The Public Values Failures of Climate Science in the US

This paper examines the broad social purpose of US climate science, which has benefitted from a public investment of more than $30 billion over the last 20 years. A public values analysis identifies five core public values that underpin the interagency program. Drawing from interviews, meeting observations, and document analysis, I examine the decision processes and institutional structures that lead to the implementation of climate science policy, and identify a variety of public values failures accommodated by this system. In contrast to other cases which find market values frameworks (the “profit as progress” assumption) at the root of public values failures, this case shows how “science values” (“knowledge as progress”) may serve as an inadequate or inappropriate basis for achieving broader public values. For both institutions and individual decision makers, the logic linking science to societal benefit is generally incomplete, incoherent, and tends to conflate intrinsic and instrumental values. I argue that to be successful with respect to its motivating public values, the US climate science enterprise must avoid the assumption that any advance in knowledge is inherently good, and offer a clearer account of the kinds of research and knowledge advance likely to generate desirable social outcomes.     

Visual and verbal processes involved in the development of picture-recognition skills

4-5-year-old, 6-7-year-old, and 8-9-year-old children were given picture-recognition tasks in which recognition stimuli were systematically varied with respect to familiarization stimuli. Subjects were required either to verbalize or remain silent during familiarization and to identify either central figure only or whole picture recognition. Results suggested that (a) young children base recognition primarily on central figure whereas older children are more likely to utilize the entire stimulus array, and (b) younger children are more likely than older children to use spoken labels as a basis for recognition when they verbalize during familiarization.     

Relations as the aim of education in Joseon neo-Confucianism: The case of the Five Relationships

Abstract

This article attempts to explain through the lens of the Five Relationships the meaning of Joseon neo-Confucian view which emphasized relationship development as the aim and contents of education. In neo-Confucianism, education is the task of guiding learners in cultivating and unfolding capabilities in the relationships of everyday life. Within the context of neo-Confucianism, the development of competency in relationships was another expression of the educational goal of actualizing the ‘original nature’ including of the four virtues. Understanding the nature of education to be the embodiment of the original nature, neo-Confucian scholars sought its actual manifestation in everyday life, taking the practice of five particular relationships to be the core method. Encompassing both ‘knowing’ and ‘doing’ while progressing from the Elementary Learning into the Great Learning, neo-Confucian education characteristically takes the Five Relationships as both its foundation and its outcome. Despite the pre-modern limitations involved in the history of the practice of the Five Relationships, this neo-Confucian view of education prompts us to consider plainly the meaning of relationship development as the core contents and aim of education. Furthermore, this view affords prospects especially valuable for critically supplementing upon the discussion of a ‘pedagogy of relation’ introduced in academic circles in the West.     

On stochastic dependence

The contrary of stochastic independence splits up into two cases: pairs of events being favourable or being unfavourable. Examples show that both notions have quite unexpected properties, some of them being opposite to intuition. For example, transitivity does not hold. Stochastic dependence is also useful to explain cases of Simpson's paradox.     

Revisiting the classics in childbirth education

In celebration of Lamaze International's 50th anniversary, reviewers share their thoughts on some classic Lamaze resource materials and how their content relates to today's viewpoints on birth and childbirth education. Although some of the material may be outdated, all of the resources offer timeless insights as well as a unique view on the history of childbirth education. The following topics are addressed: past cultural views of birth; advocacy for change in birth practices; Lamaze method; pioneers in childbirth; importance of childbirth education; and birth advocacy.     

Straight sprinting is the most frequent action in goal situations in professional football

The present study aimed to analyse the influence of speed and power abilities in goal situations in professional football. During the second half of the season 2007/08, videos of 360 goals in the first German national league were analysed by visual inspection. For the assisting and the scoring player the situations immediately preceding the goal were evaluated. The observed actions were categorised as: no powerful action, rotation (around the body's centre-line), straight sprint, change-in-direction sprint, jump, or a combination of those categories. Two hundred and ninety-eight (83%) goals were preceded by at least one powerful action of the scoring or the assisting player. Most actions for the scoring player were straight sprints (n = 161, 45% of all analysed goals, P < 0.001) followed by jumps (n = 57, 16%), rotations and change-in-direction sprints (n = 22, 6% each). Most sprints were conducted without an opponent (n = 109, P < 0.001) and without the ball (n = 121, P < 0.001). Similarly, for the assisting player the most frequent action was a straight sprint (n = 137, P < 0.001) followed by rotations (n = 28), jumps (n = 22) and change-in-direction sprints (n = 18). The straight sprints were mostly conducted with the ball (n = 93, P = 0.003). In conclusion, straight sprinting is the most frequent action in goal situations. Power and speed abilities are important within decisive situations in professional football and, thus, should be included in fitness testing and training.     

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’

Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified.