bluuebunny/crossref_metadata_2025 huggingface dataset:
Towards Sustainable Water Processes
Authors: Pollari Ilkka
Published: March 2020

Megatrends of population growth, urbanization and global warming are making it more and more difficult to find clean water for our needs. Global demand for fresh water grows at 2-3%/year while availability of fresh water has not been increasing. Regional differences in the growth rates are big. The main sustainability objective in water processes is balancing the demand – supply equation. Human impact on the atmosphere seems to aggravate the water availability problem. Over two thirds of global fresh water need is for agriculture. Current practices and technologies in managing water streams are not enough in the future.
Utilizing microcomputer-based laboratory in inquiry-based chemistry learning
Authors: Tolvanen Simo , Aksela Maija
Published: March 2020

In inquiry-based chemistry learning, students can seek answers to research questions by designing and implementing a laboratory work and evaluating the results. Microcomputer-based laboratory equipment that enable the drawing of graphs about the studied phenomenon in real-time, can be utilized in the practical work. In international COMBLAB project, six practical laboratory activities have been developed for chemistry education. The aim of the activities is to support the students’ ability to use their knowledge about chemistry in reasoning and develop their inquiry skills. In the development of the activities, previous research on the benefits and challenges of the use of microcomputer-based laboratory was taken into account, and the designed activities have been tested with teachers and students in five countries. The project is now half way through and seeks interested teachers for the further development of the activities.
Changing the Admission Process of Subject Teacher’s Pedagogical Studies: A Case Study at the University of Oulu
Authors: Jeronen Eila , Karjalainen Merja , Kuoppala Heikki , Sääskilahti Minna , Tirri Helena
Published: March 2020

This qualitative case study aims to obtain information about the conceptions of the students and university staff concerning the new student admission process of subject teacher education at the University of Oulu. The new process was developed based on constructivist teaching and learning theories. A total of 206 students and 51 university teachers from the Faculty of Humanities, Faculty of Education and Faculty of Natural Sciences participated in the research voluntarily. The data were collected by questionnaires in 2010–2012. It was analysed by the deductive and inductive content analysis method. Based on the conceptions of the respondents, the guidelines for student admission are quite adequate. The new admission criteria (opening speech, interaction skills, motivation, conception of schoool and learners, and academic skills) were evaluated to be suitable for the purpose. The wide range of skills required for working as a teacher was found to be well reflected in the criteria. Most students and interviewers thought that the students participated in and directed the discussions actively. Positive characteristics of students and supportive behaviour of the interviewers helped discussion along. The goal of the new student admission process was to remove the differences in student admission processes and criteria between different faculties at the University of Oulu. It seems that this was successful. Most respondents evaluated the new admission process as useful.
The changing view of mathematics among girls after participating in math club activities
Authors: Sundqvist Inkeri
Published: March 2020

The article assesses the effects of a math club for girls that was held in spring 2013. The effects were evaluated by mapping the changes in the views of mathematics among girls, who participated in the club activities. The SoMa Club for female lower secondary school pupils focused on applied mathematics. The activities were developed in collaboration with researchers form University of Helsinki’s Department of Mathematics and Statistics.
On concept of function at Middle Years Programme school in Espoo
Authors: Salminen Jessica
Published: March 2020

School in Espoo, Finland, follows the Finnish national core curriculum but approaches teaching according to Middle Years Programme. The language of instruction is English. Material for teaching functions that would fulfill these criteria is not readily available. Therefore, such material was tailored especially for the needs of the school. The development of the material led the researcher to ponder, how students eventually grasp the idea of function and how the concept of function should be approached in teaching in the future. The data was gathered in spring 2012. Out of 63 ninth graders in the school, 49 participated in the study. A research on the concept of function by Vinner and Dreyfus (1989) was used as the source of inspiration for this study. The definitions of function among lower secondary school students were compared to similar data gathered among upper secondary school students during the same spring. Both qualitative and quantitative methods were used in the analysis of the data.
Chain of Reactions and Calculations Related to Them in a Way Activating Students
Authors: Suominen Miia
Published: March 2020

Chain of Reactions and Calculations Related to Them in a Way Activating Students
Mathematics teachers’ knowledge for teaching problem solving
Authors: Chapman Olive
Published: March 2020

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.
Teacher’s instruction in the reflection phase of the problem solving process
Authors: Koponen Meira
Published: March 2020

