Use of the FAR guide to present a pedagogical analogical model of gel electrophoresis in year 10 Science

This paper is a qualitative, practice based study describing the use of the Focus-Action-Reflection (FAR) Guide (Harrison and Treagust, 2000) to address the shortcomings of a pedagogical analogical model in Year 10 Science. The aim of this paper is to present my experience of the FAR Guide in relation to an analogical model that gave rise to perceived shortcomings by both teachers and students. This study found the FAR Guide to be a highly valuable tool, transforming the presentation of the analogical model, and enabling students to develop a deeper understanding of the nature of scientific knowledge.

Models for the field-based toxicity of copper and zinc salts to wheat in 11 Australian soils and comparison to laboratory-based models

Laboratory-based relationships that model the phytotoxicity of metals using soil properties have been developed. This paper presents the first field-based phytotoxicity relationships. Wheat(Triticum aestivum L) was grown at 11 Australian field sites at which soil was spiked with copper (Cu) and zinc (Zn) salts. Toxicity was measured as inhibition of plant growth at 8 weeks and grain yield at harvest. The added Cu and Zn EC10 values for both endpoints ranged from approximately 3 to 4760 mg/kg. There were no relationships between field-based 8-week biomass and grain yield toxicity values for either metal. Cu toxicity was best modelled using pH and organic carbon content while Zn toxicity was best modelled using pH and the cation exchange capacity. The best relationships estimated toxicity within a factor of two of measured values. Laboratory-based phytotoxicity relationships could not accurately predict field-based phytotoxicity responses.

Selecting optimal instantiations of data models - Theory and validation of an ex ante approach

The schema of an information system can significantly impact the ability of end users to efficiently and effectively retrieve the information they need. Obtaining quickly the appropriate data increases the likelihood that an organization will make good decisions and respond adeptly to challenges. This research presents and validates a methodology for evaluating, ex ante, the relative desirability of alternative instantiations of a model of data. In contrast to prior research, each instantiation is based on a different formal theory. This research theorizes that the instantiation that yields the lowest weighted average query complexity for a representative sample of information requests is the most desirable instantiation for end-user queries. The theory was validated by an experiment that compared end-user performance using an instantiation of a data structure based on the relational model of data with performance using the corresponding instantiation of the data structure based on the object-relational model of data. Complexity was measured using three different Halstead metrics: program length, difficulty, and effort. For a representative sample of queries, the average complexity using each instantiation was calculated. As theorized, end users querying the instantiation with the lower average complexity made fewer semantic errors, i.e., were more effective at composing queries. (c) 2005 Elsevier B.V. All rights reserved.

Reason is too large : analogy and precedent in law

Hunter argues that cognitive science models of human thinking explain how analogical reasoning and precedential reasoning operate in law. He offers an explanation of why various legal theories are so limited and calls for greater attention to what is actually happening when lawyers and judges reason, by analogy, with precedent.

James Clerk Maxwell e a unidade do mundo: modelos e metáforas na construção de teorias científicas

Esta é uma pesquisa sobre o uso de metáforas na construção de modelos por parte do físico escocês James Clerk Maxwell. O objetivo da pesquisa foi buscar compreender de que maneira o uso de metáforas e modelos é legítimo na ciência e em que medida contribui para seu sucesso. Além disso, busca compreender em que medida o uso de artifícios como modelos e analogias entre ramos distintos da ciência são impulsionadores de sucesso explicativo e preditivo da teoria do físico estudado. Explora as crenças teológicas e filosóficas do autor, que vê o mundo como unidade, permitindo a analogia entre ramos distintos da física. Seus desenvolvimentos em torno de teorias como calor, cores, óptica, magnetismo e eletricidade permitem evidenciar essa visão em todo o seu trabalho. Maxwell é considerado inaugurador de nova metodologia com o uso de modelos e metáforas. Explora o desenvolvimento da teoria das cores, da descrição matemática da estabilidade dos anéis de Saturno e o desenvolvimento da teoria dos gases como preâmbulo à discussão da teoria do eletromagnetismo. Descreve o desenvolvimento teórico do eletromagnetismo em seus diversos momentos. A construção da teoria do eletromagnetismo evidencia paulatino abandono do mecanicismo, uso intenso de modelos e metáforas temporários e ênfase na quantificação e no uso de experimentos. Discute o relacionamento de Maxwell com as discussões filosóficas, sociais e teológicas de sua época, seu engajamento em atividades práticas nesse sentido e suas influências científicas e filosóficas. Descreve e discute os textos filosóficos do cientista, em que se evidenciam sua ontologia, suas crenças teológicas e sua concepção de analogias. Discute a questão do uso de analogias em ciência e compara diversos autores que abordam o tema. A metodologia utilizada foi a de levantamento bibliográfico com análise crítica da literatura do autor e de seus comentadores, além de comentário crítico sobre os textos primários e secundários. Conclui que o sucesso científico de Maxwell deve-se à sua aposta numa unidade do mundo garantida por Deus, bem como na unidade entre o mundo e a mente humana, posturas que mostraram ser bem-sucedidas quando aplicadas à metodologia científica. Conclui também pela legitimidade e necessidade do uso de metáforas e modelos no empreendimento científico.

