Finding natural groups in data:an application to strategic group research

The best way of finding “natural groups” in management research remains subject to debate and within the literature there is no accepted consensus. The principle motivation behind this study is to explore the effect of choices of method upon strategic group research, an area that has suffered enduring criticism, as we believe that these method choices are still not fully exploited. Our study is novel in the use of a variety of more robust clustering and validation techniques, rarely used in management research, some borrowed from the natural sciences, which may provide a useful and more robust base for this type of research. Our results confirm that methods do exist to address the concerns over strategic group research and adoption of our chosen methods will improve the quality of management research.

The ascidian natural product eusynstyelamide B is a novel topoisomerase II poison that induces DNA damage and growth arrest in prostate and breast cancer cells

As part of an anti-cancer natural product drug discovery program, we recently identified eusynstyelamide B (EB), which displayed cytotoxicity against MDA-MB-231 breast cancer cells (IC50 = 5 μM) and induced apoptosis. Here, we investigated the mechanism of action of EB in cancer cell lines of the prostate (LNCaP) and breast (MDA-MB-231). EB inhibited cell growth (IC50 = 5 μM) and induced a G2 cell cycle arrest, as shown by a significant increase in the G2/M cell population in the absence of elevated levels of the mitotic marker phospho-histone H3. In contrast to MDA-MB-231 cells, EB did not induce cell death in LNCaP cells when treated for up to 10 days. Transcript profiling and Ingenuity Pathway Analysis suggested that EB activated DNA damage pathways in LNCaP cells. Consistent with this, CHK2 phosphorylation was increased, p21CIP1/WAF1 was up-regulated and CDC2 expression strongly reduced by EB. Importantly, EB caused DNA double-strand breaks, yet did not directly interact with DNA. Analysis of topoisomerase II-mediated decatenation discovered that EB is a novel topoisomerase II poison.

Reading the Texture of Reality : Chaos Theory, Literature and the Humanist Perspective

Tutkimuksessa analysoidaan kaaosteorian vaikutusta kaunokirjallisuudessa ja kirjallisuudentutkimuksessa ja esitetään, että kaaosteorian roolia kirjallisuuden kentällä voidaan parhaiten ymmärtää sen avaamien käsitteiden kautta. Suoran soveltamisen sijaan kaaosteorian avulla on käyty uudenlaisia keskusteluja vanhoista aiheista ja luonnontieteestä ammennetut käsitteet ovat johtaneet aiemmin tukkeutuneiden argumenttien avaamiseen uudesta näkökulmasta käsin. Väitöskirjassa keskitytään kolmeen osa-alueeseen: kaunokirjallisen teoksen rakenteen teoretisointiin, ihmisen (erityisesti tekijän) identiteetin hahmottamiseen ja kuvailemiseen sekä fiktion ja todellisuuden suhteen pohdintaan. Tutkimuksen tarkoituksena on osoittaa, kuinka kaaosteorian kautta näitä aiheita on lähestytty niin kirjallisuustieteessä kuin kaunokirjallisissa teoksissakin. Väitöskirjan keskiössä ovat romaanikirjailija John Barthin, dramatisti Tom Stoppardin ja runoilija Jorie Grahamin teosten analyysit. Nämä kirjailijat ammentavat kaaosteoriasta keinoja käsitteellistää rakenteita, jotka ovat yhtä aikaa dynaamisia prosesseja ja hahmotettavia muotoja. Kaunokirjallisina teemoina nousevat esiin myös ihmisen paradoksaalisesti tunnistettava ja aina muuttuva identiteetti sekä lopullista haltuunottoa pakeneva, mutta silti kiehtova ja tavoiteltava todellisuus. Näiden kirjailijoiden teosten analyysin sekä teoreettisen keskustelun kautta väitöskirjassa tuodaan esiin aiemmassa tutkimuksessa varjoon jäänyt, koherenssia, ymmärrettävyyttä ja realismia painottava humanistinen näkökulma kaaosteorian merkityksestä kirjallisuudessa.

A maximum-likelihood method for estimating natural mortality and catchability coefficient from catch-and-effort data

A simple stochastic model of a fish population subject to natural and fishing mortalities is described. The fishing effort is assumed to vary over different periods but to be constant within each period. A maximum-likelihood approach is developed for estimating natural mortality (M) and the catchability coefficient (q) simultaneously from catch-and-effort data. If there is not enough contrast in the data to provide reliable estimates of both M and q, as is often the case in practice, the method can be used to obtain the best possible values of q for a range of possible values of M. These techniques are illustrated with tiger prawn (Penaeus semisulcatus) data from the Northern Prawn Fishery of Australia.