Mathematical problem solving has a key part in developing students’ mathematical thinking. Yet in the Finnish primary school classrooms mathematics lessons are very traditional and have little room for problem solving and mathematical discussions. Although problem solving has been a part of the Finnish curriculum for a few decades, it is the teachers who seem to choose not to include problem solving in the classroom on a regular basis. In this article I take a look at three Finnish fifth grade teachers who took part in a study on problem solving. They each incorporated problem solving in their mathematics lessons approximately once a month, and in this study I focused on one of the problems – an open problem called “The Labyrinth”. In each lesson I chose to focus on the teachers’ instruction in the reflection phase of the problem solving process. When instructing individual students in the reflection phase and during whole-classroom discussions, the teacher has an opportunity to point out the important parts of the problem solving process, help the students make connections and recall key moments of the process. In the reflection phase there is an opportunity to reflect, review and analyze one’s solutions and make generalizations. In the Labyrinth problem the teacher’s own understanding of the solution was an important factor during the instruction and the whole-classroom discussion. If the teacher’s instruction was purely led by the students’ own discoveries and insights, some important points were left unexplored. The teacher can even lead the students to the wrong direction, if he or she hasn’t carefully thought through the solution of the problem beforehand. The problem solving lesson is not just about finding a suitable problem and presenting it to the students, but guiding the students in the process.
Problem solving as an instructional method: The use of open problems in technology problem solving instruction
Authors: Kuzle Ana
Published: March 2020

Problem solving is not only an instructional goal, but also an instructional method. As an instructional method it can be used to build new mathematical knowledge, to solve problems that arise in mathematics and in other contexts, to apply and adapt a variety of problem-solving strategies, and to monitor and reflect on the mathematical problem-solving processes. However, depicting complexity of thinking and learning processes in such environments offers challenges to researchers. A possible solution may be through multiple perspective. On one exemplary problem this instructional method will be demonstrated in a technological context including then behaviors, dispositions and knowledge observed as a result of problem solving investigations in a technological context. These are discussed from three different perspectives – students’, lecturer’s and researcher’s offering a rich portrait of a problem solving mathematical activity in a technological context. Implications for mathematics instruction at the secondary and tertiary level will be given at the end of report.
On being stuck on a mathematical problem: What does it mean to have something come-to-mind?
Authors: Mason John
Published: March 2020

Everyone gets stuck sometimes, and it can sometimes be frustrating, even debilitating rather than stimulating. However, being stuck is an honourable and useful state because that is when it is possible to learn about mathematics, about mathematical thinking, and about oneself. This applies especially to teachers, because the best way to sensitise yourself to learners’ struggles is to experience parallel struggles yourself. People are usually eager to get unstuck, to locate and enact some hopefully helpful action, without attending to how they got stuck in the first place, nor how the fresh action arose. I propose to dwell in the states of becoming and being stuck, and to use this as a springboard to examine and amplify the notion of ‘having some possibility come-to-mind’ as a means to get unstuck. This will include an expansion of the notions of system 1 and system 2 (automatic-habitual reaction and considered response) from dual systems theory, so as to take account of the full human psyche and development of the role of reflection. My method will be as phenomenological as possible, drawing on specific accounts from my own experience, but hoping to resonate with the experience of readers.
The problem field of calendars in different cultures
Authors: Graumann Günter
Published: March 2020

Following my presentation of the last ProMath conference I like to present this year another problem field connected with astronomy namely calendars. With a calendar we all are confronted permanent and think of our calendar as a matter of course. But in our global connected world we also hear from other calendars or rhythms, especially in the context of religion. So it is good for children at school to get to know about the background of calendars as well as to fight with problems within the field of calendars. First of all we have to collect astronomical facts and the origin of different calendars. With this we also can see how the problem of time units which are not whole numbers can be brought into special rhythms of whole numbers and how this was managed in history. Moreover we can find out that any rational number can be presented in a rhythm of whole numbers. Secondly we can compute with the Islamic calendar which is a pure moon-calendar and find out why and in which way the Islamic celebrations move in our solar calendar. Furthermore we will discuss the Christian festivities and its differences in catholic/protestant churches and the Russian-orthodox church. Especially we have to work on the problem of determining the date of Easter (the “computus ecclesius” as it was named in the middle ages). Finally we can have a look at the division of the whole world into time zones as well as different phases of the moon and the angular velocity of moon and stars in the night.
Species knowledge in pre-service teacher education: Experiences from an educational activity
Authors: Kvammen Per Ivar
Published: March 2020

Experiences shows that the knowledge of species among teacher students has decreased the last twenty years, and recent research from different parts of the world shows the same: The knowledge of species is decreasing. As an introduction to their science teacher education 39 students followed a course over seven weeks, where they learned more about plant and animal species in three different biotopes: forest, mountain and freshwater. The students replied to a questionnaire five weeks after the course. Both the three days field course and making their own collection of different plants and animals had great positive impact on the students learning of species. The students expressed that the practical work with plants and animals has increased their interest in science, will have positive impact on their work as science teachers and has increased their pleasure to be out in nature. The author ask for a discussion about species knowledge, biodiversity and field work in teacher education. FULL TEXT IN SWEDISH.
Swedish preschool staff’s descriptions of technology
Authors: Sundqvist Pernilla , Nilsson Tor , Gustafsson Peter
Published: March 2020

