Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics

Quantitative reasoning is considered a crucial prerequisite for acquiring domain-specific expertise in higher education. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their studies is required. However, when measuring quantitative reasoning in an academic study program, it is often confounded with other skills. Following a situated approach, we focus on quantitative reasoning in the domain of business and economics and define domain-specific quantitative reasoning primarily as a skill and capacity that allows for reasoned thinking regarding numbers, arithmetic operations, graph analyses, and patterns in real-world business and economics tasks, leading to problem solving. As many studies demonstrate, well-established instruments for assessing business and economics knowledge like the Test of Understanding College Economics (TUCE) and the Examen General para el Egreso de la Licenciatura (EGEL) contain items that require domain-specific quantitative reasoning skills. In this study, we follow a new approach and assume that assessing business and economics knowledge offers the opportunity to extract domain-specific quantitative reasoning as the skill for handling quantitative data in domain-specific tasks. We present an approach where quantitative reasoning – embedded in existing measurements from TUCE and EGEL tasks – will be empirically extracted. Hereby, we reveal that items tapping domain-specific quantitative reasoning constitute an empirically separable factor within a Confirmatory Factor Analysis and that this factor (domain-specific quantitative reasoning) can be validly and reliably measured using existing knowledge assessments. This novel methodological approach, which is based on obtaining information on students’ quantitative reasoning skills using existing domain-specific tests, offers a practical alternative to broad test batteries for assessing students’ learning outcomes in higher education

A streamlined collecting and preparation protocol for DNA barcoding of Lepidoptera as part of large-scale rapid biodiversity assessment projects, exemplified by the Indonesian Biodiversity Discovery and Information System (IndoBioSys)

Here we present a general collecting and preparation protocol for DNA barcoding of Lepidoptera as part of large-scale rapid biodiversity assessment projects, and a comparison with alternative preserving and vouchering methods. About 98% of the sequenced specimens processed using the present collecting and preparation protocol yielded sequences with more than 500 base pairs. The study is based on the first outcomes of the Indonesian Biodiversity Discovery and Information System (IndoBioSys). IndoBioSys is a German-Indonesian research project that is conducted by the Museum für Naturkunde in Berlin and the Zoologische Staatssammlung München, in close cooperation with the Research Center for Biology – Indonesian Institute of Sciences (RCB-LIPI, Bogor)

How Gender and Primary Language Influence the Acquisition of Economic Knowledge of Secondary School Students in the United States and Germany

Economics has become an essential component of secondary school curricula in many countries as a result of the growing awareness that young adults need fundamental economic knowledge to manage their personal finances. Accordingly, an increasing number of comparative studies are being conducted of commonalities and differences in students’ economic knowledge and its most decisive influencing factors within and across countries. In this study, we compare the performance of secondary school students in the United States (N = 3517) and Germany (N = 983) on the fourth version of the Test of Economic Literacy. We investigate two personal characteristics that have been found to influence the students’ acquisition of economic knowledge: gender and primary language. Although these two characteristics have been considered in numerous studies of economic education in both countries, they have not been investigated together in an international comparison, which would allow more effective pedagogical approaches for economic education to be formulated. We found male students in both countries exhibited greater economic knowledge, and students whose primary language was the same as the national language performed better. We discuss implications for economic education in both countries and cross-nationally

Aspects of the determination of the platinum group elements and arsenic by inductively coupled plasma mass spectrometry

Please read the abstract in the section 00front of this documentThesis (PhD (Chemistry))--University of Pretoria, 2007.Chemistryunrestricte

Neizvestnyj poet P. D. Buturlin - analiz tvorčestva

In der Reihe Slavistische Beiträge werden vor allem slavistische Dissertationen des deutschsprachigen Raums sowie vereinzelt auch amerikanische, englische und russische publiziert. Darüber hinaus stellt die Reihe ein Forum für Sammelbände und Monographien etablierter Wissenschafter/innen dar