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"Pentland, Peter"
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The human body
\"Introduces readers to the many different types of energy the human body encounters, including light, sound, heat, and electrical energies\"-- Provided by publisher.
Book
Designing and implementing student-centred STEM practices: The 'water in the 21st century' teaching module
The implementation of student-centred learning programs can improve student outcomes in science, technology, engineering and mathematics (STEM) domains. The required approaches to teaching and learning in such programs, however, are only slowly being adopted in the Asia-Pacific region. This article focuses on a STEM module, 'Water in the 21st Century', set within the Science and Technology Education Leveraging Relevance (STELR) program and developed recently as part of the Inspiring Science and Mathematics Education (iSME) project. The 'Water in the 21st Century' module positions inquiry and problem-solving at the forefront of student-centred learning, situating the teacher primarily as a learning facilitator. Within the module, students are provided with authentic and meaningful opportunities to engage in conceptual development in STEM through inquiry and problem-based learning. Module activities all target relevance, engaging students in critical issues related to understanding the role of water in the modern world. Analysis of focus group and teacher interviews during module trials demonstrates the strengths and limitations of implementing student-centred learning using these approaches. Findings suggest that a change from traditional approaches to inquiry or problem-based approaches, such as seen in this module, may require a shift in mindset and behaviour, but that this shift is achievable.
Journal Article
Designing and implemenbing student-centred STEITI practices: the 'Water in the 21st Century' teaching module
The implementation of student-centred learning programs can improve student outcomes in science, technology, engineering and mathematics (STEM) domains. The required approaches to teaching and learning in such programs, however, are only slowly being adopted in the Asia-Pacific region. This article focuses on a STEM module, 'Water in the 21 st Century', set within the Science and Technology Education Leveraging Relevance (STELR) program and developed recently as part of the Inspiring Science and Mathematics Education (iSME) project. The 'Water in the 21st Century' module positions inquiry and problem-solving at the forefront of student-centred learning, situating the teacher primarily as a learning facilitator. Within the module, students are provided with authentic and meaningful opportunities to engage in conceptual development in STEM through inquiry and problem-based learning. Module activities all target relevance, engaging students in critical issues related to understanding the role of water in the modern world. Analysis of focus group and teacher interviews during module trials demonstrates the strengths and limitations of implementing student-centred learning using these approaches. Findings suggest that a change from traditional approaches to inquiry or problem-based approaches, such as seen in this module, may require a shift in mindset and behaviour, but that this shift is achievable.
Journal Article
STELR : improving science retention rates in Australian secondary schools
The article focuses on the Science and Technology Education Leveraging Relevance (STELR) program offered by the Australian Academy of Technological Sciences and Engineering (ATSE) to secondary schools in Australia in March 2010. Schools that participate in the professional development workshops will be provided with free curriculum materials, supporting laboratory equipment as well as professional development training for two teachers. The program aims to resolve the problem of low participation rates in science and math among high school students. [Author abstract]
Journal Article
Promoting Science Careers Using the STELR Project
A national initiative of the Australian Academy of Technological Sciences and Engineering (ATSE), one of Australia's four learned academies, the STELR project also aims to: * address the skill shortage in technological careers and trades; * improve the level of science literacy in the community; * improve the quality of science classroom teaching practice; and * provide a relevant context for learning and applying fundamental concepts in the sciences. The materials include background information on global warming, climate change and the science behind renewable energy resources.
Magazine Article
Understanding the safe harbor for ratable service contracts
On July 30, 2015, the IRS issued Rev. Proc. 2015-39, which provides a safe harbor for accrual-basis taxpayers that would like to treat economic performance as occurring ratably over the term of certain types of service contracts (ratable service contracts). Many practitioners likely first familiarized themselves with the term \"ratable service contract\" upon reading this guidance. Some may still be questioning what the revenue procedure provides to taxpayers that was not previously available. The answer to that question is the focus of this discussion. A ratable service contract must meet three requirements to qualify for the safe harbor: (1) The contract must provide for similar services to be provided on a regular basis (daily, weekly, or monthly); (2) each occurrence of the service must provide independent value, meaning that the benefits from each occurrence must not depend on the receipt of prior or subsequent services; and (3) the contract must not exceed 12 months. A contract containing both qualifying and nonqualifying services must contain separate pricing for a taxpayer to apply the safe harbor to those services that qualify.
