Hessians and Steinerians of plane quartic curves

Thesis (M.A.)--University of Kansas, Mathematics, 1916. ; Includes bibliographical references

An Investigation of Malaysian Secondary School Students’ Mental Models of Acid-Base Chemistry

There are many studies in chemistry investigating students’ difficulties in understanding chemical bonding, particle nature of matter and others, but relatively few on acid-base chemistry. One approach for reducing students’ learning difficulties uses model-based science teaching, which involves models and mental models. This thesis study investigates students’ mental models in acid-base chemistry concepts to give insights into Malaysian secondary students’ thinking in acid-base chemistry. In addition, teachers’ mental models and the curricular models were also examined in order to explore the degree of alignment between the three models. At Forms 2, 4, and 6 levels of Malaysian schooling eight secondary school students and two teachers were interviewed at each level in an effort to examine their mental models using the Interview-About-Concepts and Interview- About-Instances data gathering methods. In addition, Forms 2, 4 and 6 curricular models (i.e., curriculum documents) were examined to obtain insights into the curricular models. The area under investigation for this thesis study involves six selected acid-base chemistry concepts and their links to four acid-base models. The six selected acid-base chemistry concepts are Macroscopic Properties, Neutralisation, Acid-Strength, Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding while the four acid-base models are the Phenomenological, Arrhenius, Brønsted-Lowry, and Lewis models. To determine the nature of students’ mental models, attributes of these models were identified and gathered from students’ expressed models, that is their responses to probe questions about the selected acid-base concepts and compared with the attributes of each scientific acid-base models. This comparison provided evidence of students’ use/non-use of the attributes of the appropriate acid-base models to explain six selected acid-base chemistry concepts. Next, a mental model framework was developed and used to classify students’ attributes into Stage 1, Stage 2, and Stage 3 mental models. The Stage 1 mental model was developed based on the Macroscopic Properties acid-base chemistry concept to indicate students’ use or non–use of the Phenomenological model. The Stage 2 mental model was developed to determine students’ use or non-use of the Arrhenius model to explain the Neutralisation and Acid-Strength concepts. The Stage 3 mental model comprising the Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding concepts were investigated to identify students’ use or non-use of the Brønsted-Lowry and the Lewis model. Also, under investigation was a comparison of students’ mental models with teachers’ mental models and the curricular model. At Form 6 schooling level the students’ mental models demonstrated complete dissonance with the teachers’ mental models and the curricular models. The causes for this dissonance may be the lack of specificity in the Malaysian curriculum, students’ limited cognitive ability in terms of age-approriate concepts, and insufficient teachers’ pedagogical knowledge. From the findings of this thesis study, it is recommended that the Lewis acid-base model, be omitted from the Form 6 Malaysian curriculum because students’ were not able to understand Acid-Base Electron Pair Bonding chemistry concept. Also, for other acid-base chemistry concepts, Malaysian teachers are encouraged to use student-centred teaching methods utilizing acid-base models to help improve their students’ understanding

DEVELOPMENT OF CANVA-BASED INTERACTIVE E-BOOK AND BOOK CREATOR USING THE RADEC LEARNING MODEL TO SUPPORT CREATIVE THINKING SKILLS

The involvement of technology in 21st century learning is indispensable at every level of education. Teachers can involve digital learning media to support the process of teaching and learning activities. Digital-based learning media such as interactive e-books can be used as learning media that can be used in 21st century learning. In addition to digital-based learning media, the learning model that can be applied is an innovative learning model. The RADEC learning model is one of the learning models that can be applied in current learning. This study aims to develop an interactive e-book through the RADEC learning model, and determine the feasibility of an interactive e-book through the RADEC learning model. This research is a research and development or Research and Development ADDIE model. This study obtained the feasibility results from the validation of material experts, validation of linguists, and validation of media experts. The results of the validation of material experts, linguists, and media experts get scores in the very valid category for use. The results of student responses regarding product trials get scores in the very interesting category for students to use in the learning process. The results of the group creativity assessment are very interesting and can increase the creativity of students. Based on these results, it can be concluded that interactive e-books through the RADEC learning model are very valid and feasible to be used in learning and can increase students' creativity

Lipid-laden partially-activated plasmacytoid and CD4-CD8a+ dendritic cells accumulate in tissues in elderly mice

Background - Aging is associated with a decline in lymphocyte function however, little is known about dendritic cell (DC) subsets and aging. Aging is also associated with increasing circulating lipid levels and intracellular lipid accumulation modulates DC function. Whether age-associated increases in lipid levels influence DC biology is unknown. Thus, the effects of aging on DC subsets were assessed in vivo using young adult and elderly C57BL/6 J mice. Results - Major age-related changes included increased CD11c+ DC numbers in lymph nodes, spleens and livers, but not lungs, and significantly increased proportions of plasmacytoid (pDC) and CD4-CD8α+ DCs in lymph nodes and livers. Other changes included altered pDC activation status (decreased CD40, increased MHC class-I and MHC class-II), increased lipid content in pDCs and CD4-CD8α+ DCs, and increased expression of key mediators of lipid uptake including lipoprotein lipase, scavenger receptors (CD36, CD68 and LRP-1) in most tissues. Conclusions - Aging is associated with organ-specific numerical changes in DC subsets, and DC activation status, and increased lipid content in pDCs and CD4-CD8α+ DCs. Up-regulation of lipoprotein lipase and scavenger receptors by lipid-rich pDCs and CD4-CD8α+ DCs suggests these molecules contribute to DC lipid accumulation in the elderly. Lipid accumulation and modulated activation in pDCs and CD4-CD8α+ DCs may contribute to the declining responses to vaccination and infection with age

