bluuebunny/crossref_metadata_2025_split huggingface dataset:
Learner error, affectual stimulation, and conceptual change
Authors: Allen Michael 
Published: December 2009

AbstractPupils' expectation‐related errors oppose the development of an appropriate scientific attitude towards empirical evidence and the learning of accepted science content, representing a hitherto neglected area of research in science education. In spite of these apparent drawbacks, a pedagogy is described that encourages pupils to allow their biases to improperly influence data collection and interpretation during practical work, in order to provoke emotional responses and subsequent engagement with the science. The usefulness of this approach is borne out quantitatively by findings from a series of three randomized experiments (n = 158) which show superior gains using this pedagogy that are still significant 2 and 3 years after the initial treatment. In addition, pupils who experienced more intense emotions during treatment demonstrated the most gains after 6 weeks. This research is one element of a large‐scale study of expectation‐related observation in school science whose findings impact generally on the proper consideration of empirical evidence and the learning of science content. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:151–173, 2010
How “scientific” is science education research?
Authors: Lawson Anton E. 
Published: December 2009

AbstractThe research articles published in the Journal of Research in Science Teaching in 1965, 1975, 1985, 1995, and in 2005 were surveyed to discover the extent to which they were theory driven. Carey and Smith's theory of the development of science epistemologies was used to frame the study. Specifically their theory posits that science epistemologies develop through three developmental levels. Persons at Level 1 view science as an inductive and descriptive enterprise. Persons at Level 2 view science in terms of hypothesis generation and test. Persons at Level 3 see science as theory driven. That is, theories are generated and their postulates are tested via planned tests with predicted consequences and theories are used to generate specific hypotheses, which in turn are tested in a similar manner. Three computer‐generated surveys were conducted on each article identifying articles that contained the words theory, hypothesis, and prediction. The surveys assumed that if the reported research was guided by Level 3 epistemology, then these key terms would be likely to appear somewhere in the article. The term theory was found in only 18.0% of the 1965 articles. Percentages increased in subsequent decades, that is, to 36.5% in 1975, to 44.3% in 1985, to 58.3% in 1995, and then to 86.7% in 2005. Similar, though less dramatic, increases were also found for the terms hypothesis and prediction. Relatively few articles contained two or all three of the terms. Nevertheless, analysis of all 45 research articles appearing in 2005 revealed that most authors were generating and testing hypotheses and/or theories (presumably guided by Levels 2 or 3 epistemology) albeit in a largely implicit and sometimes inconsistent way. Suggestions for improving the quality of research and its reporting are made. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:257–275, 2010
Improving teacher questioning in science inquiry discussions through professional development
Authors: Oliveira Alandeom W. 
Published: December 2009

AbstractThis study explores questioning practices adopted by elementary teachers while facilitating science inquiry discussions prior and subsequent to their participation in a summer institute in which they were provided with scholarly descriptions of inquiry‐based teacher questioning (i.e., typologies of questions used by discourse analysts to categorize and understand teacher questioning) and conducted video‐based discourse analysis. Teachers' questioning is examined in light of their social understandings (i.e., how teachers understand social aspects of oral questioning in inquiry‐based science classrooms). The reported findings show that, as a result of developing an increased awareness of social aspects of teacher questioning during the institute, teachers' referential questions (oral queries aimed at encouraging students to articulate their own ideas, understandings, experiences and personal opinions) were twice as frequent after the institute as they were before, hence suggesting an increased degree of student‐centeredness. Furthermore, their student‐centered questions prompted longer and more articulated student responses, promoted higher‐level student thinking, positioned students as complementary experts, prompted students to provide tentative responses, and encouraged students to conduct authentic investigations. Based on these findings, it is argued that educators who set out to prepare teachers to become effective questioners in the context of science inquiry discussions ought to go beyond cognitive issues and the simple provision of static and ill‐defined labels such as “guide” and “active inquirer.” © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 422–453, 2010
School trips and classroom lessons: An investigation into teacher–student talk in two settings
Authors: DeWitt Jennifer , Hohenstein Jill 
Published: December 2009

AbstractAlthough school trips to informal science institutions can result in conceptual and affective gains, the processes by which they do so are not yet clearly understood. Taking a sociocultural perspective that highlights the importance of discourse for learning, this work focuses on the talk that occurred in teacher–pupil interactions, both during a museum visit and during pre‐ and post‐visit lessons in the classroom. The museum setting affords many experiences not available in a classroom—does it also afford different types of discourse? Transcripts from one secondary and three primary school classes provide evidence of the extent to which teachers' talk conformed to a triadic pattern, with discourse during the pre‐ and post‐visit lessons more closely adhering to this pattern than that during the visit. However, a closer look at teacher–student discourse revealed further complexities, including greater use of open‐ended questions during triadic than during non‐triadic discourse. Overall, the findings from this research indicate that museum visits may enable pupils to assert more authority temporarily and provide insight into processes by which such experiences may contribute to learning. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 454–473, 2010
Gravity wave effects on wind farm efficiency
Authors: Smith R. B. 
Published: December 2009

