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Journal articles on the topic 'Explainers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

da Costa, Antonio Gomes. "The Cheshire explainer. Musings about the training of explainers." Journal of Science Communication 15, no. 04 (June 22, 2016): C06. http://dx.doi.org/10.22323/2.15040306.

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The profession of explainer is still pretty much undefined and underrated and the training of explainers is many times deemed to be a luxury. In the following pages we make the argument that three main factors contribute to this state of affairs and, at the same time, we try to show why the training of explainers should really be at the core of any science communication institution. These factors are: an erroneous perception of what a proper scientific training means for explainers; a lack of clear definition of the aptitudes and role of explainers required by institutions that are evolving and diversifying their missions; and an organizational model based on top-down practices of management and activity development which underappreciates the potential of the personnel working directly with the public.

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2

da Costa, Antonio Gomes. "Should explainers explain?" Journal of Science Communication 04, no. 04 (December 21, 2005): C03. http://dx.doi.org/10.22323/2.04040303.

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One of the most common, and probably one of the crucial questions about science centers and interactive exhibitions is often phrased as “Ok, it’s fun, but do they learn anything?”. What follows is not an attempt to answer this question; we will just use it as a starting point for a discussion about the role of explainers in science centers. Explainers are usually very motivated people, possessing a genuine interest in science and technology and a scientific background they are eager to share. And they feel everyone else should be as enthusiastic about science as they are. This is a legitimate aspiration, of course, but how exactly does one try to achieve this goal? What is the explainer’s role? Quite often, the answer to the question “…but do they learn anything?” is: “Yes, if we teach them”. It is simple, straightforward, probably it works to some extent, and this is the reasoning that makes explainers become… well, explainers. And this should be avoided.

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3

Botterell, Andrew. "Colors as explainers?" Behavioral and Brain Sciences 26, no. 6 (December 2003): 785–86. http://dx.doi.org/10.1017/s0140525x03210189.

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Byrne & Hilbert (B&H) argue that colors are reflectance properties of objects. They also claim that a necessary condition for something's being a color is that it causally explain – or be causally implicated in the explanation of – our perceptions of color. I argue that these two positions are in conflict.

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4

Martin, Sebastian, and Modesto Tamez. "Explainers – New energy for the museum." Journal of Science Communication 07, no. 04 (December 19, 2008): C08. http://dx.doi.org/10.22323/2.07040308.

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The Exploratorium explainer program is not only important to the young people involved, but is an integral part of the museum culture. This initiative that started to help the youth of our community has blossomed into a program that has been very helpful to the science centre. In fact, the institution would not be complete without the fresh energy of the explainers. They help the Exploratorium to continue to give the real pear to its public.

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5

Kea, Kathy. "Open letter to battering mother explainers." Women's Studies International Forum 10, no. 2 (January 1987): 213–14. http://dx.doi.org/10.1016/0277-5395(87)90030-6.

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6

Gleicher, Michael. "Explainers: Expert Explorations with Crafted Projections." IEEE Transactions on Visualization and Computer Graphics 19, no. 12 (December 2013): 2042–51. http://dx.doi.org/10.1109/tvcg.2013.157.

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7

Young, Robert M. "The scientist as guru: The explainers." Science as Culture 1, sup1 (January 1987): 130–40. http://dx.doi.org/10.1080/09505438709526180.

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8

Baier, Annette. "Explaining the actions of the explainers." Erkenntnis 22, no. 1-3 (January 1985): 155–73. http://dx.doi.org/10.1007/bf00269965.

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9

Johnson, Colin. "Training science centre Explainers. The Techniquest experience." Journal of Science Communication 04, no. 04 (December 21, 2005): C04. http://dx.doi.org/10.22323/2.04040304.

