The document discusses how science education has changed with modern social media, providing both opportunities and perils. It proposes adopting a "SPOCK-like perspective" that balances logic with societal considerations, manages data and information related to society, and asks questions across thresholds. This approach would take advantage of cultural and scientific diversity from around the world to distinguish relationships between complex interests and devise timely solutions, allowing science education to be more meaningful and compatible with economic and social pressures.
This document discusses the theory of the knowledge society and the concept of a "super-paradigm". It argues that we are facing a new reality that completely overturns existing knowledge. The super-paradigm represents a mix of old and new scientific paradigms integrated in new ways. It also discusses defining characteristics of the new paradigms, including blurred boundaries between matter and spirit. The document puts forth a view of reality as both existing and not existing ("vannincs"), and explores a multi-level structure of reality from the divine to the human. It argues the new model of globalization supports efforts for an eventual "Age of Unity" in the 21st century characterized not by uniformity but cooperation between
New Techniques in Science CommunicationEvie_Russell
The document discusses new techniques for science communication that make scientific discoveries and concepts more accessible and engaging for the public. It notes that while science itself is precise, communication about science can take many forms from stories and videos to journal articles. It also emphasizes the important responsibility of scientists and communicators to relay information faithfully and avoid misinformation. New techniques like animation and storytelling aim to communicate science meaningfully without distancing audiences. The document also highlights improved science communication across Asia through organizations that consider cultural differences to ensure relevance.
This document discusses the relationship between El Niño weather events and global warming. It explains that El Niño is part of a complex interaction between the ocean and atmosphere known as ENSO. While El Niño can impact weather patterns globally, its effects are highly variable in terms of strength, timing, and location. The document also notes that global warming is ongoing and increasing the amount of heat and moisture in the atmosphere, which can compound the impacts of El Niño events. However, fully understanding these interactions remains challenging due to the nonlinear dynamics of the climate system.
1) The document discusses the need for a holistic, diverse, and participatory approach to science learning called "A VILLAGE for Science Learning".
2) It argues that science education should involve situated, experiential learning through research and practicum opportunities to provide relevance.
3) By coupling the human dimension from the start of investigations and incorporating multiple perspectives, science can better translate to unique situations and allow for integration of societal needs.
The Hollywood Diversity Report from 2014 found that minorities and women are underrepresented in film and television. It showed that only 5% of lead roles went to minority actors, 4% of creators were minorities, and most writing staffs were less than 10% minority or less than 40% women. This lack of diversity fails to represent the diverse American population and influences narrow perceptions. However, diverse shows like Grey's Anatomy and Scandal have found popularity, showing people want diversity. Organizations are working to address the issue and push for more inclusive hiring.
Pathways Student Success Croft-Nov 2015Paul J. Croft
The document outlines pathways to enhance student success through connecting students to their field of interest, supporting their investment in studies, helping them internalize empowerment, imbuing them with perseverance to own their future, and inspiring others. It proposes providing student support networks, a safe "playground" for experiential learning, and guided retention through mentoring to build growth opportunities. Key aspects include collaborative training, research-based experiences, mentors, and tracking progress to assess outcomes and ensure institutional accountability. The goal is to actively engage students in real-world learning to develop skills and empower them to become leaders in their chosen disciplines.
The document discusses the recent Global Climate Accord agreement reached by nearly 200 nations. It argues that while not perfect, the agreement provides a coordinated means to limit human impacts on the environment through reducing greenhouse gas emissions. The author uses metaphors of managing a campfire and economy to illustrate how the agreement allows for continued growth while diminishing environmental impacts over time through flexibility and ongoing revision. Ultimately, the agreement aims to manage human impact in a positive way to promote sustainability and reduce threats to global security from climate change.
Peter Chen developed entity-relationship (ER) diagrams in 1976 to model databases. ER diagrams use entities (objects), attributes (data about entities), and relationships (connections between entities) to represent the structure and semantics of data. Developing an ER diagram helps database designers and analysts better understand the information to be stored in a database by modeling the entities, attributes, and relationships visually.
