Zeitschriftenartikel: „Earth and Life Sciences“

1

Garshnek, V., A. E. Nicogossian und L. Griffiths. „Earth benefits from space life sciences“. Acta Astronautica 21, Nr. 9 (September 1990): 673–76. http://dx.doi.org/10.1016/0094-5765(90)90079-z.

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2

van der Tuin, Iris. „Life, War, Earth: Deleuze and the Sciences“. International Studies in the Philosophy of Science 28, Nr. 2 (03.04.2014): 226–29. http://dx.doi.org/10.1080/02698595.2014.932534.

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3

Bodergat, Anne-Marie. „Ostracoda in the earth and life sciences“. Geobios 27, Nr. 5 (Januar 1994): 582. http://dx.doi.org/10.1016/s0016-6995(94)80254-8.

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4

Mahabaleswara, T. D. „Bridging the Gap between Earth and Life Sciences“. Journal of the Geological Society of India 80, Nr. 6 (Dezember 2012): 875–76. http://dx.doi.org/10.1007/s12594-012-0218-5.

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5

Owens, Marie. „Life on Earth“. American Biology Teacher 80, Nr. 2 (01.02.2018): 154–55. http://dx.doi.org/10.1525/abt.2018.80.2.154b.

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6

Vincent, W. F. „Life on Snowball Earth“. Science 287, Nr. 5462 (31.03.2000): 2421b—2421. http://dx.doi.org/10.1126/science.287.5462.2421b.

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7

Woodwell, G. M. „Supporting Life on Earth“. Science 254, Nr. 5030 (18.10.1991): 358. http://dx.doi.org/10.1126/science.254.5030.358.c.

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8

Woodwell, G. M. „Supporting Life on Earth“. Science 254, Nr. 5030 (18.10.1991): 358. http://dx.doi.org/10.1126/science.254.5030.358-c.

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9

WOODWELL, G. M. „Supporting Life on Earth“. Science 254, Nr. 5030 (18.10.1991): 358. http://dx.doi.org/10.1126/science.254.5030.358-b.

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10

Sousa, C. „Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments“. Multidisciplinary Journal for Education, Social and Technological Sciences 3, Nr. 1 (22.03.2016): 84. http://dx.doi.org/10.4995/muse.2016.3762.

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The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science.The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011) and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993) responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006) and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism. In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research.

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Viktor, Iakovlev, und Galianov Aleksei. „Mining sciences in the branch of Earth sciences“. Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal, Nr. 1 (17.02.2021): 9–14. http://dx.doi.org/10.21440/0536-1028-2021-1-9-14.

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Problem statement. What is mining science? Is it craft, art of “treasure hunters”, or science? What underlies the theory of mineral extraction? What is its place within the system of knowledge of the environment? Discussion. Today there is no precise, clear, and conventional definition of mining science, its matter and object. Certain attempts by numerous leading mining experts to become involved in the discussion 14 "Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal". No. 1. 2021 ISSN 0536-1028 extended significantly the range of applied problems, but generally the problem hasn’t been fully shaped. The ideology of the market is pragmatic (goods-money-goods), while the ideology of science is radiant as soon as it tries to cognize something unbounded. Obvious practical focus of mining historically convinces us of the fact that the mining effectiveness and wide knowledge of the interior, rock properties, law and forms of labor management are inextricably linked. Summary. Mining science should take rightful place among Earth sciences not only because mining is a stimulus to civilization, but also due to a range of life-support problems which mining knowledge deals with.

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Iakovlev, Viktor. „Mining sciences in the branch of Earth sciences“. Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal, Nr. 1 (17.02.2021): 5–14. http://dx.doi.org/10.21440/0536-1028-2021-1-5-14.

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Problem statement. What is mining science? Is it craft, art of “treasure hunters”, or science? What underlies the theory of mineral extraction? What is its place within the system of knowledge of the environment? Discussion. Today there is no precise, clear, and conventional definition of mining science, its matter and object. Certain attempts by numerous leading mining experts to become involved in the discussion 14 "Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal". No. 1. 2021 ISSN 0536-1028 extended significantly the range of applied problems, but generally the problem hasn’t been fully shaped. The ideology of the market is pragmatic (goods-money-goods), while the ideology of science is radiant as soon as it tries to cognize something unbounded. Obvious practical focus of mining historically convinces us of the fact that the mining effectiveness and wide knowledge of the interior, rock properties, law and forms of labor management are inextricably linked. Summary. Mining science should take rightful place among Earth sciences not only because mining is a stimulus to civilization, but also due to a range of life-support problems which mining knowledge deals with.