Towards an evolving critical consciousness in coaching research: The physical pedagogic bricolage - A commentary

On a first reading of this article, one is struck by the complexity of language the authors use. Those of us who write in the social sciences and cultural studies are torn between the tenets of parsimony as present in the discourses of the natural sciences and the dangers of undertheorising our work. One assumes that there is a point that would be a happy medium. Finding that point often seems to be elusive. That said, I find the idea of linguistic sophistication to be appealing and in this sense the authors here have attempted to introduce new language into the world of sports coaching research through a process of reconceptualisation.

A Historical Approach to Children s Physics Education : Modelling of DC-circuit Phenomena in a Small Group

This three-phase design research describes the modelling processes for DC-circuit phenomena. The first phase presents an analysis of the development of the DC-circuit historical models in the context of constructing Volta s pile at the turn of the 18th century. The second phase involves the designing of a teaching experiment for comprehensive school third graders. Among other considerations, the design work utilises the results of the first phase and research literature of pupils mental models for DC-circuit phenomena. The third phase of the research was concerned with the realisation of the planned teaching experiment. The aim of this phase was to study the development of the external representations of DC-circuit phenomena in a small group of third graders. The aim of the study has been to search for new ways to guide pupils to learn DC-circuit phenomena while emphasing understanding at the qualitative level. Thus, electricity, which has been perceived as a difficult and abstract subject, could be learnt more comprehensively. Especially, the research of younger pupils learning of electricity concepts has not been of great interest at the international level, although DC-circuit phenomena are also taught in the lower classes of comprehensive schools. The results of this study are important, because there has tended to be more teaching of natural sciences in the lower classes of comprehensive schools, and attempts are being made to develop this trend in Finland. In the theoretical part of the research an Experimental-centred representation approach, which emphasises the role of experimentalism in the development of pupil s representations, is created. According to this approach learning at the qualitative level consists of empirical operations like experimenting, observations, perception, and prequantification of nature phenomena, and modelling operations like explaining and reasoning. Besides planning teaching, the new approach can be used as an analysis tool in describing both historical modelling and the development of pupils representations. In the first phase of the study, the research question was: How did the historical models of DC-circuit phenomena develop in Volta s time? The analysis uncovered three qualitative historical models associated with the historical concept formation process. The models include conceptions of the electric circuit as a scene in the DC-circuit phenomena, the comparative electric-current phenomenon as a cause of different observable effect phenomena, and the strength of the battery as a cause of the electric-current phenomenon. These models describe the concept formation process and its phases in Volta s time. The models are portrayed in the analysis using fragments of the models, where observation-based fragments and theoretical fragements are distinguished from each other. The results emphasise the significance of the qualitative concept formation and the meaning of language in the historical modelling of DC-circuit phenomena. For this reason these viewpoints are stressed in planning the teaching experiment in the second phase of the research. In addition, the design process utilised the experimentation behind the historical models of DC-circuit phenomena In the third phase of the study the research question is as follows: How will the small group s external representations of DC-circuit phenomena develop during the teaching experiment? The main question is divided into the following two sub questions: What kind of talk exists in the small group s learning? What kinds of external representations for DC-circuit phenomena exist in the small group discourse during the teaching experiment? The analysis revealed that the teaching experiment of the small group succeeded in its aim to activate talk in the small group. The designed connection cards proved especially successful in activating talk. The connection cards are cards that represent the components of the electric circuit. In the teaching experiment the pupils constructed different connections with the connection cards and discussed, what kinds of DC-circuit phenomena would take place in the corresponding real connections. The talk of the small group was analysed by comparing two situations, firstly, when the small group discussed using connections made with the connection cards and secondly with the same connections using real components. According to the results the talk of the small group included more higher-order thinking when using the connection cards than with similar real components. In order to answer the second sub question concerning the small group s external representations that appeared in the talk during the teaching experiment; student talk was visualised by the fragment maps which incorporate the electric circuit, the electric current and the source voltage. The fragment maps represent the gradual development of the external representations of DC-circuit phenomena in the small group during the teaching experiment. The results of the study challenge the results of previous research into the abstractness and difficulty of electricity concepts. According to this research, the external representations of DC-circuit phenomena clearly developed in the small group of third graders. Furthermore, the fragment maps uncover that although the theoretical explanations of DC-circuit phenomena, which have been obtained as results of typical mental model studies, remain undeveloped, learning at the qualitative level of understanding does take place.