With regards to previous research results on how the teacher’s/preschool teacher’s understanding of a subject effects children’s learning and apprehending of the subject combined with the difficulties for the technology subject to take place in preschool this study aims at investigating how preschool staff (including preschool teachers and day care attendants) describe technology. A qualitatively designed questionnaire was sent out to 139 preschool teachers and day care attendants in a Swedish municipality, whereof 102 answered. The open question about what technology is thought to be was analyzed using a conventional content analysis resulting in nine categories, of which six interrelated hierarchically and one contained answers witch could not be categorized. Thus the result shows eight different ways in which technology is described, from a simple and naive description to a more complex description that implicates a deeper understanding of technology. A majority describes technology according to the latter. The result also shows that it is mainly the preschool teachers who describe technology in a more complex way. Many of the respondents have trouble separating technology from science, and quite a few describes technology as technique, which is another meaning for the word in the Swedish language. FULL TEXT IN SWEDISH.
Design and evaluation framework for relevant chemistry-related educational card and board games
Authors: Tuomisto Maiju , Aksela Maija
Published: March 2020

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.
Epistemological rupture in the discourse of high school teachers: The case of the atomic theories
Authors: Métioui Abdeljalil , Trudel Louis
Published: March 2020

In this research, we will preview the historic development of atomic theories since the time of the Greek until our days. This survey will permit to put in evidence the epistemological ruptures in the perspective of Bachelard (1968) or the paradigmatic change notion in the perspective of Kuhn (1970) that marked the evolution of the atomic theories, since the “naïve” vision of the atom until the modern quantum vision. We will describe the atomic models from Dalton to Heisenberg while tempting to show that they are in logical discontinuity, since the ways of constructing knowledge, imagined by all, are not founded on the same epistemological premises. Besides, this survey of the different models will permit us, thereafter to characterize in the discourse of Quebec chemistry and physics teachers, the epistemological rupture notion in the development of atomic theories.
Teaching high-school students nanoscience and nanotechnology
Authors: Stavrou Dimitris , Michailidi Emily , Sgouros Giannis , Dimitriadi Kyriaki
Published: March 2020

Science education research has recognized the potential of NanoScience and nanoTechnology (NST) due to its contribution to scientific literacy of future generations. Scholars have identified nine “Big Ideas” as important enough to teach in order to understand NST issues. Based on these “Big Ideas” a teaching learning sequence for lower secondary students has been developed focused on: Size and Scale, Tools and Instrumentation, Size-Dependent Properties and Science-Technology-Society. The teaching sequence was implemented in a class of 15 students of a lower secondary school (8th grade; aged 14-15). Seven meetings took place; each one lasting about ninety minutes. The course was structured as follows: 1. Introduction. 2. How small is a nanometer? 3. How can we “see” the nanoworld? 4. Size-dependent properties: Change of the surface area to volume ratio. 5. Explaining the behavior of different textiles (ranged from hydrophilic to hydrophobic) when absorbing water drops. 6. Explaining color changes in gold nanoparticles. 7. Risk assessment of nanotechnology. Data have been collected by questionnaires, interviews, students’ worksheets and field notes. The results seem to be encouraging for the teaching of NST issues even in lower levels of education.
Some contributions of metavisualization in chemical education: A new field of research
Authors: Locatelli Solange , Arroio Agnaldo
Published: March 2020

Metavisualization is a fast-growing field in education, specifically in science, which involves the interpretation of external visualizations (images, for example) all the time, and is explained by models built by scientists. This review covers 17 articles published between 2008 and beginning of 2014, seeking to answer the question: “What has been presented in articles about metavisualization in teaching science?” Four categories were designed to classify the nature of the articles. Primary research targets were to look whether the article is of investigative or theoretical type, if the article involves some metavisual strategies or if it highlights its importance in the learning process. Major findings include: 1) the subject is still little explored; 2) most of the articles are the investigative type, and the data is collected with students; 3) just over half of papers involve a metavisual strategy or highlights the importance of metavisualization on the learning process. It is recommended that further studies are made on the subject, including the development of metavisual strategies that may help in the science learning process.
Yhteisöllistä ja eheyttävää opettajankoulutusta: Esimerkkinä matematiikka ja luonnontieteet yhteiskunnassa-kurssi
Authors: Kousa Päivi , Tuomisto Maiju , Mustikkaniemi Hanna , Aksela Maija
Published: March 2020