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Boukayoua, Zakaria, Nezha Bennis, Abdelrhani Elachqar und Fatiha Kaddari. „Interest of middle school students toward life and earth sciences“. Eurasia Journal of Mathematics, Science and Technology Education 20, Nr. 7 (01.07.2024): em2470. http://dx.doi.org/10.29333/ejmste/14736.

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Despite the importance accorded to life and earth sciences (LES) in the Moroccan curriculum, the unsatisfactory results achieved by middle school students in assessments are a cause for concern. Exploring their interest in this school subject seems essential, given its importance in stimulating their learning and success. Thus, this study aims to examine the interest of students in LES and the effect of gender, and grades obtained in LES on their interest to this school subject. The researchers used a questionnaire for data collection. Factor structure analysis revealed a 19-item questionnaire distributed into four dimensions: feeling, value, knowledge, and re-engagement. This questionnaire was administered to a sample of 970 Moroccan students in the third year of middle school. The results show that these students had a positive but low interest in LES. The participants demonstrated moderate levels of feeling, value, and knowledge associated with this school subject, but their re-engagement with it was low. In addition, the results reveal significant differences in interest in LES and its dimensions in favor of females and students with high grades. In conclusion, this study suggests the need to adopt appropriate measures to enhance Moroccan students’ interest in LES.

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DYBAS, CHERYL LYN. „Evolution: Understanding Life on Earth“. BioScience 52, Nr. 8 (2002): 644. http://dx.doi.org/10.1641/0006-3568(2002)052[0644:euloe]2.0.co;2.

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15

Ifqiren, Sara, Sophia Bouzit, Ihsane Kouchou und Sabah Selmaoui. „Modelling in the scientific approach to teaching life and earth sciences: Views and practices of Moroccan teachers“. Journal of Education and e-Learning Research 10, Nr. 4 (20.09.2023): 605–15. http://dx.doi.org/10.20448/jeelr.v10i4.5003.

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Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.

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Grimm, Daniela, und Ruth Hemmersbach. „Translation from Microgravity Research to Earth Application“. International Journal of Molecular Sciences 23, Nr. 19 (20.09.2022): 10995. http://dx.doi.org/10.3390/ijms231910995.

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17

Hamilton, E. I. „Lanthanide probes in life, chemical and earth sciences — Theory and practice“. Science of The Total Environment 114 (April 1992): 290. http://dx.doi.org/10.1016/0048-9697(92)90436-v.

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18

Cotton, Simon. „Lanthanide probes in life, chemical and earth sciences theory and practice“. Spectrochimica Acta Part A: Molecular Spectroscopy 46, Nr. 12 (Januar 1990): 1797. http://dx.doi.org/10.1016/0584-8539(90)80252-t.

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19

Kerr, R. A. „EARTH SCIENCE: A Better Atmosphere for Life“. Science 308, Nr. 5729 (17.06.2005): 1732. http://dx.doi.org/10.1126/science.308.5729.1732.

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20

Waller, William H. „The Case for Coordinating Earth & Space Science Education Worldwide“. Proceedings of the International Astronomical Union 15, S367 (Dezember 2019): 415–16. http://dx.doi.org/10.1017/s1743921321000065.

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AbstractDespite the many amazing advances that have occurred in the space sciences (planetary science, heliophysics, astronomy, and cosmology) these subjects continue to play minor roles in pre-collegiate science education. Similarly, the Earth sciences are woefully under-represented in most school science programs – despite their vital relevance to our physical well-being. Some countries have educational standards that formally prioritize the Earth & space sciences as much as the physical and life sciences, but even they fail to actualize their mandated priorities. I contend that better coordination and advancement of Earth & space science education at the national, state, society, and educator levels would lead to better educational outcomes worldwide.

