It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

It is the purpose of this note to comment on some important problems which have been already vividly discussed by several authors. Besides the well known former discussions of Schrödinger and J. v. Neumann I should like to mention here especially H. Margenau's article, “Critical Points in Modern Physical Theory,” which strongly influenced my present discussion.

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

Human beings respond to their immediate environments in a variety of ways, with emotion playing a cardinal role. In evolutionary theories, emotions are thought to prepare an organism for action. The interplay of acoustic environments, emotions, and evolutionary needs are currently subject to discussion in soundscape research. Universal definitions of emotion and its nature are currently missing, but there seems to be a fundamental consensus that emotions are internal, evanescent, mostly conscious, relational, manifest in different forms, and serve a purpose. (...) Research in this area is expanding, particularly in regards to the context-related, affective, and emotional processing of environmental stimuli. A number of studies present ways to determine the nature of emotions elicited by a soundscape and to measure these reliably. Yet the crucial question—which basic and complex emotions are triggered and how they relate to affective appraisal—has still not been conclusively answered. To help frame research on this topic, an overview of the theoretical background is presented that applies emotion theory to soundscape. Two latent fundamental dimensions are often found at the center of theoretical concepts of emotion: valence and arousal. These established universal dimensions can also be applied in the context of emotions that are elicited by soundscapes. Another, and perhaps more familiar, parallel is found between emotion and music. However, acoustic environments are more subtle than musical arrangements, rarely applying the compositional and artistic considerations frequently used in music. That said, the measurement of emotion in the context of soundscape studies is only of additional value if some fundamental inquiries are sufficiently answered: To what extent does the reporting act itself alter emotional responses? Are all important affective qualities consciously accessible and directly measurable by self-reports? How can emotion related to the environment be separated from affective predisposition? By means of a conceptual analysis of relevant soundscape publications, the consensus and conflicts on these fundamental questions in the light of soundscape theory are highlighted and needed research actions are framed. The overview closes with a proposed modification to an existing, standardized framework to include the meaning of emotion in the design of soundscapes. (shrink)

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC (...) and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. (shrink)

(2012). UK Conference Report: Confidentiality and Collaboration—The Ethics of Information Sharing in Health and Social Care. Ethics and Social Welfare: Vol. 6, No. 1, pp. 74-78. doi: 10.1080/17496535.2012.651888.

Das vorliegende Buch versucht in einer systematischen Ge­ samtübersicht den Gedankeninhalt der modernen Physik zu er­ läutern. Mit Einzelheiten der experimentellen Technik sollte der Leser dabei ebensowenig belastet werden, wie mit den mathe­ matischen Formulierungen der Theorie; ohne uns zu sehr in der Fülle betrachtenswerter Einzelheiten zu verlieren, wollen wir unsere Aufmerksamkeit auf die entscheidenden Tatsachen und Einsichten, auf die leitenden Gesichtspunkte der Forschung richten - und auf die geistige Einstellung, welche der modernen Physik ihr charakteristisches philosophisches Gepräge gibt, und (...) welche die Erringung ihrer umstürzenden Erkenntnisse ermög­ licht hat. Wir beginnen mit einer nachdenklichen Betrachtung der klassischen G a I i I e i - N e w t o n sehen Mechanik, deren Sinn und Bedeutung eindringlich verstanden zu haben Vorbedin­ gung ist für jedes Verständnis der revolutionären Entwicklungen der modernen Physik. Uber die Gedankengänge der M a x w e l- sehen Elektrodynamik kommen wir sodann zu den modernen Er­ kenntnissen, sowohl in der "Makrophysik", als auch in der "Mikro­ physik" der Atome, Elektronen und Quanten. Daß die moderne physikalische Forschung zu revolutionären Umgestaltungen der traditionellen naturwissenschaftlichen Vor­ stellungen geführt hat, wird der Leser hier keineswegs zum ersten­ mal erfahren. Aber nicht nur der lockende Reiz dieser wunder­ baren Entwicklungen schien mir eine auch dem Nichtspezialisten zugängliche Darstellung wünschenswert zu machen, sondern ich wünschte auch einen Beitrag zu leisten zur allmählichen Besei­ tigung von Mißverständnissen, denen die neueste Entwicklung der Physik bei manchem Fernerstehenden ausgesetzt gewesen ist. (shrink)

Prompted by the concerns about legitimacy that Josh Reeves expresses in his book Against Methodology in Science and Religion: Recent Debates on Rationality and Theology, this article considers how the field of science and religion, and the disciplines and scholars that comprise it, should think about the pursuit of legitimacy today. It begins by examining four features of any conferral of legitimacy on an object. It then looks more closely at distance and its effects on judgments of legitimacy. It first (...) notes how longer distances can enable a wide range of factors other than the internal features or inherent merits of the object to influence judgments of its legitimacy. It then explores the factors that persons who have significant expertise in or experience with the object may consider when judging its legitimacy. It closes by posing three questions that anyone designing a strategy to increase the perceived legitimacy of an object might ask. (shrink)