Nature of chemistry in the national frame curricula for upper secondary education in Finland, Norway and Sweden

The aim of this study was to discover how current chemistry syllabi in the frame curricula for up- per secondary education in three Nordic countries (Finland, Norway, and Sweden) take into account topics related to the nature of chemistry. By qualitative content analysis, the statements related to the nature of chemistry were divided into categories. Conclusions and implications for improving the frame curricula under study were made by comparing results with research into the nature of science. Chemistry syllabi from the Nordic frame curricula analyzed take into account the aims related to the nature of chemistry in a very similar manner. The ideas that should be made more explicit in all of the analyzed curricula are: i) the limits of the chemical models and theories, ii) the relationship between chemistry and other natural sciences, iii) the importance of creativity in chemical research, iv) the concepts of evidence in science texts, v) the social nature of chemical research, and vi) chemistry as a technological practice.

Bibliometric analysis of nicotine research in China during the period of 1991 to 2007

With the widespread exposure of people to nicotine through recreational use of tobacco products, research into nicotine has attracted increasing attention. Tobacco smoking is by far the most important cause of lung cancer. As the world's largest producer and consumer of tobacco products, China bears a large proportion of the global burden of smoking-related disease; therefore, information on nicotine publications should be collected to formulate future research policy. In the present study, we investigated nicotine-related research articles published by Chinese authors that were indexed in the Science Citation Index (SCI) from 1991 to 2007. An indicator "citations per publication" (CPP) was used in the study to evaluate the impact of journals, articles, and institutes. The quantity of publications has increased at a quicker pace than the worldwide trend. Article visibility, measured as the frequency of being cited, also increased during the period. However, the overall quality of articles, based on the impact factor of journals publishing those articles, dropped behind the worldwide average level. There has been an increase in international collaboration, mainly with researchers in the USA. The average CPP of international co-authorship articles was higher than that of single country publications. Besides the USA, nicotine research in China will benefit from more collaboration with Taiwan, England, and Germany. Some 110 of 264 articles were published by a single institute, and the top six institutes were compared from various angles. Seventy-two subject categories were covered, and trends (in terms of both quantity and quality) of nicotine research in China were compared with worldwide trends. In addition, analysis of keywords in both nicotine and lung cancer research fields was applied to indicate research interests. Mutual cooperation among multiple disciplines needs further strengthening.

Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship

Article is available at: http://www.tandfonline.com/doi/full/10.1080/17439884.2015.1064953.

O questionamento como elemento integrador do blogue nas aulas de ciências

A investigação sobre a promoção do questionamento na relação pedagógica revela ser uma estratégia que valoriza o papel do aluno enquanto aquele que aprende, alterando a forma como as aulas são vividas por alunos e professores. Perante a inexistência de estudos que ensaiem o estímulo ao questionamento e, simultaneamente, integrem a Web 2.0 no processo de ensino e de aprendizagem no Ensino Básico, delineou-se a presente investigação. O estudo situa-se, assim, na interseção de dois campos: por um lado, as potencialidades do incentivo ao questionamento no processo pedagógico e, por outro, a integração educativa das TIC. A questão de Investigação que orientou este estudo foi a de avaliar de que forma é que o incentivo ao questionamento poderia contribuir para integrar o blogue de disciplina no trabalho em sala de aula de Ciências Naturais. Assim, concebemos, implementámos e avaliámos uma intervenção didática centrada na promoção da competência de questionamento, dando voz aos alunos, estimulando-os a formularem perguntas sobre os conteúdos, tanto presencialmente como no blogue da disciplina, denominado por “Mentes Curiosas”, utilizando essas perguntas como elementos integradores dos dois espaços. O estudo seguiu uma metodologia de investigação-ação e envolveu 36 alunos do 9.º ano de escolaridade, divididos em duas turmas, na disciplina de Ciências Naturais. Os instrumentos e métodos de recolha de dados foram diversificados, tendo todos os dados sido submetidos a uma análise de conteúdo. O estudo revela que os alunos utilizaram o blogue respondendo aos desafios colocados escrevendo comentários, respostas e, sobretudo, fazendo perguntas para as quais gostariam de obter respostas. O docente integrou essas perguntas na prática letiva dando continuidade às discussões de um ambiente para o outro, utilizando, desta forma, as perguntas dos alunos para a integração dos dois ambientes. A análise do questionamento registado revela que as perguntas online estão mais centradas nos conteúdos científicos e apresentam maior qualidade cognitiva quando comparadas com as formuladas em sala de aula. Por sua vez, no contexto presencial, as perguntas escritas são de maior nível de complexidade do que as perguntas orais. Através das diversas estratégias implementadas, quer para a promoção da capacidade de escrever perguntas, quer no trabalho realizado com o blogue, transformou-se a dinâmica do trabalho em sala de aula, melhorando-se o empenhamento dos alunos na aprendizagem. A estratégia de incentivo ao questionamento pelos alunos revelou-se, assim, como um fator que permite integrar de forma profícua o ambiente online no ambiente presencial neste nível de ensino. Por fim, a reflexão que fomos fazendo sobre as potencialidades do questionamento na relação professor-alunos-conteúdos, tanto no ambiente presencial como no virtual, levou-nos a perspetivar as perguntas segundo duas dimensões: Competência Cognitiva e Estratégia Didática. Enquanto Competência, o questionamento assume a função de ferramenta cognitiva e de regulador do processo de ensino e de aprendizagem. Enquanto Estratégia, a pergunta pode ser encarada como uma ferramenta didática na relação dialógica que se estabelece entre professor e alunos.