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Naeher, Sebastian, Xingqian Cui und Roger E. Summons. „Biomarkers: Molecular Tools to Study Life, Environment, and Climate“. Elements 18, Nr. 2 (01.04.2022): 79–85. http://dx.doi.org/10.2138/gselements.18.2.79.

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Life on Earth produces innumerable structurally diverse biomolecules. Biomarkers, a subset of these compounds, are sufficiently specific in the structure that they serve as tracers of organisms present in the environment or preserved in the geological record. Biomarkers can be used as proxies for organisms and the biogeochemical processes they mediate or to which they respond. They can help to document and understand processes that are otherwise difficult to study, and their fossil derivatives can be used to reconstruct past ecosystems, environmental conditions, and climate variations. Biomarker science interfaces with biology, chemistry, environmental, and Earth sciences, and provides valuable opportunities to learn more about how the Earth system has evolved over time.

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Kerr, R. A. „CLIMATOLOGY:A Refuge for Life on Snowball Earth“. Science 288, Nr. 5470 (26.05.2000): 1316. http://dx.doi.org/10.1126/science.288.5470.1316.

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23

Whitington, Jerome. „Consolations of the Earth“. Environmental Humanities 15, Nr. 3 (01.11.2023): 251–65. http://dx.doi.org/10.1215/22011919-10746123.

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Abstract This article looks toward nineteenth-century earth sciences with attention to their humanistic themes. In the early decades of the century, multiple lines of evidence concretized a humanistic experience of man as a finite being with a contingent and accidental planetary existence. Geological humanism refers to the way that themes of earthly existence routinely influenced the status and meaning of being human, culturally and within the sciences, with the collapse of Enlightenment aesthetics of symmetry, purpose, and order in the late eighteenth century. While earth sciences recast humanistic themes in empirical terms, by the latter half of the nineteenth century scientists also regularly articulated prophecies of secular extinction or demise that were resolved, but only partly, both with reference to a long-standing racial schema and through routine consolations that a planet modified by human activity would be a better earth. Coal played a particular role in mediating between earth and atmosphere, mineral and life, and matter and energy. This article details several of these secular consolations offered to popular audiences by prominent climate scientists to show that the earth was far from being understood as a stable domain of nature that could be taken for granted.

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Rowe, J. Stan. „"Earth" as the Metaphor for "Life"“. BioScience 48, Nr. 6 (Juni 1998): 428–29. http://dx.doi.org/10.2307/1313237.

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25

BILICA, KIM. „A GENEALOGY OF LIFE ON EARTH“. BioScience 56, Nr. 2 (2006): 169. http://dx.doi.org/10.1641/0006-3568(2006)056[0169:agoloe]2.0.co;2.

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26

Scott, J. Michael. „Preserving Life on Earth“. Journal of Forestry 88, Nr. 3 (01.03.1990): 13–14. http://dx.doi.org/10.1093/jof/88.3.13.

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Yousfi, Lalla Khaddouj, Fatiha Kaddari, Elachqar Abdelrhani und Faouzi Errachidi. „Study of Learning Assessment Exercises in Moroccan Life and Earth Sciences Textbooks“. Procedia - Social and Behavioral Sciences 116 (Februar 2014): 4632–36. http://dx.doi.org/10.1016/j.sbspro.2014.01.998.

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Soares, Paulo Cesar. „Dichotomous options in earth sciences education: brief reflection“. Terrae Didatica 14, Nr. 3 (28.09.2018): 289–95. http://dx.doi.org/10.20396/td.v14i3.8653528.

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The explosion and dissemination of knowledge and technologies is one of the characteristics of the current time. The teacher is no longer the reference of knowledge or competence. The expansion and deepening of concepts and methods grow exponentially. Knowledge does not provide a clear path to future life success. Earth-related issues are global sustainability concerns. Now, the claim is to pick up and deal with the information to solve specific problems. The expert apps have become powerful tools for learning and professional operations. There is a new student with different problems, social environment and motivations, especially his appreciation for autonomy, in an immense diversity of offers and demands. And there is new ways to learn, more friendly but more away from the real world. What does this change in the curricula and for the teacher and student in the classroom? Two opposite answers are the common behavior: focus on teaching or focus on learning. In the first, good teachers will look for the best subjects, based on gaps and remarkable discoveries and good examples in the body of scientific knowledge and attractive ways of presenting them to students. In the second, good teachers will help and guide students to organize and work to find the most appropriate and motivating issues and ways to deal with them to be useful in their lives. Earth sciences have many problems, solutions and challenges, daily in the news and in the surroundings of place and student life. Students become proud to be active in the group, in his real world, according to his needs, his challenges; and they need help and guidance in this process. Teachers will focus on the motivations of these students to build their knowledge, their being, their skills, their professional abilities, their commitments as citizens and the reasons to lifelong learning.