Artikkelissa esitellään uudenlainen, tuleville aineenopettajille yhteisöllisesti ja tutkimuspohjaisesti kehitetty kurssi Helsingin yliopiston matemaattis-luonnontieteellisessä tiedekunnassa. Kurssin käytännön toteutuksesta on vastannut Kemian opettajankoulutusyksikkö kemian laitoksella. Sen päätavoitteena on aineenopettajaopiskelijoiden, aineenopettajien ja yritysten välisen yhteistyön kautta edistää matemaattis-luonnontieteellisten aineiden opetusta lähemmäs oppilaan arkielämää ja tulevaisuutta sekä samalla lisätä oppilaan kiinnostusta matematiikan ja luonnontieteiden opiskelua kohtaan opetussuunnitelmien perusteiden mukaisesti. Yhteisöllinen oppiminen, eheyttävä opetus ja monipuoliset oppimisympäristöt toimivat kurssin teoreettisena viitekehyksenä. Artikkelissa tuodaan kurssikuvauksen ja esimerkkien lisäksi esille keinoja, miten opettajien ja yritysten välistä yhteistyötä voidaan edistää ja parantaa sekä tutkimustulosten että oppilailta ja yrityksiltä saadun palautteen perusteella. Kurssien aiheina ovat olleet metsä, kauppa sekä kiertotalous.
Promoting Exploratory Teaching in Mathematics: A Design Experiment on a CPD course for Teachers
Authors: Heikkinen Henna , Hästö Peter , Kangas Vuokko , Leinonen Marko
Published: March 2020

In this paper we present a design experiment on a continued professional development (CPD) course for mathematics teachers. It consisted of three teaching cycles. Between them we analyzed the collected data in order to discover the factors affecting the course’s effectiveness and improve the next implementation. The general themes of the course, Introduction to Exploratory Learning in Mathematics, are teaching methods that promote active learning and exploratory learning environments. The course consists of one-day, on-site training and is aimed at elementary, middle and high school mathematics teachers. It is the first part of a larger CPD unit. We were especially motivated by the recent study of Stylianides & Stylianides (The Journal of Mathematical Behavior, 33 (1), 8–29) who proposed that even a very short intervention can impact positively on mathematical problem solving (attitudes) in initial elementary teacher training. Our main research question is thus to replicate and expand on their study: Can we impact positively on in-service teachers’ mathematical thinking over the course of a one-day seminar? In this article we describe the goals and implementation of our one-day course, some observations made during the implementations and conclusions. We replicate the findings of Stylianides and Stylianides (2014) that their “blond hair problem” makes a great impression on the participants. However, we found that the intervention did not have a substantial effect, at least in the short term, on what were considered good problems to use in an exploratory setting.
Oppilaiden kysymykset oppilaslähtöisessä luonnontieteen opetuksessa
Authors: Herranen Jaana , Aksela Maija
Published: March 2020

Oppilaiden kysymykset ovat tärkeä osa oppijakeskeistä luonnontieteiden opetusta. Niitä korostetaan myös uusissa opetussuunnitelmien perusteissa. Oppilaiden kysymyksiä ei kuitenkaan välttämättä osata hyödyntää opetuksessa riittävästi. Tässä artikkelissa kuvataan, millainen merkitys oppilaiden kysymyksillä on, ja mitä lähestymistapoja aikaisempi teoria esittää käytettäväksi kysymyslähtöisessä opetuksessa. Artikkeli liittyy Hyvä kysymys! -kehittämishankkeeseen, joka on yksi LUMA SUOMI -ohjelman kehittämishankkeista. Artikkelissa pohditaan myös, millaista tutkimusta oppilaiden kysymyksistä voisi jatkossa tehdä.
Robotiikka peruskouluissa
Authors: Porras Päivi , Könönen Jouni
Published: March 2020

Syksyllä 2016 voimaan astuvat perusopetuksen opetussuunnitelman perusteet (POPS 2016) määrittelevät ohjelmoinnin osana matematiikan opetusta aina alakoulusta alkaen. Yhtenä LUMA SUOMI -kehittämisohjelman osana pyörii LUMA-keskus Saimaassa Robotiikka-kehittämishanke. Tämän artikkelin tarkoituksena on kertoa, mitä projektissa on tapahtunut kevään 2015 aikana, minkälaisia haasteita on koettu ja mitä jatkossa on tarkoitus tehdä.
REVIEW JURNAL TEOLOGI
Authors: BAKO IMANUEL
Published: March 2020

Ini merupakan sebuah rangkuman dan tanggapan beberapa jurnal teologi yang berkaitan dengan Perjanjian Baru
Early life adversity is associated with diminished social trust in adults
Authors: Mell Hugo , Safra Lou , Demange Perline , Algan Yann , Baumard Nicolas , Chevallier Coralie
Published: March 2020

