Curriculum Vitae Updated January 15, 2017 Hannu Erkki Juhani
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Speculative Geology
15 Speculative Geology DALE E. SNOW We are not at peace with nature now. Whether it is the record-setting rain on the east coast or the raging wildfires in the west, distant news of melting permafrost or bleaching coral reefs, or the unexpected eruption of Mount Kilauea a few miles from here, things seem increasingly, and increasingly violently, out of control. I would like to suggest that there are resources in Schelling’s Naturphilosophie we can use in the twenty-first century to help us think differently about both the power of nature and our own relationship to it. Although Schelling saw himself, and was seen by many, as antagonistic toward the mechanical science of his own time, it would be a mistake—and a missed opportunity—to see his view as a mere Romantic reaction. It is a speculative rethinking of the idea of nature itself that finds a place for even those phenomena which seem most distant and alien. Schelling described his philosophy of nature as “speculative physics” both to distinguish it from what he calls the dogmatic or mechanistic model of nature, and to announce a new approach to natural science, concerned with the original causes of motion in nature (SW III: 275). Since every “natural phenomenon … stands in connection with the last conditions of nature” (SW III: 279), speculative physics can bring us to an understanding of nature as a system. Geology presents an illuminating case of this approach, as can be seen from Schelling’s characteristically enthusiastic introduction to a paper published by Henrik Steffens in Schelling’sJournal of Speculative Physics (Zeitschrift für speculative Physik) on the oxidization and deoxidization of the earth.1 After praising Steffens’ work on a new and better founded science of geology, Schelling reflects darkly on the too long dominant mechanical approach to geology. -
PISA 2015 High and Low Achievers , File Type
PISA 2015 high and low achievers Mae’r ddogfen yma hefyd ar gael yn Gymraeg. This document is also available in Welsh. Digital ISBN 978 1 78903 046 4 © Crown copyright December 2017 WG33717 Contents Introduction 2 PISA high- and low-achievers 4 Addendum: Original uncorrected tables 24 Introduction The three-yearly Programme for International Student Assessment (PISA), led by the Organisation for Economic Co-operation and Development (OECD), provides evidence on how the achievement and abilities of 15-year-olds vary across countries. To compare what pupils know and can do across the three core domains, or subjects (science, reading and mathematics), pupils sit a two-hour test that is designed to provide a comparative measure internationally. In each round, one of the core subjects is tested in more detail than the others; for 2015 this major domain was science. Pupils and their schools also complete a background questionnaire that enables more detailed analysis of how performance is shaped by pupils’ characteristics, perceptions and experiences of school and teaching within and across countries. Our participation in the PISA study enables us to benchmark the performance of pupils in Wales against their peers across the rest of the world, to understand the extent to which pupil performance varies and what drives this, and to spotlight particular strengths and weaknesses in our education system. The most recent PISA study was conducted in Wales in the autumn term of 2015. This research brief summarises the results of some further analysis of Wales’ PISA 2015 results. It examines the characteristics of high and low achievers across England, Northern Ireland and Wales. -
Climate Change on Wildfire Activity