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Techniquest was established in 1986, and in 1995 moved to its current premises at Cardiff Bay, South Wales. This was the first purpose-built science centre in the UK. It receives around 200,000 visitors every year to its exhibition, and to its programmes for schools and public audiences in the theatre, laboratory, discovery room and planetarium. The author joined the Techniquest project in 1985, became a staff member in 1990 and was the Chief Executive from 1997 until his retirement in 2004. Techniquest has three “out-stations” in Wales, and is responsible for the supply and maintenance of exhibits to the Look Out Discovery Centre in Bracknell, England. There is a Techniquest gallery at the Lisbon Pavilhão do Conhecimento - Ciência Viva, and a traveling exhibition, SciQuest, in South Africa which was also supplied by Techniquest. All these centres rely on the effective intervention of “Explainers” (at Techniquest we call them “Helpers”) to provide the best possible experience for visitors. At its most demanding, the tasks of an Explainer are varied and intensive, yet there may be times when the duties are mundane or even dull. When you rely on people to act as both hosts and housekeepers, to provide both support and stimulus, and to be both welcoming and watchful, you are asking a great deal. This article raises some of the issues concerned with the recruitment and retention of Explainers, their training and management, and the way in which their role is recognized and valued by the science centre as a whole.

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10

Massarani, Luisa, Paola Rodari, and Matteo Merzagora. "Trained to interact: echoes from the Workshop Sul-Americano de Mediação em Museus e Centros de Ciência." Journal of Science Communication 07, no. 04 (December 19, 2008): C01. http://dx.doi.org/10.22323/2.07040301.

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The initiatives focusing the professional development of explainers are multiplying around the world, building an informal network of researchers, museums managers and directors, explainers, and regional/continental networks, as THE group, the Thematic Human Interface and Explainers group of Ecsite.The Workshop Sul-Americano de Mediação em Museus e Centros de Ciência e Escola de Mediação em Museus e Centros de Ciência, which took place in Rio de Janeiro in September 2008, was a further important step along this path. We believe it is worthwhile to offer to Jcom readers some of the workshop contributions concerning the training of explainers, to which we added an overview of the general problem presented by Lynn Uyen Tran (Lawrence Hall of Science at the University of California, Berkeley).

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11

Ito, Takaaki, and Shinichiro Kakihana. "Effects of the Explanatory Situation on Explainers’ Understanding:." Japanese Journal of Educational Psychology 67, no. 2 (June 30, 2019): 132–41. http://dx.doi.org/10.5926/jjep.67.132.

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12

Harris, Anita, and Shakira Hussein. "Conscripts or volunteers? Young Muslims as everyday explainers." Journal of Ethnic and Migration Studies 46, no. 19 (August 30, 2018): 3974–91. http://dx.doi.org/10.1080/1369183x.2018.1516547.

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13

Rodari, Paola, and Maria Xanthoudaki. "Beautiful guides. The value of explainers in science communication." Journal of Science Communication 04, no. 04 (December 21, 2005): C01. http://dx.doi.org/10.22323/2.04040301.

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During the last annual conference of ECSITE (European Collaborative for Science and Technology Exhibitions; Helsinki, June 2005), for the first time two discussion sessions were devoted to explainers, the innumerable people – young students mainly – who welcome visitors at exhibitions, museums and festivals, who animate laboratories and science shows, who guide, explain and lately also stimulate and manage discussions and participatory procedures. Thanks to the involvement of the speakers, who agreed to submit a broadened version of their papers, JCOM is glad to host the proceedings of these meetings. A great deal has to be done yet in order to analyse the complex European context and to fully understand the explainer’s professional profile.

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Väkeväinen, Marjatta. "Volunteers as explainers at the Finnish Science Centre Heureka." Journal of Science Communication 04, no. 04 (December 21, 2005): C06. http://dx.doi.org/10.22323/2.04040306.

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Heureka is situated in the Helsinki Metropolitan area. Every year, on average, 300.000 visitors come to Heureka; it is one of the largest year-round attractions in the area. 20–25% of the visitors are school classes. Heureka has a main exhibition including Children’s Heureka and also always houses two temporary exhibitions. Special activities supplement the exhibitions: The Verne Theatre, Children’s Laboratory, The Open Laboratory, Science Theatre Minerva and the Basketball Rats.

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15

권영태. "A Study on Law-Related Education by Judicial Affairs Explainers." Journal of Law-Related Education 4, no. 1 (June 2009): 29–55. http://dx.doi.org/10.29175/klrea.4.1.200906.29.

