Search results for " knowledge"

Biopiracy of natural products and good bioprospecting practice

2016

Made available in DSpace on 2018-11-26T16:27:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-02-15 Deutsche Forschungsgemeinschaft Background: Biopiracy mainly focuses on the use of biological resources and/or knowledge of indigenous tribes or communities without allowing them to share the revenues generated out of economic exploitation or other non-monetary incentives associated with the resource/knowledge. Methods: Based on collaborations of scientists from five continents, we have created a communication platform to discuss not only scientific topics, but also more general issues with social relevance. This platform was termed 'PhytCancer -Phytotherapy to Fight Cancer' (www.phy…

Bordeaux 2018: Wine, Cheese, and γδ T Cells

2019

The first ‘International γδ T cell conference’ took place in Denver, CO (USA) in 2004. Since then, a new meeting is held every two years. During each conference, all participants voted to choose between candidate bids for where to hold the next conference. At the conference held in London in 2016, a majority opted for the bid from a team proposing the 2018 event be held in Bordeaux, France – which is where we therefore gathered on 7-10th of June 2018. The meeting was an undisputed success and it gave us the opportunity to take stock of the increasing basic knowledge about γδ T cells as well as the rapidly expanding interest and activities developing using γδ T cells towards clinical applica…

Learning about students in co-teaching teams

2021

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of student…

Congruencia en conocimientos y educación afectivo-sexual en personas con DI

2018

En la educación de las personas con diversidad funcional intelectual (DFI) es importante que los principales agentes implicados (usuarios/as, padres y profesionales que trabajan con ellos) posean criterios comunes acerca de los objetivos educativos en general, y especialmente, en el área de la sexualidad. Sin embargo, las tres perspectivas no siempre son coincidentes con las consecuencias que se derivan de ello. Teniendo en cuenta la importancia de la identificación de necesidades y metas comunes, planteamos este trabajo con el objetivo de conocer el grado de concordancia entre: 1) los conocimientos que los usuarios tienen sobre sexualidad y la que los padres y profesionales les atribuyen y…

2020

To validly assess teachers’ pedagogical content knowledge (PCK), performance-based tasks with open-response formats are required. Automated scoring is considered an appropriate ap-proach to reduce the resource-intensity of human scoring and to achieve more consistent scor-ing results than human raters. The focus is on the comparability of human and automated scor-ing of PCK for economics teachers. The answers of (prospective) teachers (N=852) to six open-response tasks from a standardized and validated test were scored by two trained human raters and the engine "Educational SCoRIng TOolkit" (ESCRITO). The average agreement between human and computer ratings, κw = .66, suggests a convergent …

Quantification and classification in education: What is at stake?

2021

Histories of statistics and quantification have demonstrated that systems of statistical knowledge participate in the construction of the objects that are measured. However, the pace, purpose, and scope of quantification in state bureaucracy have expanded greatly over the past decades, fuelled by (neoliberal) societal trends that have given the social phenomenon of quantification a central place in political discussions and in the public sphere. This is particularly the case in the field of education. In this article, we ask what is at stake in state bureaucracy, professional practice, and individual pupils as quantification increasingly permeates the education field. We call for a theoret…

Mitigation and reinforcement in general knowledge expressions

2020

Abstract Speakers often mitigate by downgrading their own role in their utterances, depersonalizing the origin of their utterances and de-focalizing the deictic-personal point of reference (Briz, 1998; Caffi, 2007). Linguistically, this can be accomplished by means of impersonalization, generalization and referencing general knowledge. Interestingly, using expressions that suggest the objective, general or shared status of information can, in some cases, lead to argumentative reinforcement or boosting 1 (Cornillie, 2007a, b; Caffi, 1999; Briz, 2016). Our goal is to examine the relationship between the functions of mitigation and reinforcement in indirect evidential expressions of common kno…

Using discourse markers to negotiate epistemic stance: A view from situated language use

2021

Abstract In this paper, I analyse the usage of a discourse marker =mari, belonging to the epistemic paradigm attested in Upper Napo Kichwa (Quechuan, Ecuador). I show that the use of =mari indicates that the information is known well to the speaker, but also to some extent familiar to the addressee. In situated language use, the marker contributes to creating a knowing epistemic stance of the speaker. The analysis presented here is based on a 13-h documentary corpus of interactive Upper Napo Kichwa discourse, recorded on audio and video. For the purpose of the paper, the relevant utterances are analysed in their broad interactional context, including not only the surrounding text, but also …

Cross-Cultural Validity of the Emotion Matching Task

2019

Objectives We aimed to provide evidence of the cross-cultural validity of the Emotion Matching Task (EMT), as a measure of emotion knowledge in preschool children in different cultures, namely, the United States, Italy, and Spain. In particular, we analyzed: (1) the psychometric properties of the scale in each of the three subsamples; (2) the relations between sex, age, verbal ability, and EK, in the overall sample and in the three different cultures; (3) the pattern of acquisition of the various dimensions of emotion knowledge in the overall sample and in the three different countries. Methods Participants were 500 children from Spain (N = 180), the United States (N = 158), and Italy (N = …

Quine’s Fluted Fragment is Non-elementary

2016

We study the fluted fragment, a decidable fragment of first-order logic with an unbounded number of variables, originally identified by W.V. Quine. We show that the satisfiability problem for this fragment has non-elementary complexity, thus refuting an earlier published claim by W.C. Purdy that it is in NExpTime. More precisely, we consider, for all m greater than 1, the intersectionof the fluted fragment and the m-variable fragment of first-order logic. We show that this subfragment forces (m/2)-tuply exponentially large models, and that its satisfiability problem is (m/2)-NExpTime-hard. We round off by using a corrected version of Purdy’s construction to show that the m-variable fluted f…