Science Education for the 21st Century

Paul DeHart Hurd was a biology teacher and science supervisor in Colorado and California high schools and junior colleges for 20 years and a professor of science education at Stanford University for 22 years. He has authored 11 books and monographs on developments in the sciences and over 300 articles on various aspects of science education in the US and foreign countries. He has served on the National Science Foundation's Advisory Committee for Science Education and as a special educational consultant to the National Academy of Sciences, Commission on Life Sciences. Honors include the Apollo Award from the National Aeronautics and Space Agency, the Distinguished Contributions to Science Education Through Research Award from the National Association for Research in Science Teaching, and the Award for National Leadership in Science Education from the National Science Teachers Association. Dr. Hurd is currently focusing his writings on the history of science and technology education in the US over the past 200 years and current activities to modernize the precollege science curriculum.     

A Vision for What Science Education Should Be Like for the First 25 Years of a New Millennium

Robert Yager is a native Iowan who was worked at the University of Iowa since 1956. He has served as president of seven national associations, including the National Science Teachers Association, School Science and Mathematics Association, the National Association of Biology Teachers, the Association for the Education of Teachers of Science, the National Association for Research in Science Teaching, Section Q of the American Association for the Advancement of Science, and the National Association of Science‐Technology‐Society. Yager has directed over 100 projects supported by the National Science Foundation, several research projects supported by the U.S. Department of Education, and several project evaluations. The University of Iowa has one of the largest graduate programs in the U.S., while also focusing on in‐service programs for science teachers and a model preservice program (which enjoyed NSF support for a 10‐year period). Yager has published over 500 books, monographs, and research reports. Currently, he is active with several research projects in Korea, Japan, Thailand, Malaysia, Israel, and Estonia.     

The Special Issue Is Dedicated to Prof Li Tatsien on the Occasion of His 70th Birthday

Professor Li has published more than 200 papers and 16 monographs and textbooks, among which 4 monographs are printed in English in U.S.A., U.K. and France respectively. He has received domestic prizes and awards, including: Shanghai Top Science and Technology Award, Hua Loo-Keng Prize of Mathematics, one Second Prize and one Third Prize of National Natural Sciences from the State, one First Prize of Scientific and Technological Progress from the State Education Commission, and one First Prize of Scientific and Technological Progress from Shanghai Municipality. Two of his works are awarded as Excellent University Textbooks from the State. One Exceptional Shanghai Award for Teaching Achievements in Higher Education and one First National Award for Teaching Achievements in Higher Education. Moreover, he has received the Science and Technology Progress Award of Ho Leug Ho Lee Foundation.     

Anglo-Danish conference on History of Mathematics in Education: Bath Spa,August 2016

We report on the Anglo-Danish History of Mathematics in Education conference, drawing on an article written for the Danish Association of Teachers of Mathematics (LFMK) by Jeanette Axelsen (Vordingborg Gymnasium), Kristian Danielsen (Center for Science Studies, University of Aarhus) and Henrik Kragh Sørensen (Department of Science Education, University of Copenhagen). Thirty attendees enjoyed an intense programme of talks and practical workshops over three days in Bath. Teachers from Denmark and England shared their pedagogical developments inspired by the history of mathematics.     

Teaching for Understanding and Application of Science Knowledge

James Gallagher is Professor of Science Education at Michigan State University and currently co‐editor of Journal of Research in Science Teaching. He was a member of the Working Group on Teaching in the formulation of National Science Education Standards. His recent work has included the me of continuous assessment as a tool to aid teachers in teaching for understanding.     

On Pairs of Linear Equations in Three Prime Variables

In this paper, we consider the simultaneous representation of pairs of integers as linear combinations in three prime variables and obtain a related numerical bound.     

Classification of Hardy Submodules and Characteristic Space Theory（A Brief and Selective Survey）

This paper is a brief and selective survey on classification of Hardy Submodules over the polydisk. The survey reports some progress in classification of Hardy submodules.     

