Search

As a former elementary teacher, Mark spent an entire academic year in a third grade classroom observing the practice of differentiated instruction in all subjects and co-teaching differentiated science inquiries. The science inquiries included explorations of heat transfer, batteries and bulbs, rocks and minerals, and an extensive unit on moon phases that specifically focused on learner preferences and interests. Differentiated process and products were embedded within the moon phases unit to promote science conceptual understanding through learner choice and creativity. From this experience, Mark learned to be more responsive to the students as diverse learners and now integrates elements of differentiated instruction into his elementary science methods courses. He spends more time getting to know his teacher candidates’ interests and learner preferences as well as embedding differentiated process and products into the 5 E science instructional model. Teacher candidates experience differentiated instruction first as learners in class and then plan and teach differentiated science inquiries to their peers and elementary students. The rewards and challenges of differentiated instruction are also addressed in class.

The volume, complexity and heterogeneity of data originating from high throughput functional genomics technologies have created challenges and opportunities for Information technology (IT) departments. These increased demands have also led to increasing costs for IT infrastructure such as necessary computing power and storage devices, as well as further costs for manpower effort, required for maintenance. This chapter describes some of the challenges for computational analysis infrastructure, including bottlenecks and most pressing needs that have to be addressed to effectively support the development of systems biology and its application in medicine.

This article critically analyzes the cyberinfrastructure and e-science policy discourse in the knowledge society. As a work in critical infrastructure studies, I argue that the tendency of cyberinfrastructure and e-science to reify certain misunderstandings of science and knowledge as social and cultural processes misaligns the policy outputs with the policy practices. From this understanding, I argue that we need to consider the development of a nomadological cyberinfrastructure.

This contribution examines various aspects of “openness” in research and seeks to gauge the degree to which contemporary “e-science” practices are congruent with “open science.” Norms and practices of openness are held to have been vital for the work of modern scientific communities. But concerns have arisen recently about the growth of strong technical and institutional restraints on access to research tools, data and information, in part because of the adverse implications these may have for the effective utilization of advanced digital infrastructures and information technologies in research collaborations. Our discussion first clarifies the conceptual differences between e-science and open science, and it then reports findings recent exploratory research on institutional policies and local practices affecting information access in U.K. e-science projects. In both of its parts the discussion underscores the point that it is unwarranted to presume that encouraging the development of e-science by providing enhanced technical infrastructures and tools alone will necessarily promotes global open science collaboration.

A prototype collaborative virtual environment is described which has been specifically designed for the development of theory, the associated algorithms and computer code in the study of the molecular electronic structure problem. The environment was constructed as part of a project aimed at the further development of Brillouin-Wigner many-body methods for the handling of the electron correlation problem for systems where the use of a multireference formalism is required; a formalism which can often be plagued by the ‘intruder state’ problem in practical applications. The collaborative virtual environment is web-based and contains three main elements:- (i) details of the participants, (ii) a knowledge base, (iii) tools for collaboration. By developing the prototype virtual environment whilst carrying out collaborative research on a specific problem, these three elements have been carefully tailored for the needs of the molecular physics/quantum chemistry researcher. The further development of a collaborative virtual environment for molecular electronic structure theory is briefly considered.

e-Science Aerospace Integrated Research System(e-AIRS) is one of e-Science projects in KOREA. This system has been developed for aerospace researchers to be offered total research environment which is integrated and collaborative environment to enable computational simulation and remote experiments via portal. This paper presents that the core part of this system is adapted to Teragrid at NCSA. By way of this goal components of e-AIRS system are updated and customized to Teragrd and is added existing grid portal technology. Also this system is interlocked with NCSA tools to use Teragrid resources. Through these efforts e-AIRS offers easy-to-use research environment to aerodynamic researchers on Teragrid.