S. HRG. 110–228 CLIMATE CHANGE ON WILDFIRE ACTIVITY HEARING BEFORE THE COMMITTEE ON ENERGY AND NATURAL RESOURCES UNITED STATES SENATE ONE HUNDRED TENTH CONGRESS FIRST SESSION TO CONSIDER SCIENTIFIC ASSESSMENTS OF THE IMPACTS OF GLOBAL CLIMATE CHANGE ON WILDFIRE ACTIVITY IN THE UNITED STATES SEPTEMBER 24, 2007 ( Printed for the use of the Committee on Energy and Natural Resources U.S. GOVERNMENT PRINTING OFFICE 39–889 PDF WASHINGTON : 2007 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 COMMITTEE ON ENERGY AND NATURAL RESOURCES JEFF BINGAMAN, New Mexico, Chairman DANIEL K. AKAKA, Hawaii PETE V. DOMENICI, New Mexico BYRON L. DORGAN, North Dakota LARRY E. CRAIG, Idaho RON WYDEN, Oregon LISA MURKOWSKI, Alaska TIM JOHNSON, South Dakota RICHARD BURR, North Carolina MARY L. LANDRIEU, Louisiana JIM DEMINT, South Carolina MARIA CANTWELL, Washington BOB CORKER, Tennessee KEN SALAZAR, Colorado JOHN BARRASSO, Wyoming ROBERT MENENDEZ, New Jersey JEFF SESSIONS, Alabama BLANCHE L. LINCOLN, Arkansas GORDON H. SMITH, Oregon BERNARD SANDERS, Vermont JIM BUNNING, Kentucky JON TESTER, Montana MEL MARTINEZ, Florida ROBERT M. SIMON, Staff Director SAM E. FOWLER, Chief Counsel FRANK MACCHIAROLA, Republican Staff Director JUDITH K. PENSABENE, Republican Chief Counsel (II) C O N T E N T S STATEMENTS Page Barrasso, Hon. John, U.S. Senator From Wyoming ............................................. 2 Bartuska, Ann, Deputy Chief, Research and Development; Accompanied by Susan Conard, National Program Leader, Fire Ecology Research, Forest Service, Department of Agriculture ................................................................... -
Drama and Learning Science: an Empty Space? Martin Braund* Cape Peninsula University of Technology, South Africa
British Educational Research Journal Vol. 41, No. 1, February 2015, pp. 102–121 DOI: 10.1002/berj.3130 Drama and learning science: an empty space? Martin Braund* Cape Peninsula University of Technology, South Africa Constructivist teaching methods such as using drama have been promoted as productive ways of learning, especially in science. Specifically, role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science’s relationship with society (Ødegaard 2001, Unpublished Dr. scient., Dis- sertation, University of Oslo). So far, theorisation of drama in learning, at least in science, has been lacking and no attempt has been made to integrate drama theory in science education with that of theatre. This article draws on Peter Brook’s notion of the theatre as the ‘empty space’ (Brook 1968, The empty space, Harmondsworth, Penguin Books) to provide a new theoretical model acting as a lens through which drama activities used to teach science can be better understood and researched. An example of a physical role play is used to ground the theory. The paper concludes by suggesting areas for further research. Introduction It has been claimed that engaging in arts subjects such as music, dance and drama contributes to general cognition and can enhance learning in other subjects (Deasey, 2002; Dana Foundation, 2008). There is emerging evidence from neuroscience that these claims have some backing. Studies using functional magnetic resonance imag- ing (fMRI) to establish differential cognitive activity in the brain, for individuals car- rying out tasks on creative thinking and problem-solving, show advantages for those who have been involved in arts training such as, in music (Moreno, 2009), in dance (Cross & Ticini, 2012) and in drama/theatre (Hough & Hough, 2012). -
SKA-Athena Synergy White Paper
SKA-Athena Synergy White Paper SKA-Athena Synergy Team July 2018. Edited by: Francisco J. Carrera and Silvia Martínez-Núñez on behalf of the Athena Community Office. Revisions provided by: Judith Croston, Andrew C. Fabian, Robert Laing, Didier Barret, Robert Braun, Kirpal Nandra Authorship Authors Rossella Cassano (INAF-Istituto di Radioastronomia, Italy). • Rob Fender (University of Oxford, United Kingdom). • Chiara Ferrari (Observatoire de la Côte d’Azur, France). • Andrea Merloni (Max-Planck Institute for Extraterrestrial Physics, Germany). • Contributors Takuya Akahori (Kagoshima University, Japan). • Hiroki Akamatsu (SRON Netherlands Institute for Space Research, The Netherlands). • Yago Ascasibar (Universidad Autónoma de Madrid, Spain). • David Ballantyne (Georgia Institute of Technology, United States). • Gianfranco Brunetti (INAF-Istituto di Radioastronomia, Italy) and Maxim Markevitch (NASA-Goddard • Space Flight Center, United States). Judith Croston (The Open University, United Kingdom). • Imma Donnarumma (Agenzia Spaziale Italiana, Italy) and E. M. Rossi (Leiden Observatory, The • Netherlands). Robert Ferdman (University of East Anglia, United Kingdom) on behalf of the SKA Pulsar Science • Working Group. Luigina Feretti (INAF-Istituto di Radioastronomia, Italy) and Federica Govoni (INAF Osservatorio • Astronomico,Italy). Jan