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El Ghali, Maryama, und Fouzia Borj. „Social representations about sexuality after cancer: A sociological perspective integrating life and earth sciences“. E3S Web of Conferences 412 (2023): 01008. http://dx.doi.org/10.1051/e3sconf/202341201008.

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Cancer and sexuality are two complex and intimately linked fields that give rise to different social representations, influencing the way their sexualities are approached. People with cancer may face challenges that influence their sex lives due to the adverse effects of the disease and its treatments. And because of alterations in identity, body image and taboos surround their sexualities. These factors can contribute to negative perceptions about sexuality in cancer patients. It is essential to understand and recognize the various social representations in order to provide adequate support to people with dementia, while integrating a mixed methodology, through life stories with people with dementia, as well as questionnaires dealing with the sexuality axis. Stereotypes, prejudices, and social norms can contribute to stigmatization of these patients, and to the reinforcement of taboos, which can limit open discussion about sexuality during and after cancer and the enjoyment of a fulfilling and pre-cancer life. For an in-depth study of sexuality and cancer, it is imperative to adopt a multidisciplinary approach and collaboration between the social sciences, life sciences and earth sciences, through a sociological perspective.

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McNamara, K. J. „Earth and life: origins of Phanerozoic diversity ∗“. Australian Journal of Earth Sciences 55, Nr. 8 (Dezember 2008): 1023–36. http://dx.doi.org/10.1080/08120090802395888.

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31

Montmerle, Thierry, Philippe Claeys, Muriel Gargaud, Purificatión López-García, Hervé Martin, Robert Pascal, Jacques Reisse und Franck Selsis. „9. Life On Earth... And Elsewhere?“ Earth, Moon, and Planets 98, Nr. 1-4 (04.10.2006): 299–312. http://dx.doi.org/10.1007/s11038-006-9093-7.

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32

Waltham, David. „Earth system science and the search for life“. Astronomy & Geophysics 58, Nr. 5 (Oktober 2017): 5.18–5.21. http://dx.doi.org/10.1093/astrogeo/atx172.

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33

Zeller, Edward J. „Ice time: Climate, science and life on Earth“. Geochimica et Cosmochimica Acta 54, Nr. 12 (Dezember 1990): 3561. http://dx.doi.org/10.1016/0016-7037(90)90310-h.

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34

Peel, J. „Muscle scars, mode of life and systematics of Pollicina (Mollusca) from the Ordovician of Baltica“. Estonian Journal of Earth Sciences 69, Nr. 1 (2020): 20. http://dx.doi.org/10.3176/earth.2020.02.

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35

Peel, J. S. „Muscle scars, mode of life and systematics of Pollicina (Mollusca) from the Ordovician of Baltica“. Estonian Journal of Earth Sciences 69, Nr. 1 (2020): 20. http://dx.doi.org/10.3176/earth.2020.2.

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36

Cooper, Robert A. „A History of Life on Earth: Dinosaurs“. American Biology Teacher 81, Nr. 6 (01.08.2019): 453–54. http://dx.doi.org/10.1525/abt.2019.81.6.453.

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37

Bhattacharjee, Y. „Imponderables Complicate Hunt For Intelligent Life Beyond Earth“. Science 328, Nr. 5977 (22.04.2010): 421. http://dx.doi.org/10.1126/science.328.5977.421.

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38

Zimmer, C. „How and Where Did Life on Earth Arise?“ Science 309, Nr. 5731 (01.07.2005): 89. http://dx.doi.org/10.1126/science.309.5731.89.