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16

Massarani, Luisa, Lara Mucci Poenaru, Jessica Norberto Rocha, Shawn Rowe, and Sigrid Falla. "Adolescents learning with exhibits and explainers: the case of Maloka." International Journal of Science Education, Part B 9, no. 3 (July 3, 2019): 253–67. http://dx.doi.org/10.1080/21548455.2019.1646439.

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17

Kos, Miha. "Who are the Explainers? A case study at the House of Experiments." Journal of Science Communication 04, no. 04 (December 21, 2005): C05. http://dx.doi.org/10.22323/2.04040305.

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Hiša Eksperimentov (The House of Experiments) is a very small science centre. We are situated in the centre of Ljubljana, the capital of Slovenia. The gross area of the centre is only 500 square meters and we meet around 25,000 visitors per year. We were opened for the public in the year 2000. In the Hiša Eksperimentov there are four full-time employees and around 10 persons working and paid by fees. There are specific institutions present in Slovenia so called Student services. They help students in finding paid job on daily basis. The state still encourages students to work by lowering the taxes for their job. There are around 25 students working as explainers in Hiša. Here are some facts about Slovenia. The population is around 2 million in the area of 20,256 square kilometers. There are 18 students per 1000 inhabitants. One can play a game with numbers – taking into account the area of Hiša and the population and area of Slovenia one can calculate that there is one person expected in an area of the size of 20 science centers. And there are even much fewer students present in the same area. But the number of visitors and students working in the center proves the density is larger. Therefore science centers do concentrate the population!

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18

Schneiders, Pascal. "What Remains in Mind? Effectiveness and Efficiency of Explainers at Conveying Information." Media and Communication 8, no. 1 (March 18, 2020): 218–31. http://dx.doi.org/10.17645/mac.v8i1.2507.

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Whether and to what extent mass media contribute to the acquisition of knowledge depends fundamentally on the senses addressed by a particular medium. However, there is a lack of current research investigating the effectiveness and efficiency of (new) media, like scrollytelling and explainer videos, at conveying information, compared to established formats like text and audio. To fill this research gap, I conducted an experimental online survey (N = 381) with medium as the independent variable (explainer text vs. audio vs. video vs. scrollytelling) and the recall of information as the dependent variable. The subjects were presented with a popular scientific presentation on the environmental consequences of meat consumption in order to examine a socially relevant, controversial topic and to explore the possible consequences of dissonance on recalling information. As the present study demonstrates, the traditionally lower reputation of moving images in regard to the effectiveness of information transfer is not always justified. Rather, the results show that scrollytelling and video lead to a significantly more extensive recall than audio and in part text media. However, when considering exposure time, text turns out to be the most efficient medium. The dissonance perceived by the participants did not have any significant influence on their recall of information.

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19

Johnston, David, and Léonie Rennie. "Explainers' perceptions of visitors' learning at an Interactive Science and Technology Centre." Research in Science Education 24, no. 1 (December 1994): 173–81. http://dx.doi.org/10.1007/bf02356342.

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20

Uyen Tran, Lynn. "The professionalization of educators in science museums and centers." Journal of Science Communication 07, no. 04 (December 19, 2008): C02. http://dx.doi.org/10.22323/2.07040302.

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Explainers have a longstanding presence in science museums and centres, and play a significant role in the institutions’ educational agenda. They interact with the public, and help make visitors’ experiences meaningful and memorable. Despite their valuable contributions, little research attention has been paid to the role and practice of these individuals. From the limited research literature that does exist, we know that museum educators employ a complexity of skills and knowledge. We also know such educators have a variety of experiences and qualifications – this creates a rich diversity within the field. Finally we know that the content and quality of programmes designed to educate novice explainers vary across institutions. Should we work toward a shared identity across institutions? Or even a “professionalization”? The paper explores the state of the art of the discussion around that questions.

