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Adrian Piper : a synthesis of intuitions, 1965-2016
Adrian Piper has consistently produced groundbreaking work that has profoundly shaped the form and content of conceptual art since the 1960s. Strongly inflected by her longstanding involvement with philosophy and yoga, her pioneering investigations into the political, social, psychological and spiritual potential of conceptual art have had an incalculable influence on artists working today. Published in conjunction with the most comprehensive exhibition of her work to date, this catalog presents more than 280 artworks that encompass the full range of Piper's mediums.
Book
Using Embase as a supplement to PubMed in Cochrane reviews differed across fields
Medline/PubMed is often first choice for health science researchers when doing literature searches. However, Medline/PubMed does not cover the health science research literature equally well across specialties. Embase is often considered an important supplement to Medline/PubMed in health sciences. The present study analyzes the coverage of Embase as a supplement to PubMed, and the aim of the study is to investigate if searching Embase can compensate for low PubMed retrieval.
The population in this study is all the included studies in all Cochrane reviews from 2012 to 2016 across the 53 Cochrane groups. The analyses were performed using two units of analysis (study and publication). We are examining the coverage in Embase of publications and studies not covered by PubMed (25,119 publications and 9,420 studies).
The results showed that using Embase as a supplement to PubMed resulted in a coverage of 66,994 publications out of 86,167 and a coverage rate of 77.7, 95% CI [75.05, 80.45] of all the included publications. Embase combined with PubMed covered 48,326 out of 54,901 studies and thus had a coverage rate of 88.0%, 95% CI [86.2, 89.9] of studies. The results also showed that supplementing PubMed with Embase increased coverage of included publications by 6.8 percentage points, and the coverage of studies increased by 5.5 percentage points. Substantial differences were found across and within review groups over time.
The included publications and studies in some groups are covered considerably better by supplementing with Embase, whereas in other groups, the difference in coverage is negligible. However, due to the variation over time, one should be careful predicting the benefit from supplementing PubMed with Embase to retrieve relevant publications to include in a review.
Journal Article
PubMed coverage varied across specialties and over time: a large-scale study of included studies in Cochrane reviews
PubMed is one of the most commonly used search tools in biomedical and life sciences. Existing studies of database coverage generally conclude that searching PubMed may not be sufficient although some find that the contributions from other databases are modest at best. However, generalizability of the studies of the coverage of PubMed is typically restricted. The objective of this study is to analyze the coverage of PubMed across specialties and over time.
We use the more than 50,000 included studies in all Cochrane reviews published from 2012 to 2016 as our population and examine if the studies and resulting publications can be identified in PubMed.
The results show that PubMed has a coverage of 70.9, 95% confidence interval (CI) (68.40, 73.30) of all the included publications and 82.8%, 95% CI (80.9, 84.7) of the included studies. There are huge differences in coverage across and within specialties. In addition, coverage varies within groups over time.
Databases used for searching topics within the groups with highly varying or low coverage should be chosen with care as PubMed may have a relatively low coverage.
•This study presents the results of an analysis of more than 85,000 publications from the 53 Cochrane groups.•PubMed covers more than 80 percent of all studies and 71 percent of publications included in Cochrane reviews.•Coverage varies across specialties and within specialties over time.
Journal Article
Case study of a successful learner’s epistemological framings of quantum mechanics
Research on student epistemologies in introductory courses has highlighted the importance of understanding physics as \"a refinement of everyday thinking\" [A. Einstein, J. Franklin Inst. 221, 349 (1936)]. That view is difficult to sustain in quantum mechanics, for students as for physicists. How might students manage the transition? In this article, we present a case study of a graduate student's approaches and reflections on learning over two semesters of quantum mechanics, based on a series of nine interviews. We recount his explicit grappling with the shift in epistemology from classical to quantum, and we argue that his success in learning largely involved his framing mathematics as expressing physical meaning. At the same time, we show he was not entirely stable in these framings, shifting away from them in particular during his study of scattering. The case speaks to literature on students' epistemologies, with respect to the roles of everyday thinking and mathematics. We discuss what this case suggests for further research, with possible implications for instruction.
Journal Article
Problematizing as a scientific endeavor
The work of physics learners at all levels revolves around problems. Physics education research has inspired attention to the forms of these problems, whether conceptual or algorithmic, closed or open response, well or ill structured. Meanwhile, it has been the work of curriculum developers and instructors to develop these problems. Physics education research has supported these efforts with studies of students problem solving and the effects of different kinds of problems on learning. In this article we argue, first, that developing problems is central to the discipline of physics. It involves noticing a gap of understanding, identifying and articulating its precise nature, and motivating a community of its existence and significance. We refer to this activity as \"problematizing,\" and we show its importance by drawing from writings in physics and philosophy of science. Second, we argue that students, from elementary age to adults, can problematize as part of their engaging in scientific inquiry. We present four cases, drawing from episodes vetted by a panel of collaborating faculty in science departments as clear instances of students doing science. Although neither we nor the scientists had problematizing in mind when screening cases, we found it across the episodes. We close with implications for instruction, including the value of helping students recognize and manage the situation of being confused but not yet having a clear question, and implications for research, including the need to build problematizing into our models of learning.