Social trust is at the center of democratic societies but it varies considerably between individuals and societies, which deeply affects a range of prosocial behaviours. Socioeconomic status has been iden- tified as an important predictor of such variability. Although this association has mostly been reported for measures of socioeconomic status taken in adulthood, recent studies have found unique effects of harsh conditions experienced during childhood on social trust as- sessed decades later. Here, we report a series of three studies that provide further support for the long-lasting association between early childhood conditions and social trust. The first study revealed that higher childhood socioeconomic status was associated with greater so- cial trust in a diverse sample of French participants (N=915), even after adjusting for current socioeconomic status. The second study replicated this result using data from the European Values Study, an independent large-scale survey of 46 European countries (N=66,281). Finally, the last study found a similar association between socioe- conomic status and willingness to invest in a trust game (N=60 in original study, N=75 in replication study).
Revealing the multidimensional mental representations of natural objects underlying human similarity judgments
Authors: Hebart Martin N , Zheng Charles , Pereira Francisco , Baker Chris Ian
Published: March 2020

Objects can be characterized according to a vast number of possible criteria (e.g. animacy, shape, color, function), but some dimensions are more useful than others for making sense of the objects around us. To identify these "core dimensions" of object representations, we developed a data-driven computational model of similarity judgments for real-world images of 1,854 objects. The model captured most explainable variance in similarity judgments and produced 49 highly reproducible and meaningful object dimensions that reflect various conceptual and perceptual properties of those objects. These dimensions predicted external categorization behavior and reflected typicality judgments of those categories. Further, humans can accurately rate objects along these dimensions, highlighting their interpretability and opening up a way to generate similarity estimates from object dimensions alone. Collectively, these results demonstrate that human similarity judgments can be captured by a fairly low-dimensional, interpretable embedding that generalizes to external behavior.
A matter of the heart: Daytime relationship functioning and overnight heart rate in young dating couples
Authors: Schacter Hannah , Pettit Corey , Kim Yehsong , Sichko Stassja , Timmons Adela , Chaspari Theodora , Han Sohyun C , Margolin Gayla
Published: March 2020

Background: Although past longitudinal research demonstrates that romantic partners affect one another’s health outcomes, considerably less is known about how romantic experiences “get under the skin” in everyday life. Purpose: The current study investigated whether young couples’ naturally occurring feelings of closeness to and annoyance with each other during waking hours were associated with their overnight cardiovascular activity. Methods: Participants were 63 heterosexual young adult dating couples (Mage=23.07). Using ecological momentary assessments, couples reported their hourly feelings of closeness to and annoyance with their partners across one day; subsequent overnight heart rate was captured through wearable electrocardiogram biosensors. Actor-partner interdependence models tested whether individuals’ overnight heart rate varied as a function of a) their own daytime feelings of closeness and annoyance (actor effects) and b) their partner’s daytime feelings of closeness and annoyance (partner effects), while controlling for daytime heart rate. Results: Although young adults’ feelings of romantic closeness and annoyance were unrelated to their own overnight heart rate (i.e., no actor effects), gender-specific partner effects emerged. Young men’s nocturnal heart rate was uniquely predicted by their female partner’s daytime relationship feelings. When women felt closer to their partners during the day, men exhibited lower overnight heart rate. When women felt more annoyed with their partners during the day, men exhibited heightened overnight heart rate. Conclusions: The findings illustrate gender-specific links between couple functioning and physiological arousal in the everyday lives of young dating couples, implicating physiological sensitivity to partner experiences as one potential pathway through which relationships affect health.
Comparing supervised and unsupervised approaches to emotion categorization in the human brain, body, and subjective experience.
Authors: Azari Bahar , Westlin Christiana , Satpute Ajay , Hutchinson J. Benjamin , Kragel Philip A. , Hoemann Katie , Khan Zulqarnain , Wormwood Jolie B. , Quigley Karen , Erdogmus Deniz , Dy Jennifer , Brooks Dana H. , Barrett Lisa Feldman
Published: March 2020

Machine learning methods provide powerful tools to map physical measurements to scientific categories. But are such methods suitable for discovering the ground truth about psychological categories? We use the science of emotion as a test case to explore this question. In studies of emotion, researchers use supervised classifiers, guided by emotion labels, to attempt to discover biomarkers in the brain or body for the corresponding emotion categories. This practice relies on the assumption that the labels refer to objective categories that can be discovered. Here, we critically examine this approach across three distinct datasets collected during emotional episodes- measuring the human brain, body, and subjective experience- and compare supervised classification studies with those from unsupervised clustering in which no a priori labels are assigned to the data. We conclude with a set of recommendations to guide researchers towards meaningful, data-driven discoveries in the science of emotion and beyond.
Risk perception and optimism bias during the early stages of the COVID-19 pandemic
Authors: Kuper-Smith Benjamin James , Doppelhofer Lisa Marie , Oganian Yulia , Rosenblau Gabriela , Korn Christoph
Published: March 2020

