Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students' and physicists' talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists' language. We also hypothesize that students over-extend and misapply conceptual metaphors in physicists' speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language.Comment: Accepted for publication in Phys. Rev. ST:PE

Virtual environment navigation with look-around mode to explore new real spaces by people who are blind

Background. This paper examines the ability of people who are blind to construct a mental map and perform orientation tasks in real space by using Nintendo Wii technologies to explore virtual environments. The participant explores new spaces through haptic and auditory feedback triggered by pointing or walking in the virtual environments and later constructs a mental map, which can be used to navigate in real space. Methods. The study included 10 participants who were congenitally or adventitiously blind, divided into experimental and control groups. The research was implemented by using virtual environments exploration and orientation tasks in real spaces, using both qualitative and quantitative methods in its methodology. Results. The results show that the mode of exploration afforded to the experimental group is radically new in orientation and mobility training; as a result 60% of the experimental participants constructed mental maps that were based on map model, compared to only 30% of the control group participants. Conclusion. Using technology that enabled them to explore and to collect spatial information in a way that does not exist in real space influenced the ability of the experimental group to construct a mental map based on the map model

Consensus recommendations for a standardized Brain Tumor Imaging Protocol in clinical trials

A recent joint meeting was held on January 30, 2014, with the US Food and Drug Administration (FDA), National Cancer Institute (NCI), clinical scientists, imaging experts, pharmaceutical and biotech companies, clinical trials cooperative groups, and patient advocate groups to discuss imaging endpoints for clinical trials in glioblastoma. This workshop developed a set of priorities and action items including the creation of a standardized MRI protocol for multicenter studies. The current document outlines consensus recommendations for a standardized Brain Tumor Imaging Protocol (BTIP), along with the scientific and practical justifications for these recommendations, resulting from a series of discussions between various experts involved in aspects of neuro-oncology neuroimaging for clinical trials. The minimum recommended sequences include: (i) parameter-matched precontrast and postcontrast inversion recovery-prepared, isotropic 3D T1-weighted gradient-recalled echo; (ii) axial 2D T2-weighted turbo spin-echo acquired after contrast injection and before postcontrast 3D T1-weighted images to control timing of images after contrast administration; (iii) precontrast, axial 2D T2-weighted fluid-attenuated inversion recovery; and (iv) precontrast, axial 2D, 3-directional diffusion-weighted images. Recommended ranges of sequence parameters are provided for both 1.5 T and 3 T MR system

Rationality as a Goal of Education

Abstract Those who believe education should involve more than learning facts often stress either (a) development or (b) thinking skills. A focus on development as a goal of education typically entails a conception of knowledge as organismic, holistic, and internally generated. In contrast, thinking skills programs commonly assume a mechanistic, reductionist perspective in which good thinking consists of some finite number of directly teachable skills. A conception of rationality as a goal of education is proposed that incorporates the complementary strengths and avoids the limitations of the developmental and thinking skills approaches. Rationality is defined as the self-reflective, intentional, and appropriate coordination and use of genuine reasons in generating and justifying beliefs and behavior. Philosophically, rationality is a justifiable goal of education, not only because it is a means to worthwhile ends but because it is an important end in itself and because it can be promoted via non-indoctrinative means. A psychological account of progressive rationality is provided that postulates continuing multiple interactions of (a) domain-specific developmental stages, (b) the learning of specific thinking skills, and (c) content-specific knowledge. Suggestions are made for fostering rationality at various educational levels. Finally, it is argued that the proposed conception of rationality as a goal of education complements and clarifies a variety of other educational goals

Barriers to accrual and enrollment in brain tumor trials

Many factors contribute to the poor survival of malignant brain tumor patients, some of which are not easily remedied. However, one contributor to the lack of progress that may be modifiable is poor clinical trial accrual. Surveys of brain tumor patients and neuro-oncology providers suggest that clinicians do a poor job of discussing clinical trials with patients and referring patients for clinical trials. Yet, data from the Cancer Action Network of the American Cancer Society suggest that most eligible oncology patients asked to enroll on a clinical trial will agree to do so. To this end, the Society for Neuro-Oncology (SNO) in collaboration with the Response Assessment in Neuro-Oncology (RANO) Working Group, patient advocacy groups, clinical trial cooperative groups, including the Adult Brain Tumor Consortium (ABTC), and other partners are working together with the intent to double clinical trial accrual over the next 5 years. Here we describe the factors contributing to poor clinical trial accrual in neuro-oncology and offer possible solutions