Forbrich (University of Hertfordshire, United Kingdom). • Giancarlo Ghirlanda (INAF-Osservatorio Astronomico di Brera and University Milano Bicocca, Italy). • Adriano Ingallinera (INAF-Osservatorio Astrofisico di Catania, Italy). • Andrei Mesinger (Scuola Normale Superiore, Italy). • Vanessa Moss and Elaine Sadler (Sydney Institute for Astronomy/CAASTRO and University of Sydney, • Australia). Fabrizio Nicastro (Osservatorio Astronomico di Roma,Italy), Edvige Corbelli (INAF-Osservatorio As- • trofisico di Arcetri, Italy) and Luigi Piro (INAF, Istituto di Astrofisica e Planetologia Spaziali, Italy). Paolo Padovani (European Southern Observatory, Germany). • Francesca Panessa (INAF/Istituto di Astrofisica e Planetologia Spaziali, Italy). -
Achievement of 15-Year-Olds in England: PISA 2006 National Report.’ (OECD Programme for International Student Assessment)
Achievement of 15-Year- Olds in England: PISA 2015 National Report December 2016 John Jerrim and Nikki Shure. UCL Institute of Education. Contents Acknowledgements 3 Executive summary 4 Chapter 1. Introduction 11 Chapter 2. Achievement in science 23 Chapter 3. Achievement in different aspects of scientific literacy 47 Chapter 4. Achievement in mathematics 64 Chapter 5. Achievement in reading 83 Chapter 6. Variation in PISA scores by pupil characteristics 101 Chapter 7. Differences in achievement between schools 117 Chapter 8. School management and resources 129 Chapter 9. Pupils’ experiences of their time in science classes at school 146 Chapter 11. PISA across the UK 181 Appendix A. Background to the PISA study 207 Appendix B. Sample design and response rates 218 Appendix C. Testing statistical significance in PISA across cycles 224 Appendix D. The conversion of PISA scores into years of schooling 227 Appendix E. PISA 2015 mean scores 228 Appendix F. Long-term trends in PISA scores 231 Appendix G. Mean scores in the science sub-domains 236 Appendix H. List of figures 239 Appendix I. List of tables 243 2 Acknowledgements This report represents a multi-team effort. We are grateful to the teams at Educational Testing Service (ETS), Westat, cApStAn Linguistic Control, Pearson and the German Institute for International Education Research (DIPF) for their support and guidance throughout the project. In England we are grateful to the team at the Department for Education that oversaw the work, in particular Adrian Higginbotham, Emily Knowles, Bethan Knight, Joe Delafield and David Charlton. The team at RM Education (RM) managed the research consortium and the process of collecting and checking the data as well as the production of reports for participating schools; we are grateful to Dawn Pollard, Daryl Brown and Sam Smith for overseeing that. -
Tam Sayı Dosyası
VOLUME 1 ISSUE 1 YEAR 2015 e-ISSN 2149-214X Journal of Education in Science, Environment and Health Volume 1, Issue 1, 2015 e-ISSN:2149-214X EDITORIAL BOARD Editors Valarie L. Akerson- Indiana University, U.S.A Sinan Erten, Hacettepe University, Turkey Wenxia (Joy) Wu, Eastern Virginia Medical School, U.S.A Section Editors Manuel Fernandez - Universidad Europea de Madrid, Spain Muhammet Demirbilek, Suleyman Demirel University, Turkey Editorial Board Allen A. Espinosa- Philippine Normal University, Philippines Angelia Reid-Griffin- University of North Carolina, United States Aylin Hasanova Ahmedova- University of Economics, Bulgaria Bill COBERN - Western Michigan University, U.S.A. Ching-San Lai- National Taipei University of Education, Taiwan Emma BULLOCK- Utah State University, United States Ingo Eilks - University of Bremen, Germany Iwona Bodys-Cupak-Jagiellonian University, Poland Jennifer Wilhelm- University of Kentucky, United States Lloyd Mataka-Lewis-Clark State College, United States Luecha Ladachart- University of Phayao, Thailand Natalija ACESKA -Ministry of Education and Science, Macedonia Osman Çardak - Necmettin Erbakan University Patrice Potvin- Université du Québec à Montréal, Canada P.N. Iwuanyanwu-University of the Western Cape, S.Africa Sandra Abegglen- London Metropolitan University, England Sofie Gårdebjer, Chalmers University of Technology, Sweden Steven Sexton-College of Education, University of Otago,New Zealand Tammy R. McKeown- Virginia Commonwealth University, U.S.A. Wan Ng- University of Technology Sydney, Australia Zalpha Ayoubi- Lebanese University, Lebanon Kamisah OSMAN - National University of Malaysia, Malaysia Technical Support S.Ahmet Kiray – Necmettin Erbakan University Journal of Education in Science, Environment and Health (JESEH) The Journal of Education in Science, Environment and Health (JESEH) is a peer-reviewed and online free journal. -