Slowing the spread of COVID-19 requires people to actively change their lives by following protective practices, such as physical distancing and disinfecting their hands. Perceptions about the personal risk of COVID-19 may affect compliance with these practices. In this study, we assessed risk perception and optimism about COVID-19 in a multinational (UK, USA, Germany), longitudinal design during the early stages of the pandemic (16.03.2020; 01.04.2020; 20.05.2020). Our main findings are that 1) people showed a comparative optimism bias about getting infected and infecting others, but not for getting severe symptoms, 2) this optimism bias did not change over time, 3) optimism bias seemed to relate to perceived level of control over the action, 4) risk perception was linked to publicly available information about the disorder (e.g., older people are at a higher risk of getting severe symptoms), and 5) people reported adhering so closely to protective measures that these measures reached ceiling effects. Thus, there was not enough variance in protective measures to appropriately link risk perception and adherence to protective measures. We also collected additional cross-sectional samples, with which we are currently testing which of the findings reported in this preprint replicate. Our results provide detailed descriptions of risk perceptions and optimistic beliefs during the early stages of the COVID-19 pandemic.
Uncovering the Computational Mechanisms Underlying Many-Alternative Choice
Authors: Thomas Armin , Molter Felix , Krajbich Ian
Published: March 2020

How do we choose when confronted with many alternatives? There is surprisingly little decision modeling work with large choice sets, despite their prevalence in everyday life. Even further, there is an apparent disconnect between research in small choice sets, supporting a process of gaze-driven evidence accumulation, and research in larger choice sets, arguing for models of optimal choice, satisficing, and hybrids of the two. Here, we bridge this divide by developing and comparing different versions of these models in a many-alternative value-based choice experiment with 9, 16, 25, or 36 alternatives. We find that human choices are best explained by models incorporating an active effect of gaze on subjective value. A gaze-driven, probabilistic version of satisficing generally outperforms the other models, though gaze-driven evidence accumulation and comparison performs comparably well with 9 alternatives and is overall most accurate in capturing the relation between gaze allocation and choice.
Crusading for Moral Authority: Christian Nationalism and Opposition to Science
Authors: Baker Joseph , Perry Samuel , Whitehead Andrew L
Published: March 2020

Numerous studies show biblicist Christianity, religiosity, and conservative political identity are strong predictors of Americans holding skeptical attitudes toward publicly controversial aspects of science, such as human evolution. We show that Christian nationalism—meaning the desire to see particularistic and exclusivist versions of Christian symbols, values, and policies enshrined as the established religion of the United States—is a strong and consistent predictor of Americans’ attitudes about science above and beyond other religious and political characteristics. Further, a majority of the overall effect of political ideology on skepticism about the moral authority of science is mediated through Christian nationalism, indicating that political conservatives are more likely to be concerned with particular aspects of science primarily because they are more likely to be Christian nationalists. Likewise, substantial proportions of the well-documented associations between religiosity and biblical “literalism” with views of science are mediated through Christian nationalism. Because Christian nationalism seeks to establish a particular and exclusivist vision of Christianity as the dominant moral order, adherents feel threatened by challenges to the epistemic authority undergirding that order, including by aspects of science perceived as challenging the supremacy of biblicist authority.
A Breeding Pool of Ideas: Analyzing Interdisciplinary Collaborations at the Complex Systems Summer School
Authors: Brown Jacqueline , Murray Dakota , Furlong Kyle , Coco Emily , Dablander Fabian
Published: March 2020

Interdisciplinary research is essential for the study of complex systems, and so there is a growing need to understand the factors that facilitate collaboration across diverse fields of inquiry. In this exploratory study, we examine the composition of self-organized project groups and the structure of collaboration networks at the Santa Fe Institute's Complex Systems Summer School. Using data from all iterations of the summer school from 2005 to 2019, comprising 824 participants and 321 projects, we investigate the factors that contribute to group composition. We first test for homophily with respect to individual-level attributes, finding that group composition is largely consistent with random mixing based on gender, career position, institutional prestige, and country of study. However, we find some evidence of homophilic preference in group composition based on disciplinary background. We then conduct analyses at the level of group projects, finding that project topics from the Social and Behavioral Sciences are over-represented. This could be due to a higher level of baseline interest in, or knowledge of, social and behavioral sciences, or the common application of methods from the natural sciences to problems in the social sciences. Consequently, future research should explore this discrepancy further and examine whether it can be mitigated through policies aimed at making topics in other disciplines more accessible or appealing for collaboration.
A brief synthesis of corrections, including retractions, of the Hungarian literature
Authors: Teixeira da Silva Jaime A.
Published: March 2020

