Science is a much-revised and contested area of the curriculum. A new curriculum has recently been introduced in England which includes far more mathematical aspects of science than previous versions. This study asks what the influences, ideologies and values are which led to this change. A two-phase qualitative approach was followed comprising semi-structured interviews with key contributors to the science and mathematics education discourse together with an analysis of government and other influential documentation. This study is unusual both in its focus on those who were responsible for making science education policy and its focus on the policy development of the mathematical aspects of the science curriculum. The findings suggest that drivers for increasing the amount of mathematics in science include concerns about standards, the difficulties students have transitioning to higher stages of science education and the desire to improve students' broader mathematical competence. Aiming to improve students' mathematical competence is an aim for all students. In contrast, helping students transition to further scientific study is for a minority. I argue that ideologies and values which underpin the curriculum need to be interrogated more closely and should remain a focus of research.
STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study's contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation together with semi-structured interviews with key contributors to the science and mathematics education discourse. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger-advantage dichotomy to participation in STEM being perceived by the mathematics educators. Early aims of the STEM agenda, including increasing diversity, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
Aerial counts of Weddell seals during the moult did not provide a useful index of population trends. Seals may spent longer foraging in the water in some years than in others (possibly because of changes in food availability), with the result that differing proportions of the population are counted in different years. It is concluded that little can be inferred about interannual differences in population sizes without reference to the size of the breeding population.
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Sloan Foundation ; Alexander von Humboldt Foundation ; Belgian Federal Science Policy Office ; Fonds pour la Formation a la Recherche dans l'Industrie et dans l'Agriculture (FRIA-Belgium) ; Agentschap voor Innovatie door Wetenschap en Technologie (IWT-Belgium) ; F.R.S.-FNRS (Belgium) ; Beijing Municipal Science & Technology Commission ; Ministry of Education, Youth and Sports (MEYS) of the Czech Republic ; Hungarian Academy of Sciences (Hungary) ; New National Excellence Program UNKP (Hungary) ; Council of Science and Industrial Research, India ; HOMING PLUS programme of the Foundation for Polish Science ; European Union, Regional Development Fund ; Mobility Plus programme of the Ministry of Science and Higher Education ; National Science Center (Poland) ; National Priorities Research Program by Qatar National Research Fund ; Programa Estatal de Fomento de la Investigacion Cientfica y Tecnica de Excelencia Maria de Maeztu ; Programa Severo Ochoa del Principado de Asturias ; EU-ESF ; Greek NSRF ; Rachadapisek Sompot Fund for Postdoctoral Fellowship, Chulalongkorn University (Thailand) ; Chulalongkorn Academic into Its 2nd Century Project Advancement Project (Thailand) ; Welch Foundation ; Weston Havens Foundation (U.S.A.) ; Canton of Geneva, Switzerland ; Herakleitos programme ; Thales programme ; Aristeia programme ; European Research Council (European Union) ; Horizon 2020 Grant (European Union): 675440 ; FWO (Belgium): 30820817 ; Beijing Municipal Science & Technology Commission: Z181100004218003 ; NKFIA (Hungary): 123842 ; NKFIA (Hungary): 123959 ; NKFIA (Hungary): 124845 ; NKFIA (Hungary): 124850 ; NKFIA (Hungary): 125105 ; National Science Center (Poland): Harmonia 2014/14/M/ST2/00428 ; National Science Center (Poland): Opus 2014/13/B/ST2/02543 ; National Science Center (Poland): 2014/15/B/ST2/03998 ; National Science Center (Poland): 2015/19/B/ST2/02861 ; National Science Center (Poland): Sonata-bis 2012/07/E/ST2/01406 ; Programa Estatal de Fomento de la Investigacion Cientfica y Tecnica de Excelencia Maria de Maeztu: MDM-2015-0509 ; Welch Foundation: C-1845 ; This paper presents the combinations of single-top-quark production cross-section measurements by the ATLAS and CMS Collaborations, using data from LHC proton-proton collisions at = 7 and 8 TeV corresponding to integrated luminosities of 1.17 to 5.1 fb(-1) at = 7 TeV and 12.2 to 20.3 fb(-1) at = 8 TeV. These combinations are performed per centre-of-mass energy and for each production mode: t-channel, tW, and s-channel. The combined t-channel cross-sections are 67.5 +/- 5.7 pb and 87.7 +/- 5.8 pb at = 7 and 8 TeV respectively. The combined tW cross-sections are 16.3 +/- 4.1 pb and 23.1 +/- 3.6 pb at = 7 and 8 TeV respectively. For the s-channel cross-section, the combination yields 4.9 +/- 1.4 pb at = 8 TeV. The square of the magnitude of the CKM matrix element V-tb multiplied by a form factor f(LV) is determined for each production mode and centre-of-mass energy, using the ratio of the measured cross-section to its theoretical prediction. It is assumed that the top-quark-related CKM matrix elements obey the relation |V-td|, |V-ts| « |V-tb|. All the |f(LV)V(tb)|(2) determinations, extracted from individual ratios at = 7 and 8 TeV, are combined, resulting in |f(LV)V(tb)| = 1.02 +/- 0.04 (meas.) +/- 0.02 (theo.). All combined measurements are consistent with their corresponding Standard Model predictions.