Bifurcations of limit cycles in a perturbed quintic Hamiltonian system with six double homoclinic loops

This paper concerns with the number and distributions of limit cycles of a quintic subject to a seven-degree perturbation. With the aid of numeric integral computation provided by Mathematica 4.1, at least 45 limit cycles are found in the above system by applying the method of double homoclinic loops bifurcation, Hopf bifurcation and qualitative analysis. The four configurations of 45 limit cycles of the system are also shown. The results obtained are useful to the study of the weakened 16th Hilbert Problem.     

A Vision of Learning to Teach for the 21st Century

Glenda Lappan received her Ed. D. in mathematics and education from the University of Georgia in 1965 and has since worked at Michigan State University. From 1989–91 she took leave to serve as the program director for Teacher Preparation at the National Science Foundation. From 1997–2001 she is on leave to serve as president of the National Council of Teachers of Mathematics (NCTM). Her research and development interests are in the connected areas of students' learning of mathematics and mathematics teacher professional growth and change at the middle and secondary levels. She has published over a hundred scholarly papers and numerous books for middle grades students and teachers. She is currently the codirector of the Connected Mathematics Project II, which is funded by the National Science Foundation to revise and continue development of a complete middle school curriculum for teachers and for students. She served as the chair of the middle school writing group for the NCTM Curriculum and Evaluation Standards for School Mathematics (1989), and as Chair of the Commission that developed the NCTM Professional Standards for Teaching Mathematics (1991). She served on the NCTM Board of Directors from 1989 to 1992 and from 1997–2001. She has been a member of many national advisory boards, including the following: Glenn T. Seaborg Center for Teaching and Learning Science and Mathematics, the Ford Foundation/University of Pittsburgh QUASAR Project, the NSF/University of Maryland Teacher Preparation Collaborative, and the NSF/San Diego State University Mathematics for Elementary Teacher Preparation Materials Development Project.     

Finite-dimensional variational inequality and nonlinear complementarity problems: A survey of theory,algorithms and applications

Over the past decade, the field of finite-dimensional variational inequality and complementarity problems has seen a rapid development in its theory of existence, uniqueness and sensitivity of solution(s), in the theory of algorithms, and in the application of these techniques to transportation planning, regional science, socio-economic analysis, energy modeling, and game theory. This paper provides a state-of-the-art review of these developments as well as a summary of some open research topics in this growing field.The research of this author was supported by the National Science Foundation Presidential Young Investigator Award ECE-8552773 and by the AT&T Program in Telecommunications Technology at the University of Pennsylvania.The research of this author was supported by the National Science Foundation under grant ECS-8644098.     

SU(3) limit ofsdgpf interacting boson model

TheSU(3) limit of thesdg-pf interacting boson model is proposed. Applications to the collective states of^236,238U are discussed. It is shown that the spectra can be well described by the model. Project sapported by the National Natural Science Foundation of China (Grant No. 19775025), Science Fund of China Nuclear Industry, Excellent Young University Teachers Fund of China National Education Commitee, Fok YingTung Education Foundation.     

On the characterization of strong convergence of an iterative algorithm for a class of multi-valued variational inclusions

This paper introduces an Ishikawa type iterative algorithm for finding approximating solutions of a class of multi-valued variational inclusion problems. Characterization of strong convergence of this iterative method is established. L. C. Ceng’s research partially supported by the Teaching and Research Award Fund for Outstanding Young Teachers in Higher Education Institutions of MOE, China and the Dawn Program Foundation in Shanghai. S. Schaible’s research partially supported by the National Science Council of Taiwan. This research was partially supported by the grant NSC 96-2628-E-110-014-MY3.     

