En la búsqueda de características en eyecciones coronales de masa que discriminen entre dos paradigmas físicos en modelos de ECMs

NASA Astrophysics Data System (ADS)

Paissan, G.; Stenborg, G.; Rovira, M.

Se conocen tres diferentes fenómenos de gran escala que ocurren en la atmósfera solar, denominados eyecciones coronales de masa (ECMs), protuberancias eruptivas y grandes fulguraciones de dos bandas. Estos fenómenos están estrechamente relacionados y podrían ser distintas manifestaciones de un único proceso físico. Las ECMs son definidas como eyecciones de gran escala de masa y flujo magnético desde la baja corona al espacio interplanetario. Desde su descubrimiento en los '70, muchos modelos han sido propuestos para explicar su origen y evolución. La explicación física de las ECMs es un tema de debate intenso. No obstante, los modelos pueden sintetizarse en dos grandes grupos: 1) los modelos de inyección de flujo y 2) los modelos de almacenamiento y liberación. En este trabajo, se presentan los estudios realizados con una serie de eventos observados con el coronógrafo MICA (Mirror Coronograph for Argentina), el telescopio en H-alfa HASTA (H-alpha Solar Telescope for Argentina) y los coronógrafos C2 y C3 de la sonda SOHO (Solar and Heliospheric Observatory). Los eventos que pudieron ser identificados como ECMs son contrastados dentro del esquema de los dos paradigmas teóricos propuestos.

Monte Carlo simulation of β γ coincidence system using plastic scintillators in 4π geometry

NASA Astrophysics Data System (ADS)

Dias, M. S.; Piuvezam-Filho, H.; Baccarelli, A. M.; Takeda, M. N.; Koskinas, M. F.

2007-09-01

A modified version of a Monte Carlo code called Esquema, developed at the Nuclear Metrology Laboratory in IPEN, São Paulo, Brazil, has been applied for simulating a 4 πβ(PS)-γ coincidence system designed for primary radionuclide standardisation. This system consists of a plastic scintillator in 4 π geometry, for alpha or electron detection, coupled to a NaI(Tl) counter for gamma-ray detection. The response curves for monoenergetic electrons and photons have been calculated previously by Penelope code and applied as input data to code Esquema. The latter code simulates all the disintegration processes, from the precursor nucleus to the ground state of the daughter radionuclide. As a result, the curve between the observed disintegration rate as a function of the beta efficiency parameter can be simulated. A least-squares fit between the experimental activity values and the Monte Carlo calculation provided the actual radioactive source activity, without need of conventional extrapolation procedures. Application of this methodology to 60Co and 133Ba radioactive sources is presented and showed results in good agreement with a conventional proportional counter 4 πβ(PC)-γ coincidence system.

Estimated rates of recurrence, cure, and treatment abandonment in patients with pulmonary tuberculosis treated with a -four-drug fixed-dose combination regimen at a tertiary health care facility in the city of Rio de Janeiro, Brazil.

PubMed

Silva, Vangie Dias da; Mello, Fernanda Carvalho de Queiroz; Figueiredo, Sonia Catarina de Abreu

2017-01-01

To estimate the rates of recurrence, cure, and treatment abandonment in patients with pulmonary tuberculosis treated with a four-drug fixed-dose combination (FDC) regimen, as well as to evaluate possible associated factors. This was a retrospective observational study involving 208 patients with a confirmed diagnosis of pulmonary tuberculosis enrolled in the Hospital Tuberculosis Control Program at the Institute for Thoracic Diseases, located in the city of Rio de Janeiro, Brazil. Between January of 2007 and October of 2010, the patients were treated with the rifampin-isoniazid-pyrazinamide (RHZ) regimen, whereas, between November of 2010 and June of 2013, the patients were treated with the rifampin-isoniazid-pyrazinamide-ethambutol FDC (RHZE/FDC) regimen. Data regarding tuberculosis recurrence and mortality in the patients studied were retrieved from the Brazilian Case Registry Database and the Brazilian Mortality Database, respectively. The follow-up period comprised two years after treatment completion. The rates of cure, treatment abandonment, and death were 90.4%, 4.8%, and 4.8%, respectively. There were 7 cases of recurrence during the follow-up period. No significant differences in the recurrence rate were found between the RHZ and RHZE/FDC regimen groups (p = 0.13). We identified no factors associated with the occurrence of recurrence; nor were there any statistically significant differences between the treatment groups regarding adverse effects or rates of cure, treatment abandonment, or death. The adoption of the RHZE/FDC regimen produced no statistically significant differences in the rates of recurrence, cure, or treatment abandonment; nor did it have any effect on the occurrence of adverse effects, in comparison with the use of the RHZ regimen. Estimar as taxas de recidiva, cura e abandono de tratamento em pacientes com tuberculose pulmonar tratados com o esquema de dose fixa combinada (DFC) de quatro drogas e avaliar possíveis fatores associados. Estudo observacional retrospectivo com 208 pacientes com diagnóstico confirmado de tuberculose pulmonar registrados no Programa de Controle da Tuberculose Hospitalar do Instituto de Doenças do Tórax, localizado na cidade do Rio de Janeiro. Os pacientes tratados entre janeiro de 2007 e outubro de 2010 receberam o esquema rifampicina-isoniazida-pirazinamida (RHZ), e aqueles tratados entre novembro de 2010 e junho de 2013 receberam o esquema rifampicina-isoniazida-pirazinamida-etambutol em DFC (RHZE/DFC). Os dados dos pacientes sobre recidiva e óbito foram obtidos no Sistema de Informação de Agravos de Notificação e no Sistema de Informação de Mortalidade, respectivamente. O período de acompanhamento foi de dois anos após o encerramento do tratamento. As taxas de cura, abandono e óbito foram de 90,4%, 4,8% e 4,8%, respectivamente. Houve 7 casos de recidivas durante o período de acompanhamento. Não houve diferenças significativas na taxa de recidiva entre os grupos de tratamento RHZ e RHZE/DFC (p = 0,13). Não foram identificados fatores associados com a ocorrência de recidiva, nem houve diferenças estatisticamente significativas na ocorrência dos efeitos adversos ou nas taxas de cura, abandono e óbito entre os grupos de tratamento. A adoção do esquema de tratamento RHZE/DFC não produziu diferenças estatisticamente significativas nas taxas de recidiva, cura e abandono nem na ocorrência de efeitos adversos em comparação com o esquema RHZ.

Factor Structure of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA)

PubMed Central

Díaz-Santos, Mirella; Cumba-Avilés, Eduardo; Bernal, Guillermo; Rivera-Medina, Carmen

2018-01-01

The current concept and measures of self-efficacy for depression in adolescents do not consider developmental and cultural aspects essential to understand and assess this construct in Latino youth. We examined the factor structure of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA): a Spanish instrument designed to assess this construct as experienced by this population. Participants were 116 Puerto Rican adolescents aged 13 to 17 years who completed the EADA and two other self-report measures. An exploratory factor analysis yielded a two-factor solution (Personal Self-Efficacy for Depression and Interpersonal Self-Efficacy for Depression) accounting for 37.57% of the total variance. Results revealed that EADA factors have excellent internal consistency as well as concurrent and construct validity, supporting its adequacy to assess Latino adolescents’ self-efficacy for depression. The conceptual meaning of the factors was consistent with the distinction between aspects of this construct hypothesized to be important among Latino youth.

Nursing outcome "Severity of infection": conceptual definitions for indicators related to respiratory problems.

PubMed

Rodríguez-Acelas, Alba Luz; Reich, Rejane; de Abreu Almeida, Miriam; Oliveira Crossetti, Maria da Graça; de Fátima Lucena, Amália

2016-04-01

Build conceptual definitions for some indicators of the nursing outcome Infection Severity in the Nursing Outcomes Classification (NOC) related to respiratory problems, based on scientific evidence of signs and symptoms of infection in adults. Integrative literature review with search in the databases PubMed, CINAHL, LILACS and SCOPUS. Studies whose full texts were available, published in Spanish, Portuguese or English, using the descriptors infection severity, nursing outcomes classification NOC, respiratory infections and respiratory signs and symptoms. Nine publications were analyzed that supported the elaboration of the conceptual definitions for eight indicators of the Nursing Outcome Infection Severity: purulent drainage, fever, chilling, unstable temperature, pain, colonization of drainage cultivation, white blood cell count elevation and white blood cell count drop. This study contributed to understand the terms used in the nursing outcome Infection Severity, in order to improve and facilitate the use of the NOC, as it enhances the conceptual clarity of the selected indicators with a view to producing better scientific evidence.Objetivo.Construir definições conceituais para alguns indicadores do resultado de enfermagem Gravidade de Infecção da Nursing Outcomes Classification (NOC) relacionados aos problemas respiratórios, a partir de evidências científicas sobre sinais e sintomas de infecção em pessoas adultas. Métodos. Revisão integrativa da literatura com busca nas bases de dados PubMed, CINAHL, LILACS e SCOPUS. Foram incluídos estudos com textos na integra, publicados em espanhol, português ou inglês, usando os descritores gravidade da infecção, classificação dos resultados de enfermagem da NOC, infecções respiratórias, e sinais e sintomas respiratórios. Resultados. Analisaram-se nove publicações que embasaram a elaboração das definições conceituais de oitos indicadores do Resultado de Enfermagem Gravidade de Infecção: expectoração purulenta, febre, hipotermia, instabilidade da temperatura, dor, colonização em cultura de expectoração, elevação na contagem das células brancas e depressão na contagem das células brancas. Conclusão. O estudo contribuiu para a compreensão dos termos utilizados no resultado enfermagem Gravidade de Infecção, de modo a aperfeiçoar e facilitar o uso da NOC, à medida que apresenta refinamento do ponto de vista conceitual dos indicadores selecionados, de modo a produzir melhores evidências científicas.

Estudio fenomenologico del conocimiento curricular y conocimiento de contenido en maestros de matematica a nivel secundario

NASA Astrophysics Data System (ADS)

Cardona Tomassini, Ivan Javier

En esta investigacion se estudio el fenomeno del conocimiento de contenido y el conocimiento curricular de maestros de matermaticas y como estos dos componentes se reflejan en su conocimiento pedagogico del contenido. El conocimiento de contenido es el conocimiento que tienen los maestros de los contenidos de una disciplina y sobre la estructura de su organizacion (Shulman, 1986). El conocimiento curricular es el conocimiento que los maestros poseen sobre los componentes de un curriculo disenado para ensenar un topico de una materia especifica a un nivel particular, la variedad de instrumentos instruccionales disponibles para implementar el mismo y como utilizar los instrumentos curriculares disponibles (Ball & Bass, 2003; Choppin, 2009; Hill, Rowan, & Ball, 2005). Este estudio se enmarca en el paradigma cualitativo, teniendo como diseno el estudio fenomenologico (Lucca y Berrios, 2009; McMillan, 2004). Los participantes fueron seis maestros de matermaticas del nivel superior (10mo a 12mo grado). Al momento de la investigacion los participantes ensenaban en escuelas publicas o privadas de Puerto Rico. Para recolectar la informacion se utilizo un grupo focal en donde los maestros resolvieron seis ejercicios matematicos y posteriormente reflexionaron en forma grupal sobre las soluciones. Tambien se realizo un analisis de documentos de planificacion y se llevaron a cabo entrevistas semiestructuradas. Se exploraron los contenidos relacionados a la ecuacion de una recta, rectas verticales y horizontales, suma y multiplicacion de polinomios, resolucion de ecuaciones cuadraticas y distancia entre dos puntos del plano cartesiano. Los resultados muestran que los participantes tienen dominio procesal de los contenidos correspondientes a las rectas verticales y horizontales, la suma y multiplicacion de polinomios, el calculo distancia entre dos puntos del plano cartesiano. Sin embargo, se noto cierta dificultad en la explicacion conceptual de los contenidos relacionados a la ecuacion de la recta, las rectas verticales y horizontales y la solucion de ecuaciones cuadraticas. Lo cual permite concluir que los participantes demuestran mejor dominio del conocimiento procesal que del conocimiento conceptual. Estos es un reflejo del efecto de una instruccion enfocada en desarrollar los procesos algoritmicos ya que la explicacion con sentido de los procesos pasa a un segundo plano.

Desarrollo de un instrumento para medir percepciones sobre el contexto de construccion del conocimiento cientifico de estudiantes universitarios de nuevo ingreso

NASA Astrophysics Data System (ADS)

Garcia-Ramirez, Jaime Antonio

En esta investigacion, se desarrollo un instrumento que permite medir percepciones relacionadas al contexto de constriccion del conocimiento cientifico. Se examinaron instrumentos existentes y se encontro que el VOSTS (Views on science, technology, and society), instrumento desarrollado empiricamente en Canada por Aikenhead, Ryan y Fleming, podia traducirse y validarse en el contexto cultural puertorriqueno. El instrumento es extenso, consta de 113 reactivos, cada uno con una premisa basica relacionada a la tematica ciencia, tecnologia y sociedad y un numero de alternativas relacionadas a la premisa que oscila entre siete y trece. Se delimito su utilizacion a los quince reactivos identificados por los autores como relacionados a la construccion social del conocimiento cientifico. Metodologicamente, se procedio a utilizar el modelo de adaptacion intercultural, que permite que el instrumento desarrollado satisfaga las dimensiones de equivalencia semantica, de contenido, tecnica, de criterio y conceptual, atemperado asi al instrumento original. Se cumplio con este proposito mediante la traduccion de la version original en ingles al espanol y viceversa. Se utilizaron comites para examinar la traduccion y la retro-traduccion del instrumento. Se realizo una prueba piloto con estudiantes universitarios de nuevo ingreso, utilizando el instrumento traducido para asegurar su intelegibilidad. La confiabilidad del instrumento se determino mediante la intervencion de un panel de expertos quienes clasificaron las distintas posiciones dentro de cada reactivo en: realista, con merito e ingenua; se transformaron estas opciones en valores numericos lo que permitio establecer una escala Likert para cada una. Se suministro el instrumento a una muestra de estudiantes universitarios de nuevo ingreso con caracteristicas similares a las de la poblacion puertorriquena en cuanto a ejecucion en las pruebas de aptitud verbal y matematica del College Board. Los resultados de sus contestaciones fueron transformados numericamente para poder obtener el coeficiente de correlacion de Spearman-Brown para el instrumento (0.661, p < 0.01). El analisis de las contestaciones de los estudiantes refleja percepciones diversas y, en algunos casos, contradictorias con respecto al contexto de construccion del conocimiento cientifico.

Translation, cultural adaptation and validation of Kidney Disease Loss Scale to the Brazilian context.

PubMed

Ottaviani, Ana Carolina; Orlandi, Fabiana de Souza

2016-01-01

Losses can be conceptualized as cognitive and affective responses to individual sorrows, characterized by brooding, yearning, disbelief and stunned feelings, being clinically significant in chronic diseases. The aim of the study was to translate, culturally adapt and validate the Kidney Disease Loss Scale into Portuguese. Validation study involving the steps recommended in the literature for healthcare instruments: initial translation, synthesis of translations, back translation, review by a committee of judges and pretest. The scale was translated and adapted to the Portuguese language, being quick and easy to application. The reliability and reproducibility showed satisfactory values. Factor analysis indicated a factor that explains 59.7% of the losses construct. The Kidney Disease Loss Scale was translated, adapted and validated for the Brazilian context, allowing future studies of losses and providing tools for the professionals working in dialysis centers for assistance to people with chronic kidney disease. As perdas podem ser conceituadas como respostas cognitivas e afetivas para tristezas individuais, caracterizadas pelo remoer, anseio, descrença e sentimentos atordoados, sendo clinicamente significativa em doenças crônicas. O objetivo do estudo foi traduzir, adaptar culturalmente e validar o Kidney Disease Loss Scale para a língua portuguesa. Estudo de validação envolveu as etapas preconizadas na literatura internacional para instrumentos da área de saúde: tradução inicial, síntese das traduções, retrotradução, revisão por um comitê de juízes, pré-teste e avaliação das propriedades psicométricas. A escala foi traduzida e adaptada para o idioma português, sendo de fácil e rápida aplicação. A confiabilidade e a reprodutibilidade apresentaram valores satisfatórios. A análise fatorial indicou um fator que explica 59,7% do constructo de perdas. A Escala de Perdas referente à Doença Renal foi traduzida, adaptada e validada para o contexto brasileiro, permitindo estudos futuros sobre perdas e instrumentalizando os profissionais atuantes em centros de diálise para assistência à pessoa com doença renal crônica.

Self-efficacy scale for the establishment of good relationships with families in neonatal and pediatric hospital settings.

PubMed

Cruz, Andréia Cascaes; Angelo, Margareth; Santos, Bernardo Pereira Dos

2017-05-25

The purpose of this study was to develop and test the psychometric properties of the Self-efficacy Scale for the Establishment of Good Relationships with Families in Neonatal and Pediatric Hospital Settings. Methodological study grounded on self-efficacy theory was conducted in three phases: conceptual and operational definition (review of the literature and interviews with the target population), content validity (opinion of five experts e three clinical nurses), and exploratory factor analysis and internal consistency reliability (cross-sectional survey with a valid sample of 194 nurses). A ten-point Likert scale with 40-item was designed and one item was excluded after review by experts. Three factors emerged from the exploratory factor analysis. The Cronbach's alpha for all items was 0.983 with item-total correlations in the range 0.657 to 0.847. Cronbach's alpha value if item deleted were less than or equal to 0.983. The final version of the scale demonstrated psychometric adequacy. It is a useful tool to be administered in the clinical, educational and research nursing fields to measure nurses' self-efficacy beliefs concerning the establishment of good relationships with families. El propósito de este estudio fue desarrollar y probar las propiedades psicométricas de la Escala de Autoeficacia para el Establecimiento de Buenas Relaciones con las Familias en Ambientes Neonatales y Pediátricos. Estudio metodológico fundamentado en la teoría de la auto-eficacia se realizó en tres fases: conceptual y definición operacional (revisión de la literatura y entrevistas con la población objetivo), la validez de contenido (opinión de cinco expertos y tres enfermeras clínicas), y el factor de análisis exploratorio e fiabilidad interna de consistencia (estudio transversal con una muestra válida de 194 enfermeras). La escala de Likert de diez puntos con 40 ítems fue diseñada y un elemento fue excluido después de la revisión por expertos. Hay tres factores que emergieron del análisis factorial exploratorio. El alfa de Cronbach para todas las partidas fue 0,983, con correlaciones ítem-total en el rango de 0,657 a 0.847. El Valor alfa de Cronbach excluyendo el ítem quedo inferior o igual a 0.983. La versión final de la escala demostró psicometría adecuada. Se trata de una herramienta útil para ser administrada en los campos clínicos, educativos y de enfermería de investigación para medir las creencias de autoeficacia de enfermeros sobre el establecimiento de buenas relaciones con las familias.

Cultural adaptation and validation of the Portuguese version of the Nursing Clinical Facilitators Questionnaire.

PubMed

Frederico-Ferreira, Maria Manuela; Camarneiro, Ana Paula Forte; Loureiro, Cândida Rosalinda Exposto da Costa; Ventura, Maria Clara Amado Apóstolo

2016-08-15

to perform the cultural adaptation to Portuguese of the Nursing Clinical Facilitators Questionnaire (NCFQ), which was designed by the Centre for Learning and Teaching at the University of Technology of Sydney, and to validate this instrument. this methodological study involved the cultural adaptation of the questionnaire by using translation, back-translation, semantic comparison, idiomatic and conceptual equivalence, and validation through validity and reliability analyses and used a sample of 767 students in their second year of the Nursing Program. construct validity had a two-factor solution according to the varimax rotation method. In addition, there was a high overall internal consistency for the questionnaire (Cronbach's alpha of 0.977) and for the factors found (0.966 and 0.952, respectively). the Portuguese version has good psychometric characteristics; therefore, it is adequate to obtain reliable information on the perception of nursing students concerning the type of supervision that is provided in clinical practice, and this version is adequate to improve teaching practices. realizar a adaptação cultural para a língua portuguesa do Nursing Clinical Facilitators Questionnaire (NCFQ) concebido pelo Centre for Learning and Teaching, University of Technology de Sydney e proceder à validação do instrumento. estudo metodológico de adaptação cultural do questionário através de tradução, retroversão, comparação semântica, idiomática e equivalência conceitual, seguido de validação em uma amostra de 767 estudantes do 2º ano do Curso de Licenciatura em Enfermagem, por meio de análise da validade e confiabilidade. a validade de constructo apresenta uma solução bifatorial após rotação varimax. A consistência interna global do questionário é elevada (alfa de Cronbach 0,977), assim como dos fatores encontrados (respectivamente, 0,966 e 0,952). a versão portuguesa apresenta boas características psicométricas, sendo um instrumento válido para obter informação fidedigna acerca da percepção dos estudantes de enfermagem relativamente ao tipo de orientação tida em contexto clínico, revelando-se importante para melhoria das práticas pedagógicas. llevar a cabo la adaptación cultural al portugués del Nursing Clinical Facilitators Questionnaire (NCFQ), diseñado por el Centre for Learning and Teaching, University of Technology Sydney, y validar este instrumento. este estudio metodológico implicó la adaptación cultural del cuestionario usando la traducción, la retrotraducción, la comparación semántica, la equivalencia idiomática y conceptual, y la validación usando una muestra de 767 estudiantes del segundo curso del Programa de Enfermería mediante análisis de validez y de fiabilidad. la validez del constructo presentó una solución bifactorial según el método de rotación Varimax. Además, hubo una consistencia interna total alta para el cuestionario (alfa de Cronbach de 0,977) y para los factores encontrados (de 0,966 y 0,952, respectivamente). la versión en portugués cuenta con buenas características psicométricas y, por lo tanto, es adecuada para obtener información fiable sobre la percepción de los estudiantes de enfermería sobre el tipo de supervisión proporcionada en la práctica clínica, y esta versión es adecuada para la mejora de las prácticas pedagógicas.

The conceptualization model problem—surprise

NASA Astrophysics Data System (ADS)

Bredehoeft, John

2005-03-01

The foundation of model analysis is the conceptual model. Surprise is defined as new data that renders the prevailing conceptual model invalid; as defined here it represents a paradigm shift. Limited empirical data indicate that surprises occur in 20-30% of model analyses. These data suggest that groundwater analysts have difficulty selecting the appropriate conceptual model. There is no ready remedy to the conceptual model problem other than (1) to collect as much data as is feasible, using all applicable methods—a complementary data collection methodology can lead to new information that changes the prevailing conceptual model, and (2) for the analyst to remain open to the fact that the conceptual model can change dramatically as more information is collected. In the final analysis, the hydrogeologist makes a subjective decision on the appropriate conceptual model. The conceptualization problem does not render models unusable. The problem introduces an uncertainty that often is not widely recognized. Conceptual model uncertainty is exacerbated in making long-term predictions of system performance. C'est le modèle conceptuel qui se trouve à base d'une analyse sur un modèle. On considère comme une surprise lorsque le modèle est invalidé par des données nouvelles; dans les termes définis ici la surprise est équivalente à un change de paradigme. Des données empiriques limitées indiquent que les surprises apparaissent dans 20 à 30% des analyses effectuées sur les modèles. Ces données suggèrent que l'analyse des eaux souterraines présente des difficultés lorsqu'il s'agit de choisir le modèle conceptuel approprié. Il n'existe pas un autre remède au problème du modèle conceptuel que: (1) rassembler autant des données que possible en utilisant toutes les méthodes applicables—la méthode des données complémentaires peut conduire aux nouvelles informations qui vont changer le modèle conceptuel, et (2) l'analyste doit rester ouvert au fait que le modèle conceptuel peut bien changer lorsque des nouvelles informations apparaissent. Dans l'analyse finale le hydrogéologue prend une décision subjective sur le modèle conceptuel approprié. Le problème du le modèle conceptuel ne doit pas rendre le modèle inutilisable. Ce problème introduit une incertitude qui n'est pas toujours reconnue. Les incertitudes du modèle conceptuel deviennent plus importantes dans les cases de prévisions à long terme dans l'analyse de performance. La base para hacer un análisis de un modelo es el modelo conceptual. Se define aquí la sorpresa como los datos nuevos que convierten en incoherente al modelo conceptual previamente aceptado; tal como se define aquí esto representa un cambio de paradigma. Los datos empíricos limitados indican que estas sorpresas suceden entre un 20 a un 30% de los análisis de modelos. Esto sugiere que los analistas de modelos de agua subterránea tienen dificultades al seleccionar el modelo conceptual apropiado. No hayotra solución disponible a este problema del modelo conceptual diferente de: (1) Recolectar tanta información como sea posible, mediante la utilización de todos los métodos aplicables, lo cual puede resultar en que esta nueva información ayude a cambiar el modelo conceptual vigente, y (2) Que el analista de modelos se mantenga siempre abierto al hecho de que un modelo conceptual puede cambiar de manera total, en la medida en que se colecte mas información. En el análisis final el hidrogeólogo toma una decisión subjetiva en cuanto al modelo conceptual apropiado. El problema de la conceptualización no produce modelos inútiles. El problema presenta una incertidumbre, la cual a menudo no es tenida en cuentade manera adecuada. Esta incertidumbre en los modelos conceptuales se aumenta, cuando se hacen predicciones a largo plazo del comportamiento de un sistema dado.

Implementacion de modulos constructivistas que atiendan "misconceptions" y lagunas conceptuales en temas de la fisica en estudiantes universitarios

NASA Astrophysics Data System (ADS)

Santacruz Sarmiento, Neida M.

Este estudio se enfoco en los "misconception" y lagunas conceptuales en temas fundamentales de Fisica como son Equilibrio Termodinamico y Estatica de fluidos. En primer lugar se trabajo con la identificacion de "misconceptions" y lagunas conceptuales y se analizo en detalle la forma en que los estudiantes construyen sus propias teorias de fenomenos relacionados con los temas. Debido a la complejidad en la que los estudiantes asimilan los conceptos fisicos, se utilizo el metodo de investigacion mixto de tipo secuencial explicativo en dos etapas, una cuantitativa y otra cualitativa. La primera etapa comprendio cuatro fases: (1) Aplicacion de una prueba diagnostica para identificar el conocimiento previo y lagunas conceptuales. (2) Identificacion de "misconceptions" y lagunas del concepto a partir del conocimiento previo. (3) Implementacion de la intervencion por medio de modulos en el topico de Equilibrio Termodinamico y Estatica de Fluidos. (4) Y la realizacion de la pos prueba para analizar el impacto y la efectividad de la intervencion constructivista. En la segunda etapa se utilizo el metodo de investigacion cualitativo, por medio de una entrevista semiestructurada que partio de la elaboracion de un mapa conceptual y se finalizo con un analisis de datos conjuntamente. El desarrollo de este estudio permitio encontrar "misconceptions" y lagunas conceptuales a partir del conocimiento previo de los estudiantes participantes en los temas trabajados, que fueron atendidos en el desarrollo de las distintas actividades inquisitivas que se presentaron en el modulo constructivista. Se encontro marcadas diferencias entre la pre y pos prueba en los temas, esto se debio al requerimiento de habilidades abstractas para el tema de Estatica de Fluidos y al desarrollo intuitivo para el tema de Equilibrio Termodinamico, teniendo mejores respuestas en el segundo. Los participantes demostraron una marcada evolucion y/o cambio en sus estructuras de pensamiento, las pruebas estadisticas de t-pareada fueron significativas para ambos modulos a pesar que en la pos prueba no todos llegaron a la respuesta correcta. El analisis cualitativo de las respuestas de los participantes confirmo la dificultad de remover "misconception" y lagunas conceptuales.

Sistemas de cúmulos globulares extragalácticos

NASA Astrophysics Data System (ADS)

Forte, J. C.

Se describen las características de los sistemas de cúmulos globulares asociados a galaxias elípticas en una variedad de medios y, en particular, aquellas vinculadas con la distribución espacial, frecuencia específica y composición química. Esta discusión se hace dentro de un conjunto de esquemas orientados a explicar las primeras fases de la formación de las galaxias dominantes en cúmulos y del rol de los sistemas de cúmulos globulares en esos procesos.

Estudio de la estructura logica utilizada en la ensenanza y el aprendizaje de los conceptos sobre el comportamiento de gases en el curso introductorio de quimica a nivel universitario

NASA Astrophysics Data System (ADS)

Costa Diaz, Agnes

El estudio que se presenta es de caracter cualitativo, un estudio multicasos donde se estudia la estructura logica utilizada por cuatro (4) profesores universitarios que ensenan el curso introductorio de quimica, en la planificacion, presentacion y evaluacion del tema sobre el comportamiento de los gases. Se utilizaron varias fuentes de informacion como: cuestionarios de profesores y estudiantes, entrevistas, grabaciones videomagnetofonicas, materiales didacticos y una prueba conceptual, entre otros. La informacion recopilada fue analizada de acuerdo al orden logico del contenido presentado, el estilo de ensenanza del profesor, las tecnicas y estrategias utilizadas para el desarrollo de destrezas de pensamiento, el ambiente fisico en el salon de clase y los instrumentos de evaluacion y avaluo. El estudio demuestra que lo que los profesores piensan y planifican para hacer sus presentaciones no necesariamente es lo que ocurre en el salon de clases. El desarrollo de destrezas de pensamiento, que constituye una prioridad de los profesores, no se elaboran efectivamente. El uso de las estrategias de resolucion de problemas numericos predomino. La participacion del estudiante en el salon de clases fue limitada y no se logro demostrar el desarrollo de las destrezas de pensamiento deseadas. Aunque los profesores tienen su propio estilo de ensenanza, el orden logico del contenido presentado en clase fue el mismo o siguio muy de cerca el orden establecido por el libro de texto. Los profesores utilizaron preferentemente la tiza y la pizarra para sus presentaciones y la dinamica en el salon de clases fue esencialmente tradicional. Los profesores hicieron su presentacion y los estudiantes copiaron pasivamente la informacion. Las evaluaciones de los estudiantes fueron esencialmente, pruebas escritas de seleccion multiple de acuerdo con el estilo en que se les enseno. El avaluo fue casi inexistente. La prueba conceptual administrada revela un aprendizaje pobre en los conceptos mas basicos sobre el comportamiento de los gases. El estudio senala que la ejecutoria del profesor en todos los aspectos de la ensenanza y el aprendizaje es un factor clave que debe darsele prioridad. Se recomienda que el profesor, en general, tenga un conocimiento basico de las teorias de aprendizaje, de los factores que afectan el aprendizaje y las tecnicas y estrategias mas efectivas en el desarrollo de destrezas de pensamiento entre sus estudiantes. La estructura de la disciplina debe incluir tanto lo experimental como lo teorico.

Development of an integrated model for the Campaspe catchment: a tool to help improve understanding of the interaction between society, policy, farming decision, ecology, hydrology and climate

NASA Astrophysics Data System (ADS)

Iwanaga, Takuya; Zare, Fateme; Croke, Barry; Fu, Baihua; Merritt, Wendy; Partington, Daniel; Ticehurst, Jenifer; Jakeman, Anthony

2018-06-01

Management of water resources requires understanding of the hydrology and hydrogeology, as well as the policy and human drivers and their impacts. This understanding requires relevant inputs from a wide range of disciplines, which will vary depending on the specific case study. One approach to gain understanding of the impact of climate and society on water resources is through the use of an integrated modelling process that engages stakeholders and experts in specifics of problem framing, co-design of the underpinning conceptual model, and discussion of the ensuing results. In this study, we have developed such an integrated modelling process for the Campaspe basin in northern Victoria, Australia. The numerical model built has a number of components:

• - Node/link based surface water hydrology module based on the IHACRES rainfall-streamflow model
• - Distributed groundwater model for the lower catchment (MODFLOW)
• - Farm decision optimisation module (to determine irrigation requirements)
• - Policy module (setting conditions on availability of water based on existing rules)
• - Ecology module (determining the impacts of available streamflow on platypus, fish and river red gum trees)

Network as transconcept: elements for a conceptual demarcation in the field of public health.

PubMed

Amaral, Carlos Eduardo Menezes; Bosi, Maria Lúcia Magalhães

2016-08-22

The main proposal to set up an articulated mode of operation of health services has been the concept of network, which has been appropriated in different ways in the field of public health, as it is used in other disciplinary fields or even taking it from common sense. Amid the diversity of uses and concepts, we recognize the need for rigorous conceptual demarcation about networks in the field of health. Such concern aims to preserve the strategic potential of this concept in the research and planning in the field, overcoming uncertainties and distortions still observed in its discourse-analytic circulation in public health. To this end, we will introduce the current uses of network in different disciplinary fields, emphasizing dialogues with the field of public health. With this, we intend to stimulate discussions about the development of empirical dimensions and analytical models that may allow us to understand the processes produced within and around health networks. RESUMO A principal proposta para configurar um modo articulado de funcionamento dos serviços de saúde tem sido o conceito de rede, que vem sendo apropriado de diferentes formas no campo da saúde coletiva, conforme seu emprego em outros campos disciplinares ou mesmo tomando-o do senso comum. Em meio à pluralidade de usos e concepções, reconhecemos a necessidade de rigorosa demarcação conceitual acerca de redes no campo da saúde. Tal preocupação visa a preservar o potencial estratégico desse conceito na investigação e planificação no campo, superando precariedades e distorções ainda observadas em sua circulação discursivo-analítica na saúde coletiva. Para tanto, apresentaremos os usos correntes de rede em diferentes campos disciplinares, destacando interlocuções com o campo da saúde coletiva. Com isso, pretendemos estimular o debate acerca do desenvolvimento de dimensões empíricas e modelos de análise que permitam compreender os processos produzidos no interior e ao redor das redes de saúde.

Essays on Eclipses, Transits and Occultations as Teaching Tools in the Introductory Astronomy College Course. (Spanish Title: Ensayos sobre Eclipses, Tránsitos y Ocultaciones Como Herramientas de Enseñanza en el Curso Universitario Introductorio a la Astronomía.) Ensaios sobre Eclipses, Trânsitos e Ocultações Como Ferramentas de Ensino em um Curso Universitário Introdutório de Astromomia

NASA Astrophysics Data System (ADS)

Dcruz, Noella L.

2014-07-01

We occasionally include projects in our learner-centered introductory astronomy college course to enable non-science major students explore some astronomical concepts in more detail than otherwise. Such projects also highlight ongoing or upcoming astronomical events. We hope that students will feel more interested in astronomy through projects tied to astronomical events. In Spring 2012, we offered short essays focused on eclipses, transits and occultations to promote the rare transit of Venus that occurred on June 5th, 2012. We asked students to write two short essays from three that were offered. The essays contained descriptive and conceptual parts. They were meant to serve as teaching tools. 62% of 106 essays from 55 students earned A, B or C grades. 21% of 47 feedback survey respondents felt the essays increased their interest in astronomy. 49% of respondents felt that the essays were not educationally beneficial and should not be offered again. The most common written response to our survey indicated that students need more guidance and better preparation in writing successful essays. Since students found the conceptual parts of the essays difficult, in the future we will provide relevant activities prior to essay deadlines to help students create successful essays. Ocasionalmente, incluimos proyectos en nuestro curso de introducción a la astronomía universitario centrado en el alumno para permitir que los estudiantes de carreras no científicas exploren algunos conceptos astronómicos en más detalle que lo habitual. Estos proyectos también ponen en relevancia eventos astronómicos en curso o futuros. Esperamos que los estudiantes se sientan más interesados en la astronomía a través de proyectos vinculados a eventos astronómicos. En el período de primavera de 2012 (EUA), propusimos breves ensayos centrados en los eclipses, tránsitos y ocultaciones para promover el raro tránsito de Venus que se produjo el 5 de junio de 2012. Le pedimos a los estudiantes que escribieran dos ensayos cortos de tres que se proponían. Los ensayos contenían partes descriptivas y conceptuales. Los mismos estaban destinados a servir como herramientas de enseñanza. 62% de los 106 ensayos de 55 estudiantes obtuvo grados A, B o C. 21% de los 47 encuestados que respondieron al cuestionario posterior consideró que los ensayos aumentaron su interés por la astronomía. 49% de los encuestados consideró que los ensayos no eran educacionalmente útiles y que no deben ser propuestos de nuevo. Las respuestas escritas más comunes a nuestra encuesta indicaran que los estudiantes necesitan más orientación y una mejor preparación en la redacción de ensayos exitosos. Dado que los estudiantes encontraron las piezas conceptuales de los ensayos difíciles, en el futuro vamos a ofrecer actividades pertinentes antes de los plazos de redacción para ayudar a los estudiantes a crear ensayos de mayor calidad. Nós ocasionalmente incluímos projetos em nosso curso universitário introdutório centrado no aluno para permitir aos estudantes que pertencem às carreiras não científicas explorar alguns conceitos astronômicos em mais detalhes do que o normal. Tais projetos também enfatizam eventos astronômicos em curso ou futuros. Esperamos que os alunos se sintam mais interessados na astronomia através de projetos ligados a eventos astronômicos. No termo de Primavera de 2012 (EUA), propomos ensaios curtos focados em eclipses, trânsitos e ocultações para promover o raro trânsito de Vênus que ocorreu no dia 5 de junho de 2012. Pedimos aos alunos que escrevessem dois ensaios curtos dentre três que foram propostos. Os ensaios continham partes descritivas e conceituais. Eles foram feitos para servir como ferramentas de ensino. 62% de 106 ensaios de 55 alunos ganhou graus A, B ou C. 21% dos 47 entrevistados que responderam ao levantamento posterior sentiu que os ensaios aumentaram seu interesse na astronomia. 49% dos inquiridos consideraram que os ensaios não eram benéficos para a educação e que não devem ser propostos novamente. As respostas escritas mais comuns da nossa pesquisa indicaram que os alunos precisam de mais orientação e melhor preparação para escrever ensaios bem sucedidos. Como os alunos consideraram difíceis os aspectos conceituais dos ensaios, no futuro iremos fornecer atividades relevantes antes dos ensaios para ajudar os alunos a escrevê-los com sucesso.

Serious game development as a strategy for health promotion and tackling childhood obesity.

PubMed

Dias, Jéssica David; Mekaro, Marcelo Shinyu; Cheng Lu, Jennifer Kaon; Otsuka, Joice Lee; Fonseca, Luciana Mara Monti; Zem-Mascarenhas, Silvia Helena

2016-08-15

to develop and assess a serious game on healthy eating and physical activity to promote health and tackle childhood obesity. a descriptive, applied and methodological study.For the development of the game, the following steps were taken: conceptualization, pre-production with the development of the game documentation, prototyping, production and assessment of thecomputer and health experts. a prototype has been developed up to beta version. The game was positively assessed both in terms of gameplay and mechanics, and in relation to the content presented, standing out as a powerful strategy for health promotion. The information from the assessment phase contributed to the settings in the software in order to make it available in the future for the target population of this research. The greatest advantage of the proposed game is the fact that it is an open educational resource. the expert assessments showed that the game has great educational potential and it is considered suitable for future application to the target audience.The serious game can become a technological teaching resource available for use in schools and health facilities, and can also be reused for the production of other educational games by accessing its source code. desenvolver e avaliar um serious game (Jogo sério) sobre alimentação saudável e exercício físico para promoção da saúde e auxílio ao enfrentamento da obesidade infantil. estudo descritivo, aplicado e metodológico. Para o desenvolvimento do jogo, foram percorridas as seguintes etapas: conceituação, pré-produção com desenvolvimento da documentação do jogo, prototipagem, produção e avaliação de especialistas de computação e saúde. desenvolveu-se um protótipo até a versão beta. O jogo foi avaliado positivamente tanto em relação à jogabilidade e mecânica, quanto em relação ao conteúdo apresentado, destacando-se como uma estratégia potente para a promoção de saúde. As informações oriundas da fase de avaliação serviram de subsídio para adequações no software com a finalidade de disponibilizá-lo futuramente à população alvo da pesquisa. O grande diferencial do jogo proposto é o fato do mesmo ser um recurso educacional aberto. as avaliações com especialistas demonstraram que o jogo tem grande potencial educacional e considerado adequado para a aplicação futura com o público-alvo. O serious game pode ser um recurso didático tecnológico acessível para uso em escolas e unidades de saúde, além de poder ser reutilizado para a produção de outros jogos educacionais através do acesso de seu código fonte. desarrollar y evaluar un serious game (Juego serio) sobre alimentación saludable y ejercicio físico para la promoción de la salud y ayudar en el enfrentamiento de la obesidad infantil. estudio descriptivo, aplicado y metodológico. Para el desarrollo del juego, se iniciaron los siguientes pasos: conceptualización, pre-producción con el desarrollo de la documentación del juego, creación de prototipos, producción y evaluación por expertos informáticos y en salud. un prototipo se ha desarrollado hasta la versión beta. El juego se evaluó positivamente tanto en términos de jugabilidad y mecánica como en relación con el contenido presentado, destacándose como una poderosa estrategia para la promoción de la salud. La información de la fase de evaluación contribuyó a los ajustes en el software con el fin de que esté disponible en el futuro para la población objetivo de esa investigación. La gran vantaja del juego propuesto es el hecho de que es un recurso educativo abierto. las evaluaciones de los expertos mostraron que el juego tiene un gran potencial educativo y es considerado adecuado para la aplicación futura para el público objetivo. El serious game puede convertirse en un recurso para la enseñanza tecnológica disponible para uso en las escuelas y en los centros de salud, y también puede ser reutilizado para la producción de otros juegos educativos mediante el acceso a su código fuente.

Assessment of ten density functionals through the use of local hyper-softness to get insights about the catalytic activity : Iron-based organometallic compounds for ethylene polymerization as testing molecules.

PubMed

Martínez-Araya, Jorge I; Glossman-Mitnik, Daniel

2018-01-18

Ten functionals were used to assess their capability to compute a local reactivity descriptor coming from the Conceptual Density Functional Theory on a group of iron-based organometallic compounds that have been synthesized by Zohuri, G.H. et al. in 2010; these compounds bear the following substituent groups: H-, O 2 N- and CH 3 O- at the para position of the pyridine ring and their catalytic activities were experimentally measured by these authors. The present work involved a theoretical analysis applied on the aforementioned iron-based compounds thus leading to suggest a new 2,6-bis(imino)pyridine catalyst based on iron(II) bearing a fluorine atom whose possible catalytic activity is suggested to be near the catalytic activity of the complex bearing a hydrogen atom as a substituent group by means of the so called local hyper-softness (LHS) thus opening a chance to estimate a possible value of catalytic activity for a new catalyst that has not been synthesized yet without simulating the entire process of ethylene polymerization. Since Conceptual DFT is not a predictive theory, but rather interpretative, an analysis of the used reactivity descriptor and its dependence upon the level of theory was carried in the present work, thus revealing that care should be taken when DFT calculations are used for these purposes.

Development of a sharp interface model that simulates coastal aquifer flow with the coupled use of GIS

NASA Astrophysics Data System (ADS)

Gemitzi, Alexandra; Tolikas, Demetrios

A simulation program, which works seamlessly with GIS and simulates flows in coastal aquifers, is presented in the present paper. The model is based on the Galerkin finite element discretization scheme and it simulates both steady and transient freshwater and saltwater flow, assuming that the two fluids are separated by a sharp interface. The model has been verified in simple cases where analytical solutions exist. The simulation program works as a tool of the GIS program, which is the main database that stores and manages all the necessary data. The combined use of the simulation and the GIS program forms an integrated management tool offering a simpler way of simulating and studying saline intrusion in coastal aquifers. Application of the model to the Yermasogia aquifer illustrates the coupled use of modeling and GIS techniques for the examination of regional coastal aquifer systems. Pour étudier un système aquifère côtier, nous avons développé un modèle aux éléments finis en quasi 3-D qui simule les écoulements d'eau douce et d'eau salée en régime aussi bien permanent que transitoire. Les équations qui les régissent sont discrétisées par un schéma de discrétisation de Garlekin aux éléments finis. Le modèle a été vérifié dans des cas simples où il existe des solutions analytiques. Toutes les données nécessaires sont introduites et gérées grâce à un logiciel de gestion de SIG. Le programme de simulation est utilisé comme un outil du logiciel de SIG, constituant ainsi un outil de gestion intégrée dont le but est de simuler et d'étudier l'intrusion saline dans les aquifères côtiers. L'application du modèle à l'aquifère de Yermasogia illustre l'utilisation couplée de la modélisation et des techniques de SIG pour l'étude des systèmes aquifères côtiers régionaux. Se ha desarrollado un modelo casi tridimensional de elementos finitos para simular el flujo de agua dulce y salada, tanto en régimen estacionario como en transitorio, en sistemas acuíferos costeros, bajo la hipótesis de separación por medio de una interfaz abrupta. Las ecuaciones del modelo han sido discretizadas mediante un esquema de Galerkin de discretización en elementos finitos. El modelo ha sido verificado en casos sencillos para los que existe solución analítica. Todos los datos necesarios se introducen y gestionan con un Sistema de Información Geográfica [SIG] por ordenador. El programa de simulación forma parte del programa de SIG, constituyendo una herramienta integrada de gestión para estudiar la intrusión salina en acuíferos costeros. La aplicación del modelo al acuífero de Yermasogia ilustra el uso acoplado de las técnicas de modelación y de SIG con el fin de examinar sistemas acuíferos costeros a escala regional.

Application of remote-sensing data to groundwater exploration: A case study of the Cross River State, southeastern Nigeria

NASA Astrophysics Data System (ADS)

Edet, A. E.; Okereke, C. S.; Teme, S. C.; Esu, E. O.