Hungary is geographically central in the European Union (EU). Being linguistically and culturally distinct, Hungary is ideally positioned and somewhat unique, being surrounded by seven other nations. In academics, the challenges facing Hungarian scholars are no different than other scholars in the EU, or globally. In the past few years, research ethics has become more stringent, in part as a result of fortified post-publication peer review. This letter provides one perspective about the state of Hungarian research and academia relative to other EU nations through the prism of research ethics, and in the form of literature corrections, including retractions. Using the Retraction Watch database, 24 retractions, corrections or expressions of concern were observed. One third of those emerged from the University of Debrecen. Five of the corrections were in Elsevier journals, followed by four in Springer Nature journals. Compared with the remaining 26 EU nations, excluding the UK (i.e., considering Brexit), Hungary ranks 17th in terms of number of corrections (range: Malta = 2; Germany = 751). These numbers suggest either that research ethics may be more stringent in Hungary, or that the Hungarian literature has not been sufficiently scrutinized through post-publication peer review.
Evaluation of Naked Barley Landraces for Agro-morphological Traits
Authors: Karkee Ajaya , Ghimire Krishna Hari , Joshi Bal Krishna
Published: March 2020

Naked barley (Hordeum vulgare var. nudum L.) is a traditional, culturally important, climate-resilient winter cereal crop of Nepal. Evaluation of the naked barely genotypes for yield and disease is fundamental for their efficient utilization in plant breeding schemes and effective conservation programs. Therefore, to identify high yielding and yellow rust resistant landraces of naked barley for hilly and mountainous agro-ecosystem, twenty naked barley landraces collected from different locations of Nepal, were evaluated in randomized complete block design (RCBD) with three replications during winter season of 2016 and 2017 at Khumaltar, Lalitpur, Nepal. Combined analysis of variances revealed that NGRC04902 (3.46 t/ha), NGRC00886 (3.28 t/ha), NGRC02309 (3.21 t/ha) and NGRC06026 (3.10 t/ha) were the high yielding landraces and statistically at par with the released variety 'Solu Uwa' (3.15 t/ha). The landraces namely NGRC00837 (ACI Value: 1.86) was found resistant to yellow rust diseases. Landraces NGRC06034 (131.7 days) and NGRC02363 (130.8 days) were found early maturing and NGRC02306 (94.36 cm) was found dwarf landraces among tested genotypes. These landraces having higher yield and better resistance to yellow rust need to be deployed to farmers' field to diversify the varietal options and used in resistant breeding program to improve the productivity of naked barley for Nepalese farmers.
Diversity of Native and Exotic Fruit Genetic Resources in Nepal
Authors: Gautam Ishwori Prasad , Gotame Tek Prasad
Published: March 2020

Diversity in fruit genetic resources in Nepal is contributed by wild, indigenous and exotic sources. This study was carried out to bring together the available fruit species and cultivars at various stations of Department of Agriculture (DoA), Nepal Agricultural Research Council (NARC), Agriculture and Forest University (AFU) and private farms until the Fiscal Year 2017/2018. Altogather there were 47 species of fruits from tropical zone of Terai (Tarahara, Janakpur, Sarlahi, Parwanipur and Khajura) to cold temperature zone of high hills (Marpha, Rajikot and Satbanj) across the country. Apple diversity was found at Horticulture Research Station, Rajikot, Jumla and has introduced 25 spur type cultivars. National Citrus Research Programme (NCRP), Dhankuta was citrus most diversity areas and has maintained 130 exotic and indigenous germplasms of citrus species followed by NCFD, Kirtipur. Mango diversity was noted at RARS, Tarahara (16 cultivars), RARS, Parwanipur (25 cultivars), Farm of DoA-Sarlahi (30 cultivars), Farms of DoA-Janakpur (18 cultivars), AFU-Rampur (17 cultivars). Some of the private nurseries like Everything Organic Nursery, Patlekhet, Kavre and international organization like Technology Demonstration Centre of ICIMOD, Godawari, Lalitpur were also found to be a diversity centre of many exotic and indigenous germplasms of fruit species. These indigenous fruit genetic resources were also used to develop varieties such as Sunkagati-1 and Sunkagati-2 and Tehrathum Local of acid lime, Khoku Local of mandarin orange, 'Malbhog' of banana which were notified by the National Seed Board, SQCC. The unique fruit genetic resources were ‘Pharping Local’ (Asian sand pear), ‘Sindhuli Junar’ (sweet orange), ‘Dhankuta Local’ and ‘Manakamana Local’ (mandarin), Local Malbhog (banana), Bhaktapure Lapsi (Nepalese hog plum) etc. which have superior traits than exotic fruits. Unique and wild fruit species were yellow, black and red raspberries  (Rubus ellipticus, R. foliolosus and R. acuminatus respectively), bale (Aegle marmelos), pummelo (Citrus grandis), citron (Citrus medica), sweet lime (Citrus limettoides), butter tree or chiuri (Basia buttyacea), tamarind (Tamarindus indica), black plum  (Syzygium cumini), wild apple (Mallus baccata), rough lemon (Citrus jambhiri), bayberry (Myrica esculanta), edimayal (Pyrus pashia), black and white ebony (Diospyrus malbarica), wild species of olive (Olea ferruginea and O. glandulifera), wild kiwifruit (Actinidia callosa) etc. Most of the diversity studies were based on phenotypic descriptions. We believe that the number of species and genotypes listed in this article would be increased if detail survey is further carried out. Way forward to utilize these valuable genetic resources has also been discussed in this manuscript.
Effect of Irrigation and Potash Levels on Keeping Quality of Potato
Authors: Adhikari Ram Chandra , Rana Mahesh Kumar
Published: March 2020