Simulating the effect of nepotism on political risk taking and social unrest

Nepotism has been the primary influence on political behavior throughout human history. Despite the spread of democracy in the 20th century, nepotistic regimes have hardly disappeared. Nepotism heavily influences political activity throughout the developing world, Middle East, and central Asia where family ties are essential for gaining access to power, state resources, and privileges. Rebelling against such nepotistic regimes is difficult and risky. RiskTaker is an agent-based model we developed for testing the influences of various social forces on risk taking behavior, including the formulation of rebellious coalitions. We use RiskTaker to examine the influence of nepotism on the distribution of wealth and social status. Nepotism heavily skews the distribution of wealth and status, leading to the formation of opposing coalitions and exacerbating social unrest.This paper was tied for Best Paper, NAACSOS (North American Association for Computational Social and Organizational Science) Annual Conference 2005, June 26–28, Notre Dame. Robert Sedlmeyer, Department of Computer Science, Indiana University – Purdue University, Fort Wayne provided programming for the RiskTaker model. Lawrence A. Kuznar is a professor of anthropology and director of the Decision Sciences and Theory Institute at Indiana University—Purdue University, Fort Wayne. He has conducted fieldwork among Aymara Indians in Andean Peru and the Navajo of the American southwest. His research interests include computer modeling, theories of risk taking and conflict, terrorism, social evolution, and scientific epistemology. He has authored articles in Ecological Economics (with W. Frederick), Current Anthropology, American Anthropologist, Mathematical Anthropology and Culture Theory and Journal of Anthropological Research, and published two books (Awatimarka Harcourt Brace, 1995 and Reclaiming a Scientific Anthropology Altamira Press, 1997) and two edited volumes. William Frederick has served as a faculty member in the departments of mathematical sciences and the department of computer sciences at Indiana University—Purdue University, Fort Wayne since 1979. His primary interests include mathematical modeling, game theory, and genetic algorithms.     

Iterative Algorithm for Generalized Set-Valued Strongly Nonlinear Mixed Variational-Like Inequalities

The auxiliary principle technique is extended to study the generalized strongly nonlinear mixed variational-like inequality problem for set-valued mappings without compact values. We establish first the existence of a solution of the related auxiliary problem. Then, the iterative algorithm for solving that problem is given by using this existence result. Moreover, the existence of a solution of the original problem and the convergence of iterative sequences generated by the algorithm are both derived.Research partially supported by the Teaching and Research Award Fund for Outstanding Young Teachers in Higher Education Institutions of MOE, China and the Dawn Program Foundation in Shanghai, China. Research partially supported by a grant from the National Science Council of Taiwan     

Habits of Mind: Integrating the Social and Personal Characteristics of Doing Science Into the Science Classroom

Scientific habits of mind are an integral part of contemporary definitions of scientific literacy being presented in national reform documents such as Science For All Americans ( American Association for the Advancement of Science, 1989 ) and the National Science Education Standards ( National Research Council, 1996 ). These scientific habits also serve as an important link between scientific inquiry and science education. This article focuses on three habits associated with personal values and attitudes and one habit associated with the social skills of doing science. These four habits of mind balance the objectivist perspective that misrepresents science as a cold and emotionless abstraction ( Pert, 1997 ) by highlighting a subjective view of scientific activity that is often omitted from school science. The four habits of mind are first illustrated through the story of a modern scientific investigation and then described as the basis of a school laboratory science experience. Implications related to the integration of these four habits of mind into science laboratory reform are discussed.     

Conceptions of Science Achievement in Major Reform Documents

The construct of science achievement—what K‐12 students should know and be able to do in science—is central to science education reform. This paper examines current conceptions of science achievement in major reform documents in the context of standards‐based and systemic reform. The paper reviews documents on (a) science content standards, including the National Science Education Standards ( National Research Council, 1996 ) and Project 2061 ( American Association for the Advancement of Science, 1989, 1993 ); (b) performance standards in the New Standards Project ( National Center on Education and the Economy, 1997a, 1997b, 1997c, 1998 ); and (c) assessment frameworks, including the 1996 National Assessment of Educational Progress ( National Assessment Governing Board, 1994, 1996 ) and the Third International Mathematics and Science Study ( Martin & Kelly, 1996 ; McKnight, Schmidt, & Raizen, 1993 ; Robitallie et al., 1993 ). Although there is an overall agreement on the conceptions of science achievement among the documents, there are also noticeable differences. Based on the analysis of the five sets of documents, an aggregated view of science achievement is presented in terms of science content and process. Implications for promoting science achievement in standards‐based and systemic reform are discussed.     