The Cross River State, Nigeria, is underlain by the Precambrian-age crystalline basement complex and by rocks of Cretaceous to Tertiary age. The exploration for groundwater in this area requires a systematic technique in order to obtain optimum results, but the non-availability of funds and facilities has made it extremely difficult to carry out site investigations prior to the drilling of water wells. Therefore, the failure rate is as high as 80%. In order to delineate areas that are expected to be suitable for future groundwater development, black and white radar imagery and aerial photographs were used to define some hydrological and hydrogeological features in parts of the study area. Lineament and drainage patterns were analysed using length density and frequency. Lineament-length density ranges from 0.04-1.52 lineament frequency is 0.11-5.09 drainage-length density is 0.17-0.94, and the drainage frequency is 0.16-1.53. These range of values reflect the differences in the probability of groundwater potentials. Results were then used to delineate areas of high, medium, and low groundwater potential. Study results also indicate that correlations exist between lineament and drainage patterns, lithology, water temperature, water conductivity, well yield, transmissivity, longitudinal conductance, and the occurrence of groundwater. Résumé La géologie de l'Etat de Cross River (Nigéria) est constituée d'un socle cristallin d'âge précambrien et de roches datées du Crétacé au Tertiaire. Dans cette région, l'exploration des eaux souterraines nécessite une analyse systématique pour obtenir les meilleurs résultats ; cependant le manque de moyens a rendu particulièrement difficile les recherches de sites de forage destinés au captage de l'eau. C'est pourquoi le taux d'échec a atteint 80%. Afin de délimiter les zones susceptibles de permettre la future mise en valeur des eaux souterraines, des images radar et des photos aériennes en noir et blanc ont été utilisées pour mettre en évidence certains phénomènes hydrologiques et hydrogéologiques en certains points de la région étudiée. L'analyse des réseaux de linéaments et de drainage a porté sur la densité de leurs longueurs et sur leur fréquence. La densité de longueur des linéaments s'étend de 0,04 à 1,52 et la fréquence des linéaments de 0,11 à 5,09 ; la densité des longueurs de drainage est comprise entre 0,17 et 0,94, et la fréquence du drainage entre 0,16 et 1,53. Ces gammes de valeurs rendent compte des différences dans la probabilité des potentiels en eau souterraine. Ces résultats ont ensuite été utilisés pour délimiter les zones à potentiel en eau souterraine fort, moyen et faible. Les résultats de l'étude indiquent aussi qu'il existe des corrélations entre les réseau de linéaments et de drainage, la lithologie, la température de l'eau, la conductivité de l'eau, le rendement des puits, la transmissivité, la conductance longitudinale et la présence d'eau souterraine. Resumen Bajo el Estado de Cross River, Nigeria, subyace un complejo basal cristalino del Precámbrico, así como rocas de edad entre Cretácica y Terciaria. La exploración hidrogeológica en esta área requiere una técnica sistemàtica para poder alcanzar resultados óptimos, pero la falta de medios y de infraestructura ha hecho extremadamente difícil el poder realizar investigaciones previas a la perforación de los pozos, de manera que el porcentaje de fallos se eleva al 80%. Para poder delinear las áreas adecuadas para el posterior desarrollo hidrogeológico, se han usado imágenes de radar en blanco y negro y fotografías aéreas, con el objetivo de definir algunos rasgos hidrológicos e hidrogeológicos en partes del área de estudio. Se analizaron los esquemas de lineamiento y drenaje usando densidad y frecuencia de longitudes. La densidad de longitudes de lineamiento oscila entre 0.04-1.52 y la frecuencia entre 0.11-5.09. La densidad de longitud de drenaje oscila entre 0.17-0.94 y su frecuencia entre 0.16-1.53. Estos rangos de valores reflejan las diferencias en el grado potencial de extracción de aguas subterráneas, que se dibuja en unos mapas siguiendo la clasificación de potencial alto, medio o bajo. Los resultados del estudio indican que existen correlaciones entre los esquemas de lineamiento y drenaje, litología, temperatura y conductividad del agua, descenso en el pozo, transmisividad, conductancia longitudinal y la presencia de agua subterránea.

Establishing IUCN Red List Criteria for Threatened Ecosystems

PubMed Central

Rodríguez, Jon Paul; Rodríguez-Clark, Kathryn M; Baillie, Jonathan E M; Ash, Neville; Benson, John; Boucher, Timothy; Brown, Claire; Burgess, Neil D; Collen, Ben; Jennings, Michael; Keith, David A; Nicholson, Emily; Revenga, Carmen; Reyers, Belinda; Rouget, Mathieu; Smith, Tammy; Spalding, Mark; Taber, Andrew; Walpole, Matt; Zager, Irene; Zamin, Tara

2011-01-01

Abstract The potential for conservation of individual species has been greatly advanced by the International Union for Conservation of Nature's (IUCN) development of objective, repeatable, and transparent criteria for assessing extinction risk that explicitly separate risk assessment from priority setting. At the IV World Conservation Congress in 2008, the process began to develop and implement comparable global standards for ecosystems. A working group established by the IUCN has begun formulating a system of quantitative categories and criteria, analogous to those used for species, for assigning levels of threat to ecosystems at local, regional, and global levels. A final system will require definitions of ecosystems; quantification of ecosystem status; identification of the stages of degradation and loss of ecosystems; proxy measures of risk (criteria); classification thresholds for these criteria; and standardized methods for performing assessments. The system will need to reflect the degree and rate of change in an ecosystem's extent, composition, structure, and function, and have its conceptual roots in ecological theory and empirical research. On the basis of these requirements and the hypothesis that ecosystem risk is a function of the risk of its component species, we propose a set of four criteria: recent declines in distribution or ecological function, historical total loss in distribution or ecological function, small distribution combined with decline, or very small distribution. Most work has focused on terrestrial ecosystems, but comparable thresholds and criteria for freshwater and marine ecosystems are also needed. These are the first steps in an international consultation process that will lead to a unified proposal to be presented at the next World Conservation Congress in 2012. Establecimiento de Criterios para la Lista Roja de UICN de Ecosistemas Amenazados Resumen El potencial para la conservación de muchas especies ha avanzado enormemente porque la Unión Internacional para la Conservación de la Naturaleza (UICN) ha desarrollado criterios objetivos, repetibles y transparentes para evaluar el riesgo de extinción que explícitamente separa la evaluación de riesgo de la definición de prioridades. En el IV Congreso Mundial de Conservación en 2008, el proceso comenzó a desarrollar e implementar estándares globales comparables para ecosistemas. Un grupo de trabajo establecido por la UICN ha formulado un sistema inicial de categorías y criterios cuantitativos, análogos a los utilizados para especies, para asignar niveles de amenaza a ecosistemas a niveles local, regional y global. Un sistema final requerirá de definiciones de ecosistemas; cuantificación del estatus de ecosistemas; identificación de las etapas de degradación y pérdida de los ecosistemas; medidas de riesgo (criterios) alternativas; umbrales de clasificación para esos criterios y métodos estandarizados para la realización de evaluaciones. El sistema deberá reflejar el nivel y tasa de cambio en la extensión, composición, estructura y funcionamiento de un ecosistema, y tener sus raíces conceptuales en la teoría ecológica y la investigación empírica. Sobre la base de esos requerimientos y la hipótesis de que el riesgo del ecosistema es una función del riesgo de las especies que lo componen, proponemos un conjunto de 4 criterios: declinaciones recientes en la distribución o funcionamiento ecológica, pérdida total histórica en la distribución o funcionamiento ecológico, distribución pequeña combinada con declinación, o distribución muy pequeña. La mayor parte del trabajo se ha concentrado en ecosistemas terrestres, pero también se requieren umbrales y criterios comparables para ecosistemas dulceacuícolas y marinos. Estos son los primeros pasos de un proceso de consulta internacional que llevará a una propuesta unificada que será presentada en el próximo Congreso Mundial de Conservación en 2012. PMID:21054525

Development of a monitoring instrument to assess the performance of the Swiss primary care system.

PubMed

Ebert, Sonja T; Pittet, Valérie; Cornuz, Jacques; Senn, Nicolas

2017-11-29

The Swiss health system is customer-driven with fee-for-service paiement scheme and universal coverage. It is highly performing but expensive and health information systems are scarcely implemented. The Swiss Primary Care Active Monitoring (SPAM) program aims to develop an instrument able to describe the performance and effectiveness of the Swiss PC system. Based on a Literature review we developed a conceptual framework and selected indicators according to their ability to reflect the Swiss PC system. A two round modified RAND method with 24 inter-/national experts took place to select primary/secondary indicators (validity, clarity, agreement). A limited set of priority indicators was selected (importance, priority) in a third round. A conceptual framework covering three domains (structure, process, outcome) subdivided into twelve sections (funding, access, organisation/ workflow of resources, (Para-)Medical training, management of knowledge, clinical-/interpersonal care, health status, satisfaction of PC providers/ consumers, equity) was generated. 365 indicators were pre-selected and 335 were finally retained. 56 were kept as priority indicators.- Among the remaining, 199 were identified as primary and 80 as secondary indicators. All domains and sections are represented. The development of the SPAM program allowed the construction of a consensual instrument in a traditionally unregulated health system through a modified RAND method. The selected 56 priority indicators render the SPAM instrument a comprehensive tool supporting a better understanding of the Swiss PC system's performance and effectiveness as well as in identifying potential ways to improve quality of care. Further challenges will be to update indicators regularly and to assess validity and sensitivity-to-change over time.

Learning of Unknown Environments in Goal-Directed Guidance and Navigation Tasks: Autonomous Systems and Humans

NASA Astrophysics Data System (ADS)

Vidal, Joao Vasco Silvestres

Este trabalho expoe um estudo teorico e experimental das propriedades anisotropicas magnetoeletricas (ME) em diferentes compositos contendo monocristais piezoeletricos (PE), maioritariamente sem chumbo na sua composicao, com vista a diversas aplicacoes multifuncionais. Uma descricao linear do efeito ME em termos de campos eletricos, magneticos e elasticos e constantes materiais e apresentada. Um modelo fenomenologico quasi-estatico e usado para ilustrar a relacao entre as constantes materiais, sua anisotropia e os coeficientes MEs transversais de tensao e carga. Subsequentemente, este modelo e empregue para estimar o maximo coeficiente ME direto de tensao expectavel numa serie de compositos tri-camadas de Metglas/Piezocristal/Metglas em funcao da orientacao do cristal PE. Demonstra-se assim como os efeitos MEs sao fortemente dependentes da orientacao cristalina, o que suporta a possibilidade de se gerarem coeficientes MEs de tensao elevados em compositos contendo monocristais PEs sem chumbo como o niobato de litio (LiNbO3; LNO), tantalato de litio (LiTaO3), ortofosfato de galio (GaPO4; GPO), quartzo (SiO2), langatato (La3Ga5.5Ta0.5O14) e langasite (La3Ga5SiO14) atraves da otimizacao da orientacao cristalina. Uma tecnica experimental dinâmica de lock-in para a medicao da impedância e efeito ME direto e exposta. O formalismo descritivo desta tecnica, assim como um arranjo experimental desenvolvido para o efeito sao apresentados. O esquema e caracteristicas deste, assim como diferentes formas de reduzir o ruido e a indesejavel inducao mutua sao exploradas. Um estudo comparativo do efeito ME direto em compositos tri-camadas de Metglas e monocristais de LNO e PMN-PT conectados de forma simples e exposto. Embora o PMN-PT possua piezocoeficientes de carga muito superiores aos do LNO, o coeficiente ME direto de tensao demonstrou-se comparavel entre ambos os compositos devido a uma muito menor permitividade dieletrica do LNO. Calculos teoricos indicam ainda que as propriedades MEs poderao ser significativamente melhoradas (ate 500 V/(cm.Oe)) atraves da otimizacao do ângulo de corte do LNO, espessura relativa entre camadas ferroeletrica/ferromagnetica e uma melhor colagem entre o Metglas e o LNO. Vantagens da utilizacao do material ferroeletrico LNO em compositos MEs sao discutidas. Num estudo subsequente, as propriedades dinâmicas anisotropicas de impedância e MEs em compositos tri-camadas de Metglas e monocristais PEs sem chumbo de LNO e GPO sao exploradas. Medicoes foram realizadas em funcao do corte de cristal, magnitude e orientacao do campo magnetico de polarizacao e frequencia do campo de modulacao. Coeficientes MEs altamente intensos em certos modos de ressonância sao explorados, e a sua relacao com as propriedades materiais dos cristais e geometria dos compositos e investigada. Um coeficiente ME de ate 249 V/(cm.Oe) foi aqui observado num composito com um cristal de LNO com corte 41ºY a 323.1 kHz. Mostramos assim que compositos multicamadas contendo cristais sem chumbo de LNO e GPO podem exibir efeitos MEs anisotropicos relativamente elevados. Demonstramos tambem que o controlo da orientacao dos cristais PEs pode em principio ser usado na obtencao de propriedades MEs anisotropicas desejaveis para qualquer aplicacao. Caracteristicas unicas como elevada estabilidade quimica, piezoeletricidade linear e robusteza termica abrem verdadeiras perspetivas para a utilizacao de compositos baseados no LNO e GPO em diversas aplicacoes. Eventualmente, compositos bi-camadas contendo lâminas PEs com bidominios de LNO com corte 127ºY foram estudados tanto teoricamente como experimentalmente. Estas lâminas de LNO possuem uma estrutura de bidominios com vetores de polarizacao espontânea opostos ao longo da direcao da sua espessura (i.e. uma estrutura de macrodominios ferroeletricos "head-to-head" ou "tail-to-tail") Medicoes de impedância, efeito ME e densidade de ruido magnetico equivalente foram realizadas nos compositos operando sob condicoes quasi-estaticas e de ressonância. Coeficientes MEs de ate 578 V/(cm.Oe) foram obtidos a ca. 30 kHz sob ressonâncias de dobramento usando cristais PEs com 0.5 mm de espessura. Medicoes de densidade de ruido magnetico equivalente demosntraram valores de ate 153 pT/Hz1/2 a 1 kHz (modo quasi-estatico) e 524 fT/Hz1/2 sob condicoes de ressonância. E de esperar que uma otimizacao adicional das tecnicas de fabrico, geometria dos compositos e circuitos de detencao possa permitir reduzir estes valores ate pelo menos 10 pT/Hz1/2 e 250 fT/Hz1/2, respetivamente, e a frequencia de ressonância em pelo menos duas ordens de grandeza. Estes sistemas poderao assim no futuro ser usados em sensores vetoriais de campo magnetico simples e sensiveis, passivos e estaveis e operaveis a elevadas temperaturas. None

Hydrochemical tracers in the middle Rio Grande Basin, USA: 1. Conceptualization of groundwater flow

NASA Astrophysics Data System (ADS)

Plummer, L. Niel; Bexfield, Laura M.; Anderholm, Scott K.; Sanford, Ward E.; Busenberg, Eurybiades

Chemical and isotopic data for groundwater from throughout the Middle Rio Grande Basin, central New Mexico, USA, were used to identify and map groundwater flow from 12 sources of water to the basin, evaluate radiocarbon ages, and refine the conceptual model of the Santa Fe Group aquifer system. Hydrochemical zones, representing groundwater flow over thousands to tens of thousands of years, can be traced over large distances through the primarily siliciclastic aquifer system. The locations of the hydrochemical zones mostly reflect the ``modern'' predevelopment hydraulic-head distribution, but are inconsistent with a trough in predevelopment water levels in the west-central part of the basin, indicating that this trough is a transient rather than a long-term feature of the aquifer system. Radiocarbon ages adjusted for geochemical reactions, mixing, and evapotranspiration/dilution processes in the aquifer system were nearly identical to the unadjusted radiocarbon ages, and ranged from modern to more than 30 ka. Age gradients from piezometer nests ranged from 0.1 to 2 year cm-1 and indicate a recharge rate of about 3 cm year-1 for recharge along the eastern mountain front and infiltration from the Rio Grande near Albuquerque. There has been appreciably less recharge along the eastern mountain front north and south of Albuquerque. Des données sur les éléments chimiques et les isotopes présents dans l'eau souterraine prélevée à divers endroits dans le bassin moyen du Rio Grande, au centre du Nouveau-Mexique (É-U), ont permis de déterminer l'existence et l'étendue de douze sources d'eau régionales dans le bassin, d'évaluer les âges radiocarbones et de raffiner le modèle conceptuel du système aquifère du groupe de Santa Fe. Des zones hydro-chimiques qui représentent l'écoulement de l'eau souterraine depuis des dizaines de milliers d'années peuvent être suivies sur de longues distances à travers l'aquifère principalement siliclastique. La position des zones hydro-chimiques reflète principalement la distribution moderne des charges hydrauliques mais est incohérente avec une dépression dans le niveau d'eau dans la partie centre-ouest du bassin, ce qui indique que cette dépression est un élément transitoire du système aquifère plutôt qu'un élément à long terme. Les âges radiocarbones ajustés aux réactions géochimiques et aux processus de mélange et d'évapotranspiration/dilution qui ont lieu dans l'aquifère sont presque identiques aux âges non ajustés et varient de la période moderne jusqu'à 30 ka. Les gradients d'âge établis à partir des nids de piézomètres s'étendent de 0.1 à 2 a cm-1 et suggèrent un taux de recharge d'environ 3 cm a-1 le long du front des montagnes à l'est et pour l'infiltration provenant du Rio Grande près d'Albuquerque. Il y a eu substantiellement moins de recharge le long du front des montagnes à l'est, au nord et au sud d'Albuquerque. Se utilizaron datos químicos e isotópicos de agua subterránea a lo largo de la cuenca central del río Grande, Nuevo México, EEUU, para identificar y mapear el flujo de agua subterránea de 12 fuentes de agua a la cuenca para evaluar edades por medio de radio carbon y para refinar el modelo conceptual del sistema acuífero del Grupo Santa Fé. Se puede establecer zonas hidrotérmicas que representan el flujo de agua subterránea a lo largo de miles a miles de decenas de años en grandes distancias a través del sistema acuífero principalmente siliclástico. Las ubicaciones de las zonas hidroquímicas mayormente reflejan la distribucion de la cabeza hidráulica pre-desarollo moderna pero son inconsistentes con una depresión en los niveles de agua pre-desarollo en la zona central oeste de la cuenca. Esto indica que esta depresión es un rasgo transitorio y no un rasgo de largo plazo del sistema acuífero. Las edades de radio carbon ajustadas para los procesos de reaciones geoquímicas, de mezclado y de evapotranspiración-dilución son casi idénticas a los edades de radio carbon no ajustadas oscilan en un rango desde la modernidad a 30 mil años. Las gradientes de edad de nidos de piezometros van de 0.1 a 2 años cm-1 e indican un sitio de recarga de aproximadamente 3 cm/yr para la recarga a lo largo del frente montañoso oriental e infiltración del río Grande cerca de Albuquerque. Se aprecia una recarga menor a lo largo del frente oriental de montañas al norte y al sur de Albuquerque.

Difficulties of First Years Elementary School Teachers with the Teaching of Astronomy. (Breton Title: Dificuldades de Professores dos Anos Iniciais do Ensino Fundamental em Relação ao Ensino da Astronomia. ) Dificultades de LOS Profesores de los Primeros Años de la Escuela Primaria en Relación a la Enseñanza de la Astronomía

NASA Astrophysics Data System (ADS)

Langhi, Rodolfo; Nardi, Roberto

2005-12-01

This paper reports Primary School teachers' discourses analysis about their difficulties related to the teaching of Astronomy. It reports partial data of a master's level research carried out in the last two years, named "An exploratory study for inserting Astronomy in primary school teachers' education" (LANGHI, 2004). The study took into consideration students' and teachers' common sense conceptions about astronomical phenomena, conceptual mistakes in textbooks, and Astronomy's suggestions given by the PCN (Parâmetros Curriculares Nacionais - The Brazilian National Curriculum Standards). The paper aims to characterize teachers' difficulties, in order to provide subsides to the implementation of an initial or continuing education program. This study is justified by the fact that courses plans like these only will be adapted to the teacher's (and students') reality, if there is a primary investigation about what the teachers really need to know about Astronomy. This fact was possible here by the enunciations interpretation of a teachers' sample using semi-structured interviews, according to discourse analysis procedures. The research outcomes show difficulties related to factors like: those of personal order, methodological, on teacher's formation, educational infrastructure and other related to information sources for educators. Este artigo, que relata as dificuldades de professores em relação ao ensino da Astronomia, faz parte de um estudo exploratório para a inserção da Astronomia na formação de professores dos anos iniciais do Ensino Fundamental. Esse estudo leva em consideração as concepções alternativas de alunos e professores sobre fenômenos astronômicos, os erros conceituais em livros didáticos e as sugestões de conteúdos de Astronomia constantes nos PCN (Parâmetros Curriculares Nacionais). Caracterizar as dificuldades dos professores é a questão central deste texto, apontando para o objetivo de contribuir com subsídios para um futuro programa de formação continuada neste tema. O estudo se justifica mediante o fato de que planejamentos de cursos como estes só se adequarão à realidade do professor (e do aluno) se houver uma investigação antecipada sobre o que os docentes precisam saber e saber fazer a respeito da Astronomia, o que se concretizou em nosso caso pela interpretação dos discursos de uma amostra de professores coletados através de entrevistas semi-estruturadas, utilizando para interpretação os princípios e métodos da análise do discurso em sua linha francesa. Os resultados da pesquisa indicaram dificuldades de ordem pessoal, metodológica, de formação, de infra-estrutura e outras relacionadas às fontes de informações para docentes. Este artículo que relata las dificultades de los profesores en relación a la enseñanza da laAstronomía es parte de un estudio preliminar para la implantación dela Astrnomía enla formación de profesores de ls primeros años del ciclo primario.El estudio considera las concepciones alternativas de alumnos y profesores respecto a los fenómenos astronómicos, los errores conceptuales en los libros didácticos y las sugerencias de contenidos de Astronomía que constan en los Parámetros Curriculares Nacionales del Brasil. Caracterizar las dificultades de los profesores constituye la cuestión central de este texto, apuntando para el objetivo de contribuir para un futuro programa de educación contínua en este tema. El estudio se justifica mediante el hecho que la planificación de cursos de este tipo solo se adecuarán a la realidade del profesor (y del alumno) si existe una investigación anterior a respecto de lo que los docentes precisan saber y saber realizar en Astronomía, lo cual se concretó en nuestro caso por medio de la interpretación de los discursos de una muestra de profesores obtenidos através de entrevistas semiestructuradas, utilizand para esta interpretación los principios y métodos de análisis del discurso en su línea francesa. Los resultados mostraron dificultades de orden personal, metodológica, formativa, de infraestructura y otras relacionadas a las fuentes de información para los docentes.

Conceptual Models in Health Informatics Research: A Literature Review and Suggestions for Development

PubMed Central

2016-01-01

Background Contributing to health informatics research means using conceptual models that are integrative and explain the research in terms of the two broad domains of health science and information science. However, it can be hard for novice health informatics researchers to find exemplars and guidelines in working with integrative conceptual models. Objectives The aim of this paper is to support the use of integrative conceptual models in research on information and communication technologies in the health sector, and to encourage discussion of these conceptual models in scholarly forums. Methods A two-part method was used to summarize and structure ideas about how to work effectively with conceptual models in health informatics research that included (1) a selective review and summary of the literature of conceptual models; and (2) the construction of a step-by-step approach to developing a conceptual model. Results The seven-step methodology for developing conceptual models in health informatics research explained in this paper involves (1) acknowledging the limitations of health science and information science conceptual models; (2) giving a rationale for one’s choice of integrative conceptual model; (3) explicating a conceptual model verbally and graphically; (4) seeking feedback about the conceptual model from stakeholders in both the health science and information science domains; (5) aligning a conceptual model with an appropriate research plan; (6) adapting a conceptual model in response to new knowledge over time; and (7) disseminating conceptual models in scholarly and scientific forums. Conclusions Making explicit the conceptual model that underpins a health informatics research project can contribute to increasing the number of well-formed and strongly grounded health informatics research projects. This explication has distinct benefits for researchers in training, research teams, and researchers and practitioners in information, health, and other disciplines. PMID:26912288

Conceptual Models in Health Informatics Research: A Literature Review and Suggestions for Development.

PubMed

Gray, Kathleen; Sockolow, Paulina

2016-02-24

Contributing to health informatics research means using conceptual models that are integrative and explain the research in terms of the two broad domains of health science and information science. However, it can be hard for novice health informatics researchers to find exemplars and guidelines in working with integrative conceptual models. The aim of this paper is to support the use of integrative conceptual models in research on information and communication technologies in the health sector, and to encourage discussion of these conceptual models in scholarly forums. A two-part method was used to summarize and structure ideas about how to work effectively with conceptual models in health informatics research that included (1) a selective review and summary of the literature of conceptual models; and (2) the construction of a step-by-step approach to developing a conceptual model. The seven-step methodology for developing conceptual models in health informatics research explained in this paper involves (1) acknowledging the limitations of health science and information science conceptual models; (2) giving a rationale for one's choice of integrative conceptual model; (3) explicating a conceptual model verbally and graphically; (4) seeking feedback about the conceptual model from stakeholders in both the health science and information science domains; (5) aligning a conceptual model with an appropriate research plan; (6) adapting a conceptual model in response to new knowledge over time; and (7) disseminating conceptual models in scholarly and scientific forums. Making explicit the conceptual model that underpins a health informatics research project can contribute to increasing the number of well-formed and strongly grounded health informatics research projects. This explication has distinct benefits for researchers in training, research teams, and researchers and practitioners in information, health, and other disciplines.

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

National Workshop on Astrobiology: The Life Science Involvement of AAS I Laben

NASA Astrophysics Data System (ADS)

Adami, Giorgio

2006-12-01

The search for traces of past and present life is a complex and multidisciplinary research activity involving several scientific heritages and a specific industrial ability for planetary exploration. Laben was established in 1958 to design and manufacture electronic instruments for research in nuclear physics. In the mid 2004 the company was merged with Alenia Spazio. It is now part of Alcatel Alenia Space, a French Italian joint venture. Alcatel Alenia Space Italia SpA is a Finmeccanica Company. Currently the plant of Vimodrone provides a wide heritage in life science oriented to space application. The experience in Space Life Science is consolidated in the following research areas: (1) Physiology: Mouse models related to studies on human physiology Human neuroscience research and dosimetry (2) Animal Adaptation and Behaviour: mice behaviour related to stabling stress (3) Developmental Biology: aquatic microorganisms cultivation (4) Cell culture & Biotechnology: Protein crystal growth General purpose Multiwell Next Biotechnology studies and development: Bio reactor, mainly oriented to tissue engineering Microsensor for tissue control (organ replacement) Multiwell for adherent cell culture or for automated biosensor based on cell culture Experiment Container for organic systems Experiment Container for small animals Instrumentation based on fluorescent Biosensors Sensors for Life science experiments for Biopan capsule and Space Vehicle Ray Shielding Materials Random Positioning Machine specialisation (Support ground equipment) The biological features of this heritage is at disposal for the exobiology multi science. The involvement of industries, from the beginning of the exobiology projects, allows a cost effective technologies closed loop development between Research Centres, Principal Investigators and industry.

The picture superiority effect in conceptual implicit memory: a conceptual distinctiveness hypothesis.

PubMed

Hamilton, Maryellen; Geraci, Lisa

2006-01-01

According to leading theories, the picture superiority effect is driven by conceptual processing, yet this effect has been difficult to obtain using conceptual implicit memory tests. We hypothesized that the picture superiority effect results from conceptual processing of a picture's distinctive features rather than a picture's semantic features. To test this hypothesis, we used 2 conceptual implicit general knowledge tests; one cued conceptually distinctive features (e.g., "What animal has large eyes?") and the other cued semantic features (e.g., "What animal is the figurehead of Tootsie Roll?"). Results showed a picture superiority effect only on the conceptual test using distinctive cues, supporting our hypothesis that this effect is mediated by conceptual processing of a picture's distinctive features.

Conceptual and perceptual encoding instructions differently affect event recall.

PubMed

García-Bajos, Elvira; Migueles, Malen; Aizpurua, Alaitz

2014-11-01

When recalling an event, people usually retrieve the main facts and a reduced proportion of specific details. The objective of this experiment was to study the effects of conceptually and perceptually driven encoding in the recall of conceptual and perceptual information of an event. The materials selected for the experiment were two movie trailers. To enhance the encoding instructions, after watching the first trailer participants answered conceptual or perceptual questions about the event, while a control group answered general knowledge questions. After watching the second trailer, all of the participants completed a closed-ended recall task consisting of conceptual and perceptual items. Conceptual information was better recalled than perceptual details and participants made more perceptual than conceptual commission errors. Conceptually driven processing enhanced the recall of conceptual information, while perceptually driven processing not only did not improve the recall of descriptive details, but also damaged the standard conceptual/perceptual recall relationship.

Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2008-10-01

We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions in a CQIPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of a CQIPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it and then reason about the solution conceptually. Even in individual interviews, when students who were only given conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling.

Tapping in "to" Tapped Out: "Thinking about Conceptual Art"

ERIC Educational Resources Information Center

Lincoln, Kim; Stephens, Pam

2005-01-01

Perhaps one of the best ways to describe conceptual art is to quote an old bumper sticker, "If you like conceptual art, think about honking." Conceptual art is an art movement that came into prominence in the 1960s. Like other movements in modern art, conceptual art broke with established tradition. In conceptual art, ideas or perceptions are as…

The Role of Facial Microexpression State (FMES) Change in the Process of Conceptual Conflict

ERIC Educational Resources Information Center

Chiu, Mei-Hung; Chou, Chin-Cheng; Wu, Wen-Lung; Liaw, Hongming

2014-01-01

This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place.…

Accounting for the Impact of Conservation on Human Well-Being

PubMed Central

Milner-Gulland, EJ; Mcgregor, JA; Agarwala, M; Atkinson, G; Bevan, P; Clements, T; Daw, T; Homewood, K; Kumpel, N; Lewis, J; Mourato, S; Palmer Fry, B; Redshaw, M; Rowcliffe, JM; Suon, S; Wallace, G; Washington, H; Wilkie, D

2014-01-01

Conservationists are increasingly engaging with the concept of human well-being to improve the design and evaluation of their interventions. Since the convening of the influential Sarkozy Commission in 2009, development researchers have been refining conceptualizations and frameworks to understand and measure human well-being and are starting to converge on a common understanding of how best to do this. In conservation, the term human well-being is in widespread use, but there is a need for guidance on operationalizing it to measure the impacts of conservation interventions on people. We present a framework for understanding human well-being, which could be particularly useful in conservation. The framework includes 3 conditions; meeting needs, pursuing goals, and experiencing a satisfactory quality of life. We outline some of the complexities involved in evaluating the well-being effects of conservation interventions, with the understanding that well-being varies between people and over time and with the priorities of the evaluator. Key challenges for research into the well-being impacts of conservation interventions include the need to build up a collection of case studies so as to draw out generalizable lessons; harness the potential of modern technology to support well-being research; and contextualize evaluations of conservation impacts on well-being spatially and temporally within the wider landscape of social change. Pathways through the smog of confusion around the term well-being exist, and existing frameworks such as the Well-being in Developing Countries approach can help conservationists negotiate the challenges of operationalizing the concept. Conservationists have the opportunity to benefit from the recent flurry of research in the development field so as to carry out more nuanced and locally relevant evaluations of the effects of their interventions on human well-being. Consideración del Impacto de la Conservación sobre el Bienestar Humano Resumen Los conservacionistas cada vez más se comprometen con el concepto del bienestar humano para mejorar el diseño y la evaluación de sus intervenciones. Desde la convención de la influyente Comisión Sarkozy en 2009, los investigadores del desarrollo han estado refinando las conceptualizaciones y los marcos de trabajo para entender y medir el bienestar humano y están comenzando a convergir con un entendimiento común de cuál es la mejor forma de hacer esto. En la conservación el término bienestar humano tiene un uso amplio, pero existe la necesidad de la orientación en su operación para medir los impactos de las intervenciones de la conservación sobre la gente. Presentamos un marco de trabajo para entender el bienestar humano que podría ser útil particularmente en la conservación. El marco de trabajo incluye tres condiciones: cumplir con las necesidades, perseguir objetivos y experimentar una calidad satisfactoria de vida. Resumimos algunas de las complejidades involucradas en la evaluación de los efectos del bienestar de las intervenciones de la conservación con el entendimiento de que el bienestar varía entre la gente, en el tiempo y con las prioridades del evaluador. Los retos clave para la investigación de los impactos del bienestar de las intervenciones de la conservación incluyen la necesidad de crear una colección de estudios de caso para trazar lecciones generalizables: hacer uso del potencial de la tecnología moderna para apoyar la investigación del bienestar; y contextualizar espacial y temporalmente las evaluaciones de los impactos de la conservación sobre el bienestar dentro del marco más amplio del cambio social. Existen caminos que atraviesan la confusión que rodea al término bienestar, y los marcos de trabajo existentes, como el del acercamiento de Bienestar en Países en Desarrollo, pueden ayudar a los conservacionistas a negociar los obstáculos de la operación del concepto. Los conservacionistas tienen la oportunidad de beneficiarse del frenesí reciente de investigación en el campo del desarrollo para así realizar evaluaciones más matizadas y relevantes localmente de los efectos de sus intervenciones sobre el bienestar humano. PMID:24641551

Effect of perceptual load on conceptual processing: an extension of Vermeulen's theory.

PubMed

Xie, Jiushu; Wang, Ruiming; Sun, Xun; Chang, Song

2013-10-01

The effect of color and shape load on conceptual processing was studied. Perceptual load effects have been found in visual and auditory conceptual processing, supporting the theory of embodied cognition. However, whether different types of visual concepts, such as color and shape, share the same perceptual load effects is unknown. In the current experiment, 32 participants were administered simultaneous perceptual and conceptual tasks to assess the relation between perceptual load and conceptual processing. Keeping color load in mind obstructed color conceptual processing. Hence, perceptual processing and conceptual load shared the same resources, suggesting embodied cognition. Color conceptual processing was not affected by shape pictures, indicating that different types of properties within vision were separate.

Trait differences between naturalized and invasive plant species independent of residence time and phylogeny

PubMed Central

Gallagher, R V; Randall, R P; Leishman, M R

2015-01-01

The ability to predict which alien plants will transition from naturalized to invasive prior to their introduction to novel regions is a key goal for conservation and has the potential to increase the efficacy of weed risk assessment (WRA). However, multiple factors contribute to plant invasion success (e.g., functional traits, range characteristics, residence time, phylogeny), and they all must be taken into account simultaneously in order to identify meaningful correlates of invasion success. We compiled 146 pairs of phylogenetically paired (congeneric) naturalized and invasive plant species in Australia with similar minimum residence times (i.e., time since introduction in years). These pairs were used to test for differences in 5 functional traits (flowering duration, leaf size, maximum height, specific leaf area [SLA], seed mass) and 3 characteristics of species’ native ranges (biome occupancy, mean annual temperature, and rainfall breadth) between naturalized and invasive species. Invasive species, on average, had larger SLA, longer flowering periods, and were taller than their congeneric naturalized relatives. Invaders also exhibited greater tolerance for different environmental conditions in the native range, where they occupied more biomes and a wider breadth of rainfall and temperature conditions than naturalized congeners. However, neither seed mass nor leaf size differed between pairs of naturalized and invasive species. A key finding was the role of SLA in distinguishing between naturalized and invasive pairs. Species with high SLA values were typically associated with faster growth rates, more rapid turnover of leaf material, and shorter lifespans than those species with low SLA. This suite of characteristics may contribute to the ability of a species to transition from naturalized to invasive across a wide range of environmental contexts and disturbance regimes. Our findings will help in the refinement of WRA protocols, and we advocate the inclusion of quantitative traits, in particular SLA, into the WRA schemes. Diferencia de Características entre Especies de Plantas Naturalizadas e Invasoras Independientes del Tiempo de Residencia y de la Filogenia Resumen La habilidad para predecir cuáles plantas exóticas harán la transición de naturalizadas a invasoras antes de su introducción a regiones nuevas es un objetivo clave para la conservación y tiene el potencial de incrementar la eficiencia de la evaluación de riesgo de hierbas (ERH). Sin embargo, múltiples factores contribuyen al éxito invasor de las plantas (p. ej.: características funcionales, características de cobertura, tiempo de residencia, filogenia) y todos deben considerarse simultáneamente para poder identificar correlaciones significativas del éxito invasor. Recopilamos en Australia 146 parejas de especies de plantas invasoras y naturalizadas emparejadas filogenéticamente (congéneres) y con tiempos de residencia mínima similares (es decir, el tiempo transcurrido desde su introducción en años). Estas parejas se usaron para probar diferencias en cinco características funcionales (duración de la floración, tamaño de la hoja, altura máxima, área específica de la hoja [AEH], masa de la semilla) y en tres características de cobertura nativa de las especies (ocupación de bioma, temperatura media anual y amplitud de pluviosidad) entre especies invasoras y naturalizadas. Las especies invasoras, en promedio, tuvieron una mayor AEH, periodos de floración más largos y fueron más altas que sus parientes congéneres naturalizadas. Las invasoras también exhibieron una mayor tolerancia a diferentes condiciones ambientales en su cobertura nativa, donde ocuparon más biomas y una mayor amplitud de pluviosidad y condiciones de temperatura que sus congéneres naturalizadas. Sin embargo, ni la masa de la semilla ni el tamaño de hoja difirieron entre las parejas de especies naturalizadas e invasoras. Un hallazgo relevante fue el papel de la AEH en la distinción entre las parejas naturalizadas e invasoras. Las especies con valores altos de AEH estuvieron asociadas típicamente con tasas mayores de crecimiento, pérdida rápida de volumen de material de hojas y periodos de vida más cortos que aquellas especies con AEH baja. Este conjunto de características puede contribuir a la habilidad de las especies para llevar a cabo la transición de naturalizada a invasora a lo largo de una amplia cobertura de contextos ambientales y regímenes de perturbación. Nuestros hallazgos ayudarán en la mejora de los protocolos de ERH, y abogamos por la inclusión de las características cuantitativas, en particular la AEH, en los esquemas de ERH. PMID:25369762

The Conceptual Grouping Effect: Categories Matter (and Named Categories Matter More)

ERIC Educational Resources Information Center

Lupyan, Gary

2008-01-01

Do conceptual categories affect basic visual processing? A conceptual grouping effect for familiar stimuli is reported using a visual search paradigm. Search through conceptually-homogeneous non-targets was faster and more efficient than search through conceptually-heterogeneous non-targets. This effect cannot be attributed to perceptual factors…

Investigating the Conceptual Variation of Major Physics Textbooks

NASA Astrophysics Data System (ADS)

Stewart, John; Campbell, Richard; Clanton, Jessica

2008-04-01

The conceptual problem content of the electricity and magnetism chapters of seven major physics textbooks was investigated. The textbooks presented a total of 1600 conceptual electricity and magnetism problems. The solution to each problem was decomposed into its fundamental reasoning steps. These fundamental steps are, then, used to quantify the distribution of conceptual content among the set of topics common to the texts. The variation of the distribution of conceptual coverage within each text is studied. The variation between the major groupings of the textbooks (conceptual, algebra-based, and calculus-based) is also studied. A measure of the conceptual complexity of the problems in each text is presented.

The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

NASA Astrophysics Data System (ADS)

Stofflett, René T.; Stoddart, Trish

This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.

Constructing a new theory from old ideas and new evidence

PubMed Central

Rhodes, Marjorie; Wellman, Henry

2014-01-01

A central tenet of constructivist models of conceptual development is that children’s initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet, little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual achievements. The present study combined scaling and experimental microgenetic methods to examine the processes underlying conceptual change in the context of an important conceptual achievement of early childhood—the development of a representational theory of mind. Results from 47 children (M age = 3.7 years) indicate that only children who were conceptually close to understanding false belief at the beginning of the study, and who were experimentally exposed to evidence of people acting on false beliefs, reliably developed representational theories of minds. Combined scaling and microgenetic data revealed how prior conceptual level interacts with experience, thereby providing critical experimental evidence for how conceptual change results from the interplay between conceptions and evidence. PMID:23489194

A multidimensional framework of conceptual change for developing chemical equilibrium learning

NASA Astrophysics Data System (ADS)

Chanyoo, Wassana; Suwannoi, Paisan; Treagust, David F.

2018-01-01

The purposes of this research is to investigate the existing chemical equilibrium lessons in Thailand based on the multidimensional framework of conceptual change, to determine how the existing lessons could enhance students' conceptual change. This research was conducted based on qualitative perspective. Document, observations and interviews were used to collect data. To comprehend all students conceptions, diagnostic tests were applied comprised of The Chemical Equilibrium Diagnostic Test (the CEDT) and The Chemical Equilibrium Test for Reveal Conceptual Change (the CETforRCC). In addition, to study students' motivations, the Motivated Strategies for Learning Questionnaire (the MSLQ) and students' task engagement were applied. Following each perspective of conceptual change - ontological, epistemological, and social/affective - the result showed that the existing chemical equilibrium unit did not enhance students' conceptual change, and some issues were found. The problems obstructed students conceptual change should be remedy under the multidimensional framework of conceptual change. Finally, some suggestions were provided to enhance students' conceptual change in chemical equilibrium effectively

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.

Examining the influence of formative assessment on conceptual accumulation and conceptual change

NASA Astrophysics Data System (ADS)

Tomita, Miki K.

This study explored the effect of formative assessment on student achievement in science. Research in science education has shown that students enter science classrooms with previously formed explanatory models of the natural world; these naive "mental models" have a substantial influence on their learning of scientific conceptions. In general, conceptual change describes the pathway from pre-instructional or prior conceptions to a post-instructional or desired conception. Conceptual change involves a fundamental restructuring of a network of concepts rather than fitting new concepts into an existing conceptual network or structure. Research has shown that conceptual change is difficult to promote; for example, students may accumulate multiple conceptions over the course of instruction, including both new misconceptions and more scientifically-sound conceptions. Hellden and Solomon (2004) found that although students tended to evoke the same, less-scientific conceptions over time, they could produce more scientifically-sound conceptions during interviews with appropriate prompting; thus, students undergo conceptual accumulation rather than conceptual change. Students can recall scientifically-sound conceptions they have learned and may use them to reason, but they do so in partnership or hybridization with their less-scientific prior conceptions. Formative assessment, which focuses on providing immediate feedback by acting upon student understanding during the course of instruction, and conceptual change have both been linked to increased student achievement. Formative assessment is an instructional strategy that helps teachers to assess students' current understanding, identify the gap between current understanding and expected understanding, and provide immediate and useful feedback to students on how to close the gap. Formative assessment ranges from formal (e.g. embedded, planned-for interactions between teacher and entire class) to informal (e.g. on-the-fly interactions between teacher and class or student). In this study, the links between formative assessment and conceptual accumulation and conceptual change were explored. Specifically, this study asked: (1) Does formative assessment promote conceptual accumulation, and (2) Does formative assessment promote conceptual change? It was hypothesized that conceptual change-focused formative assessment would foster conceptual change, in addition to supporting conceptual accumulation. It was further hypothesized that all students will show gains in conceptual accumulation as indicated by measures of declarative and procedural knowledge, but that students exposed to conceptual change-focused formative assessment would also show gains in conceptual change as indicated by measures of schematic knowledge or mental models. To research the effect of formative assessment on conceptual accumulation and conceptual change, a small randomized experiment involving 102 middle school students was conducted. In Phase I of the study, 52 6th graders were randomly assigned to a treatment or control group; in Phase II of this study, 50 7th graders were randomly assigned to a treatment or control group. Both the control and experimental groups in both phases were taught about sinking and floating by the same teacher (the author) with identical curriculum materials and activities. In addition, the experimental group received three sets of embedded formative assessments focused on conceptual change around the topic of why things sink and float during the course of instruction. In Phase I of this study, both groups were kept at the same pace through the entire sequence of investigations. The control condition spent more time on some of the more critical FAST lessons, gathering additional data to support the theories the curriculum expected they would develop at a particular juncture but not receiving structured experiences aimed at addressing misconceptions. In Phase II, students in the control condition spent roughly the same time on each FAST lesson as those in the experimental condition (e.g. they finished the sequence of activities earlier because they did not have class sessions devoted to the RLs inserted at critical junctures) but participated in the formal assessments as a block of activities after they finished the FAST investigations and posttest measures. In other words, in addition to replicating Phase I, Phase II included a Reflective Lesson section for the control group after the end of the experiment proper, followed by a post-posttest. Overall, it was found that embedding conceptual change-focused formative assessments in the FAST curriculum significantly influenced conceptual change. It was also found that all students experienced significant gains in terms of their conceptual accumulation, regardless of exposure to the formative assessments. This study connected two previously isolated but theoretically linked educational frameworks: conceptual change and formative assessment. It was found that formative assessments can be used to promote conceptual change. It was also found that conceptual change is different than conceptual accumulation, in that students who show gains on measures of declarative and procedural knowledge do not necessarily show gains on measures of schematic knowledge. (Abstract shortened by UMI.)

Revealing Conceptual Understanding of International Business

ERIC Educational Resources Information Center

Ashley, Sue; Schaap, Harmen; de Bruijn, Elly

2017-01-01

This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students' conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept…

Preserved conceptual implicit memory for pictures in patients with Alzheimer’s disease

PubMed Central

Deason, Rebecca G.; Hussey, Erin P.; Flannery, Sean; Ally, Brandon A.

2015-01-01

The current study examined different aspects of conceptual implicit memory in patients with mild Alzheimer’s disease (AD). Specifically, we were interested in whether priming of distinctive conceptual features versus general semantic information related to pictures and words would differ for the mild AD patients and healthy older adults. In this study, 14 healthy older adults and 15 patients with mild AD studied both pictures and words followed by an implicit test section, where they were asked about distinctive conceptual or general semantic information related to the items they had previously studied (or novel items) Healthy older adults and patients with mild AD showed both conceptual priming and the picture superiority effect, but the AD patients only showed these effects for the questions focused on the distinctive conceptual information. We found that patients with mild AD showed intact conceptual picture priming in a task that required generating a response (answer) from a cue (question) for cues that focused on distinctive conceptual information. This experiment has helped improve our understanding of both the picture superiority effect and conceptual implicit memory in patients with mild AD in that these findings support the notion that conceptual implicit memory might potentially help to drive familiarity-based recognition in the face of impaired recollection in patients with mild AD. PMID:26291521

When pretesting fails to enhance learning concepts from reading texts.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-05-03

Prior research suggests that people can learn more from reading a text when they attempt to answer pretest questions first. Specifically, pretests on factual information explicitly stated in a text increases the likelihood that participants can answer identical questions after reading than if they had not answered pretest questions. Yet, a central goal of education is to develop deep conceptual understanding. The present experiments investigated whether conceptual pretests facilitate learning concepts from reading texts. In Experiment 1, participants were given factual or conceptual pretest questions; a control group was not given a pretest. Participants then read a passage and took a final test consisting of both factual and conceptual questions. Some of the final test questions were repeated from the pretest and some were new. Although factual pretesting improved learning for identical factual questions, conceptual pretesting did not enhance conceptual learning. Conceptual pretest errors were significantly more likely to be repeated on the final test than factual pretest errors. Providing correct answers (Experiment 2) or correct/incorrect feedback (Experiment 3) following pretest questions enhanced performance on repeated conceptual test items, although these benefits likely reflect memorization and not conceptual understanding. Thus, pretesting appears to provide little benefit for learning conceptual information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Preserved conceptual implicit memory for pictures in patients with Alzheimer's disease.

PubMed

Deason, Rebecca G; Hussey, Erin P; Flannery, Sean; Ally, Brandon A

2015-10-01

The current study examined different aspects of conceptual implicit memory in patients with mild Alzheimer's disease (AD). Specifically, we were interested in whether priming of distinctive conceptual features versus general semantic information related to pictures and words would differ for the mild AD patients and healthy older adults. In this study, 14 healthy older adults and 15 patients with mild AD studied both pictures and words followed by an implicit test section, where they were asked about distinctive conceptual or general semantic information related to the items they had previously studied (or novel items). Healthy older adults and patients with mild AD showed both conceptual priming and the picture superiority effect, but the AD patients only showed these effects for the questions focused on the distinctive conceptual information. We found that patients with mild AD showed intact conceptual picture priming in a task that required generating a response (answer) from a cue (question) for cues that focused on distinctive conceptual information. This experiment has helped improve our understanding of both the picture superiority effect and conceptual implicit memory in patients with mild AD in that these findings support the notion that conceptual implicit memory might potentially help to drive familiarity-based recognition in the face of impaired recollection in patients with mild AD. Copyright © 2015. Published by Elsevier Inc.

