A comunidade da educação em astronomia tem suposto de forma implícita que o aprendizado da astronomia consiste em um domínio conceitual fundamentado no raciocínio espacial. Como um primeiro passo para identificar formalmente uma relação empírica entre estas duas coisas, utilizamos como amostra os estudantes de graduação de carreiras não científicas de um curso exploratório em uma universidade norte-americana do meio-oeste de médio porte com programa de Doutorado em andamento, onde estes estudantes foram submetidos a um diagnóstico de raciocino espacial e conceitos astronômicos antes e depois do mesmo. As ferramentas utilizadas foram o Test Of Astronomy Standards (TOAST) e o questionário What do you know? Utilizando somente dados completamente consistentes para esta análise, nossa amostra consistiu de 86 estudantes de graduação. As melhoras, depois de normalizadas, do desempenho dos estudantes nos dois quesitos foram pequenas, 0.26 e 0.13 respectivamente. O raciocínio espacial dos estudantes foi medido utilizando um instrumento específico desenhado para este trabalho. As correlações entre os resultados dos testes astronômicos e este instrumento específico antes e depois do curso mostraram uma relação entre moderada e forte, sugerindo que a relação entre o raciocínio espacial e o conhecimento astronômico pode explicar até um 25% na variação no desempenho dos estudantes.
There is widespread interest among discipline-based science education researchers toKeywords: Astronomy Education Research; Science Education Literature Review rogress in astronomy education research-heretofore referred to simply as AER-requires that we first understand the scope of what is known about teaching and learning astronomy content across diverse settings, and what is not. Unfortunately, AER is a broad scientific discipline in which the existing landscape is particularly difficult to comprehensively grasp. Unlike the field of traditional astronomy in which research is conducted nearly exclusively by individuals who hold the exclusive identities of "professional astronomers," AER is conducted by individuals representing a wide variety of academic settings and affiliations, including professional astronomers, astronomy education researchers, planetarium operators, cognitive scientists, psychologists, anthropologists, science educators, science education researchers, teacher educators, policy makers, museum educators, curriculum developers, outreach enthusiasts, and publishers (Slater, Slater, Heyer, & Bailey, 2015). These individuals most often present findings in research journals tightly related to their own professional fields, hindering knowledge transfer amongst communities of researchers and practitioners. Absent the ability to accurately describe the existing research landscape we often swirl in the vortex of our preconceptions, stymied in our efforts because we do not have a grasp on what we do and do not know, about the ways that humans currently and might possibly come to learn astronomical concepts.Isolation caused by disciplinary silos is magnified by other factors that drive AER toward domination by a few voices, from a few research settings, using a limited set of theoretical frameworks and methodologies. Works published as dissertations and thesis, in the pre-digital era, from lesser known journals coming from non-Western countries, or that are hidden behind paywalls are disadvantaged in their ability to influence the AER research agenda. Researchers from smaller institutions and from developing nations experience the greatest barriers to access these community resources
A 66-year-old female patient developed severe Serratia liquefaciens sepsis following vitamin C infusion treatment by a naturopathic practitioner. The clinical course of the infection was characterized by several complications, and the direct costs of the hospital stay amounted to about 40,000 Euro. Genotypically identical S. liquefaciens was isolated from the residue of the infusate given to the patient, as well as from the washbasin overflow and from two other infusion bottles. A careful inspection of the dispensing facilities and review of procedures used to prepare the infusate revealed several indications of poor hygiene. However, the source of contamination could not be fully clarified. This case report raises questions about the local facilities and personal qualifications required for naturopathic practitioners to conduct invasive procedures and demonstrates that lapses in hygiene can lead to severe morbidity and high cost. CASE REPORTA 66-year-old female patient presented with symptoms of septic shock, meningism, and loss of consciousness. Her medical history revealed a carcinoma of the cervix (stage IIIb) successfully treated by primary radiotherapy 3 years previously. The day before, she had received an intravenous infusion containing 200 ml (i.e., 30 g) of vitamin C, 50 ml of lactopurum (homeopathic dilution [D4] of lactic acid in water for injection), and 250 ml of isotonic 0.9% sodium chloride solution via a peripherally inserted venous catheter. Immediately after termination of the infusion, the patient suffered from neck pain, vomiting, and fever. First, she was given symptomatic medication (i.e., antipyretic and antiemetic drugs), but during the night, her state worsened dramatically.On admission to the intensive care unit, the patient was comatose, her skin was pale and cyanotic, and the peripheral pulses were not palpable. Clinically, we found signs of meningism. The leukocyte count was 22.8 ϫ 10 9 /liter, and the level of vitamin C in serum was 55.9 mg/liter (reference value, 5.0 to 15.0 mg/liter). Blood cultures revealed growth of S. liquefaciens that was sensitive to piperacillin plus tazobactam, cotrimoxazole, cefotaxime, ceftriaxone, and gentamicin, but insensitive to ampicillin, cefazolin, cefuroxime, and nitrofurantoin. At the time of admission, piperacillin and tazobactam were given empirically as antibiotic medication. A sample from the remainder of the original infusate was obtained for culture and also revealed growth of S. liquefaciens, as confirmed by API 20E (BioMerieux). The initial antibiotic therapy was conducted until the 11th day after admission, and S. liquefaciens could not be isolated any longer after this initial period.The further clinical course was characterized by a protracted septic shock with disseminated intravascular coagulation (Ddimers Ͼ 20 mg/liter); the clinical picture of systemic inflammatory response syndrome, with a great need for catecholamines to support circulation; adult respiratory distress syndrome; reversible acute renal failure; severe anasarca;, a...
Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children.
Implementation of the certification was assessed as positive, although it involves additional investments. The application of the approach was considered feasible as compared with other regions. The portion of antibiotic therapy use and partly that of other drugs was comparable to the findings of Wischnewski et al., Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 54(11):1147-1152, 2011. Re-assessing the indication for urinary tract catheters might have a positive influence on the prevention of infections. The certification can trigger the exchange of information on MRP and antibiotic stewardship between nursing home physicians.
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