Knowledge Production in the Arab World
Knowledge Production in the Arab World Over recent decades we have witnessed the globalization of research. However, this has yet to translate into a worldwide scientific network across which compe- tencies and resources can flow freely. Arab countries have strived to join this globalized world and become a “knowledge economy,” yet little time has been invested in the region’s fragmented scientific institutions; institutions that should provide opportunities for individuals to step out on the global stage. Knowledge Production in the Arab World investigates research practices in the Arab world using multiple case studies from the region, with particular focus on Lebanon and Jordan. It depicts the Janus- like face of Arab research, poised between the negative and the positive and faced with two potentially opposing strands: local relevance alongside its internationalization. The book critically assesses the role and dynamics of research and poses questions that are crucial to furthering our understanding of the very particular case of knowledge production in the Arab region. The book explores research’s relevance and whom it serves, as well as the methodological flaws behind academic rankings and the meaning and application of key concepts such as knowledge society/economy. Providing a detailed and comprehensive examination of knowledge produc- tion in the Arab world, this book is of interest to students, scholars and policy- makers working on the issues of research practices and status of science in contemporary developing countries. Sari Hanafi is Professor of Sociology and Chair of the Department of Soci- ology, Anthropology and Media Studies at the American University of Beirut. -
A Comparison of Students' Interest in STEM Across Science Standard
1 A COMPARISON OF STUDENTS’ INTEREST IN STEM ACROSS SCIENCE STANDARD TYPES by Brienne Kylie May Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2021 2 A COMPARISON OF STUDENTS’ INTEREST IN STEM ACROSS SCIENCE STANDARD TYPES by Brienne Kylie May A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2021 APPROVED BY: Jillian L. Wendt, Ed.D., Committee Chair and Methodologist Michelle Barthlow, Ed.D., Committee Member 3 Dedication This dissertation is dedicated to my biggest cheerleader, my husband Steve, who never let me lose sight of my goal and to my daughter, Fiana, who was born right in the middle of my doctoral journey and held the position of my greatest motivator from day one. 4 Acknowledgments I would like to thank my dissertation chair, Dr. Jillian Wendt for her patience, feedback, and endless encouragement and my committee member Dr. Michelle Barthlow for her guidance and expertise. I would also like to thank the students, teachers, principals, and superintendents who contributed to my data collection during a very difficult school year. 5 Abstract The purpose of this study is to determine whether students enrolled in ninth and 10th grade science classes implementing the Next Generation Science Standards (NGSS) have significantly different interests in science, technology, engineering, and math (STEM) compared to students enrolled in classes structured around alternate state standards unrelated to the NGSS. The study also investigates how such interests may differ among genders. No research has been conducted to date to determine the potential effects of the NGSS on student interest in STEM or whether these standards impact student interest at all. -
Rep Beyer Factcheck Project Bi