During his time as Archbishop of Canterbury, Rowan Williams addressed the relations between Christianity and science at some length. While many contemporary theologians have explored the natural sciences in detail and have deployed scientific ideas and concepts in their theological work, Williams's writings suggest that theology has little need for natural scientific knowledge. For Williams, the created order's relationship to God renders the content of scientific theories about how finite causes are materially constituted and interact of little theological importance. At (...) the same time, Williams is convinced that theological and scientific work must each remain within their proper bounds, a position that can best succeed in practice when participants in each discipline are aware of how both disciplines approach their subject matter. Although Williams's view challenges those who would insist that theology requires anything more than minimal engagement with the sciences, the ability to clearly demarcate and preserve the boundaries between scientific and theological work nevertheless requires of the theologian the kind of understanding of scientific methods and theories that Williams himself demonstrates. (shrink)

Die nachfolgenden Texte sind ein Vorabdruck aus dem Buche "Der Naturwissenschaftler vor der religiösen Frage", welches vom Verfasser unter Förderung durch einen Forschungsauftrag der Klopstock-Stiftung zur Zeit bearbeitet wird. Teil I und II gehören zum Kapitel "Naturerkenntnis als Glaubensanfechtung" ; Teil III gehört zum Kapitel "Die Physik im 20..Jahr-hundert". - Das Buch soll im Herbst 1963 erscheinen.

Seit langem war es mein Wunsch, den beiden anderen in dieser 1 Sammlung erschienenen, für weitere Leserkreise bestimmten Büchern ) ein drittes - in sich selbständiges, aber ergänzendes und ab­ schließendes nachfolgen zu lassen, welches verschiedene Themen wieder aufnimmt, die dort noch nicht zu ihrem vollen Rechte kommen konnten. Das Manuskript war gegen Ende des Krieges fertig, und das Buch ist damals als demnächst erscheinend angekündigt worden - aber die seitherigen Zeitumstände haben sein wirkliches Er­ scheinen bis jetzt hinausgezögert. In (...) seiner nunmehrigen Form unterscheidet es sich von dem ursprünglichen Manuskript dadurch, daß einige Teilstücke durch inzwischen entstandene neue Aufsätze ersetzt worden sind. Die einzelnen Aufsätze dieses Buches, die teilweise schon in Zeit­ schriften erschienen, sind für etwas verschiedene Leserkreise verfaßt und jeweils auf etwas verschiedenen Ton gestimmt. Ich habe keinen Versuch gemacht, diese Verschiedenheit bei der Zusammenfassung zu einem Buche auszugleichen; ich denke, daß sie gerade dazu bei­ tragen mögen, das Buch verschiedenartigen Wünschen und Bedürf­ nissen in seinem Leserkreis nutzbar zu machen. Es war nicht zu vermeiden, daß dem Leser meiner sonstigen Schriften hier und da Gedankengänge - wenn auch in anderer Beleuchtung - begegnen, welche ihnen teilweise schon bekannt sein mögen. (shrink)

This Dover edition, first published in 1968, is an unabridged and unaltered republication of the work originally published in 1959 under the title Science for ...

Wray Jean overloads on scholastic and extracurricular activities in order to find her identity and ease the pain of her father's death from cancer.

The place of play in the education of young children has been the focus of much interest in the past. But the findings from this research project demonstrate that there remains a significant amount of confusion about the role that play has in young children's education. In particular we found that there is a clear distinction between the rhetoric and reality of play in the reception class. Further, there was evidence of real anguish for some early years workers who were (...) failing to offer the play activities that they knew should be provided. These findings are particularly interesting at present, since the debate on the role of play has once again emerged as fundamental in the attempt to define a curriculum appropriate to the needs of the 3-6 year olds who, from the year 2000, will be required to work within the highly contentious Foundation Stage of the National Curriculum. (shrink)

Der Mensch als Naturwesen, von P. Jordan.--Die Zukunft des Menschen bei Teilhard de Chardin, von E. Benz.--Christlicher Schöpfungsglaube und naturwissenschaftliche Entwicklungstheorie; zur Aussage Teilhard de Chardins, von H. Dolch.--Weltverwandlung und Sinnesverwirklichung; zwei Zentralbegriffe der Keyserlingschen Philosophie, von G. Böhme.--Zu einer Zukunftssynthese von Geist und Natur, von H. Mislin.--Das Phänomen Mensch in der Deutung Teilhards, von J. Piveteau.--Biographische Notizen.