Author: AABMS

The Association of Applied BioMedical Sciences (AABMS) is a professional organization promoting both research and education in biomedical and allied sciences.

An overview of the procedure of content selection in education

The procedure of content selection

Smith, Stanley, and Shores have thoroughly examined this topic. They state that the process for choosing content is as follows:

a) Judgmental

b) Experimental

c) Analytical and

d) Consensual

Judgmental procedures

The curriculum specialist must respond to the following inquiries to select the subject matter based on judgment:

I. What social and academic goals need to be approved?

II. What is the current situation in which these goals are seen as acceptable and desirable, and that calls for their realization?

III. Given the circumstances, what subject matter best meets these goals? To pick content with the greatest aims, this approach necessitates that the curriculum worker’s interests, knowledge, and principles transcend specific “social vision” and independence from the limiting impact of subjective thinking and personal views. The curriculum worker is not required to do original social and historical research while gathering data to aid in determining objectives or when he distributes this data to pick material using the judging approach. Scholarly works in the fields of cultural anthropology, sociology, economics, political science, history, psychology, and philosophy, among others, should provide him with the knowledge he needs.

Furthermore, the judging technique promotes lengthy group discussions and deliberations where broad viewpoints as well as individual and group perspectives are critically assessed and rebuilt to reach a consensus on societal principles and objectives. Curriculum materials that are based on justifications and biases will not meet the requirements of the judgmental process. Furthermore, the curriculum won’t be improved by the use of such material. When the social reconstruction criteria serve as the main foundation for choosing a topic matter, the judging method is most clearly displayed. According to this idea, the main criterion for choosing material is social progress.

Read: An overview of levels of content and their function in education

However, one should not believe that this is only a question of preference. Instead, the degree to which other people who share the same values, confront the same circumstances, and have the same social awareness would choose the same topic or concur with its choice serves as the standard for the judgment. Its successful implementation necessitates the use of critical, knowledgeable, and prudent curriculum formulators. When used by these individuals, it may be one of the most reliable techniques for choosing material. The curriculum worker, however, cannot ignore any of its stages without running the danger of making grave mistakes in judgment.

Experimental procedures

The experimental process of content selection looks for empirical evidence to ascertain whether or not the subject matter is attractive. Is the subject matter appropriate to be completed within guidelines and using methods that maximize the validity of the procedure? It is also possible to minimize mistakes brought on by outside factors, biases held by an individual or group, and poor judgment. The following is the format of the experimental content selection process:

I. Choosing a topic tentatively based on the inquiry.
II. Raising the possibility that the topic matter that was chosen informally satisfies the criteria’s requirements.
III. Specifying requirements for the appraisal or analysis.
IV. Analysing the data about the theory to determine whether the topic meets the need

Although this process hasn’t been applied widely yet, its results have typically proven reliable. It is, nevertheless, susceptible to criticism that not all parameters can be controlled and that its conclusions are not reliable. The experimental techniques’ assumption of a static curriculum in all areas of the one under study is another point of criticism. If this is not the case, the experimenter has no way of knowing if the conditions of the experiment or the control contributed to his results. Nonetheless, despite all of the criticism, this process is still one of the most widely used methods for choosing the subject.

Analytical procedure

The analytical process is among the most popular techniques for choosing content. It has characteristics similar to the utility criteria. Generally speaking, it is an examination of the actions people take to learn about the topic matter of these activities.
There are three types of analytical techniques, and the following is a quick summary of each:

• Activity analysis

Finding out the typical activities of a certain national group or geographic area is the aim of this investigation. Selecting appropriate activities for the curriculum is made easier with the aid of this analysis.

• Job analysis

The application of this study is to viewpoints related to careers. For instance, an examination of their work would serve as the foundation for teacher education programmers in determining what should be taught in the “professional preparation of Teachers” course.

• Knowledge analysis

Analyzing pertinent documentation sources from newspapers, journals, and libraries would be one step in the process if the goal is to determine which textual data pieces are often used. Studying the grammatical forms present in the correspondence of a certain group of individuals or people, in general, might help establish what should be included in a grammar lesson.

Consensual procedure

The consensual approach is a means of gathering perspectives about the curriculum’s appropriateness. The outcomes of the consensus process are stated as the proportion of individuals, or the number of individuals, within a community or group that think certain subjects need to be taught in schools. The first stage is to choose the people whose opinions need to be solicited. These individuals are typically chosen because they are:

a. Outstanding leaders from all works of life such as educators’ businessmen workers etc.

b. Experts and specialists such as physicians, engineers, teachers, and artists.

c. Representatives of the population of a community or region.

The creation of a procedure for gathering feedback is the following stage. Questionnaires are typically utilized. Interviews and conferences with small groups are used sometimes. The tabulation and analysis of the answers constitute the last phase of the consensual method. This process may be dependable if it is applied by the judging process. It is, however, also vulnerable to criticism that responses are too frequently influenced by personal interests, unconscious biases, and professional backgrounds. It is also clear that this process yields a vote tabulation rather than a consensus.

Read our blog: AABMS Blogger

The risk of heart attack and stroke is associated with a common 3p supplement that lowers cholesterol

According to a study, taking a vitamin that lowers cholesterol may have the odd side effect of raising the risk of heart disease.

Vitamin B3, or niacin, is a necessary component of many body processes and is occasionally added to foods that have been fortified.