This document discusses the theory of the knowledge society and the concept of a "super-paradigm". It argues that we are facing a new reality that completely overturns existing knowledge. The super-paradigm represents a mix of old and new scientific paradigms integrated in new ways. It also discusses defining characteristics of the new paradigms, including blurred boundaries between matter and spirit. The document puts forth a view of reality as both existing and not existing ("vannincs"), and explores a multi-level structure of reality from the divine to the human. It argues the new model of globalization supports efforts for an eventual "Age of Unity" in the 21st century characterized not by uniformity but cooperation between
New Techniques in Science CommunicationEvie_Russell
The document discusses new techniques for science communication that make scientific discoveries and concepts more accessible and engaging for the public. It notes that while science itself is precise, communication about science can take many forms from stories and videos to journal articles. It also emphasizes the important responsibility of scientists and communicators to relay information faithfully and avoid misinformation. New techniques like animation and storytelling aim to communicate science meaningfully without distancing audiences. The document also highlights improved science communication across Asia through organizations that consider cultural differences to ensure relevance.
This document discusses the relationship between El Niño weather events and global warming. It explains that El Niño is part of a complex interaction between the ocean and atmosphere known as ENSO. While El Niño can impact weather patterns globally, its effects are highly variable in terms of strength, timing, and location. The document also notes that global warming is ongoing and increasing the amount of heat and moisture in the atmosphere, which can compound the impacts of El Niño events. However, fully understanding these interactions remains challenging due to the nonlinear dynamics of the climate system.
1) The document discusses the need for a holistic, diverse, and participatory approach to science learning called "A VILLAGE for Science Learning".
2) It argues that science education should involve situated, experiential learning through research and practicum opportunities to provide relevance.
3) By coupling the human dimension from the start of investigations and incorporating multiple perspectives, science can better translate to unique situations and allow for integration of societal needs.
The Hollywood Diversity Report from 2014 found that minorities and women are underrepresented in film and television. It showed that only 5% of lead roles went to minority actors, 4% of creators were minorities, and most writing staffs were less than 10% minority or less than 40% women. This lack of diversity fails to represent the diverse American population and influences narrow perceptions. However, diverse shows like Grey's Anatomy and Scandal have found popularity, showing people want diversity. Organizations are working to address the issue and push for more inclusive hiring.
Pathways Student Success Croft-Nov 2015Paul J. Croft
The document outlines pathways to enhance student success through connecting students to their field of interest, supporting their investment in studies, helping them internalize empowerment, imbuing them with perseverance to own their future, and inspiring others. It proposes providing student support networks, a safe "playground" for experiential learning, and guided retention through mentoring to build growth opportunities. Key aspects include collaborative training, research-based experiences, mentors, and tracking progress to assess outcomes and ensure institutional accountability. The goal is to actively engage students in real-world learning to develop skills and empower them to become leaders in their chosen disciplines.
The document discusses the recent Global Climate Accord agreement reached by nearly 200 nations. It argues that while not perfect, the agreement provides a coordinated means to limit human impacts on the environment through reducing greenhouse gas emissions. The author uses metaphors of managing a campfire and economy to illustrate how the agreement allows for continued growth while diminishing environmental impacts over time through flexibility and ongoing revision. Ultimately, the agreement aims to manage human impact in a positive way to promote sustainability and reduce threats to global security from climate change.
Peter Chen developed entity-relationship (ER) diagrams in 1976 to model databases. ER diagrams use entities (objects), attributes (data about entities), and relationships (connections between entities) to represent the structure and semantics of data. Developing an ER diagram helps database designers and analysts better understand the information to be stored in a database by modeling the entities, attributes, and relationships visually.
This document discusses using methods from physics to approach social planning and the social sciences. It notes that while physics relies on observation and experimentation to develop laws, the social sciences involve human observation and participation that complicate establishing general patterns. While some efforts have been made to apply physics results to society, success has been limited. The document argues that observation methods from physics could still benefit social sciences and planning by establishing basic data through improved interview techniques that select respondents based on relevant parameters rather than aiming for random representation.
This document discusses the traditional conception of knowledge and proposes an alternative conceptualization. It begins by reviewing the historical origins of debates around the nature of knowledge dating back to pre-Socratic philosophers in ancient Greece. These early thinkers accepted a scenario where the knower and things known are separate and independent entities. The document then proposes a new model of "knowing" that incorporates a specific view of the communication process and applies this model to mathematics education.
Sujay Certainty Uncertainty principle FINAL FINAL FINAL FINAL FINAL (2).pdfSujay Rao Mandavilli
This paper proposes a "certainty-uncertainty principle" for evaluating hypotheses in the social sciences. It discusses theories of uncertainty from physics, like Heisenberg's uncertainty principle and Gödel's incompleteness theorems, but notes its approach is different. The principle has two main postulates: 1) Researchers should consciously search for uncertainties in hypotheses, similar to searching for exceptions. 2) Certainties must be evaluated against uncertainties in hypotheses, with the net effect considered. This approach should be used along with the prior "sociological ninety-ten rule" about finding exceptions over space and time. The goal is to improve social science research quality and lead to better hypothesis formulation.
Sujay Certainty Uncertainty principle FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document discusses guidelines for formulating hypotheses in the social sciences that consider both certainty and uncertainty. It proposes weighing certainty and uncertainty when evaluating hypotheses to make science more objective and multi-polar. The document reviews theories of uncertainty from physics and mathematics and discusses how concepts like fuzzy logic, paradoxes, and cross-cultural research can be applied to social sciences. The goal is to make scientific research more inclusive of diverse contexts and needs of societies to better serve social progress.
This document discusses guidelines for formulating hypotheses in the social sciences based on the concepts of certainty and uncertainty. It proposes a "Certainty-uncertainty principle" that evaluates hypotheses by weighing certainties against uncertainties. The paper discusses existing theories on uncertainty from physics, like the uncertainty principle in quantum mechanics. It also discusses Gödel's incompleteness theorem in mathematics and Tarski's undefinability theorem. The paper aims to make identifying and evaluating uncertainties as important as certainties in hypotheses. This approach hopes to make social science research more objective, reliable and applicable across diverse cultural contexts by incorporating varied perspectives from around the world.
Guyana -Understanding Science to Improve Teaching & LearningLearnthenewway
Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012
and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g
Crafting an essay on the relationship between science and society is challenging as it requires balancing technical understanding with sociocultural insights. The essay must discuss how scientific advancements impact society and how society influences science, while bridging the gap between scientific terminology and language accessible to varied readers. Additionally, both science and society are dynamic, so the essay needs to consider the latest developments and shifting social values. Further, it needs to synthesize knowledge from various interdisciplinary fields and grapple with the ethical implications of technologies, balancing potential benefits and risks without sensationalism. Composing such an essay is akin to navigating a multifaceted labyrinth requiring synthesis of science, sociology, ethics and a balanced approach for diverse readers.
Sujay the Sociology of Science FINAL FINAL FINAL - Copy (2).pdfSujay Rao Mandavilli
This document discusses the sociology of science and its potential to promote social change through better communication of science. It defines science as a systematic process of investigation using observation, experimentation and theory building. The sociology of science can help developing countries by analyzing differences between their scientific development and that of developed countries. For sociology of science to achieve this potential, it must become a distinct interdisciplinary field that incorporates diverse cultural perspectives.
Science and Social Responsibility [John Crowley, UNESCO SHS, France]UNESCO Venice Office
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 1. Status - Culture of Safety and Security and Responsible Science
This reflective essay discusses a science lesson for first grade students about the differences between the sun and moon. The lesson involves hands-on exploration, questioning, teamwork, and developing vocabulary. It incorporates reading, writing, language arts, and science. The students will observe and compare the sun and moon, ask each other questions, and write a report. This lesson teaches specific details about celestial objects while building comprehension and writing skills.
This document discusses the challenges of writing an essay on the broad topic of science and technology. It notes that the fields are highly interconnected and dynamic, requiring an understanding of developments across disciplines like physics, biology, computer science and engineering. Additionally, the essay must strike a balance between depth and breadth to avoid oversimplification or alienating readers. It further complicates the task by requiring consideration of the ethical issues related to scientific and technological progress. Maintaining knowledge of current breakthroughs and trends further demands continual research. In conclusion, crafting a coherent essay on these expansive and ever-shifting fields is a formidable challenge requiring synthesis of information and engaging presentation.
Science is a way to propose answers about natural events and understand the natural world through observation and experimentation using the scientific method. Technology applies scientific knowledge and principles to develop tools and machines to solve practical problems. Society refers to groups of people who live together in an organized way and make decisions about how to do things together.
Science, technology, and society interact in that science explores the natural world to gain knowledge, technology applies that scientific knowledge to make useful things, and society explores both science and technology to improve life. Studying their interactions through fields like science, technology, and society is important to better understand how developments in science and technology affect society, and how social values influence scientific research.
