An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism

This paper is a phenomenological critique of some of the basic notions informing much of the researchin and practice of science education (SE) today. It is suggested that the philosophical grounds of S Eare in need of three “reversals of primacy”: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive practice must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences

Threat detection in online discussions

This paper investigates the effect of various types of linguistic features (lexical, syntactic and semantic) for training classifiers to detect threats of violence in a corpus of YouTube comments. Our results show that combina- tions of lexical features outperform the use of more complex syntactic and semantic features for this task

Neurofilament ELISA validation

Background: Neurofilament proteins (Nf) are highly specific biomarkers for neuronal death and axonal degeneration. As these markers become more widely used, an inter-laboratory validation study is required to identify assay criteria for high quality performance