Cleveland Clinic researchers have discovered that an excess of niacin boosts the levels of a byproduct known as 4PY in the bloodstream. Large-scale clinical trials have connected increased levels of 4PY in the blood to heart attacks, strokes, and other unfavorable cardiac events. Additionally, the researchers demonstrated that it causes blood vessel inflammation directly. Previously, doctors would recommend niacin to raise HDL cholesterol, the “good” cholesterol that aids in clearing the blood of LDL, the “bad” cholesterol.

Niacin was subsequently found to be less successful than other medications that decrease cholesterol, though. The study’s principal investigator, Dr. Stanley Hazen, states: “To prevent diseases associated with nutritional deficiencies, niacin fortification in staple foods like wheat, cereals, and oats has been required in the United States and more than 50 other countries for decades.

“In light of these findings, it may be appropriate to have a conversation about whether the US should continue to require niacin fortification of flour and cereal.” In the meanwhile, niacin-containing over-the-counter supplements advertise that they can boost blood fat levels, skin health, brain function, and anti-aging properties.

Read: Studies Show That The Gulf Stream May Collapse As Soon As 2025, Leading to a Mini Ice Age

They can be bought for as little as 3p per pill online and in health food stores.

The study, published in Nature Medicine, found one in four subjects in the researchers’ patient cohorts had high levels of 4PY, which suggested they had too much intake of niacin.

“Niacin’s effects have always been somewhat of a paradox,” explains Dr. Hazen.

Even though niacin lowers cholesterol, the therapeutic benefits have never exceeded expectations to the extent of LDL reduction.

“This gave rise to the theory that the benefits of decreasing LDL were somewhat offset by excess niacin’s uncertain negative effects. We think our research sheds light on this conundrum. This demonstrates the importance of researching residual cardiovascular risk since we uncover far more information than we originally intended regarding heart disease.

According to the NHS, most people get adequate niacin from their regular diet; foods high in niacin include meat, fish, eggs, and wheat flour. Nicotinic acid and nicotinamide are the two types of niacin.

According to the NHS, using large amounts of supplements containing nicotinic acid may result in skin flushes. Long-term high-dose use may cause liver damage.

Read our blog: AABMS Blogger

An overview of levels of content and their function in education

The position of content in a brand hierarchy is referred to as a content level. Your primary brand experience is the foundation of the greatest levels. They are supported by lower levels in terms of function, branding, and strategy.
A content type can be a component of any content level and relates to the medium or format of the material itself. Though content levels are restricted to many tiers, the quantity of content categories available now certainly exceeds one hundred.

The three content levels:

The next stage is to strategically plan the kinds of content you will produce after you have decided on your themes. You can categorize your ideas into three levels while doing this: campaigns, projects, and updates.

Updates:

Updates are brief messages that are sent out regularly. It’s important to combine official content (business information, news, employment details, etc.) with informal content (employee updates, corporate culture information, etc.) for updates. These little “pinpricks” of information will alert staff members about goings-on within your business.

Read: Various evaluation models for curriculum development

Social media is the primary medium for sharing updates, which are effective in keeping your business at the forefront of your clients’ minds. A daily blog post, a Facebook update, or multiple tweets can all be considered updates. Regular updates are more likely to increase the size of your audience, so be sure the timetable you choose for content updates can be sustained over time.

Project outreach:

Projects are frequently designed around a specific topic and entail actions that will yield value over an extended period. A project could be anything from a Christmas-themed outreach (if that time of year works for your business) to the ongoing operations of a newly created department, statistics from a significant survey, or specifics about a significant customer event.

A project outreach cycle usually lasts a few weeks and addresses a single company goal; the kind of material you decide to produce will depend on this goal. You can create material for projects like PowerPoint presentations, webinars, and white papers, for instance.

Here, information is mostly disseminated through internet platforms, with the assistance of other media. For instance, a business may post several entries on its blog or share them with blogs in the same industry throughout the project weeks. Then, you may draw attention to these postings even more by sharing succinct, carefully crafted updates every day on your social media accounts.

Campaigns:

Projects and campaigns are comparable, however, campaigns have a shorter duration and more intensity. Campaign material serves to raise awareness of the brand or disseminates information about significant business announcements, like the introduction of a new product. A successful campaign will also start discussions about the company.

Read: The use of observation, interview, and content analysis in qualitative research

Offline media is frequently used to promote campaigns and can be utilized to drive short-term results (typically sales and reputation). Beyond only the media you use, though, you also need to make sure that the content you offer through offline channels is worthy of discussion. You ought to observe a significant increase in short-term reach through your campaign content. Keep in mind that campaigns need the most work out of the three content tiers and are therefore the most costly; utilize them carefully and at the appropriate point in your sales cycle.

The table of contents serves two purposes:

  • It gives users an overview of the document’s contents and organization.
  • It allows readers to go directly to a specific section of an online document.

The table of contents usually simply contains the most important elements of the document, but occasionally it could be helpful to have an enlarged table of contents that offers a more in-depth look at a complicated text.
The document’s sections may be spread across different Web pages or all on one page. Having a table of contents is very helpful when a document is broken up into several Web pages.

Read our blog: AABMS Blogger

Various evaluation models for curriculum development

A variety of models have been provided by evaluation specialists, and a review of these models might offer helpful context for the procedure described in this article.