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21

Obrębska, Monika, and Joanna Zinczuk-Zielazna. "Explainers as an Indicator of Defensive Attitude to Experienced Anxiety in Young Women Differing in Their Styles of Coping with Threatening Stimuli." Psychology of Language and Communication 21, no. 1 (January 27, 2017): 34–50. http://dx.doi.org/10.1515/plc-2017-0003.

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Abstract This paper presents the results of a frequency analysis of causal conjunctions and explainers in the speech of persons categorised as low-anxious, high-anxious, and repressors, selected according to the criteria of Weinberger et al. (1979). Ninety female students, assigned to three groups: high-anxious persons (n = 30), low-anxious persons (n = 30), and anxiety repressors (n = 30), gave a speech lasting several minutes concerning personality features that they liked or disliked in themselves. The results strongly confirmed the hypothesis that there are differences in the frequency of use of causal conjunctions and explainers between repressors, high-anxious, and low-anxious individuals. Their number is highest in the utterances of repressors and lowest in the utterances of low-anxious individuals. Our study demonstrates that the experiencing of anxiety does not in itself lead to an increase in the frequency of use of causal expressions. The key factor would appear to be a high level of defensiveness and absence of insight into one’s emotional states, characteristic of repressors. This may lead to a need to rationalise and to seek possible causes for the state of anxiety, which is externalised linguistically through the use of a high number of causal expressions.

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22

Sun, Yi Lin, Zhi Yi Huang, and Ryuichi Kitamura. "Stability of Automobility across Lifecycle Stages over Time." Advanced Materials Research 255-260 (May 2011): 3862–66. http://dx.doi.org/10.4028/www.scientific.net/amr.255-260.3862.

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This paper describes how automobility characteristics changed across lifecycle stages within different residential areas over time using statistical analyses. The results confirm that lifecycle is a useful classificatory variable in explaining automobility characteristics. Through analysis of four variances (including lifecycle stage, residential area, time, and age effects), the result suggests that residence area mainly determines the automobile ownership, but household members’ age is one of the main explainers for the fraction of auto trips and total auto travel time.

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23

Carlétti, Chrystian, and Luisa Massarani. "Explainers of science centres and museums: a study on these stakeholders in the mediation between science and the public in Brazil." Journal of Science Communication 14, no. 02 (April 23, 2015): A01. http://dx.doi.org/10.22323/2.14020201.

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In this paper, we investigate who are the explainers who work is Brazilian science centres and museums. We used an online survey, which was answered by 370 people from 73 institutions out of a group of 200 scientific and cultural centres. Our results indicate that most of these professionals are young people between 18 and 25 years old, they hold a high school certificate or are attending university, and they have been working in this field for less than five years. Only a fifth declared that they had done professional training before starting their activities; about 60% said that they are not prepared to attend to disabled visitors. We believe that our study will improve the practice of science communication, contributing to the creation of training and professional courses.

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Sokol, Kacper, and Peter Flach. "One Explanation Does Not Fit All." KI - Künstliche Intelligenz 34, no. 2 (February 4, 2020): 235–50. http://dx.doi.org/10.1007/s13218-020-00637-y.

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Abstract The need for transparency of predictive systems based on Machine Learning algorithms arises as a consequence of their ever-increasing proliferation in the industry. Whenever black-box algorithmic predictions influence human affairs, the inner workings of these algorithms should be scrutinised and their decisions explained to the relevant stakeholders, including the system engineers, the system’s operators and the individuals whose case is being decided. While a variety of interpretability and explainability methods is available, none of them is a panacea that can satisfy all diverse expectations and competing objectives that might be required by the parties involved. We address this challenge in this paper by discussing the promises of Interactive Machine Learning for improved transparency of black-box systems using the example of contrastive explanations—a state-of-the-art approach to Interpretable Machine Learning. Specifically, we show how to personalise counterfactual explanations by interactively adjusting their conditional statements and extract additional explanations by asking follow-up “What if?” questions. Our experience in building, deploying and presenting this type of system allowed us to list desired properties as well as potential limitations, which can be used to guide the development of interactive explainers. While customising the medium of interaction, i.e., the user interface comprising of various communication channels, may give an impression of personalisation, we argue that adjusting the explanation itself and its content is more important. To this end, properties such as breadth, scope, context, purpose and target of the explanation have to be considered, in addition to explicitly informing the explainee about its limitations and caveats. Furthermore, we discuss the challenges of mirroring the explainee’s mental model, which is the main building block of intelligible human–machine interactions. We also deliberate on the risks of allowing the explainee to freely manipulate the explanations and thereby extracting information about the underlying predictive model, which might be leveraged by malicious actors to steal or game the model. Finally, building an end-to-end interactive explainability system is a challenging engineering task; unless the main goal is its deployment, we recommend “Wizard of Oz” studies as a proxy for testing and evaluating standalone interactive explainability algorithms.