Response to Congressional Hearing Naomi Oreskes Professor Departments of the History of Science and Earth and Planetary Sciences Harvard University 10 April 2017 Among climate scientists, “refutation fatigue” has set in. Over the past two decades, scientists have spent so much time and effort refuting the misperceptions, misrepresentations and in some cases outright lies that they scarcely have the energy to do so yet again.1 The persistence of climate change denial in the face of the efforts of the scientific community to explain both what we know and how we know it is a clear demonstration that this denial represents the willful rejection of the findings of modern science. It is, as I have argued elsewhere, implicatory denial.2 Representative Smith and his colleagues reject the reality of anthropogenic climate change because they dislike its implications for their economic interests (or those of their political allies), their ideology, and/or their world-view. They refuse to accept that we have a problem that needs to be fixed, so they reject the science that revealed the problem. Denial makes a poor basis for public policy. In the mid-century, denial of the Nazi threat played a key role in the policy of appeasement that emboldened Adolf Hitler. Denial also played a role in the neglect of intelligence information which, if heeded, could have enabled military officers to defend the Pacific Fleet against Japanese attack at Pearl Harbor. And denial played a major role in the long delay between when scientists demonstrated that tobacco use caused a variety of serious illnesses, including emphysema, heart disease, and lung cancer, and when Congress finally acted to protect the American people from a deadly but legal product. -
Neoliberal Science
SSS0010.1177/0306312716655501Social Studies of ScienceGreenhalgh 655501research-article2016 Article Social Studies of Science 2016, Vol. 46(4) 485 –510 Neoliberal science, Chinese © The Author(s) 2016 Reprints and permissions: style: Making and managing sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0306312716655501 the ‘obesity epidemic’ sss.sagepub.com Susan Greenhalgh Department of Anthropology, Harvard University, Cambridge, MA, USA Abstract Science and Technology Studies has seen a growing interest in the commercialization of science. In this article, I track the role of corporations in the construction of the obesity epidemic, deemed one of the major public health threats of the century. Focusing on China, a rising superpower in the midst of rampant, state-directed neoliberalization, I unravel the process, mechanisms, and broad effects of the corporate invention of an obesity epidemic. Largely hidden from view, Western firms were central actors at every stage in the creation, definition, and governmental management of obesity as a Chinese disease. Two industry-funded global health entities and the exploitation of personal ties enabled actors to nudge the development of obesity science and policy along lines beneficial to large firms, while obscuring the nudging. From Big Pharma to Big Food and Big Soda, transnational companies have been profiting from the ‘epidemic of Chinese obesity’, while doing little to effectively treat or prevent it. The China case suggests how obesity might have been constituted an ‘epidemic threat’ in other parts of the world and underscores the need for global frameworks to guide the study of neoliberal science and policymaking. Keywords Big Food, Big Pharma, China, chronic disease, healthy lifestyles, neoliberal science, obesity epidemic, policymaking The global spread of neoliberal thought and practice in recent decades has brought tec- tonic shifts in the political economy of science. -
Developing a Regional Learning Center for Engineering
Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2008 Developing a regional learning center for engineering Kenneth W. Santarelli Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Santarelli, Kenneth W., "Developing a regional learning center for engineering" (2008). Theses and Dissertations. 6. https://digitalcommons.pepperdine.edu/etd/6 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected] , [email protected]. Pepperdine University Graduate School of Education and Psychology DEVELOPING A REGIONAL LEARNING CENTER FOR ENGINEERING A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Leadership by Kenneth W. Santarelli September 2008 Diana Hiatt-Michael, Ed.D. – Dissertation Chairperson This dissertation, written by Kenneth W. Santarelli under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION June 9, 2008 Faculty Committee: ____________________________________ Diana B. Hiatt-Michael, Ed.D., Chairperson ______________________________________ John F. McManus, Ph.D., Committee Member ______________________________________