Rasch measurement and strategies of Science Teacher's Technological, Pedagogical, and Content Knowledge in Augmented Reality

The use of Augmented Reality in the Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) framework is one of the systematic approaches to enriching students' experience in a science classroom. A study was conducted to explore teachers’ TPACK in Augmented Reality abilities. This article aims to identify science teachers’ level of TPACK in Augmented Reality using a questionnaire. A group of teachers (n=100) was trained to determine science teachers' TPACK at AR levels. Selected Science teachers then responded to a survey and analyzed using the Rasch Model. Male teachers (1.77 logits) outperformed female teachers (-0.55 logit) in TPACK abilities. In addition, teachers 36-40 years of age with 6-10 years of teaching experience had higher ability in TPACK in AR.  Findings also indicated the Pedagogical Knowledge (PK) scoring is at +1.23logit and TPACK +0.29 logit suggesting both PK and TPACK components were of higher difficulty level compared to other components.The findings suggest that the training on TPACK in AR especially in the areas of PK and TPACK is necessary and should be based on the teacher’s demographic profile, teaching experiences, and other components of the TPACK framework

Southeast Asian Students’ Perspective in Science and science education

The study describes the attitudes and beliefs towards science and science education of Year 9 and 10 Southeast Asian students including gender and year level differences based on the seven categories.  This study involved Year 9 and 10 students from seven SEAMEO countries. Out of 5,375 samples selected, 2,158 were boys and 3,217 were girls. There were seven categories in the survey instrument that was administered, including students’ perceptions about: (1) science; (2) science outside school; (3) science topics; (4) scientist vocation; (5) self-efficacy in science; (6) teaching and learning science; as well as (7) future participation in science. The analyses showed that generally students had positive attitudes on categories such as: science, science outside school, teaching and learning science, scientist vocation, science topics and future participation in science. However, in general, the students in this region had slightly low self-efficacy in science in which included items such as science as a difficult subject and science classes are boring.  The results also showed that Year 9 and boys acted more positively than Year 10 and girls in the attitudes and beliefs towards science. Further research and recommendations are explored. The findings would be used as a tool to revise the national science curriculum of the participating countries in terms of content standards and inform teachers of how teaching and learning practices can be aligned with students’ attitudes and perceptions to obtain better learning outcomes. The research findings could also be used as a springboard for further research exploring deeper the variables affecting students’ success in science and providing intervention for teachers’ training curriculum and continuing professional development in terms of technological pedagogical content knowledge (TPACK) that would increase the interest of students in learning and exploring science.

Compte rendu du colloque international autour de Edgar Morin

Les « 4èmes rencontres de socio-anthropologie de Grenoble », organisées par le laboratoire emc2-lsg – Université Pierre Mendès‑France sous la direction de Florent Gaudez, avaient cette année pour invité d’honneur Edgar Morin, fondateur de la « pensée complexe », dont il expose les principes dans son œuvre majeure qu’est La méthode (2008). Une vaste pensée qui, sous l’œil attentif et vif de son auteur, a été approchée au travers de quatre thématiques de séance, évoquant certaines préoccupation..

Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations

Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs).  During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS  to monitor/evaluate participants’ engagement  in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item.  After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality educatio

Localism and energy: Negotiating approaches to embedding resilience in energy systems

Tensions are evident in energy policy objectives between centralised top-down interconnected energy systems and localised distributed approaches. Examination of these tensions indicates that a localised approach can address a systemic problem of interconnected systems; namely vulnerability. The challenge for energy policy is to realise the interrelated goals of energy security, climate and environmental targets and social and economic issues such as fuel poverty, whilst mitigating vulnerability. The effectiveness of conventional approaches is debateable. A transition to a low carbon pathway should focus on resilience, counter to vulnerability. This article draws from on-going work which evaluates the energy aspects of a Private Finance Initiative (PFI) project to refurbish and re-build a local authority’s entire stock of sheltered accommodation to high environmental standards. Initial findings suggest that whereas more conventional procurement processes tend to increase systemic vulnerability, a user focussed process driven through PFI competitive dialogue is beginning to motivate some developers to adopt innovative approaches to energy system development. Conceptually these findings strongly suggest that embedding ‘Open Source’ principles in energy system development acts to work against systemic vulnerabilities by embedding resilience

Veronese Geometry and the Electroweak Vacuum Moduli Space

We explain the origin of the Veronese surface in the vacuum moduli space geometry of the MSSM electroweak sector. While this result appeared many years ago using techniques of computational algebraic geometry, it has never been demonstrated analytically. Here, we present an analytical derivation of the vacuum geometry of the electroweak theory by understanding how the F- and D-term relations lead to the Veronese surface. We moreover give a detailed description of this geometry, realising an extra branch as a zero-dimensional point when quadratic Higgs lifting deformations are incorporated into the superpotential