Conceptual fluency increases recollection: behavioral and electrophysiological evidence

PubMed Central

Wang, Wei; Li, Bingbing; Gao, Chuanji; Xu, Huifang; Guo, Chunyan

2015-01-01

It is widely established that fluency can contribute to recognition memory. Previous studies have found that enhanced fluency increases familiarity, but not recollection. The present study was motivated by a previous finding that conceptual priming affected recollection. We used event-related potentials to investigate the electrophysiological correlates of these effects with conceptually related two-character Chinese words. We found that previous conceptual priming effects on conceptual fluency only increased the incidence of recollection responses. We also found that enhanced conceptual fluency was associated with N400 attenuation, which was also correlated with the behavioral indicator of recollection. These results suggest that the N400 effect might be related to the impact of conceptual fluency on recollection recognition. These study findings provide further evidence for the relationship between fluency and recollection. PMID:26175678

Health and wellness: a conceptual differentiation.

PubMed

Greenberg, J S

1985-12-01

Confusion exists regarding the terms health and wellness. This article presents a conceptualization of health as consisting of social, mental, emotional, spiritual, and physical components; a conceptualization of wellness as the integration of these components; and a conceptualization of high-level wellness as the balance of these components. Implications of these conceptualizations for health education are presented. Iatrogenic health education disease is discussed and a distinction is made between health education and health indoctrination.

Integrating Conceptual and Quantitative Knowledge

ERIC Educational Resources Information Center

Metzgar, Matthew

2013-01-01

There has been an emphasis in some science courses to focus more on teaching conceptual knowledge. Though certain innovations have been successful in increasing student conceptual knowledge, performance on quantitative problem-solving tasks often remains unaffected. Research also shows that students tend to maintain conceptual and quantitative…

Telephone Counselors' Conceptualising Abilities and Counseling Skills.

ERIC Educational Resources Information Center

McLennan, Jim; And Others

1994-01-01

Describes two studies examining the link between the counseling skills of hotline counselors and their conceptualizing abilities. The first relied on counselors' postinterview conceptualizations of callers' problems and found no link between conceptualization accuracy and counseling skill. However, the accuracy of conceptualizations as measured by…

Human likeness: cognitive and affective factors affecting adoption of robot-assisted learning systems

NASA Astrophysics Data System (ADS)

Yoo, Hosun; Kwon, Ohbyung; Lee, Namyeon

2016-07-01

With advances in robot technology, interest in robotic e-learning systems has increased. In some laboratories, experiments are being conducted with humanoid robots as artificial tutors because of their likeness to humans, the rich possibilities of using this type of media, and the multimodal interaction capabilities of these robots. The robot-assisted learning system, a special type of e-learning system, aims to increase the learner's concentration, pleasure, and learning performance dramatically. However, very few empirical studies have examined the effect on learning performance of incorporating humanoid robot technology into e-learning systems or people's willingness to accept or adopt robot-assisted learning systems. In particular, human likeness, the essential characteristic of humanoid robots as compared with conventional e-learning systems, has not been discussed in a theoretical context. Hence, the purpose of this study is to propose a theoretical model to explain the process of adoption of robot-assisted learning systems. In the proposed model, human likeness is conceptualized as a combination of media richness, multimodal interaction capabilities, and para-social relationships; these factors are considered as possible determinants of the degree to which human cognition and affection are related to the adoption of robot-assisted learning systems.

Unconscious memory bias in depression: perceptual and conceptual processes.

PubMed

Watkins, P C; Martin, C K; Stern, L D

2000-05-01

Mood-congruent memory (MCM) bias in depression was investigated using 4 different implicit memory tests. Two of the implicit tests were perceptually driven, and 2 were conceptually driven. Depressed participants and nondepressed controls were assigned to 1 of 4 implicit memory tests after studying positive and negative adjectives. Results showed no MCM bias in the perceptually driven tests. MCM was demonstrated in 1 of the conceptually driven tests, but only for adjectives that were conceptually encoded. Results support the theory that mood-congruent processes in depression are limited to conceptual processing. However, activation of conceptual processes may not be sufficient for demonstrating mood congruency.

Flexible and fast: linguistic shortcut affects both shallow and deep conceptual processing.

PubMed

Connell, Louise; Lynott, Dermot

2013-06-01

Previous research has shown that people use linguistic distributional information during conceptual processing, and that it is especially useful for shallow tasks and rapid responding. Using two conceptual combination tasks, we showed that this linguistic shortcut extends to the processing of novel stimuli, is used in both successful and unsuccessful conceptual processing, and is evident in both shallow and deep conceptual tasks. Specifically, as predicted by the ECCo theory of conceptual combination, people use the linguistic shortcut as a "quick-and-dirty" guide to whether the concepts are likely to combine into a coherent conceptual representation, in both shallow sensibility judgment and deep interpretation generation tasks. Linguistic distributional frequency predicts both the likelihood and the time course of rejecting a novel word compound as nonsensical or uninterpretable. However, it predicts the time course of successful processing only in shallow sensibility judgment, because the deeper conceptual process of interpretation generation does not allow the linguistic shortcut to suffice. Furthermore, the effects of linguistic distributional frequency are independent of any effects of conventional word frequency. We discuss the utility of the linguistic shortcut as a cognitive triage mechanism that can optimize processing in a limited-resource conceptual system.

Assessment of the potential for groundwater contamination using the DRASTIC/EGIS technique, Cheongju area, South Korea

NASA Astrophysics Data System (ADS)

Kim, Youn Jong; Hamm, Se-Yeong

Groundwater contamination is becoming a major environmental problem in South Korea with the marked expansion of the industrial base and the explosive growth of the population. Even in rural areas, the increased use of fertilizers and pesticides, the presence of acid-mine drainage, and increase of volumes of domestic wastewaters are adding to groundwater pollution. The DRASTIC/EGIS model was used to evaluate the potential for groundwater contamination in the Cheongju city area, the first of several pilot studies. The model allows the designation of hydrogeologic settings within the study area, based on a composite description of all the major geologic and hydrogeologic factors for each setting. Then, a scheme for relative ranking of the hydrogeologic factors is applied to evaluate the relative vulnerability to groundwater contamination of each hydrogeologic setting. DRASTIC/EGIS can serve as a tool to evaluate pollution potential and so facilitate programs to protect groundwater resources. Résumé La contamination de l'eau souterraine devient un problème environnemental majeur en Corée du Sud, en relation avec le développement industriel bien marqué et l'explosion démographique. Meme dans les zones rurales, l'utilisation accrue d'engrais et de pesticides, le drainage acide de mines et les rejets croissants d'eaux usées contribuent à la pollution des nappes. Le modèle DRASTIC/EGIS a été utilisé pour évaluer le potentiel de contamination des eaux souterraines dans la région de la ville de Cheongju, la première de plusieurs régions pilotes. Le modèle permet de définir des ensembles hydrogéologiques dans la région étudiée, à partir de la description composite de tous les facteurs géologiques et hydrogéologiques essentiels pour chaque ensemble. Ensuite, un schéma pour le classement des facteurs hydrogéologiques est mis en oeuvre pour évaluer la vulnérabilité relative à la contamination des eaux souterraines pour chaque ensemble. DRASTIC/EGIS peut servir d'outil d'évaluation du potentiel de pollution et ainsi faciliter des plans de protection des ressources en eau souterraines. Resumen La contaminación de aguas subterráneas, debida a la expansión industrial y al fuerte crecimiento demográfico, supone un gran problema medioambiental en Corea del Sur. También en áreas rurales, el incremento en el uso de fertilizantes y pesticidas, el drenaje de minas y el aumento de los caudales de aguas residuales provocan un aumento de la contaminación. Para evaluar el riesgo de contaminación de las aguas subterráneas en el área de la ciudad de Cheongju, el primero de una serie de estudios piloto, se utilizó el modelo DRASTIC/EGIS. Este modelo permite la zonificación del área de estudio, basada en consideraciones geológicas e hidrogeológicas. En cada una de las zonas se aplica un esquema de clasificación que evalúa su vulnerabilidad relativa. El modelo DRASTIC/EGIS puede servir como una herramienta para evaluar el riesgo potencial de contaminación que facilite la creación de programas de protección de los recursos subterráneos.

Conceptual Masking: How One Picture Captures Attention from Another Picture.

ERIC Educational Resources Information Center

Loftus, Geoffrey R.; And Others

1988-01-01

Five experiments studied operations of conceptual masking--the reduction of conceptual memory performance for an initial stimulus when it is followed by a masking picture process. The subjects were 337 undergraduates at the University of Washington (Seattle). Conceptual masking is distinguished from perceptual masking. (TJH)

Strategies for Teaching Healthy Behavior Conceptual Knowledge

ERIC Educational Resources Information Center

Kloeppel, Tiffany; Kulinna, Pamela Hodges

2012-01-01

By definition, conceptual knowledge is rich in relationships and understanding the kind of knowledge that may be transferred between situations. Despite the lack of importance that Conceptual Physical Education has been given in previous physical education reform efforts, research findings have shown that Conceptual Physical Education along with…

Conceptualizing Programme Evaluation

ERIC Educational Resources Information Center

Hassan, Salochana

2013-01-01

The main thrust of this paper deals with the conceptualization of theory-driven evaluation pertaining to a tutor training programme. Conceptualization of evaluation, in this case, is an integration between a conceptualization model as well as a theoretical framework in the form of activity theory. Existing examples of frameworks of programme…

Use of theoretical and conceptual frameworks in qualitative research.

PubMed

Green, Helen Elise

2014-07-01

To debate the definition and use of theoretical and conceptual frameworks in qualitative research. There is a paucity of literature to help the novice researcher to understand what theoretical and conceptual frameworks are and how they should be used. This paper acknowledges the interchangeable usage of these terms and researchers' confusion about the differences between the two. It discusses how researchers have used theoretical and conceptual frameworks and the notion of conceptual models. Detail is given about how one researcher incorporated a conceptual framework throughout a research project, the purpose for doing so and how this led to a resultant conceptual model. Concepts from Abbott (1988) and Witz ( 1992 ) were used to provide a framework for research involving two case study sites. The framework was used to determine research questions and give direction to interviews and discussions to focus the research. Some research methods do not overtly use a theoretical framework or conceptual framework in their design, but this is implicit and underpins the method design, for example in grounded theory. Other qualitative methods use one or the other to frame the design of a research project or to explain the outcomes. An example is given of how a conceptual framework was used throughout a research project. Theoretical and conceptual frameworks are terms that are regularly used in research but rarely explained. Textbooks should discuss what they are and how they can be used, so novice researchers understand how they can help with research design. Theoretical and conceptual frameworks need to be more clearly understood by researchers and correct terminology used to ensure clarity for novice researchers.

The Impact of Conceptualization Skills in Counseling Children.

ERIC Educational Resources Information Center

LaBauve, Bill J.; Rynearson, Kimberly

2001-01-01

Addresses the importance of client conceptualization skills in counseling as well as the limitations of child conceptualization skills in counseling. Provides a rough overview of the applicable points in Piaget's theory of cognitive development and a discussion of how these points relate to conceptualization skills in counseling. (RS)

Students Do Not Overcome Conceptual Difficulties after Solving 1000 Traditional Problems.

ERIC Educational Resources Information Center

Kim, Eunsook; Pak, Sung-Jae

2002-01-01

Investigates the relationship between traditional physics textbook problem solving and conceptual understanding. Reports that students had many of the well-known conceptual difficulties with basic mechanics and that there was little correlation between the number of problems solved and conceptual understanding. (Contains 21 references.)…

Calculus Students' and Instructors' Conceptualizations of Slope: A Comparison across Academic Levels

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah; Viglietti, Janine; Martin, Kristi

2013-01-01

This study considers tertiary calculus students' and instructors' conceptualizations of slope. Qualitative techniques were employed to classify responses to 5 items using conceptualizations of slope identified across various research settings. Students' responses suggest that they rely on procedurally based conceptualizations of…

Understanding Cellular Respiration: An Analysis of Conceptual Change in College Biology.

ERIC Educational Resources Information Center

Songer, Catherine J.; Mintzes, Joel J.

1994-01-01

Explores and documents the frequencies of conceptual difficulties confronted by college students (n=200) seeking to understand the basic processes of cellular respiration. Findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration and many of these conceptual problems…

Understanding the Conceptual Development Phase of Applied Theory-Building Research: A Grounded Approach

ERIC Educational Resources Information Center

Storberg-Walker, Julia

2007-01-01

This article presents a provisional grounded theory of conceptual development for applied theory-building research. The theory described here extends the understanding of the components of conceptual development and provides generalized relations among the components. The conceptual development phase of theory-building research has been widely…

A Structural Equation Model of Conceptual Change in Physics

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Sinatra, Gale M.

2011-01-01

A model of conceptual change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics…

78 FR 70354 - Conceptual Example of a Proposed Risk Management Regulatory Framework Policy Statement

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-25

... NUCLEAR REGULATORY COMMISSION [NRC-2013-0254] Conceptual Example of a Proposed Risk Management... issuing a document entitled: ``White Paper on a Conceptual Example of a Proposed Risk Management... ``openness,'' a white paper on a Conceptual Example of a Proposed Risk Management Regulatory Framework (RMRF...

Effects of dignity therapy on terminally ill patients: a systematic review.

PubMed

Donato, Suzana Cristina Teixeira; Matuoka, Jéssica Yumi; Yamashita, Camila Cristófero; Salvetti, Marina de Goés

2016-01-01

Analyzing the evidence of the effects of dignity therapy onterminally ill patients. A Systematic review of the literature conducted using the search strategy in six databases. Inclusion criteria were primary studies, excluding literature reviews (systematic or not) and conceptual articles. Ten articles were analyzed regarding method, results and evidence level. Dignity therapy improved the sense of meaning andpurpose, will to live, utility, quality of life, dignity and family appreciationin studies with a higher level of evidence. The effects are not well established in relation to depression, anxiety, spirituality and physical symptoms. Studies with a moderate to high level of evidence have shown increased sense of dignity, will to live and sense of purpose. Further studies should be developed to increase knowledge about dignity therapy. Analisar as evidências sobre os efeitos da terapia da dignidade para pacientes em fase terminal de vida. Revisão sistemática da literatura realizada em seis bases de dados na estratégia de busca. Os critérios de inclusão foram estudos primários, excluindo-se revisões da literatura (sistemáticas ou não) e artigos conceituais. Dez artigos foram analisados quanto ao método, aos resultados e nível de evidência. Nos estudos com maior nível de evidência, a terapia da dignidade melhorou o senso de significado, propósito, vontade de viver, utilidade, qualidade de vida, dignidade e apreciação familiar.Os efeitos não estão bem estabelecidos em relação à depressão, ansiedade, espiritualidade e aos sintomas físicos. Os estudos de nível de evidência de moderado a alto demonstraram aumento do senso de dignidade, vontade de viver e senso de propósito. Mais estudos devem ser desenvolvidos para ampliar o conhecimento sobre a terapia da dignidade.

Clinical Validation of the Indicators and Definitions of the Nursing Outcome "Tissue Integrity: Skin and Mucous Membranes" in People With Diabetes Mellitus.

PubMed

Chantal Magalhães da Silva, Natália; de Souza Oliveira-Kumakura, Ana Railka; Moorhead, Sue; Pace, Ana Emília; Campos de Carvalho, Emília

2017-10-01

The study aimed to validate clinically the indicators of the nursing outcome "Tissue Integrity: Skin and Mucous Membranes" and its conceptual and operational definitions in people with diabetes mellitus. A methodological study was conducted with an evaluation of 100 participants for two pairs: one of these pairs used the indicators without the definitions and the other used the indicators with their definitions. The pair who used the definitions presented greater concordance and similarity in the ratings. The indicators and their definitions have been validated clinically. The use of indicators with definitions can contribute to reliable and accurate evaluation of the tissue integrity of the feet in people with diabetes mellitus and, thus, assist in the measurement of the effectiveness of the nursing care provided. Validar clinicamente os indicadores do resultado de enfermagem "Integridade Tissular: pele e mucosas" e suas definições conceituais e operacionais em pessoas com diabetes mellitus. MÉTODOS: Estudo metodológico que consistiu na avaliação de 100 participantes por duas duplas de avaliadores: uma dupla utilizou os indicadores sem as definições e, a outra dupla, os indicadores com suas definições. A dupla que utilizou as definições apresentou maior concordância e similaridade nas avaliações. CONCLUSÃO: Os indicadores e suas definições foram validados clinicamente. IMPLICAÇÕES PARA A PRÁTICA DE ENFERMAGEM: A utilização de indicadores com suas respectivas definições pode contribuir para a avaliação confiável e precisa da integridade tissular dos pés de pessoas com diabetes mellitus e, assim, auxiliar na mensuração da eficácia da assistência de enfermagem. © 2016 NANDA International, Inc.

Simulating Asymmetric Top Impurities in Superfluid Clusters: A para-Water Dopant in para-Hydrogen.

PubMed

Zeng, Tao; Li, Hui; Roy, Pierre-Nicholas

2013-01-03

We present the first simulation study of bosonic clusters doped with an asymmetric top molecule. The path-integral Monte Carlo method with the latest methodological advance in treating rigid-body rotation [Noya, E. G.; Vega, C.; McBride, C. J. Chem. Phys.2011, 134, 054117] is employed to study a para-water impurity in para-hydrogen clusters with up to 20 para-hydrogen molecules. The growth pattern of the doped clusters is similar in nature to that of pure clusters. The para-water molecule appears to rotate freely in the cluster. The presence of para-water substantially quenches the superfluid response of para-hydrogen with respect to the space-fixed frame.

False Memories for Suggestions: The Impact of Conceptual Elaboration

PubMed Central

Zaragoza, Maria S.; Mitchell, Karen J.; Payment, Kristie; Drivdahl, Sarah

2010-01-01

Relatively little attention has been paid to the potential role that reflecting on the meaning and implications of suggested events (i.e., conceptual elaboration) might play in promoting the creation of false memories. Two experiments assessed whether encouraging repeated conceptual elaboration, would, like perceptual elaboration, increase false memory for suggested events. Results showed that conceptual elaboration of suggested events more often resulted in high confidence false memories (Experiment 1) and false memories that were accompanied by the phenomenal experience of remembering them (Experiment 2) than did surface-level processing. Moreover, conceptual elaboration consistently led to higher rates of false memory than did perceptual elaboration. The false memory effects that resulted from conceptual elaboration were highly dependent on the organization of the postevent interview questions, such that conceptual elaboration only increased false memory beyond surface level processing when participants evaluated both true and suggested information in relation to the same theme or dimension. PMID:21103451

Using Knowledge Building to Foster Conceptual Change

ERIC Educational Resources Information Center

Lee, Chwee Beng; Chai, Ching Sing; Tsai, Chin-Chung; Hong, Huang-Yao

2016-01-01

In recent years, there have been many exchanges of perspectives and debates in the field of conceptual change. Most of the classical views on conceptual change have been criticized, and there have been recent discussions around bridging the cognitive and socio-cultural approaches in the research on conceptual change. On the other hand, researchers…

30 CFR 250.289 - What must the Conceptual Plan contain?

Code of Federal Regulations, 2010 CFR

2010-07-01

... GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Plans and Information Deepwater Operations Plans (dwop) § 250.289 What must the Conceptual Plan contain? In the Conceptual Plan, you must explain... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What must the Conceptual Plan contain? 250.289...

On the Origins of the Conceptual System

ERIC Educational Resources Information Center

Mandler, Jean M.

2007-01-01

Contrary to the conventional view of infancy as a sensorimotor period without conceptual thought, research over the past 20 years has shown that preverbal infants are capable of at least 3 conceptual functions: forming concepts with which to interpret the world, recall of the past, and engaging in conceptual generalization. Research is described…

Conceptual Frameworks in the Doctoral Research Process: A Pedagogical Model

ERIC Educational Resources Information Center

Berman, Jeanette; Smyth, Robyn

2015-01-01

This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors' own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral…

Not a One-Way Street: Bidirectional Relations between Procedural and Conceptual Knowledge of Mathematics

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R.

2015-01-01

There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction…

Case conceptualization research in cognitive behavior therapy: A state of the science review.

PubMed

Easden, Michael H; Kazantzis, Nikolaos

2018-03-01

Prominent models of cognitive behavior therapy (CBT) assert that case conceptualization is crucial for tailoring interventions to adequately address the needs of the individual client. We aimed to review the research on case conceptualization in CBT. We conducted a systematic search of PsychINFO, MEDLINE, Psychology and Behavioral Science Collection, and CINAHL databases to February 2016. A total of 24 studies that met inclusion criteria were identified. It was notable that studies (a) focused on the assessment function of case conceptualization, (b) employed diverse methodologies, and, overall, (c) there remains a paucity of studies examining the in-session process of using case conceptualization or examining relations with outcome. Results from the existing studies suggest that experienced therapists can reliably construct some elements of case conceptualizations, but importance for the efficacy of case conceptualization in CBT has yet to be demonstrated. Research that involves direct observation of therapist competence in case conceptualization as a predictor of CBT outcomes is recommended as a focus for future hypothesis testing. © 2017 Wiley Periodicals, Inc.

Conceptual Questions and Challenge Problems

NASA Astrophysics Data System (ADS)

Nurrenbern, Susan C.; Robinson, William R.

1998-11-01

The JCE Internet Conceptual Question and Challenge Problem Web site is a source of questions and problems that can be used in teaching and assessing conceptual understanding and problem solving in chemistry. Here you can find a library of free-response and multiple-choice conceptual questions and challenge problems, tips for writing these questions and problems, and a discussion of types of conceptual questions. This site is intended to be a means of sharing conceptual questions and challenge problems among chemical educators. This is a living site that will grow as you share conceptual questions and challenge problems and as we find new sources of information. We would like to make this site as inclusive as possible. Please share your questions and problems with us and alert us to references or Web sites that could be included on the site. You can use email, fax, or regular mail. Email: nurrenbern@purdue.edu or wrrobin@purdue.edu Fax: 765/494-0239 Mailing address: Susan C. Nurrenbern or William R. Robinson; Department of Chemistry; Purdue University; 1393 Brown Building; West Lafayette, IN 47907-1393. The Conceptual Questions and Challenge Problems Web site can be found here.

A Comparative Usage-Based Approach to the Reduction of the Spanish and Portuguese Preposition "Para"

ERIC Educational Resources Information Center

Gradoville, Michael Stephen

2013-01-01

This study examines the frequency effect of two-word collocations involving "para" "to," "for" (e.g. "fui para," "para que") on the reduction of "para" to "pa" (in Spanish) and "pra" (in Portuguese). Collocation frequency effects demonstrate that language speakers…

Simulaciones hidrodinámicas de flujos complejos

NASA Astrophysics Data System (ADS)

María Ibáñez Cabanell, José

Son muchos los escenarios astrofísicos en que los procesos hidrodinámicos juegan un papel clave. En la complejidad que encierra la descripción de dichos procesos destaca el de la correcta simulación de flujos complejos donde la presencia de ondas de choque fuertes que, eventualmente, interaccionan entre ellas o también la presencia de inestabilidades (Kelvin-Helmholtz, Rayleigh-Taylor, etc.) suponen un verdadero desafío numérico. Los códigos hidrodinámicos basados en la solución de un problema de valores iniciales discontinuo (problema de Riemann) son, en la actualidad, los más robustos en el campo de la dinámica de fluidos computacional. En esta charla se dará un resumen de los fundamentos de dichas técnicas numéricas (esquemas de alta resolución de captura de choques) y se ilustrará su potencialidad mostrando una amplia gama de resultados en diferentes aplicaciones astrofísicas.

Conceptual Teaching Based on Scientific Storyline Method and Conceptual Change Texts: Latitude-Parallel Concepts

ERIC Educational Resources Information Center

Uzunöz, Abdulkadir

2018-01-01

The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative…

Data Modeling & the Infrastructural Nature of Conceptual Tools

ERIC Educational Resources Information Center

Lesh, Richard; Caylor, Elizabeth; Gupta, Shweta

2007-01-01

The goal of this paper is to demonstrate the infrastructural nature of many modern conceptual technologies. The focus of this paper is on conceptual tools associated with elementary types of data modeling. We intend to show a variety of ways in which these conceptual tools not only express thinking, but also mold and shape thinking. And those ways…

On the Spatial Foundations of the Conceptual System and Its Enrichment

ERIC Educational Resources Information Center

Mandler, Jean M.

2012-01-01

A theory of how concept formation begins is presented that accounts for conceptual activity in the first year of life, shows how increasing conceptual complexity comes about, and predicts the order in which new types of information accrue to the conceptual system. In a compromise between nativist and empiricist views, it offers a single…

Conceptual Change Texts in Chemistry Teaching: A Study on the Particle Model of Matter

ERIC Educational Resources Information Center

Beerenwinkel, Anne; Parchmann, Ilka; Grasel, Cornelia

2011-01-01

This study explores the effect of a conceptual change text on students' awareness of common misconceptions on the particle model of matter. The conceptual change text was designed based on principles of text comprehensibility, of conceptual change instruction and of instructional approaches how to introduce the particle model. It was evaluated in…

Exploring Grade 11 Students' Conceptual Pathways of the Particulate Nature of Matter in the Context of Multirepresentational Instruction

ERIC Educational Resources Information Center

Adadan, Emine; Trundle, Kathy Cabe; Irving, Karen E.

2010-01-01

This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry students (age 16-17) as they participated in a multirepresentational instruction on the particulate nature of matter (PNM). This study was grounded in contemporary conceptual change theory, in particular, research on students' conceptual pathways that focuses on…

Towards to an Explanation for Conceptual Change: A Mechanistic Alternative

ERIC Educational Resources Information Center

Rusanen, Anna-Mari

2014-01-01

Conceptual change is one of the most studied fields in science education and psychology of learning. However, there are still some foundational issues in conceptual change research on which no clear consensus has emerged. Firstly, there is no agreement on what changes in belief and concept systems constitute conceptual change and what changes do…

The Influence of Approach and Avoidance Goals on Conceptual Change

ERIC Educational Resources Information Center

Johnson, Marcus Lee; Sinatra, Gale M.

2014-01-01

Recently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' conceptual change learning for a specific…

Bem vindo - Portal Brasileiro de Dados Abertos

Science.gov Websites

Pular para o conteúdo Portal do Governo Brasileiro Ir para o conteúdo 1 Ir para o menu 2 Ir para a busca 3 Ir para o rodapé 4 dados.gov.br Portal Brasileiro de Dados Abertos Enviar feed twitter CÃ

Home - Fundação Nacional de Saúde

Science.gov Websites

Pular para o conteúdo Portal do Governo Brasileiro Atualize sua Barra de Governo Ir para o conteúdo 1 Ir para o menu 2 Ir para a busca 3 Ir para o rodapé 4 Acessibilidade Acessibilidade Alto

Exact and conceptual repetition dissociate conceptual memory tests: problems for transfer appropriate processing theory.

PubMed

McDermott, K B; Roediger, H L

1996-03-01

Three experiments examined whether a conceptual implicit memory test (specifically, category instance generation) would exhibit repetition effects similar to those found in free recall. The transfer appropriate processing account of dissociations among memory tests led us to predict that the tests would show parallel effects; this prediction was based upon the theory's assumption that conceptual tests will behave similarly as a function of various independent variables. In Experiment 1, conceptual repetition (i.e., following a target word [e.g., puzzles] with an associate [e.g., jigsaw]) did not enhance priming on the instance generation test relative to the condition of simply presenting the target word once, although this manipulation did affect free recall. In Experiment 2, conceptual repetition was achieved by following a picture with its corresponding word (or vice versa). In this case, there was an effect of conceptual repetition on free recall but no reliable effect on category instance generation or category cued recall. In addition, we obtained a picture superiority effect in free recall but not in category instance generation. In the third experiment, when the same study sequence was used as in Experiment 1, but with instructions that encouraged relational processing, priming on the category instance generation task was enhanced by conceptual repetition. Results demonstrate that conceptual memory tests can be dissociated and present problems for Roediger's (1990) transfer appropriate processing account of dissociations between explicit and implicit tests.

Decoding the "CoDe": A Framework for Conceptualizing and Designing Help Options in Computer-Based Second Language Listening

ERIC Educational Resources Information Center

Cardenas-Claros, Monica Stella; Gruba, Paul A.

2013-01-01

This paper proposes a theoretical framework for the conceptualization and design of help options in computer-based second language (L2) listening. Based on four empirical studies, it aims at clarifying both conceptualization and design (CoDe) components. The elements of conceptualization consist of a novel four-part classification of help options:…

Multiparadigm Design Environments

DTIC Science & Technology

1992-01-01

following results: 1. New methods for programming in terms of conceptual models 2. Design of object-oriented languages 3. Compiler optimization and...experimented with object-based methods for programming directly in terms of conceptual models, object-oriented language design, computer program...expect the3e results to have a strong influence on future ,,j :- ...... L ! . . • a mm ammmml ll Illlll • l I 1 Conceptual Programming Conceptual

Combining Different Conceptual Change Methods within 5E Model: A Sample Teaching Design of "Cell" Concept and its Organelles

ERIC Educational Resources Information Center

Urey, Mustafa; Calik, Muammer

2008-01-01

Since students' misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students' conceptual understanding, but also may eliminate all students' misconceptions. The aim of this study…

Changing Attitudes, Changing Behaviors. Conceptual Change as a Model for Teaching Freedom of Religion or Belief

ERIC Educational Resources Information Center

Rea-Ramirez, Mary Anne; Ramirez, Tina M.

2017-01-01

Purpose: The purpose is to demonstrate that conceptual change theory and strategies can be applied to areas of the social science, such as human rights education on FORB. Design/methodology/approach: The theoretical scope of this paper is conceptual change theory and is intended to introduce the theory and practice of conceptual change in teaching…

Teaching for Hot Conceptual Change: Towards a New Model, beyond the Cold and Warm Ones

ERIC Educational Resources Information Center

Kural, Mehmet; Kocakülah, M. Sabri

2016-01-01

At the beginning of the 1980s, one of the most striking explanations of conceptual change was made by Posner, Strike, Hewson & Gertzog (1982) with a Conceptual Change Theory based on a Scientific Revolution Theory of Kuhn (1970). In Conceptual Change Theory, learning was explained with the Piaget (1970)'s concepts such as assimilation and…

Teaching for clinical reasoning - helping students make the conceptual links.

PubMed

McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

Unconscious automatic brain activation of acoustic and action-related conceptual features during masked repetition priming.

PubMed

Trumpp, Natalie M; Traub, Felix; Pulvermüller, Friedemann; Kiefer, Markus

2014-02-01

Classical theories of semantic memory assume that concepts are represented in a unitary amodal memory system. In challenging this classical view, pure or hybrid modality-specific theories propose that conceptual representations are grounded in the sensory-motor brain areas, which typically process sensory and action-related information. Although neuroimaging studies provided evidence for a functional-anatomical link between conceptual processing of sensory or action-related features and the sensory-motor brain systems, it has been argued that aspects of such sensory-motor activation may not directly reflect conceptual processing but rather strategic imagery or postconceptual elaboration. In the present ERP study, we investigated masked effects of acoustic and action-related conceptual features to probe unconscious automatic conceptual processing in isolation. Subliminal feature-specific ERP effects at frontocentral electrodes were observed, which differed with regard to polarity, topography, and underlying brain electrical sources in congruency with earlier findings under conscious viewing conditions. These findings suggest that conceptual acoustic and action representations can also be unconsciously accessed, thereby excluding any postconceptual strategic processes. This study therefore further substantiates a grounding of conceptual and semantic processing in action and perception.

Change or Durability? The Contribution of Metaconceptual Awareness in Preservice Early Childhood Teachers' Learning of Science Concepts

NASA Astrophysics Data System (ADS)

Saçkes, Mesut; Trundle, Kathy Cabe

2017-06-01

This longitudinal study examined the role of metaconceptual awareness in the change and the durability of preservice teachers' conceptual understandings over the course of several months. Sixteen preservice early childhood teachers participated in the study. Semi-structured interviews were conducted to reveal the participants' conceptual understandings of lunar phases (pre, post, and delayed-post) and level of metaconceptual awareness (delayed-post only). Based on the change and stability in participants' conceptual understandings from pre to post and from post to delayed-post interviews, participants' conceptual understandings were assigned into three groups that described the profile of their long-term conceptual understandings: " decay or stability", " continuous growth", and " growth and stability". The results indicated that participants in the " continuous growth" and " growth and stability" groups had significantly higher metaconceptual awareness scores than participants in the " decay or stability" group. The results provided evidence that metaconceptual awareness plays a more decisive role in the restructuring of conceptual understandings than the durability of conceptual understandings.

The Conceptual Framework of Thematic Mapping in Case Conceptualization.

PubMed

Ridley, Charles R; Jeffrey, Christina E

2017-04-01

This article, the 3rd in a series of 5, introduces the conceptual framework for thematic mapping, a novel approach to case conceptualization. The framework is transtheoretical in that it is not constrained by the tenets or concepts of any one therapeutic orientation and transdiagnostic in that it conceptualizes clients outside the constraints of diagnostic criteria. Thematic mapping comprises 4 components: a definition, foundational principles, defining features, and core concepts. These components of the framework, deemed building blocks, are explained in this article. Like the foundation of any structure, the heuristic value of the method requires that the building blocks have integrity, coherence, and sound anchoring. We assert that the conceptual framework provides a solid foundation, making thematic mapping a potential asset in mental health treatment. © 2017 Wiley Periodicals, Inc.

Conceptual knowledge representation: A cross-section of current research.

PubMed

Rogers, Timothy T; Wolmetz, Michael

2016-01-01

How is conceptual knowledge encoded in the brain? This special issue of Cognitive Neuropsychology takes stock of current efforts to answer this question through a variety of methods and perspectives. Across this work, three questions recur, each fundamental to knowledge representation in the mind and brain. First, what are the elements of conceptual representation? Second, to what extent are conceptual representations embodied in sensory and motor systems? Third, how are conceptual representations shaped by context, especially linguistic context? In this introductory article we provide relevant background on these themes and introduce how they are addressed by our contributing authors.

Conceptual Commitments of AGI Systems: Editorial, Commentaries, and Response

NASA Astrophysics Data System (ADS)

2013-06-01

Editorial: Conceptual Commitments of AGI Systems Haris Dindo / James Marshall / Giovanni Pezzulo 23 General Problems of Unified Theories of Cognition, and Another Conceptual Commitment of LIDA Benjamin Angerer / Stefan Schneider 26 LIDA, Committed to Consciousness Antonio Chella 28 The Radical Interactionism Conceptual Commitment Olivier L. Georgeon / David W. Aha 31 Commitments of the Soar Cognitive Architecture John E. Laird 36 Conceptual Commitments of AGI Projects Pei Wang 39 Will (dis)Embodied LIDA Agents be Socially Interactive? Travis J. Wiltshire / Emilio J. C. Lobato / Florian G. Jentsch / Stephen M. Fiore 42 Author's Response to Commentaries Steve Strain / Stan Franklin 48

Conceptual Issues Surrounding Quality of Life in Oncology Nursing.

PubMed

Flannery, Marie

2017-05-01

Quality of life (QOL) is a critical, prevalent, and enduring concept in oncology nursing research and practice. QOL is a paramount issue in the consideration of treatment, goal planning, and decision making for individuals with cancer, their families, and their care providers. Journals, well-developed valid and reliable instruments, and multiple conceptual models and frameworks are devoted to QOL. This column will review two broad conceptual aspects to consider in relation to QOL. First, conceptual considerations will be discussed for the definition and measurement of QOL. Second, conceptual issues related to QOL as an outcome will be discussed.

Brownfields Green Avenue Sites: Technical Memorandum - Conceptual Design for Sustainable Redevelopment

EPA Pesticide Factsheets

This technical memorandum briefly describes the site and proposed conceptual site plan, indicates conceptual design considerations, specifies recommended green and sustainable features, and offers other recommendations

CADDIS Volume 5. Causal Databases: Interactive Conceptual Diagrams (ICDs)

EPA Pesticide Factsheets

In Interactive Conceptual Diagram (ICD) section of CADDIS allows users to create conceptual model diagrams, search a literature-based evidence database, and then attach that evidence to their diagrams.

Some Challenges in the Empirical Investigation of Conceptual Mappings and Embodied Cognition in Science Education: Commentary on Dreyfus, Gupta and Redish; and Close and Scherr

ERIC Educational Resources Information Center

Núñez, Rafael

2015-01-01

The last couple of decades have seen an enormous development in the study of embodied cognition through the investigation of conceptual mappings, such as conceptual metaphor and conceptual blending. Initially, this progress was achieved at a theoretical level, and more recently through empirical research in basic science--from psycholinguistics,…

The Role of Cognitive, Metacognitive, and Motivational Variables in Conceptual Change: Preservice Early Childhood Teachers' Conceptual Understanding of the Cause of Lunar Phases

ERIC Educational Resources Information Center

Sackes, Mesut

2010-01-01

This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change. More specifically, the purposes of the study were (1) to investigate the predictive ability of a learning model that was developed based on the intentional conceptual change perspective in predicting change in conceptual…

Constraining performance assessment models with tracer test results: a comparison between two conceptual models

NASA Astrophysics Data System (ADS)

McKenna, Sean A.; Selroos, Jan-Olof

Tracer tests are conducted to ascertain solute transport parameters of a single rock feature over a 5-m transport pathway. Two different conceptualizations of double-porosity solute transport provide estimates of the tracer breakthrough curves. One of the conceptualizations (single-rate) employs a single effective diffusion coefficient in a matrix with infinite penetration depth. However, the tracer retention between different flow paths can vary as the ratio of flow-wetted surface to flow rate differs between the path lines. The other conceptualization (multirate) employs a continuous distribution of multiple diffusion rate coefficients in a matrix with variable, yet finite, capacity. Application of these two models with the parameters estimated on the tracer test breakthrough curves produces transport results that differ by orders of magnitude in peak concentration and time to peak concentration at the performance assessment (PA) time and length scales (100,000 years and 1,000 m). These differences are examined by calculating the time limits for the diffusive capacity to act as an infinite medium. These limits are compared across both conceptual models and also against characteristic times for diffusion at both the tracer test and PA scales. Additionally, the differences between the models are examined by re-estimating parameters for the multirate model from the traditional double-porosity model results at the PA scale. Results indicate that for each model the amount of the diffusive capacity that acts as an infinite medium over the specified time scale explains the differences between the model results and that tracer tests alone cannot provide reliable estimates of transport parameters for the PA scale. Results of Monte Carlo runs of the transport models with varying travel times and path lengths show consistent results between models and suggest that the variation in flow-wetted surface to flow rate along path lines is insignificant relative to variability in the amount of diffusive capacity that can be accessed along the transport pathway. Contraindre le bilan des performances des modèles avec les résultats de traçages: une comparaison entre deux modèles conceptuels. Des tests de traçage sont mis en oeuvre pour étudier les paramètres de transport de soluté d'une roche sur une longueur de 5 m. Deux différents modèles de transport de soluté dans un milieu à double porosité fournissent des estimation des courbes de restitution. L'une des conceptualisations (unique taux de restitution) emploie un seul coefficient effectif de diffusion dans une matrice possédant une pénétration infinie en profondeur. Par ailleurs, la rétention du traceur entre les différentes lignes d'écoulement peut varier comme le rapport des débits aux surfaces mouillées et comme le rapport de la différence de débits entres les lignes d'écoulement. L'autre conceptualisation (taux multiple) emploie une distribution continue de coefficients de diffusion dans une matrice à capacité variable et finit. L'application de ces deux modèles avec les pa! ramètres estimés grâce aux courbes de restitution produit des résultats de transport qui différent de plusieurs ordres de grandeur dans la magnitude du pic, le temps du pic de concentration, au bilan des performances (PA) et aux échelles de distance (100,000 ans et 1,000 m). Ces différences sont éxaminées par l'intermédiaire des temps limites pour que la capacité diffusive équivaille à un milieu infini. Ces limites sont comparées à travers les modèles conceptuels ainsi que les temps caractéristiques de diffusion à l'échelle du test de traçage et à l'échelle du PA. Par ailleurs, les différences entre les modèles sont éxaminées en réestimant les paramètres pour le modèle à taux multiple à partir des résultats du modèle à double porosité à l'échelle du PA. Les résultats indiquent que pour chaque modèle la valeur de la capacité diffusive dans un milieu infini sur une période de temps spécifiée explique les différences entre les modèles et le ! fait que le test de traçage seul ne permet pas de déterminer les paramètres de transport à l'échelle du PA. Les résultats des simulations Monte Carlo du modèle de transport avec des temps et des distances de transport variables montrent des résultats concordances entre les différents modèles et suggère que la variation que la variation entre surface mouillée et le rapport de la différence de débits entre les lignes d'écoulement est insignifiante, en regard de la variabilité du montant de la capacité diffusive qui peut être accessible le long de la ligne de transport. Delimitando la eficacia de modelos de evaluación con resultados de pruebas de trazadores: una comparación entre dos modelos conceptuales. Se llevaron a cabo pruebas de trazadores para evaluar los parámetros de transporte de solutos en un rasgo rocoso a lo largo de una trayectoria de transporte de 5 m. Dos diferentes conceptualizaciones del transporte de solutos de porosidad doble aportan estimados de las curvas de avance de trazadores. Una de las conceptualizaciones (ritmo único) utiliza un coeficiente de difusión efectiva único en una matriz con profundidad de penetración infinita. Sin embargo, la retención del trazador entre diferentes trayectorias de flujo puede variar debido a que la relación entre la superficie mojada de flujo y el ritmo de flujo difiere entre las líneas de trayectoria. La otra conceptualización (multi-ritmo) utiliza una distribución continua de coeficientes de ritmos de difusión múltiple en una matriz con capacidad variable pero finita. La aplicación de los dos modelos con los parámetros estimados en base a las curvas de avance de trazadores producen resultados de transporte que difieren en varios órdenes de magnitud, tanto en concentración pico como en el tiempo en que se alcanza la concentración pico, en las escalas de evaluación de eficacia (PA) de tiempo y longitud (100,000 años y 1,000 m). Estas diferencias se examinan mediante el cálculo de límites de tiempo en que se considera que la capacidad difusiva actúa como un medio infinito. Estos límites se comparan en ambos modelos conceptuales y contra los tiempos característicos para difusión en escalas de PA y de prueba de trazador. Adicionalmente, se examinan las diferencias entre los modelos calculando de nuevo los parámetros para el modelo multi-ritmo a partir del modelo tradicional de doble porosidad a escala PA. Los resultados indican que para cada modelo la cantidad de la capacidad difusiva que actúa como un medio infinito sobre la escala de tiempo especificada explica las diferencias entre los resultados del modelo y que las pruebas de trazadores por sí solas no aportan cálculos confiables de los parámetros de transporte para la escala PA. Los resultados provenientes de corridas Monte Carlo de los modelos de transporte con distintos tiempos de viaje y diferentes longitudes de trayectorias muestran resultados consistentes entre modelos y sugieren que la variación en la relación de superficie de flujo mojada a ritmo de flujo a lo largo de las líneas de trayectoria es insignificante en relación con la variabilidad en la cantidad de capacidad difusiva que puede alcanzarse a lo largo de la trayectoria de transporte.

Effects of water extraction in a vulnerable phreatic aquifer: Consequences for groundwater contamination by pesticides, Sint-Jansteen area, The Netherlands

NASA Astrophysics Data System (ADS)

Gaus, Irina

Pesticides are a potential threat to the quality of extracted groundwater when the water-supply area is used for agricultural activities. This problem is discussed for the water-supply area of Sint-Jansteen, The Netherlands, where measured pesticide concentrations in the extracted water regularly exceed EU limits (0.1μg/L). Groundwater samples taken from the aquifer within the water-supply area show low contamination, but samples taken from the extracted water occasionally contain pesticides, making the water inadequate for drinking-water purposes. The more intense contamination of the extracted water is caused by the change in the natural groundwater flow pattern near the extraction wells. In this area, pesticide use cannot be avoided easily, and an approach is given to differentiate pesticide use in the area according to expected travel time toward the wells and the chemical characteristics of the pesticides. A groundwater flow model for the area is developed and the effects of groundwater extraction on the natural flow pattern are evaluated. Using particle tracking, the travel-time zones are determined. Combining these results and the degradation behavior of certain pesticides led to an optimal scheme to integrate agricultural activities and groundwater extraction in the area. This is illustrated for five different types of pesticides (atrazine, simazine, bentazone, MCPA, and mecoprop). Résumé Les pesticides sont une menace potentielle pour la qualité de l'eau souterraine prélevée lorsque la zone de captage est soumise à des activités agricoles. Ce problème est discuté dans le cas de la zone de captage de Sint-Jansteen (Pays-Bas), où les concentrations mesurées en pesticides dans les eaux pompées dépassent régulièrement les normes européennes (0,1μg/L). Les échantillons d'eau souterraine prélevés dans l'aquifère dans la zone de captage montrent une faible contamination, mais les échantillons d'eau pompée contiennent occasionnellement des pesticides, ce qui rend l'eau impropre à la consommation. La contamination plus importante de l'eau pompée est provoquée par la modification des directions d'écoulement souterrain naturel au voisinage des puits de pompage. Dans cette région, l'usage des pesticides ne peut pas être évité facilement; c'est pourquoi une approche est développée pour différencier les usages de pesticides dans ce secteur en fonction des temps de parcours prévus en direction des puits et des caractéristiques chimiques des pesticides. Un modèle d'écoulement des eaux souterraines pour cette région a été développé et les effets des pompages sur les directions d'écoulement naturel ont étéévalués. Les zones de temps de parcours ont été déterminées au moyen de la méthode du suivi de particules (particle tracking). La combinaison de ces résultats avec le comportement de certains pesticides au cours de leur dégradation conduit à un schéma optimisé conciliant les activités agricoles et les prélèvements d'eaux souterraines dans cette région. Cette question est abordée pour cinq types de pesticides (atrazine, simazine, bentazone, MCPA et mecoprop). Resumen Los pesticidas son una amenaza para la calidad de las aguas subterráneas cuando el área de suministro se encuentra en una zona agrícola. Un ejemplo tiene lugar en la zona de Sint-Jansteen, Holanda, donde mientras que las muestras de agua subterránea tomadas directamente del acuífero tienen un bajo nivel de contaminación por pesticidas, las muestras tomadas del agua extraída exceden con regularidad los límites de la UE (0.1μg/l), lo que hace que el agua sea no potable. Esta diferencia está causada por las variaciones respecto al régimen de flujo natural a consecuencia de las propias extracciones. En esta zona el uso de pesticidas es difícilmente evitable, por lo que se está desarrollando un método para diferenciar la posibilidad de uso de pesticidas en función de las características químicas de los pesticidas y de su tiempo de tránsito esperado hasta los pozos de abastecimiento. Se está desarrollando un modelo matemático para evaluar los efectos de las extracciones sobre el flujo subterráneo natural. Usando el método de seguimiento de partículas se calculan los tiempos de tránsito, y combinando estos resultados con la biodegradación potencial de los pesticidas se diseña un esquema óptimo para la integración de actividades agrícolas y de uso de boca en el área. Esta metodología se muestra para distintos tipos de pesticidas.