Bradley’s Effectiveness Model

How can the efficacy of a planned curriculum be measured and appraised? Ten essential indications are provided in Bradley’s Curriculum Leadership and Development Handbook (1985) that can be used to assess a designed curriculum’s efficacy. Exhibit 12.1’s chart is intended to assist you in determining how you feel about the 10 indicators used to evaluate the efficacy of the curriculum in your district or school. In the supplied column, indicate whether or not your school or district meets each of the indicators by selecting Yes or No.

The functioning characteristics required by any complex organization to be accountable and responsive to its clients are reflected in the indicators for good curriculum creation. The measurement can also be tailored to any size school district, from large to small, and it can be used to assess a particular curriculum area, such reading, language arts, arithmetic, or any other selected content area. Bradley’s effectiveness model is somewhat supported by the models (included below): Tyler’s objectives-centered model; Stufflebeam’s context, input, process, and product model; Screven’s goal-free model; Stake’s responsive model; and Eisner’s connoisseurship model.

Read: The use of observation, interview, and content analysis in qualitative research

Tyler’s Objectives-Centered Model

The curriculum evaluation approach presented by Ralph Tyler in his 1950 monograph Basic Principles of Curriculum and Instruction was among the first and is still used in many assessment initiatives. The Tyler technique, as outlined in this paper and applied in multiple extensive evaluation endeavors, proceeded logically and methodically through a number of connected steps:

1. Start with the previously established behavioral targets. These goals ought to outline the subject matter to be learned as well as the appropriate conduct from the students: “Show that you are knowledgeable about reliable resources for information on nutrition-related topics.”

2. Determine which circumstances will allow the learner to exhibit the behavior reflected in the goal and which will provoke or support this conduct. Therefore, find circumstances that cause oral language to be used if you want to evaluate oral language use.

3. Choose, alter, or create appropriate assessment tools, then ensure that they are valid, reliable, and impartial.

4. Use the instruments to obtain summarized or appraised results.

5. To determine the degree of change occurring, compare the data from various instruments before and after specified times.

6. Examine the outcomes to ascertain the curriculum’s advantages and disadvantages as well as potential causes for the specific pattern of strengths and weaknesses.

7. Utilize the findings to adjust the program as needed. (quoted on page 273 of Glatthorn, 1987).

The Tyler approach offers a number of benefits. It is not too difficult to comprehend and use. It makes sense and is organized. Instead of concentrating only on a student’s achievement, it draws attention to the strengths and shortcomings of the curriculum. It also highlights how crucial it is to have an ongoing cycle of evaluation, analysis, and development. Nevertheless, as Guba and Lincoln (1981) noted, it has a number of flaws.

Read: Research proposal and its different components. A guide to writing the research report

It makes no recommendations about how to assess the objectives themselves. It makes no recommendations about how standards should be created or give any standards. It appears to concentrate excessive focus on the pre- and post-assessments, completely ignoring the necessity for formative evaluation, and its concentration on the previous articulation of objectives may limit originality in curriculum building. Likewise, Baron and Boschee (1995) emphasize that “we are encountering fundamental changes in the way we view and conduct assessment in American schools” (p. 1) in their book Authentic Assessment: The Key to Unlocking Student Success.
Furthermore, “it has been sixty years since we underwent such a thorough and in-depth reevaluation of our assessment methods.”

Stufflebeam’s Context, Input, Process, Product Model

Several evaluation specialists criticized the Tyler model and proposed their own alternatives in the late 1960s and early 1970s as a result of the model’s evident flaws. The proposal made by a Phi Delta Kappa group led by Daniel Stufflebeam (1971) was the one that had the biggest impact. Because it placed a strong emphasis on gathering evaluative data for decision-making—the Phi Delta Kappa committee believed that decision-making was the only basis for evaluation—this model appeared to be appealing to educational leaders.

The Stufflebeam model meets the needs of decision makers by offering a way to generate data related to four stages of program operation: context evaluation, which helps decision makers set goals and objectives by continuously evaluating needs and problems in the context; input evaluation, which helps decision makers choose the best means of achieving those goals; process evaluation, which keeps an eye on the processes to make sure they are being carried out as intended and to make necessary modifications; and product evaluation, which compares actual ends with intended ends and makes decisions about recycling.

Read: The New Hazard of Global Warming: The Carbon Bomb of Arctic Permafrost

During each of these four stages, specific steps are taken:

• The kinds of decisions are identified.

• The kinds of data needed to make those decisions are identified.

• Those data are collected.

• The criteria for determining quality are established.

• The data are analyzed on the basis of those criteria.

• The needed information is provided to decision makers. (as cited in Glatthorn, 1987, pp. 273–274)

There are a number of appealing aspects of the context, input, process, and product (CIPP) model that have made it popular among people who are interested in curriculum evaluation. Its focus on making decisions seems right for administrators who are trying to make curriculum better. Its attention on evaluation’s formative elements corrects a significant flaw in the Tyler model. Lastly, the committee’s comprehensive forms and guidelines offer users step-by-step instructions. There are, however, a number of significant shortcomings with the CIPP paradigm. Its primary flaw appears to be its inability to acknowledge the complexity of organizational decision-making processes. It overlooks the political aspects that heavily influence these choices and implies a level of rationality that is not present in these circumstances.