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25

Zhang, Yuan, Xiaobo Jia, Jianing Lin, Chang Qian, Xin Gao, and Sen Ding. "The Relative Importance of Spatial Scale Variables for Explaning Macroinvertebrate Richness in Different Aquatic Ecological Function Regions." Water 11, no. 8 (July 26, 2019): 1550. http://dx.doi.org/10.3390/w11081550.

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Identifying the key drivers of aquatic fauna structuring at multiple spatial scales is critical in reducing biodiversity loss. Macroinvertebrates are the most sensitive indicators of disturbance and they are used as a cost-effective tool for bioassessment at catchment and site scales. The focus of our study was to identify the key drivers from three classes of environmental variables (geophysical landscape, land use, and site habitat) that influence macroinvertebrate richness in different aquatic ecological function regions (AEFRs) of the Liaohe River Basin. We sampled macroinvertebrate assemblages, extracted geophysical and climate variables from geospatial data, and quantified physical and chemical habitats from 407 randomly distributed sites that belong to the three level-I AEFRs. We analyzed our data through multiple linear regression models by using the three classes of predicted variables alone and in combination. The models that were constructed in the first level-I AEFR explained similar amounts of macroinvertebrate richness and had the maximum ability to explain how macroinvertebrate richness distributed (denoted “explaining ability”; geophysical landscape: RGL2 ≈ 60%, land use and site habitat: RLU2 and RSH2 ≈ 50%, and combined: RCB2 ≈ 75%). The explaining abilities for the third level-I AEFR were as follows: RGL2 ≈ 11%, RLU2 ≈ 14%, RSH2 ≈ 25%, and RCB2 ≈ 38%. The explaining abilities for the 4th level-I AEFR were as follows: RGL2 ≈ 30%, RLU2 ≈ 7%, RSH2 ≈ 40%, and RCB2 ≈ 55%. We conclude that: (1) all of the combined models explained more interaction as compared with the single models; (2) the environmental variables differed among different level-I AEFRs; and, (3) variables in the site habitat scale were the most robust explainers when analyzing the relationship between environmental variables and macroinvertebrate richness and they can be recommended as the optimal candidate explainer. These results may provide cost-effective tools for distinguishing and identifying the drivers of sensitive aquatic organisms at regional scales.

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Brown Jarreau, Paige. "Science bloggers' self-perceived communication roles." Journal of Science Communication 14, no. 04 (December 10, 2015): A02. http://dx.doi.org/10.22323/2.14040202.

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This study addresses an open question about science bloggers' self-perceived roles as science communicators. Previous research has investigated the roles science journalists see themselves engaging in, but such research has failed to capture the experiences of science bloggers as a broad and diverse group that is yet often very different in their practices from professional journalists. In this study, a survey of over 600 science bloggers reveals that on the broadest level, science bloggers see themselves engaging most often as explainers of science and public intellectuals. Perceived communication role depends predominantly on occupation, science communication training, blog affiliation and gender.

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Nepote, Ana Claudia, and Elaine Reynoso-Haynes. "Science communication practices at the National Autonomous University of Mexico." Journal of Science Communication 16, no. 05 (December 13, 2017): C05. http://dx.doi.org/10.22323/2.16050305.

