The Oil Drop Experiment: An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks

The objectives of this study are:(1) evaluation of the methodology used in recent search for particles with fractional electrical charge (quarks) and its implications for understanding the scientific research methodology of Millikan; (2) evaluation of 43 general physics textbooks and 11 laboratory manuals, with respect to the oil drop experiment, based on seven history and philosophy of science criteria. Results obtained show that all the textbooks and manuals ignored the Millikan–Ehrenhaft controversy and in general lacked a history and philosophy of science perspective. In spite of the anomalous data, Millikan adhered to the guiding assumptions of his research program. Ehrenhaft's work strictly followed the logic of experimental observations. Although, Ehrenhaft's work approximated the traditional scientific method, the scientific community supported Millikan. General physics textbooks and laboratory manuals present the oil drop experiment as an example of the scientific method in which experimental data implicitly serves as an arbiter in the defense of Millikan. It is suggested that textbooks and manuals by including the Millikan–Ehrenhaft controversy and the methodology used in the search for quarks could enrich students' understanding of scientific research methodology, viz., experimental data do not always dictate the choice of a theory.     

Effects of polyurethane matrices on fungal tannase and gallic acid production under solid state culture

The influence of the physical structure of polyurethane matrix as a support in a solid state culture in tannase production and gallic acid accumulation by Aspergillus niger Aa-20 was evaluated. Three different polyurethane matrices were used as the support: continuous, semi-discontinuous and discontinuous. The highest tannase production at 2479.59 U/L during the first 12 h of culture was obtained using the discontinuous matrix. The gallic acid was accumulated at 7.64 g/L at the discontinuous matrix. The results show that the discontinuous matrix of polyurethane is better for tannase production and gallic acid accumulation in a solid state culture bioprocess than the continuous and semi-discontinuous matrices. Project supported by the Agricultural, Livestock and Fishing Department (SAGARPA, No. 12385) and the National Forest Commission (CONAFOR, No. 2004-C01-13), and the Council of Science and Technology, Mexico     

Him Too? Cristiano Ronaldo and the News Coverage of a Rape Case Allegation

ABSTRACT

This paper uses critical thematic analysis to explore the news media coverage of a rape allegation case against the football player Cristiano Ronaldo. After providing the context of the case, we examine the literature on how rape cases are represented by the news media. We then proceed to a critical thematic analysis of a purposive sample of Portuguese national newspapers, first identifying ten sub-themes in a total of 140 news stories and opinion columns and then considering the patterns of three critical themes that tended to dismiss the allegations, highlight the seriousness of the allegations and neutralize sexual victimization. Each of these considers prevailing ideologies, news values and journalistic practices.     

The continuous nature of timing reprogramming in an interceptive task

The time course of movement timing reprogramming was examined in a task requiring temporal coincidence of the conclusion of a forehand drive with the arrival of a moving luminous target at the end of an electronic trackway. The moving target departed from one end of the trackway at a constant velocity of 2 m (.) s(-1), and for a part of the trials its velocity was increased to 3 m (.) s(-1). Target velocity was modified at different moments during stimulus displacement, producing times-to-arrival after velocity increment (TAVIs) from 100 to 600 ms. The effect of specific practice on movement reprogramming was also examined. The results showed early adjustments to the action (TAVIs = 100 - 200 ms) that seemed to be stereotyped, while feedback-based corrections were implemented only at TAVIs of 300 ms or longer. Temporal accuracy was progressively increased as longer TAVIs were provided up to 600 ms. Skill training led to an overall increment of temporal accuracy, but no effect of specific practice was found. The results indicate that timing reprogramming in interceptive actions is a continuous process limited mainly by intrinsic factors: latency to initiate more effective adjustments to the action, and rate-of-movement timing reprogramming.     

Foreign Languages in the Engineering Programmes in Spain: The State of the Art

Following a brief introduction, the extension of engineering education in Spain is described. A scheme of the national education system is given. We consider the impact of the current implementation of new university curricula as a way of improving the quality of the programmes. Attention is paid to the fact of including foreign languages in the engineering programmes of the Spanish universities. Throughout the article, the question of the need of communication for engineers both during their undergraduate and postgraduate studies in engineering as well as in their practical training in industry is emphasized. The core of the paper is devoted to the fact of considering English as the lingua franca for new technologies. A programme called English for Engineering Environments is presented as a way of improving not only the training and understanding of students while at university, but also as future professionals for industry.     

El desarrollo de la comprensión del contexto de la expresión emocional

Resumen

Uno de los problemas más interesantes en la investigación actual sobre reconocimiento de emociones se centra en el trabajo con niños. En concreto, los investigadores obtienen resultados contradictorios a la hora de establecer un patrón de desarrollo en la utilización de indicios expresivos e indicios contextuales para reconocer una emoción. La solución se halla, probablemente, en una mejor caracterización de los contextos que acompañan a la expresión. El propósito de este trabajo es logar un primer acercamiento a dicha caracterización.     

Cambio sociocognitivo y organización de las acciones: una aproximación sociocultural a la educación de adultos

Resumen

Se estudia la educación formal y «Literacy» con objeto de analizar diferentes aspectos del desarrollo cultural, así como la influencia de factores socioculturales en el desarrollo cognitivo de los adultos. Son escasos los trabajos realizados en este campo. Se seleccionó un grupo de mujeres pertenecientes al programa de Educación de Adultos de la Junta de Andalucía cuyas edades oscilaban entre 35 y 55 años. Los sujetos estudiados pertenecían a tres niveles educativos: alfabetización, pregraduados y graduados. La acción dirigida a meta es la unidad de análisis escogida y la metodología desarrollada tiene su base en la perspectiva sociocultural iniciada por Vygostsky y desarrollada por algunos psicólogos occidentales. La situación experimental se diseñó con objeto de analizar los componentes de las acciones de memoria que los sujetos podían utilizar para recordar un grupo de estímulos. Estos se podían incluir en diferentes categorías (animales, plantas y objetos). Componentes básicos de este tipo de acciones son: estrategias cognitivas, procedimientos de mediación semiótica y actitud social de los sujetos. A lo largo de las diferentes fases de la investigación fue posible observar transiciones microgenéticas de estos componentes así como cambios en las interacciones entre los mismos, (especialmente entre procesos cognitivos y procedimientos semióticos).     

La intervención metacognitiva sobre la lectura y la importancia de las estrategias de apoyo

En esta investigación se analizan dos procesos de metacomprensión: el primero se refiere a las estructuras conceptuales en sí; el segundo, a las propias competencias y aprendizaje. Ambos parecen influir en el proceso del conocimiento y el aprendizaje y parece resultar necesario un buen análisis en cada caso de los mecanismos de mediación y ayuda que permiten que el alumno logre ambos tipos de metacomprensión.     

Counterstories of college persistence by undocumented Mexicana students: navigating race,class, gender,and legal status

This paper draws from four sets of four in‐depth interviews and one subsequent focus group to examine how undocumented Mexicana students navigate identities and the meanings of race, gender, class, and legal status. We mobilize a critical race theory framework to center and explore the content of students’ counterstories. While majoritarian stories perpetuate stereotypical narratives that portray communities of color as culturally deficient, counterstorytelling creates a space for exposing and resisting hegemonic narratives in the home, community, and college settings. We argue that, through counterstories, Mexicana students are able to develop a positive self‐image that allows them to hang on to their academic aspirations, to persist in college, and to envision and pursue the possibility of success. We look at how undocumented Mexicana students’ narratives also reproduce and/or reinscribe elements of oppressive discourses of race, class, and gender in the contemporary USA. We consider some implications of our discussion of counterstories for educational theory and policy.