Models in biology: ‘accurate descriptions of our pathetic thinking’

In this essay I will sketch some ideas for how to think about models in biology. I will begin by trying to dispel the myth that quantitative modeling is somehow foreign to biology. I will then point out the distinction between forward and reverse modeling and focus thereafter on the former. Instead of going into mathematical technicalities about different varieties of models, I will focus on their logical structure, in terms of assumptions and conclusions. A model is a logical machine for deducing the latter from the former. If the model is correct, then, if you believe its assumptions, you must, as a matter of logic, also believe its conclusions. This leads to consideration of the assumptions underlying models. If these are based on fundamental physical laws, then it may be reasonable to treat the model as ‘predictive’, in the sense that it is not subject to falsification and we can rely on its conclusions. However, at the molecular level, models are more often derived from phenomenology and guesswork. In this case, the model is a test of its assumptions and must be falsifiable. I will discuss three models from this perspective, each of which yields biological insights, and this will lead to some guidelines for prospective model builders

A study of the free amino acids in the liquid endosperm of coconut (Cocos nucifera)

On the basis of results obtained with paper Chromatographic and thin layer lonophoretic techniques, the paper describes the free amino acids in the liquid endosperm of coconut in two stages of maturit

Introducing: Classroom Salon

In 2008, Professors David Kaufer, a humanist, and Ananda Gunawardena, a computer scientist, wondered if it was possible to design software that would encourage social reading and annotation. The result is Classroom Salon, and Professor Gunawardena will demonstrate how to you can use it to create an interactive online learning environment in which learners simultaneously build and benefit from collective intelligence of the group, using tags, questions, annotations, and really cool analytics

Psychologists’ Job Satisfaction and The National Disability Insurance Scheme

This item is only available electronically.With the complete roll out of the National Disability Insurance Scheme (NDIS) fast approaching, research has documented the process, evaluations and suggested improvements of the scheme. However, there has been little insight into the perspectives of psychologists who play an integral part in the system in providing services to clients. This qualitative study explored the experience of psychologists working within the scheme and the reported effects it has had on their job satisfaction. Furthermore, the study documents the changes participants believe may improve psychologists’ job satisfaction. Eight psychologists were interviewed with six of them registered NDIS service providers. Thematic analysis of the data identified six experience themes with respective subthemes: Client experience; Administrative paperwork; Communication; Session impact; Effects on psychologists; and Outcomes of job satisfaction Further thematic analysis generated two suggestion themes: Client-centred suggestions and Psychologist-centred suggestions. Participants reported decreased levels of job satisfaction impacted access to psychology services for NDIS clients. Recommendations are offered to improve psychologists’ experiences working within the NDIS.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201

The Influence of Socio-Cultural Practices on Mathematical Cognition

Defining the constructs of cognition and culture as entirely independent of one another, one located in the individual and the other in the environment, is naïve. To understand educational activities, we must study them as they are imbedded in culture. Mathematics learning is no exception and it is also influenced by socio–cultural factors. In this paper, I hold onto this socio–cultural view of cognition and strive to understand the interplay between social, cultural, and historical elements and their attachment to cognitive development processes of mathematical understanding by examining several empirical studies. In the conclusion, I challenge the notion that fixed mathematical knowledge is contained in a pre–structured environment independent of individual and collective human activity. Then, I demonstrate some important characteristics that can be drawn from informal settings and applied to formal learning situations

The Genre of Research Writing: The Value of Personalised Feedback and Instruction

Non-native English speaker Higher Research Degree (HDR) students or L2 writers encounter numerous difficulties in developing native-like competencies in their research writing. Current research in the systemic functional linguistics argues that students’ repertoire of interactive and interactional features enhances their writing process. However, many L2 students are thrown in the deep end in their research writing process. In some universities, Academic Language Learning (ALL) advisors assist these students by reviewing their work and providing necessary feedback. The purpose of this study was to examine the difficulties experienced by such L2 writers as identified by ALL advisors who review their work in their thesis drafting process. The study analysed ten draft chapters from L2 students’ theses writing reviewed by ALL advisors. The study found that several discourse and metadiscoursal features have been recognised as impeding factors in effective communication. Personalised feedback and instruction from language experts can influence students’ writing and drafting process. Such findings provide insights and implications for developing discourse competencies for both L1 and L2 academic writers. The study also provides pedagogical implications for teachers of all students as academic writing is a genre that needs explicit focus in teaching programs at all levels