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39

Gebauer, Stefanie, John Lee Grenfell, Helmut Lammer, Jean-Pierre Paul de Vera, Laurenz Sproß, Vladimir S. Airapetian, Miriam Sinnhuber und Heike Rauer. „Atmospheric Nitrogen When Life Evolved on Earth“. Astrobiology 20, Nr. 12 (01.12.2020): 1413–26. http://dx.doi.org/10.1089/ast.2019.2212.

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40

Chou, Luoth, Natalie Grefenstette, Schuyler Borges, Tristan Caro, Enrico Catalano, Chester E. Harman, Jordan McKaig, Chinmayee Govinda Raj, Gareth Trubl und Amber Young. „Chapter 8: Searching for Life Beyond Earth“. Astrobiology 24, S1 (01.03.2024): S—164—S—185. http://dx.doi.org/10.1089/ast.2021.0104.

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41

Adams, Jonathan, und B. Groombridge. „A Doomsday Book of Life on Earth“. Global Ecology and Biogeography Letters 3, Nr. 1 (Januar 1993): 29. http://dx.doi.org/10.2307/2997562.

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42

Albericio, Fernando, und Philip Hublitz. „Methods and Protocols—Aims and Scope Update“. Methods and Protocols 6, Nr. 6 (17.11.2023): 111. http://dx.doi.org/10.3390/mps6060111.

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As our readers know, Methods and Protocols is a multidisciplinary peer-reviewed scientific journal that provides a forum to the publication of novel approaches in the fields of Life Sciences, Chemistry, and Biomedical Sciences and their intersection with other related scientific fields such as Physics, Earth Sciences, and Environmental Research [...]

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43

Gratzer, Walter. „Is there intelligent life on earth?“ Current Biology 7, Nr. 10 (Oktober 1997): R603—R604. http://dx.doi.org/10.1016/s0960-9822(06)00310-1.

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44

Hobart, Mark, und G. E. R. Lloyd. „Science, Folklore and Ideology: Studies in the Life Sciences in Ancient Greece.“ Man 21, Nr. 2 (Juni 1986): 388. http://dx.doi.org/10.2307/2803216.

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45

Karl, Jason W. „Mining location information from life- and earth-sciences studies to facilitate knowledge discovery“. Journal of Librarianship and Information Science 51, Nr. 4 (25.02.2018): 1007–21. http://dx.doi.org/10.1177/0961000618759413.

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Location information in published studies represents an untapped resource for literature discovery, applicable to a range of domains. The ability to easily discover scientific articles from specific places, nearby locales, or similar (but geographically separate) areas worldwide is important for advancing science and addressing global sustainability challenges. However, the thematic and not geographic nature of current search tools makes location-based searches challenging and inefficient. Manually geolocating studies is labor intensive, and place-name recognition algorithms have performed poorly due to prevalence of irrelevant place names in scientific articles. These challenges have hindered past efforts to create map-based literature search tools. Thus, automated approaches are needed to sustain article georeferencing efforts. Common pattern-matching algorithms (parsers) can be used to identify and extract geographic coordinates from the text of published articles. Pattern-matching algorithms (geoparsers) were developed using regular expressions and lexical parsing and tested their performance against sets of full-text articles from multiple journals that were manually scanned for coordinates. Both geoparsers performed well at recognizing and extracting coordinates from articles with accuracy ranging from 85.1% to 100%, and the lexical geoparser performing marginally better. Omission errors (i.e. missed coordinates) were 0% to 14.9% for the regular expression geoparser and 0% to 10.3% for the lexical geoparser. Only a single commission error (i.e. erroneous coordinate) was encountered with the lexical geoparser. The ability to automatically identify and extract location information from published studies opens new possibilities for transforming scientific literature discovery and supporting novel research.

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Brochu, Christopher A., und Colin D. Sumrall. „Phylogenetics and the Integration of Paleontology Within the Life Sciences“. Paleontological Society Papers 14 (Oktober 2008): 185–204. http://dx.doi.org/10.1017/s1089332600001686.

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Paleontologists rely on information from modern organisms to understand fossils, but fossils can in turn be used to more completely understand the living. This is facilitated when the fossil record is understood from a phylogenetic context. Phylogenetic analyses allow the identification of robust calibration points for molecular dating analyses, and in the absence of phylogeny, “conflicts” between fossils and molecules may arise that are based not on the data, but on methodology or taxonomic philosophy. More importantly, phylogenetic analyses using fossils can overturn evolutionary scenarios based solely on living taxa, and they can direct researchers in more appropriate directions. This is necessary if paleontology is to be fully integrated with both the Earth and life sciences.