Integration of Language and Cognition at Pre-Conceptual Level

DTIC Science & Technology

2003-10-04

and cognition at a pre-conceptual level, where conceptual and emotional contents are not differentiated might be interesting for theoretical linguistics and for practical development of understanding-based search engines .

On Teaching About Terrorism: A Conceptual Approach.

ERIC Educational Resources Information Center

Kleg, Milton

1986-01-01

Recommends the use of conceptual mapping, case studies, and springboards to discussion and inquiry as viable approaches to the study of terrorism in secondary classrooms. Provides numerous examples of conceptual maps. (JDH)

ORTHO-PARA SELECTION RULES IN THE GAS-PHASE CHEMISTRY OF INTERSTELLAR AMMONIA

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

Faure, A.; Hily-Blant, P.; Le Gal, R.

The ortho-para chemistry of ammonia in the cold interstellar medium is investigated using a gas-phase chemical network. Branching ratios for the primary reaction chain involved in the formation and destruction of ortho- and para-NH{sub 3} were derived using angular momentum rules based on the conservation of the nuclear spin. We show that the 'anomalous' ortho-to-para ratio of ammonia ({approx}0.7) observed in various interstellar regions is in fact consistent with nuclear spin selection rules in a para-enriched H{sub 2} gas. This ratio is found to be independent of temperature in the range 5-30 K. We also predict an ortho-to-para ratio ofmore » {approx}2.3 for NH{sub 2}. We conclude that a low ortho-to-para ratio of H{sub 2} naturally drives the ortho-to-para ratios of nitrogen hydrides below the statistical values.« less

Para-nitrobenzyl esterases with enhanced activity in aqueous and nonaqueous media

DOEpatents

Arnold, Frances H.; Moore, Jeffrey C.

1998-01-01

A method for isolating and identifying modified para-nitrobenzyl esterases which exhibit improved stability and/or esterase hydrolysis activity toward selected substrates and under selected reaction conditions relative to the unmodified para-nitrobenzyl esterase. The method involves preparing a library of modified para-nitrobenzyl esterase nucleic acid segments (genes) which have nucleotide sequences that differ from the nucleic acid segment which encodes for unmodified para-nitrobenzyl esterase. The library of modified para-nitrobenzyl nucleic acid segments is expressed to provide a plurality of modified enzymes. The clones expressing modified enzymes are then screened to identify which enzymes have improved esterase activity by measuring the ability of the enzymes to hydrolyze the selected substrate under the selected reaction conditions. Specific modified para-nitrobenzyl esterases are disclosed which have improved stability and/or ester hydrolysis activity in aqueous or aqueous-organic media relative to the stability and/or ester hydrolysis activity of unmodified naturally occurring para-nitrobenzyl esterase.

Para-nitrobenzyl esterases with enhanced activity in aqueous and nonaqueous media

DOEpatents

Arnold, Frances H.; Moore, Jeffrey C.

1999-01-01

A method for isolating and identifying modified para-nitrobenzyl esterases which exhibit improved stability and/or esterase hydrolysis activity toward selected substrates and under selected reaction conditions relative to the unmodified para-nitrobenzyl esterase. The method involves preparing a library of modified para-nitrobenzyl esterase nucleic acid segments (genes) which have nucleotide sequences that differ from the nucleic acid segment which encodes for unmodified para-nitrobenzyl esterase. The library of modified para-nitrobenzyl nucleic acid segments is expressed to provide a plurality of modified enzymes. The clones expressing modified enzymes are then screened to identify which enzymes have improved esterase activity by measuring the ability of the enzymes to hydrolyze the selected substrate under the selected reaction conditions. Specific modified para-nitrobenzyl esterases are disclosed which have improved stability and/or ester hydrolysis activity in aqueous or aqueous-organic media relative to the stability and/or ester hydrolysis activity of unmodified naturally occurring para-nitrobenzyl esterase.

Using concept mapping for assessing and promoting relational conceptual change in science

NASA Astrophysics Data System (ADS)

Liu, Xiufeng

2004-05-01

In this article, we adopted the relational conceptual change as our theoretical framework to accommodate current views of conceptual change such as ontological beliefs, epistemological commitment, and social/affective contexts commonly mentioned in the literature. We used a specific concept mapping format and process - digraphs and digraphing - as an operational framework for assessing and promoting relational conceptual change. We wanted to find out how concept mapping can be used to account for relational conceptual change. We collected data from a Grade 12 chemistry class using collaborative computerized concept mapping on an ongoing basis during a unit of instruction. Analysis of progressive concept maps and interview transcripts of representative students and the teacher showed that ongoing and collaborative computerized concept mapping is able to account for student conceptual change in ontological, epistemological, and social/affective domains.

Challenges in Requirements Engineering: A Research Agenda for Conceptual Modeling

NASA Astrophysics Data System (ADS)

March, Salvatore T.; Allen, Gove N.

Domains for which information systems are developed deal primarily with social constructions—conceptual objects and attributes created by human intentions and for human purposes. Information systems play an active role in these domains. They document the creation of new conceptual objects, record and ascribe values to their attributes, initiate actions within the domain, track activities performed, and infer conclusions based on the application of rules that govern how the domain is affected when socially-defined and identified causal events occur. Emerging applications of information technologies evaluate such business rules, learn from experience, and adapt to changes in the domain. Conceptual modeling grammars aimed at representing their system requirements must include conceptual objects, socially-defined events, and the rules pertaining to them. We identify challenges to conceptual modeling research and pose an ontology of the artificial as a step toward meeting them.

Conceptual frameworks of individual work performance: a systematic review.

PubMed

Koopmans, Linda; Bernaards, Claire M; Hildebrandt, Vincent H; Schaufeli, Wilmar B; de Vet Henrica, C W; van der Beek, Allard J

2011-08-01

Individual work performance is differently conceptualized and operationalized in different disciplines. The aim of the current review was twofold: (1) identifying conceptual frameworks of individual work performance and (2) integrating these to reach a heuristic conceptual framework. A systematic review was conducted in medical, psychological, and management databases. Studies were selected independently by two researchers and included when they presented a conceptual framework of individual work performance. A total of 17 generic frameworks (applying across occupations) and 18 job-specific frameworks (applying to specific occupations) were identified. Dimensions frequently used to describe individual work performance were task performance, contextual performance, counterproductive work behavior, and adaptive performance. On the basis of the literature, a heuristic conceptual framework of individual work performance was proposed. This framework can serve as a theoretical basis for future research and practice.

Conceptual knowledge in the interpretation of idioms.

PubMed

Nayak, N P; Gibbs, R W

1990-09-01

The authors examined how people determine the contextual appropriateness of idioms. In Experiment 1, idioms referring to the same temporal stage of a conceptual prototype were judged to be more similar in meaning than idioms referring to different temporal stages. In Experiment 2, idioms in a prototypical temporal sequence were more meaningful than idioms in sentences that violated the temporal sequence. In Experiment 3, idioms referring to the same stage of a conceptual prototype were differentiable on the basis of conceptual information. The conceptual coherence between idioms and contexts facilitated the processing speed of idioms in Experiment 4. Experiment 5 showed that speakers can recover the underlying conceptual metaphors that link an idiom to its figurative meaning. Experiment 6 showed that the metaphoric information reflected in the lexical makeup of idioms also determined the metaphoric appropriateness of idioms in certain contexts.

Risk factors for pressure ulcer development in critically Ill patients: a conceptual model to guide research.

PubMed

Benoit, Richard; Mion, Lorraine

2012-08-01

This paper presents a proposed conceptual model to guide research on pressure ulcer risk in critically ill patients, who are at high risk for pressure ulcer development. However, no conceptual model exists that guides risk assessment in this population. Results from a review of prospective studies were evaluated for design quality and level of statistical reporting. Multivariate findings from studies having high or medium design quality by the National Institute of Health and Clinical Excellence standards were conceptually grouped. The conceptual groupings were integrated into Braden and Bergstrom's (Braden and Bergstrom [1987] Rehabilitation Nursing, 12, 8-12, 16) conceptual model, retaining their original constructs and augmenting their concept of intrinsic factors for tissue tolerance. The model could enhance consistency in research on pressure ulcer risk factors. Copyright © 2012 Wiley Periodicals, Inc.

Creative conceptual expansion: A combined fMRI replication and extension study to examine individual differences in creativity.

PubMed

Abraham, Anna; Rutter, Barbara; Bantin, Trisha; Hermann, Christiane

2018-05-05

The aims of this fMRI study were two-fold. The first objective of the study was to verify whether the findings associated with a previous fMRI study could be replicated in which a novel event-related experimental design was developed which rendered it possible to investigate the brain basis of creative conceptual expansion. The ability to widen the boundaries of conceptual structures is integral to creative idea generation, which makes conceptual expansion a core component of creative cognition. Creative conceptual expansion led to the engagement of brain regions that are known to be involved in the access, storage and relational integration of conceptual knowledge in the original study. These included the anterior inferior frontal gyrus, the temporal poles and the lateral frontal pole. These findings in relation to the brain basis of creative conceptual expansion were replicated in the current study. The second objective of this study was to evaluate the brain basis of individual differences in creative conceptual expansion. The high creative group relative to the low creative group was shown to exhibit greater activity in regions of the semantic cognition network as well as the salience network during creative conceptual expansion. The findings are discussed from the point of view of classical hypotheses about information processing biases that explain individual differences in creativity including flat associative hierarchies, defocused attention and cognitive disinhibition. Copyright © 2018 Elsevier Ltd. All rights reserved.

Conceptual size in developmental dyscalculia and dyslexia.

PubMed

Gliksman, Yarden; Henik, Avishai

2018-02-01

People suffering from developmental dyscalculia (DD) are known to have impairment in numerical abilities and have been found to have weaker processing of countable magnitudes. However, not much research was done on their abilities to process noncountable magnitudes. An example of noncountable magnitude is conceptual size (e.g., mouse is small and elephant is big). Recently, we found that adults process conceptual size automatically. The current study examined automatic processing of conceptual size in students with DD and developmental dyslexia. Conceptual and physical sizes were manipulated orthogonally to create congruent (e.g., a physically small apple compared to a physically large violin) and incongruent (e.g., a physically large apple compared to a physically small violin) conditions. Participants were presented with 2 objects and had to choose the larger one. Each trial began with an instruction to respond to the physical or to the conceptual dimension. Control and the dyslexic groups presented automatic processing of both conceptual and physical sizes. The dyscalculic group presented automatic processing of physical size but not automaticity of processing conceptual size. Our results fit with previous findings of weaker magnitude representation in those with DD, specifically regarding noncountable magnitudes, and support theories of a shared neurocognitive substrate for different types of magnitudes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Potato Chip Really Does Look Like Elvis! Neural Hallmarks of Conceptual Processing Associated with Finding Novel Shapes Subjectively Meaningful

PubMed Central

Federmeier, Kara D.; Paller, Ken A.

2012-01-01

Clouds and inkblots often compellingly resemble something else—faces, animals, or other identifiable objects. Here, we investigated illusions of meaning produced by novel visual shapes. Individuals found some shapes meaningful and others meaningless, with considerable variability among individuals in these subjective categorizations. Repetition for shapes endorsed as meaningful produced conceptual priming in a priming test along with concurrent activity reductions in cortical regions associated with conceptual processing of real objects. Subjectively meaningless shapes elicited robust activity in the same brain areas, but activity was not influenced by repetition. Thus, all shapes were conceptually evaluated, but stable conceptual representations supported neural priming for meaningful shapes only. During a recognition memory test, performance was associated with increased frontoparietal activity, regardless of meaningfulness. In contrast, neural conceptual priming effects for meaningful shapes occurred during both priming and recognition testing. These different patterns of brain activation as a function of stimulus repetition, type of memory test, and subjective meaningfulness underscore the distinctive neural bases of conceptual fluency versus episodic memory retrieval. Finding meaning in ambiguous stimuli appears to depend on conceptual evaluation and cortical processing events similar to those typically observed for known objects. To the brain, the vaguely Elvis-like potato chip truly can provide a substitute for the King himself. PMID:22079921

Seeking an Expanded, Multidimensional Conceptual Approach to Health Literacy and Health Disparities Research.

PubMed

Logan, Robert A

2017-01-01

This chapter compares the conceptual foundations of health literacy and health disparities. It details some of the conceptual differences between health literacy and health disparities and explains some similarities that suggest the need for increased research collaboration. The chapter is among the first to address the structural and social determinants of health together and explain that future research needs to assess their interactions. Overall, the chapter creates a conceptual foundation as well as challenges future scholars/practitioners to take more multidimensional approaches to assess health's determinants. The chapter also attempts to demonstrate there is nothing more practical than good theory, or clear conceptual foundations. The chapter is divided into four sections that address the following topics: three conceptual frameworks about the determinants of health; opportunities in health disparities and health literacy research; seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research; as well as a conclusion. The chapter suggests there are vacuums in current research knowledge that need future attention - especially regarding the integration of health literacy and health disparities research.

A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

NASA Astrophysics Data System (ADS)

Redman, Elizabeth Horst

This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

Improved Conceptual Models Methodology (ICoMM) for Validation of Non-Observable Systems

DTIC Science & Technology

2015-12-01

distribution is unlimited IMPROVED CONCEPTUAL MODELS METHODOLOGY (ICoMM) FOR VALIDATION OF NON-OBSERVABLE SYSTEMS by Sang M. Sok December 2015...REPORT TYPE AND DATES COVERED Dissertation 4. TITLE AND SUBTITLE IMPROVED CONCEPTUAL MODELS METHODOLOGY (ICoMM) FOR VALIDATION OF NON-OBSERVABLE...importance of the CoM. The improved conceptual model methodology (ICoMM) is developed in support of improving the structure of the CoM for both face and

Conceptual structure modulates structural priming in the production of complex sentences

PubMed Central

Griffin, Zenzi M.; Weinstein-Tull, Justin

2016-01-01

Speakers tend to reproduce syntactic structures that they have recently comprehended or produced. This structural or syntactic priming occurs despite differences in the particular conceptual or event roles expressed in prime and target sentences (Bock & Loebell, 1990). In two sentence recall studies, we used the tendency of speakers to paraphrase the finite complements of object-raising verbs as infinitive complements (e.g., “John believed that Mary was nice” as “John believed Mary to be nice”) to test whether an additional conceptual role would affect priming. Prime constructions with identical constituent orders as object-raising infinitives but an additional conceptual role (“John persuaded Mary to be nice”) resulted in fewer paraphrases. Contrasts with other constructions suggest that the critical difference between primes was this extra conceptual role. Thus, subtle differences in conceptual structures can affect how speakers grammatically encode message elements. PMID:28066128

Conceptual and non-conceptual repetition priming in category exemplar generation: Evidence from bilinguals.

PubMed

Francis, Wendy S; Fernandez, Norma P; Bjork, Robert A

2010-10-01

One measure of conceptual implicit memory is repetition priming in the generation of exemplars from a semantic category, but does such priming transfer across languages? That is, do the overlapping conceptual representations for translation equivalents provide a sufficient basis for such priming? In Experiment 1 (N=96) participants carried out a deep encoding task, and priming between languages was statistically reliable, but attenuated, relative to within-language priming. Experiment 2 (N=96) replicated the findings of Experiment 1 and assessed the contributions of conceptual and non-conceptual processes using a levels-of-processing manipulation. Words that underwent shallow encoding exhibited within-language, but not between-language, priming. Priming in shallow conditions cannot therefore be explained by incidental activation of the concept. Instead, part of the within-language priming effect, even under deep-encoding conditions, is due to increased availability of language-specific lemmas or phonological word forms.

Conceptual and Non-conceptual Repetition Priming in Category Exemplar Generation: Evidence from Bilinguals

PubMed Central

Francis, Wendy S.; Fernandez, Norma P.; Bjork, Robert A.

2010-01-01

One measure of conceptual implicit memory is repetition priming in the generation of exemplars from a semantic category, but does such priming transfer across languages? That is, do the overlapping conceptual representations for translation equivalents provide a sufficient basis for such priming? In Experiment 1 (N = 96), participants carried out a deep encoding task, and priming between languages was statistically reliable, but attenuated, relative to within-language priming. Experiment 2 (N = 96) replicated the findings of Experiment 1 and assessed the contributions of conceptual and non-conceptual processes using a levels-of-processing manipulation. Words that underwent shallow encoding exhibited within-language, but not between-language, priming. Priming in shallow conditions cannot, therefore, be explained by incidental activation of the concept. Instead, part of the within-language priming effect, even under deep-encoding conditions, is due to increased availability of language-specific lemmas or phonological word forms. PMID:20924951

Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

NASA Astrophysics Data System (ADS)

Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Marhadi, H.; Sapriadil, S.; Zaenudin, Z.; Rochman, C.; Mansur, M.; Wibowo, F. C.

2018-05-01

Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

Kuhn and conceptual change: on the analogy between conceptual changes in science and children

NASA Astrophysics Data System (ADS)

Greiffenhagen, Christian; Sherman, Wendy

2008-01-01

This article argues that the analogy between conceptual changes in the history of science and conceptual changes in the development of young children is problematic. We show that the notions of ‘conceptual change’ in Kuhn and Piaget’s projects, the two thinkers whose work is most commonly drawn upon to support this analogy, are not compatible in the sense usually claimed. We contend that Kuhn’s work pertains not so much to the psychology of individual scientists, but to the way philosophers and historians should describe developments in communities of scientists. Furthermore, we argue that the analogy is based on a misunderstanding of the nature of science and the relation between science and common sense. The distinctiveness of the two notions of conceptual change has implications for science education research, since it raises serious questions about the relevance of Kuhn’s remarks for the study of pedagogical issues.

Government conceptual estimating for contracting and management

NASA Technical Reports Server (NTRS)

Brown, J. A.

1986-01-01

The use of the Aerospace Price Book, a cost index, and conceptual cost estimating for cost-effective design and construction of space facilities is discussed. The price book consists of over 200 commonly used conceptual elements and 100 systems summaries of projects such as launch pads, processing facilities, and air locks. The cost index is composed of three divisions: (1) bid summaries of major Shuttle projects, (2) budget cost data sheets, and (3) cost management summaries; each of these divisions is described. Conceptual estimates of facilities and ground support equipment are required to provide the most probable project cost for budget, funding, and project approval purposes. Similar buildings, systems, and elements already designed are located in the cost index in order to make the best rough order of magnitude conceptual estimates for development of Space Shuttle facilities. An example displaying the applicability of the conceptual cost estimating procedure for the development of the KSC facilities is presented.

Buddhism-as-a-meaning-system for coping with late-life stress: a conceptual framework.

PubMed

Xu, Jianbin

2018-01-01

Religion is increasingly conceptualized as a meaning system for adjustment and coping. Most of the conceptualizations are grounded in the Judeo-Christian tradition. They may thus not be applicable to Buddhism, which provides a distinct tenor of meaning for coping. This article seeks to construct a conceptual framework of Buddhism-as-a-meaning-system for coping with late-life stress. Literature review and conceptualization were employed. Under this framework, Buddhism functions as a meaning system involving existential meaning, cognitive meaning, and behavioral meaning. There is reason to believe that this framework promises to offer a holistic conceptual map of Buddhist coping in late life. Thus, it could serve as a guide for further empirical and theoretical exploration in the uncharted terrains of Buddhist coping in old age. In addition, gerontological practitioners could use this framework as a frame of reference when working with elderly Buddhist clients who are in stressful circumstances.

Characterizing the Fundamental Intellectual Steps Required in the Solution of Conceptual Problems

NASA Astrophysics Data System (ADS)

Stewart, John

2010-02-01

At some level, the performance of a science class must depend on what is taught, the information content of the materials and assignments of the course. The introductory calculus-based electricity and magnetism class at the University of Arkansas is examined using a catalog of the basic reasoning steps involved in the solution of problems assigned in the class. This catalog was developed by sampling popular physics textbooks for conceptual problems. The solution to each conceptual problem was decomposed into its fundamental reasoning steps. These fundamental steps are, then, used to quantify the distribution of conceptual content within the course. Using this characterization technique, an exceptionally detailed picture of the information flow and structure of the class can be produced. The intellectual structure of published conceptual inventories is compared with the information presented in the class and the dependence of conceptual performance on the details of coverage extracted. )

The Ratio of Ortho- to Para-H2 in Photodissociation Regions

NASA Technical Reports Server (NTRS)

Sternberg, Amiel; Neufeld, David A.

1999-01-01

We discuss the ratio of ortho- to para-H2 in photodissociation regions (PDRs). We draw attention to an apparent confusion in the literature between the ortho-to-para ratio of molecules in FUV-pumped vibrationally excited states and the total H2 ortho-to-para abundance ratio. These ratios are not the same because the process of FUV pumping of fluorescent H2 emission in PDRs occurs via optically thick absorption lines. Thus gas with an equilibrium ratio of ortho- to para-H2 equal to 3 will yield FUV-pumped vibrationally excited ortho-to-para ratios smaller than 3, because the ortho-H2 pumping rates are preferentially reduced by optical depth effects. Indeed, if the ortho and para pumping lines are on the "square root" part of the curve of growth, then the expected ratio of ortho and para vibrational line strengths is 3(sup 1/2) approximately 1.7, close to the typically observed value. Thus, contrary to what has sometimes been stated in the literature, most previous measurements of the ratio of ortho- to para-H2 in vibrationally excited states are entirely consistent with a total ortho-to-para ratio of 3, the equilibrium value for temperatures greater than 200 K. We present an analysis and several detailed models that illustrate the relationship between the total ratios of ortho- to para-H2 and the vibrationally excited ortho-to-para ratios in PDRs. Recent Infrared Space Observatory measurements of pure rotational and vibrational H2 emissions from the PDR in the star-forming region S140 provide strong observational support for our conclusions.

Fostering Students' Conceptual Knowledge in Biology in the Context of German National Education Standards

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Dorfner, Tobias; Baumgartner, Julia; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2018-04-01

The German National Education Standards (NES) for biology were introduced in 2005. The content part of the NES emphasizes fostering conceptual knowledge. However, there are hardly any indications of what such an instructional implementation could look like. We introduce a theoretical framework of an instructional approach to foster students' conceptual knowledge as demanded in the NES (Fostering Conceptual Knowledge) including instructional practices derived from research on single core ideas, general psychological theories, and biology-specific features of instructional quality. First, we aimed to develop a rating manual, which is based on this theoretical framework. Second, we wanted to describe current German biology instruction according to this approach and to quantitatively analyze its effectiveness. And third, we aimed to provide qualitative examples of this approach to triangulate our findings. In a first step, we developed a theoretically devised rating manual to measure Fostering Conceptual Knowledge in videotaped lessons. Data for quantitative analysis included 81 videotaped biology lessons of 28 biology teachers from different German secondary schools. Six hundred forty students completed a questionnaire on their situational interest after each lesson and an achievement test. Results from multilevel modeling showed significant positive effects of Fostering Conceptual Knowledge on students' achievement and situational interest. For qualitative analysis, we contrasted instruction of four teachers, two with high and two with low student achievement and situational interest using the qualitative method of thematic analysis. Qualitative analysis revealed five main characteristics describing Fostering Conceptual Knowledge. Therefore, implementing Fostering Conceptual Knowledge in biology instruction seems promising. Examples of how to implement Fostering Conceptual Knowledge in instruction are shown and discussed.

Para-nitrobenzyl esterases with enhanced activity in aqueous and nonaqueous media

DOEpatents

Arnold, F.H.; Moore, J.C.

1999-05-25

A method is disclosed for isolating and identifying modified para-nitrobenzyl esterases which exhibit improved stability and/or esterase hydrolysis activity toward selected substrates and under selected reaction conditions relative to the unmodified para-nitrobenzyl esterase. The method involves preparing a library of modified para-nitrobenzyl esterase nucleic acid segments (genes) which have nucleotide sequences that differ from the nucleic acid segment which encodes for unmodified para-nitrobenzyl esterase. The library of modified para-nitrobenzyl nucleic acid segments is expressed to provide a plurality of modified enzymes. The clones expressing modified enzymes are then screened to identify which enzymes have improved esterase activity by measuring the ability of the enzymes to hydrolyze the selected substrate under the selected reaction conditions. Specific modified para-nitrobenzyl esterases are disclosed which have improved stability and/or ester hydrolysis activity in aqueous or aqueous-organic media relative to the stability and/or ester hydrolysis activity of unmodified naturally occurring para-nitrobenzyl esterase. 43 figs.

Para-nitrobenzyl esterases with enhanced activity in aqueous and nonaqueous media

DOEpatents

Arnold, F.H.; Moore, J.C.

1998-04-21

A method is disclosed for isolating and identifying modified para-nitrobenzyl esterases. These enzymes exhibit improved stability and/or esterase hydrolysis activity toward selected substrates and under selected reaction conditions relative to the unmodified para-nitrobenzyl esterase. The method involves preparing a library of modified para-nitrobenzyl esterase nucleic acid segments (genes) which have nucleotide sequences that differ from the nucleic acid segment which encodes for unmodified para-nitrobenzyl esterase. The library of modified para-nitrobenzyl nucleic acid segments is expressed to provide a plurality of modified enzymes. The clones expressing modified enzymes are then screened to identify which enzymes have improved esterase activity by measuring the ability of the enzymes to hydrolyze the selected substrate under the selected reaction conditions. Specific modified para-nitrobenzyl esterases are disclosed which have improved stability and/or ester hydrolysis activity in aqueous or aqueous-organic media relative to the stability and/or ester hydrolysis activity of unmodified naturally occurring para-nitrobenzyl esterase. 43 figs.

Issues in Personality Conceptualizations of Addictive Behaviors.

ERIC Educational Resources Information Center

Sutker, Patricia B.; Allain, Albert N., Jr.

1988-01-01

Describes issues and implications associated with personality conceptualizations of addictive behaviors. Directs attention toward characterizing the sociopolitical climate's effect on identification, evaluation, and management of substance abuse disorders. Explores alcohol and drug use in conceptual schemata encompassing multifactorial,…

Perceptual processing affects conceptual processing.

PubMed

Van Dantzig, Saskia; Pecher, Diane; Zeelenberg, René; Barsalou, Lawrence W

2008-04-05

According to the Perceptual Symbols Theory of cognition (Barsalou, 1999), modality-specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property-verification task in alternation. Responses on the property-verification task were slower for those trials that were preceded by a perceptual trial in a different modality than for those that were preceded by a perceptual trial in the same modality. This finding of a modality-switch effect across perceptual processing and conceptual processing supports the hypothesis that perceptual and conceptual representations are partially based on the same systems. 2008 Cognitive Science Society, Inc.

Using the Rasch Model to Measure the Extent to which Students Work Conceptually with Mathematics.

PubMed

Kaspersen, Eivind

2015-01-01

Differences between working conceptually and procedurally with mathematics are well documented. In short, working procedurally can be characterized as learning and applying rules without reason. Working conceptually, in contrast, means creating and applying a web of knowledge. To continue this line of research, an instrument that is able to measure the level of conceptual work, and that is based on the basic requirements of measurement, is desireable. As such, this paper presents a Rasch calibrated instrument that measures the extent to which students work conceptually with mathematics. From a sample of 133 student teachers and 185 Civil Engineering students, 20 items are concluded as being productive for measurement.

Conceptual Knowledge Acquisition in Biomedicine: A Methodological Review

PubMed Central

Payne, Philip R.O.; Mendonça, Eneida A.; Johnson, Stephen B.; Starren, Justin B.

2007-01-01

The use of conceptual knowledge collections or structures within the biomedical domain is pervasive, spanning a variety of applications including controlled terminologies, semantic networks, ontologies, and database schemas. A number of theoretical constructs and practical methods or techniques support the development and evaluation of conceptual knowledge collections. This review will provide an overview of the current state of knowledge concerning conceptual knowledge acquisition, drawing from multiple contributing academic disciplines such as biomedicine, computer science, cognitive science, education, linguistics, semiotics, and psychology. In addition, multiple taxonomic approaches to the description and selection of conceptual knowledge acquisition and evaluation techniques will be proposed in order to partially address the apparent fragmentation of the current literature concerning this domain. PMID:17482521

Producing and quantifying enriched para-H2.

PubMed

Tom, Brian A; Bhasker, Siddhartha; Miyamoto, Yuki; Momose, Takamasa; McCall, Benjamin J

2009-01-01

The production of enriched para-H(2) is useful for many scientific applications, but the technology for producing and measuring para-H(2) is not yet widespread. In this note and in the accompanying auxiliary material, we describe the design, construction, and use of a versatile standalone converter that is capable of producing para-H(2) enrichments of up to > or = 99.99% at continuous flow rates of up to 0.4 SLM. We also discuss para-H(2) storage and back conversion rates, and improvements to three techniques (thermal conductance, NMR, and solid hydrogen impurity spectroscopy) used to quantify the para-H(2) enrichment.

The Devil is in the Concepts: Lessons Learned from World War II Planning Staffs for Transitioning from Conceptual to Detailed Planning

DTIC Science & Technology

2017-05-25

the planning process. Current US Army doctrine links conceptual planning to the Army Design Methodology and detailed planning to the Military...Decision Making Process. By associating conceptual and detailed planning with doctrinal methodologies , it is easy to regard the transition as a set period...plans into detailed directives resulting in changes to the operational environment. 15. SUBJECT TERMS Design; Army Design Methodology ; Conceptual

CYP96T1 of Narcissus sp. aff. pseudonarcissus Catalyzes Formation of the Para-Para' C-C Phenol Couple in the Amaryllidaceae Alkaloids

PubMed Central

Kilgore, Matthew B.; Augustin, Megan M.; May, Gregory D.; Crow, John A.; Kutchan, Toni M.

2016-01-01

The Amaryllidaceae alkaloids are a family of amino acid derived alkaloids with many biological activities; examples include haemanthamine, haemanthidine, galanthamine, lycorine, and maritidine. Central to the biosynthesis of the majority of these alkaloids is a C-C phenol-coupling reaction that can have para-para', para-ortho', or ortho-para' regiospecificity. Through comparative transcriptomics of Narcissus sp. aff. pseudonarcissus, Galanthus sp., and Galanthus elwesii we have identified a para-para' C-C phenol coupling cytochrome P450, CYP96T1, capable of forming the products (10bR,4aS)-noroxomaritidine and (10bS,4aR)-noroxomaritidine from 4′-O-methylnorbelladine. CYP96T1 was also shown to catalyzed formation of the para-ortho' phenol coupled product, N-demethylnarwedine, as less than 1% of the total product. CYP96T1 co-expresses with the previously characterized norbelladine 4′-O-methyltransferase. The discovery of CYP96T1 is of special interest because it catalyzes the first major branch in Amaryllidaceae alkaloid biosynthesis. CYP96T1 is also the first phenol-coupling enzyme characterized from a monocot. PMID:26941773

The role of right and left parietal lobes in the conceptual processing of numbers.

PubMed

Cappelletti, Marinella; Lee, Hwee Ling; Freeman, Elliot D; Price, Cathy J

2010-02-01

Neuropsychological and functional imaging studies have associated the conceptual processing of numbers with bilateral parietal regions (including intraparietal sulcus). However, the processes driving these effects remain unclear because both left and right posterior parietal regions are activated by many other conceptual, perceptual, attention, and response-selection processes. To dissociate parietal activation that is number-selective from parietal activation related to other stimulus or response-selection processes, we used fMRI to compare numbers and object names during exactly the same conceptual and perceptual tasks while factoring out activations correlating with response times. We found that right parietal activation was higher for conceptual decisions on numbers relative to the same tasks on object names, even when response time effects were fully factored out. In contrast, left parietal activation for numbers was equally involved in conceptual processing of object names. We suggest that left parietal activation for numbers reflects a range of processes, including the retrieval of learnt facts that are also involved in conceptual decisions on object names. In contrast, number selectivity in right parietal cortex reflects processes that are more involved in conceptual decisions on numbers than object names. Our results generate a new set of hypotheses that have implications for the design of future behavioral and functional imaging studies of patients with left and right parietal damage.

Assessment of Alternative Conceptual Models Using Reactive Transport Modeling with Monitoring Data

NASA Astrophysics Data System (ADS)

Dai, Z.; Price, V.; Heffner, D.; Hodges, R.; Temples, T.; Nicholson, T.

2005-12-01

Monitoring data proved very useful in evaluating alternative conceptual models, simulating contaminant transport behavior, and reducing uncertainty. A graded approach using three alternative conceptual site models was formulated to simulate a field case of tetrachloroethene (PCE) transport and biodegradation. These models ranged from simple to complex in their representation of subsurface heterogeneities. The simplest model was a single-layer homogeneous aquifer that employed an analytical reactive transport code, BIOCHLOR (Aziz et al., 1999). Due to over-simplification of the aquifer structure, this simulation could not reproduce the monitoring data. The second model consisted of a multi-layer conceptual model, in combination with numerical modules, MODFLOW and RT3D within GMS, to simulate flow and reactive transport. Although the simulation results from the second model were comparatively better than those from the simple model, they still did not adequately reproduce the monitoring well concentrations because the geological structures were still inadequately defined. Finally, a more realistic conceptual model was formulated that incorporated heterogeneities and geologic structures identified from well logs and seismic survey data using the Petra and PetraSeis software. This conceptual model included both a major channel and a younger channel that were detected in the PCE source area. In this model, these channels control the local ground-water flow direction and provide a preferential chemical transport pathway. Simulation results using this conceptual site model proved compatible with the monitoring concentration data. This study demonstrates that the bias and uncertainty from inadequate conceptual models are much larger than those introduced from an inadequate choice of model parameter values (Neuman and Wierenga, 2003; Meyer et al., 2004; Ye et al., 2004). This case study integrated conceptual and numerical models, based on interpreted local hydrogeologic and geochemical data, with detailed monitoring plume data. It provided key insights for confirming alternative conceptual site models and assessing the performance of monitoring networks. A monitoring strategy based on this graded approach for assessing alternative conceptual models can provide the technical bases for identifying critical monitoring locations, adequate monitoring frequency, and performance indicator parameters for performance monitoring involving ground-water levels and PCE concentrations.

The influence of formative assessments on student motivation, achievement, and conceptual change

NASA Astrophysics Data System (ADS)

Yin, Yue

2005-07-01

This study connected research on formative assessment, motivation, and conceptual change. In particular, it examined three research questions: (1) Can formative assessment improve students' motivational beliefs? (2) Can formative assessment improve students' achievement in science and bring about conceptual change? and (3) Are students' science achievement and conceptual change correlated with their motivational beliefs? Formative assessment in this study refers to assessments embedded in an inquiry-based curriculum. To answer those questions, a randomized experiment was conducted. One thousand and two 6th or 7th graders of 12 teachers in 12 different schools in six states participated in the study. The 12 teachers were matched in pairs and randomly assigned to the experimental and control group. The experimental group employed embedded formative assessments while teaching a science curriculum unit and the control group taught the same unit without formative assessments. All the students were given a motivation survey and one or more achievement tests at pre- and posttest. By comparing the experimental and control students' motivation and achievement scores at pretest and posttest, I examined whether the formative assessment treatment affected students' motivation, learning, and conceptual change. By correlating students' posttest motivation, achievement as well as conceptual change scores, I examined whether students' motivation was related to their achievement and conceptual change. Analyses indicated that, the embedded assessments used by the experimental group did not significantly influence students' motivation, achievement, or conceptual change compared to students in the control group. Most motivation beliefs were correlated with students' achievement in a way similar to what has been reported in the literature. They were not correlated with students' conceptual change scores as hypothesized. Teachers, as well as some contextual factors associated with teachers, were extremely influential on students' motivation, achievement, and conceptual change; teacher effects overshadowed the treatment effect. This study revealed many of the challenges and problems teachers, researchers and randomized experiments are likely to encounter. It also highlighted the difficulty and importance of high-fidelity formative assessment implementation. Finally, it suggested that a cognitive approach in studying conceptual change still has great value to further research.

Conceptual Complexity and Obsessionality in Bulimic College Women.

ERIC Educational Resources Information Center

Johnson, Nancy S.; Holloway, Elizabeth L.

1988-01-01

Examined relationship between bulimia, conceptual complexity, obsessional symptoms, and obsessional traits in 54 college women classified as bulimic-anorexic vomiters, normal-weight bulimic vomiters, clinical controls, and normal controls. Found both bulimic groups exhibited significantly lower levels of conceptual functioning, significantly…

The Role of Cognitive Level and Sibling Illness in Children's Conceptualizations of Illness.

ERIC Educational Resources Information Center

Carandang, Maria L. A.; And Others

1979-01-01

Levels of illness conceptualization were studied among 72 children (6 1/2-15 years old), 36 with diabetic siblings. Results revealed a significant association between pretested Piagetian level of cognitive development and illness conceptualization. (Author/SBH)

Ecological Dimensions of Information Literacy

ERIC Educational Resources Information Center

Steinerova, Jela

2010-01-01

Introduction: We examine relationships between information literacy and information ecology with regard to conceptual innovation in information science. We aim to expand our understanding of human information behaviour and relevance assessment in the electronic environment. Method: Conceptual analysis and conceptual mapping is used and…

Probing the Superfluid Response of para-Hydrogen with a Sulfur Dioxide Dopant.

PubMed

Zeng, Tao; Guillon, Grégoire; Cantin, Joshua T; Roy, Pierre-Nicholas

2013-07-18

We recently presented the first attempt at using an asymmetric top molecule (para-water) to probe the superfluidity of nanoclusters (of para-hydrogen) [ Zeng , T. ; Li , H. ; Roy , P.-N. J. Phys. Chem. Lett. 2013 , 4 , 18 - 22 ]. Unfortunately, para-water could not be used to probe the para-hydrogen superfluid response. We now report a theoretical simulation of sulfur dioxide rotating in para-hydrogen clusters and show that this asymmetric top can serve as a genuine probe of superfluidity. With this probe, we predict that as few as four para-hydrogen molecules are enough to form a superfluid cluster, the smallest superfluid system to date. We also propose the concept of "exchange superfluid fraction" as a more precise measurement. New superfluid scenarios brought about by an asymmetric top dopant and potential experimental measurements are discussed.

Learner factors associated with radical conceptual change among undergraduates

NASA Astrophysics Data System (ADS)

Olson, Joanne Kay

Students frequently enter learning situations with knowledge inconsistent with scientific views. One goal of science instruction is to enable students to construct scientifically accepted ideas while rejecting inaccurate constructs. This process is called conceptual change. This study examined factors associated with students at three levels of conceptual change to elucidate possible influences on the conceptual change process. Factors studied included motivation (including utility value, interest, attainment value, mood, self efficacy, and task difficulty), prior experiences with science, perceptions of the nature of science, connections to objects or events outside the classroom, and specific activities that helped students learn. Four science classes for undergraduate preservice elementary teachers participated in the study, conducted during a three week unit on electricity. Data sources included concept maps, drawings, reflective journal entries, quizzes, a science autobiography assignment, and interviews. Concept maps, drawings, and quizzes were analyzed, and students were placed into high, moderate, and low conceptual change groups. Of the ninety-eight students in the study, fifty-seven were interviewed. Perhaps the most important finding of this study relates to the assessment of conceptual change. Interviews were conducted two months after the unit, and many items on the concept maps had decayed from students' memories. This indicates that time is an important factor. In addition, interview-derived data demonstrated conceptual change levels; concept maps were insufficient to indicate the depth of students' understanding. Factors associated with conceptual change include self efficacy and interest in topic. In addition, moderate conceptual change students cited specific activities as having helped them learn. Low and high students focused on the method of instruction rather than specific activities. Factors not found to be associated with conceptual change include: utility value, mood, task difficulty, and prior experiences with science, and connections to objects and events outside the classroom. Attainment value, perceptions of the nature of science, and mood cannot be ruled out as possible factors due to the problematic nature of assessing them within the context of this study.

A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

NASA Astrophysics Data System (ADS)

Johnston, Adam Thomas

This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that conceptual change theory must continue to look at the nature and importance of learners' conceptual ecologies and that the learning of NOS concepts cannot be viewed as purely rational constructions.

Derivation of a GIS-based watershed-scale conceptual model for the St. Jones River Delaware from habitat-scale conceptual models.

PubMed

Reiter, Michael A; Saintil, Max; Yang, Ziming; Pokrajac, Dragoljub

2009-08-01

Conceptual modeling is a useful tool for identifying pathways between drivers, stressors, Valued Ecosystem Components (VECs), and services that are central to understanding how an ecosystem operates. The St. Jones River watershed, DE is a complex ecosystem, and because management decisions must include ecological, social, political, and economic considerations, a conceptual model is a good tool for accommodating the full range of inputs. In 2002, a Four-Component, Level 1 conceptual model was formed for the key habitats of the St. Jones River watershed, but since the habitat level of resolution is too fine for some important watershed-scale issues we developed a functional watershed-scale model using the existing narrowed habitat-scale models. The narrowed habitat-scale conceptual models and associated matrices developed by Reiter et al. (2006) were combined with data from the 2002 land use/land cover (LULC) GIS-based maps of Kent County in Delaware to assemble a diagrammatic and numerical watershed-scale conceptual model incorporating the calculated weight of each habitat within the watershed. The numerical component of the assembled watershed model was subsequently subjected to the same Monte Carlo narrowing methodology used for the habitat versions to refine the diagrammatic component of the watershed-scale model. The narrowed numerical representation of the model was used to generate forecasts for changes in the parameters "Agriculture" and "Forest", showing that land use changes in these habitats propagated through the results of the model by the weighting factor. Also, the narrowed watershed-scale conceptual model identified some key parameters upon which to focus research attention and management decisions at the watershed scale. The forecast and simulation results seemed to indicate that the watershed-scale conceptual model does lead to different conclusions than the habitat-scale conceptual models for some issues at the larger watershed scale.

Understanding genetics: Analysis of secondary students' conceptual status

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David F.

2007-02-01

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4-8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible-plausible-fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed.

Effect of science magic applied in interactive lecture demonstrations on conceptual understanding

NASA Astrophysics Data System (ADS)

Taufiq, Muhammad; Suhandi, Andi; Liliawati, Winny

2017-08-01

Research about the application of science magic-assisting Interactive Lecture Demonstrations (ILD) has been conducted. This research is aimed at providing description about the comparison of the improvement of the conceptual understanding of lesson on pressure between students who receive physics lesson through science magic-assisting ILD and students who receive physics lesson through ILD without science magic. This research used a quasi-experiment methods with Control Group Pretest-Posttest Design. The subject of the research is all students of class VIII in one of MTs (Islamic junior high school) in Pekalongan. Research samples were selected using random sampling technique. Data about students' conceptual understanding was collected using test instrument of conceptual understanding in the form of multiple choices. N-gain average calculation was performed in order to determine the improvement of students' conceptual understanding. The result of the research shows that conceptual understanding of students on lesson about pressure who received lesson with ILD using science magic <0.44> is higher than students who received lesson with ILD without science magic <0.25>. Therefore, the conclusion is that the application of science magic ILD is more effective to improve the conceptual understanding of lesson on pressure.

The Cancer Family Caregiving Experience: An Updated and Expanded Conceptual Model

PubMed Central

Fletcher, Barbara Swore; Miaskowski, Christine; Given, Barbara; Schumacher, Karen

2011-01-01

Objective The decade from 2000–2010 was an era of tremendous growth in family caregiving research specific to the cancer population. This research has implications for how cancer family caregiving is conceptualized, yet the most recent comprehensive model of cancer family caregiving was published ten years ago. Our objective was to develop an updated and expanded comprehensive model of the cancer family caregiving experience, derived from concepts and variables used in research during past ten years. Methods A conceptual model was developed based on cancer family caregiving research published from 2000–2010. Results Our updated and expanded model has three main elements: 1) the stress process, 2) contextual factors, and 3) the cancer trajectory. Emerging ways of conceptualizing the relationships between and within model elements are addressed, as well as an emerging focus on caregiver-patient dyads as the unit of analysis. Conclusions Cancer family caregiving research has grown dramatically since 2000 resulting in a greatly expanded conceptual landscape. This updated and expanded model of the cancer family caregiving experience synthesizes the conceptual implications of an international body of work and demonstrates tremendous progress in how cancer family caregiving research is conceptualized. PMID:22000812

Upgrading geometry conceptual understanding and strategic competence through implementing rigorous mathematical thinking (RMT)

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-03-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding and strategic competence as they are two basic parts of high order thinking skill (HOTS). RMT is a unique realization of the cognitive conceptual construction approach based on Feurstein with his theory of Mediated Learning Experience (MLE) and Vygotsky’s sociocultural theory. This was quasi-experimental research which compared the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and the control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning model toward conceptual understanding and strategic competence of Junior High School Students. The data was analyzed by using Multivariate Analysis of Variance (MANOVA) and obtained a significant difference between experimental and control class when considered jointly on the mathematics conceptual understanding and strategic competence (shown by Wilk’s Λ = 0.84). Further, by independent t-test is known that there was significant difference between two classes both on mathematical conceptual understanding and strategic competence. By this result is known that Rigorous Mathematical Thinking (RMT) had positive impact toward Mathematics conceptual understanding and strategic competence.

Improving the quality of cognitive behaviour therapy case conceptualization: the role of self-practice/self-reflection.