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The National Autonomous University of Mexico (UNAM) is one of the world's single largest employers of science communicators, with over 350,000 students and 40,000 staff. Its science communication activities include five museums (Universum, Museo de la Luz, the Geology Museum, Museo de la Medicina Mexicana and Musem of Geophysics), botanical gardens, as well as a wide range of cultural and outreach activities. It has several programmes for training professional science communicators. The science communication staff are spread across the campuses in Mexico City and four other cities, including writers, explainers, researchers, evaluators, who produce exhibitions, magazines, books, theatre, screenings and science cafés. This activity is diverse and sometimes operates to different agendas.

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Bryant, Chris, Mike Gore, and Sue Stocklmayer. "The Australian Science Centre Movement 1980–2000: Part 1—Questacon, the National Science and Technology Centre." Historical Records of Australian Science 26, no. 2 (2015): 122. http://dx.doi.org/10.1071/hr15008.

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Part 1: Scholarly concerns over science communication and in particular public attitudes towards and engagement with science have continued for almost half a century, but the establishment of a ‘hands-on' science centre in Canberra in 1980 put practice ahead of theory and led to the building of Questacon—the National Science and Technology Centre in 1988. The driving force behind this development was Australian National University physicist Dr Mike Gore. Funding came from the Australian and Japanese Governments—the latter a bicentennial gift—and a team of ‘explainers' at the centre helped visitors to appreciate that this science centre was not a museum but a place where science had a human face.

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Silva, Joana, and Karen Bultitude. "Best practice in communications training for public engagement with science, technology, engineering and mathematics." Journal of Science Communication 08, no. 02 (May 18, 2009): A03. http://dx.doi.org/10.22323/2.08020203.

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Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics). The research focused on training in direct communication methods, (as separate from media training) and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that training courses are effective at increasing involvement in science communication events and trainees feel more confident and able to engage due to training. An interactive style was found to be a key element of training courses. Demonstrations of good practice followed by own performance with feedback were also important, preferably involving a ‘real’ audience. A list of guidelines on best practice has been developed which offers practical advice.

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Guidotti, Riccardo, Anna Monreale, Stan Matwin, and Dino Pedreschi. "Explaining Image Classifiers Generating Exemplars and Counter-Exemplars from Latent Representations." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (April 3, 2020): 13665–68. http://dx.doi.org/10.1609/aaai.v34i09.7116.

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We present an approach to explain the decisions of black box image classifiers through synthetic exemplar and counter-exemplar learnt in the latent feature space. Our explanation method exploits the latent representations learned through an adversarial autoencoder for generating a synthetic neighborhood of the image for which an explanation is required. A decision tree is trained on a set of images represented in the latent space, and its decision rules are used to generate exemplar images showing how the original image can be modified to stay within its class. Counterfactual rules are used to generate counter-exemplars showing how the original image can “morph” into another class. The explanation also comprehends a saliency map highlighting the areas that contribute to its classification, and areas that push it into another class. A wide and deep experimental evaluation proves that the proposed method outperforms existing explainers in terms of fidelity, relevance, coherence, and stability, besides providing the most useful and interpretable explanations.

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31

Dr.Shahzada Imran Ayub and Dr.M.Ijaz. "امام خطابیؒ کی غریب الحدیث." Al-Idah | Shaykh Zayed Islamic Centre, University of Peshawar 37, - 2 (January 12, 2020): 28–50. http://dx.doi.org/10.37556/al-idah.037.02.0339.

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Imam Khattabi is considered as a glorious scholar of the fourth century.He has written several books in various scholarly traditions. One of them an important book is "Ghareeb ul Hadith".In this, he has not only interpreted the difficult words but also referred to as Ayaat, Ahadith and verses etc.Then, he also described the jurisprudential commandments existed in these Ayaat and Ahadith. Furthermore, in many places, hadith terms, legal maxims and wisdom of law are also part of this book.This book also holds a significant correlation with knowledge of Imam Khattabi's teachers because he mentioned the ahadith and sayings of scholars with his own chain. Due to these qualities of this book, not only did the scholars of language use it, but also magnificent mohaddiseen, jurists, explainers and researchers have also quoted it in their own books. Of course, it will not be unwise to say that like previous scholars and mohaddiseen this book is also important and need for today's scholars.