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Shorttle, Oliver, Natalie R. Hinkel und Cayman T. Unterborn. „Why Geosciences and Exoplanetary Sciences Need Each Other“. Elements 17, Nr. 4 (01.08.2021): 229–34. http://dx.doi.org/10.2138/gselements.17.4.229.

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The study of planets outside our Solar System may lead to major advances in our understanding of the Earth and may provide insight into the universal set of rules by which planets form and evolve. To achieve these goals requires applying geoscience’s wealth of Earth observations to fill in the blanks left by the necessarily minimal exoplanetary observations. In turn, many of Earth’s one-offs—plate tectonics, surface liquid water, a large moon, and life: long considered as “Which came first?” conundrums for geoscientists—may find resolution in the study of exoplanets that possess only a subset of these phenomena.

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Edwards, Katrina J., Keir Becker und Frederick Colwell. „The Deep, Dark Energy Biosphere: Intraterrestrial Life on Earth“. Annual Review of Earth and Planetary Sciences 40, Nr. 1 (30.05.2012): 551–68. http://dx.doi.org/10.1146/annurev-earth-042711-105500.

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49

Janah, Hafsa, Ahmed Hamdani, Jabran Daif, Khadija El-Kababi, Said Benmokhtar und Said Belaaouad. „LIFE AND EARTH SCIENCES FORMATIVE ASSESSMENT PRACTICES IN MOROCCAN HIGH SCHOOL: A TEACHER’S POINT OF VIEW“. Journal of Southwest Jiaotong University 56, Nr. 4 (30.08.2021): 356–65. http://dx.doi.org/10.35741/issn.0258-2724.56.4.31.

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This study explores the opinions of life and earth sciences teachers about the obstacles related to their formative assessment practices and their suggestions and proposals susceptible to resolving the problem. As part of the skills-based approach, we also want to check the remediation practices - being a necessity - with teachers going through the devices used to reach the limits of this phase. We used a questionnaire addressed to one hundred and fifteen teachers of life and earth sciences working in high schools located in Casablanca and El Jadida Cities (Morocco). The major obstacles encountered by the teachers surveyed when setting up formative evaluations are the non-motivation of learners, the lack of computer equipment, and the heterogeneity of the classes, which pushes them to give proposals related to learners, Teachers, and assessment practices. As for remediation, although it is executed with various tools, it also remains limited by various constraints. Our survey, therefore, reflects the state of a teacher who is limited by obstacles either at the level of formative evaluation or of remediation.

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50

Janah, Hafsa, Ahmed Hamdani, Jabran Daif, Khadija El-Kababi, Said Benmokhtar und Said Belaaouad. „LIFE AND EARTH SCIENCES FORMATIVE ASSESSMENT PRACTICES IN MOROCCAN HIGH SCHOOL: A TEACHER’S POINT OF VIEW“. Journal of Southwest Jiaotong University 56, Nr. 4 (30.08.2021): 356–65. http://dx.doi.org/10.35741/issn.0258-2724.56.4.31.

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Annotation:

This study explores the opinions of life and earth sciences teachers about the obstacles related to their formative assessment practices and their suggestions and proposals susceptible to resolving the problem. As part of the skills-based approach, we also want to check the remediation practices - being a necessity - with teachers going through the devices used to reach the limits of this phase. We used a questionnaire addressed to one hundred and fifteen teachers of life and earth sciences working in high schools located in Casablanca and El Jadida Cities (Morocco). The major obstacles encountered by the teachers surveyed when setting up formative evaluations are the non-motivation of learners, the lack of computer equipment, and the heterogeneity of the classes, which pushes them to give proposals related to learners, Teachers, and assessment practices. As for remediation, although it is executed with various tools, it also remains limited by various constraints. Our survey, therefore, reflects the state of a teacher who is limited by obstacles either at the level of formative evaluation or of remediation.

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Zeitschriftenartikel zum Thema „Earth and Life Sciences“

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