Magazine Article
THINGS YOU ALWAYS WANTED TO KNOW; all about science
To understand why the sky is blue you need to understand sunlight and the atmosphere.
Newspaper Article
Epidermal COX-2 Induction Following Ultraviolet Irradiation: Suggested Mechanism for the Role of COX-2 Inhibition in Photoprotection
The cyclooxygenase isoforms, COX-1 and COX-2, are involved in the biosynthesis of prostaglandin E2, a major prostaglandin involved in epidermal homeostasis and repair. Cancer originating in the epidermis can develop when keratinocyte proliferation and apoptosis become dysregulated, resulting in sustained epidermal hyperplasia. COX-2 inhibitors, which demonstrate significant in vivo selectivity relative to COX-1, suppress both ultraviolet-induced epidermal tumor development and progression, suggesting that prostaglandin regulation of keratinocyte biology is involved in the pathogenesis of epidermal neoplasia. In this study, we characterized the expression of COX-1 and COX-2, as well as keratinocyte proliferation, differentiation, and apoptosis, following acute ultraviolet irradiation in the hairless SKH-1 mouse. Following acute ultraviolet exposure, COX-2 expression was predominantly induced in the basal keratinocyte layer coincident with an increase in keratinocyte proliferation and apoptosis. The role of COX-2 was further evaluated using a selective COX-2 inhibitor, SC-791, as well as the traditional nonsteroidal COX inhibitor, indomethacin. Following acute ultraviolet irradiation, inhibition of COX-2 with either inhibitor decreased epidermal keratinocyte proliferation. Likewise, keratinocyte apoptosis was increased with COX-2 inhibition, particularly in the proliferating basal keratinocyte layer. There was also a modest inhibition of keratinocyte differentiation. These data suggest that COX-2 expression is probably necessary for kera-tinocyte survival and proliferation occurring after acute ultraviolet irradiation. We hypothesize that selective COX-2 inhibition, as described herein, may lead to enhanced removal of ultraviolet-damaged keratinocytes, thereby decreasing malignant transformation in the epidermis.
Journal Article
The Virtual Mirror
This article offers managers a novel approach to increase creativity in their teams by measuring individual personality characteristics, crucial for creative people. We assess interpersonal interaction with sensor-equipped badges worn on the body. In a research project with 22 study subjects, who wore the badges during work for one month, we were able to predict extroversion, neuroticism, openness, and agreeability based on microscopic social network analysis. We obtained control measures of these values with a standard psychological test (NEO-FFI). As opposed to conventional personality tests, where people have to fill out lengthy questionnaires and surveys, our method offers an automated and potentially more reliable way to assess these personality characteristics. Once these characteristics are considered, teams could be reshuffled and team membership changed for higher creativity.
Journal Article
Teaching Network Traffic Matrices in an Interactive Game Environment
The Internet has become a critical domain for modern society that requires ongoing efforts for its improvement and protection. Network traffic matrices are a powerful tool for understanding and analyzing networks and are broadly taught in online graph theory educational resources. Network traffic matrix concepts are rarely available in online computer network and cybersecurity educational resources. To fill this gap, an interactive game environment has been developed to teach the foundations of traffic matrices to the computer networking community. The game environment provides a convenient, broadly accessible, delivery mechanism that enables making material available rapidly to a wide audience. The core architecture of the game is a facility to add new network traffic matrix training modules via an easily editable JSON file. Using this facility an initial set of modules were rapidly created covering: basic traffic matrices, traffic patterns, security/defense/deterrence, a notional cyber attack, a distributed denial-of-service (DDoS) attack, and a variety of graph theory concepts. The game environment enables delivery in a wide range of contexts to enable rapid feedback and improvement. The game can be used as a core unit as part of a formal course or as a simple interactive introduction in a presentation.
Paper