PubMed

Haarhoff, Beverly; Gibson, Kerry; Flett, Ross

2011-05-01

CBT case conceptualization is considered to be a key competency. Prior to the publication in 2009 of Kuyken, Padesky and Dudley's book, little has been documented concerning methods for training conceptualization skills and the conceptualization process is usually perceived as predominantly an intellectual process. In this paper, the Declarative-Procedural-Reflective model of therapist skill acquisition provides a route to understanding how different kinds of knowledge systems can be integrated to enhance therapist skill acquisition. Sixteen recent graduates of a postgraduate diploma in cognitive behaviour therapy worked independently through a self-practice/self-reflection workbook designed to lead them through a series of CBT interventions commonly used to elicit the information required for a CBT conceptualization. The participants' self-reflections were thematically analyzed and uncovered the following inter-related themes: increased theoretical understanding of the CBT model, self-awareness, empathy, conceptualization of the therapeutic relationship, and adaptation of clinical interventions and practice. A tentative conclusion reached, based on the self-reflections of the participants, was that targeted self-practice/self-reflection enhanced case conceptualization skill by consolidating the Declarative, Procedural and Reflective systems important in therapist skill acquisition. © British Association for Behavioural and Cognitive Psychotherapies 2011

Validation of the Continuum of Care Conceptual Model for Athletic Therapy

PubMed Central

Lafave, Mark R.; Butterwick, Dale; Eubank, Breda

2015-01-01

Utilization of conceptual models in field-based emergency care currently borrows from existing standards of medical and paramedical professions. The purpose of this study was to develop and validate a comprehensive conceptual model that could account for injuries ranging from nonurgent to catastrophic events including events that do not follow traditional medical or prehospital care protocols. The conceptual model should represent the continuum of care from the time of initial injury spanning to an athlete's return to participation in their sport. Finally, the conceptual model should accommodate both novices and experts in the AT profession. This paper chronicles the content validation steps of the Continuum of Care Conceptual Model for Athletic Therapy (CCCM-AT). The stages of model development were domain and item generation, content expert validation using a three-stage modified Ebel procedure, and pilot testing. Only the final stage of the modified Ebel procedure reached a priori 80% consensus on three domains of interest: (1) heading descriptors; (2) the order of the model; (3) the conceptual model as a whole. Future research is required to test the use of the CCCM-AT in order to understand its efficacy in teaching and practice within the AT discipline. PMID:26464897

Conceptual Modeling Techniques for Use Within the DoD Acquisition Community

DTIC Science & Technology

2013-02-14

auditory, or kinesthetic information, but are there people more naturally adept at thinking conceptually? For those who showed greater conceptually...thinking ability, does being a visual, auditory, or kinesthetic learner correlate to this in any statistically significant manner? Does field

Perceptual Processing Affects Conceptual Processing

ERIC Educational Resources Information Center

van Dantzig, Saskia; Pecher, Diane; Zeelenberg, Rene; Barsalou, Lawrence W.

2008-01-01

According to the Perceptual Symbols Theory of cognition (Barsalou, 1999), modality-specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property-verification task…

Using the Conceptual Change Instruction To Improve Learning.

ERIC Educational Resources Information Center

Alparslan, Cem; Tekkaya, Ceren; Geban, Omer

2003-01-01

Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in…

Scrutinizing UML Activity Diagrams

NASA Astrophysics Data System (ADS)

Al-Fedaghi, Sabah

Building an information system involves two processes: conceptual modeling of the “real world domain” and designing the software system. Object-oriented methods and languages (e.g., UML) are typically used for describing the software system. For the system analysis process that produces the conceptual description, object-oriented techniques or semantics extensions are utilized. Specifically, UML activity diagrams are the “flow charts” of object-oriented conceptualization tools. This chapter proposes an alternative to UML activity diagrams through the development of a conceptual modeling methodology based on the notion of flow.

Clarifying the Conceptualization, Dimensionality, and Structure of Emotion: Response to Barrett and Colleagues

PubMed Central

Cowen, Alan S.; Keltner, Dacher

2018-01-01

We present a mathematically based framework distinguishing the dimensionality, structure, and conceptualization of emotion-related responses. Our recent findings indicate that reported emotional experience is highdimensional, involves gradients between categories traditionally thought of as discrete (e.g., ‘fear’, ‘disgust’), and cannot be reduced to widely used domain-general scales (valence, arousal, etc.). In light of our conceptual framework and findings, we address potential methodological and conceptual confusions in Barrett and colleagues’ commentary on our work. PMID:29477775

Implications of Simulation Conceptual Model Development for Simulation Management and Uncertainty Assessment

NASA Technical Reports Server (NTRS)

Pace, Dale K.

2000-01-01

A simulation conceptual model is a simulation developers way of translating modeling requirements (i. e., what is to be represented by the simulation or its modification) into a detailed design framework (i. e., how it is to be done), from which the software, hardware, networks (in the case of distributed simulation), and systems/equipment that will make up the simulation can be built or modified. A conceptual model is the collection of information which describes a simulation developers concept about the simulation and its pieces. That information consists of assumptions, algorithms, characteristics, relationships, and data. Taken together, these describe how the simulation developer understands what is to be represented by the simulation (entities, actions, tasks, processes, interactions, etc.) and how that representation will satisfy the requirements to which the simulation responds. Thus the conceptual model is the basis for judgment about simulation fidelity and validity for any condition that is not specifically tested. The more perspicuous and precise the conceptual model, the more likely it is that the simulation development will both fully satisfy requirements and allow demonstration that the requirements are satisfied (i. e., validation). Methods used in simulation conceptual model development have significant implications for simulation management and for assessment of simulation uncertainty. This paper suggests how to develop and document a simulation conceptual model so that the simulation fidelity and validity can be most effectively determined. These ideas for conceptual model development apply to all simulation varieties. The paper relates these ideas to uncertainty assessments as they relate to simulation fidelity and validity. The paper also explores implications for simulation management from conceptual model development methods, especially relative to reuse of simulation components.

Attitudes of eighth-grade honors students toward the conceptual change methods of teaching science

NASA Astrophysics Data System (ADS)

Heide, Clifford Lee

1998-12-01

The study researched the attitude of eighth grade honors science students toward the steps of the conceptual change teaching method. The attitudes of 25 students in an honors 8th grade science class in the Greater Phoenix metropolitan area were assessed using a multi-method approach. A quantitative method (student survey) and a qualitative method (focus group) were triangulated for convergence. Since conceptual change is a relatively new reform teaching modality, the study assessed students' attitudes utilizing this method. Conceptual change teaching is characterized by connections between concepts and facts which are organized around key ideas. Knowledge connected through concepts is constantly revised and edited by students as they continue to learn and add new concepts. The results of this study produced evidence that the conceptual change method of teaching science and its six process steps have qualities that foster positive student attitude. The study demonstrated that students' attitudes toward science is positively influenced through the conceptual change teaching method by enabling students to: (1) choose problems and find solutions to those problems (student directed); (2) work together in large and small groups; (3) learn through student oral presentations; (4) perform hands-on laboratory experiences; (5) learn through conceptual understanding not memorization; (6) implement higher order learning skills to make connections from the lab to the real world. Teachers can use the information in the study to become aware of the positive and negative attitudes of students taught with the conceptual change method. Even if the conceptual change teaching strategy is not the modality utilized by an educator, the factors identified by this study that affect student attitude could be used to help a teacher design lesson plans that help foster positive student attitudes.

Para Sport Athletic Identity from Competition to Retirement: A Brief Review and Future Research Directions.

PubMed

Guerrero, Michelle; Martin, Jeffrey

2018-05-01

The primary purpose of this article is to review the literature on para sport athletic identity and provide avenues for future research direction. First, the authors briefly describe the existing quantitative and qualitative research on para sport athletic identity and, thereby, illustrate the complexities para sport athletes experience regarding the way they describe their participation in competitive sport. Next, the authors describe how para sport athletes with acquired permanent disabilities and congenital disabilities face similar, yet unique, identity-related challenges. Finally, the authors argue that future researchers should consider examining para sport athletes' identity through narrative identity. Copyright © 2018 Elsevier Inc. All rights reserved.

Surgical wound dehiscence: a conceptual framework for patient assessment.

PubMed

Sandy-Hodgetts, Kylie; Carville, Keryln; Leslie, Gavin D

2018-03-02

This paper presents a conceptual framework which outlines the risk factors associated with surgical wound dehiscence (SWD) as identified in the literature. The purpose for the development of the conceptual framework was to derive an evidence-based, informed understanding of factors associated with SWD, in order to inform a programme of research on the aetiology and potential risk factors of SWD. Incorporated within the patient-centric conceptual framework are patient related comorbidities, intraoperative and postoperative risk factors related to SWD. These are categorised as either 'mechanical' or 'physiological mechanisms' posited to influence these relationships. The use of the conceptual model for assessment of patients has particular clinical relevance for identification of risk and the management of patients in the pre-, intra- and postoperative period.

Investigating High School Students' Understanding of Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Treagust, David F.; Mocerino, Mauro; Won, Mihye; Chandrasegaran, A. L.

2015-01-01

This study investigated the year 12 students' (N = 56) understanding of chemical equilibrium concepts after instruction using two conceptual tests, the "Chemical Equilibrium Conceptual Test 1" ("CECT-1") consisting of nine two-tier multiple-choice items and the "Chemical Equilibrium Conceptual Test 2"…

The impact of rigorous mathematical thinking as learning method toward geometry understanding

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-05-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

Conceptual influences on category-based induction

PubMed Central

Gelman, Susan A.; Davidson, Natalie S.

2013-01-01

One important function of categories is to permit rich inductive inferences. Prior work shows that children use category labels to guide their inductive inferences. However, there are competing theories to explain this phenomenon, differing in the roles attributed to conceptual information versus perceptual similarity. Seven experiments with 4- to 5-year-old children and adults (N = 344) test these theories by teaching categories for which category membership and perceptual similarity are in conflict, and varying the conceptual basis of the novel categories. Results indicate that for non-natural kind categories that have little conceptual coherence, children make inferences based on perceptual similarity, whereas adults make inferences based on category membership. In contrast, for basic- and ontological-level categories that have a principled conceptual basis, children and adults alike make use of category membership more than perceptual similarity as the basis of their inferences. These findings provide evidence in favor of the role of conceptual information in preschoolers’ inferences, and further demonstrate that labeled categories are not all equivalent; they differ in their inductive potential. PMID:23517863

Integrative and distinctive coding of visual and conceptual object features in the ventral visual stream

PubMed Central

Douglas, Danielle; Newsome, Rachel N; Man, Louisa LY

2018-01-01

A significant body of research in cognitive neuroscience is aimed at understanding how object concepts are represented in the human brain. However, it remains unknown whether and where the visual and abstract conceptual features that define an object concept are integrated. We addressed this issue by comparing the neural pattern similarities among object-evoked fMRI responses with behavior-based models that independently captured the visual and conceptual similarities among these stimuli. Our results revealed evidence for distinctive coding of visual features in lateral occipital cortex, and conceptual features in the temporal pole and parahippocampal cortex. By contrast, we found evidence for integrative coding of visual and conceptual object features in perirhinal cortex. The neuroanatomical specificity of this effect was highlighted by results from a searchlight analysis. Taken together, our findings suggest that perirhinal cortex uniquely supports the representation of fully specified object concepts through the integration of their visual and conceptual features. PMID:29393853

The relevance of the philosophical 'mind-body problem' for the status of psychosomatic medicine: a conceptual analysis of the biopsychosocial model.

PubMed

Van Oudenhove, Lukas; Cuypers, Stefaan

2014-05-01

Psychosomatic medicine, with its prevailing biopsychosocial model, aims to integrate human and exact sciences with their divergent conceptual models. Therefore, its own conceptual foundations, which often remain implicit and unknown, may be critically relevant. We defend the thesis that choosing between different metaphysical views on the 'mind-body problem' may have important implications for the conceptual foundations of psychosomatic medicine, and therefore potentially also for its methods, scientific status and relationship with the scientific disciplines it aims to integrate: biomedical sciences (including neuroscience), psychology and social sciences. To make this point, we introduce three key positions in the philosophical 'mind-body' debate (emergentism, reductionism, and supervenience physicalism) and investigate their consequences for the conceptual basis of the biopsychosocial model in general and its 'psycho-biological' part ('mental causation') in particular. Despite the clinical merits of the biopsychosocial model, we submit that it is conceptually underdeveloped or even flawed, which may hamper its use as a proper scientific model.

Cultivation Theory and Research: A Conceptual Critique.

ERIC Educational Resources Information Center

Potter, W. James

1993-01-01

Presents a critical analysis of how cultivation (long-term formation of perceptions and beliefs about the world as a result of exposure to media) has been conceptualized in theory and research. Analyses the construct of television exposure. Suggests revisions for conceptualizing the existing theory and extending it. (RS)

Conceptual Challenges for Environmental Education: Advocacy, Autonomy, Implicit Education and Values

ERIC Educational Resources Information Center

Schlottmann, Christopher

2012-01-01

"Conceptual Challenges for Environmental Education" is a critical analysis of environmental education from the perspective of educational ethics. It spells out elements of the conceptual foundations of an environmental education theory--among them implicit education, advocacy, Decade of Education for Sustainable Development, and climate…

Conceptual design of an in-space cryogenic fluid management facility, executive summary

NASA Technical Reports Server (NTRS)

Willen, G. S.; Riemer, D. H.; Hustvedt, D. C.

1981-01-01

The conceptual design of a Spacelab experiment to develop the technology associated with low gravity propellant management is summarized. The preliminary facility definition, conceptual design and design analysis, and facility development plan, including schedule and cost estimates for the facility, are presented.

The Conceptual Evolution of Actual Mathematical Infinity.

ERIC Educational Resources Information Center

Moreno A., Luis E.; Waldegg, Guillermina

1991-01-01

Analyzed are the different stages in the conceptual evolution of infinity as developed historically through the work of Bolzano and Cantor. Results of a study of 18 to 20 year old's concept of infinity prior to instruction produced aspects of the passage between conceptual levels of infinity. (MDH)

DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion.

ERIC Educational Resources Information Center

She, Hsiao-Ching

2003-01-01

Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the process through classroom instruction at all levels. (Contains 38 references.) (Author/NB)

Teaching for Conceptual Understanding

ERIC Educational Resources Information Center

Kang, Nam-Hwa; Howren, Carrie

2004-01-01

One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences.…

CONCEPTUAL MODELS AND METHODS TO GUIDE DIAGNOSTIC RESEARCH INTO CAUSES OF IMPAIRMENT TO AQUATIC ECOSYSTEMS

EPA Science Inventory

Methods and conceptual models to guide the development of tools for diagnosing the causes of biological impairment within aquatic ecosystems of the United States are described in this report. The conceptual models developed here address nutrients, suspended and bedded sediments (...

Overlooking the Conceptual Framework

ERIC Educational Resources Information Center

Leshem, Shosh; Trafford, Vernon

2007-01-01

The conceptual framework is alluded to in most serious texts on research, described in some and fully explained in few. However, examiners of doctoral theses devote considerable attention to exploring its function within social science doctoral vivas. A literature survey explores how the conceptual framework is itself conceptualised and explained.…

Technology Focus: Enhancing Conceptual Knowledge of Linear Programming with a Flash Tool

ERIC Educational Resources Information Center

Garofalo, Joe; Cory, Beth

2007-01-01

Mathematical knowledge can be categorized in different ways. One commonly used way is to distinguish between procedural mathematical knowledge and conceptual mathematical knowledge. Procedural knowledge of mathematics refers to formal language, symbols, algorithms, and rules. Conceptual knowledge is essential for meaningful understanding of…

The Conceptual Dissertation: Commentaries by Practitioners as Inquirers.

ERIC Educational Resources Information Center

Garman, Noreen B.; And Others

Opinions about the conceptual dissertation are offered in seven colloquium papers by educational practitioners/scholars who have finished their dissertations over the past 5 years. Conceptual/interpretive dissertation research issues include finding a consistent language and research rationale for studies. In addition to an introduction by Noreen…

Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance

ERIC Educational Resources Information Center

Harris, Frank, III

2008-01-01

Informed by the constructionist epistemological perspective, the purpose of this study was to examine socially constructed conceptualizations of masculinity and gender performance among 12 culturally diverse undergraduate men. The participants espoused seemingly productive conceptualizations of masculinity, yet their gendered behaviors were…

Traditional Instruction of Differential Equations and Conceptual Learning

ERIC Educational Resources Information Center

Arslan, Selahattin

2010-01-01

Procedural and conceptual learning are two types of learning, related to two types of knowledge, which are often referred to in mathematics education. Procedural learning involves only memorizing operations with no understanding of underlying meanings. Conceptual learning involves understanding and interpreting concepts and the relations between…

Creative Potential and Conceptual Tempo in Preschool Children.

ERIC Educational Resources Information Center

Broberg, Gayle Christensen; Moran, James D., III

1988-01-01

Individual stylistic variations of creative potential and conceptual tempo were investigated in 61 preschool children. No differences between reflective and impulsive preschoolers were found on the ideational fluency measure. Conceptual tempo scores revealed greater originality scores for the fast/accurate and slow/inaccurate groups compared to…

Plausibility Judgments in Conceptual Change and Epistemic Cognition

ERIC Educational Resources Information Center

Lombardi, Doug; Nussbaum, E. Michael; Sinatra, Gale M.

2016-01-01

Plausibility judgments rarely have been addressed empirically in conceptual change research. Recent research, however, suggests that these judgments may be pivotal to conceptual change about certain topics where a gap exists between what scientists and laypersons find plausible. Based on a philosophical and empirical foundation, this article…

Translation, cross-cultural adaptation and validation of the Diabetes Empowerment Scale - Short Form.

PubMed

Chaves, Fernanda Figueredo; Reis, Ilka Afonso; Pagano, Adriana Silvina; Torres, Heloísa de Carvalho

2017-03-23

To translate, cross-culturally adapt and validate the Diabetes Empowerment Scale - Short Form for assessment of psychosocial self-efficacy in diabetes care within the Brazilian cultural context. Assessment of the instrument's conceptual equivalence, as well as its translation and cross-cultural adaptation were performed following international standards. The Expert Committee's assessment of the translated version was conducted through a web questionnaire developed and applied via the web tool e-Surv. The cross-culturally adapted version was used for the pre-test, which was carried out via phone call in a group of eleven health care service users diagnosed with type 2 diabetes mellitus. The pre-test results were examined by a group of experts, composed by health care consultants, applied linguists and statisticians, aiming at an adequate version of the instrument, which was subsequently used for test and retest in a sample of 100 users diagnosed with type 2 diabetes mellitus via phone call, their answers being recorded by the web tool e-Surv. Internal consistency and reproducibility of analysis were carried out within the statistical programming environment R. Face and content validity were attained and the Brazilian Portuguese version, entitled Escala de Autoeficácia em Diabetes - Versão Curta, was established. The scale had acceptable internal consistency with Cronbach's alpha of 0.634 (95%CI 0.494- 0.737), while the correlation of the total score in the two periods was considered moderate (0.47). The intraclass correlation coefficient was 0.50. The translated and cross-culturally adapted version of the instrument to spoken Brazilian Portuguese was considered valid and reliable to be used for assessment within the Brazilian population diagnosed with type 2 diabetes mellitus. The use of a web tool (e-Surv) for recording the Expert Committee responses as well as the responses in the validation tests proved to be a reliable, safe and innovative method. Traduzir, adaptar culturalmente e validar o Diabetes Empowerment Scale - Short Form para aplicação no contexto cultural brasileiro. A análise do instrumento, para avaliar a equivalência conceitual e de itens, bem como sua tradução e adaptação cultural, foram realizadas de acordo com a metodologia padrão. A etapa de avaliação pelo comitê de juízes foi conduzida por meio de questionário eletrônico, desenvolvido e aplicado pela ferramenta web e-Surv. A versão adaptada foi utilizada durante o pré-teste, aplicado via ligação telefônica, a um grupo de 11 usuários com diabetes melito tipo 2. Os resultados do pré-teste foram examinados por profissionais da área da saúde, linguística aplicada e estatística, para obtenção de uma versão adequada do instrumento. Em seguida, foi aplicada no teste e reteste em amostra de 100 usuários com diabetes, por ligação telefônica, com registro das respostas dos usuários por meio da ferramenta e-Surv. As análises de consistência interna e reprodutibilidade foram realizadas no ambiente de programação estatística R. Foi possível obter validade de face e de conteúdo do instrumento, que resultou na versão em português, intitulada Escala de Autoeficácia em Diabetes - Versão Curta. A escala apresentou consistência interna aceitável, com alfa de Cronbach igual a 0,634 (IC95% 0,494-0,737), enquanto a concordância do escore total nos dois momentos foi considerada moderada (0,47). O coeficiente de correlação intraclasse teve o valor de 0,50. O processo de tradução e de adaptação para a língua portuguesa falada no Brasil gerou uma versão do instrumento considerada válida e confiável para a população brasileira. A utilização do e-Surv para o registro dos dados coletados do comitê de juízes, assim como das respostas dos testes de validação, mostrou-se uma metodologia confiável, segura e inovadora.

Priming Effects Associated with the Hierarchical Levels of Classification Systems

ERIC Educational Resources Information Center

Loehrlein, Aaron J.

2012-01-01

The act of categorization produces conceptual representations in memory while knowledge organization (KO) systems provide conceptual representations that are used in information storage and retrieval systems. Previous research has explored how KO systems can be designed to resemble the user's internal conceptual structures. However, the more…

Knowledge, Expectations, and Inductive Reasoning within Conceptual Hierarchies

ERIC Educational Resources Information Center

Coley, John D.; Hayes, Brett; Lawson, Christopher; Moloney, Michelle

2004-01-01

Previous research (e.g. "Cognition" 64 (1997) 73) suggests that the privileged level for inductive inference in a folk biological conceptual hierarchy does not correspond to the ''basic'' level (i.e. the level at which concepts are both informative and distinct). To further explore inductive inference within conceptual hierarchies, we examine…

Elementary School Teachers' Familiarity, Conceptual Knowledge, and Interest in Light

ERIC Educational Resources Information Center

Mumba, Frackson; Mbewe, Simon; Chabalengula, Vivien M.

2015-01-01

This study explored elementary school teachers' familiarity, conceptual knowledge, and interest in learning more about light and its related concepts. This study also sought to establish the relationship between elementary school teachers' familiarity, conceptual knowledge, and interest in learning light concepts. Sixty-six lower and upper…

76 FR 53524 - Culturally Significant Objects Imported for Exhibition Determinations: “Light Years: Conceptual...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-26

... DEPARTMENT OF STATE [Public Notice: 7567] Culturally Significant Objects Imported for Exhibition Determinations: ``Light Years: Conceptual Art and the Photograph, 1964- 1977'' SUMMARY: Notice is hereby given of... included in the exhibition ``Light Years: Conceptual Art and the Photograph, 1964-1977,'' imported from...

Transformative Learning through Conceptual Metaphors: Simile, Metaphor, and Analogy as Levers for Learning

ERIC Educational Resources Information Center

Hoggan, Chad

2014-01-01

This article presents findings from a research study wherein participants demonstrated the use of similes, metaphors, and analogies, termed "conceptual metaphors," in response to disorienting dilemmas instigated by breast cancer. In this qualitative case study of 18 breast cancer survivors, conceptual metaphors were used in three…

Two Mechanisms of Constructive Recollection: Perceptual Recombination and Conceptual Fluency

ERIC Educational Resources Information Center

Doss, Manoj K.; Bluestone, Maximilian R.; Gallo, David A.

2016-01-01

Recollection is constructive and prone to distortion, but the mechanisms through which recollections can become embellished with rich yet illusory details are still debated. According to the conceptual fluency hypothesis, abstract semantic or conceptual activation increases the familiarity of a nonstudied event, causing one to falsely attribute…

Conceptual Model Learning Objects and Design Recommendations for Small Screens

ERIC Educational Resources Information Center

Churchill, Daniel

2011-01-01

This article presents recommendations for the design of conceptual models for applications via handheld devices such as personal digital assistants and some mobile phones. The recommendations were developed over a number of years through experience that involves design of conceptual models, and applications of these multimedia representations with…

False Memories for Suggestions: The Impact of Conceptual Elaboration

ERIC Educational Resources Information Center

Zaragoza, Maria S.; Mitchell, Karen J.; Payment, Kristie; Drivdahl, Sarah

2011-01-01

Relatively little attention has been paid to the potential role that reflecting on the meaning and implications of suggested events (i.e., conceptual elaboration) might play in promoting the creation of false memories. Two experiments assessed whether encouraging repeated conceptual elaboration, would, like perceptual elaboration, increase false…

Constructing a New Theory from Old Ideas and New Evidence

ERIC Educational Resources Information Center

Rhodes, Marjorie; Wellman, Henry

2013-01-01

A central tenet of constructivist models of conceptual development is that children's initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual…

The Transition from Traditional Teaching to Web-Assisted Technology

ERIC Educational Resources Information Center

Frey, Andy J.; Faul, Anna C.

2005-01-01

This research note presents a conceptual model for understanding how students embrace technology, briefly presents results of a pilot study supporting this conceptualization, and makes suggestions for web-assisted teaching and research. The conceptual framework helps the reader understand how instructors' "Marketing strategies" may need to change…

Assessing Undergraduate Students' Conceptual Understanding and Confidence of Electromagnetics

ERIC Educational Resources Information Center

Leppavirta, Johanna

2012-01-01

The study examines how students' conceptual understanding changes from high confidence with incorrect conceptions to high confidence with correct conceptions when reasoning about electromagnetics. The Conceptual Survey of Electricity and Magnetism test is weighted with students' self-rated confidence on each item in order to infer how strongly…

Determining Students' Conceptual Understanding Level of Thermodynamics

ERIC Educational Resources Information Center

Saricayir, Hakan; Ay, Selahattin; Comek, Arif; Cansiz, Gokhan; Uce, Musa

2016-01-01

Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of…

Semantic Description of Educational Adaptive Hypermedia Based on a Conceptual Model

ERIC Educational Resources Information Center

Papasalouros, Andreas; Retalis, Symeon; Papaspyrou, Nikolaos

2004-01-01

The role of conceptual modeling in Educational Adaptive Hypermedia Applications (EAHA) is especially important. A conceptual model of an educational application depicts the instructional solution that is implemented, containing information about concepts that must be ac-quired by learners, tasks in which learners must be involved and resources…

Learning and Retention of Quantum Concepts with Different Teaching Methods

ERIC Educational Resources Information Center

Deslauriers, Louis; Wieman, Carl

2011-01-01

We measured mastery and retention of conceptual understanding of quantum mechanics in a modern physics course. This was studied for two equivalent cohorts of students taught with different pedagogical approaches using the Quantum Mechanics Conceptual Survey. We measured the impact of pedagogical approach both on the original conceptual learning…

Insights into Students' Conceptual Understanding Using Textual Analysis: A Case Study in Signal Processing

ERIC Educational Resources Information Center

Goncher, Andrea M.; Jayalath, Dhammika; Boles, Wageeh

2016-01-01

Concept inventory tests are one method to evaluate conceptual understanding and identify possible misconceptions. The multiple-choice question format, offering a choice between a correct selection and common misconceptions, can provide an assessment of students' conceptual understanding in various dimensions. Misconceptions of some engineering…

Expertise, Task Complexity, and Artificial Intelligence: A Conceptual Framework.

ERIC Educational Resources Information Center

Buckland, Michael K.; Florian, Doris

1991-01-01

Examines the relationship between users' expertise, task complexity of information system use, and artificial intelligence to provide the basis for a conceptual framework for considering the role that artificial intelligence might play in information systems. Cognitive and conceptual models are discussed, and cost effectiveness is considered. (27…

Attentional Factors in Conceptual Congruency

ERIC Educational Resources Information Center

Santiago, Julio; Ouellet, Marc; Roman, Antonio; Valenzuela, Javier

2012-01-01

Conceptual congruency effects are biases induced by an irrelevant conceptual dimension of a task (e.g., location in vertical space) on the processing of another, relevant dimension (e.g., judging words' emotional evaluation). Such effects are a central empirical pillar for recent views about how the mind/brain represents concepts. In the present…

Conceptualizing Conceptual Teaching: Practical Strategies for Large Instrumental Ensembles

ERIC Educational Resources Information Center

Tan, Leonard

2016-01-01

Half a century ago, calls had already been made for instrumental ensemble directors to move beyond performance to include the teaching of musical concepts in the rehearsal hall. Relatively recent research, however, suggests that conceptual teaching remains relatively infrequent during rehearsals. Given the importance of teaching for long-term…

Conceptual Understanding of Multiplicative Properties through Endogenous Digital Game Play

ERIC Educational Resources Information Center

Denham, Andre

2012-01-01

This study purposed to determine the effect of an endogenously designed instructional game on conceptual understanding of the associative and distributive properties of multiplication. Additional this study sought to investigate if performance on measures of conceptual understanding taken prior to and after game play could serve as predictors of…

Examining the Conceptualizations, Perceptions, and Practices of Adolescent Writers

ERIC Educational Resources Information Center

Werderich, Donna E.; Armstrong, Sonya L.

2013-01-01

In this article, the authors describe a mixed-methods study in which an adapted Motivation to Write Profile (MWP)--the CLMWP--was used to investigate the conceptualizations, perceptions, and practices of adolescent writers. Results of this study suggested that participants held differing conceptualizations of writing, depending on the context. In…

Counseling Psychology Research on Sexual (Orientation) Minority Issues: Conceptual and Methodological Challenges and Opportunities

ERIC Educational Resources Information Center

Moradi, Bonnie; Mohr, Jonathan J.; Worthington, Roger L.; Fassinger, Ruth E.

2009-01-01

This lead article of the special issue discusses conceptual and methodological considerations in studying sexual minority issues, particularly in research conducted by counseling psychologists (including the work represented in this special issue). First, the overarching challenge of conceptualizing and defining sexual minority populations is…

From the School Health Education Study to the National Health Education Standards: Concepts Endure

ERIC Educational Resources Information Center

Nobiling, Brandye D.; Lyde, Adrian R.

2015-01-01

Background: The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), "Health Education: A Conceptual Approach to Curriculum Design," fosters…

More than Just "Plug-and-Chug": Exploring How Physics Students Make Sense with Equations

ERIC Educational Resources Information Center

Kuo, Eric

2013-01-01

Although a large part the Physics Education Research (PER) literature investigates students' conceptual understanding in physics, these investigations focus on qualitative, conceptual reasoning. Even in modeling expert problem solving, attention to conceptual understanding means a focus on initial qualitative analysis of the problem; the equations…

The Role of Right and Left Parietal Lobes in the Conceptual Processing of Numbers

ERIC Educational Resources Information Center

Cappelletti, Marinella; Lee, Hwee Ling; Freeman, Elliot D.; Price, Cathy J.

2010-01-01

Neuropsychological and functional imaging studies have associated the conceptual processing of numbers with bilateral parietal regions (including intraparietal sulcus). However, the processes driving these effects remain unclear because both left and right posterior parietal regions are activated by many other conceptual, perceptual, attention,…

Profiles of Inconsistent Knowledge in Children's Pathways of Conceptual Change

ERIC Educational Resources Information Center

Schneider, Michael; Hardy, Ilonca

2013-01-01

Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous…

Understanding Nursing Home Worker Conceptualizations about Good Care

ERIC Educational Resources Information Center

Chung, Gawon

2013-01-01

This study explored how direct care workers in nursing homes conceptualize good care and how their conceptualizations are influenced by external factors surrounding their work environment and the relational dynamics between them and residents. Study participants were drawn from a local service employees' union, and in-depth interviews were…

Repositioning identity in conceptualizations of human-place bonding

Treesearch

Gerard T. Kyle; Jinhee Jun; James D. Absher

2014-01-01

In this investigation, we adapted identity theory to reassess a conceptualization of place attachment—conceived herein as an attitudinal construct used by environmental psychologists to describe people's bonding to the physical landscape. Past work has conceptualized the construct in terms of three components: cognitive, affective, and conative elements...

Other-Regulation in Collaborative Groups: Implications for Regulation Quality

ERIC Educational Resources Information Center

Rogat, Toni Kempler; Adams-Wiggins, Karlyn R.

2014-01-01

The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group's work. This study extends research which has conceptualized other-regulation as temporarily guiding others' conceptual understanding and skill development by broadening the spectrum of other-regulation to include…

Effects of Directed Learning Groups upon Students' Ability to Understand Conceptual Ideas

ERIC Educational Resources Information Center

Johnson, Karen Gabrielle; Galluzzo, Benjamin Jason

2014-01-01

Mathematical modeling and directed learning groups were employed in a terminal mathematics course to encourage university students to conceptualize real-world mathematics problems. Multiple assessments were utilized to determine whether students' conceptual development is enhanced by participating in directed learning groups conducted in a…

The Instrumental Value of Conceptual Frameworks in Educational Technology Research

ERIC Educational Resources Information Center

Antonenko, Pavlo D.

2015-01-01

Scholars from diverse fields and research traditions agree that the conceptual framework is a critically important component of disciplined inquiry. Yet, there is a pronounced lack of shared understanding regarding the definition and functions of conceptual frameworks, which impedes our ability to design effective research and mentor novice…

Teaching Complicated Conceptual Knowledge with Simulation Videos in Foundational Electrical Engineering Courses

ERIC Educational Resources Information Center

Chen, Baiyun; Wei, Lei; Li, Huihui

2016-01-01

Building a solid foundation of conceptual knowledge is critical for students in electrical engineering. This mixed-method case study explores the use of simulation videos to illustrate complicated conceptual knowledge in foundational communications and signal processing courses. Students found these videos to be very useful for establishing…

Automatic Conceptual Encoding of Printed Verbal Material: Assessment of Population Differences.

ERIC Educational Resources Information Center

Kee, Daniel W.; And Others

1984-01-01

The release from proactive interference task as used to investigate categorical encoding of items. Low socioeconomic status Black and middle socioeconomic status White children were compared. Conceptual encoding differences between these populations were not detected in automatic conceptual encoding but were detected when the free recall method…

Students' Conceptual Difficulties in Quantum Mechanics: Potential Well Problems

ERIC Educational Resources Information Center

Ozcan, Ozgur; Didis, Nilufer; Tasar, Mehmet Fatih

2009-01-01

In this study, students' conceptual difficulties about some basic concepts in quantum mechanics like one-dimensional potential well problems and probability density of tunneling particles were identified. For this aim, a multiple choice instrument named Quantum Mechanics Conceptual Test has been developed by one of the researchers of this study…

Conceptual Change and Education

ERIC Educational Resources Information Center

Vosniadou, Stella

2007-01-01

In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. This type of conceptual change…

Enhancing Case Conceptualization through Film: The Addiction Web

ERIC Educational Resources Information Center

Warren, Jane; Stech, Matt; Douglas, Kristin; Lambert, Serena

2010-01-01

Self-reflection, creativity, and experiential education are effective teaching strategies for counselor educators. Understanding and conceptualizing client cases can feel overwhelming for counselors-in-training. This article describes how the process of case conceptualization can be enhanced through the use of film. A case example is provided of…

Sinking Maps: A Conceptual Tool for Visual Metaphor

ERIC Educational Resources Information Center

Giampa, Joan Marie

2012-01-01

Sinking maps, created by Northern Virginia Community College professor Joan Marie Giampa, are tools that teach fine art students how to construct visual metaphor by conceptually mapping sensory perceptions. Her dissertation answers the question, "Can visual metaphor be conceptually mapped in the art classroom?" In the Prologue, Giampa…

Can Clouds Dance? Part 2: An ERP Investigation of Passive Conceptual Expansion

ERIC Educational Resources Information Center

Rutter, Barbara; Kroger, Soren; Hill, Holger; Windmann, Sabine; Hermann, Christiane; Abraham, Anna

2012-01-01

Conceptual expansion, one of the core operations in creative cognition, was investigated in the present ERP study. An experimental paradigm using novel metaphoric, nonsensical and literal phrases was employed where individual differences in conceptual knowledge organization were accounted for by using participants' responses to categorize the…

Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors

ERIC Educational Resources Information Center

Olofson, Eric L.; Casey, Drew; Oluyedun, Olufemi A.; Van Herwegen, Jo; Becerra, Adam; Rundblad, Gabriella

2014-01-01

Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with…

Conceptualizing Learning in the Climate Justice Movement

ERIC Educational Resources Information Center

Kluttz, Jenalee; Walter, Pierre

2018-01-01

This article extends Scandrett et al.'s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement. Drawing on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels,…

Correcting Misconceptions on Electronics: Effects of a Simulation-Based Learning Environment Backed by a Conceptual Change Model

ERIC Educational Resources Information Center

Chen, Yu-Lung; Pan, Pei-Rong; Sung, Yao-Ting; Chang, Kuo-En

2013-01-01

Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates…

Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

ERIC Educational Resources Information Center

Florida, Jennifer

2012-01-01

The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

Defining Conceptual Understanding for Teaching in International Business

ERIC Educational Resources Information Center

Ashley, Sue; Schaap, Harmen; de Bruijn, Elly

2016-01-01

The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear definition of conceptual understanding needed to…

Quality of Life. Volume I: Conceptualization and Measurement.

ERIC Educational Resources Information Center

Schalock, Robert L., Ed.; Siperstein, Gary N., Ed.

This volume deals with the conceptualization and measurement of quality of life for persons with mental retardation and developmental disabilities. Part 1, "The Conceptualization of Quality of Life," contains: "Self Advocacy: Foundation for Quality of Life" (Nancy A. Ward and Kenneth D. Keith); "Quality of Life and the Individual's Perspective"…

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

ERIC Educational Resources Information Center

Anderson, Janice L.; Ellis, Jane P.; Jones, Alan M.

2014-01-01

This study examined children's drawings to explain children's conceptual understanding of plant structure and function. The study explored whether the children's drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected…

Testing a Conceptual Change Model Framework for Visual Data

ERIC Educational Resources Information Center

Finson, Kevin D.; Pedersen, Jon E.

2015-01-01

An emergent data analysis technique was employed to test the veracity of a conceptual framework constructed around visual data use and instruction in science classrooms. The framework incorporated all five key components Vosniadou (2007a, 2007b) described as existing in a learner's schema: framework theory, presuppositions, conceptual domains,…

Development of Performance Assessments in Science: Conceptual, Practical, and Logistical Issues.

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Shavelson, Richard J.

1997-01-01

Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…

Conceptual Change in Elementary School Teacher Candidate Knowledge of Rock-Cycle Processes.

ERIC Educational Resources Information Center

Stofflett, Rene Therese

1994-01-01

Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…

A Conceptual Framework for Monitoring Children's Services. Discussion Draft.

ERIC Educational Resources Information Center

Fiene, Richard

This discussion draft of a conceptual framework for monitoring children's services was prepared by Peat, Marwick and Co. for the Children's Services Monitoring Transfer Consortium (CFMCS), an organization spanning five states: California, Michigan, Pennsylvania, Texas, and West Virginia. The primary purpose of this conceptual framework was to…

Describing Teachers' Conceptual Ecologies for the Nature of Science

ERIC Educational Resources Information Center

Southerland, Sherry A.; Johnston, Adam; Sowell, Scott

2006-01-01

This research focused on the interactionist conceptual ecologies of inservice teachers and how these ecologies influenced these teachers' conceptual frameworks for the nature of science (NOS). The participants in the study were five teachers enrolled in a graduate course focused on NOS. Data included participants' responses to open-ended and…

Promoting Conceptual Coherence within Context-Based Biology Education

ERIC Educational Resources Information Center

Ummels, Micha H. J.; Kamp, Marcel J. A.; De Kroon, Hans; Boersma, Kerst Th.

2015-01-01

In secondary science education, the learning and teaching of coherent conceptual understanding are often problematic. Context-based education has been proposed as a partial solution to this problem. This study aims to gain insight into the development of conceptual coherence and how context-embedded learning-teaching activities (LT) can promote…

Strategies for Facilitating Conceptual Change in School Physics

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Akhilesh, P. T.

2010-01-01

Learning occurs through various processes. Among these processes, conceptual change has a pivotal part. This article discusses briefly conceptual change in physics. Anchoring on Kuhn's original explanation of theory change in science, this article elaborates especially on the influence of children's science concepts in general, and pre-conceptions…

Parity in Designing, Conducting, and Evaluating Teacher Education Programs: A Conceptual Definition.

ERIC Educational Resources Information Center

Caruso, Joseph J.

Individuals, agencies, and institutions involved in the education and employment of teachers conceptually defined parity relevant to the decision-making process in planning, conducting, and evaluating teacher education programs and translated the conceptual definition into an instrument for describing parity in consortium-centered teacher…

A Multivariate Model of Conceptual Change

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Heddy, Benjamin; Bailey, MarLynn; Farley, John

2016-01-01

The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra ("J Res Sci…

Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hashweh, Maher Z.

2005-01-01

A brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct, as well as some conceptual problems. A new conceptualization--teacher pedagogical constructions--is offered to address some of the problems associated with PCK. Seven assertions that comprise the new conceptualization…

Conceptualizations of Professional Competencies in School Health Promotion

ERIC Educational Resources Information Center

Carlsson, Monica

2016-01-01

Purpose: The purpose of the paper is to contribute to the conceptualization and discussion of professional competencies needed for supporting the development of the whole-school approach in school health promotion (SHP). Design/methodology/approach: The paper is based on a conceptual synthesis of literature, guided by a theoretical perspective on…

Diagnostic and Remedial Learning Strategy Based on Conceptual Graphs

ERIC Educational Resources Information Center

Jong, BinShyan; Lin, TsongWuu; Wu, YuLung; Chan, Teyi

2004-01-01

Numerous scholars have applied conceptual graphs for explanatory purposes. This study devised the Remedial-Instruction Decisive path (RID path) algorithm for diagnosing individual student learning situation. This study focuses on conceptual graphs. According to the concepts learned by students and the weight values of relations among these…

A Cross-Cultural Comparison: Teachers' Conceptualizations of Creativity

ERIC Educational Resources Information Center

Zhou, Ji; Shen, Jiliang; Wang, Xinghua; Neber, Heinz; Johji, Ikuma

2013-01-01

The purpose of this study was to understand teachers' conceptualizations of creativity and its difference among 3 countries. The conceptualization of creativity denotes the concept and exhibition of creativity, the traits of creative students, and the fostering and hindering factors for creativity in school settings. A questionnaire was…

Conceptual Model of Research to Reduce Stigma Related to Mental Disorders in Adolescents

PubMed Central

Pinto-Foltz, Melissa D.; Logsdon, M. Cynthia

2010-01-01

Purpose: To explicate an initial conceptual model that is amenable to testing and guiding anti-stigma interventions with adolescents. Design/Sources Used: Multidisciplinary research and theoretical articles were reviewed. . Conclusions: The conceptual model may guide anti-stigma interventions, and undergo testing and refinement in the future to reflect scientific advances in stigma reduction among adolescents. Use of a conceptual model enhances empirical evaluation of anti-stigma interventions yielding a casual explanation for the intervention effects and enhances clinical applicability of interventions across settings. PMID:19916813

Clarifying the Conceptualization, Dimensionality, and Structure of Emotion: Response to Barrett and Colleagues.

PubMed

Cowen, Alan S; Keltner, Dacher

2018-04-01

We present a mathematically based framework distinguishing the dimensionality, structure, and conceptualization of emotion-related responses. Our recent findings indicate that reported emotional experience is high-dimensional, involves gradients between categories traditionally thought of as discrete (e.g., 'fear', 'disgust'), and cannot be reduced to widely used domain-general scales (valence, arousal, etc.). In light of our conceptual framework and findings, we address potential methodological and conceptual confusions in Barrett and colleagues' commentary on our work. Copyright © 2018 Elsevier Ltd. All rights reserved.

Episodic memories.

PubMed

Conway, Martin A

2009-09-01

An account of episodic memories is developed that focuses on the types of knowledge they represent, their properties, and the functions they might serve. It is proposed that episodic memories consist of episodic elements, summary records of experience often in the form of visual images, associated to a conceptual frame that provides a conceptual context. Episodic memories are embedded in a more complex conceptual system in which they can become the basis of autobiographical memories. However, the function of episodic memories is to keep a record of progress with short-term goals and access to most episodic memories is lost soon after their formation. Finally, it is suggested that developmentally episodic memories form the basis of the conceptual system and it is from sets of episodic memories that early non-verbal conceptual knowledge is abstracted.

Conceptual and logical level of database modeling

NASA Astrophysics Data System (ADS)

Hunka, Frantisek; Matula, Jiri

2016-06-01

Conceptual and logical levels form the top most levels of database modeling. Usually, ORM (Object Role Modeling) and ER diagrams are utilized to capture the corresponding schema. The final aim of business process modeling is to store its results in the form of database solution. For this reason, value oriented business process modeling which utilizes ER diagram to express the modeling entities and relationships between them are used. However, ER diagrams form the logical level of database schema. To extend possibilities of different business process modeling methodologies, the conceptual level of database modeling is needed. The paper deals with the REA value modeling approach to business process modeling using ER-diagrams, and derives conceptual model utilizing ORM modeling approach. Conceptual model extends possibilities for value modeling to other business modeling approaches.

Conceptualization of preferential flow for hillslope stability assessment

NASA Astrophysics Data System (ADS)

Kukemilks, Karlis; Wagner, Jean-Frank; Saks, Tomas; Brunner, Philip

2018-03-01

This study uses two approaches to conceptualize preferential flow with the goal to investigate their influence on hillslope stability. Synthetic three-dimensional hydrogeological models using dual-permeability and discrete-fracture conceptualization were subsequently integrated into slope stability simulations. The slope stability simulations reveal significant differences in slope stability depending on the preferential flow conceptualization applied, despite similar small-scale hydrogeological responses of the system. This can be explained by a local-scale increase of pore-water pressures observed in the scenario with discrete fractures. The study illustrates the critical importance of correctly conceptualizing preferential flow for slope stability simulations. It further demonstrates that the combination of the latest generation of physically based hydrogeological models with slope stability simulations allows for improvement to current modeling approaches through more complex consideration of preferential flow paths.

[Self-Determination in Medical Rehabilitation - Development of a Conceptual Model for Further Theoretical Discussion].

PubMed

Senin, Tatjana; Meyer, Thorsten

2018-01-22

Aim was to gather theoretical knowledge about self-determination and to develop a conceptual model for medical rehabilitation- which serves as a basis for discussion. We performed a literature research in electronic databases. Various theories and research results were adopted and transferred to the context of medical rehabilitation and into a conceptual model. The conceptual model of self-determination reflects on a continuum which forms of self-determination may be present in situations of medical rehabilitation treatments. The location on the continuum depends theoretically on the manifestation of certain internal and external factors that may influence each other. The model provides a first conceptualization of self-determination focusing on medical rehabilitation which should be further refined and tested empirically. © Georg Thieme Verlag KG Stuttgart · New York.

Examining young children's conceptual change process in floating and sinking from a social constructivist perspective

NASA Astrophysics Data System (ADS)

Havu-Nuutinen, Sari

2005-03-01

This paper presents a case study of the process of conceptual change in six-year-old children. The process of conceptual change in learning about floating and sinking is described from two different viewpoints: how the children's conceptions change during the instructional process, and how the social discussion during the experimental exploration can be seen in terms of the cognitive changes in the children. Based on qualitative analysis of verbal data, changes in the children's conceptions were mostly epistemological and the children's theories of flotation became more complete with respect to the scientific view. From the viewpoint of the conceptual change, conceptually orientated teacher-child interactions seemed to support the children's cognitive progress in cognitive skills and guided the children to consider the reasons for the flotation.

