The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. ^ This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. ^ Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. ^ Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. ^ It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers should investigate how students might be guided to manifest more favorable attitudes toward science so they will achieve at higher levels in chemistry. ^ An overall theme that emerged from this study was that findings refuted the idea that female students believed that science was for males only and was an inappropriate and unfeminine activity. This was true because when the means of males and females were compared on the three measures of chemistry achievement, there was no statistically significant difference between them on problem solving or academic achievement. However, females were significantly better in laboratory achievement. ^

Parent involvement on school advisory councils: A process evaluation at the middle school level

Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program. ^ The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as “outside sources.” Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals. ^ The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs. ^

Parent involvement on school advisory councils: a process evaluation at the middle school level

Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program. The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals. The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.

Managing the multiplicities of graduate level education! Are Master’s students’ expectations matched by their experiences?

With rapid increases in student fees reflecting moves towards a QUASI Market model of Higher Education in the UK and across much of the Western World[1], many universities find themselves having to meet progressively higher levels of student expectations[2]. This is particularly the case at undergraduate level, where increases in fees over the past decade have far exceeded inflation. Yet with so much attention on ‘consumer savvy’ undergraduates, the question of whether Master’s level students’ expectations are matched by their experiences is one which remains largely unanswered. Grounded in an empirically grounded approach to learning and teaching developed by the paper authors[3], this paper sets out to being to answer this question. In doing so it makes a distinctive contribution to debates about graduate level engineering education and concludes with a number of recommendations. Discussion: The ‘MSc: Managing Expectations’ Project analyses the expectations and experiences of Graduate level Engineering Management Students over a two year period. Focusingon the ‘student experience’, three main concepts are identified as being particular relevant to enhancing learning [3]: Relationships: Variety: Synergy. Relationships: Based on empirical research, the significance of Relationships within the academic environment is discussed with particular attention being paid to the value of students’ social and academic support networks, including academic tutoring. Variety: Grounded in a statistical analysis of ‘engagement data’ together with survey and interview findings, the concept of variety critically examines students’ perspectives and experiencesof different approaches to learning and teaching. Synergy: Possibly the most important concept discussed within this paper, the need for constructively aligned curriculum is extended to reflect the students’ apriori knowledge and experienceas well as employer and societal demands and expectations. The conclusion brings the different concepts within the discussion together, providing a set of practical recommendations for colleagues working both at graduate and undergraduate level. References 1.Gibbs, P. (2001) "Higher education as a market: a problem or solution?." Studies in Higher Education 26. 1. pp. 85-94. 2.Tricker, T., (2005) Student Expectations-How do we measure up. University of Sheffield. Available from: http://www.persons.org.uk/tricker%20paper.pdf Accessed 9/10/14 3.Clark, R. & Andrews, J. (2014). Relationships, Variety & Synergy [RVS]: The Vital Ingredients for Scholarship in Engineering Education? A Case-Study. European Journal of Engineering Education. 39.6. pp. 585-600.

Comparing sentence-level features for authorship analysis in Portuguese

In this paper we compare the robustness of several types of stylistic markers to help discriminate authorship at sentence level. We train a SVM-based classifier using each set of features separately and perform sentence-level authorship analysis over corpus of editorials published in a Portuguese quality newspaper. Results show that features based on POS information, punctuation and word / sentence length contribute to a more robust sentence-level authorship analysis. © Springer-Verlag Berlin Heidelberg 2010.

UK consensus project on quality in palliative day services: developing a quality indicator set using the RAND/UCLA appropriateness method

Introduction
Evaluating quality of palliative day services is essential for assessing care across diverse settings, and for monitoring quality improvement approaches.

Aim
To develop a set of quality indicators for assessment of all aspects (structure, process and outcome) of care in palliative day services.

Methods
Using a modified version of the RAND/UCLA appropriateness method (Fitch et al., 2001), a multidisciplinary panel of 16 experts independently completed a survey rating the appropriateness of 182 potential quality indicators previously identified during a systematic evidence review. Panel members then attended a one day, face-to-face meeting where indicators were discussed and subsequently re-rated. Panel members were also asked to rate the feasibility and necessity of measuring each indicator.