Scriven’s Goal-Free Model

The notion that goals or objectives are essential to the evaluation process was first questioned by Michael Scriven in 1972. He started to doubt the seemingly arbitrary distinction between planned and unintended outcomes after participating in multiple evaluation initiatives where the so-called side effects appeared to be more important than the initial goals. This discontent led him to develop his goal-free model. A goal-free evaluation involves the evaluator acting as an impartial observer who starts by creating a needs profile for the population that a particular program serves (although, Scriven is not quite clear on how this needs profile is to be produced). Subsequently, the evaluator evaluates the program’s real impact using mostly qualitative methods.

The primary contribution of Scriven was, of course, to draw administrators’ and evaluators’ attention to the significance of unanticipated impacts; this is an important lesson in education, it seems. It is impossible to declare a mathematics program fully successful if its goal of enhancing computational skills is met but the unexpected consequence is a decline in student interest in the subject. Additionally, Scriven’s focus on qualitative approaches seems to have been timely given the growing discontent in the research community with the predominance of quantitative methodology. However, as Scriven points out, goal-free evaluation need to be utilized in addition to goal-based assessments, not in place of them. It cannot give the decision-maker enough information when used alone.

The goal-free model has been criticized by some for not giving more clear instructions for creating and applying it; as a result, specialists who do not need clear help in determining needs and effects are likely the only ones who can utilize it.

Stake’s Responsive Model

The development of the responsive model by Robert Stake (1975) significantly advanced curriculum evaluation because it explicitly relies on the premise that stakeholders’ concerns—those for whom the evaluation is conducted—should be given top priority when identifying the evaluation’s issues. He put his argument in this way:

I suggest using the responsive evaluation approach to highlight evaluation issues that are significant for each unique program. It’s a method that increases the utility of the findings for those in and around the program by trading off some measurement precision. If an educational assessment reacts to the information needs of the audience, orients itself more toward program activities than program intents, and mentions the various value perspectives in the program’s success and failure, then it is considered responsive.

Read: Analysis of reforms in Pakistani secondary education curriculum: research proposal

Stake recommends an interactive and recursive evaluation process that embodies these steps:

• The evaluator meets with clients, staff, and audiences to gain a sense of their perspectives on and intentions regarding the evaluation.

• The evaluator draws on such discussions and the analysis of any documents to determine the scope of the evaluation project.

• The evaluator observes the program closely to get a sense of its operation and to note any unintended deviations from announced intents.

• The evaluator discovers the stated and real purposes of the project and the concerns that various audiences have about it and the evaluation.

• The evaluator identifies the issues and problems with which the evaluation should be concerned. For each issue and problem, the evaluator develops an evaluation design, specifying the kinds of data needed.

• The evaluator selects the means needed to acquire the data desired. Most often, the means will be human observers or judges.

• The evaluator implements the data-collection procedures.

• The evaluator organizes the information into themes and prepares “portrayals” that communicate in natural ways the thematic reports. The portrayals may involve videotapes, artifacts, case studies, or other “faithful representations.”

• By again being sensitive to the concerns of the stakeholders, the evaluator decides which audiences require which reports and chooses formats most appropriate for given audiences. (as cited by Glatthorn, 1987, pp. 275–276)

The responsive model’s primary benefit is undoubtedly its client-sensitivity. If applied properly, the methodology should produce assessments that are highly valuable to clients by acknowledging their concerns, being mindful of their values, incorporating them closely throughout the evaluation, and customizing the report format to suit their requirements. Another benefit of the responsive approach is its flexibility. After identifying the client’s concerns, the evaluator can select from a number of different methodologies. Its primary flaw appears to be its vulnerability to manipulation by clients, who, in venting their worries, may try to deflect attention from vulnerabilities they would prefer not to be made public.

Eisner’s Connoisseurship Model

Elliot Eisner (1979) developed the “connoisseurship” paradigm, an evaluation method that prioritizes qualitative appreciation, drawing on his experience in aesthetics and art education. Connoisseurship and critique are the two fundamental concepts on which the Eisner model is based. According to Eisner, connoisseurship is the art of appreciation; it involves identifying and valuing through perceptual memory and drawing on experience to recognize and value what is meaningful. It is the capacity to both recognize the specifics of the educational experience and comprehend how those specifics fit into the overall design of the classroom. According to Eisner, criticism is the art of revealing attributes of a thing that expertise notices. The educational critic is more likely to employ metaphorical, connotative, and symbolic language in such a disclosure, which Eisner refers to as “nondiscursive.”

Read: The significance of samples in research. Discuss various sampling techniques

According to Eisner’s definition, there are three parts to educational critique. The descriptive part of the essay aims to describe and illustrate the salient features of school life, such as its norms, patterns, and fundamental structure. In order to investigate meanings and generate other theories—that is, to explain social phenomena—the interpretative component draws on concepts from the social sciences. The evaluative component performs assessments to enhance the educational procedures and offers justification for the decisions taken regarding values so that others may be more likely to disagree.

The main contribution of the Eisner model is its significant departure from the conventional scientific models and its delivery of an alternative conception of evaluation. By drawing on a rich heritage of artistic critique, the evaluator’s viewpoint is expanded and his or her toolkit is enhanced. Its detractors have criticized it for lacking methodological rigor, a claim Eisner has made an effort to deny. Furthermore, detractors have pointed out that applying the concept necessitates a high level of skill due to the phrase “connoisseurship,” which seems to imply elitism.

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Studies Show That The Gulf Stream May Collapse As Soon As 2025, Leading to a Mini Ice Age

The Gulf Stream is a major climate regulator in Western Europe as its warm waters help moderate temperatures, especially in the winter, according to a recent article on NDTV.

