Museum Ethics: Edited and written in part by Gary Edson     

Hugh H. Genoways 《Curator: The Museum Journal》1998,41(4):282-284

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Responses and Clarifications Regarding Science and Worldviews     

Hugh G. Gauch Jr. 《Science & Education》2009,18(6-7):905-927

This article responds to the other 10 papers in this thematic issue on science and worldviews and it clarifies some of the points in my lead article. The Bayesian framework provides helpful structure for worldview inquiries by recognizing and integrating both public and personal evidence. Drawing upon the other 10 papers, six kinds of potential evidence or considerations are identified: the problem of evil, evolution, miracles and prayer, the Anthropic Principle, religious experience, and natural theology. The thesis is defended that considerations informing worldview convictions include public evidence from the sciences and the humanities and personal evidence from individual experience. Additional topics addressed briefly include scientific realism, the tentativeness of scientific knowledge, science’s presuppositions, the relationship between natural science and natural theology, the nature of religious faith, and the importance of philosophy in science education. Seven questions are posed for which further leadership from the AAAS and NAS would benefit the scientific community.  相似文献   

Science, Worldviews, and Education     

Hugh G. Gauch Jr. 《Science & Education》2009,18(6-7):667-695

Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements.  相似文献   

SYMBIOSIS: Development,Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level     

Audrey M. Depelteau  Karl H. Joplin  Aimee Govett  Hugh A. Miller  III  Edith Seier 《CBE life sciences education》2010,9(3):342-347

“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)

With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum.  相似文献   

The ‘collateral impact’ of pupil behaviour and geographically concentrated socio‐economic disadvantage     

Alex Hugh David 《British Journal of Sociology of Education》2010,31(3):261-276

Schools in areas of concentrated disadvantage tend to have below‐average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio‐economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of ‘collateral impact’ – collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre‐empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools.  相似文献   

Old Perseans and the Great War: a study in the alumni of a minor public school     

Hugh Pattenden 《History of education》2018,47(5):628-643

This article will argue that the current historiography considers the ‘public school experience’ of the First World War too narrowly, and will emphasise that boys from a wide range of establishments experienced the war in a similar fashion to those at elite public schools. It will do this through a case study of the alumni of the Perse Grammar School, Cambridge. By approaching the experience of Perseans in a thematic fashion it will shed new light on how the alumni of schools just below and developing towards full public-school status were affected by the war, an area hitherto not fully explored.  相似文献   

An Evaluation of Equipment for Determining Oxygen Uptake     

David A. Cunningham  Henry J. Montoye  Hugh G. Welch 《Research quarterly for exercise and sport》2013,84(4):851-856

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Effect of sand versus grass training surfaces during an 8-week pre-season conditioning programme in team sport athletes     

Martyn John Binnie  Brian Dawson  Mark Alexander Arnot  Hugh Pinnington  Grant Landers  Peter Peeling 《Journal of sports sciences》2013,31(11):1001-1012

Abstract

This study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO_2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO_2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness.  相似文献   

A cross-national survey of cultural expectations and sex-role standards in reading     

John Downing  Carol A. Dwyer  Dina Feitelson  Mogens Jansen  Ritva Kemppainen  Hilkka-Liisa Matihaldi  David R. Reggi  Takahiko Sakamoto  Hugh Taylor  Derek V. Thackray  Douglas Thomson 《Journal of Research in Reading》1979,2(1):8-23

Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour.  相似文献   

The Concept of Educational Disadvantage and Some Implications for the Classroom Teacher     

Hugh Philp 《Asia Pacific Journal of Education》1984,6(2):3-14

I should like to talk to you about a matter which was a great concern to Ruth Wong, as it is to me – the question of what ‘education’, in the brod sense, can or should do to alleviate the plight of the many millions of the world's children, who, for one reason or another, are unlikely to live full, healthy, productive and happy lives as their more fortunate fellows. ‘Disadvantage’ has been interpreted in many ways. Indeed, each of us has his or her own concept of what constitutes the term, just as each of us has personal ideas about ways of eliminating or minimizing its effects. What I have to say represents my own feelings and opinions. I hope you will forgive me if I begin with some general ideas, one or two of which may seem a little academic, but I think it is important to be clear as a great deal of damage has been done because of confusion of thinking.  相似文献