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غبن, يحيى أحمد, and نبيل خالد أبو علي. "التوظيف الديني والأسطوري للون في شعر الحروب والفتن في الأندلس = The Effect of Potential Context in Directing the Reference of the Pronoun with Some of Al-Saheehen Explainers." مجلة جامعة الأقصى سلسلة العلوم الإنسانية 22, no. 1 (January 2018): 126–51. http://dx.doi.org/10.12816/0048013.

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أبو علي, نبيل خالد, and سعد عودة عدوان. "أثر السياق الاحتمالي في توجيه مرجع الضمير عند بعض شراح الصحيحين = The Effect of Potential Context in Directing the Reference of the Pronoun with Some of Al-Saheehen Explainers." مجلة جامعة الأقصى سلسلة العلوم الإنسانية 22, no. 1 (January 2018): 93–125. http://dx.doi.org/10.12816/0048012.

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34

Jaffee, Martin S. "Mishnaic Literary History and the History of a Mishnaic Idea: On the Formation of the Mishnah's Theory of Intention, With Special Reference to tractate Ma' aserot." AJS Review 11, no. 2 (1986): 135–56. http://dx.doi.org/10.1017/s0364009400001677.

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The Mishnah is preserved in a web of exegetical texts—the Tosefta, the alakhic midrashim, and the Talmuds—which have accompanied it iroughout its history of transmission. A common problem in mishnaic:xtual criticism, therefore, is to clarify the extent to which elements of the Mishnah's exegetical tradition have become part of the the text itself. It is for this reason that a question most appropriate to other literary texts is so difficult to answer for the Mishnah: at what point does the history of the text's creation end and the history of its transmission and interpretation begin? In a certain respect, of course, in the mishnaic case this question is conceptually flawed. By posing an absolute distinction between the redactionand transmission-history of the Mishnah, one reifies processes which, in fact, are most difficult to distinguish. Epstein in particular has shown that the text of the Mishnah, in the recension of Rabbi (Judah the Patriarch), remained relatively fluid for some centuries after its promulgation, ca. 200 C.E. Thus, the mishnaic text-types now available are in a very real sense no less the creations of the Mishnah's later students (the amoraim, or “explainers”) than they are the work of the Mishnah's authors.

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MacFadden, Bruce J. "Engaging Undergraduates in Informal Learning Experiences." Paleontological Society Special Publications 12 (2012): 247–56. http://dx.doi.org/10.1017/s2475262200009357.

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Undergraduate paleontology education typically consists of formal coursework involving the classroom, laboratory, and field trips. Other opportunities exist within informal science education (ISE) that can provide students with experiences to broaden their undergraduate education. ISE includes out-of-school, “free-choice,” and/or lifelong learning experiences in a variety of settings and media, including museums, science and nature centers, national and state parks, science cafes, as well as an evergrowing variety of web-based activities. This article discusses ISE as it pertains to university paleontology education and presents examples. Students can participate in the development and evaluation of exhibits as well as assist in the implementation of museum-related educational programs with paleontological content. They also can work or intern as explainers either “on the floor” of museums, or as interpreters at science-related parks. ISE-related activities can also provide opportunities to engage in citizen science and other outreach initiatives, e.g., with undergraduates assisting in fossil digs with public (volunteer) participation and giving talks to fossil clubs. During these activities, students have the opportunity to communicate about controversial topics such as evolution, which is neither well understood nor universally accepted by the general public. Engagement in these kinds of activities provides students with a combination of specialized STEM content (paleontology, geology) and ISE practice that may better position them to pursue nontraditional careers outside of the academic arena. Likewise, for students intending to pursue an academic career, ISE activities make undergraduate students better equipped to conduct Broader Impact activities as early career professionals.

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Farzin, Mohsen, Mohammadtaghi Avand, Hassan Ahmadzadeh, Martina Zelenakova, and John P. Tiefenbacher. "Assessment of Ensemble Models for Groundwater Potential Modeling and Prediction in a Karst Watershed." Water 13, no. 18 (September 16, 2021): 2540. http://dx.doi.org/10.3390/w13182540.