The rapid melting of glaciers around the globe is one of the most concerning signs of climate change’s catastrophic effects. Once believed to be everlasting, these glacial behemoths are gradually giving way under the constant assault of rising global temperatures. And old research that is gaining popularity again suggests that might mean danger for the entire planet. It states that as early as 2025, the melting of glaciers might cause the Gulf Stream to collapse, cutting off an essential ocean movement.

A major factor in controlling the climate of the North Atlantic area is the Gulf Stream, a strong ocean stream that rises from the Gulf of Mexico. By moving heat from the Equator toward the poles and affecting weather patterns along the way, its warm waters function as a natural conveyor belt.

The average temperature in North America, some regions of Asia, and portions of Europe may decrease by several degrees without this extra heat—it might drop by as much as 10 degrees Celsius in a few decades. “Severe and cascading consequences around the world” are what this will do.

Read: The New Hazard of Global Warming: The Carbon Bomb of Arctic Permafrost

These include a spike in storm frequency, major disruptions to the rainy season—which provides food for billions of people—and an increase in sea level along North America’s east coast, which is reminiscent of the events depicted in the 2004 film “The Day After Tomorrow.”

According to The Guardian, the study estimates a timescale for the collapse of the Gulf Stream between 2025 and 2095, with a central estimate of 2050, if global carbon emissions are not reduced.

“It seems like we need to be quite concerned. This would represent a massive shift. The latest study’s lead researcher, Professor Peter Ditlevsen of the University of Copenhagen in Denmark, claimed that the Amoc had not been cut off for 12,000 years.

Officially known as the Atlantic Meridional Overturning Circulation, or Amoc, the Gulf Stream is a component of a much larger system of currents.

The study, published in the journal Nature Communications, used sea surface temperature data stretching back to 1870 (when the Little Ice Age ended) as a proxy for the change in strength of ocean currents over time. The route seen in systems that are nearing a certain kind of tipping point known as a “saddle-node bifurcation” was then shown by the researchers using this data. According to Professor Ditlevsen, the results fit “surprisingly well”.

As its warm waters help moderate temperatures, especially in the winter, the Gulf Stream is a major climate regulator in Western Europe. The agricultural sector, infrastructure, and public health might suffer greatly from increased extreme weather events, such as harsher winters and hotter summers, if this current slows down or is disrupted.

Read our blog: AABMS Blogger

The New Hazard of Global Warming: The Carbon Bomb of Arctic Permafrost

The expansion of rivers may unleash carbon emissions into the Arctic equal to millions of vehicles.

New research from Dartmouth provides ground-breaking proof that the permafrost of the Arctic has a major impact on the river systems in the area. This study, which was published in the Proceedings of the National Academy of Sciences, demonstrates how rivers in the Arctic flow down shallower and narrower valleys than their counterparts in the south because of permafrost, a thick layer of soil that stays frozen for at least two years.

However, massive carbon reserves found in permafrost are also becoming more and more brittle. Researchers find that every 1.8 degrees Fahrenheit (1 degree Celsius) of global warming might cause as much carbon emissions as 35 million automobiles annually when polar streams spread and agitate the thawing soil, weakening Arctic permafrost.

Results and Interpretation of the Study

Through the use of satellite and climatic data, the researchers looked at the topography, depth, and soil conditions for over 69,000 watersheds from just above the Tropic of Cancer to the North Pole in the Northern Hemisphere. Along with measuring the steepness of river valleys, they also calculated the proportion of land that each river’s channel network occupies inside its watershed.

Permafrost has shaped 47% of the watersheds that have been studied. Their river valleys are steeper and deeper than those of temperate watersheds, and the amount of land covered by channels is around 20% less in these areas. The researchers note that these commonalities exist despite any variations in the glacial history, yearly precipitation, background topography steepness, and other elements that would typically control the movement of water and land. The one element that unites all Arctic watersheds is permafrost.

“Any way we sliced it, regions with larger, more plentiful river channels are warmer with a higher average temperature and less permafrost,” Del Vecchio said. “You need a lot more water to carve valleys in areas with permafrost.”

Read: Ready to begin your writing? Help your results stand out

The study found that permafrost stores enormous amounts of carbon in the frozen land in addition to limiting the footprint of Arctic rivers. The quantity of carbon stored in permafrost and the soil erosion that would occur when the land thaws and is washed away as Arctic rivers spread were combined by the researchers to estimate the amount of carbon that would be released from these watersheds as a result of climate change.

The impact of climate change and prospective issues

Research indicates that since around 1850, or more than 3.6 degrees Fahrenheit (2 degrees Celsius) beyond pre-industrial levels, the Arctic has warmed, according to Del Vecchio. If present greenhouse gas emissions are controlled, scientists predict that a slow melting of the Artic permafrost might release between 22 billion and 432 billion tonnes of carbon dioxide by 2100; if not, they could release as much as 550 billion tonnes. According to projections from the International Energy Agency, the amount of carbon dioxide released into the atmosphere by energy use in 2022 exceeded 36 billion tonnes, marking a record high.

Palucis explained that because the Arctic has been accustomed to cold for such a long time, scientists are unsure of how much or how quickly carbon will be released if permafrost thaws on an accelerated timescale. Palucis’ research group uses the Arctic as a stand-in for Mars to examine the surface processes of the Red Planet. Although the Arctic has warmed in the past, what’s frightening is how quickly it is happening right now. It may be traumatizing for the landscape to react so swiftly, the speaker noted.