Irrigation and fertilizer are the most dominating factors, in deciding the keeping quality of potato. It is, therefore, essential to formulate the efficient, reliable and economically viable irrigation management strategy with the use of potassium nutrient in order to produce better keeping quality. The investigation comprising four levels of irrigation (25, 30, 35 and 40 mm CPE (Cumulative pan evaporation) and four levels of potash (0, 100, 125 and 150 kg/ha) was carried out at Research Farm of the Department of Vegetable Science, CCS Haryana Agricultural University, (Haryana) Hisar, India during two years to find out the optimum level of irrigation and potash for obtaining higher yield of potatoes with better keeping quality at ambient room temperature. The potato variety used for the investigation was Kufri Bahar. The treatments were laid out in a split plot design with three replications. The increasing levels of irrigation and potash showed significant improvement in keeping quality parameters of potato. Likewise, the values for physiological loss in weight and decay loss of potato tubers (%) at 15, 30, 45 and 60 days after harvest were the lowest with irrigation level 40 mm CPE and application of potash @ 150 kg/ha. The two years results suggest that the irrigation level 40 mm CPE along with potash @ 150 kg/ha has shown the best treatment combination for the storage of potato at ambient room temperature under semiarid conditions of Hisar (Haryana).
Effect of Deficit Irrigation on Yield and Water Use Efficiency of Maize at Selekleka District, Ethiopia
Authors: Gebreigziabher Ekubay Tesfay
Published: March 2020

Irrigation water availability is diminishing in many areas of the Ethiopian regions, which require many irrigators to consider deficit-irrigation strategy. This study investigated the response of maize (Zea mays L.) to moisture deficit under conventional, alternate and fixed furrow irrigation systems combined with three irrigation amounts over a two years period. The field experiment was conducted at Selekleka Agricultural Research Farm of Shire-Maitsebri Agricultural Research Center. A randomized complete block design (RCBD) with three replications was used. Irrigation depth was monitored using a calibrated 2-inch throat Parshall flume. The effects of the treatments were evaluated in terms of grain yield, dry above-ground biomass, plant height, cob length and water use efficiency. The two years combined result indicated that  net irrigation water applied in alternate furrow irrigation with full amount irrigation depth (100% ETc AFI) treatments was half (3773.5 m3/ha) than that of applied to the conventional furrow with full irrigation amount (CFI with 100% ETc) treatments (7546.9 m3/ha). Despite the very significant reduction in irrigation water used with alternate furrow irrigation (AFI), there was insignificant grain yield reduction in maize(8.31%) as compared to control treatment (CFI with100% ETc). In addition, we also obtained significantly (p<0.001) higher crop water use efficiency of 1.889 kg/m3 in alternate furrow irrigation (AFI), than that was obtained as 0.988 kg/m3 in conventional furrow irrigation (CFI). In view of the results, alternate furrow irrigation method (AFI) is taken as promising for conservation of water (3773.5 m3/ha), time (23:22'50" hours/ha), labor (217.36 USD/ha) and fuel (303.79 USD/ha) for users diverting water from the source to their fields using pump without significant trade-off in yield.
Cetoacidosis diabética y estado hiperosmolar
Authors: Barbosa J. Johanna , Rojas William
Published: March 2020

La cetoacidosis diabética y el estado hiperosmolar han generado en su terapéutica grandes controversias en cuanto al manejo de la insulinoterapia y la reposición de líquidos y electrolitos. Aunque su fisiopatología es muy similar, las características de los pacientes son completamente diferentes y esto crea dificultades en el abordaje terapéutico. En la presente revisión se pretende aclarar de una manera sencilla las diferencias fisiopatplógicas de ambas entidades y, por lo tanto, las diferencias terapéuticas.
Fijador vertebral posterior transpendicular Omega 21
Authors: Duarte Cifuentes Magda
Published: March 2020

El sistema OMEGA 21 es una instrumentación de apoyo pedicular, disefiado para proporcionar soporte mecánico y estabilidad a la columna dorsolumbar y Iumbosacra. El OMEGA 21 posee algunos caracteres específicos de gran versa­tilidad, completamente originales, que le hacen aplicable a toda patología dorsolumbar y Iumbosacra que requiera una estabilización instrumentada por vía posterior.