates state-of-the-art performance in various fields. Accordingly, application of deep learning in bioinformatics to gain insight from data has been emphasized in both academia and industry. Here, we review deep learning in bioinformatics, presenting examples of current research. To provide a useful and comprehensive perspective, we categorize research both by the bioinformatics domain (i.e. omics, biomedical imaging, biomedical signal processing) and deep learning architecture (i.e. deep neural networks, convolutional neural networks, recurrent neural networks, emergent architectures) and present brief descriptions of each study. Additionally, we discuss theoretical and practical issues of deep learning in bioinformatics and suggest future research directions. We believe that this review will provide valuable insights and serve as a starting point for researchers to apply deep learning approaches in their bioinformatics studies. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Integrating Conceptual Knowledge Within and Across Representational Modalities

PubMed Central

McNorgan, Chris; Reid, Jackie; McRae, Ken

2011-01-01

Research suggests that concepts are distributed across brain regions specialized for processing information from different sensorimotor modalities. Multimodal semantic models fall into one of two broad classes differentiated by the assumed hierarchy of convergence zones over which information is integrated. In shallow models, communication within- and between-modality is accomplished using either direct connectivity, or a central semantic hub. In deep models, modalities are connected via cascading integration sites with successively wider receptive fields. Four experiments provide the first direct behavioral tests of these models using speeded tasks involving feature inference and concept activation. Shallow models predict no within-modal versus cross-modal difference in either task, whereas deep models predict a within-modal advantage for feature inference, but a cross-modal advantage for concept activation. Experiments 1 and 2 used relatedness judgments to tap participants’ knowledge of relations for within- and cross-modal feature pairs. Experiments 3 and 4 used a dual feature verification task. The pattern of decision latencies across Experiments 1 to 4 is consistent with a deep integration hierarchy. PMID:21093853

Project Wild and the Dominant Western Paradigm: A Content Analysis Utilizing Deep Ecology.

ERIC Educational Resources Information Center

Ingraham, Blake

Environmental educators utilize activity guides as a primary method of diffusing environmental education material into educational settings. The most popular environmental education activity guide in use today is Project WILD. Project WILD has come under fire by various groups, especially animal rights groups. Accordingly, a content analysis study…

Phenols and the antioxidant capacity of Mediterranean vegetables prepared with extra virgin olive oil using different domestic cooking techniques.

PubMed

Ramírez-Anaya, Jessica Del Pilar; Samaniego-Sánchez, Cristina; Castañeda-Saucedo, Ma Claudia; Villalón-Mir, Marina; de la Serrana, Herminia López-García

2015-12-01

Potato, tomato, eggplant and pumpkin were deep fried, sautéed and boiled in Mediterranean extra virgin olive oil (EVOO), water, and a water/oil mixture (W/O). We determined the contents of fat, moisture, total phenols (TPC) and eighteen phenolic compounds, as well as antioxidant capacity in the raw vegetables and compared these with contents measured after cooking. Deep frying and sautéing led to increased fat contents and TPC, whereas both types of boiling (in water and W/O) reduced the same. The presence of EVOO in cooking increased the phenolics identified in the raw foods as oleuropein, pinoresinol, hydroxytyrosol and tyrosol, and the contents of vegetable phenolics such as chlorogenic acid and rutin. All the cooking methods conserved or increased the antioxidant capacity measured by DPPH, FRAP and ABTS. Multivariate analyses showed that each cooked vegetable developed specific phenolic and antioxidant activity profiles resulting from the characteristics of the raw vegetables and the cooking techniques. Copyright © 2015 Elsevier Ltd. All rights reserved.

Optimization of remediation strategies using vadose zone monitoring systems

NASA Astrophysics Data System (ADS)