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Due to numerous droughts in recent years, the amount of surface water in arid and semi-arid regions has decreased significantly, so reliance on groundwater to meet local and regional demands has increased. The Kabgian watershed is a karst watershed in southwestern Iran that provides a significant proportion of drinking and agriculture water supplies in the area. This study identified areas with karst groundwater potential using a combination of machine learning and statistical models, including entropy-SVM-LN, entropy-SVM-SG, and entropy-SVM-RBF. To do this, 384 karst springs were identified and mapped. Sixteen factors that are related to karst potential were identified from a review of the literature, and these were compiled for the study area. The 384 locations were randomly separated into two categories for training (269 location) and validation (115 location) datasets to be used in the modeling process. The ROC curve was used to evaluate the modeling results. The models used, in general, were good at determining the location of karst groundwater potential. The evaluation showed that the E-SVM-RBF model had an area under the curve of 0.92, indicating that it was most accurate estimator of groundwater potential among the ensemble models. Evaluation of the relative importance of each of the 16 factors revealed that land use, a vector ruggedness measure, curvature, and topography roughness index were the most important explainers of the presence of karst groundwater in the study area. It was also found that the factors affecting the presence of karst springs are significantly different from non-karst springs.

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Ochab, Jeremi K. "Randall Munroe’s Thing Explainer: The Tasks in Translation of a Book Which Explains the World With Images." Przekładaniec 34-35 (2018): 52–72. http://dx.doi.org/10.4467/16891864epc.18.011.9833.

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Witte, H., H. Preuschoft, and S. Recknagel. "Human body proportions explained on the basis of biomechanical principles." Zeitschrift für Morphologie und Anthropologie 78, no. 3 (June 10, 1991): 407–23. http://dx.doi.org/10.1127/zma/78/1991/407.

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Deutch, Daniel, Amir Gilad, Tova Milo, and Amit Somech. "ExplainED." Proceedings of the VLDB Endowment 13, no. 12 (August 2020): 2917–20. http://dx.doi.org/10.14778/3415478.3415508.

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Pritchard, Matt. "Deformation explained." Nature Geoscience 3, no. 8 (August 2010): 515. http://dx.doi.org/10.1038/ngeo925.

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Rakover, Sam S. "Consciousness Explained?" International Studies in Philosophy 26, no. 2 (1994): 97–99. http://dx.doi.org/10.5840/intstudphil1994262128.

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Morton, Adam. "Consciousness Explained." Cogito 7, no. 2 (1993): 159–61. http://dx.doi.org/10.5840/cogito19937236.

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Barnes, Greta, and Anne V. Betts. "Asthma explained." Nursing Standard 6, no. 52 (September 16, 1992): 9–15. http://dx.doi.org/10.7748/ns.6.52.9.s63.

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Block, Ned, and Daniel C. Dennett. "Consciousness Explained." Journal of Philosophy 90, no. 4 (April 1993): 181. http://dx.doi.org/10.2307/2940970.

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Lycan, William G., and Daniel C. Dennett. "Consciousness Explained." Philosophical Review 102, no. 3 (July 1993): 424. http://dx.doi.org/10.2307/2185913.

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Kaiser, Mark J., and Allan G. Pulsipher. "WAP explained." Energy Policy 32, no. 16 (November 2004): 1843–60. http://dx.doi.org/10.1016/s0301-4215(03)00175-7.

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RAWLS, REBECCA. "NITROGLYCERIN EXPLAINED." Chemical & Engineering News 80, no. 23 (June 10, 2002): 12a. http://dx.doi.org/10.1021/cen-v080n023.p012a.

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Hochella, M. F. "Teaching, Explained." Elements 3, no. 2 (April 1, 2007): 83. http://dx.doi.org/10.2113/gselements.3.2.83.

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Anderson, B. "G explained." Medical Hypotheses 45, no. 6 (December 1995): 602–4. http://dx.doi.org/10.1016/0306-9877(95)90245-7.

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Jeronimidis, George. "Biomechanics explained." Materials Today 7, no. 3 (March 2004): 51. http://dx.doi.org/10.1016/s1369-7021(04)00133-6.

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