Towards a Conceptual Profile: Rethinking Conceptual Mediation in the Light of Recent Cognitive and Neuroscientific Findings

NASA Astrophysics Data System (ADS)

Dawson, Chris

2014-06-01

One important focus for science education researchers over many years has been the attempts to replace students' commonsense and non-scientific explanations of various phenomena by scientific explanations. The approach we adopted almost three decades ago was conceptual mediation, and this was shown to have a considerable level of success with both conceptual and attitudinal change. However, since that time, advances have been made in the application of both cognitive science and neuroscience to science learning. In particular, evidence has accumulated that, rather than the replacement of the commonsense view, the reality is that learners develop a conceptual profile which includes both the commonsense and the scientific. If this is the case, instead of focussing on conceptual replacement, science educators need to aim more actively at strengthening the learner's executive processes which select contextually appropriate responses and inhibit inappropriate ones. In this paper, the initial development, theoretical basis and the practical applications of conceptual mediation are introduced, following which, these are re-examined in the light of more recent findings. Within this discussion, several potential links to recent cognitive and neuroscientific research are drawn, and these raise issues for further research into the most appropriate teaching approaches for tackling existing non-scientific conceptions.

The effect of level of processing on perceptual and conceptual priming: control versus closed-head-injured patients.

PubMed

Vakil, E; Sigal, J

1997-07-01

Twenty-four closed-head-injured (CHI) and 24 control participants studied two word lists under shallow (i.e., nonsemantic) and deep (i.e., semantic) encoding conditions. They were then tested on free recall, perceptual priming (i.e., perceptual partial word identification) and conceptual priming (i.e., category production) tasks. Previous findings have demonstrated that memory in CHI is characterized by inefficient conceptual processing of information. It was thus hypothesized that the CHI participants would perform more poorly than the control participants on the explicit and on the conceptual priming tasks. On these tasks the CHI group was expected to benefit to a lesser degree from prior deep encoding, as compared to controls. The groups were not expected to significantly differ from each other on the perceptual priming task. Prior deep encoding was not expected to improve the perceptual priming performance of either group. All findings were as predicted, with the exception that a significant effect was not found between groups for deep encoding in the conceptual priming task. The results are discussed (1) in terms of their theoretical contribution in further validating the dissociation between perceptual and conceptual priming; and (2) in terms of the contribution in differentiating between amnesic and CHI patients. Conceptual priming is preserved in amnesics but not in CHI patients.

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Loehr, Abbey M

2016-12-01

Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson. We worked with 180 second-grade children in the United States. In a randomized experiment, children received a classroom lesson on mathematical equivalence in one of four conditions that varied in instruction type (conceptual or combined conceptual and procedural) and in instruction order (instruction before or after solving problems). Children who received two iterations of conceptual instruction had better retention of conceptual and procedural knowledge than children who received both conceptual and procedural instruction in the same lesson. Order of instruction did not impact outcomes. Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures. © 2016 The British Psychological Society.

Conceptualizing Telehealth in Nursing Practice: Advancing a Conceptual Model to Fill a Virtual Gap.

PubMed

Nagel, Daniel A; Penner, Jamie L

2016-03-01

Increasingly nurses use various telehealth technologies to deliver health care services; however, there has been a lag in research and generation of empirical knowledge to support nursing practice in this expanding field. One challenge to generating knowledge is a gap in development of a comprehensive conceptual model or theoretical framework to illustrate relationships of concepts and phenomena inherent to adoption of a broad range of telehealth technologies to holistic nursing practice. A review of the literature revealed eight published conceptual models, theoretical frameworks, or similar entities applicable to nursing practice. Many of these models focus exclusively on use of telephones and four were generated from qualitative studies, but none comprehensively reflect complexities of bridging nursing process and elements of nursing practice into use of telehealth. The purpose of this article is to present a review of existing conceptual models and frameworks, discuss predominant themes and features of these models, and present a comprehensive conceptual model for telehealth nursing practice synthesized from this literature for consideration and further development. This conceptual model illustrates characteristics of, and relationships between, dimensions of telehealth practice to guide research and knowledge development in provision of holistic person-centered care delivery to individuals by nurses through telehealth technologies. © The Author(s) 2015.

Preface to RIGiM 2009

NASA Astrophysics Data System (ADS)

Rolland, Colette; Yu, Eric; Salinesi, Camille; Castro, Jaelson

The use of intentional concepts, the notion of "goal" in particular, has been prominent in recent approaches to requirement engineering (RE). Goal-oriented frameworks and methods for requirements engineering (GORE) have been keynote topics in requirements engineering, conceptual modelling, and more generally in software engineering. What are the conceptual modelling foundations in these approaches? RIGiM (Requirements Intentions and Goals in Conceptual Modelling) aims to provide a forum for discussing the interplay between requirements engineering and conceptual modelling, and in particular, to investigate how goal- and intention-driven approaches help in conceptualising purposeful systems. What are the fundamental objectives and premises of requirements engineering and conceptual modelling respectively, and how can they complement each other? What are the demands on conceptual modelling from the standpoint of requirements engineering? What conceptual modelling techniques can be further taken advantage of in requirements engineering? What are the upcoming modelling challenges and issues in GORE? What are the unresolved open questions? What lessons are there to be learnt from industrial experiences? What empirical data are there to support the cost-benefit analysis when adopting GORE methods? Are there application domains or types of project settings for which goals and intentional approaches are particularly suitable or not suitable? What degree of formalization and automation, or interactivity is feasible and appropriate for what types of participants during requirements engineering?

Contextual Factors that Foster or Inhibit Para-Teacher Professional Development: The Case of an Indian, Non-Governmental Organization

ERIC Educational Resources Information Center

Raval, Harini; McKenney, Susan; Pieters, Jules

2012-01-01

The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para-teachers is dominated by training for special needs settings, largely in developed societies.…

Sudan azo dyes and Para Red degradation by prevalent bacteria of the human gastrointestinal tract☆

PubMed Central

Xu, Haiyan; Heinze, Thomas M.; Paine, Donald D.; Cerniglia, Carl E.; Chen, Huizhong

2018-01-01

Sudan azo dyes have genotoxic effects and ingestion of food products contaminated with Sudan I, II, III, IV, and Para Red could lead to exposure in the human gastrointestinal tract. In this study, we examined thirty-five prevalent species of human intestinal bacteria to evaluate their capacity to degrade Sudan dyes and Para Red. Among these tested bacterial strains, 23, 13, 33, 30, and 29 out of 35 species tested were able to reduce Sudan I, II, III, IV, and Para Red, respectively, to some extent. Bifidobacterium infantis, Clostridium indolis, Enterococcus faecalis, Lactobacillus rhamnosus, and Ruminococcus obeum were able to reduce completely all four tested Sudan dyes and Para Red. Escherichia coli and Peptostreptococcus magnus were the only two strains that were not able to reduce any of the tested Sudan dyes and Para Red to any significant extent. Metabolites of the reduction of the tested Sudan dyes and Para Red by E. faecalis were isolated and identified by HPLC and LC/ESI-MS analyses and compared with authentic standards. Thus it appears that the ability to reduce Sudan dyes and Para Red except Sudan II is common among bacteria in the human colon. PMID:19580882

Preparation of ortho-para ratio controlled D2 gas for muon-catalyzed fusion.

PubMed

Imao, H; Ishida, K; Kawamura, N; Matsuzaki, T; Matsuda, Y; Toyoda, A; Strasser, P; Iwasaki, M; Nagamine, K

2008-05-01

A negative muon in hydrogen targets, e.g., D2 or D-T mixture, can catalyze nuclear fusions following a series of atomic processes involving muonic hydrogen molecular formation (muon-catalyzed fusion, muCF). The ortho-para state of D2 is a crucial parameter not only for enhancing the fusion rate but also to precisely investigate various muonic atom processes. We have developed a system for controlling and measuring the ortho-para ratio of D2 gas for muCF experiments. We successfully collected para-enriched D2 without using liquid-hydrogen coolant. Ortho-enriched D2 was also obtained by using a catalytic conversion method with a mixture of chromium oxide and alumina. The ortho-para ratio of D2 gas was measured with a compact Raman spectroscopy system. We produced large volume (5-30 l at STP), high-purity (less than ppm high-Z contaminant) D2 targets with a wide range of ortho-para ratios (ortho 20%-99%). By using the ortho-para controlled D2 in muCF experiments, we observed the dependence of muCF phenomena on the ortho-para ratio.

Preparation of ortho-para ratio controlled D{sub 2} gas for muon-catalyzed fusion

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

Imao, H.; Ishida, K.; Matsuzaki, T.

2008-05-15

A negative muon in hydrogen targets, e.g., D{sub 2} or D-T mixture, can catalyze nuclear fusions following a series of atomic processes involving muonic hydrogen molecular formation (muon-catalyzed fusion, {mu}CF). The ortho-para state of D{sub 2} is a crucial parameter not only for enhancing the fusion rate but also to precisely investigate various muonic atom processes. We have developed a system for controlling and measuring the ortho-para ratio of D{sub 2} gas for {mu}CF experiments. We successfully collected para-enriched D{sub 2} without using liquid-hydrogen coolant. Ortho-enriched D{sub 2} was also obtained by using a catalytic conversion method with a mixturemore » of chromium oxide and alumina. The ortho-para ratio of D{sub 2} gas was measured with a compact Raman spectroscopy system. We produced large volume (5-30 l at STP), high-purity (less than ppm high-Z contaminant) D{sub 2} targets with a wide range of ortho-para ratios (ortho 20%-99%). By using the ortho-para controlled D{sub 2} in {mu}CF experiments, we observed the dependence of {mu}CF phenomena on the ortho-para ratio.« less

Learners' strategies for reconstructing cognitive frameworks and navigating conceptual change from prior conception to consensual genetics knowledge

NASA Astrophysics Data System (ADS)

Parrott, Annette M.

Problem. Science teachers are charged with preparing students to become scientifically literate individuals. Teachers are given curriculum that specifies the knowledge that students should come away with; however, they are not necessarily aware of the knowledge with which the student arrives or how best to help them navigate between the two knowledge states. Educators must be aware, not only of where their students are conceptually, but how their students move from their prior knowledge and naive theories, to scientifically acceptable theories. The understanding of how students navigate this course has the potential to revolutionize educational practices. Methods. This study explored how five 9th grade biology students reconstructed their cognitive frameworks and navigated conceptual change from prior conception to consensual genetics knowledge. The research questions investigated were: (1) how do students in the process of changing their naive science theories to accepted science theories describe their journey from prior knowledge to current conception, and (2) what are the methods that students utilize to bridge the gap between alternate and consensual science conceptions to effect conceptual change. Qualitative and quantitative methods were employed to gather and analyze the data. In depth, semi-structured interviews formed the primary data for probing the context and details of students' conceptual change experience. Primary interview data was coded by thematic analysis. Results and discussion. This study revealed information about students' perceived roles in learning, the role of articulation in the conceptual change process, and ways in which a community of learners aids conceptual change. It was ascertained that students see their role in learning primarily as repeating information until they could add that information to their knowledge. Students are more likely to consider challenges to their conceptual frameworks and be more motivated to become active participants in constructing their knowledge when they are working collaboratively with peers instead of receiving instruction from their teacher. Articulation was found to be instrumental in aiding learners in identifying their alternate conceptions as well as in revisiting, investigating and reconstructing their conceptual frameworks. Based on the assumptions generated, suggestions were offered to inform pedagogical practice in support of the conceptual change process.

High school student's motivation to engage in conceptual change-learning in science

NASA Astrophysics Data System (ADS)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding. Furthermore, students' motivation to learn was also influenced by other factors that are not directly related to the four motivational factors assessed by the MSLQ such as the teacher's unique personality had a positive influenced on student learning. The overall conclusions drawn from this study are that conceptual change instruction requires the teacher to be aware of the importance of affective aspects and motivational factors of students learning.

Para hydrogen equilibration in the atmospheres of the outer planets

NASA Technical Reports Server (NTRS)

Conrath, Barney J.

1986-01-01

The thermodynamic behavior of the atmospheres of the Jovian planets is strongly dependent on the extent to which local thermal equilibration of the ortho and para states of molecular hydrogen is achieved. Voyager IRIS data from Jupiter imply substantial departures of the para hydrogen fraction from equilibrium in the upper troposphere at low latitudes, but with values approaching equilibrium at higher latitudes. Data from Saturn are less sensitive to the orth-para ratio, but suggest para hydrogen fractions near the equilibrium value. Above approximately the 200 K temperature level, para hydrogen conversion can enhance the efficiency of convection, resulting in a substantial increase in overturning times on all of the outer planets. Currently available data cannot definitively establish the ortho-para ratios in the atmospheres of Uranus and Neptune, but suggest values closer to local equilibrium than to the 3.1 normal ratio. Modeling of sub-millimeter wavelength measurements of these planets suggest thermal structures with frozen equilibrium lapse rates in their convective regions.

Electrophysiological signals associated with fluency of different levels of processing reveal multiple contributions to recognition memory.

PubMed

Li, Bingbing; Taylor, Jason R; Wang, Wei; Gao, Chuanji; Guo, Chunyan

2017-08-01

Processing fluency appears to influence recognition memory judgements, and the manipulation of fluency, if misattributed to an effect of prior exposure, can result in illusory memory. Although it is well established that fluency induced by masked repetition priming leads to increased familiarity, manipulations of conceptual fluency have produced conflicting results, variously affecting familiarity or recollection. Some recent studies have found that masked conceptual priming increases correct recollection (Taylor & Henson, 2012), and the magnitude of this behavioural effect correlates with analogous fMRI BOLD priming effects in brain regions associated with recollection (Taylor, Buratto, & Henson, 2013). However, the neural correlates and time-courses of masked repetition and conceptual priming were not compared directly in previous studies. The present study used event-related potentials (ERPs) to identify and compare the electrophysiological correlates of masked repetition and conceptual priming and investigate how they contribute to recognition memory. Behavioural results were consistent with previous studies: Repetition primes increased familiarity, whereas conceptual primes increased correct recollection. Masked repetition and conceptual priming also decreased the latency of late parietal component (LPC). Masked repetition priming was associated with an early P200 effect and a later parietal maximum N400 effect, whereas masked conceptual priming was only associated with a central-parietal maximum N400 effect. In addition, the topographic distributions of the N400 repetition priming and conceptual priming effects were different. These results suggest that fluency at different levels of processing is associated with different ERP components, and contributes differentially to subjective recognition memory experiences. Copyright © 2017 Elsevier Inc. All rights reserved.

A new pressure ulcer conceptual framework.

PubMed

Coleman, Susanne; Nixon, Jane; Keen, Justin; Wilson, Lyn; McGinnis, Elizabeth; Dealey, Carol; Stubbs, Nikki; Farrin, Amanda; Dowding, Dawn; Schols, Jos M G A; Cuddigan, Janet; Berlowitz, Dan; Jude, Edward; Vowden, Peter; Schoonhoven, Lisette; Bader, Dan L; Gefen, Amit; Oomens, Cees W J; Nelson, E Andrea

2014-10-01

This paper discusses the critical determinants of pressure ulcer development and proposes a new pressure ulcer conceptual framework. Recent work to develop and validate a new evidence-based pressure ulcer risk assessment framework was undertaken. This formed part of a Pressure UlceR Programme Of reSEarch (RP-PG-0407-10056), funded by the National Institute for Health Research. The foundation for the risk assessment component incorporated a systematic review and a consensus study that highlighted the need to propose a new conceptual framework. Discussion Paper. The new conceptual framework links evidence from biomechanical, physiological and epidemiological evidence, through use of data from a systematic review (search conducted March 2010), a consensus study (conducted December 2010-2011) and an international expert group meeting (conducted December 2011). A new pressure ulcer conceptual framework incorporating key physiological and biomechanical components and their impact on internal strains, stresses and damage thresholds is proposed. Direct and key indirect causal factors suggested in a theoretical causal pathway are mapped to the physiological and biomechanical components of the framework. The new proposed conceptual framework provides the basis for understanding the critical determinants of pressure ulcer development and has the potential to influence risk assessment guidance and practice. It could also be used to underpin future research to explore the role of individual risk factors conceptually and operationally. By integrating existing knowledge from epidemiological, physiological and biomechanical evidence, a theoretical causal pathway and new conceptual framework are proposed with potential implications for practice and research. © 2014 The Authors. Journal of Advanced Nursing Published by John Wiley & Sons Ltd.

A new pressure ulcer conceptual framework

PubMed Central

Coleman, Susanne; Nixon, Jane; Keen, Justin; Wilson, Lyn; McGinnis, Elizabeth; Dealey, Carol; Stubbs, Nikki; Farrin, Amanda; Dowding, Dawn; Schols, Jos MGA; Cuddigan, Janet; Berlowitz, Dan; Jude, Edward; Vowden, Peter; Schoonhoven, Lisette; Bader, Dan L; Gefen, Amit; Oomens, Cees WJ; Nelson, E Andrea

2014-01-01

Aim This paper discusses the critical determinants of pressure ulcer development and proposes a new pressure ulcer conceptual framework. Background Recent work to develop and validate a new evidence-based pressure ulcer risk assessment framework was undertaken. This formed part of a Pressure UlceR Programme Of reSEarch (RP-PG-0407-10056), funded by the National Institute for Health Research. The foundation for the risk assessment component incorporated a systematic review and a consensus study that highlighted the need to propose a new conceptual framework. Design Discussion Paper. Data Sources The new conceptual framework links evidence from biomechanical, physiological and epidemiological evidence, through use of data from a systematic review (search conducted March 2010), a consensus study (conducted December 2010–2011) and an international expert group meeting (conducted December 2011). Implications for Nursing A new pressure ulcer conceptual framework incorporating key physiological and biomechanical components and their impact on internal strains, stresses and damage thresholds is proposed. Direct and key indirect causal factors suggested in a theoretical causal pathway are mapped to the physiological and biomechanical components of the framework. The new proposed conceptual framework provides the basis for understanding the critical determinants of pressure ulcer development and has the potential to influence risk assessment guidance and practice. It could also be used to underpin future research to explore the role of individual risk factors conceptually and operationally. Conclusion By integrating existing knowledge from epidemiological, physiological and biomechanical evidence, a theoretical causal pathway and new conceptual framework are proposed with potential implications for practice and research. PMID:24684197

Late-Quaternary glacial to postglacial sedimentation in three adjacent fjord-lakes of the Québec North Shore (eastern Canadian Shield)

NASA Astrophysics Data System (ADS)

Poiré, Antoine G.; Lajeunesse, Patrick; Normandeau, Alexandre; Francus, Pierre; St-Onge, Guillaume; Nzekwe, Obinna P.

2018-04-01

High-resolution swath bathymetry imagery allowed mapping in great detail the sublacustrine geomorphology of lakes Pentecôte, Walker and Pasteur, three deep adjacent fjord-lakes of the Québec North Shore (eastern Canada). These sedimentary basins have been glacio-isostatically uplifted to form deep steep-sided elongated lakes. Their key geographical position and limnogeological characteristics typical of fjords suggest exceptional potential for long-term high-resolution paleoenvironmental reconstitutions. Acoustic subbottom profiles acquired using a bi-frequency Chirp echosounder (3.5 & 12 kHz), together with cm- and m-long sediment core data, reveal the presence of four acoustic stratigraphic units. The acoustic basement (Unit 1) represents the structural bedrock and/or the ice-contact sediments of the Laurentide Ice Sheet and reveals V-shaped bedrock valleys at the bottom of the lakes occupied by ice-loaded sediments in a basin-fill geometry (Unit 2). Moraines observed at the bottom of lakes and in their structural valleys indicate a deglaciation punctuated by short-term ice margin stabilizations. Following ice retreat and their isolation, the fjord-lakes were filled by a thick draping sequence of rhythmically laminated silts and clays (Unit 3) deposited during glaciomarine and/or glaciolacustrine settings. These sediments were episodically disturbed by mass-movements during deglaciation due to glacial-isostatic rebound. AMS 14C dating reveal that the transition between deglaciation of the lakes Pentecôte and Walker watersheds and the development of para- and post-glacial conditions occurred around 8000 cal BP. The development of the lake-head river delta plain during the Holocene provided a constant source of fluvial sediment supply to the lakes and the formation of turbidity current bedforms on the sublacustrine delta slopes. The upper sediment succession (i.e., ∼4-∼6.5 m) consists of a continuous para-to post-glacial sediment drape (Unit 4) that contains laminated and massive sediment and series of Rapidly Deposited Layers. These results allow establishing a conceptual model of how a glaciated coastal fjord evolves during and after deglaciation in a context of rapid glacio-isostatically induced forced regression.

Addressing Student Misconceptions Concerning Electron Flow in Aqueous Solutions with Instruction Including Computer Animations and Conceptual Change Strategies.

ERIC Educational Resources Information Center

Sanger, Michael J.; Greenbowe, Thomas J.

2000-01-01

Investigates the effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual-change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions. Finds that conceptual change instruction was effective at dispelling student misconceptions but…

Fluency Effects in Recognition Memory: Are Perceptual Fluency and Conceptual Fluency Interchangeable?

ERIC Educational Resources Information Center

Lanska, Meredith; Olds, Justin M.; Westerman, Deanne L.

2014-01-01

On a recognition memory test, both perceptual and conceptual fluency can engender a sense of familiarity and elicit recognition memory illusions. To date, perceptual and conceptual fluency have been studied separately but are they interchangeable in terms of their influence on recognition judgments? Five experiments compared the effect of…

Utility of a Conceptual Framework within Doctoral Study: A Researcher's Reflections

ERIC Educational Resources Information Center

Berman, Jeanette

2013-01-01

The author of this paper provides an example of a conceptual framework that supported her doctoral study and written dissertation in the field of educational psychology. The study was carried out prior to the more recent explicit emphasis on conceptual frameworks in postgraduate research texts and academic literature. The instigation for the…

Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges

ERIC Educational Resources Information Center

Ligozat, Florence; Almqvist, Jonas

2018-01-01

This special issue of the "European Educational Research Journal" presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 "Didactics--Learning and Teaching" network during its first ten years of existence. Most conceptual tools used in this field were…

Conceptual Similarity Promotes Generalization of Higher Order Fear Learning

ERIC Educational Resources Information Center

Dunsmoor, Joseph E.; White, Allison J.; LaBar, Kevin S.

2011-01-01

We tested the hypothesis that conceptual similarity promotes generalization of conditioned fear. Using a sensory preconditioning procedure, three groups of subjects learned an association between two cues that were conceptually similar, unrelated, or mismatched. Next, one of the cues was paired with a shock. The other cue was then reintroduced to…

Effects of Two Combined Methods on the Teaching of Basic Astronomy Concepts

ERIC Educational Resources Information Center

Korur, Fikret; Enil, Gizem; Göçer, Gizem

2016-01-01

The authors mainly aimed to investigate the following question: Are there any significant effects of the first combined method of a conceptual change approach with refutation text, worksheets, and activities with respect to the second combined method of a conceptual change approach with conceptual texts, presentations, and activities on students'…

TOCUSO: Test of Conceptual Understanding on High School Optics Topics

ERIC Educational Resources Information Center

Akarsu, Bayram

2012-01-01

Physics educators around the world often need reliable diagnostic materials to measure students' understanding of physics concept in high school. The purpose of this study is to evaluate a new diagnostic tool on High School Optics concept. Test of Conceptual Understanding on High School Optics (TOCUSO) consists of 25 conceptual items that measures…

Secondary School Students' Conceptual Understanding of Physical and Chemical Changes

ERIC Educational Resources Information Center

Hanson, R.; Twumasi, A. K.; Aryeetey, C.; Sam, A.; Adukpo, G.

2016-01-01

In recent years, researchers have shown an interest in understanding students' own ideas about basic chemical principles and guiding them through innovative ways to gain conceptual understanding where necessary. This research was a case study designed to assess 50 first year high school students' conceptual understanding about changes in matter,…

Review of "Conceptual Structures: Information Processing in Mind and Machine."

ERIC Educational Resources Information Center

Smoliar, Stephen W.

This review of the book, "Conceptual Structures: Information Processing in Mind and Machine," by John F. Sowa, argues that anyone who plans to get involved with issues of knowledge representation should have at least a passing acquaintance with Sowa's conceptual graphs for a database interface. (Used to model the underlying semantics of…

Researching Social Capital in Education: Some Conceptual Considerations Relating to the Contribution of Network Analysis

ERIC Educational Resources Information Center

Lee, Moosung

2010-01-01

This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un-utilized sources of social capital;…

Development and Use of a Conceptual Survey in Introductory Quantum Physics

ERIC Educational Resources Information Center

Wuttiprom, Sura; Sharma, Manjula Devi; Johnston, Ian D.; Chitaree, Ratchapak; Soankwan, Chernchok

2009-01-01

Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple-choice conceptual survey to investigate…

DEMONSTRATION OF FUEL CELLS TO RECOVER ENERGY FROM LANDFILL GAS - PHASE I FINAL REPORT: CONCEPTUAL STUDY

EPA Science Inventory

The report discusses results of a conceptual design, cost, and evaluation study of energy recovery from landfill gas using a commercial phosphoric acid fuel cell power plant. The conceptual design of the fuel cell energy recovery system is described, and its economic and environm...

Art as Critical Public Pedagogy: A Qualitative Study of Luis Camnitzer and His Conceptual Art

ERIC Educational Resources Information Center

Zorrilla, Ana; Tisdell, Elizabeth J.

2016-01-01

This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with…

Conceptual Change within Dyadic Interactions: The Dance of Conceptual and Material Agency

ERIC Educational Resources Information Center

Heyd-Metzuyanim, Einat; Schwarz, Baruch B.

2017-01-01

We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering's ("The Mangle of Practice," The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human…

Online Help-Seeking in Communities of Practice: Modeling the Acceptance of Conceptual Artifacts

ERIC Educational Resources Information Center

Nistor, Nicolae; Schworm, Silke; Werner, Matthias

2012-01-01

Interactive online help systems are considered to be a fruitful supplement to traditional IT helpdesks, which are often overloaded. They often comprise user-generated FAQ collections playing the role of technology-based conceptual artifacts. Two main questions arise: how the conceptual artifacts should be used, and which factors influence their…

30 CFR 250.294 - May I combine the Conceptual Plan and the DWOP?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Information Deepwater Operations Plan (dwop) § 250.294 May I combine the Conceptual Plan and the DWOP? If your development project meets the following criteria, you may submit a combined Conceptual Plan/DWOP on or before... production or completion technology for which you have obtained approval previously. ...

30 CFR 250.294 - May I combine the Conceptual Plan and the DWOP?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Information Deepwater Operations Plan (dwop) § 250.294 May I combine the Conceptual Plan and the DWOP? If your development project meets the following criteria, you may submit a combined Conceptual Plan/DWOP on or before... production or completion technology for which you have obtained approval previously. ...

30 CFR 250.294 - May I combine the Conceptual Plan and the DWOP?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Information Deepwater Operations Plan (dwop) § 250.294 May I combine the Conceptual Plan and the DWOP? If your development project meets the following criteria, you may submit a combined Conceptual Plan/DWOP on or before... production or completion technology for which you have obtained approval previously. ...

Reconciliation Sentiment among Victims of Genocide in Rwanda: Conceptualizations, and Relationships with Mental Health

ERIC Educational Resources Information Center

Mukashema, Immaculee; Mullet, Etienne

2010-01-01

In two studies that were conducted in Rwanda, we have examined the conceptualizations held by people who have experienced genocide with regard to reconciliation sentiment and quantitatively assessed the relationship between reconciliation sentiment and mental health. It was found that the participants have articulated conceptualizations regarding…

Conceptualizing and Confronting Inequity: Approaches within and New Directions for the "NNEST Movement"

ERIC Educational Resources Information Center

Rudolph, Nathanael; Selvi, Ali Fuad; Yazan, Bedrettin

2015-01-01

This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) "movement." The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then explore postmodern and poststructural approaches to identity and…

Improving Students' Conceptual Understanding of the Greenhouse Effect Using Theory-Based Learning Materials that Promote Deep Learning

ERIC Educational Resources Information Center

Reinfried, Sibylle; Aeschbacher, Urs; Rottermann, Benno

2012-01-01

Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the…

The Deceptive Mean: Conceptual Scoring of Cloze Entries Differentially Advantages More Able Readers

ERIC Educational Resources Information Center

O'Toole, J. M.; King, R. A. R.

2011-01-01

The "cloze" test is one possible investigative instrument for predicting text comprehensibility. Conceptual coding of student replacement of deleted words has been considered to be more valid than exact coding, partly because conceptual coding seemed fairer to poorer readers. This paper reports a quantitative study of 447 Australian…

Why College Students Cheat: A Conceptual Model of Five Factors

ERIC Educational Resources Information Center

Yu, Hongwei; Glanzer, Perry L.; Johnson, Byron R.; Sriram, Rishi; Moore, Brandon

2018-01-01

Though numerous studies have identified factors associated with academic misconduct, few have proposed conceptual models that could make sense of multiple factors. In this study, we used structural equation modeling (SEM) to test a conceptual model of five factors using data from a relatively large sample of 2,503 college students. The results…

Heterogeneous Performances of Conceptual Dis/continuity: A Dialectic Reading of Brown and Kloser's Article

ERIC Educational Resources Information Center

Hwang, SungWon; Kim, Mijung

2009-01-01

We review Brown and Kloser's article, "Conceptual continuity and the science of baseball: using informal science literacy to promote students science learning" from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret interview data with student baseball players and claim that students' conceptual understanding…

Teaching Probability for Conceptual Change (La Ensenanza de la Probabilidad por Cambio Conceptual).

ERIC Educational Resources Information Center

Castro, Cesar Saenz

1998-01-01

Presents a theoretical proposal of a methodology for the teaching of probability theory. Discusses the importance of the epistemological approach of Lakatos and the perspective of the conceptual change. Discusses research using a proposed didactic method with Spanish high school students (N=6). Concludes that significant differences on all…

Re-Conceptualizing ASD within a Dimensional Framework: Positive, Negative, and Cognitive Feature Clusters

ERIC Educational Resources Information Center

Foss-Feig, Jennifer H.; McPartland, James C.; Anticevic, Alan; Wolf, Julie

2016-01-01

Introduction of the National Institute of Mental Health's Research Domain Criteria and revision of diagnostic classification for Autism Spectrum Disorder in the latest diagnostic manual call for a new way of conceptualizing heterogeneous ASD features. We propose a novel conceptualization of ASD, borrowing from the schizophrenia literature in…

Understanding Genetics: Analysis of Secondary Students' Conceptual Status

ERIC Educational Resources Information Center

Tsui, Chi-Yan; Treagust, David F.

2007-01-01

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a…

Exploring the Gender Gap in the Conceptual Survey of Electricity and Magnetism

ERIC Educational Resources Information Center

Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne

2017-01-01

The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the…

How Does Learning in Leadership Work? A Conceptual Change Perspective

ERIC Educational Resources Information Center

Grimes, Matthew W.

2015-01-01

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is…

Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

ERIC Educational Resources Information Center

Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

2016-01-01

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

Connecting Practice, Theory and Method: Supporting Professional Doctoral Students in Developing Conceptual Frameworks

ERIC Educational Resources Information Center

Kumar, Swapna; Antonenko, Pavlo

2014-01-01

From an instrumental view, conceptual frameworks that are carefully assembled from existing literature in Educational Technology and related disciplines can help students structure all aspects of inquiry. In this article we detail how the development of a conceptual framework that connects theory, practice and method is scaffolded and facilitated…

Undergraduate Students' Preference for Procedural to Conceptual Solutions to Mathematical Problems

ERIC Educational Resources Information Center

Engelbrecht, Johann; Bergsten, Christer; Kagesten, Owe

2009-01-01

This article reports on a collaboration project between South Africa and Sweden, in which we want to investigate whether the emphasis in undergraduate mathematics courses for engineering students should be more conceptual than the current traditional way of teaching. On the basis of a review of the distinction between conceptual and procedural…

Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat.

ERIC Educational Resources Information Center

Jones, M. Gail; Carter, Glenda; Rua, Melissa J.

2000-01-01

Examines the relationships and development of communities of concepts related to heat and convection among fifth grade students. Discusses the influence of familial and cultural experiences on conceptual development as well as the extent to which competing phenomena affect the development of new conceptual understandings. (Contains 49 references.)…

Recommendations for Replication Research in Special Education: A Framework of Systematic, Conceptual Replications

ERIC Educational Resources Information Center

Coyne, Michael D.; Cook, Bryan G.; Therrien, William J.

2016-01-01

Special education researchers conduct studies that can be considered replications. However, they do not often refer to them as replication studies. The purpose of this article is to consider the potential benefits of conceptualizing special education intervention research within a framework of systematic, conceptual replication. Specifically, we…

Facilitating Students' Conceptual Change and Scientific Reasoning Involving the Unit of Combustion

ERIC Educational Resources Information Center

Lee, Chin-Quen; She, Hsiao-Ching

2010-01-01

This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific reasoning. The other group of students received conventional instruction. In addition to the…

Design and Validation of the Quantum Mechanics Conceptual Survey

ERIC Educational Resources Information Center

McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

2010-01-01

The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of students' conceptual understanding of quantum mechanics. It is intended to be used to measure the relative effectiveness of different instructional methods in modern physics courses. In this paper, we describe the design and validation of the survey, a process that included…

Navigating Tensions between Conceptual and Metaconceptual Goals in the Use of Models

ERIC Educational Resources Information Center

Delgado, Cesar

2015-01-01

Science education involves learning about phenomena at three levels: concrete (facts and generalizations), conceptual (concepts and theories), and metaconceptual (epistemology) (Snir et al. in "J Sci Educ Technol" 2(2):373-388, 1993). Models are key components in science, can help build conceptual understanding, and may also build…

Student Engagement: Developing a Conceptual Framework and Survey Instrument

ERIC Educational Resources Information Center

Burch, Gerald F.; Heller, Nathan A.; Burch, Jana J.; Freed, Rusty; Steed, Steve A.

2015-01-01

Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research where…

Investigation of Conceptual Change about Double-Slit Interference in Secondary School Physics

ERIC Educational Resources Information Center

Kocakulah, Mustafa Sabri; Kural, Mehmet

2010-01-01

In this study, whether or not constructivist teaching of double-slit interference of light has a positive effect on the secondary school students' conceptual change is examined. An achievement test, a conceptual understanding test and semi-structured interviews were used as data collection tools in this mixed methods research. Experimental group…

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

ERIC Educational Resources Information Center

Kind, Per Morten

2013-01-01

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…

A Scoping Review: Conceptualizations and Pedagogical Models of Learning in Nursing Simulation

ERIC Educational Resources Information Center

Poikela, Paula; Teräs, Marianne

2015-01-01

Simulations have been implemented globally in nursing education for years with diverse conceptual foundations. The aim of this scoping review is to examine the literature regarding the conceptualizations of learning and pedagogical models in nursing simulations. A scoping review of peer-reviewed articles published between 2000 and 2013 was…

Conceptual Change and Physics Instruction: A Longitudinal Study.

ERIC Educational Resources Information Center

Searle, Peter; Gunstone, Richard F.

This paper reports an action study of conceptual change in mechanics using an instructional strategy based on a constructivist view of learning. The aims of the study were to determine: (1) what effect the instructional strategy had on achieving conceptual change; (2) what devices or strategies students used in their attempts to understand…

The Value of Conceptual Models in Coping with Complexity and Interdisciplinarity in Environmental Sciences Education

ERIC Educational Resources Information Center

Fortuin, Karen P. J.; van Koppen, C. S. A.; Leemans, Rik

2011-01-01

Conceptual models are useful for facing the challenges of environmental sciences curriculum and course developers and students. These challenges are inherent to the interdisciplinary and problem-oriented character of environmental sciences curricula. In this article, we review the merits of conceptual models in facing these challenges. These…

Arrows as Anchors: An Analysis of the Material Features of Electric Field Vector Arrows

ERIC Educational Resources Information Center

Gire, Elizabeth; Price, Edward

2014-01-01

Representations in physics possess both physical and conceptual aspects that are fundamentally intertwined and can interact to support or hinder sense making and computation. We use distributed cognition and the theory of conceptual blending with material anchors to interpret the roles of conceptual and material features of representations in…

Guidance for Organisational Strategy on Knowledge to Action from Conceptual Frameworks and Practice

ERIC Educational Resources Information Center

Willis, Cameron; Riley, Barbara; Lewis, Mary; Stockton, Lisa; Yessis, Jennifer

2017-01-01

This paper aims to provide public health organisations involved in chronic disease prevention with conceptual and practical guidance for developing contextually sensitive knowledge-to-action (KTA) strategies. Methods involve an analysis of 13 relevant conceptual KTA frameworks, and a review of three case examples of organisations with active KTA…

Mentoring the Gifted: A Conceptual Analysis

ERIC Educational Resources Information Center

Grassinger, Robert; Porath, Marion; Ziegler, Albert

2010-01-01

Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional…

On the Validity of Educational Evaluation and Its Construction

ERIC Educational Resources Information Center

Huang, Xiaoping; Hu, Zhongfeng

2015-01-01

The main problem of the educational evaluation validity is that it just copies the conceptual framework system of validity from educational measurement to its own conceptual system. The validity conceptual system that fits the need of theory and practice of educational evaluation has not been established yet. According to the inherent attributive…

Enhancing Students' Understanding of Photosynthesis and Respiration in Plant through Conceptual Change Approach

ERIC Educational Resources Information Center

Yenilmez, Ayse; Tekkaya, Ceren

2006-01-01

This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987,…

Children's Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded?

ERIC Educational Resources Information Center

Chinn, Clark A.; Malhotra, Betina A.

2002-01-01

Four experiments with 4th, 5th, and 6th graders addressed conceptual change in response to anomalous data about empirical regularities in science. Impedance to conceptual change in response to anomalous data could potentially occur at any of four cognitive processes: observation, interpretation, generalization, or retention. In the four…

Exploring Indigenous Game-Based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

ERIC Educational Resources Information Center

Morales, Marie Paz Escaño

2017-01-01

"Laro-ng-Lahi" (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled…

Computer-Animated Instruction and Students' Conceptual Change in Electrochemistry: Preliminary Qualitative Analysis

ERIC Educational Resources Information Center

Talib, Othman; Matthews, Robert; Secombe, Margaret

2005-01-01

This paper discusses the potential of applying computer-animated instruction (CAnI) as an effective conceptual change strategy in teaching electrochemistry in comparison to conventional lecture-based instruction (CLI). The core assumption in this study is that conceptual change in learners is an active, constructive process that is enhanced by the…

Energy as a Substancelike Quantity That Flows: Theoretical Considerations and Pedagogical Consequences

ERIC Educational Resources Information Center

Brewe, Eric

2011-01-01

Utilizing an energy-as-substance conceptual metaphor as a central feature of the introductory physics curriculum affords students a wealth of conceptual resources for reasoning about energy conservation, storage, and transfer. This paper first establishes the utility and function of a conceptual metaphor in developing student understanding of…

Conceptual Development: Piaget's Legacy. Jean Piaget Symposium Series.

ERIC Educational Resources Information Center

Scholnick, Ellin K., Ed.; Nelson, Katherine, Ed.; Gelman, Susan A., Ed.; Miller, Patricia H., Ed.

Based on the papers presented at the 1996 Symposium of the Jean Piaget Society and highlighting the extent to which Piaget's ideas have served to scaffold contemporary thinking about every aspect of conceptual development, this volume examines the nature of conceptual development, its foundations, and the sources of its novelties. The chapters…

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner

2001-01-01

Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively,…

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

ERIC Educational Resources Information Center

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

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: 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. Sample and Method:…

A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders

ERIC Educational Resources Information Center

Hyter, Yvette D.

2014-01-01

The field of speech-language pathology needs a conceptual framework to guide the provision of services in a globalized world. Proposed in this article is a conceptual framework designed to facilitate responsive global engagement for professionals such as speech-language pathologists, who are increasingly serving diverse populations around the…

The Use of Conceptual Relations in Content Analysis and Data Base Storage.

ERIC Educational Resources Information Center

Schank, Roger C.

Since natural language may be assumed to have an underlying conceptual structure, it is desirable to have the machine structure its own experience, both linguistic and nonlinguistic, in a manner concomitant with the human method for doing so. This paper presents some attempts at organizing the machine's information conceptually. The different…

Application of the generalized reduced gradient method to conceptual aircraft design

NASA Technical Reports Server (NTRS)

Gabriele, G. A.

1984-01-01

The complete aircraft design process can be broken into three phases of increasing depth: conceptual design, preliminary design, and detail design. Conceptual design consists primarily of developing general arrangements and selecting the configuration that optimally satisfies all mission requirements. The result of the conceptual phase is a conceptual baseline configuration that serves as the starting point for the preliminary design phase. The conceptual design of an aircraft involves a complex trade-off of many independent variables that must be investigated before deciding upon the basic configuration. Some of these variables are discrete (number of engines), some represent different configurations (canard vs conventional tail) and some may represent incorporation of new technologies (aluminum vs composite materials). At Lockheed-Georgia, the sizing program is known as GASP (Generalized Aircraft Sizing Program). GASP is a large program containing analysis modules covering the many different disciplines involved fin defining the aricraft, such as aerodynamics, structures, stability and control, mission performance, and cost. These analysis modules provide first-level estimates the aircraft properties that are derived from handbook, experimental, and historical sources.

Age Differences in the Effects of Conceptual Integration Training on Resource Allocation in Sentence Processing

PubMed Central

Stine-Morrow, Elizabeth A. L.; Noh, Soo Rim; Shake, Matthew C.

2009-01-01

This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing. PMID:19941199

Between-language repetition priming in antonym generation: evidence that translation-equivalent adjectives have shared conceptual representations across languages.

PubMed

Taylor, Randolph S; Francis, Wendy S

2017-03-01

Previous literature has demonstrated conceptual repetition priming across languages in bilinguals. This between-language priming effect is taken as evidence that translation equivalents have shared conceptual representations across languages. However, the vast majority of this research has been conducted using only concrete nouns as stimuli. The present experiment examined conceptual repetition priming within and between languages in adjectives, a part of speech not previously investigated in studies of bilingual conceptual representation. The participants were 100 Spanish-English bilinguals who had regular exposure to both languages. At encoding, participants performed a shallow processing task and a deep-processing task on English and Spanish adjectives. At test, they performed an antonym-generation task in English, in which the target responses were either adjectives presented at encoding or control adjectives not previously presented. The measure of priming was the response time advantage for producing repeated adjectives relative to control adjectives. Significant repetition priming was observed both within and between languages under deep, but not shallow, encoding conditions. The results indicate that the conceptual representations of adjective translation equivalents are shared across languages.

Changing our minds: a commentary on `Conceptual change: a discussion of theoretical, methodological and practical challenges for science education'

NASA Astrophysics Data System (ADS)

Mercer, Neil

2008-07-01

This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher-student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.

Criteria for Authorship in Bioethics

PubMed Central

Resnik, David B.; Master, Zubin

2011-01-01

Multiple authorship is becoming increasingly common in bioethics research. There are well-established criteria for authorship in empirical bioethics research but not for conceptual research. It is important to develop criteria for authorship in conceptual publications to prevent undeserved authorship and uphold standards of fairness and accountability. This article explores the issue of multiple authorship in bioethics and develops criteria for determining who should be an author on a conceptual publication in bioethics. Authorship in conceptual research should be based on contributing substantially to: (1) identifying a topic, problem, or issue to study; (2) reviewing and interpreting the relevant literature; (3) formulating, analyzing, and evaluating arguments that support one or more theses; (4) responding to objections and counterarguments; and (5) drafting the manuscript and approving the final version. Authors of conceptual publications should participate substantially in at least two of areas (1)–(5). PMID:21943265

Criteria for authorship in bioethics.

PubMed

Resnik, David B; Master, Zubin

2011-10-01

Multiple authorship is becoming increasingly common in bioethics research. There are well-established criteria for authorship in empirical bioethics research but not for conceptual research. It is important to develop criteria for authorship in conceptual publications to prevent undeserved authorship and uphold standards of fairness and accountability. This article explores the issue of multiple authorship in bioethics and develops criteria for determining who should be an author on a conceptual publication in bioethics. Authorship in conceptual research should be based on contributing substantially to: (1) identifying a topic, problem, or issue to study; (2) reviewing and interpreting the relevant literature; (3) formulating, analyzing, and evaluating arguments that support one or more theses; (4) responding to objections and counterarguments; and (5) drafting the manuscript. Authors of conceptual publications should participate substantially in at least two of areas (1)-(5) and also approve the final version. [corrected].

Intact and impaired conceptual memory processes in amnesia.

PubMed

Keane, M M; Gabrieli, J D; Monti, L A; Fleischman, D A; Cantor, J M; Noland, J S

1997-01-01

To examine the status of conceptual memory processes in amnesia, a conceptual memory task with implicit or explicit task instructions was given to amnesic and control groups. After studying a list of category exemplars, participants saw category labels and were asked to generate as many exemplars as possible (an implicit memory task) or to generate exemplars that had been in the prior study list (an explicit memory task). After incidental deep or shallow encoding of exemplars, amnesic patients showed normal implicit memory performance (priming), a normal levels-of-processing effect on priming, and impaired explicit memory performance. After intentional encoding of exemplars, amnesic patients showed impaired implicit and explicit memory performance. Results suggest that although amnesic patients can show impairments on implicit and explicit conceptual memory tasks, their deficit does not generalize to all conceptual memory tasks.

Philosophy and conceptual framework: collectively structuring nursing care systematization.

PubMed

Schmitz, Eudinéia Luz; Gelbcke, Francine Lima; Bruggmann, Mario Sérgio; Luz, Susian Cássia Liz

2017-03-30

To build the Nursing Philosophy and Conceptual Framework that will support the Nursing Care Systematization in a hospital in southern Brazil with the active participation of the institution's nurses. Convergent Care Research Data collection took place from July to October 2014, through two workshops and four meetings, with 42 nurses. As a result, the nursing philosophy and conceptual framework were created and the theory was chosen. Data analysis was performed based on Morse and Field. The philosophy involves the following beliefs: team nursing; team work; holistic care; service excellence; leadership/coordination; interdisciplinary team commitment. The conceptual framework brings concepts such as: human being; nursing; nursing care, safe care. The nursing theory defined was that of Wanda de Aguiar Horta. As a contribution, it brought the construction of the institutions' nursing philosophy and conceptual framework, and the definition of a nursing theory.