Processos inferenciais: contribuições das ciências cognitivas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Anpassung des Metamodells PerPot an den ausdauerorientierten Laufsport zur Trainings- und Wettkampfoptimierung

Schon seit einigen Jahrzehnten wird die Sportwissenschaft durch computergestützte Methoden in ihrer Arbeit unterstützt. Mit der stetigen Weiterentwicklung der Technik kann seit einigen Jahren auch zunehmend die Sportpraxis von deren Einsatz profitieren. Mathematische und informatische Modelle sowie Algorithmen werden zur Leistungsoptimierung sowohl im Mannschafts- als auch im Individualsport genutzt. In der vorliegenden Arbeit wird das von Prof. Perl im Jahr 2000 entwickelte Metamodell PerPot an den ausdauerorientierten Laufsport angepasst. Die Änderungen betreffen sowohl die interne Modellstruktur als auch die Art der Ermittlung der Modellparameter. Damit das Modell in der Sportpraxis eingesetzt werden kann, wurde ein Kalibrierungs-Test entwickelt, mit dem die spezifischen Modellparameter an den jeweiligen Sportler individuell angepasst werden. Mit dem angepassten Modell ist es möglich, aus gegebenen Geschwindigkeitsprofilen die korrespondierenden Herzfrequenzverläufe abzubilden. Mit dem auf den Athleten eingestellten Modell können anschliessend Simulationen von Läufen durch die Eingabe von Geschwindigkeitsprofilen durchgeführt werden. Die Simulationen können in der Praxis zur Optimierung des Trainings und der Wettkämpfe verwendet werden. Das Training kann durch die Ermittlung einer simulativ bestimmten individuellen anaeroben Schwellenherzfrequenz optimal gesteuert werden. Die statistische Auswertung der PerPot-Schwelle zeigt signifikante Übereinstimmungen mit den in der Sportpraxis üblichen invasiv bestimmten Laktatschwellen. Die Wettkämpfe können durch die Ermittlung eines optimalen Geschwindigkeitsprofils durch verschiedene simulationsbasierte Optimierungsverfahren unterstützt werden. Bei der neuesten Methode erhält der Athlet sogar im Laufe des Wettkampfs aktuelle Prognosen, die auf den Geschwindigkeits- und Herzfrequenzdaten basieren, die während des Wettkampfs gemessen werden. Die mit PerPot optimierten Wettkampfzielzeiten für die Athleten zeigen eine hohe Prognosegüte im Vergleich zu den tatsächlich erreichten Zielzeiten.

Adiabatic soliton laser

The key to generating stable optical pulses is mastery of nonlinear light dynamics in laser resonators. Modern techniques to control the buildup of laser pulses are based on nonlinear science and include classical solitons, dissipative solitons, parabolic pulses (similaritons) and various modifications and blending of these methods. Fiber lasers offer remarkable opportunities to apply one-dimensional nonlinear science models for the design and optimization of very practical laser systems. Here, we propose a new concept of a laser based on the adiabatic amplification of a soliton pulse in the cavity - the adiabatic soliton laser. The adiabatic change of the soliton parameters during evolution in the resonator relaxes the restriction on the pulse energy inherent in traditional soliton lasers. Theoretical analysis is confirmed by extensive numerical modeling.

Library and information science education 2.0: guiding principles and models of best practice. Interview with Sue Reynolds.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS educative practice in helping to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice : interview with John Terrell

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice : interview with Kate Davis.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice. Interview with Hilary Hughes.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice. Interview with Bob Pymm.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice. Interview with Jake Wallis.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

Library and information science education 2.0 : guiding principles and models of best practice. Interview with Lyn Hay.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.