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This article discusses a scoping review of position papers aimed at enhancing the quality of life of people with intellectual disabilities. It describes the approach taken to conducting the scoping review and the position papers identified, and goes on to explore a range of issues that became apparent when carrying out the review. The authors argue that the people whose lives are most centrally impacted by position papers—people with intellectual disabilities and their families—should be included in the production and review of those papers. The article concludes by recommending a co-ordinated approach to the production and storage of position papers. [ABSTRACT FROM AUTHOR]

Dry skin is a common condition that is attributed to a lack of water in the stratum corneum. With the availability of new technologies, light has been shed on the pathophysiology of dry skin at the molecular level. With the aim to discuss implications of this latest research for the optimal formulation of emollients designed to treat dry skin, five specialists met in November 2017. Research on three topics thereby provided particularly detailed new insights on how to manage dry skin: research on the lipid composition and organization of the stratum corneum, research on natural moisturizing factors, and research on the peripheral nervous system. There was consensus that latest research expands the rationale to include physiological lipids in an emollient used for dry skin, as they were found to be essential for an adequate composition and organization in the stratum corneum but are reduced in dry skin. Latest findings also confirmed the incorporation of carefully selected humectants into a topical emollient for dry skin, given the reduced activity of enzymes involved in the synthesis of moisturizing factors when skin is dry. Overall, the group of specialists concluded that the previous concept of the five components for an ideal emollient for dry skin is well in accordance with latest research. [ABSTRACT FROM AUTHOR]

The commentary compares the WPA position statement with a similar paper published recently by the German Association for Psychiatry, Psychotherapy and Psychosomatics (DGPPN; Deutsche Gesellschaft für Psychiatrie, Psychotherapie und Nervenheilkunde). These papers should be a starting point to foster R/S studies within the bio-psycho-social-spiritual framework, a thoughtful discernment of the psycho-spiritual mixture and more training opportunities for therapists to better integrate the spiritual dimension into treatment. [ABSTRACT FROM PUBLISHER]

Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. [ABSTRACT FROM PUBLISHER]

The apartheid policies in South Africa had a marked influence on the accessibility and quality of school science experienced by the different race groups. African learners in particular were seriously disadvantaged in this regard. The issues of equity and redress were foremost in transformation of the education system, and the accompanying curriculum reform. This paper reports on equity in terms of equality of outputs and equality of inputs in South African school science, with a particular focus on the implementation of practical science investigations. This was a qualitative case study of two teachers on their implementation of science investigations at two schools, one a township school, previously designated for black children, and the other a former Model C school, previously reserved for white children. My study was guided by the curriculum implementation framework by Rogan and Grayson in trying to understand the practice of these teachers at schools located in contextually diverse communities. The framework helped profile the implementation of science investigations and also enabled me to explore the factors which are able to support or hinder this implementation. [ABSTRACT FROM AUTHOR]

The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science education. It has served both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this triplet relationship has been the subject of different adaptations and reinterpretations that sometimes lead to confusion and misunderstanding, which complicates the analysis of the triplet's nature and scope. Thus, the central goal of this paper is to describe some of the existing views of the triplet relationship in chemistry and science education and critically analyse their underlying assumptions. We also propose a general structure of our chemistry knowledge intended to better situate the chemistry triplet in relationship with the different types, scales, dimensions, and approaches that seem to characterise such knowledge. Our proposed model may be useful in the analysis, evaluation, and reflection of educational research results and teaching practices centred on the triplet relationship. [ABSTRACT FROM AUTHOR]

This paper discusses the role of Geoinformatics as a new scientific discipline designed for handling of geospatial information. Depending on the scientific background of the people involved in shaping the emerging discipline, emphasis may be placed on different aspects of Geoinformatics. Applications and developments may address geoscientific, spatial planning, or computer science related matters. The scientific field of Geoinformatics encompasses the acquisition and storing of geospatial data, the modelling and presentation of spatial information, geoscientific analyses and spatial planning, and the development of algorithms and geospatial database systems. It is the position of the author that these tools from Geoinformatics are necessary to bridge the gap between Digital Earth models and the real world with its real-world problems ('connecting through location'). It is, however, crucial that Geoinformatics represents a coherent integrated approach to the acquisition, storage, analysis, modeling, presentation, and dissemination of geo-processes and not a patchwork solution of unconnected fields of activity. Geoinformatics is as such not a part of Geography, Surveying, or Computer Science, but a new self-contained scientific discipline. The current paper highlights international and national trends of the discipline and presents a number of Geoinformatics initiatives. The research and teaching activities of the newly formed Institute for Geoinformatics and Remote Sensing (IGF) at the University of Osnabrueck serve as an example for these initiatives. All these developments have lead to the long overdue formation of a scientific 'Society for Geoinformatics' (German: Gesellschaft fur Geoinformatik - GfGI) in Germany. [ABSTRACT FROM AUTHOR]