On translation invariant operators which preserve the B-spline recurrence

It was observed in [4] that the Hilbert transform of the univariate B-spline preserves the B-spline recurrence. Motivated by this observation, we characterize translation invariant operators that preserve the multivariate B-spline recurrence and analogous results are also provided for the multivariate cube spline. Charles A. Micchelli was supported in part by the US National Science of Foundation under grant CCR-0407476. Yuesheng Xu was supported in part by the US National Science Foundation under grant CCR-0407476, by the Natural Science Foundation of China under grant 10371122, by the Chinese Academy of Sciences under the program “One Hundred Distinguished Chinese Scientists” and by Ministry of Education, People’s Republic of China, under the Changjian Scholarship through Zhongshan University.     

A Dynamic Simulation Comparing Classical and Emergent-Network Models: Organizational Design Implications

In the last decade, organizations have spent more on the creation, transformation, and communication of information than on the production of physical goods. The information age has been ushered in by the widespread assimilation of information and communication technologies. Many contemporary practitioners and organizational theorists predict the demise of the classical organizational design because of its inability to accommodate the sociological change engendered by the information age.The current study advances an emergent-network model of organizational design and compares it to the classical approach through a dynamic simulation of prototypical organizational activities. Organizational activities approximating one year were simulated in each of five organizations under constant baseline conditions and over one hundred experimental design conditions. The emergent network model manifested higher levels of goal attainment, resource utilization, and organizational capacity for accommodating change. These findings suggest that organizations will benefit from conformance to the design principals of the emergent-network model.Bernard D. Hill Jr. earned his Ph.D. in Public Policy and Administration from Virginia Commonwealth University. He also holds a Master of Science in Business and a Bachelor of Science in Education. Bernard is currently employed as a Chief Information Officer with the Commonwealth of Virginia. He has held a broad array of technology leadership positions in both the public and private sectors and the academic arena. Bernard was selected as one of Computerworld’s Premier 100 IT Leaders for 2002. As CIO for the Virginia Department of Transportation, he also brokered a public-private partnership that won a nationwide Government Technology Leadership Award. This partnership provides security awareness training for employees in Virginia State government, as well as cities, counties, and localities throughout Virginia.Heinz Roland Weistroffer is an Associate Professor of Information Systems in the School of Business at Virginia Commonwealth University. Roland holds a Doctor of Science degree from the Free University Berlin, Germany, and a Master of Arts degree from Duke University. Previous appointments include Chief Research Officer at the Council for Scientific and Industrial Research in Pretoria, South Africa, and Senior Lecturer at the University of Natal in Durban, South Africa. Roland’s current research interests include computer assisted decision support, computer simulation modeling, object oriented modeling, and software engineering. He has published in IEEE Transactions on Software Engineering, IEEE Transactions on Systems, Man and Cybernetics, the Journal of Multi-Criteria Decision Analysis, and Socio-Economic Planning Sciences, among other journals.Peter Aiken is Director of the Institute for Data Research and an Associate Professor of Information Systems at Virginia Commonwealth University. His research has widely explored the area of data engineering and its relationship to systems and business reengineering. He is the author of Data Reverse Engineering and Clive Finkelstein’s co-author of Corporate Information Portals (McGraw-Hill 1996/99). His sixth book is titled XML in Data Management and is co-authored with David Allen. He has held leadership positions with the US Department of Defense and consulted with more than 50 organizations in 14 different counties. His research publications have appeared in the Communications of the ACM, IBM Systems Journal, IEEE Software and many others. He is a member of ACM, and the IEEE (Senior Member). He has been a DAMA International Advisor since 1999 and received their 2001 International Achievement Award. He has lectured internationally on these and related topics.     

Continuity of Weak Solutions for Quasilinear Parabolic Equations with Strong Degeneracy

The aim of this paper is to study the continuity of weak solutions for quasilinear degenerate parabolic equations of the form U_t-Δφ(u)=O, whereφ■C~1(R~1)is a strictly monotone increasing function.Clearly,the above equation has strong degeneracy,i.e.,the set of zero points ofφ′(·)is permitted to have zero measure. This is an answer to an open problem in[13,p.288].