This document provides an overview of science and discusses various topics related to science including scientific research, different fields of science like social science and library science, the history of science, science education, scientific conferences and festivals, scientific journals and publications, and the relationship between science and policy. It also mentions several organizations related to science like the National Science Foundation and discusses scientists and their work.
Mark Nichols discussed how education aims to enlighten students by transforming how they think, not just what they think. He argued that while access to information has increased, true enlightenment requires developing critical thinking skills. Looking to the future, he questioned whether new technologies could actually limit access to information and reverse progress made since the Enlightenment period.
This document proposes using machine learning and social media data to study civic engagement among college students regarding gun violence. The researchers will collect tweets about campus shootings and classify them by topic. They will also collect data on real-world civic actions. Latent semantic indexing will be used to classify tweets without relying on keywords. Comparing virtual and real-world activities will provide insight into how online discourse relates to civic participation. The goal is to better understand youth citizenship practices and how social media platforms facilitate political discussion and reform.
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
This document discusses using methods from physics to approach social planning and the social sciences. It notes that while physics relies on observation and experimentation to develop laws, the social sciences involve human observation and participation that complicate establishing general patterns. While some efforts have been made to apply physics results to society, success has been limited. The document argues that observation methods from physics could still benefit social sciences and planning by establishing basic data through improved interview techniques that select respondents based on relevant parameters rather than aiming for random representation.
This document discusses the traditional conception of knowledge and proposes an alternative conceptualization. It begins by reviewing the historical origins of debates around the nature of knowledge dating back to pre-Socratic philosophers in ancient Greece. These early thinkers accepted a scenario where the knower and things known are separate and independent entities. The document then proposes a new model of "knowing" that incorporates a specific view of the communication process and applies this model to mathematics education.
Sujay Certainty Uncertainty principle FINAL FINAL FINAL FINAL FINAL (2).pdfSujay Rao Mandavilli
This paper proposes a "certainty-uncertainty principle" for evaluating hypotheses in the social sciences. It discusses theories of uncertainty from physics, like Heisenberg's uncertainty principle and Gödel's incompleteness theorems, but notes its approach is different. The principle has two main postulates: 1) Researchers should consciously search for uncertainties in hypotheses, similar to searching for exceptions. 2) Certainties must be evaluated against uncertainties in hypotheses, with the net effect considered. This approach should be used along with the prior "sociological ninety-ten rule" about finding exceptions over space and time. The goal is to improve social science research quality and lead to better hypothesis formulation.
Sujay Certainty Uncertainty principle FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document discusses guidelines for formulating hypotheses in the social sciences that consider both certainty and uncertainty. It proposes weighing certainty and uncertainty when evaluating hypotheses to make science more objective and multi-polar. The document reviews theories of uncertainty from physics and mathematics and discusses how concepts like fuzzy logic, paradoxes, and cross-cultural research can be applied to social sciences. The goal is to make scientific research more inclusive of diverse contexts and needs of societies to better serve social progress.
This document discusses guidelines for formulating hypotheses in the social sciences based on the concepts of certainty and uncertainty. It proposes a "Certainty-uncertainty principle" that evaluates hypotheses by weighing certainties against uncertainties. The paper discusses existing theories on uncertainty from physics, like the uncertainty principle in quantum mechanics. It also discusses Gödel's incompleteness theorem in mathematics and Tarski's undefinability theorem. The paper aims to make identifying and evaluating uncertainties as important as certainties in hypotheses. This approach hopes to make social science research more objective, reliable and applicable across diverse cultural contexts by incorporating varied perspectives from around the world.
Guyana -Understanding Science to Improve Teaching & LearningLearnthenewway
Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012
and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g
Crafting an essay on the relationship between science and society is challenging as it requires balancing technical understanding with sociocultural insights. The essay must discuss how scientific advancements impact society and how society influences science, while bridging the gap between scientific terminology and language accessible to varied readers. Additionally, both science and society are dynamic, so the essay needs to consider the latest developments and shifting social values. Further, it needs to synthesize knowledge from various interdisciplinary fields and grapple with the ethical implications of technologies, balancing potential benefits and risks without sensationalism. Composing such an essay is akin to navigating a multifaceted labyrinth requiring synthesis of science, sociology, ethics and a balanced approach for diverse readers.