She stated, “Our understanding of temperate landscapes is about where we were with Arctic landscapes a century ago.” This work is a crucial first step in demonstrating that polar environments cannot be adequately represented by the models and theories developed for temperate watersheds. There are a tonne of fresh avenues to explore to comprehend these settings.

According to Del Vecchio, substantial soil runoff and carbon deposits from sediment cores taken from the Arctic around 10,000 years ago point to a considerably warmer climate than what is there now. Today, places like Pennsylvania and the Mid-Atlantic region of the United States, which are situated just south of the Ice Age glaciers’ farthest point, foretell what lies ahead for the present Arctic.

Del Vecchio stated, “We have historical evidence that significant amounts of sediment were discharged into the ocean during periods of warming.” And now for a preview of our article that demonstrates how the Arctic will receive additional water channels as temperatures rise. However, that still doesn’t mean the same thing as stating, “This is what happens when you take a cold landscape and turn up the temperature real fast.” We don’t know how it will alter, in my opinion.

Reference: “Permafrost extent sets drainage density in the Arctic” by Joanmarie Del Vecchio, Marisa C. Palucis and Colin R. Meyer, 1 February 2024, Proceedings of the National Academy of Sciences.
DOI: 10.1073/pnas.2307072120

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Fully Funded Ministry of Foreign Affairs (MOFA) Taiwan Fellowship 2025

The MOFA Taiwan Fellowship 2025 is a special opportunity for academics and students worldwide to further their research interests in Taiwan and will soon be accepting online applications. The Taiwanese scholarship is approaching, so now is the perfect time to familiarise yourself with it and prepare the necessary paperwork. In this post, I’ll go over all the information on this scholarship, so you may be ready to apply as soon as the window opens.

The Ministry of Foreign Affairs (MOFA) is sponsoring this fully funded Taiwan fellowship, intended to foster study on Taiwan, cross-strait relations, the Asia-Pacific area, and sinology.

The MOFA Scholarship provides its winners with a wealth of advantages. Monthly grants of up to NT$60,000 are available for senior researchers, while up to NT$50,000 can be awarded to doctorate candidates. The fellowship offers practical travel assistance in addition to these monthly funds, which include a single round-trip ticket to Taiwan.

Read: PhD positions in Food Web Ecophysiology at the Swiss Federal Institute of Aquatic Science and Technology

The program also includes an accident insurance policy with NT$1 million coverage to guarantee the scholars’ safety and well-being. The MOFA Scholarship is a desirable option for academic study in Taiwan because of its extensive package of insurance and financial assistance.

MOFA Fellowship 2025 Details

  • Study Level: Research Fellowship (Ph.D. / Postdoctoral)
  • Institution(s): Ministry of Foreign Affairs / Taiwan Universities
  • Location: Taiwan

Highlights of the MOFA Fellowship

Benefits: The fellowship provides up to NT$60,000 per month, round-trip economy airfare, and full coverage for accidents.
Focus Areas: Sinology, regional studies, social studies, humanities, and cross-strait relations research.
Duration: Applications are accepted between May and June of each year, and research periods span three to twelve months.

Eligibility Criteria

  • Languages: Proficiency in English Required.
  • Nationality: Open to all countries.
  • Academic Qualifications: For professors, post-doctoral researchers, doctoral candidates, or equivalent.
  • Research Commitment: Submission of a detailed research proposal post fellowship.

Application Process:

  1. Preparation: Review the guidelines at the official fellowship website.
  2. Documentation: Gather your resume, research proposal, and recommendation letters.
  3. Online Application: Complete the application on MOFA’s fellowship portal.
  4. Submission: Print and post the application to the nearest R.O.C. (Taiwan) Embassy or Representative Office. Find locations here.

Exclusivity: During the fellowship, recipients are not permitted to perform part-time jobs or hold other Taiwanese government scholarships without MOFA’s approval.

Application Deadline:

For the 2024–2025 term, applications are accepted from May 1, 2024, to June 30, 2024. Scholars from all over the globe have a distinguished chance to conduct important research in Taiwan with the MOFA Taiwan Fellowship. This fellowship is not to be missed, offering considerable financial assistance as well as the opportunity to join an elite network of scholars. Get ready immediately to take full advantage of this chance.

The primary goals of curriculum evaluation

Objectives of curriculum evaluation

The curriculum is one of the most important components of a good education. Curriculum evaluation include subject material and lessons, along with its objectives for implementation, lesson structure, and assessments. Teachers make use of the curriculum to make sure every student reaches the required criteria. In order to make sure that students are learning all content in the most effective way possible, curriculums must be reviewed. Formative, summative, and diagnostic are the three forms of curriculum evaluations.

• Formative Evaluation

This occurs during curriculum creation and allows developers to correct flaws.

• Summative Evaluation

This is the evaluation of the final curriculum after it has been fully developed.

• Diagnostic Evaluation

This involves determining the cause of a deficit after using the curriculum.

The purpose of curriculum evaluation is to review teaching and learning procedures in the classroom and assess how the implemented curriculum affects student (learning) achievement, allowing for any necessary revisions to the official curriculum.
Curriculum evaluation is a crucial step in adopting and implementing any new curriculum in an educational setting because it aims to ascertain whether the recently adopted curriculum is accomplishing the desired outcomes and goals that it has set forth.