AbstractA theory of the atmospheric disturbance caused by a large wind farm is developed using a simple boundary layer (BL) representation. The model includes pressure gradients and gravity wave generation associated with a temperature inversion at the top of the BL and the normal tropospheric lapse rate aloft. The pattern of wind disturbance is computed using a Fast Fourier Transform. The slowing of the winds by turbine drag and the resulting loss of wind farm efficiency is controlled by two factors. First is the size of the wind farm in relation to the restoring effect of friction at the top and bottom of the BL. Second is the role of static stability and gravity waves in the atmosphere above the BL. The effect of the pressure perturbation is to decelerate the wind upstream and to prevent further deceleration over the wind farm with a favorable pressure gradient. As a result, the wind speed reduction is approximately uniform over the wind farm. In spite of the uniform wind over the farm, the average wind reduction is still very sensitive to the farm aspect ratio. In the special case of weak stability aloft, weak friction and the Froude Number $Fr = U\sqrt{g'H}\approx 1$ the wind speed near the farm can suddenly decrease; a phenomenon we call ‘choking’. Copyright © 2009 John Wiley & Sons, Ltd.
Continuous animation and simulation
Authors: Chen Jim X. 
Published: December 2009

AbstractThis paper provides a general introduction to continuous animation and simulation for scientists and engineers who have little background in computer graphics. Topics covered include real‐time animation, simulation, efficiency of animation and simulation, synchronization, physics‐based simulation, and software simulation tools. At the end, an example of continuous simulation of a spider climbing on a spider web is discussed with implementation detail. Copyright © 2009 John Wiley & Sons, Inc.This article is categorized under:

Statistical and Graphical Methods of Data Analysis > Virtual Reality
Reliability in the 21st century
Authors: Wilson Simon P. 
Published: December 2009

AbstractThis article discusses some current trends in statistical reliability research, many of which have arisen from developments in computational methods. It highlights areas of both methodology and application, where the author believes that there are excellent prospects for interesting and fruitful research in the future, in terms of both methodology and new applications. Copyright © 2009 John Wiley & Sons, Inc.This article is categorized under:

Statistical and Graphical Methods of Data Analysis > Reliability, Survivability, and Quality Control
Journal of Statistical Computation and Simulation
Authors: Krutchkoff Richard G. 
Published: December 2009

AbstractHerein you will find the history of the Journal of Statistical Computation and Simulation (JSCS), how it came into being, and what has happened to it from then to now. Copyright © 2009 John Wiley & Sons, Inc.This article is categorized under:

Applications of Computational Statistics > Organizations and Publications
Coding theory
Authors: Stine Robert A. 
Published: December 2009

AbstractCoding theory is a portion of information theory concerned with the explicit representation of data as a sequence of symbols, usually a sequence of bits. The entropy of a probability distribution measures the information content of data, giving a lower bound on the number of bits necessary to encode data. Source coding also defines a measure, the divergence, of the cost of using a suboptimal representation. Channel coding describes representations that maximize the rate at which information can be communicated through a noisy medium. Important applications of coding theory include data compression, signal processing, and the comparison of statistical models. Copyright © 2009 Wiley Periodicals, Inc.This article is categorized under:

Applications of Computational Statistics > Signal and Image Processing and Coding
Combining information
Authors: Piegorsch Walter W. , John Bailer A. 
Published: December 2009

AbstractThe combination of information from diverse sources is a common task encountered in computational statistics. A popular label for analyses involving the combination of results from independent studies is meta‐analysis. The goal of the methodology is to bring together the results of different studies, reanalyze the disparate results within the context of their common endpoints, synthesize where possible into a single summary endpoint, increase the sensitivity of the analysis to detect the presence of adverse effects, and provide a quantitative analysis of the phenomenon of interest based on the combined data. This article discusses some basic methods in meta‐analytic calculations and includes commentary on how to combine or average results from multiple models applied to the same set of data. Copyright © 2009 John Wiley & Sons, Inc.This article is categorized under:

Applications of Computational Statistics > Defense and National Security
Support vector machines
Authors: Mammone Alessia , Turchi Marco , Cristianini Nello 
Published: December 2009

AbstractSupport vector machines (SVMs) are a family of machine learning methods, originally introduced for the problem of classification and later generalized to various other situations. They are based on principles of statistical learning theory and convex optimization, and are currently used in various domains of application, including bioinformatics, text categorization, and computer vision. Copyright © 2009 John Wiley & Sons, Inc.This article is categorized under:

Statistical Learning and Exploratory Methods of the Data Sciences > Clustering and Classification
Elastic intramedullary nailing in unstable fractures of the paediatric tibial diaphysis: A systematic review
Authors: Swindells Mark G. , Rajan R. A. 
Published: December 2009

Purpose The majority of paediatric tibial fractures can be managed conservatively. However, there is a small but significant group of patients that require surgical intervention for several indications, most notably, unstable fractures. There are various surgical options, each with its own advantages and risks. This review establishes the current available evidence for the use of elastic intramedullary nails in this group. Methods A systematic review of the currently available literature was performed. The relevant studies were then critically appraised. Results Seven applicable retrospective case series were identified, with the outcomes from a total of 210 (range 16–60) patients considered. The mean time to union ranged from 7 to 21 weeks. Reported complications included small numbers each of delayed union, non-union, malunion, leg length discrepancy and infection. Conclusions There is only a small body of evidence currently published on this topic. The evidence published so far concludes that elastic intramedullary nailing represents an effective and reliable method to treat an unstable fracture of the tibial diaphysis in the paediatric patient, where conservative management is not appropriate.
Estradiol and testosterone differently affect visceral pain‐related behavioural responses in male and female rats
Authors: Aloisi Anna Maria , Affaitati Giannapia , Ceccarelli Ilaria , Fiorenzani Paolo , Lerza Rosanna , Rossi Cosmo , Pace Maria Caterina , Chiefari Maria , Aurilio Caterina , Giamberardino Maria Adele 
Published: December 2009

AbstractIn the study of pain, the presence of sex differences is well known, with female subjects being more affected in a number of chronic painful conditions; however, the underlying mechanisms and the involvement of gonadal hormones, are still controversial. This study evaluated visceral pain in a validated rat model of artificial calculosis and the effects of estradiol and testosterone administration. Adult male and female rats were divided into groups and treated with one of the substances or Oil (vehicle) for 5 days, starting 2 days before surgery, with half receiving an artificial calculosis (Stone) and half only a sham (Sham) procedure. The animals’ behaviour (ureteral crises, frequency and duration) were recorded for 72 h; estradiol and testosterone plasma levels were determined in all groups at the end of the observation period. After surgery, only Stone rats showed ureteral pain crises, with a significant sex difference in the Oil‐treated groups in which the number and duration of crises were higher in females than in males. This difference was not present in the estradiol‐treated groups in which ureteral crises were decreased only in females while testosterone treatment had no effect in either sex. Estradiol and testosterone plasma levels were affected by treatments in both sexes. These results confirm that, also in this model of visceral pain, females experience more pain than males; moreover, they show that supraphysiological levels of estradiol, but not of testosterone, are analgesic only in females. A dose and sex‐dependent efficacy of gonadal hormones is suggested and discussed.
Combined effects of endurance training and dietary unsaturated fatty acids on physical performance, fat oxidation and insulin sensitivity
Authors: Boss Andreas , Lecoultre Virgile , Ruffieux Christiane , Tappy Luc , Schneiter Philippe 
Published: December 2009

Endurance training improves exercise performance and insulin sensitivity, and these effects may be in part mediated by an enhanced fat oxidation. Since n-3 and n-9 unsaturated fatty acids may also increase fat oxidation, we hypothesised that a diet enriched in these fatty acids may enhance the effects of endurance training on exercise performance, insulin sensitivity and fat oxidation. To assess this hypothesis, sixteen normal-weight sedentary male subjects were randomly assigned to an isoenergetic diet enriched with fish and olive oils (unsaturated fatty acid group (UFA): 52 % carbohydrates, 34 % fat (12 % SFA, 12 % MUFA, 5 % PUFA), 14 % protein), or a control diet (control group (CON): 62 % carbohydrates, 24 % fat (12 % SFA, 6 % MUFA, 2 % PUFA), 14 % protein) and underwent a 10 d gradual endurance training protocol. Exercise performance was evaluated by measuring VO2max and the time to exhaustion during a cycling exercise at 80 % VO2max; glucose homeostasis was assessed after ingestion of a test meal. Fat oxidation was assessed by indirect calorimetry at rest and during an exercise at 50 % VO2max. Training significantly increased time to exhaustion, but not VO2max, and lowered incremental insulin area under the curve after the test meal, indicating improved insulin sensitivity. Those effects were, however, of similar magnitude in UFA and CON. Fat oxidation tended to increase in UFA, but not in CON. This difference was, however, not significant. It is concluded that a diet enriched with fish- and olive oil does not substantially enhance the effects of a short-term endurance training protocol in healthy young subjects.
Transforming the Axiomisation of Ontologies: The Ontology Pre-Processor Language
Authors: Egaña Aranguren Mikel , Stevens Robert , Antezana Erick 
Published: December 2009