Sujay the Sociology of Science FINAL FINAL FINAL - Copy (2).pdfSujay Rao Mandavilli
This document discusses the sociology of science and its potential to promote social change through better communication of science. It defines science as a systematic process of investigation using observation, experimentation and theory building. The sociology of science can help developing countries by analyzing differences between their scientific development and that of developed countries. For sociology of science to achieve this potential, it must become a distinct interdisciplinary field that incorporates diverse cultural perspectives.
Science and Social Responsibility [John Crowley, UNESCO SHS, France]UNESCO Venice Office
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 1. Status - Culture of Safety and Security and Responsible Science
This reflective essay discusses a science lesson for first grade students about the differences between the sun and moon. The lesson involves hands-on exploration, questioning, teamwork, and developing vocabulary. It incorporates reading, writing, language arts, and science. The students will observe and compare the sun and moon, ask each other questions, and write a report. This lesson teaches specific details about celestial objects while building comprehension and writing skills.
This document discusses the challenges of writing an essay on the broad topic of science and technology. It notes that the fields are highly interconnected and dynamic, requiring an understanding of developments across disciplines like physics, biology, computer science and engineering. Additionally, the essay must strike a balance between depth and breadth to avoid oversimplification or alienating readers. It further complicates the task by requiring consideration of the ethical issues related to scientific and technological progress. Maintaining knowledge of current breakthroughs and trends further demands continual research. In conclusion, crafting a coherent essay on these expansive and ever-shifting fields is a formidable challenge requiring synthesis of information and engaging presentation.
Science is a way to propose answers about natural events and understand the natural world through observation and experimentation using the scientific method. Technology applies scientific knowledge and principles to develop tools and machines to solve practical problems. Society refers to groups of people who live together in an organized way and make decisions about how to do things together.
Science, technology, and society interact in that science explores the natural world to gain knowledge, technology applies that scientific knowledge to make useful things, and society explores both science and technology to improve life. Studying their interactions through fields like science, technology, and society is important to better understand how developments in science and technology affect society, and how social values influence scientific research.
This document provides an overview of science and discusses various topics related to science including scientific research, different fields of science like social science and library science, the history of science, science education, scientific conferences and festivals, scientific journals and publications, and the relationship between science and policy. It also mentions several organizations related to science like the National Science Foundation and discusses scientists and their work.
Mark Nichols discussed how education aims to enlighten students by transforming how they think, not just what they think. He argued that while access to information has increased, true enlightenment requires developing critical thinking skills. Looking to the future, he questioned whether new technologies could actually limit access to information and reverse progress made since the Enlightenment period.
This document proposes using machine learning and social media data to study civic engagement among college students regarding gun violence. The researchers will collect tweets about campus shootings and classify them by topic. They will also collect data on real-world civic actions. Latent semantic indexing will be used to classify tweets without relying on keywords. Comparing virtual and real-world activities will provide insight into how online discourse relates to civic participation. The goal is to better understand youth citizenship practices and how social media platforms facilitate political discussion and reform.
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
"E-STEAMED" - Education via Science Technology Engineering Art Mathematics/Music Engagement and Design: Trans-disciplinary Immersive Learning through Experiential Systems (TILES) - try it out!
Dr. Paul J. Croft currently serves as Associate Vice President for Academic Affairs at Kean University. He earned his doctoral degree from Rutgers University studying weather related stress on cranberry growth. His research has focused on operational and applied meteorology, climate, environmental sensors, and cranberry scald. As the initial Executive Director of the School of Environmental and Sustainability Sciences at Kean University, he helped organize faculty, labs, and foster research-based learning. Dr. Croft has held numerous leadership roles in professional organizations and received several awards for his research and teaching.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Living Archives: Undergraduates Need Content with Historical Investigation, Nuance, and Guidance as a Reality Check (“LAUNCHING” a Reality Check)
This workshop offered a self-organizing template to guide potential for, and outcomes associated with, the use of archival and primary source materials using historical contexts in course content, practicum, and research projects...
Climate History Impacts: Studying Past, Present, and Future (Students)Paul J. Croft
The document summarizes a student panel presentation on climate change history assessments in New Jersey. It includes:
1) An introduction of the student panelists and their topics which will examine climate impacts, water resources, scenario building, climate change encroachment, climate modeling approaches, and comparative impacts.
2) An overview of the process taken in their climate history timeline research for New Jersey which involved considering both traditional and contemporary climate data and proxies.