Results
71 indicators classified as inappropriate during the survey were removed based on median appropriateness ratings and level of agreement. Following the panel discussions, a further 60 were removed based on appropriateness and feasibility ratings, level of agreement and assessment of necessity. Themes identified during the panel discussion and findings of the evidence review were used to translate the remaining 51 indicators into a final set of 27.

Conclusion
The final indicator set included information on rationale and supporting evidence, methods of assessment, risk adjustment, and recommended performance levels. Further implementation work will test the suitability of this ‘toolkit’ for measurement and benchmarking. The final indicator set provides the basis for standardised assessment of quality across services, including care delivered in community and primary care settings.

Reference

• Fitch K, Bernstein SJ, Aguilar MD, et al. The RAND/UCLA Appropriateness Method User’s Manual. Santa Monica, CA: RAND Corporation; 2001. http://www.rand.org/pubs/monograph_reports/MR1269

Chinese export competition, declining exports and adjustments at the industry and regional level in Europe

We analyze how a set of 22 European countries was affected by increased Chinese export competition between 1995 and 2008. Employing product-group level data, we observe a reduction in the export volumes of European countries due to increased Chinese export competition. This deceleration in the export sector induces changes within the manufacturing industries, especially a decline in employment. When using more aggregated, regional-level data, our analysis shows that the industry sector as a whole declines, resulting in an increased unemployment rate. The importance of Chinese export competition for Europe is attributable to its high export intensity.

An analysis of wind curtailment and constraint at a nodal level

Many countries have set challenging wind power targets to achieve by 2020. This paper implements a realistic analysis of curtailment and constraint of wind energy at a nodal level using a unit commitment and economic dispatch model of the Irish Single Electricity Market in 2020. The key findings show that significant reduction in curtailment can be achieved when the system non-synchronous penetration limit increases from 65% to 75%. For the period analyzed, this results in a decreased total generation cost and a reduction in the dispatch-down of wind. However, some nodes experience significant dispatch-down of wind, which can be in the order of 40%. This work illustrates the importance of implementing analysis at a nodal level for the purpose of power system planning.

Requirement Risk Level Forecast Using Bayesian Networks Classifiers

Requirement engineering is a key issue in the development of a software project. Like any other development activity it is not without risks. This work is about the empirical study of risks of requirements by applying machine learning techniques, specifically Bayesian networks classifiers. We have defined several models to predict the risk level for a given requirement using three dataset that collect metrics taken from the requirement specifications of different projects. The classification accuracy of the Bayesian models obtained is evaluated and compared using several classification performance measures. The results of the experiments show that the Bayesians networks allow obtaining valid predictors. Specifically, a tree augmented network structure shows a competitive experimental performance in all datasets. Besides, the relations established between the variables collected to determine the level of risk in a requirement, match with those set by requirement engineers. We show that Bayesian networks are valid tools for the automation of risks assessment in requirement engineering.

Dynamic set pieces for CAMBADA team

Robotics is an emergent branch of engineering that involves the conception, manufacture, and control of robots. It is a multidisciplinary field that combines electronics, design, computer science, artificial intelligence, mechanics and nanotechnology. Its evolution results in machines that are able to perform tasks with some level of complexity. Multi-agent systems is a researching topic within robotics, thus they allow the solving of higher complexity problems, through the execution of simple routines. Robotic soccer allows the study and development of robotics and multiagent systems, as the agents have to work together as a team, having in consideration most problems found in our quotidian, as for example adaptation to a highly dynamic environment as it is the one of a soccer game. CAMBADA is the robotic soccer team belonging to the group of research IRIS from IEETA, composed by teachers, researchers and students of the University of Aveiro, which annually has as main objective the participation in the RoboCup, in the Middle Size League. The purpose of this work is to improve the coordination in set pieces situations. This thesis introduces a new behavior and the adaptation of the already existing ones in the offensive situation, as well as the proposal of a new positioning method in defensive situations. The developed work was incorporated within the competition software of the robots. Which allows the presentation, in this dissertation, of the experimental results obtained, through simulation software as well as through the physical robots on the laboratory.

Processing Bio-Argo particle backscattering at the DAC level

This document does NOT address the issue of particle backscattering quality control (either real-time or delayed mode). As a preliminary step towards that goal, this document seeks to ensure that all countries deploying floats equipped with backscattering sensors document the data and metadata related to these floats properly. We produced this document in response to action item 9 from the first Bio-Argo Data Management meeting in Hyderabad (November 12-13, 2012). If the recommendations contained herein are followed, we will end up with a more uniform set of particle backscattering data within the Bio-Argo data system, allowing users to begin analyzing not only their own particle backscattering data, but also those of others, in the true spirit of Argo data sharing.

