title: Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts

authors: Çalik, Muammer

subjects: analogy

abstract: This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry. The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry, and that these changes may be stored in the students’ long-term memory.

text: Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry. The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry, and that these changes may be stored in the students’ long-term memory.

year: 2009

title: Insider threat modeling: An adversarial risk analysis approach

authors: Joshi, Chaitanya

abstract: Insider threats entail major security issues in geopolitics, cyber security and business organizations. Most earlier work in the field has focused on standard game theoretic approaches. We provide here two alternative, more realistic models based on adversarial risk analysis (ARA). ARA does not assume common knowledge and solves the problem from the point of view of just one of the players, the defender (typically), taking into account their knowledge and uncertainties regarding the choices available to them, to their adversaries, the possible outcomes, their payoffs/utilities and their opponents payoffs/utilities. The first model depicts the problem as a standard Defend-AttackDefend model. The second model segments the set of involved agents in three classes of users and considers both sequential as well as simultaneous actions. A data security example illustrates the discussion.

text: Insider threat modeling: An adversarial risk analysis approach Insider threats entail major security issues in geopolitics, cyber security and business organizations. Most earlier work in the field has focused on standard game theoretic approaches. We provide here two alternative, more realistic models based on adversarial risk analysis (ARA). ARA does not assume common knowledge and solves the problem from the point of view of just one of the players, the defender (typically), taking into account their knowledge and uncertainties regarding the choices available to them, to their adversaries, the possible outcomes, their payoffs/utilities and their opponents payoffs/utilities. The first model depicts the problem as a standard Defend-AttackDefend model. The second model segments the set of involved agents in three classes of users and considers both sequential as well as simultaneous actions. A data security example illustrates the discussion.

year: 2019

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021