3) Summaries from individual panelists on their specific topics which analyzed things like a reservoir on campus, scenario building, encroachment impacts on the Great Swamp, and more. The goal was to reveal climate history and impacts and better understand interactions between
Climate History Impacts: Studying Past, Present, and FuturePaul J. Croft
The document discusses conducting a study on climate change history in New Jersey using past weather and climate data to inform future scenarios. It outlines plans to examine how society has interacted with and responded to weather systems over time using diverse data sources like records, correspondence, commerce logs and cultural artifacts. The study aims to establish climate impacts and thresholds, identify hazard responses, and determine how societal functions and infrastructure have changed. The goal is to develop climate history timelines and scenarios to inform adaptive planning and decision making. A student-faculty team called CASTLES will analyze impacts on ecosystems, water resources, air quality and more to better understand climate change susceptibility and flexibility.
El Niño is a warm ocean current that develops along the coast of Ecuador and Peru and sometimes causes catastrophic weather. Climate change refers to long-term changes in average global temperatures. The presentation discusses how El Niño and climate change impact weather patterns globally and in the United States, focusing on temperature and precipitation trends in New Jersey. It emphasizes that both phenomena lead to increased volatility and variability in weather over time.
The document discusses the Paris Climate Accord and its goal of treating climate change like a medical condition. It argues that we have sufficient evidence and technology to understand the global climate system and implement intervention strategies to improve the health of "Our Patient Earth" with limited risks and costs. The Paris Accord outlines treatment principles including securing natural resources, defining responses to climate change, and identifying economic systems that can adapt or need replacing to treat the global climate system and reduce impacts over time.
1. T h i n k i n g o f S c i e n c e … P a g e | 1
“SPOCK” Science Education
“SPOCK” Science Education
- Paul J. Croft
Since the advent of modern social media – specifically in its present virtual and electronic forms – it is
quite evident that the very manner, delivery, assessment, and role of Science Education have changed.
To be sure this has been beneficial. Yet does it do justice to the process of learning? Does it provide the
deep learning essential to understanding Science? Does it serve society? Because of these changes the
education process in Science itself has continued to quickly morph into one that fully encompasses and
incorporates with the “basics” all of the Societal, Political, Operational, and Clinical aspects of our
media-driven culture that literally present us with a Kaleidoscope of information, knowledge,
perspectives, and interpretations (or a “SPOCK-like” perspective) on any subject matter of interest –
including Science.
While the modern social media represents an exciting opportunity, it is clear that there are a variety of
perils associated with the social media revolution when applied to Science and to Science Education. In
the best case, there are contradictory answers and dilemmas amid myriad facts and figures; in the worst
case Science is considered to be mere conjecture or theory that changes with each news cycle or some
specific insight or new study that goes viral (e.g., "eggs or coffee or some other item are good, they are
bad, they are good again but it depends on the details"). In these types of circumstances the online
media presence of scientific information and pseudo-scientific information can act to dissuade teachers
from being true practitioners of Science and can create a culture of Science that is driven by consensus
opinion or simply suspicion of Science itself.
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“SPOCK” Science Education
In the “Star Trek” Universe these situations would likely lead the character of Spock to question human
emotions and motives relative to the logic of the situation and the established facts and measurements.
He would see this as a counterproductive struggle in space and time that was unnecessary – one driven
by identifying only differences and discontinuities rather than inter-dependencies, diversity, and
interaction. By extension, it suggests that a population of learners may see the need to pay for or to
know or learn Science – particularly when it is available at the click of an icon – as unnecessary. Who
needs to know Science when a futuristic “tricorder” scan, or contemporary cell phone query, or any
other black-box device or information source can provide all the answers without the need for real or
detailed understanding?
Yet to suggest that this is simply be a matter of relativism or ‘bad karma’ would be both restrictive and
unfair to both sides of the Science Education Paradigm. Indeed, such an approach when applied across
the globe might for instance suggest that the study of climate and climate change is merely a philosophy
or a personal belief system rather than something postulated, tested, and examined with analytic
techniques to make deductions, and a few conclusions, in order to determine appropriate courses of
action or inaction.
Fundamentally this has been
the case for several decades
with regard to global change
such that considerable public
debate continues. But Science
Education is not merely about a
collection of facts and figures, is
it? If it is, then is not the study
of history reduced to mere
dates and names or certain
events in time?