Processing bio-Argo chlorophyll-A concentration at the DAC level

This document does NOT address the issue of chlorophyll-a quality control (either real-time or delayed mode). As a preliminary step towards that goal, this document seeks to ensure that all countries deploying floats equipped with chlorophyll-a sensors document the data and metadata related to these floats properly. We produced this document in response to action item 3 from the first Bio-Argo Data Management meeting in Hyderabad (November 12-13, 2012). If the recommendations contained herein are followed, we will end up with a more uniform set of chlorophyll-a data within the Bio-Argo data system, allowing users to begin analyzing not only their own chlorophyll-a data, but also those of others, in the true spirit of Argo data sharing.

Processing Argo oxygen data at the DAC level cookbook

This document does NOT address the issue of oxygen data quality control (either real-time or delayed mode). As a preliminary step towards that goal, this document seeks to ensure that all countries deploying floats equipped with oxygen sensors document the data and metadata related to these floats properly. We produced this document in response to action item 14 from the AST-10 meeting in Hangzhou (March 22-23, 2009). Action item 14: Denis Gilbert to work with Taiyo Kobayashi and Virginie Thierry to ensure DACs are processing oxygen data according to recommendations. If the recommendations contained herein are followed, we will end up with a more uniform set of oxygen data within the Argo data system, allowing users to begin analysing not only their own oxygen data, but also those of others, in the true spirit of Argo data sharing. Indications provided in this document are valid as of the date of writing this document. It is very likely that changes in sensors, calibrations and conversions equations will occur in the future. Please contact V. Thierry (vthierry@ifremer.fr) for any inconsistencies or missing information. A dedicated webpage on the Argo Data Management website (www) contains all information regarding Argo oxygen data management : current and previous version of this cookbook, oxygen sensor manuals, calibration sheet examples, examples of matlab code to process oxygen data, test data, etc..

Effects of Exposure to the Sound from Seismic Airguns on Pallid Sturgeon and Paddlefish - Data Set

Dataset for publication in PLOS One

Sedimentary archives of climate and sea-level changes during the Holocene in the Rhone prodelta (NW Mediterranean Sea)

A 7.38 m-long sediment core was collected from the eastern part of the Rhone prodelta (NW Mediterranean) at 67 m water depth. A multi-proxy study (sedimentary facies, benthic foraminifera and ostracods, clay mineralogy, and major elements from XRF) provides a multi-decadal to century-scale record of climate and sea-level changes during the Holocene. The early Holocene is marked by alternative silt and clay layers interpreted as distal tempestites deposited in a context of rising sea level. This interval contains shallow infra-littoral benthic meiofauna (e.g. Pontocythere elongata, Elphidium spp., Quinqueloculina lata) and formed between ca. 20 and 50 m water depth. The middle Holocene (ca. 8.3 to 4.5 ka cal. BP), is characterized, at the core site, by a period of sediment starvation (accumulation rate of ca. 0.01 cm yr−1) resulting from the maximum landward shift of the shoreline and the Rhone outlet(s). From a sequence stratigraphic point of view, this condensed interval, about 35 cm-thick, is a Maximum Flooding Surface that can be identified on seismic profiles as the transition between delta retrogradation and delta progradation. It is marked by very distinct changes in all proxy records. Following the stabilization of the global sea level, the late Holocene is marked by the establishment of prodeltaic conditions at the core site, as shown by the lithofacies and by the presence of benthic meiofauna typical of the modern Rhone prodelta (e.g. Valvulineria bradyana, Cassidulina carinata, Bulimina marginata). Several periods of increased fluvial discharge are also emphasized by the presence of species commonly found in brackish and shallow water environments (e.g. Leptocythere). Some of these periods correspond to the multi-decadal to centennial late Holocene humid periods recognized in Europe (i.e. the 2.8 ka event and the Little Ice Age). Two other periods of increased runoffs at ca. 1.3 and 1.1 ka cal. BP are recognized, and are likely to reflect periods of regional climate deterioration that are observed in the Rhone watershed.