Journal Article
The burden of Legionnaires' disease in New Zealand (LegiNZ): a national surveillance study
Legionnaires' disease is under-diagnosed because of inconsistent use of diagnostic tests and uncertainty about whom to test. We assessed the increase in case detection following large-scale introduction of routine PCR testing of respiratory specimens in New Zealand.
LegiNZ was a national surveillance study done over 1-year in which active case-finding was used to maximise the identification of cases of Legionnaires' disease in hospitals. Respiratory specimens from patients of any age with pneumonia, who could provide an eligible lower respiratory specimen, admitted to one of 20 participating hospitals, covering a catchment area of 96% of New Zealand's population, were routinely tested for legionella by PCR. Additional cases of Legionnaires' disease in hospital were identified through mandatory notification.
Between May 21, 2015, and May 20, 2016, 5622 eligible specimens from 4862 patients were tested by PCR. From these, 197 cases of Legionnaires' disease were detected. An additional 41 cases were identified from notification data, giving 238 cases requiring hospitalisation. The overall incidence of Legionnaires' disease cases in hospital in the study area was 5·4 per 100 000 people per year, and Legionella longbeachae was the predominant cause, found in 150 (63%) of 238 cases.
The rate of notified disease during the study period was three-times the average over the preceding 3 years. Active case-finding through systematic PCR testing better clarified the regional epidemiology of Legionnaires' disease and uncovered an otherwise hidden burden of disease. These data inform local Legionnaires' disease testing strategies, allow targeted antibiotic therapy, and help identify outbreaks and effective prevention strategies. The same approach might have similar benefits if applied elsewhere in the world.
Health Research Council of New Zealand.
Journal Article
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle
Research on personal epistemologies (Hofer & Pintrich, 2002) has mostly conceptualized them as stable beliefs or stages of development. On these views, researchers characterize individual students' epistemologies with single, coherent descriptions. Evidence of variability in student epistemologies, however, suggests the need for more complex models. Hammer and Elby (2002) proposed modeling personal epistemologies as comprised of manifold epistemological resources. This difference in ontology-the form research attributes to cognitive structure-accounts for variability: The activation of these epistemological resources depends on context. Our purpose in this article is to argue that it also accounts for coherences in student epistemologies, in particular for multiple local coherences. We advance this argument using a case study of a 15-min discussion by a group of eighth graders about the \"rock cycle\" (the cyclic transformations of rock among different forms). We begin with evidence of the students' working from a stable, coherent epistemological stance. Then, after a brief, purely epistemological intervention by the teacher, the evidence indicates they are working from a different but also coherent and stable epistemological stance.
Journal Article
Radial-to-axial flows in a scaled pulsed-power scheme for producing outflows resembling YSO jets
Young stellar objects (YSOs) are protostars that exhibit bipolar outflows fed by accretion disks. Theories of the transition between disk and outflow often involve a complex magnetic field structure thought to be created by the disk coiling field lines at the jet base; however, due to limited resolution, these theories cannot be confirmed with observation and thus may benefit from laboratory astrophysics studies. We create a dynamically similar laboratory system by driving a $\\sim$1 MA current pulse with a 200 ns rise through a $\\approx$2 mm-tall Al cylindrical wire array mounted to a three-dimensional (3-D)-printed, stainless steel scaffolding. This system creates a plasma that converges on the centre axis and ejects cm-scale bipolar outflows. Depending on the chosen 3-D-printed load path, the system may be designed to push the ablated plasma flow radially inwards or off-axis to make rotation. In this paper, we present results from the simplest iteration of the load which generates radially converging streams that launch non-rotating jets. The temperature, velocity and density of the radial inflows and axial outflows are characterized using interferometry, gated optical and ultraviolet imaging, and Thomson scattering diagnostics. We show that experimental measurements of the Reynolds number and sonic Mach number in three different stages of the experiment scale favourably to the observed properties of YSO jets with $Re\\sim 10^5\\unicode{x2013}10^9$ and $M\\sim 1\\unicode{x2013}10$, while our magnetic Reynolds number of $Re_M\\sim 1\\unicode{x2013}15$ indicates that the magnetic field diffuses out of our plasma over multiple hydrodynamical time scales. We compare our results with 3-D numerical simulations in the PERSEUS extended magnetohydrodynamics code.
Journal Article
Disciplinary significance of social caring in postsecondary science, technology, engineering, and mathematics
We analyzed student engagement in physics during a summer course for incoming first-year students, part of a cohort-based learning community designed for students from underrepresented groups in the School of Engineering of a predominantly white institution. The data--video of an episode within the course and interviews of the 11 students one year later about their experiences in the program and the course--support two findings: (i) The students cared for each other, in a social sense, and felt cared for by the instructor, and (ii) the students framed the course as focused on their own reasoning. We argue that the former supported the latter, and we offer this as a conjecture for further study: Social caring can support productive epistemological framing. If this is correct, it would suggest the benefits of aligning what takes place within courses with the socially supportive dynamics of extracurricular cohort-based learning communities.
Journal Article