Certainly not…even Spock
knew the significance of
historical perspective and
metadata related to the
present moment – and when
using Science – in order to craft
appropriate as well as robust
answers and solutions…
How then is Science Education renewed or strengthened in the modern social media climate? If we
embrace the process of Science Education from a “SPOCK-like perspective” we provide a more fluid and
meaningful Science Education experience with global, if not universal, appeal and benefits. Such an
approach does not negate the Scientific Process nor does it condone Science as a “belief” system; it
manages data and information as it relates to society and asks questions that cross the thresholds of
each. It is not merely a battle between pure logic and our emotions or desires, it is more correctly an
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“SPOCK” Science Education
understanding of our desire and capacity to learn from Science, apply it to address our needs and the
advantages it can provide; and to offer benefits to society with limited costs and drawbacks – even if our
understanding is limited by nature or a lack of Science Education.
Indeed in a digital online world that Spock would have “loved”; one driven by both instantaneous
communications and access to data and a multiple spectra of answers (e.g., some biased, some in error,
and others a matter of perspective or preference), it is
more difficult to provide definitive or robust solutions
that are ‘acceptable’ to the public. In this sort of
scenario it is often posited that the answers will always
be completely unique and fully dependent upon the
conditions measured (or metadata observed; similar to
arguments regarding circumstantial evidence in a court
of law) and thus do not allow any of the
conceptualization that is necessary to establish basic
rules and premises (or semantics) for the subject
matter at-hand. In fact, such an argument denies the
relevance of historical information in any discipline and
its relevance to society. Would a medical doctor ignore
your past or most recent medical history when treating
you? There is both worth and something to be said
about context, no?
Science and Science Education are about quantification and logic – the numbers, the averages and the
extremes of a set of data – and how these allow for the portrayal of physical processes, relationships,
and the very mechanisms that drive the world around us in a fairly logical manner according to basic
deterministic laws. In the context above, numbers would be reduced to merely “old information” with
little or no relationship to the present system or process of interest.
Although it may sound absurd, this loss of such historical context suggests a brand-new and unique
event every time – and that represents a dead-end in terms of Science and logic in the Science
Education universe. It is like “bad journalism” that reports without context, background, or
consideration of what may be considered normal versus unusual and rare (and thus makes it
impossible to consider the role of chaos and non-linear behaviors in specific or unique circumstances,
especially when all events are then deemed to be chaotic and unusual or rare). This metadata allows
building not strictly of consensus, but building of connections and pathways for deeper and new
knowledge and applications.
The solution therefore is not merely to impose clinical data sets that purport to be a series of rules to
apply to select situations; the answer is to take advantage of both as Spock would in the “Star Trek”
Universe in order to distinguish the interactions and relationships between complex and seemingly
competing (or in some cases seemingly unrelated) interests to devise appropriate and timely solutions
to real-time problems – or future scenarios. In fact, they are not competing interests at all – they are
interdependent systems that merge our capacity to learn and use Science through exploration with a
detailed care and nurturing that considers societal synergies, restrictions, and expectations – for these
too are part of Science and our learning experience.
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“SPOCK” Science Education
This approach allows Science Education and application to be well-informed and to be more meaningful
to students with a logic and compatibility related to economic and resource pressures that can include
parity for societal, political, and operational points of view without being too clinical – or too inhuman.
Perhaps it is not unlike being half-Human and half-Vulcan. Used in a globally diverse framework, such a
perspective takes the Kaleidoscope of information, knowledge, perspectives, and interpretations (the
“SPOCK-like perspective” of Science Education) for any subject matter. It evolves forward by taking
advantage of the rich cultural and scientific diversity that is available from around the world – virtual or
not – from our natural world and the world that is driven by socioeconomic and political gyrations.
This balances Science with an inherently emotional world to provide for the best practical answers to be
applied in a flawed human world so that we may actually “live long and prosper” through meaningful
and “living” Science Education. Logic does not have to be “a wreath of
pretty flowers that smell bad” and we should not consider Science as
something in which we have to make a “choice not to feel” or which
may seem to be a matter of us “not caring” when we engage in the
world through Science.
There’s nothing wrong with balancing drawn-out academic debates
and databases with shouted wants and desires. It is about the reality
of the present and future moments that require our SPOCK-like
approach and perspective. Spock would approve, don’t you think?
Affirmative.