Teaching the basic concepts of the Special Relativity in the secondary school in the framework of the Theory of Conceptual Fields of Vergnaud

NASA Astrophysics Data System (ADS)

Rita Otero, Marıa; Arlego, Marcelo; Prodanoff, Fabiana

2016-05-01

In this work, we investigate the conceptualization of the basic aspects of Special Relativity (SR) at secondary school level. We have conducted our research along the lines of the Theory of Conceptual Fields (TCF) proposed by Vergnaud (Vergnaud G., Infancia y Aprendizaje, 36 (2013) 131). The investigation consisted in the design, implementation and evaluation of a didactic sequence specially elaborated to conceptualize the basic aspects of SR. The proposal is composed by eight situations, complemented with a set of exercises. It was carried out in two classrooms with students of the last year of secondary level (17years old, N = 43 . The conceptualization was analyzed in a classroom context, where the selected situations are essential to promote the emergence of the relevant concepts.

College physics students' epistemological self-reflection and its relationship to conceptual learning

NASA Astrophysics Data System (ADS)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Conceptual strategies and inter-theory relations: The case of nanoscale cracks

NASA Astrophysics Data System (ADS)

Bursten, Julia R.

2018-05-01

This paper introduces a new account of inter-theory relations in physics, which I call the conceptual strategies account. Using the example of a multiscale computer simulation model of nanoscale crack propagation in silicon, I illustrate this account and contrast it with existing reductive, emergent, and handshaking approaches. The conceptual strategies account develops the notion that relations among physical theories, and among their models, are constrained but not dictated by limitations from physics, mathematics, and computation, and that conceptual reasoning within those limits is required both to generate and to understand the relations between theories. Conceptual strategies result in a variety of types of relations between theories and models. These relations are themselves epistemic objects, like theories and models, and as such are an under-recognized part of the epistemic landscape of science.

An expanded conceptual framework for solution-focused management of chemical pollution in European waters.

PubMed

Munthe, John; Brorström-Lundén, Eva; Rahmberg, Magnus; Posthuma, Leo; Altenburger, Rolf; Brack, Werner; Bunke, Dirk; Engelen, Guy; Gawlik, Bernd Manfred; van Gils, Jos; Herráez, David López; Rydberg, Tomas; Slobodnik, Jaroslav; van Wezel, Annemarie

2017-01-01

This paper describes a conceptual framework for solutions-focused management of chemical contaminants built on novel and systematic approaches for identifying, quantifying and reducing risks of these substances. The conceptual framework was developed in interaction with stakeholders representing relevant authorities and organisations responsible for managing environmental quality of water bodies. Stakeholder needs were compiled via a survey and dialogue. The content of the conceptual framework was thereafter developed with inputs from relevant scientific disciplines. The conceptual framework consists of four access points: Chemicals, Environment, Abatement and Society, representing different aspects and approaches to engaging in the issue of chemical contamination of surface waters. It widens the scope for assessment and management of chemicals in comparison to a traditional (mostly) perchemical risk assessment approaches by including abatement- and societal approaches as optional solutions. The solution-focused approach implies an identification of abatement- and policy options upfront in the risk assessment process. The conceptual framework was designed for use in current and future chemical pollution assessments for the aquatic environment, including the specific challenges encountered in prioritising individual chemicals and mixtures, and is applicable for the development of approaches for safe chemical management in a broader sense. The four access points of the conceptual framework are interlinked by four key topics representing the main scientific challenges that need to be addressed, i.e.: identifying and prioritising hazardous chemicals at different scales; selecting relevant and efficient abatement options; providing regulatory support for chemicals management; predicting and prioritising future chemical risks. The conceptual framework aligns current challenges in the safe production and use of chemicals. The current state of knowledge and implementation of these challenges is described. The use of the conceptual framework, and addressing the challenges, is intended to support: (1) forwarding sustainable use of chemicals, (2) identification of pollutants of priority concern for cost-effective management, (3) the selection of optimal abatement options and (4) the development and use of optimised legal and policy instruments.

Conducting quality of life research in people with coronary artery disease in non-English-speaking countries: conceptual and operationalization issues.

PubMed

Saengsiri, Aem-orn; Hacker, Eileen Danaher

2015-01-01

Health-related quality of life is an important clinical outcome to measure in patients with cardiovascular disease. International nurse researchers with limited English skills and novice cardiovascular nurse researchers face numerous challenges when conducting quality of life research because of the conceptual ambiguity of the construct and subsequent operationalization issues as well as difficulty identifying conceptual models to guide their quality of life research. The overall purpose of this article was to provide guidance to cardiovascular nurse researchers (using Thailand as an example) who are interested in examining quality of life in their native country but lack access to quality of life conceptual models and instruments because of language barriers. This article will examine definitions of health-related quality of life, selection of a conceptual model to guide quality of life research, use of the conceptual model to guide selection and measurement of variables, and translation of instruments when reliable and valid instruments are not available in the native language. Ferrans' definition of quality of life and the Wilson and Cleary Revised Model of Patient Outcomes were selected to guide the research. Selection of variables/instruments flowed directly from the conceptualization of constructs identified in this model. Our study, "Examining HRQOL in Thai People With Coronary Artery Disease Following Percutaneous Coronary Intervention," serves as an exemplar to illustrate the conceptual and operational challenges associated with conducting quality of life research in Thailand. The ultimate goal of cardiovascular nursing is to help patients achieve their optimal quality of life. Thai clinicians implementing quality of life assessment in clinical practice face similar conceptual and operationalization issues, especially when using instruments that are not well established or easily interpreted. Although quality of life assessment in clinical practice improves communication between patients and healthcare providers, clear guidelines for making changes to treatment strategies based on changes in quality of life must be established.

Organizational intellectual capital and the role of the nurse manager: A proposed conceptual model.

PubMed

Gilbert, Jason H; Von Ah, Diane; Broome, Marion E

Nurse managers must leverage both the human capital and social capital of the teams they lead in order to produce quality outcomes. Little is known about the relationship between human capital and social capital and how these concepts may work together to produce organizational outcomes through leadership of nurses. The purpose of this article was to explore the concepts of human capital and social capital as they relate to nursing leadership in health care organizations. Specific aims included (a) to synthesize the literature related to human capital and social capital in leadership, (b) to refine the conceptual definitions of human capital and social capital with associated conceptual antecedents and consequences, and (c) to propose a synthesized conceptual model guiding further empirical research of social capital and human capital in nursing leadership. A systematic integrative review of leadership literature using criteria informed by Whittemore and Knafl (2005) was completed. CINAHL Plus with Full Text, Academic Search Premier, Business Source Premier, Health Business FullTEXT, MEDLINE, and PsychINFO databases were searched for the years 1995 to 2016 using terms "human capital," "social capital," and "management." Analysis of conceptual definitions, theoretical and conceptual models, antecedents and consequences, propositions or hypotheses, and empirical support for 37 articles fitting review criteria resulted in the synthesis of the proposed Gilbert Conceptual Model of Organizational Intellectual Capital. The Gilbert Conceptual Model of Organizational Intellectual Capital advances the propositions of human capital theory and social capital theory and is the first model to conceptualize the direct and moderating effects that nurse leaders have on the human capital and social capital of the teams they lead. This model provides a framework for further empirical study and may have implications for practice, organizational policy, and education related to nursing leadership. Copyright © 2017 Elsevier Inc. All rights reserved.

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

Tolerance of uncertainty: Conceptual analysis, integrative model, and implications for healthcare.

PubMed

Hillen, Marij A; Gutheil, Caitlin M; Strout, Tania D; Smets, Ellen M A; Han, Paul K J

2017-05-01

Uncertainty tolerance (UT) is an important, well-studied phenomenon in health care and many other important domains of life, yet its conceptualization and measurement by researchers in various disciplines have varied substantially and its essential nature remains unclear. The objectives of this study were to: 1) analyze the meaning and logical coherence of UT as conceptualized by developers of UT measures, and 2) develop an integrative conceptual model to guide future empirical research regarding the nature, causes, and effects of UT. A narrative review and conceptual analysis of 18 existing measures of Uncertainty and Ambiguity Tolerance was conducted, focusing on how measure developers in various fields have defined both the "uncertainty" and "tolerance" components of UT-both explicitly through their writings and implicitly through the items constituting their measures. Both explicit and implicit conceptual definitions of uncertainty and tolerance vary substantially and are often poorly and inconsistently specified. A logically coherent, unified understanding or theoretical model of UT is lacking. To address these gaps, we propose a new integrative definition and multidimensional conceptual model that construes UT as the set of negative and positive psychological responses-cognitive, emotional, and behavioral-provoked by the conscious awareness of ignorance about particular aspects of the world. This model synthesizes insights from various disciplines and provides an organizing framework for future research. We discuss how this model can facilitate further empirical and theoretical research to better measure and understand the nature, determinants, and outcomes of UT in health care and other domains of life. Uncertainty tolerance is an important and complex phenomenon requiring more precise and consistent definition. An integrative definition and conceptual model, intended as a tentative and flexible point of departure for future research, adds needed breadth, specificity, and precision to efforts to conceptualize and measure UT. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Issues in the assessment and conceptualization of personality disorders.

PubMed

Farmer, R F

2000-10-01

This article reviews several current issues associated with the definition and assessment of personality disorders (PDs) as defined in the third and fourth editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM). Specifically reviewed are issues associated with classification, PD conceptualizations, and the assessment of these disorders. DSM PD categories are also reviewed in terms of their psychometric properties. A review of the PD assessment literature suggests that DSM conceptualizations and definitions of PDs are problematic at both conceptual and quantitative levels. This article concludes with suggestions for possible alternative approaches to and modifications of DSM PD assessment.

Qualitative analysis and conceptual mapping of patient experiences in home health care.

PubMed

Lines, Lisa M; Anderson, Wayne L; Blackmon, Brian D; Pronier, Cristalle R; Allen, Rachael W; Kenyon, Anne E

2018-01-01

This study explored patient experiences in home health care through a literature review, focus groups, and interviews. Our goal was to develop a conceptual map of home health care patient experience domains. The conceptual map identifies technical and personal spheres of care, relating prior studies to new focus group and interview findings and identifying the most important domains of care. Study participants (n = 35) most frequently reported the most important domain as staff who are caring, supportive, patient, empathetic, respectful, and considerate (endorsed by 29% of participants). The conceptual map includes 114 discrete domains.

Identification of an intact ParaHox cluster with temporal colinearity but altered spatial colinearity in the hemichordate Ptychodera flava

PubMed Central

2013-01-01

Background ParaHox and Hox genes are thought to have evolved from a common ancestral ProtoHox cluster or from tandem duplication prior to the divergence of cnidarians and bilaterians. Similar to Hox clusters, chordate ParaHox genes including Gsx, Xlox, and Cdx, are clustered and their expression exhibits temporal and spatial colinearity. In non-chordate animals, however, studies on the genomic organization of ParaHox genes are limited to only a few animal taxa. Hemichordates, such as the Enteropneust acorn worms, have been used to gain insights into the origins of chordate characters. In this study, we investigated the genomic organization and expression of ParaHox genes in the indirect developing hemichordate acorn worm Ptychodera flava. Results We found that P. flava contains an intact ParaHox cluster with a similar arrangement to that of chordates. The temporal expression order of the P. flava ParaHox genes is the same as that of the chordate ParaHox genes. During embryogenesis, the spatial expression pattern of PfCdx in the posterior endoderm represents a conserved feature similar to the expression of its orthologs in other animals. On the other hand, PfXlox and PfGsx show a novel expression pattern in the blastopore. Nevertheless, during metamorphosis, PfXlox and PfCdx are expressed in the endoderm in a spatially staggered pattern similar to the situation in chordates. Conclusions Our study shows that P. flava ParaHox genes, despite forming an intact cluster, exhibit temporal colinearity but lose spatial colinearity during embryogenesis. During metamorphosis, partial spatial colinearity is retained in the transforming larva. These results strongly suggest that intact ParaHox gene clustering was retained in the deuterostome ancestor and is correlated with temporal colinearity. PMID:23802544

'Communicative competence' in the field of augmentative and alternative communication: a review and critique.

PubMed

Teachman, Gail; Gibson, Barbara E

2014-01-01

Understandings of 'communicative competency' (CC) have an important influence on the ways that researchers and practitioners in augmentative and alternative communication (AAC) work toward achieving positive outcomes with AAC users. Yet, very little literature has critically examined conceptualizations of CC in AAC. Following an overview of the emergence of the concept of CC and of the field of AAC, we review seven conceptualizations of CC identified in the literature. To consider the contributions and potential shortcomings of conceptualizations of CC in AAC. We use a critical theoretical approach to review, critique and synthesize conceptualizations of CC in AAC, with a particular focus on uncovering 'taken for granted' assumptions. By historically situating the reviewed literature, we examine the shifting boundaries and tensions among theoretical conceptualizations of CC in AAC and their potential impacts on practice. We suggest ways that revisiting past scholarly work, alongside emergent, innovative conceptualizations of CC might shift ways of thinking about CC in AAC which tend to focus on the individual who communicates differently, toward (re)location of CC as a shared, socially incorporated and performed communication construct. We propose that emerging critical perspectives drawn from AAC and other interdisciplinary literatures offer innovative ways of theorizing communication difference, which might inform evolving conceptualizations of CC in AAC. © 2013 Royal College of Speech and Language Therapists.

Mind maps and network analysis to evaluate conceptualization of complex issues: A case example evaluating systems science workshops for childhood obesity prevention.

PubMed

Frerichs, Leah; Young, Tiffany L; Dave, Gaurav; Stith, Doris; Corbie-Smith, Giselle; Hassmiller Lich, Kristen

2018-06-01

Across disciplines, it is common practice to bring together groups to solve complex problems. Facilitators are often asked to help groups organize information about and better understand the problem in order to develop and prioritize solutions. However, despite existence of several methods to elicit and characterize how individuals and groups think about and conceptualize an issue, many are difficult to implement in practice-based settings where resources such as technology and participant time are limited and research questions shift over time. This paper describes an easy-to-implement diagramming technique for eliciting conceptualization and a flexible network analysis method for characterizing changes in both individual and group conceptualization. We use a case example to illustrate how we used the methods to evaluate African American adolescent's conceptual understanding of obesity before and after participating in a series of four systems thinking workshops. The methods produced results that were sensitive to changes in conceptualization that were likely driven by the specific activities employed during the workshop sessions. The methods appear strong for capturing salient levels of conceptualization at both individual and collective levels. The paper concludes with a critical examination of strengths and weaknesses of the methods and implications for future practice and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

Two mechanisms of constructive recollection: Perceptual recombination and conceptual fluency.

PubMed

Doss, Manoj K; Bluestone, Maximilian R; Gallo, David A

2016-11-01

Recollection is constructive and prone to distortion, but the mechanisms through which recollections can become embellished with rich yet illusory details are still debated. According to the conceptual fluency hypothesis, abstract semantic or conceptual activation increases the familiarity of a nonstudied event, causing one to falsely attribute imagined features to actual perception. In contrast, according to the perceptual recombination hypothesis, details from actually perceived events are partially recollected and become erroneously bound to a nonstudied event, again causing a detailed yet false recollection. Here, we report the first experiments aimed at disentangling these 2 mechanisms. Participants imagined pictures of common objects, and then they saw an actual picture of some of the imagined objects. We next presented misinformation associated with these studied items, designed to increase conceptual fluency (i.e., semantically related words) or perceptual recombination (i.e., perceptually similar picture fragments). Finally, we tested recollection for the originally seen pictures using verbal labels as retrieval cues. Consistent with conceptual fluency, processing-related words increased false recollection of pictures that were never seen, and consistent with perceptual recombination, processing picture fragments further increased false recollection. We also found that conceptual fluency was more short-lived than perceptual recombination, further dissociating these 2 mechanisms. These experiments provide strong evidence that conceptual fluency and perceptual recombination independently contribute to the constructive aspects of recollection. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Health literacy and public health: a systematic review and integration of definitions and models.

PubMed

Sørensen, Kristine; Van den Broucke, Stephan; Fullam, James; Doyle, Gerardine; Pelikan, Jürgen; Slonska, Zofia; Brand, Helmut

2012-01-25

Health literacy concerns the knowledge and competences of persons to meet the complex demands of health in modern society. Although its importance is increasingly recognised, there is no consensus about the definition of health literacy or about its conceptual dimensions, which limits the possibilities for measurement and comparison. The aim of the study is to review definitions and models on health literacy to develop an integrated definition and conceptual model capturing the most comprehensive evidence-based dimensions of health literacy. A systematic literature review was performed to identify definitions and conceptual frameworks of health literacy. A content analysis of the definitions and conceptual frameworks was carried out to identify the central dimensions of health literacy and develop an integrated model. The review resulted in 17 definitions of health literacy and 12 conceptual models. Based on the content analysis, an integrative conceptual model was developed containing 12 dimensions referring to the knowledge, motivation and competencies of accessing, understanding, appraising and applying health-related information within the healthcare, disease prevention and health promotion setting, respectively. Based upon this review, a model is proposed integrating medical and public health views of health literacy. The model can serve as a basis for developing health literacy enhancing interventions and provide a conceptual basis for the development and validation of measurement tools, capturing the different dimensions of health literacy within the healthcare, disease prevention and health promotion settings.

Facilitating conceptual change in students’ understanding of concepts related to pressure

NASA Astrophysics Data System (ADS)

Ozkan, Gulbin; Sezgin Selcuk, Gamze

2016-09-01

The aim of this research was to explore the effects of three different types of methods of learning physics (conceptual change-based, real life context-based and traditional learning) on high school physics students in the 11th grade in terms of conceptual change they achieved in learning about the various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy, Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group 1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a teaching approach based on real life context-based learning, whereas the control group was taught in the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As a result of research, the number of misconceptions had been reduced or shifted altogether in all three groups. After the instruction, it was seen that none of the students formed new misconceptions. It was found that the most positive change could be seen in the conceptual change text group followed by context-based and lastly traditional. The fact that none of the students formed new misconceptions is important, particularly since research such as the following shows that conceptual change is tenuous and inconsistent, taking time to shift in a sustained manner.

Validity of instruments to measure physical activity may be questionable due to a lack of conceptual frameworks: a systematic review

PubMed Central

2011-01-01

Background Guidance documents for the development and validation of patient-reported outcomes (PROs) advise the use of conceptual frameworks, which outline the structure of the concept that a PRO aims to measure. It is unknown whether currently available PROs are based on conceptual frameworks. This study, which was limited to a specific case, had the following aims: (i) to identify conceptual frameworks of physical activity in chronic respiratory patients or similar populations (chronic heart disease patients or the elderly) and (ii) to assess whether the development and validation of PROs to measure physical activity in these populations were based on a conceptual framework of physical activity. Methods Two systematic reviews were conducted through searches of the Medline, Embase, PsycINFO, and Cinahl databases prior to January 2010. Results In the first review, only 2 out of 581 references pertaining to physical activity in the defined populations provided a conceptual framework of physical activity in COPD patients. In the second review, out of 103 studies developing PROs to measure physical activity or related constructs, none were based on a conceptual framework of physical activity. Conclusions These findings raise concerns about how the large body of evidence from studies that use physical activity PRO instruments should be evaluated by health care providers, guideline developers, and regulatory agencies. PMID:21967887

Conceptual frameworks in astronomy

NASA Astrophysics Data System (ADS)

Pundak, David

2016-06-01

How to evaluate students' astronomy understanding is still an open question. Even though some methods and tools to help students have already been developed, the sources of students' difficulties and misunderstanding in astronomy is still unclear. This paper presents an investigation of the development of conceptual systems in astronomy by 50 engineering students, as a result of learning a general course on astronomy. A special tool called Conceptual Frameworks in Astronomy (CFA) that was initially used in 1989, was adapted to gather data for the present research. In its new version, the tool included 23 questions, and five to six optional answers were given for each question. Each of the answers was characterized by one of the four conceptual astronomical frameworks: pre-scientific, geocentric, heliocentric and sidereal or scientific. The paper describes the development of the tool and discusses its validity and reliability. Using the CFA we were able to identify the conceptual frameworks of the students at the beginning of the course and at its end. CFA enabled us to evaluate the paradigmatic change of students following the course and also the extent of the general improvement in astronomical knowledge. It was found that the measure of the students’ improvement (gain index) was g = 0.37. Approximately 45% of the students in the course improved their understanding of conceptual frameworks in astronomy and 26% deepened their understanding of the heliocentric or sidereal conceptual frameworks.

Conversion rate of para-hydrogen to ortho-hydrogen by oxygen: implications for PHIP gas storage and utilization.

PubMed

Wagner, Shawn

2014-06-01

To determine the storability of para-hydrogen before reestablishment of the room temperature thermal equilibrium mixture. Para-hydrogen was produced at near 100% purity and mixed with different oxygen quantities to determine the rate of conversion to the thermal equilibrium mixture of 75: 25% (ortho: para) by detecting the ortho-hydrogen (1)H nuclear magnetic resonance using a 9.4 T imager. The para-hydrogen to ortho-hydrogen velocity constant, k, near room temperature (292 K) was determined to be 8.27 ± 1.30 L/mol · min(-1). This value was calculated utilizing four different oxygen fractions. Para-hydrogen conversion to ortho-hydrogen by oxygen can be minimized for long term storage with judicious removal of oxygen contamination. Prior calculated velocity rates were confirmed demonstrating a dependence on only the oxygen concentration.

Development of Conceptual Models for Internet Search: A Case Study.

ERIC Educational Resources Information Center

Uden, Lorna; Tearne, Stephen; Alderson, Albert

This paper describes the creation and evaluation of a World Wide Web-based courseware module, using conceptual models based on constructivism, that teaches novices how to use the Internet for searching. Questionnaires and interviews were used to understand the difficulties of a group of novices. The conceptual model of the experts for the task was…

Feasibility of Implementing an All-Volunteer Force for the ROK Armed Forces

DTIC Science & Technology

2007-03-01

Korea’s current military/economic/political/social factors for voluntary recruitment through an open-systems conceptual model. Results indicate that the...recruitment through an open-systems conceptual model. Results indicate that the draft should be maintained for the near future, but this does not...7 A. A CONCEPTUAL MODEL FOR DEFENSE ORGANIZATION

Learning to Deflect: Conceptual Change in Physics during Digital Game Play

ERIC Educational Resources Information Center

Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B.

2015-01-01

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics.…

Promoting Students' Ability to Think Conceptually in Calculus

ERIC Educational Resources Information Center

Zerr, Ryan J.

2010-01-01

An overview is given of three conceptual lessons that can be incorporated into any first-semester calculus class. These lessons were developed to help promote calculus students' ability to think conceptually, in particular with regard to the role that infinity plays in the subject. A theoretical basis for the value of these lessons is provided,…

Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research

ERIC Educational Resources Information Center

Fried, Leanne; Mansfield, Caroline; Dobozy, Eva

2015-01-01

This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to…

Organizational Learning and Innovation Performance: A Review of the Literature and the Development of a Conceptual Framework and Research Hypotheses

ERIC Educational Resources Information Center

Wang, Yu-Lin; Ellinger, Andrea D.

2008-01-01

The purpose of this paper is to develop a conceptual framework and research hypotheses based upon a thorough review of the conceptual and limited published empirical research in the organizational learning and innovation performance literatures. Hypotheses indicate the relationships between organizational learning, its antecedent, perception of…

Conceptual issues of softcopy photogrammetric workstations

NASA Technical Reports Server (NTRS)

Schenk, Toni; Toth, Charles K.

1992-01-01

A conceptual approach to digital photogrammetry is presented. Automation of photogrammetric processes on digital photogrammetric workstations is considered with particular attention given to the automatic orientation and the surface reconstruction module. It is suggested that major progress toward autonomous softcopy workstations depends more on advances on the conceptual level rather than on refinement of system components such as hardware and algorithms.

Power Matters: Foucault's "Pouvoir/Savoir" as a Conceptual Lens in Information Research and Practice

ERIC Educational Resources Information Center

Olsson, Michael; Heizmann, Helena

2015-01-01

Introduction: This paper advocates Foucault's notion of pouvoir/savoir (power/knowledge) as a conceptual lens that information researchers might fruitfully use to develop a richer understanding of the relationship between knowledge and power. Methods: Three of the authors' earlier studies are employed to illustrate the use of this conceptual lens.…

Conceptual Change Text: A Supplementary Material To Facilitate Conceptual Change in Electrochemical Cell Concepts.

ERIC Educational Resources Information Center

Yuruk, Nejla; Geban, Omer

The main purpose of the study was to investigate the effectiveness of conceptual change text (CCT) oriented instruction over traditionally designed instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The subjects of the study consisted of 64 students from the two classes of a high school in Turkey.…

High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents

ERIC Educational Resources Information Center

Dumais, Nancy; Hasni, Abdelkrim

2009-01-01

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses…

Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or Is It Counter-Productive?

ERIC Educational Resources Information Center

Potvin, Patrice; Mercier, Julien; Charland, Patrick; Riopel, Martin

2012-01-01

This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to see if CEIC is or is not a productive step toward conceptual change. All students experienced a…

Showing Automatically Generated Students' Conceptual Models to Students and Teachers

ERIC Educational Resources Information Center

Perez-Marin, Diana; Pascual-Nieto, Ismael

2010-01-01

A student conceptual model can be defined as a set of interconnected concepts associated with an estimation value that indicates how well these concepts are used by the students. It can model just one student or a group of students, and can be represented as a concept map, conceptual diagram or one of several other knowledge representation…

Repositioning identity in conceptualizations human-place bonding

Treesearch

James D. Absher

2010-01-01

In this investigation, we adapted identity theory (references) to reassess a conceptualization of place attachment – an attitudinal construct used by environmental psychologists to describe people‘s bonding to the physical landscape. Past work has conceptualized the construct in terms of three components; cognitive, affective and conative elements. Based on the tents...

Variables to Consider in Planning Research for Effective Instruction: A Conceptual Framework.

ERIC Educational Resources Information Center

Uprichard, A. Edward

In this paper the belief is stated that researchers need to develop some type of conceptual frame for improving continuity of studies and specificity of treatment. This paper describes such a conceptual frame and its implications for research. The paper states that the framework was designed to help researchers identify, classify, and/or quantify…

The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment

ERIC Educational Resources Information Center

Valler, Emilee C.; Burko, Jordan A.; Pfeiffer, Steven I.; Branagan, Alexandra M.

2017-01-01

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…

Using Interlocking Toy Building Blocks to Assess Conceptual Understanding in Chemistry

ERIC Educational Resources Information Center

Geyer, Michael J.

2017-01-01

A current emphasis on teaching conceptual chemistry via the particulate nature of matter has led to the need for new, effective ways to assess students' conceptual understanding of this view of chemistry. This article provides a simple, inexpensive way to use interlocking toy building blocks (e.g., LEGOs) in both formative and summative…

Using Simulations in the Middle School: Does Assertiveness of Dyad Partners Influence Conceptual Change?

ERIC Educational Resources Information Center

Windschitl, Mark

2001-01-01

Examines how academic assertiveness in junior high school students was related to conceptual change and the degree to which their assertiveness affected conceptual change in the partners paired with them for a series of activities using a simulation of the human cardiovascular system. Indicates that the assertiveness ratings of the individuals'…

Using a Modelling Language for Supporting University Students' Orienting Activity When Studying Research Methods

ERIC Educational Resources Information Center

Kosonen, Kari; Ilomäki, Liisa; Lakkala, Minna

2015-01-01

The present study focuses on examining how digitally guided conceptual mapping can be used in orienting students in higher education to learn complex domain content and practices. The outcomes of conceptual mapping were investigated as the orienting bases created by the students that used digitalized conceptual tools to construct an external…

Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning

ERIC Educational Resources Information Center

Jacobson, Michael J.; Kapur, Manu; Reimann, Peter

2016-01-01

This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research. We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels--including neuronal, cognitive,…

The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism

ERIC Educational Resources Information Center

Gok, Tolga

2012-01-01

The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey…

Conceptualizing Accessibility for English Language Proficiency Assessments. Research Report. ETS RR-16-07

ERIC Educational Resources Information Center

Guzman-Orth, Danielle; Laitusis, Cara; Thurlow, Martha; Christensen, Laurene

2016-01-01

This paper is the second in a series from Educational Testing Service (ETS) that conceptualizes next-generation English language proficiency (ELP) assessment systems for K-12 English learners (ELs) in the United States.The first paper articulated a high-level conceptualization of next-generation ELP assessment systems (Hauck, Wolf, & Mislevy,…

Using Memes and Memetic Processes to Explain Social and Conceptual Influences on Student Understanding about Complex Socio-Scientific Issues

ERIC Educational Resources Information Center

Yoon, Susan

2008-01-01

This study investigated seventh grade learners' decision making about genetic engineering concepts and applications. A social network analyses supported by technology tracked changes in student understanding with a focus on social and conceptual influences. Results indicated that several social and conceptual mechanisms potentially affected how…

Conceptual Demand of Science Curricula: A Study at the Middle School Level

ERIC Educational Resources Information Center

Calado, Sílvia; Neves, Isabel P.; Morais, Ana M.

2013-01-01

This article addresses the issue of the level of conceptual demand of science curricula by analysing the case of the current Portuguese Natural Sciences curriculum for middle school. Conceptual demand is seen in terms of the complexity of cognitive skills, the complexity of scientific knowledge and the intra-disciplinary relations between distinct…

Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education

ERIC Educational Resources Information Center

Bissonnette, Sarah A.; Combs, Elijah D.; Nagami, Paul H.; Byers, Victor; Fernandez, Juliana; Le, Dinh; Realin, Jared; Woodham, Selina; Smith, Julia I.; Tanner, Kimberly D.

2017-01-01

While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge.…

Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology

ERIC Educational Resources Information Center

Smith, Julia I.; Combs, Elijah D.; Nagami, Paul H.; Alto, Valerie M.; Goh, Henry G.; Gourdet, Muryam A. A.; Hough, Christina M.; Nickell, Ashley E.; Peer, Adrian G.; Coley, John D.; Tanner, Kimberly D.

2013-01-01

There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task,…

A Conceptualization of Entrepreneurial Curiosity and Construct Development: A Multi-Country Empirical Validation

ERIC Educational Resources Information Center

Jeraj, Mitja; Antoncic, Bostjan

2013-01-01

The purpose of this article was to fill a gap in the literature regarding the conceptualization and measurement of entrepreneurial curiosity. Although research in other fields suggest that different types of curiosity exist, no conceptualization research has yet been done in the field of entrepreneurial curiosity. This research aimed to develop a…

Validating a Conceptual Framework for the Core Concept of "Cell-Cell Communication"

ERIC Educational Resources Information Center

Michael, Joel; Martinkova, Patricia; McFarland, Jenny; Wright, Ann; Cliff, William; Modell, Harold; Wenderoth, Mary Pat

2017-01-01

We have created and validated a conceptual framework for the core physiology concept of "cell-cell communication." The conceptual framework is composed of 51 items arranged in a hierarchy that is, in some instances, four levels deep. We have validated it with input from faculty who teach at a wide variety of institutional types. All…

Conceptual Integration of Arithmetic Operations with Real-World Knowledge: Evidence from Event-Related Potentials

ERIC Educational Resources Information Center

Guthormsen, Amy M.; Fisher, Kristie J.; Bassok, Miriam; Osterhout, Lee; DeWolf, Melissa; Holyoak, Keith J.

2016-01-01

Research on language processing has shown that the disruption of conceptual integration gives rise to specific patterns of event-related brain potentials (ERPs)--N400 and P600 effects. Here, we report similar ERP effects when adults performed cross-domain conceptual integration of analogous semantic and mathematical relations. In a problem-solving…

Applying a Conceptual Model in Sport Sector Work- Integrated Learning Contexts

ERIC Educational Resources Information Center

Agnew, Deborah; Pill, Shane; Orrell, Janice

2017-01-01

This paper applies a conceptual model for work-integrated learning (WIL) in a multidisciplinary sports degree program. Two examples of WIL in sport will be used to illustrate how the conceptual WIL model is being operationalized. The implications for practice are that curriculum design must recognize a highly flexible approach to the nature of…

Surveying Students' Conceptual and Procedural Knowledge of Acid-Base Behavior of Substances

ERIC Educational Resources Information Center

Furio-Mas, Carles; Calatayud, Maria-Luisa; Barcenas, Sergio L.

2007-01-01

By the end of their high school studies, students should be able to understand macroscopic and sub-microscopic conceptualization of acid-base behavior and the relationship between these conceptual models. The aim of this article is to ascertain whether grade-12 students have sufficient background knowledge to explain the properties of acids,…

Emerging HRD Issues: A Conceptual Framework for Corporate University in the Context of Chinese Organizations

ERIC Educational Resources Information Center

Li, Jie; Alagaraja, Meera

2007-01-01

The authors suggest a conceptual framework for developing CU's in the Chinese organizational context. We reviewed literature on existing conceptual frameworks and chose the CU wheel as proposed by Prince and Stewart. Four core processes identified in the CU wheel were realigned and readjusted in developing our framework of Corporate University in…

Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept

ERIC Educational Resources Information Center

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Costu, Bayram

2016-01-01

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field…

Conceptual and Critical Development in Student Teachers: First Steps towards an Integrated Comprehension of Osmosis

ERIC Educational Resources Information Center

Viennot, Laurence; Décamp, Nicolas

2016-01-01

This investigation is focused on possible links between the development of critical attitude and conceptual understanding. We conducted a fine grained analysis of five student teachers' critical and conceptual development during a one hour and a half interaction with an expert. This investigation completes a series of three previous studies…

A Conceptual Framework for the Indirect Method of Reporting Net Cash Flow from Operating Activities

ERIC Educational Resources Information Center

Wang, Ting J.

2010-01-01

This paper describes the fundamental concept of the reconciliation behind the indirect method of the statement of cash flows. A conceptual framework is presented to demonstrate how accrual and cash-basis accounting methods relate to each other and to illustrate the concept of reconciling these two accounting methods. The conceptual framework…

Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current.

ERIC Educational Resources Information Center

Chambers, Sharon K.; Andre, Thomas

1997-01-01

Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…

Languaging and Visualisation Method for Grammar Teaching: A Conceptual Change Theory Perspective

ERIC Educational Resources Information Center

Rattya, Kaisu

2013-01-01

Conceptual grammatical knowledge is an area which causes problems at different levels of education. This article examines the ideas of conceptual change theory as a basis for establishing a new grammar teaching method. The research strategy which I use is educational design research and the research data have been collected from teacher students…

L2 Effects on L1 Event Conceptualization

ERIC Educational Resources Information Center

Bylund, Emanuel; Jarvis, Scott

2011-01-01

The finding that speakers of aspect languages encode event endpoints to a lesser extent than do speakers of non-aspect languages has led to the hypothesis that there is a relationship between grammatical aspect and event conceptualization (e.g., von Stutterheim and Nuse, 2003). The present study concerns L1 event conceptualization in 40 L1…

Conceptualizing Matrix Multiplication: A Framework for Student Thinking, an Historical Analysis, and a Modeling Perspective

ERIC Educational Resources Information Center

Larson, Christine

2010-01-01

Little is known about the variety of ways students conceptualize matrix multiplication, yet this is a fundamental part of most introductory linear algebra courses. My dissertation follows a three-paper format, with the three papers exploring conceptualizations of matrix multiplication from a variety of viewpoints. In these papers, I explore (1)…

The Effect of a Conceptual Change Approach on Understanding of Students' Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Atasoy, Basri; Akkus, Huseyin; Kadayifci, Hakki

2009-01-01

The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth-grade students' conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth-grade students. In this study, a…

Multiple Perspectives of Conceptual Change in Science and the Challenges Ahead

ERIC Educational Resources Information Center

Treagust, David F.; Duit, Reinders

2009-01-01

Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Conceptual change can be interpreted from different individual perspectives or from multiple perspectives. In…

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

ERIC Educational Resources Information Center

Ozkan, Gulbin; Selcuk, Gamze Sezgin

2015-01-01

In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A…

The Effect of Activity-Based Instruction on Conceptual Development of Seventh Grade Students in Probability

ERIC Educational Resources Information Center

Gurbuz, Ramazan

2010-01-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed "Conceptual Development Test" comprising 12…

Technical Manual for the Conceptual Learning and Development Assessment Series II: Cutting Tool. Technical Report No. 435. Reprinted December 1977.

ERIC Educational Resources Information Center

DiLuzio, Geneva J.; And Others

This document accompanies Conceptual Learning and Development Assessment Series II: Cutting Tool, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data…

Technical Manual for the Conceptual Learning and Development Assessment Series IV: Tree. Technical Report No. 437. Reprinted December 1977.

ERIC Educational Resources Information Center

DiLuzio, Geneva J.; And Others

This document accompanies the Conceptual Learning and Development Assessment Series III: Tree, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

Technical Manual for the Conceptual Learning and Development Assessment Series II: Equilateral Triangle. Technical Report No. 434. Reprinted December 1977.

ERIC Educational Resources Information Center

DiLuzio, Geneva J.; And Others

This document accompanies the Conceptual Learning and Development Assessment Series I: Equilateral Triangle, a test constructed to chart the conceptual developemnt of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and…

Technical Manual for the Conceptual Learning and Development Assessment Series III: Noun. Technical Report No. 436. Reprinted December 1977.

ERIC Educational Resources Information Center

DiLuzio, Geneva J.; And Others

This document accompanies the Conceptual Learning and Development Assessment Series IV: Noun, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

Using Item Response Theory to Conduct a Distracter Analysis on Conceptual Inventory of Natural Selection

ERIC Educational Resources Information Center

Battisti, Bryce Thomas; Hanegan, Nikki; Sudweeks, Richard; Cates, Rex

2010-01-01

Concept inventories are often used to assess current student understanding although conceptual change models are problematic. Due to controversies with conceptual change models and the realities of student assessment, it is important that concept inventories are evaluated using a variety of theoretical models to improve quality. This study used a…

Is Sexual Behavior Healthy for Adolescents? A Conceptual Framework for Research on Adolescent Sexual Behavior and Physical, Mental, and Social Health

ERIC Educational Resources Information Center

Vasilenko, Sara A.; Lefkowitz, Eva S.; Welsh, Deborah P.

2014-01-01

Although research has increasingly emphasized how adolescent sexual behavior may be associated with aspects of health beyond unwanted pregnancy and sexually transmitted infections, no current theoretical or conceptual model fully explains associations between sexual behavior and multiple facets of health. We provide a conceptual model that…

Conceptual Change Research and Science Education Practice: A Response from Educators

ERIC Educational Resources Information Center

Siry, Christina; Horowitz, Gail; Otulaja, Femi S.; Gillespie, Nicole; Shady, Ashraf; Augustin, Line A.

2008-01-01

We discuss the eight papers in this issue of "Cultural Studies of Science Education" focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we…

Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change

ERIC Educational Resources Information Center

Turcotte, Sandrine

2012-01-01

This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood. While many models and theories have been developed over the last three decades, empirical data to…

An Analysis of Conceptual Flow Patterns and Structures in the Physics Classroom

ERIC Educational Resources Information Center

Eshach, Haim

2010-01-01

The aim of the current research is to characterize the conceptual flow processes occurring in whole-class dialogic discussions with a high level of interanimation; in the present case, of a high-school class learning about image creation on plane mirrors. Using detailed chains of interaction and conceptual flow discourse maps--both developed for…

The LAC Test: A New Look at Auditory Conceptualization and Literacy Development K-12.

ERIC Educational Resources Information Center

Lindamood, Charles; And Others

The Lindamood Auditory Conceptualization (LAC) Test was constructed with the recognition that the process of decoding involves an integration of the auditory, visual, and motor senses. Requiring the manipulation of colored blocks to indicate conceptualization of test patterns spoken by the examiner, subtest 1 entails coding of identity, number,…

MAÑANA: U.S. EPA, National Econ Corporation demostrarán prácticas seguras de trabajo con plomo para contratistas, se anunciará compromiso para reducir la exposición al plomo en la región

EPA Pesticide Factsheets

EPA News Release: MAÑANA: U.S. EPA, National Econ Corporation demostrarán prácticas seguras de trabajo con plomo para contratistas, se anunciará compromiso para reducir la exposición al plomo en la región

Differential regulation of ParaHox genes by retinoic acid in the invertebrate chordate amphioxus (Branchiostoma floridae).

PubMed

Osborne, Peter W; Benoit, Gérard; Laudet, Vincent; Schubert, Michael; Ferrier, David E K

2009-03-01

The ParaHox cluster is the evolutionary sister to the Hox cluster. Like the Hox cluster, the ParaHox cluster displays spatial and temporal regulation of the component genes along the anterior/posterior axis in a manner that correlates with the gene positions within the cluster (a feature called collinearity). The ParaHox cluster is however a simpler system to study because it is composed of only three genes. We provide a detailed analysis of the amphioxus ParaHox cluster and, for the first time in a single species, examine the regulation of the cluster in response to a single developmental signalling molecule, retinoic acid (RA). Embryos treated with either RA or RA antagonist display altered ParaHox gene expression: AmphiGsx expression shifts in the neural tube, and the endodermal boundary between AmphiXlox and AmphiCdx shifts its anterior/posterior position. We identified several putative retinoic acid response elements and in vitro assays suggest some may participate in RA regulation of the ParaHox genes. By comparison to vertebrate ParaHox gene regulation we explore the evolutionary implications. This work highlights how insights into the regulation and evolution of more complex vertebrate arrangements can be obtained through studies of a simpler, unduplicated amphioxus gene cluster.

ParA and ParB coordinate chromosome segregation with cell elongation and division during Streptomyces sporulation

PubMed Central

Donczew, Magdalena; Mackiewicz, Paweł; Wróbel, Agnieszka; Flärdh, Klas; Zakrzewska-Czerwińska, Jolanta

2016-01-01

In unicellular bacteria, the ParA and ParB proteins segregate chromosomes and coordinate this process with cell division and chromosome replication. During sporulation of mycelial Streptomyces, ParA and ParB uniformly distribute multiple chromosomes along the filamentous sporogenic hyphal compartment, which then differentiates into a chain of unigenomic spores. However, chromosome segregation must be coordinated with cell elongation and multiple divisions. Here, we addressed the question of whether ParA and ParB are involved in the synchronization of cell-cycle processes during sporulation in Streptomyces. To answer this question, we used time-lapse microscopy, which allows the monitoring of growth and division of single sporogenic hyphae. We showed that sporogenic hyphae stop extending at the time of ParA accumulation and Z-ring formation. We demonstrated that both ParA and ParB affect the rate of hyphal extension. Additionally, we showed that ParA promotes the formation of massive nucleoprotein complexes by ParB. We also showed that FtsZ ring assembly is affected by the ParB protein and/or unsegregated DNA. Our results indicate the existence of a checkpoint between the extension and septation of sporogenic hyphae that involves the ParA and ParB proteins. PMID:27248800

Quantum fluctuations increase the self-diffusive motion of para-hydrogen in narrow carbon nanotubes.

PubMed

Kowalczyk, Piotr; Gauden, Piotr A; Terzyk, Artur P; Furmaniak, Sylwester

2011-05-28

Quantum fluctuations significantly increase the self-diffusive motion of para-hydrogen adsorbed in narrow carbon nanotubes at 30 K comparing to its classical counterpart. Rigorous Feynman's path integral calculations reveal that self-diffusive motion of para-hydrogen in a narrow (6,6) carbon nanotube at 30 K and pore densities below ∼29 mmol cm(-3) is one order of magnitude faster than the classical counterpart. We find that the zero-point energy and tunneling significantly smoothed out the free energy landscape of para-hydrogen molecules adsorbed in a narrow (6,6) carbon nanotube. This promotes a delocalization of the confined para-hydrogen at 30 K (i.e., population of unclassical paths due to quantum effects). Contrary the self-diffusive motion of classical para-hydrogen molecules in a narrow (6,6) carbon nanotube at 30 K is very slow. This is because classical para-hydrogen molecules undergo highly correlated movement when their collision diameter approached the carbon nanotube size (i.e., anomalous diffusion in quasi-one dimensional pores). On the basis of current results we predict that narrow single-walled carbon nanotubes are promising nanoporous molecular sieves being able to separate para-hydrogen molecules from mixtures of classical particles at cryogenic temperatures. This journal is © the Owner Societies 2011

Can color changes alter the neural correlates of recognition memory? Manipulation of processing affects an electrophysiological indicator of conceptual implicit memory.

PubMed

Cui, Xiaoyu; Gao, Chuanji; Zhou, Jianshe; Guo, Chunyan

2016-09-28

It has been widely shown that recognition memory includes two distinct retrieval processes: familiarity and recollection. Many studies have shown that recognition memory can be facilitated when there is a perceptual match between the studied and the tested items. Most event-related potential studies have explored the perceptual match effect on familiarity on the basis of the hypothesis that the specific event-related potential component associated with familiarity is the FN400 (300-500 ms mid-frontal effect). However, it is currently unclear whether the FN400 indexes familiarity or conceptual implicit memory. In addition, on the basis of the findings of a previous study, the so-called perceptual manipulations in previous studies may also involve some conceptual alterations. Therefore, we sought to determine the influence of perceptual manipulation by color changes on recognition memory when the perceptual or the conceptual processes were emphasized. Specifically, different instructions (perceptually or conceptually oriented) were provided to the participants. The results showed that color changes may significantly affect overall recognition memory behaviorally and that congruent items were recognized with a higher accuracy rate than incongruent items in both tasks, but no corresponding neural changes were found. Despite the evident familiarity shown in the two tasks (the behavioral performance of recognition memory was much higher than at the chance level), the FN400 effect was found in conceptually oriented tasks, but not perceptually oriented tasks. It is thus highly interesting that the FN400 effect was not induced, although color manipulation of recognition memory was behaviorally shown, as seen in previous studies. Our findings of the FN400 effect for the conceptual but not perceptual condition support the explanation that the FN400 effect indexes conceptual implicit memory.

Ortho- and para-hydrogen in dense clouds, protoplanets, and planetary atmospheres

NASA Technical Reports Server (NTRS)

Decampli, W. M.; Cameron, A. G. W.; Bodenheimer, P.; Black, D. C.

1978-01-01

If ortho- and para-hydrogen achieve a thermal ratio on dynamical time scales in a molecular hydrogen cloud, then the specific heat is high enough in the temperature range 35-70 K to possibly induce hydrodynamic collapse. The ortho-para ratio in many interstellar cloud fragments is expected to meet this condition. The same may have been true for the primitive solar nebula. Detailed hydrodynamic and hydrostatic calculations are presented that show the effects of the assumed ortho-para ratio on the evolution of Jupiter during its protoplanetary phase. Some possible consequences of a thermalized ortho-para ratio in the atmospheres of the giant planets are also discussed.