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This more expansive viewpoint necessitates a less restrictive understanding of the goals and focal points of curriculum review. Two ideas are particularly helpful in examining the literature and gaining a more comprehensive understanding of purpose: merit and worth. According to their usage of the phrase, merit describes an entity’s intrinsic value, which is implicit, innate, and unaffected by applications.

Merit is determined independently of context. Conversely, worth refers to an entity’s value in relation to a given application or context. It is the “payoff” value for a certain organization or population. Therefore, experts may believe that a certain English course has a lot of value: It might include content that specialists think desirable, be based on up-to-date research, and represent sound theory. However, a teacher in an urban school teaching uninterested working-class children may find little value in the same course: It can call for learning materials that the students are unable to read and teaching techniques that the instructor is not proficient in.

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The curriculum for higher secondary schools in Pakistan as per the standards for curriculum structure

Curriculum Development Model

Ralph W. Tyler’s impact was particularly noticeable in the areas of curriculum and testing, where he developed a justification for curriculum planning within the context of educational policy and expanded the concept of measurement into a more expansive conception known as evaluation.

Tyler began his teaching career in South Dakota as a science teacher before attending the University of Chicago to work for a doctorate in educational psychology. His study at Chicago under Charles Judd and W.W. Charters led to a focus on teaching and testing in his studies. After earning his degree in 1927, Tyler accepted a position at the University of North Carolina, where he collaborated with state educators to enhance curricula. Tyler accompanied W. W. Charters to Ohio State University (OSU) in 1929.

In 1953, Tyler became the first director of the Stanford, California-based Centre for Advanced Study in the Behavioural Sciences, a position he held until his retirement in 1966. Since the release of Basic Principles of Curriculum and Instruction, Tyler has gained more recognition as an authority on education. Tyler earned the title of “father of behavioral objectives” due to his emphasis on tying goals to experience (teaching) and assessment. Ralph W. Tyler, who is frequently referred to as the “grandfather of curriculum design,” was greatly impacted by the Progressive Education movement of the 1920s, John Dewey, and Edward Thorndike. Thorndike shifted the focus of curriculum inquiry from the relative merits of many topics to actual studies of modern society.Dewey advocated for the inclusion of students’ interests in the creation of learning objectives and activities. Tyler focused on the student’s ideas, sentiments, and emotions in addition to their intelligence.

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The curriculum rationale

A course syllabus utilized by generations of college students as a foundational reference for curriculum and instruction creation, Ralph Tyler’s Basic Principles of Curriculum and Instruction is one of his most valuable contributions.
In four 1949 questions, Tyler outlined the foundation for his program. In order to design a curriculum plan of instruction, Tyler explained his reasoning for the curriculum in terms of four questions that he said needed to be addressed.

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that will likely attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether the purposes are being attained?

A four-step approach that includes defining objectives, choosing learning experiences, arranging learning experiences, and assessing the curriculum can be developed from these questions. These processes are essentially explained in the Tyler reasoning.
Additionally, the reasoning emphasized a significant group of variables to be evaluated in relation to the inquiries. According to Tyler, the curriculum’s framework must also take into account three key components that together constitute the essential components of an educational experience:

(1) the nature of the learner (developmental factors, learner interests and needs, life experiences, etc.);

(2) the values and aims of society (democratizing principles, values and attitudes); and

(3) knowledge of subject matter (what is believed to be worthy and usable knowledge).

Curriculum designers have to filter their decisions through the three elements when responding to the four questions and creating the educational experience for kids.

This logic illustrates the enigmatic difference between grasping the underlying unifying concepts of the knowledge and memorizing its discrete parts. Tyler argued that this is the method by which meaningful education takes place, but he added a disclaimer that one should not mistake “knowing facts” for “being educated.” In fact, learning is more than just hearing about things; it also entails seeing examples of what may be accomplished with them. Tyler seems to be saying that a person who is properly educated has not only learned specific facts but has also changed the way they behave. (As a result, a lot of educators associate him with the idea of behavioral targets.) The knowledgeable individual can handle a variety of circumstances thanks to these behavioral patterns, not just the ones in which the learning occurred.

Tyler’s reasoning has drawn flak for being blatantly hierarchical and linear in how it relates to the curriculum in schools. It has been criticized for being out of date and theoretical, fit only for administrators who are determined to control the curriculum in ways that don’t take into account the needs of instructors and students. The most well-known critique of the reasoning argues that it has historically been linked to traditions of social efficiency.

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Tylor’s Curriculum Development Model

Ralph W. Tyler: Model of Behavior is arguably the most often cited theoretical formulation in the topic of curriculum.The Tyler model is deductive; it starts with the general and moves toward the particular, such as defining educational objectives, by looking at societal demands. In addition, the model follows a predetermined path from start to finish; it is linear. However, linear models don’t have to be unchangeable step sequences. Regarding the sites of entrance and connections between model components, curriculum designers are free to use their discretion. Furthermore, the model is prescriptive; it makes recommendations for what should be done and what many curriculum developers really do.

Additionally, it is more “society-centered” than the social reconstruction curriculum. This approach presented the curriculum in schools as a means of enhancing communal life. As a result, the primary curriculum’s source is the demands and issues surrounding social issues. According to Tyler (1990), there are three types of resources that can be used to define the goal of education: people (children as students), modern life, and professional evaluation of the subject of study.