Dahan, Ofer

2016-04-01

In-situ bio-remediation of the vadose zone depends mainly on the ability to change the subsurface hydrological, physical and chemical conditions in order to enable development of specific, indigenous, pollutants degrading bacteria. As such the remediation efficiency is much dependent on the ability to implement optimal hydraulic and chemical conditions in deep sections of the vadose zone. These conditions are usually determined in laboratory experiments where parameters such as the chemical composition of the soil water solution, redox potential and water content of the sediment are fully controlled. Usually, implementation of desired optimal degradation conditions in deep vadose zone at full scale field setups is achieved through infiltration of water enriched with chemical additives on the land surface. It is assumed that deep percolation into the vadose zone would create chemical conditions that promote biodegradation of specific compounds. However, application of water with specific chemical conditions near land surface dose not necessarily results in promoting of desired chemical and hydraulic conditions in deep sections of the vadose zone. A vadose-zone monitoring system (VMS) that was recently developed allows continuous monitoring of the hydrological and chemical properties of deep sections of the unsaturated zone. The VMS includes flexible time-domain reflectometry (FTDR) probes which allow continuous monitoring of the temporal variation of the vadose zone water content, and vadose-zone sampling ports (VSPs) which are designed to allow frequent sampling of the sediment pore-water and gas at multiple depths. Implementation of the vadose zone monitoring system in sites that undergoes active remediation provides real time information on the actual chemical and hydrological conditions in the vadose zone as the remediation process progresses. Up-to-date the system has been successfully implemented in several studies on water flow and contaminant transport in the unsaturated zone including enhanced bioremediation of contaminated deep vadose zone (40 m depth). Manipulating subsurface conditions for enhanced bioremediation was demonstrated through two remediation projects. One site is characterized by 20 m deep vadose zone that is contaminated with gasoline products and the other is a 40 m deep vadose zone that is contaminated with perchlorate. In both cases temporal variation of the sediment water content as well as the variations in the vadose zone chemical and isotopic composition allowed real time detection of water flow velocities, contaminants transport rates and bio-degradation degree. Results and conclusions from each wetting cycle were used to improve the following wetting cycles in order to optimize contaminants degradation conditions while minimizing leaching of contaminants to the groundwater.

[Effects of land use change on soil active organic carbon in deep soils in Hilly Loess Plateau region of Northwest China].

PubMed

Zhang, Shuai; Xu, Ming-Xiang; Zhang, Ya-Feng; Wang, Chao-Hua; Chen, Gai

2015-02-01

Response of soil active organic carbon to land-use change has become a hot topic in current soil carbon and nutrient cycling study. Soil active organic carbon distribution characteristics in soil profile under four land-use types were investigated in Ziwuling forest zone of the Hilly Loess Plateau region. The four types of land-use changes included natural woodland converted into artificial woodland, natural woodland converted into cropland, natural shrubland converted into cropland and natural shrubland converted into revegetated grassland. Effects of land-use changes on soil active organic carbon in deep soil layers (60-200 cm) were explored by comparison with the shallow soil layers (0-60 cm). The results showed that: (1) The labile organic carbon ( LOC) and microbial carbon (MBC) content were mainly concentrated in the shallow 0-60 cm soil, which accounted for 49%-66% and 71%-84% of soil active organic carbon in the profile (0-200 cm) under different land-use types. Soil active organic carbon content in shallow soil was significantly varied for the land-use changes types, while no obvious difference was observed in soil active organic carbon in deep soil layer. (2) Land-use changes exerted significant influence on soil active organic carbon, the active organic carbon in shallow soil was more sensitive than that in deep soil. The four types of land-use changes, including natural woodland to planted woodland, natural woodland to cropland, natural shrubland to revegetated grassland and natural shrubland to cropland, LOC in shallow soil was reduced by 10%, 60%, 29%, 40% and LOC in the deep layer was decreased by 9%, 21%, 12%, 1%, respectively. MBC in the shallow soil was reduced by 24% 73%, 23%, 56%, and that in the deep layer was decreased by 25%, 18%, 8% and 11%, respectively. (Land-use changes altered the distribution ratio of active organic carbon in soil profile. The ratio between LOC and SOC in shallow soil increased when natural woodland and shrubland were converted into farmland, but no obvious difference was observed in deep soil. The ratio of MBC/SOC in shallow soil decreased when natural shrubland was converted into farmland, also, no significant difference was detected in the ratio of MBC/SOC for other land-use change types. The results suggested that land-use change exerted significant influence on soil active organic carbon content and distribution proportion in soil profile. Soil organic carbon in deep soil was more stable than that in shallow soil.

What an ambulance nurse needs to know: a content analysis of curricula in the specialist nursing programme in prehospital emergency care.

PubMed

Sjölin, Helena; Lindström, Veronica; Hult, Håkan; Ringsted, Charlotte; Kurland, Lisa

2015-04-01

In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

Oxygen content and oxidation in frying oil.