Magnetohydrodynamics (MHD) Engineering Test Facility (ETF) 200 MWe power plant. Conceptual Design Engineering Report (CDER) supplement. Magnet system special investigations

NASA Technical Reports Server (NTRS)

1981-01-01

The results of magnet system special investigations listed below are summarized: 4 Tesla Magnet Alternate Design Study; 6 Tesla Magnet Manufacturability Study. The conceptual design for a 4 Tesla superconducting magnet system for use with an alternate (supersonic) ETF power train is described, and estimated schedule and cost are identified. The magnet design is scaled from the ETF 6 T Tesla design. Results of a manufacturability study and a revised schedule and cost estimate for the ETF 6 T magnet are reported. Both investigations are extensions of the conceptual design of a 6 T magnet system performed earlier as a part of the overall MED-ETF conceptual design described in Conceptual Design Engineering Report (CDER) Vol. V, System Design Description (SDD) 503 dated September, 1981, DOE/NASA/0224-1; NASA CR-165/52.

The Use of Conceptual Change Text toward Students’ Argumentation Skills in Learning Sound

NASA Astrophysics Data System (ADS)

Sari, B. P.; Feranie, S.; Winarno, N.

2017-09-01

This research aim is to investigate the effect of Conceptual Change Text toward students’ argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one control group (N=21) and one experimental group (N=21) were involves in this research. The learning model that used in both classes is demonstration model which included teacher explanation and examples, the difference only in teaching materials. In experiment group learn with Conceptual Change Text, while control group learn with conventional book which is used in school. The results showed that Conceptual Change Text instruction was better than the conventional book to improved students’ argumentation skills of sound concept. Based on this results showed that Conceptual Change Text instruction can be an alternative tool to improve students’ argumentation skills significantly.

Conceptual model for partnership and sustainability in global health.

PubMed

Leffers, Jeanne; Mitchell, Emma

2011-01-01

Although nursing has a long history of service to the global community, the profession lacks a theoretical and empirical base for nurses to frame their global practice. A study using grounded theory methodology to investigate partnership and sustainability for global health led to the development of a conceptual model. Interviews were conducted with 13 global health nurse experts. Themes from the interviews were: components for engagement, mutual goal setting, cultural bridging, collaboration, capacity building, leadership, partnership, ownership, and sustainability. Next, the identified themes were reviewed in the literature in order to evaluate their conceptual relationships. Finally, careful comparison of the interview transcripts and the supporting literature led to the Conceptual Framework for Partnership and Sustainability in Global Health Nursing. The model posits that engagement and partnership must precede any planning and intervention in order to create sustainable interventions. This conceptual framework will offer nurses important guidance for global health nursing practice. © 2010 Wiley Periodicals, Inc.

A conceptual modeling framework for discrete event simulation using hierarchical control structures.

PubMed

Furian, N; O'Sullivan, M; Walker, C; Vössner, S; Neubacher, D

2015-08-01

Conceptual Modeling (CM) is a fundamental step in a simulation project. Nevertheless, it is only recently that structured approaches towards the definition and formulation of conceptual models have gained importance in the Discrete Event Simulation (DES) community. As a consequence, frameworks and guidelines for applying CM to DES have emerged and discussion of CM for DES is increasing. However, both the organization of model-components and the identification of behavior and system control from standard CM approaches have shortcomings that limit CM's applicability to DES. Therefore, we discuss the different aspects of previous CM frameworks and identify their limitations. Further, we present the Hierarchical Control Conceptual Modeling framework that pays more attention to the identification of a models' system behavior, control policies and dispatching routines and their structured representation within a conceptual model. The framework guides the user step-by-step through the modeling process and is illustrated by a worked example.

Relationship between using conceptual comprehension of academic material and thinking abstractly about global life issues.

PubMed

Westman, A S; Kamoo, R L

1990-04-01

The study explored whether more frequent use of conceptual comprehension of academic material generalized to greater use of abstract thinking about global life issues, such as death, goal in life, marriage, AIDS, etc. Undergraduate and graduate students (28 men and 61 women) voluntarily completed a questionnaire which assessed their conceptualizations using three indices. These were an intelligence scale and two learning style indices, namely, Deep Processing and Elaborative Processing of R. R. Schmeck. Also assessed were their levels of abstract thinking about Death Issues and about Other Real Life Issues, and their Denial of Death and their Denial of Dying. All three indices of conceptualization correlated with thinking more abstractly about Other Real Life Issues, but only Elaborative Processing correlated with thinking more abstractly about Death Issues. None of the three indices correlated with Denial of Death or Denial of Dying. It appears conceptualization skills were selectively generalized.

Open Vehicle Sketch Pad Aircraft Modeling Strategies

NASA Technical Reports Server (NTRS)

Hahn, Andrew S.

2013-01-01

Geometric modeling of aircraft during the Conceptual design phase is very different from that needed for the Preliminary or Detailed design phases. The Conceptual design phase is characterized by the rapid, multi-disciplinary analysis of many design variables by a small engineering team. The designer must walk a line between fidelity and productivity, picking tools and methods with the appropriate balance of characteristics to achieve the goals of the study, while staying within the available resources. Identifying geometric details that are important, and those that are not, is critical to making modeling and methodology choices. This is true for both the low-order analysis methods traditionally used in Conceptual design as well as the highest-order analyses available. This paper will highlight some of Conceptual design's characteristics that drive the designer s choices as well as modeling examples for several aircraft configurations using the open source version of the Vehicle Sketch Pad (Open VSP) aircraft Conceptual design geometry modeler.

A conceptual modeling framework for discrete event simulation using hierarchical control structures

PubMed Central

Furian, N.; O’Sullivan, M.; Walker, C.; Vössner, S.; Neubacher, D.

2015-01-01

Conceptual Modeling (CM) is a fundamental step in a simulation project. Nevertheless, it is only recently that structured approaches towards the definition and formulation of conceptual models have gained importance in the Discrete Event Simulation (DES) community. As a consequence, frameworks and guidelines for applying CM to DES have emerged and discussion of CM for DES is increasing. However, both the organization of model-components and the identification of behavior and system control from standard CM approaches have shortcomings that limit CM’s applicability to DES. Therefore, we discuss the different aspects of previous CM frameworks and identify their limitations. Further, we present the Hierarchical Control Conceptual Modeling framework that pays more attention to the identification of a models’ system behavior, control policies and dispatching routines and their structured representation within a conceptual model. The framework guides the user step-by-step through the modeling process and is illustrated by a worked example. PMID:26778940

The role of 3D visualisation as an analytical tool preparatory to numerical modelling [rapid communication

NASA Astrophysics Data System (ADS)

Robins, N. S.; Rutter, H. K.; Dumpleton, S.; Peach, D. W.

2005-01-01

Groundwater investigation has long depended on the process of developing a conceptual flow model as a precursor to developing a mathematical model, which in turn may lead in complex aquifers to the development of a numerical approximation model. The assumptions made in the development of the conceptual model depend heavily on the geological framework defining the aquifer, and if the conceptual model is inappropriate then subsequent modelling will also be incorrect. Paradoxically, the development of a robust conceptual model remains difficult, not least because this 3D paradigm is usually reduced to 2D plans and sections. 3D visualisation software is now available to facilitate the development of the conceptual model, to make the model more robust and defensible and to assist in demonstrating the hydraulics of the aquifer system. Case studies are presented to demonstrate the role and cost-effectiveness of the visualisation process.

Students' Ideas about How and Why Chemical Reactions Happen: Mapping the conceptual landscape

NASA Astrophysics Data System (ADS)

Yan, Fan; Talanquer, Vicente

2015-12-01

Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment.

Pictorial and conceptual representation of glimpsed pictures.

PubMed

Potter, Mary C; Staub, Adrian; O'Connor, Daniel H; Potter, Mary C

2004-06-01

Pictures seen in a rapid sequence are remembered briefly, but most are forgotten within a few seconds (M. C. Potter. A. Staub, J. Rado. & D. H. O'Connor. 2002). The authors investigated the pictorial and conceptual components of this fleeting memory by presenting 5 pictured scenes and immediately testing recognition of verbal titles (e.g., people at a table) or recognition of the pictures themselves. Recognition declined during testing, but initial performance was higher and the decline steeper when pictures were tested. A final experiment included test decoy pictures that were conceptually similar to but visually distinct from the original pictures. Yeses to decoys were higher than yeses to other distractors. Fleeting memory for glimpsed pictures has a strong conceptual component (conceptual short-term memory), but there is additional highly volatile pictorial memory (pictorial short-term memory) that is not tapped hy a gist title or decoy picture. ((c) 2004 APA, all rights reserved)

Effect of problem type toward students’ conceptual understanding level on heat and temperature

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin; Suparmi, S.

2017-11-01

The aim of this research is to analyze the level of students’ understanding of heat and temperature concept and effect of problem type toward students’ conceptual understanding of heat and temperature. This research is descriptive research with the subjects of the research are 96 students from high, medium, and low categorized school in Surakarta. Data of level of students’ conceptual understanding is from students’ test result using essay instrument (arranged by researcher and arranged by the teacher) and interview. Before being tested in the samples, essay instrument is validated by the experts. Based on the result and the data analysis, students’ conceptual understanding level of 10th grade students on heat and temperature is as follows: (1) Most students have conceptual understanding level at Partial Understanding with a Specific Misconception (PUSM) with percentage 28,85%; (2) Most students are able to solve mathematic problem from teacher, but don’t understand the underlying concept.

Can the Neuman Systems Model be adapted to the Malaysian nursing context?

PubMed

Shamsudin, Nafsiah

2002-04-01

Nursing in Malaysia is still developing as a profession. Issues such as using nursing conceptual models or frameworks in the delivery of nursing care have not been addressed by the majority of nurses. One reason for this has been the level of education and preparation of nurses, while another reason lies with the origins of existing nursing conceptual models. Most nursing conceptual models have their origins in North America. Their utility by nurses of different cultures and academic preparations might not be appropriate. Nursing is a social activity, an interaction between the nurse and the patient. It is carried out in a social environment within a particular culture. Conceptual models developed in one culture might not be readily implanted into another culture. This paper discusses how a conceptual model developed in North America; that is, the Neuman Systems Model, can be adapted into the Malaysian nursing context.

Perceptual and conceptual information processing in schizophrenia and depression.

PubMed

Dreben, E K; Fryer, J H; McNair, D M

1995-04-01

Schizophrenic patients (n = 20), depressive patients (n = 20), and normal adults (n = 20) were compared on global vs local analyses of perceptual information using tachistoscopic tasks and on top-down vs bottom-up conceptual processing using card-sort tasks. The schizophrenic group performed more poorly on tasks requiring either global analyses (counting lines when distracting circles were present) or top-down conceptual processing (rule learning) than they did on tasks requiring local analyses (counting heterogeneous lines) or bottom-up processing (attribute identification). The schizophrenic group appeared not to use conceptually guided processing. Normal adults showed the reverse pattern. The depressive group performed similarly to the schizophrenic group on perceptual tasks but closer to the normal group on conceptual tasks, thereby appearing to be less dependent on a particular information-processing strategy. These deficits in organizational strategy may be related to the use of available processing resources as well as the allocation of attention.

The origins of levels-of-processing effects in a conceptual test: evidence for automatic influences of memory from the process-dissociation procedure.

PubMed

Bergerbest, Dafna; Goshen-Gottstein, Yonatan

2002-12-01

In three experiments, we explored automatic influences of memory in a conceptual memory task, as affected by a levels-of-processing (LoP) manipulation. We also explored the origins of the LoP effect by examining whether the effect emerged only when participants in the shallow condition truncated the perceptual processing (the lexical-processing hypothesis) or even when the entire word was encoded in this condition (the conceptual-processing hypothesis). Using the process-dissociation procedure and an implicit association-generation task, we found that the deep encoding condition yielded higher estimates of automatic influences than the shallow condition. In support of the conceptual processing hypothesis, the LoP effect was found even when the shallow task did not lead to truncated processing of the lexical units. We suggest that encoding for meaning is a prerequisite for automatic processing on conceptual tests of memory.

The influence of an arduous military training program on immune function and upper respiratory tract infection incidence.

PubMed

Whitham, Martin; Laing, Stewart J; Dorrington, Melanie; Walters, Robert; Dunklin, Steve; Bland, Duncan; Bilzon, James L J; Walsh, Neil P

2006-08-01

The effects of the first 19 weeks of U.K. Parachute Regiment (PARA) training on upper respiratory tract infection (URTI) incidence and immune function (circulating leukocyte counts, lymphocyte subsets, lipopolysaccharide-stimulated neutrophil degranulation, and salivary immunoglobulin A concentrations) were investigated for 14 PARA recruits and 12 control subjects. No significant differences were reported between groups for the number or duration of URTIs, lymphocyte subsets, or salivary immunoglobulin A concentrations during training. URTI incidence was greater in the PARA group at weeks 2 and 3 (p < 0.05), coinciding with a decrease in circulating leukocyte and lymphocyte counts (p < 0.05). Neutrophil degranulation was similar in the PARA and control groups at weeks 0 and 19. Decreases in saliva flow rate occurred in the PARA group at week 15 and weeks 18 to 20 (p < 0.05). These results show a limited effect of PARA training on URTI incidence and immune function. The progressive decrease in saliva flow rate during PARA training may indicate an ensuing state of hypohydration.

Military Objective and Collateral Damage: Their Dynamics and Relationship

DTIC Science & Technology

2002-04-01

LOAN DOCUMENT___ PHOTOGRAPH 1113SMWr DOCUMENTWIENTIMCATION A DISTRIBUTION STATEMENT A N Approved for Public Release Distribution Unlimited D...16, paras. 1951, 2017 . 39 Id. para. 2020. 40 Id. para. 2021. ൱ OFFICE OF THE JUDGE ADVOCATE GENERAL, CANADIAN FORCES, THE LAW OF ARMED CONFLICT AT...27-10, THE LAW OF LAND WARFARE Change 1 para. 40 (c) ( July 1956 with 15 July 1976 Change No. 1). 75 Michael J. Matheson, Session One: The United

Selective detection of hyperpolarized NMR signals derived from para-hydrogen using the Only Para-hydrogen SpectroscopY (OPSY) approach.

PubMed

Aguilar, Juan A; Adams, Ralph W; Duckett, Simon B; Green, Gary G R; Kandiah, Rathika

2011-01-01

A new family of NMR pulse sequences is reported for the recording of para-hydrogen enhanced NMR spectra. This Only Para-hydrogen SpectroscopY (OPSY) approach uses coherence selection to separate hyperpolarized signals from those of fully relaxed and thermally equilibrated protons. Sequence design, performance, practical aspects and applicability to other hyperpolarization techniques are discussed. Copyright © 2010 Elsevier Inc. All rights reserved.

Laboratory Graduate Fellowship Program, 1989. Appendix D, Part 1. Certifications and Concurrence

DTIC Science & Technology

1989-01-01

takes place in nitric acid/sulfuric acid at degrees C for 3 hours. Nitration occurs both ortho and para the acetanilide (NHAc) moiety. This was...unexpected as acetanilide is usually a strong para director. Currently we preparing bulkier diamides using isobutyric anhydride and trimethylacetic...C for 3 hours. Nitration occurs both ortho and para t the acetanilide (NHAc) moiety. This was unexpected as acetanilide is usually a strong para

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

Chu, C.C.

A process is described of dehydrogenating para-ethyltoluene to selectively form para-methylstyrene comprising contacting to para-ethyltoluene under dehydrogenation reaction conditions with a catalyst composition comprising: (a) from about 30% to 60% by weight of iron oxide, calculated as ferric oxide; (b) from about 13% to 48% by weight of a potassium compound, calculated as potassium oxide; and (c) from about 0% to 5% by weight of a chromium compound, calculated as chromic oxide. The improvement is described comprising dehydrogenating the para-ethyltoluene with a catalyst composition comprising, in addition to the components (a), (b) and (c), a modifying component (d) capable ofmore » rendering the para-methylstyrene-containing dehydrogenation reaction effluent especially resistant to the subsequent formation of popcorn polymers when the dehydrogenation of para-ethyltoluene is conducted over the modified catalyst, the modifying component (d) being a bismuth compound present to the extent of from about 1% to 20% by weight of the catalyst composition, calculated as bismuth trioxide.« less

Towards a double field theory on para-Hermitian manifolds

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

Vaisman, Izu

In a previous paper, we have shown that the geometry of double field theory has a natural interpretation on flat para-Kähler manifolds. In this paper, we show that the same geometric constructions can be made on any para-Hermitian manifold. The field is interpreted as a compatible (pseudo-)Riemannian metric. The tangent bundle of the manifold has a natural, metric-compatible bracket that extends the C-bracket of double field theory. In the para-Kähler case, this bracket is equal to the sum of the Courant brackets of the two Lagrangian foliations of the manifold. Then, we define a canonical connection and an action ofmore » the field that correspond to similar objects of double field theory. Another section is devoted to the Marsden-Weinstein reduction in double field theory on para-Hermitian manifolds. Finally, we give examples of fields on some well-known para-Hermitian manifolds.« less

Ortho-para-hydrogen equilibration on Jupiter

NASA Technical Reports Server (NTRS)

Carlson, Barbara E.; Lacis, Andrew A.; Rossow, William B.

1992-01-01

Voyager IRIS observations reveal that the Jovian para-hydrogen fraction is not in thermodynamic equilibrium near the NH3 cloud top, implying that a vertical gradient exists between the high-temperature equilibrium value of 0.25 at depth and the cloud top values. The height-dependent para-hydrogen profile is obtained using an anisotropic multiple-scattering radiative transfer model. A vertical correlation is found to exist between the location of the para-hydrogen gradient and the NH3 cloud, strongly suggesting that paramagnetic conversion on NH3 cloud particle surfaces is the dominant equilibration mechanism. Below the NH3 cloud layer, the para fraction is constant with depth and equal to the high-temperature equilibrium value of 0.25. The degree of cloud-top equilibration appears to depend on the optical depth of the NH3 cloud layer. Belt-zone variations in the para-hydrogen profile seem to be due to differences in the strength of the vertical mixing.

Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling

ERIC Educational Resources Information Center

Kayama, Mizue; Ogata, Shinpei; Asano, David K.; Hashimoto, Masami

2016-01-01

Conceptual modeling is one of the most important learning topics for higher education and secondary education. The goal of conceptual modeling in this research is to draw a class diagram using given notation to satisfy the given requirements. In this case, the subjects are asked to choose concepts to satisfy the given requirements and to correctly…

30 CFR 250.288 - When and how must I submit the Conceptual Plan?

Code of Federal Regulations, 2010 CFR

2010-07-01

... OFFSHORE OIL AND GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Plans and Information Deepwater Operations Plans (dwop) § 250.288 When and how must I submit the Conceptual Plan? You must submit four copies... 30 Mineral Resources 2 2010-07-01 2010-07-01 false When and how must I submit the Conceptual Plan...

30 CFR 250.294 - May I combine the Conceptual Plan and the DWOP?

Code of Federal Regulations, 2010 CFR

2010-07-01

... OFFSHORE OIL AND GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Plans and Information Deepwater Operations Plans (dwop) § 250.294 May I combine the Conceptual Plan and the DWOP? If your development project... 30 Mineral Resources 2 2010-07-01 2010-07-01 false May I combine the Conceptual Plan and the DWOP...

Social Capital in Schools: A Conceptual and Empirical Analysis of the Equity of Its Distribution and Relation to Academic Achievement

ERIC Educational Resources Information Center

Salloum, Serena J.; Goddard, Roger D.; Larsen, Ross

2017-01-01

Background: Schools face pressure to promote equitable student outcomes as the achievement gap continues to persist. The authors examine different ways in which social capital has been conceptualized as well as prior theory and research on its formation and consequences. While some theoretical and empirical work conceptualizes social capital as a…

Evaluating College Students' Conceptual Knowledge of Modern Physics: Test of Understanding on Concepts of Modern Physics (TUCO-MP)

ERIC Educational Resources Information Center

Akarsu, Bayram

2011-01-01

In present paper, we propose a new diagnostic test to measure students' conceptual knowledge of principles of modern physics topics. Over few decades since born of physics education research (PER), many diagnostic instruments that measure students' conceptual understanding of various topics in physics, the earliest tests developed in PER are Force…

Social Media as Space for Peace Education: Conceptual Contours and Evidence from the Muslim World

ERIC Educational Resources Information Center

Naseem, M. Ayaz; Arshad-Ayaz, Adeela; Doyle, Sophie

2017-01-01

In this research, we present a conceptual framework to examine the potential of social media as an educational space for peace education. In particular, we examine the characteristics and dynamics of social media that set it apart from other traditional media and educational spaces. Specifically, we conceptualize features of social media such as:…

Microeconomics, Private Security, and the Significance to Operational Planning

DTIC Science & Technology

2013-05-23

of microeconomic principles of supply-demand theory by looking at specific conceptual variables to determine the relationship and influence on the... microeconomic principles of supply-demand theory by looking at specific conceptual variables to determine the relationship and influence on the...study to include existing conceptual understandings of the industry, the microeconomic principles of supply- demand theory, the theoretic framework

49 CFR Figure 1 to Subpart E of... - Power Car Cab Forward End Structure Conceptual Implementation

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 4 2014-10-01 2014-10-01 false Power Car Cab Forward End Structure Conceptual Implementation 1 Figure 1 to Subpart E of Part 238 Transportation Other Regulations Relating to Transportation... Subpart E of Part 238—Power Car Cab Forward End Structure Conceptual Implementation ER12MY99.000 ...

49 CFR Figure 1 to Subpart E of... - Power Car Cab Forward End Structure Conceptual Implementation

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 4 2010-10-01 2010-10-01 false Power Car Cab Forward End Structure Conceptual Implementation 1 Figure 1 to Subpart E of Part 238 Transportation Other Regulations Relating to Transportation... Subpart E of Part 238—Power Car Cab Forward End Structure Conceptual Implementation ER12MY99.000 ...

Towards a Conceptual Profile: Rethinking Conceptual Mediation in the Light of Recent Cognitive and Neuroscientific Findings

ERIC Educational Resources Information Center

Dawson, Chris

2014-01-01

One important focus for science education researchers over many years has been the attempts to replace students' commonsense and non-scientific explanations of various phenomena by scientific explanations. The approach we adopted almost three decades ago was conceptual mediation, and this was shown to have a considerable level of success with…

Using Two-Tier Test to Identify Primary Students' Conceptual Understanding and Alternative Conceptions in Acid Base

ERIC Educational Resources Information Center

Bayrak, Beyza Karadeniz

2013-01-01

The purpose of this study was to identify primary students' conceptual understanding and alternative conceptions in acid-base. For this reason, a 15 items two-tier multiple choice test administered 56 eighth grade students in spring semester 2009-2010. Data for this study were collected using a conceptual understanding scale prepared to include…

Enhancing Pre-Service Elementary School Teachers' Understanding of Essential Science Concepts through a Reflective Conceptual Change Model

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Brown, Clara Lee

2010-01-01

This study explored the impact of a reflective teaching method on pre-service elementary teachers' conceptual understanding of the lunar phases, reasons for seasons, and simple electric circuits. Data were collected from 40 pre-service elementary teachers about their conceptual understanding of the lunar phases, reasons for seasons and day…

The Atomic Intrinsic Integration Approach: A Structured Methodology for the Design of Games for the Conceptual Understanding of Physics

ERIC Educational Resources Information Center

Echeverria, Alejandro; Barrios, Enrique; Nussbaum, Miguel; Amestica, Matias; Leclerc, Sandra

2012-01-01

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic…

Mapping Conceptual Understanding of Algebraic Concepts: An Exploratory Investigation Involving Grade 8 Chinese Students

ERIC Educational Resources Information Center

Jin, Haiyue; Wong, Khoon Yoong

2015-01-01

Conceptual understanding is a major aim of mathematics education, and concept map has been used in non-mathematics research to uncover the relations among concepts held by students. This article presents the results of using concept map to assess conceptual understanding of basic algebraic concepts held by a group of 48 grade 8 Chinese students.…

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

ERIC Educational Resources Information Center

Gorecek Baybars, Meryem; Kucukozer, Huseyin

2018-01-01

The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the…

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

ERIC Educational Resources Information Center

Huh, Yeol; Reigeluth, Charles M.

2017-01-01

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Geban, Omer

2006-01-01

The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

Long-Term Outcomes of Early Childhood Science Education: Insights from a Cross-National Comparative Case Study on Conceptual Understanding of Science

ERIC Educational Resources Information Center

Tao, Ying; Oliver, Mary; Venville, Grady

2012-01-01

The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students' conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and…

The Acoustic Trigger to Conceptualization: An Hypothesis Concerning the Role of the Spoken Word in the Development of Higher Mental Processes.

ERIC Educational Resources Information Center

Dance, Frank E. X.

One of many aspects of the linguistic centrality of the spoken word is the "acoustic trigger" to conceptualization, the most significant primal trigger in human beings, which when activated results in contrast and comparison leading to symbolic conceptualization. The oral/aural mode, or vocal production and acoustic perception, is developmentally…

Validating the Japanese Translation of the Force and Motion Conceptual Evaluation and Comparing Performance Levels of American and Japanese Students

ERIC Educational Resources Information Center

Ishimoto, Michi; Thornton, Ronald K.; Sokoloff, David R.

2014-01-01

This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE). Researchers are often interested in comparing the conceptual ideas of students with different cultural backgrounds. The FMCE has been useful in identifying the concepts of English-speaking students from different backgrounds. To identify effectively…

A Conceptual Examination of College Athletes' Role Conflict through the Lens of Conservation of Resources Theory

ERIC Educational Resources Information Center

Wendling, Elodie; Kellison, Timothy B.; Sagas, Michael

2018-01-01

In this conceptual article, we seek to extend the domain of the conservation of resources (COR) theory to the collegiate student-athlete population in the context of academic-athletic role conflict and stress. Aside from reviewing the direct effects academic-athletic role conflict may have on psychological strain, this conceptual study also…

Conceptualization of American English Native Speaker Norms: A Case Study of an English Language Classroom in South Korea

ERIC Educational Resources Information Center

Ahn, Kyungja

2011-01-01

This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided…

The Development of a Conceptual Framework and Tools to Assess Undergraduates' Principled Use of Models in Cellular Biology

ERIC Educational Resources Information Center

Richmond, Gail; Merritt, Brett; Urban-Lurain, Mark; Parker, Joyce

2010-01-01

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool--a taxonomy--which, unlike existing…

Teaching Ethical Reflexivity in Information Systems: How to Equip Students to Deal with Moral and Ethical Issues of Emerging Information and Communication Technologies

ERIC Educational Resources Information Center

Stahl, Bernd Carsten

2011-01-01

Teaching ethics to students of information systems (IS) raises a number of conceptual and content-related issues. The present paper starts out by developing a conceptual framework of moral and ethical issues that distinguishes between moral intuition, explicit morality, ethical theory and meta-ethical reflection. This conceptual framework…

A Study of General Education Astronomy Students' Understandings of Cosmology. Part I. Development and Validation of Four Conceptual Cosmology Surveys

ERIC Educational Resources Information Center

Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

2011-01-01

This is the first in a series of five articles describing a national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. In this paper, we describe the process by which we designed four new surveys to assess general education astronomy students' conceptual cosmology knowledge. These surveys focused…

49 CFR Figure 1 to Subpart E of... - Power Car Cab Forward End Structure Conceptual Implementation

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 4 2011-10-01 2011-10-01 false Power Car Cab Forward End Structure Conceptual Implementation 1 Figure 1 to Subpart E of Part 238 Transportation Other Regulations Relating to Transportation... Subpart E of Part 238—Power Car Cab Forward End Structure Conceptual Implementation ER12MY99.000 ...

Examining the Factors That Influence Students' Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

ERIC Educational Resources Information Center

Lin, Jing-Wen; Yen, Miao-Hsuan; Liang, Jia-Chi; Chiu, Mei-Hung; Guo, Chorng-Jee

2016-01-01

This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI…

Using a Systematic Conceptual Model for a Process Evaluation of a Middle School Obesity Risk-Reduction Nutrition Curriculum Intervention: "Choice, Control & Change"

ERIC Educational Resources Information Center

Lee, Heewon; Contento, Isobel R.; Koch, Pamela

2013-01-01

Objective: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, "Choice, Control & Change", designed to promote dietary and physical activity behaviors that reduce obesity risk. Design: A process evaluation study based on a systematic conceptual model. Setting: Five…

Conceptual models of information processing

NASA Technical Reports Server (NTRS)

Stewart, L. J.

1983-01-01

The conceptual information processing issues are examined. Human information processing is defined as an active cognitive process that is analogous to a system. It is the flow and transformation of information within a human. The human is viewed as an active information seeker who is constantly receiving, processing, and acting upon the surrounding environmental stimuli. Human information processing models are conceptual representations of cognitive behaviors. Models of information processing are useful in representing the different theoretical positions and in attempting to define the limits and capabilities of human memory. It is concluded that an understanding of conceptual human information processing models and their applications to systems design leads to a better human factors approach.

Structural Analysis in a Conceptual Design Framework

NASA Technical Reports Server (NTRS)

Padula, Sharon L.; Robinson, Jay H.; Eldred, Lloyd B.

2012-01-01

Supersonic aircraft designers must shape the outer mold line of the aircraft to improve multiple objectives, such as mission performance, cruise efficiency, and sonic-boom signatures. Conceptual designers have demonstrated an ability to assess these objectives for a large number of candidate designs. Other critical objectives and constraints, such as weight, fuel volume, aeroelastic effects, and structural soundness, are more difficult to address during the conceptual design process. The present research adds both static structural analysis and sizing to an existing conceptual design framework. The ultimate goal is to include structural analysis in the multidisciplinary optimization of a supersonic aircraft. Progress towards that goal is discussed and demonstrated.

Working toward a conceptual definition of child neglect.

PubMed

Tang, Connie M

2008-01-01

The phenomenon of child neglect has been nebulous due to limited research on child neglect and the meshing of child neglect with child abuse. There are disagreements among neglect researchers about several important issues, such as whether to frame child neglect as a child's unmet needs or as omissions in parental behavior. It has therefore been difficult to develop a standard conceptual definition of child neglect. In this article, a conceptual definition of child neglect is proposed. The definition's stand on a few important issues is discussed. Finally, how the conceptual definition can guide the formulation of operational definitions for both research and practice is described.

System analysis study of space platform and station accommodations for life sciences research facilities. Volume 2: Study results, attachment 2. Phase A: Conceptual design and programmatics

NASA Technical Reports Server (NTRS)

Wiley, Lowell F.

1985-01-01

The study results from the conceptual design and programmatics segment of the Space Platform and Station Accommodation for Life Sciences Research Facilities. The results and significant findings of the conceptual design and programmatics were generated by these tasks: (1) the review and update engineering and science requirements; (2) analysis of life sciences mission transition scenario; (3) the review and update of key trade issues; (4) the development of conceptual definition and designs; and (5) the development of the work breakdown schedule and its dictionary, program schedule, and estimated costs.

Personalizing knowledge delivery services: a conceptual framework

NASA Technical Reports Server (NTRS)

Majchrzak, Ann; Chelleppa, Ramnath K.; Cooper, Lynne P.; Hars, Alexander

2003-01-01

Consistent with the call of the Minnesota Symposium for new theory in knowledge management, we offer a new conceptualization of Knowledge Management Systems (KMS) as a portfolio of personalized knowledge delivery services. Borrowing from research on online consumer behavior, we describe the challenges imposed by personalized knowledge delivery services, and suggest design parameters that can help to overcome these challenges. We develop our design constructs through a set of hypotheses and discuss the research implications of our new conceptualization. Finally, we describe practical implications suggested by our conceptualization - practical suggestions that we hope to gain some experience with as part of an ongoing action research project at our partner organization.

Atmospheric Dispersal and Dispostion of Tephra From a Potential Volcanic Eruption at Yucca Mountain, Nevada

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

G. Keating; W.Statham

2004-02-12

The purpose of this model report is to provide documentation of the conceptual and mathematical model (ASHPLUME) for atmospheric dispersal and subsequent deposition of ash on the land surface from a potential volcanic eruption at Yucca Mountain, Nevada. This report also documents the ash (tephra) redistribution conceptual model. The ASHPLUME conceptual model accounts for incorporation and entrainment of waste fuel particles associated with a hypothetical volcanic eruption through the Yucca Mountain repository and downwind transport of contaminated tephra. The ASHPLUME mathematical model describes the conceptual model in mathematical terms to allow for prediction of radioactive waste/ash deposition on the groundmore » surface given that the hypothetical eruptive event occurs. This model report also describes the conceptual model for tephra redistribution from a basaltic cinder cone. Sensitivity analyses and model validation activities for the ash dispersal and redistribution models are also presented. Analyses documented in this model report will improve and clarify the previous documentation of the ASHPLUME mathematical model and its application to the Total System Performance Assessment (TSPA) for the License Application (TSPA-LA) igneous scenarios. This model report also documents the redistribution model product outputs based on analyses to support the conceptual model.« less

An integrated conceptual framework for evaluating and improving 'understanding' in informed consent.

PubMed

Bossert, Sabine; Strech, Daniel

2017-10-17

The development of understandable informed consent (IC) documents has proven to be one of the most important challenges in research with humans as well as in healthcare settings. Therefore, evaluating and improving understanding has been of increasing interest for empirical research on IC. However, several conceptual and practical challenges for the development of understandable IC documents remain unresolved. In this paper, we will outline and systematize some of these challenges. On the basis of our own experiences in empirical user testing of IC documents as well as the relevant literature on understanding in IC, we propose an integrated conceptual model for the development of understandable IC documents. The proposed conceptual model integrates different methods for the participatory improvement of written information, including IC, as well as quantitative methods for measuring understanding in IC. In most IC processes, understandable written information is an important prerequisite for valid IC. To improve the quality of IC documents, a conceptual model for participatory procedures of testing, revising, and retesting can be applied. However, the model presented in this paper needs further theoretical and empirical elaboration and clarification of several conceptual and practical challenges.

Knowledge is power: how conceptual knowledge transforms visual cognition.

PubMed

Collins, Jessica A; Olson, Ingrid R

2014-08-01

In this review, we synthesize the existing literature demonstrating the dynamic interplay between conceptual knowledge and visual perceptual processing. We consider two theoretical frameworks that demonstrate interactions between processes and brain areas traditionally considered perceptual or conceptual. Specifically, we discuss categorical perception, in which visual objects are represented according to category membership, and highlight studies showing that category knowledge can penetrate early stages of visual analysis. We next discuss the embodied account of conceptual knowledge, which holds that concepts are instantiated in the same neural regions required for specific types of perception and action, and discuss the limitations of this framework. We additionally consider studies showing that gaining abstract semantic knowledge about objects and faces leads to behavioral and electrophysiological changes that are indicative of more efficient stimulus processing. Finally, we consider the role that perceiver goals and motivation may play in shaping the interaction between conceptual and perceptual processing. We hope to demonstrate how pervasive such interactions between motivation, conceptual knowledge, and perceptual processing are in our understanding of the visual environment, and to demonstrate the need for future research aimed at understanding how such interactions arise in the brain.

Interplay Between the Object and Its Symbol: The Size-Congruency Effect

PubMed Central

Shen, Manqiong; Xie, Jiushu; Liu, Wenjuan; Lin, Wenjie; Chen, Zhuoming; Marmolejo-Ramos, Fernando; Wang, Ruiming

2016-01-01

Grounded cognition suggests that conceptual processing shares cognitive resources with perceptual processing. Hence, conceptual processing should be affected by perceptual processing, and vice versa. The current study explored the relationship between conceptual and perceptual processing of size. Within a pair of words, we manipulated the font size of each word, which was either congruent or incongruent with the actual size of the referred object. In Experiment 1a, participants compared object sizes that were referred to by word pairs. Higher accuracy was observed in the congruent condition (e.g., word pairs referring to larger objects in larger font sizes) than in the incongruent condition. This is known as the size-congruency effect. In Experiments 1b and 2, participants compared the font sizes of these word pairs. The size-congruency effect was not observed. In Experiments 3a and 3b, participants compared object and font sizes of word pairs depending on a task cue. Results showed that perceptual processing affected conceptual processing, and vice versa. This suggested that the association between conceptual and perceptual processes may be bidirectional but further modulated by semantic processing. Specifically, conceptual processing might only affect perceptual processing when semantic information is activated. The current study PMID:27512529

Dissociation between Conceptual and Perceptual Implicit Memory: Evidence from Patients with Frontal and Occipital Lobe Lesions

PubMed Central

Gong, Liang; Wang, JiHua; Yang, XuDong; Feng, Lei; Li, Xiu; Gu, Cui; Wang, MeiHong; Hu, JiaYun; Cheng, Huaidong

2016-01-01

The latest neuroimaging studies about implicit memory (IM) have revealed that different IM types may be processed by different parts of the brain. However, studies have rarely examined what subtypes of IM processes are affected in patients with various brain injuries. Twenty patients with frontal lobe injury, 25 patients with occipital lobe injury, and 29 healthy controls (HC) were recruited for the study. Two subtypes of IM were investigated by using structurally parallel perceptual (picture identification task) and conceptual (category exemplar generation task) IM tests in the three groups, as well as explicit memory (EM) tests. The results indicated that the priming of conceptual IM and EM tasks in patients with frontal lobe injury was poorer than that observed in HC, while perceptual IM was identical between the two groups. By contrast, the priming of perceptual IM in patients with occipital lobe injury was poorer than that in HC, whereas the priming of conceptual IM and EM was similar to that in HC. This double dissociation between perceptual and conceptual IM across the brain areas implies that occipital lobes may participate in perceptual IM, while frontal lobes may be involved in processing conceptual memory. PMID:26793093

Development of the biology card sorting task to measure conceptual expertise in biology.

PubMed

Smith, Julia I; Combs, Elijah D; Nagami, Paul H; Alto, Valerie M; Goh, Henry G; Gourdet, Muryam A A; Hough, Christina M; Nickell, Ashley E; Peer, Adrian G; Coley, John D; Tanner, Kimberly D

2013-01-01

There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non-biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non-biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise.

Learning in Earth and space science: a review of conceptual change instructional approaches

NASA Astrophysics Data System (ADS)

Mills, Reece; Tomas, Louisa; Lewthwaite, Brian

2016-03-01

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach.

Conceptual astronomy: A novel model for teaching postsecondary science courses

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy; Hall, Shannon; Teague, Kathleen W.; Bisard, Walter

1997-10-01

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students' prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

Interplay Between Conceptual Expectations and Movement Predictions Underlies Action Understanding.

PubMed

Ondobaka, Sasha; de Lange, Floris P; Wittmann, Marco; Frith, Chris D; Bekkering, Harold

2015-09-01

Recent accounts of understanding goal-directed action underline the importance of a hierarchical predictive architecture. However, the neural implementation of such an architecture remains elusive. In the present study, we used functional neuroimaging to quantify brain activity associated with predicting physical movements, as they were modulated by conceptual-expectations regarding the purpose of the object involved in the action. Participants observed object-related actions preceded by a cue that generated both conceptual goal expectations and movement goal predictions. In 2 tasks, observers judged whether conceptual or movement goals matched or mismatched the cue. At the conceptual level, expected goals specifically recruited the posterior cingulate cortex, irrespectively of the task and the perceived movement goal. At the movement level, neural activation of the parieto-frontal circuit, including inferior frontal gyrus and the inferior parietal lobe, reflected unpredicted movement goals. Crucially, this movement prediction error was only present when the purpose of the involved object was expected. These findings provide neural evidence that prior conceptual expectations influence processing of physical movement goals and thereby support the hierarchical predictive account of action processing. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Knowledge is Power: How Conceptual Knowledge Transforms Visual Cognition

PubMed Central

Collins, Jessica A.; Olson, Ingrid R.

2014-01-01

In this review we synthesize the existing literature demonstrating the dynamic interplay between conceptual knowledge and visual perceptual processing. We consider two theoretical frameworks demonstrating interactions between processes and brain areas traditionally considered perceptual or conceptual. Specifically, we discuss categorical perception, in which visual objects are represented according to category membership, and highlight studies showing that category knowledge can penetrate early stages of visual analysis. We next discuss the embodied account of conceptual knowledge, which holds that concepts are instantiated in the same neural regions required for specific types of perception and action, and discuss the limitations of this framework. We additionally consider studies showing that gaining abstract semantic knowledge about objects and faces leads to behavioral and electrophysiological changes that are indicative of more efficient stimulus processing. Finally, we consider the role that perceiver goals and motivation may play in shaping the interaction between conceptual and perceptual processing. We hope to demonstrate how pervasive such interactions between motivation, conceptual knowledge, and perceptual processing are to our understanding of the visual environment, and demonstrate the need for future research aimed at understanding how such interactions arise in the brain. PMID:24402731

A domain-specific system for representing knowledge of both man-made objects and human actions. Evidence from a case with an association of deficits.

PubMed

Vannuscorps, Gilles; Pillon, Agnesa

2011-07-01

We report the single-case study of a brain-damaged individual, JJG, presenting with a conceptual deficit and whose knowledge of living things, man-made objects, and actions was assessed. The aim was to seek for empirical evidence pertaining to the issue of how conceptual knowledge of objects, both living things and man-made objects, is related to conceptual knowledge of actions at the functional level. We first found that JJG's conceptual knowledge of both man-made objects and actions was similarly impaired while his conceptual knowledge of living things was spared as well as his knowledge of unique entities. We then examined whether this pattern of association of a conceptual deficit for both man-made objects and actions could be accounted for, first, by the "sensory/functional" and, second, the "manipulability" account for category-specific conceptual impairments advocated within the Feature-Based-Organization theory of conceptual knowledge organization, by assessing, first, patient's knowledge of sensory compared to functional features, second, his knowledge of manipulation compared to functional features and, third, his knowledge of manipulable compared to non-manipulable objects and actions. The later assessment also allowed us to evaluate an account for the deficits in terms of failures of simulating the hand movements implied by manipulable objects and manual actions. The findings showed that, contrary to the predictions made by the "sensory/functional", the "manipulability", and the "failure-of-simulating" accounts for category-specific conceptual impairments, the patient's association of deficits for both man-made objects and actions was not associated with a disproportionate impairment of functional compared to sensory knowledge or of manipulation compared to functional knowledge; manipulable items were not more impaired than non-manipulable items either. In the general discussion, we propose to account for the patient's association of deficits by the hypothesis that concepts whose core property is that of being a mean of achieving a goal - like the concepts of man-made objects and of actions - are learned, represented and processed by a common domain-specific conceptual system, which would have evolved to allow human beings to quickly and efficiently design and understand means to achieve goals and purposes. Copyright © 2011 Elsevier Ltd. All rights reserved.

Promoting high school students' conceptual understandings of the particulate nature of matter through multiple representations

NASA Astrophysics Data System (ADS)

Adadan, Emine

This study mainly explored the efficacy of the two instructional interventions, namely Reform-Based Teaching with Multiple Representations (RBTw/MR) and Reform-Based Teaching (RBT) on stimulating change in students' conceptual understandings of the particulate nature of matter (PNM) and maintaining those scientific understandings constructed during the instruction over a three-month period. In this context, this study also examined the RBTw/MR and RBT students' types of conceptual understandings of the PNM before, immediately after and three-months after the interventions. This study was conducted in two introductory level chemistry classes of a suburban high school. The participants of the study included a total of 42 students who were enrolled in one of the two classes of the chemistry teacher who taught both of the classes. Both the RBTw/MR and the RBT group students were engaged in the same activities with the same sequence of experiences. However, the RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using the multiple representations in relationship to the macroscopic phenomenon and the likely actions that occur at the submicroscopic level. A quasi-experimental control group research design with a pretest, posttest, and delayed posttest was employed by incorporating qualitative data collection and analysis methods. In order to assess students' conceptual understanding of the PNM, the open-ended questionnaire, namely Nature of Matter Diagnostic Questions, was administered to both groups just before, immediately after and three months after the instructional interventions. Fifteen of the 42 students were also interviewed following the posttest. The results of the study revealed the positive short- and long-term learning impacts on the RBTw/MR students' conceptual understandings of the PNM. Before the instruction, a majority of students in both groups (82.6%, RBTw/MR; 73.7%, RBT) held nonscientific types of conceptual understandings of the PNM. Immediately following the instruction, 52.1% of the RBTw/MR students held the types of conceptual understandings of either scientific or scientific fragments. Three months after the instruction, 34.8% of the RBTw/MR students held onto their scientific conceptual understandings of the PNM, only 15.8% of the RBT students' conceptual understandings of the PNM differed from their initial type of conceptual understandings.

Superoxide reaction with tyrosyl radicals generates para-hydroperoxy and para-hydroxy derivatives of tyrosine.

PubMed

Möller, Matías N; Hatch, Duane M; Kim, Hye-Young H; Porter, Ned A

2012-10-10

Tyrosine-derived hydroperoxides are formed in peptides and proteins exposed to enzymatic or cellular sources of superoxide and oxidizing species as a result of the nearly diffusion-limited reaction between tyrosyl radical and superoxide. However, the structure of these products, which informs their reactivity in biology, has not been unequivocally established. We report here the complete characterization of the products formed in the addition of superoxide, generated from xanthine oxidase, to several peptide-derived tyrosyl radicals, formed from horseradish peroxidase. RP-HPLC, LC-MS, and NMR experiments indicate that the primary stable products of superoxide addition to tyrosyl radical are para-hydroperoxide derivatives (para relative to the position of the OH in tyrosine) that can be reduced to the corresponding para-alcohol. In the case of glycyl-tyrosine, a stable 3-(1-hydroperoxy-4-oxocyclohexa-2,5-dien-1-yl)-L-alanine was formed. In tyrosyl-glycine and Leu-enkephalin, which have N-terminal tyrosines, bicyclic indolic para-hydroperoxide derivatives were formed ((2S,3aR,7aR)-3a-hydroperoxy-6-oxo-2,3,3a,6,7,7a-hexahydro-1H-indole-2-carboxylic acid) by the conjugate addition of the free amine to the cyclohexadienone. It was also found that significant amounts of the para-OH derivative were generated from the hydroxyl radical, formed on exposure of tyrosine-containing peptides to Fenton conditions. The para-OOH and para-OH derivatives are much more reactive than other tyrosine oxidation products and may play important roles in physiology and disease.

Kit para aplicar la metodología de Lean en el gobierno

EPA Pesticide Factsheets

Este Kit para comenzar a aplicar la metodología Lean (Gobierno optimizado) ofrece información para ayudar a las agencias de protección ambiental a planificar e implementar iniciativas Lean exitosas.

Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study

NASA Astrophysics Data System (ADS)

Rebello, Carina M.; Siegel, Marcelle A.; Witzig, Stephen B.; Freyermuth, Sharyn K.; McClure, Bruce A.

2012-04-01

The purpose of this investigation was to explore students' epistemic beliefs and conceptual understanding of biotechnology. Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology. We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles and (b) a cross-case analysis of our participants' conceptual development and epistemic beliefs from two different theoretical perspectives—Women's Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case records independently for both theoretical perspectives, with resultant initial Cohen's kappa values above .715 (substantial agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology, even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional interventions fostering epistemological development of learners in order to facilitate their conceptual growth.