https://www.cidjournal.com/article/S0738-081X(10)00119-7/pdf

Dry skin, barrier function, and irritant contact dermatitis in the elderly

The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed.

Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry

Contradictions of Neoliberal Planning

Recent advances in cloud computing and the ability to more easily deliver online tools and services provide exciting opportunities for the development and application of online planning support systems. This paper describes the application of an online open source land suitability tool which has been developed as one of the many tools available through the Australian Urban Research Infrastructure Network (AURIN) workbench. The tool is part of the larger open source online What if? planning support system (PSS) which implements the desktop What if? PSS developed by Klosterman (Environment and Planning B: Planning and Design 26:393–408, 1999; 2008). This paper describes the development of the online What if? suitability tool and the advantages and disadvantages of developing this novel solution. The paper focuses on a case study which used the tool for collaborative planning in the context of developing land suitability scenarios for the Metro North West sub-region in the Perth-Peel region undertaken by the Department of Planning in Western Australia. The paper concludes by discussing the lessons learned from formulating the land use suitability scenarios for Perth and outlines the next steps in the development and application of the online What if? tool.

The Online What if? Planning Support System: A Land Suitability Application in Western Australia

Background: In educational policies, two discourses on gender have existed since the 1980s. I call them the ‘gender equality discourse’ and the ‘boy discourse’. The gender equality discourse in education is based on international and national declarations and plans, and is focused predominantly on the position of girls and women. The boy discourse, which has gained popularity through the media, draws on the gender gap in school achievement, attainment and behaviour.Purpose: The purpose of the article is to describe and analyse the history of these discourses in Finland since the 1970s, with contextualisations to the international and European equality politics.Sources of evidence: The analysis is based on international and Finnish policy documents, earlier ethnographic research and the author’s own experiences as an activist in the field of research, administration and teaching in gender and education. Methodologically, the article uses the ideas of multi-sited ethnography and auto-ethnography.Main argume...

Frank Provoost

Papers

Helsinki: Helsingin Yliopisto

Heidelberg: Ruprecht-Karls-Universität