PubMed

Totani, Nagao; Yawata, Miho; Mori, Terutoshi; Hammond, Earl G

2013-01-01

The relation between oxygen content and oxidation was investigated in frying oils. When canola oil, a canola-soybean oil blend or a trioctanoylglycerol (glycerol tricaprate) sample were heated with stirring, their dissolved oxygen content decreased abruptly at about 120°C and the carbonyl values (CV) increased gradually with heating and reached values of 6-7 at 180°C in the blended and canola oils, while the CV of trioctanoylglycerol was zero up to 150°C. Probably this abrupt decrease in oxygen content above 120°C can be attributed to the solubility of oxygen in oil rather than because of oxidative reactions. The oxygen content of oil that has been stripped of part of its oxygen, increased at temperatures between 25 and 120°C. In oils that have lost their oxygen by being heated to 180°C, standing at room temperature will slowly restore their oxygen content as the oil cools. Intermittent simple heating of oil promoted oxygen absorbance during cooling periods and standing times, and it resulted in an elevated content of polar compounds (PC). Domestic deep-frying conditions also favor the presence of oxygen in oil below 120°C and during the oil's long standing at room temperature. The oxygen content in oil was low during deep-frying, but oxidation was active at the oil/air interface of bubbles generated by foods being fried. Repeated use of oil at temperatures between 25-180°C resulted in oil with low oxygen values.

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

ERIC Educational Resources Information Center

Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

2017-01-01

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cagirgan Gulten, Dilek

2013-01-01

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers

ERIC Educational Resources Information Center

Deng, Feng; Chai, Ching Sing; So, Hyo-Jeong; Qian, Yangyi; Chen, Lingling

2017-01-01

While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is…

The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

ERIC Educational Resources Information Center

Achinstein, Betty; Davis, Emily

2014-01-01

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

ERIC Educational Resources Information Center

Tee, Meng Yew; Lee, Shuh Shing

2011-01-01

Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

How to Teach Content: Existing Concepts and Prospects for Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2011-01-01

The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in…

Primary Mathematics Teacher Education Encountering Difficult Terrain: A Personal Perspective

ERIC Educational Resources Information Center

Norton, Stephen

2016-01-01

This paper is a case study in preparing prospective primary teachers to teach mathematics at one Australian university. The paper describes the content knowledge of prospective teachers, pre and post a final mathematics curriculum subject. The teaching approach which attempts to account for both content and pedagogical content knowledge is…

Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

ERIC Educational Resources Information Center

Johnson, Heather J.; Cotterman, Michelle E.

2015-01-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

Content-Knowledge Structure Differences among Middle School, High School, and College Life Science Teachers.

ERIC Educational Resources Information Center

Bates, John A.; And Others

As part of an ongoing study of the content knowledge, instructional beliefs, and instructional practices of middle school, high school, and college science teachers, the hypothesis that there are systematic differences across academic levels in these teachers' conceptual understanding of the same content-specific subjects was studied. Eight middle…

Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

ERIC Educational Resources Information Center

Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

2017-01-01

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip

2011-01-01

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2017-04-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention. In this article, we develop a theoretical argument for the value of elevating the attention paid to the epistemic/ontological aspects of content knowledge and integrating them with its substantive side. Our argument is structured in two parts. The first unpacks the epistemic/ontological aspects of content knowledge and their role in science. For this, we focus on two specific aspects (i.e. ontological status and epistemic value of science concepts), which we elaborate in the context of two particular content domains, namely magnetism and energy. The second part of the argument highlights the potential of discourse on epistemic/ontological aspects to facilitate learning in science. We delineate how such discourse could (a) promote coherent conceptual understanding, (b) foster a productive epistemological stance towards science learning, and (c) enhance students' appreciation of ideas associated with the nature of science. The article concludes with a discussion of ensuing implications for science education.

Mapping the Structure of Knowledge for Teaching Nominal Categorical Data Analysis

ERIC Educational Resources Information Center

Groth, Randall E.; Bergner, Jennifer A.

2013-01-01

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Pitts Bannister, Vanessa R.; Mariano, Gina J.

2013-01-01

The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…

Primary Mathematics Trainee Teacher Confidence and Its Relationship to Mathematical Knowledge

ERIC Educational Resources Information Center

Norton, Stephen J.