Atividades de resolução de problemas no desenvolvimento de competências : um estudo com alunos do 8.º ano na temática dos ecossistemas

Relatório da Prática de Ensino Supervisionada, Ensino da Biologia e Geologia no 3.º Ciclo do Ensino Básico e no Secundário, Universidade de Lisboa, 2013

Os textos de ciências na disciplina de PLNM : uma abordagem baseada em género

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2016

Contributos da utilização de mapas de conceitos para a aprendizagem de ciências naturais no 4º ano de escolaridade

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º Ciclos do Ensino Básico

Comprehensive evaluation of the WaterGAP3 model across climatic, physiographic, and anthropogenic gradients

In den letzten Jahrzehnten haben sich makroskalige hydrologische Modelle als wichtige Werkzeuge etabliert um den Zustand der globalen erneuerbaren Süßwasserressourcen flächendeckend bewerten können. Sie werden heutzutage eingesetzt um eine große Bandbreite wissenschaftlicher Fragestellungen zu beantworten, insbesondere hinsichtlich der Auswirkungen anthropogener Einflüsse auf das natürliche Abflussregime oder der Auswirkungen des globalen Wandels und Klimawandels auf die Ressource Wasser. Diese Auswirkungen lassen sich durch verschiedenste wasserbezogene Kenngrößen abschätzen, wie z.B. erneuerbare (Grund-)Wasserressourcen, Hochwasserrisiko, Dürren, Wasserstress und Wasserknappheit. Die Weiterentwicklung makroskaliger hydrologischer Modelle wurde insbesondere durch stetig steigende Rechenkapazitäten begünstigt, aber auch durch die zunehmende Verfügbarkeit von Fernerkundungsdaten und abgeleiteten Datenprodukten, die genutzt werden können, um die Modelle anzutreiben und zu verbessern. Wie alle makro- bis globalskaligen Modellierungsansätze unterliegen makroskalige hydrologische Simulationen erheblichen Unsicherheiten, die (i) auf räumliche Eingabedatensätze, wie z.B. meteorologische Größen oder Landoberflächenparameter, und (ii) im Besonderen auf die (oftmals) vereinfachte Abbildung physikalischer Prozesse im Modell zurückzuführen sind. Angesichts dieser Unsicherheiten ist es unabdingbar, die tatsächliche Anwendbarkeit und Prognosefähigkeit der Modelle unter diversen klimatischen und physiographischen Bedingungen zu überprüfen. Bisher wurden die meisten Evaluierungsstudien jedoch lediglich in wenigen, großen Flusseinzugsgebieten durchgeführt oder fokussierten auf kontinentalen Wasserflüssen. Dies steht im Kontrast zu vielen Anwendungsstudien, deren Analysen und Aussagen auf simulierten Zustandsgrößen und Flüssen in deutlich feinerer räumlicher Auflösung (Gridzelle) basieren. Den Kern der Dissertation bildet eine umfangreiche Evaluierung der generellen Anwendbarkeit des globalen hydrologischen Modells WaterGAP3 für die Simulation von monatlichen Abflussregimen und Niedrig- und Hochwasserabflüssen auf Basis von mehr als 2400 Durchflussmessreihen für den Zeitraum 1958-2010. Die betrachteten Flusseinzugsgebiete repräsentieren ein breites Spektrum klimatischer und physiographischer Bedingungen, die Einzugsgebietsgröße reicht von 3000 bis zu mehreren Millionen Quadratkilometern. Die Modellevaluierung hat dabei zwei Zielsetzungen: Erstens soll die erzielte Modellgüte als Bezugswert dienen gegen den jegliche weiteren Modellverbesserungen verglichen werden können. Zweitens soll eine Methode zur diagnostischen Modellevaluierung entwickelt und getestet werden, die eindeutige Ansatzpunkte zur Modellverbesserung aufzeigen soll, falls die Modellgüte unzureichend ist. Hierzu werden komplementäre Modellgütemaße mit neun Gebietsparametern verknüpft, welche die klimatischen und physiographischen Bedingungen sowie den Grad anthropogener Beeinflussung in den einzelnen Einzugsgebieten quantifizieren. WaterGAP3 erzielt eine mittlere bis hohe Modellgüte für die Simulation von sowohl monatlichen Abflussregimen als auch Niedrig- und Hochwasserabflüssen, jedoch sind für alle