This methodology for developing curriculum focuses more on how to create a curriculum that aligns with the objectives and mission of a learning institution. According to Taylor (1990), when developing a curriculum, four basic factors are taken into account: the learning objectives to be met, the learning experience itself, the organization of the learning experiences, and the evaluation.

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The use of observation, interview, and content analysis in qualitative research

Observation in qualitative research

Direct observation may be a valuable tool for collecting data in qualitative research. You can get certain kinds of information best by looking them over directly. For instance, the materials used in construction, the number of rooms used for different purposes, the size of the rooms, the quantity of furniture and equipment, the presence or absence of certain amenities, and other pertinent details are some features of a school structure. By contrasting these facilities with realistic benchmarks that have already been established by expert opinion and investigation, their sufficiency may be ascertained. However, data collection by observation becomes considerably more complicated when studying human subjects in activity is involved. You need to know “what to look for” and “how to look for” in this situation. You have to be able to tell the difference between elements of the case that are important and those that are not at all relevant to the inquiry. This necessitates identifying the circumstances in which observational methods are effective.

The obvious conduct of people in everyday situations is the focus of observation. The overt behavior of individuals in everyday situations is a significant area of study in human observation. Under the artificially created conditions of a laboratory, it is not profitable to observe many significant features of human behavior. Descriptive research methods aim to characterize behavior in its natural environment. Observation as a research method has to be methodical, narrowly focused, well documented, and guided by a clear goal. It needs to go through the standard processes of validity, reliability, and accuracy tests like any other research technique. The observer has to be aware of exactly what to watch out for and notice.

Observations may be direct or indirect, scheduled or unscheduled, and known or unknown. A more normal view of activity may be observed from unknown, unscheduled, indirect observations such as through a one-way-vision glass. People are known to have committed minor crimes to get a true picture of prison conditions.

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When presented with different options or circumstances, observational research enables the researcher to see what their subjects do.
Studying non-experimental scenarios where behavior is noted and observed falls under this umbrella phrase. The phrase “what’s going on or what’s she doing” might also be used. Since the variables in the study are not controlled or altered, it is categorized as non-experimental.

Interviews in qualitative research

One excellent method for conducting research is interviewing people. Compared to other research methodologies, they let you collect richer data and make more thorough findings by accounting for emotional responses, spontaneous reactions, and nonverbal indicators. Individuals are more likely to divulge information orally than in paper, therefore information will be provided more freely and completely during an interview than it would be on a questionnaire. There are indeed several benefits to the cordial exchange during an interview that come with restricted, faceless questionnaire interactions.

Probably the oldest and most common method the man uses to get knowledge is the interview. Face-to-face interactions take place as the interviewer poses questions to the responder, also known as the interviewee, with the goal of eliciting information relevant to the study’s concerns.

In-person interviews allow you, the interviewer, to continuously support and guide the interviewees as they delve further into a topic. You can learn things from an interviewee that can’t be expressed in written responses, such as accidental remarks, body language, and tone of voice. The visual and aural cues also assist you in maintaining the private conversation’s speed and tone to extract private and sensitive information and learn about the subjects’ motives, emotions, attitudes, and beliefs.

Interviews differ in their nature, goal, and extent. They might be carried out for advice or study. You can limit them to one person or give them to several individuals. There are, in essence, three primary uses for interviews.
a. It may be applied as an exploratory tool to help find variables and relationships, provide recommendations for hypotheses, and direct the next research stages.
b. It is capable of being employed as a research tool. In this instance, the research will include questions intended to gauge its variables. Consequently, rather than being merely information-gathering tools, these questions are regarded as items in a psychometric instrument.

Content analysis in qualitative research

It may be used to enhance other research methods in a study by tracking down unexpected outcomes, verifying other approaches, and delving more into respondents’ motivations and the reasons behind their responses. Qualitative data often comprises rich, subjective information that is expressed verbally and includes detailed details. Reading a lot of transcripts in search of patterns or distinctions, then identifying themes, and creating categories are all necessary steps in the analysis of qualitative data. To categorize data, researchers have traditionally used colored pens and “cut and paste.” These days, the procedure is comparatively simpler because of the usage of software made expressly for managing qualitative data, which significantly lowers technical complexity and makes the tedious work easier. Numerous computer software programs have been created to automate the process of “coding” and to search and retrieve data. This essay provides examples of how to apply them in the process of analyzing qualitative data. The following describes the fundamental characteristics and main instruments that help qualitative researchers organize and examine their data.

Qualitative data analysis requires a 5-step process:

Prepare and organize your data.

Collect your notes, papers, and other materials, and print off your transcripts. Include any demographic data you may have gathered, the source, and any other information that can aid in the analysis of your data.

Review and explore the data.

To gain an understanding of the contents of your data, you will need to read it through, most likely more than once. You might wish to jot down any questions you have or any thoughts or suggestions you have.

Create initial codes.

Make use of idea maps, sticky notes, highlighters, and other tools that will help you make a connection between your facts and yourself. Please refer to the accompanying paper, which shows how to highlight important words and phrases and annotate the margins to organize the data.

Review those codes and revise or combine them into themes.

Identify recurring themes, language, opinions, and beliefs.

Present themes in a cohesive manner.

Think about your target audience, the goal of the research, and the information that will best help your data tell its narrative.

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