Bridging the Gap Between Schools and Non-Formal Science Institutions: Using New York City\u27s Non-Formal Resources to Teach Science

Effective science teaching and learning needs to take place in an environment in which the formal and non-formal worlds of science combine their expertise and resources. Science learning and ultimately, scientific literacy for all depends on the teaching that occurs both in schools and in non-formal settings. As we move towards the attainment of scientific literacy for all, it is becoming more imperative that we recognize and utilize the media, industry education programs, non-formal science centers, museums, and other science learning outlets as valuable segments of our nation’s science education infrastructure. This paper describes the context, rationale, and outline of the non-formal science education course developed at New York University under the auspices of New York Collaborative for Excellence in Teacher Preparation (NYCETP) and the subsequently developed non-formal science education specialization

Effect of molecular anisotropy on the intensity and degree of polarization of light scattered from model atmospheres

Computations of the intensity, flux, degree of polarization, and the positions of neutral points are presented for models of the terrestrial gaseous and hazy atmospheres by incorporating the molecular anisotropy due to air in the Rayleigh scattering optical thickness and phase matrix. Molecular anisotropy causes significant changes in the intensity, flux and the degree of polarization of the scattered light. The positions of neutral points do not change significantly. When the Rayleigh scattering optical thickness is kept constant and the molecular anisotropy factor is included only in the Rayleigh phase matrix, the flux does not change and the intensity and positions of neutron points change by a small amount. The changes in the degree of polarization are still significant

CO2: Adsorption on palagonite and the Martian regolith

Possible scenarios for the evolution of the Martian climate are discussed. In the interest of determining an upper limit on the absorptive capacity of the Martian regolith, researchers examined the results of Fanale and Cannon (1971, 1974) for CO2 adsorption on nontronite and basalt. There appeared to be a strong proportionality between the capacity of the absorbent and its specific surface area. A model of the Martian climate is given that allows the researchers to make some estimates of exchangeable CO2 abundances

Atmospheric H2O and the search for Martian brines

Abundant martian brines would have important implication for current theories of volatile migration on Mars, since, although the presence of metastable brines is quite plausible, any brine in the reasonably near-surface should be completely depleted on a timescale short in relation to the age of Mars. It is important to determine whether brines exist in the martian subsurface, for the current paradigm for understanding martian volatile regime requires substantial alteration if they are found to exist. It is determined, however, that the prospect for detection of a subsurface brine via atmospheric water vapor measurements is marginal. Four reasons are given for this conclusion

Can graph-cutting improve microarray gene expression reconstructions?

Microarrays produce high-resolution image data that are, unfortunately, permeated with a great deal of “noise” that must be removed for precision purposes. This paper presents a technique for such a removal process. On completion of this non-trivial task, a new surface (devoid of gene spots) is subtracted from the original to render more precise gene expressions. The graph-cutting technique as implemented has the benefits that only the most appropriate pixels are replaced and these replacements are replicates rather than estimates. This means the influence of outliers and other artifacts are handled more appropriately (than in previous methods) as well as the variability of the final gene expressions being considerably reduced. Experiments are carried out to test the technique against commercial and previously researched reconstruction methods. Final results show that the graph-cutting inspired identification mechanism has a positive significant impact on reconstruction accuracy

Copasetic analysis: Automated analysis of biological gene expression images

Copyright [2004] IEEE. This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of Brunel University's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to [email protected]. By choosing to view this document, you agree to all provisions of the copyright laws protecting it.In the past decade computational biology has come to the forefront of the public's perception with advancements in domain knowledge and a variety of analysis techniques. With the recent completion of projects like the human genome sequence, and the development of microarray chips it has become possible to simultaneously analyse expression levels for thousands of genes. Typically, a slide surface of less than 24 cm2, receptors for 30,000 genes can be printed, but currently the analysis process is a time consuming semi-autonomous step requiring human guidance. The paper proposes a framework, which facilitates automated processing of these images. This is supported by real world examples, which demonstrate the technique's capabilities along with results, which show a marked improvement over existing implementations

Supporting siblings of children with a special educational need or disability : an evaluation of Sibs Talk, a one‐to‐one intervention delivered by staff in mainstream schools

A group often overlooked for specific supports in schools are siblings of children with a disability, special educational needs or a serious long‐term condition (SEND). In this article we review the current sibling research and identify a lack of literature on interventions, particularly within a school context. We then present a description of Sibs Talk, an example of a new school‐based intervention to support siblings. Sibs Talk is a ten‐session, one‐to‐one intervention approach for schools to complete with Key Stage 2 children who have a brother or sister with SEND. Finally, we present an initial evaluation of the effectiveness of Sibs Talk, using a pre and post evaluation format with a sample of 55 children from 11 schools. The data presented in this evaluation indicate that Sibs Talk may have contributed to positive outcomes for participating children