betrachteten Modellgütemaße deutliche räumliche Muster erkennbar. Von den neun betrachteten Gebietseigenschaften weisen insbesondere der Ariditätsgrad und die mittlere Gebietsneigung einen starken Einfluss auf die Modellgüte auf. Das Modell tendiert zur Überschätzung des jährlichen Abflussvolumens mit steigender Aridität. Dieses Verhalten ist charakteristisch für makroskalige hydrologische Modelle und ist auf die unzureichende Abbildung von Prozessen der Abflussbildung und –konzentration in wasserlimitierten Gebieten zurückzuführen. In steilen Einzugsgebieten wird eine geringe Modellgüte hinsichtlich der Abbildung von monatlicher Abflussvariabilität und zeitlicher Dynamik festgestellt, die sich auch in der Güte der Niedrig- und Hochwassersimulation widerspiegelt. Diese Beobachtung weist auf notwendige Modellverbesserungen in Bezug auf (i) die Aufteilung des Gesamtabflusses in schnelle und verzögerte Abflusskomponente und (ii) die Berechnung der Fließgeschwindigkeit im Gerinne hin. Die im Rahmen der Dissertation entwickelte Methode zur diagnostischen Modellevaluierung durch Verknüpfung von komplementären Modellgütemaßen und Einzugsgebietseigenschaften wurde exemplarisch am Beispiel des WaterGAP3 Modells erprobt. Die Methode hat sich als effizientes Werkzeug erwiesen, um räumliche Muster in der Modellgüte zu erklären und Defizite in der Modellstruktur zu identifizieren. Die entwickelte Methode ist generell für jedes hydrologische Modell anwendbar. Sie ist jedoch insbesondere für makroskalige Modelle und multi-basin Studien relevant, da sie das Fehlen von feldspezifischen Kenntnissen und gezielten Messkampagnen, auf die üblicherweise in der Einzugsgebietsmodellierung zurückgegriffen wird, teilweise ausgleichen kann.

Evaluation of strategic knowledge of students through authentic tasks of writingin science classroom

The difficulties at evaluating strategic knowledge have been connected to the use of deconxetualized tests that, at the end, do not involve the use of this knowledge. For this reason, an interest in developing authentic writing tasks that offer advantages for these kinds of evaluation have arisen. Throughout this research, authentic writing tasks were developed in a natural sciences class, with the purpose of evaluating the students' strategic knowledge. Different instruments were used to collect data, e.g. Interviews, questionnaires, a self-inform, as well as three samples of writing by the students, with the objective of analyzing the changes that occurred between one and the others, as well as to determine the decisions that students made in order to complete the assigned tasks successfully. An authentic writing task gives great opportunities to evaluate strategic knowledge. These tasks lead students to arrange their knowledge about the topic in hand, organize and adapt it to fit the objectives and the audience, also, it allows them to control and adjust their decisions on the task. This last stage became the perfect opportunity to take notes on the knowledge and regulation of cognitive processes that the students brought into play, as well as to evaluating their understanding of writing and the demands given on the different discursive genres. As a result, the students showed different degrees of strategic knowledge in the task. The students who showed a better strategic knowledge trust in their structural abilities know about discursive genres and have a good performance in basic linguistic abilities. The students who showed weak strategic knowledge distrust their writing skills, seem extremely worried about organizing the content of their texts, fail when checking their writings, and overlook or are unaware of the basic requirements of the discursive genre they are asked to exemplify. It appears that the previous knowledge and experiences at writing the students have been exposed to may affect the strategic knowledge shown when writing in this subject.