Revision workshops in elementary mathematics enhance student performance in routine laboratory calculations

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill equipped to reliably carry out such calculations. There are several factors that conspire against students' understanding of this topic, with the alien concept of the mole in relation to the mass of compounds and the engineering notation required when expressing the relatively small quantities typically involved being two key examples. In this report, we highlight teaching methods delivered via revision workshops to undergraduate Life Sciences students at the University of Nottingham. Workshops were designed to 1) expose student deficiencies in basic numeracy skills and remedy these deficiencies, 2) introduce molarity and dilution calculations and illustrate their workings in a step-by-step manner, and 3) allow students to appreciate the magnitude of numbers. Preworkshop to postworkshop comparisons demonstrated a considerable improvement in students' performance, which attenuated with time. The findings of our study suggest that an ability to carry out laboratory calculations cannot be assumed in students entering Life Sciences degrees in the United Kingdom but that explicit instruction in the form of workshops improves proficiency to a level of competence that allows students to prosper in the laboratory environment

Barry Smith an sich

Festschrift in Honor of Barry Smith on the occasion of his 65th Birthday. Published as issue 4:4 of the journal Cosmos + Taxis: Studies in Emergent Order and Organization. Includes contributions by Wolfgang Grassl, Nicola Guarino, John T. Kearns, Rudolf Lüthe, Luc Schneider, Peter Simons, Wojciech Żełaniec, and Jan Woleński

A multimodal social semiotic analysis of lecturer pedagogy for the physics concept of angular motion in physiotherapy education

Angular motion is a foundational concept in physiotherapy, applied when measuring joint range of motion (rom) in assessment and treatment of patients. Accordingly, first-year physiotherapy students are commonly taught rom measurement skills in their applied Physiotherapy course and are introduced to the concept of angular motion in their Physics course where their learning is primarily assessed through problem-solving. However, studies of student learning of angular motion show that while students can solve problems, they do not always have the necessary conceptual understanding to use their procedures appropriately and flexibly in other disciplines. Physics education researchers also demonstrate that accessing, learning, and communicating the conceptual and procedural knowledge involves using the affordances of multimodal language. Thus, a promising line of inquiry is how lecturers use the affordances of multimodal language in pedagogy to create opportunities for students to develop both conceptual and procedural understanding. My study focuses on a lecturer's pedagogy for the concept of angular motion in a Physics course for first year physiotherapy students at a South African university. Specifically, I use a multimodal social semiotic perspective to describe what and how she uses the affordances of multimodal language − verbal talk, written text, images, symbols and symbolic equations, gestures, and objects − to give presentational, organisational and orientational meanings. I also explain her pedagogical choices in the meaning-making process. In this focused ethnographic study, I observed lecture recordings to produce data on the lecturer's pedagogy. A subsequent semi-structured interview with the lecturer was analysed to understand the lecturer's choices. The multimodal social semiotic analysis shows that the lecturer organised her pedagogy to develop both conceptual and procedural meaning, while also relating these meanings to problem-solving, and to orientate students to the relevance of angular motion in physiotherapy. This organization was informed by her comprehensive understanding of the physics content, and its relation to the Physiotherapy course and physiotherapy practice, and the experiences and resources of the students in the class. Evident in her pedagogy was a pattern of starting with a focus on conceptual meaning using verbal talk, images, and gestures, following which she integrated symbols and symbolic equations which functioned as a link to focussing on procedural meaning as applied in problem-solving. This study contributes to existing physics and physiotherapy education research, an in-depth description and explanation of a lecturer's motivated, contextualised use of multimodal language to give meaning to the physics of angular motion for physiotherapy. These learnings and the multimodal social semiotic tools by which they were produced can be put to work in education development practice with disciplinary lecturers. Specifically, they serve to make explicit the affordances of various language modes for communicating particular conceptual and procedural meanings as a relevant for physiotherapy for planning pedagogy

Special Libraries, September 1970

Volume 61, Issue 7https://scholarworks.sjsu.edu/sla_sl_1970/1006/thumbnail.jp

The Proceeding Of The 1st International Conference Technology on Biosciences and Social Science 2016: “Industry Based On Knowledges

The Proceeding Of The 1st International Conference Technology on Biosciences and Social Science 2016  Theme: “Industry Based On Knowledges” 17th– 19th November 2016, Convention Hall, Andalas University, Padang, West Sumatera, Indonesia Organized by  Animal Science Faculty of Andalas University and Alumbi Center of Universiti Putra Malaysia  &nbsp

Signature Identification in the Light of Science and Experience

The Daubert case encourages judges to ask whether forensic identification expertise is valid, not merely whether it is accepted among practitioners. The example of DNA has shown what real science can do, and has highlighted the shortcomings of other forms of forensic science. The combined effect of Daubert and DNA has contributed to skepticism about forensic identification techniques. This skepticism may lead to exclusion of evidence or to procedural limits aimed at making the expertise more trustworthy or preventing it from having undue weight. I will discuss these two alternatives in the context of the specific forensic problem of signature authentication expertise of forensic document examiners (FDEs), after first considering general principles applicable to experience-based expertise