AbstractAs ontologies are developed there is a common need to transform them, especially from those that are axiomatically lean to those that are axiomatically rich. Such transformations often require large numbers of axioms to be generated that affect many different parts of the ontology. This paper describes the Ontology Pre-Processor Language (OPPL), a domain-specific macro language, based in the Manchester OWL Syntax, for manipulating ontologies written in OWL. OPPL instructions can add/remove entities, and add/remove axioms (semantics or annotations) to/from entities in an OWL ontology. OPPL is suitable for applying the same change to different ontologies or at different development stages, and for keeping track of the changes made (e.g. in pipelines). It is also suitable for defining independent modelling macros (e.g. Ontology Design Patterns) that can be applied at will and systematically across an ontology. The presented OPPL Instruction Manager is a Java library that processes OPPL instructions making the changes to an OWL ontology. A reference implementation that uses the OPPL Instruction Manager is also presented. The use of OPPL has been demonstrated in the Cell Cycle Ontology
Familial Aggregation of Age-Related Hearing Loss in an Epidemiological Study of Older Adults
Authors: Raynor Laura A. , Pankow James S. , Miller Michael B. , Huang Guan-Hua , Dalton Dayna , Klein Ronald , Klein Barbara E. K. , Cruickshanks Karen J. 
Published: December 2009

Purpose
To estimate the genetic contributions to presbycusis.

Method
Presbycusis was assessed by audiometric measurements at 3 waves of the population-based Epidemiology of Hearing Loss Study (EHLS). Measurements from the most recent hearing examination were used, at which time the subjects (3,510 participants from the EHLS study) were between 48 and 100 years of age. Heritability of presbycusis was estimated using maximum likelihood methods in 973 biological relative pairs from 376 families. Familial aggregation was also evaluated by tetrachoric correlations, odds ratios, and lambda statistics in 594 sibling pairs from 373 sibships.

Results
The prevalence of presbycusis conformed to previous research, increasing with age and male sex. Heritability estimates for presbycusis adjusted for age, sex, education level, and exposure to work noise exceeded 50%, and siblings of an affected relative were at 30% higher risk. When stratified by sex, estimates of familial aggregation were higher in women than men.

Conclusions
There is evidence that genetic factors contribute to age-related hearing loss in this population-based sample. The familial aggregation is stronger in women than in men.
The Development of Distinct Speaking Styles in Preschool Children
Authors: Redford Melissa A. , Gildersleeve-Neumann Christina E. 
Published: December 2009

Purpose
To examine when and how socially conditioned distinct speaking styles emerge in typically developing preschool children’s speech.

Method
Thirty preschool children, ages 3, 4, and 5 years old, produced target monosyllabic words with monophthongal vowels in different social–functional contexts designed to elicit clear and casual speaking styles. Thirty adult listeners were used to assess whether and at what age style differences were perceptible. Children’s speech was acoustically analyzed to evaluate how style-dependent differences were produced.

Results
The ratings indicated that listeners could not discern style differences in 3-year-olds' speech but could hear distinct styles in 4-year-olds' and especially in 5-year-olds' speech. The acoustic measurements were consistent with these results: Style-dependent differences in 4- and 5-year-olds' words included shorter vowel durations and lower fundamental frequency in clear compared with casual speech words. Five-year-olds' clear speech words also had more final stop releases and initial sibilants with higher spectral energy than did their casual speech words. Formant frequency measures showed no style-dependent differences in vowel production at any age nor any differences in initial stop voice onset times.

Conclusion
Overall, the findings suggest that distinct styles develop slowly and that early style-dependent differences in children’s speech are unlike those observed in adult clear and casual speech. Children may not develop adultlike styles until they have acquired expert articulatory control and the ability to highlight the internal structure of an articulatory plan for a listener.
Spoken Word Recognition in Toddlers Who Use Cochlear Implants
Authors: Grieco-Calub Tina M. , Saffran Jenny R. , Litovsky Ruth Y. 
Published: December 2009

Purpose
The purpose of this study was to assess the time course of spoken word recognition in 2-year-old children who use cochlear implants (CIs) in quiet and in the presence of speech competitors.

Method

Children who use CIs and age-matched peers with normal acoustic hearing listened to familiar auditory labels, in quiet or in the presence of speech competitors, while their eye movements to target objects were digitally recorded. Word recognition performance was quantified by measuring each child’s
reaction time
(i.e., the latency between the spoken auditory label and the first look at the target object) and
accuracy
(i.e., the amount of time that children looked at target objects within 367 ms to 2,000 ms after the label onset).

Results
Children with CIs were less accurate and took longer to fixate target objects than did age-matched children without hearing loss. Both groups of children showed reduced performance in the presence of the speech competitors, although many children continued to recognize labels at above-chance levels.

Conclusion
The results suggest that the unique auditory experience of young CI users slows the time course of spoken word recognition abilities. In addition, real-world listening environments may slow language processing in young language learners, regardless of their hearing status.