2017-01-01

The purpose of this paper is to examine trainee primary school teachers' confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge --MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test…

How Leadership Content Knowledge in Writing Influences Leadership Practice in Elementary Schools

ERIC Educational Resources Information Center

Olsen, Heather Stuart

2010-01-01

In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and…

Developing Pedagogical Content Knowledge for Teaching a New Topic: More than Teaching Experience and Subject Matter Knowledge

ERIC Educational Resources Information Center

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2018-01-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…

Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-Practical) through the Delphi Survey Technique

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun; Lin, Tzu-Chiang

2014-01-01

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

Pedagogical Content Knowledge and Industrial Design Education

ERIC Educational Resources Information Center

Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

2009-01-01

Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

ERIC Educational Resources Information Center

Hayden, H. Emily; Eades Baird, Michelle

2018-01-01

Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

ERIC Educational Resources Information Center

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Can an Objective Measure of Technological Pedagogical Content Knowledge (TPACK) Supplement Existing TPACK Measures?

ERIC Educational Resources Information Center

Drummond, Aaron; Sweeney, Trudy

2017-01-01

In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) (Chai, Koh, & Tsai, 2013a; Harris, Mishra, & Koehler, 2009; Mishra & Koehler, 2006). A…

Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2016-01-01

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

ERIC Educational Resources Information Center

Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

2017-01-01

This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Oskay, Özge Özyalçin; Odabasi, Zuhal

2016-01-01

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

Machine Learning, deep learning and optimization in computer vision

NASA Astrophysics Data System (ADS)

Canu, Stéphane

2017-03-01

As quoted in the Large Scale Computer Vision Systems NIPS workshop, computer vision is a mature field with a long tradition of research, but recent advances in machine learning, deep learning, representation learning and optimization have provided models with new capabilities to better understand visual content. The presentation will go through these new developments in machine learning covering basic motivations, ideas, models and optimization in deep learning for computer vision, identifying challenges and opportunities. It will focus on issues related with large scale learning that is: high dimensional features, large variety of visual classes, and large number of examples.

DOE Office of Scientific and Technical Information (OSTI.GOV)

James P. Barry; Peter G. Brewer

OAK-B135 This report summarizes activities and results of investigations of the potential environmental consequences of direct injection of carbon dioxide into the deep-sea as a carbon sequestration method. Results of field experiments using small scale in situ releases of liquid CO2 are described in detail. The major conclusions of these experiments are that mortality rates of deep sea biota will vary depending on the concentrations of CO2 in deep ocean waters that result from a carbon sequestration project. Large changes in seawater acidity and carbon dioxide content near CO2 release sites will likely cause significant harm to deep-sea marine life.more » Smaller changes in seawater chemistry at greater distances from release sites will be less harmful, but may result in significant ecosystem changes.« less

[Search for life in deep biospheres].

PubMed

Naganuma, Takeshi

2003-12-01

The life in deep biospheres bridges conventional biology and future exobiology. This review focuses the microbiological studies from the selected deep biospheres, i.e., deep-sea hydrothermal vents, sub-hydrothermal vents, terrestrial subsurface and a sub-glacier lake. The dark biospheres facilitate the emergence of organisms and communities dependent on chemolithoautotrophy, which are overwhelmed by photoautotrophy (photosynthesis) in the surface biospheres. The life at deep-sea hydrothermal vents owes much to chemolithoautotrophy based on the oxidation of sulfide emitted from the vents. It is likely that similarly active bodies such as the Jovian satellite Europa may have hydrothermal vents and associated biological communities. Anoxic or anaerobic condition is characteristic of deep subsurface biospheres. Subsurface microorganisms exploit available oxidants, or terminal electron acceptors (TEA), for anaerobic respiration. Sulfate, nitrate, iron (III) and CO2 are the representative TEAs in the deep subsurface. Below the 3000-4000 m-thick glacier on Antarctica, there have been >70 lakes with liquid water located. One of such sub-glacial lakes, Lake Vostok, is about to be drill-penetrated for microbiological studies. These deep biosphere "platforms" provide new knowledge about the diversity and potential of the Earth's life. The expertise obtained from the deep biosphere expeditions will facilitate the capability of exobiologial exploration.

A Multidimensional Investigation of Deep-Level and Surface-Level Processing

ERIC Educational Resources Information Center

Dinsmore, Daniel L.; Alexander, Patricia A.

2016-01-01

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

Assessing progression of clinical reasoning through virtual patients: An exploratory study.

PubMed

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2016-01-01

To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

15 CFR 970.208 - Fee.

Code of Federal Regulations, 2012 CFR

2012-01-01

... ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE GENERAL REGULATIONS OF THE ENVIRONMENTAL DATA SERVICE DEEP SEABED MINING REGULATIONS FOR EXPLORATION LICENSES Applications Contents § 970.208 Fee. (a) General...