...to planetary science. It is far from complete (see below for more details). Much of the following was adapted from the sci.space FAQ. Past Missions Luna 2 impact on the surface of the Moon 1959 (USSR) Luna 3 first photos of the far side of the Moon 1959 (USSR) Mariner 2 the first successful probe to flyby Venus in December of 1962, and it returned information which confirmed that Venus is a very hot (800 degrees Fahrenheit, now revised to 900 degrees F.) world with a cloud-covered atmosphere composed primarily of carbon dioxide. (more info from NASA Spacelink) Mariner 3 launched on November 5, 1964, was lost when its protective shroud failed to eject as the craft was placed into interplanetary space. Unable to collect the Sun's energy for power from its solar panels, the probe soon died when its batteries ran out and is now in solar orbit. It was intended for a Mars flyby with Mariner 4. Mariner 4 the sister probe to Mariner 3, did reach Mars in 1965 and took the first close-up images of the Martian surface (22 in all) as it flew by the planet. The probe found a cratered world with an atmosphere much thinner than previously thought. Many scientists concluded from this preliminary scan that Mars was a "dead" world in both the geological and biological sense. Mariner 9 Mariner 9, the sister probe to Mariner 8 which failed on launch, became the first craft to orbit Mars in 1971. It returned information on the Red Planet that no other probe had done before...
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...1. Topic: Online Education 2. Research Question: Is online education more advantageous (favorable) than traditional classroom education? 3. Thesis Statement: Research suggests that online education (is more) (has become more) advantageous than traditional classroom education by offering lower tuition costs, more diverse and obtainable degrees and masteries, and by enabling the realistic pursuit of higher intellectual learning for paraprofessionals and unconventional students. Task 1 Annotated Bibliography Smith, David E., Mitry, Darryl J. (2008). Investigation of Higher Education: The Real Costs and Quality of Online Programs. Journal of Education for Business; Jan/Feb2008, Vol. 83 Issue 3, p147-152, 6p, 1 Chart. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?hid=7&sid=2eb08f08-6338-4b77-9193-45add548c475%40sessionmgr14&vid=2 This article by Smith and Mitry (2008) addresses via analytical inquiry the cost and quality of online teaching in college education. These authors are doctors in their respective fields at National University, and this article was published in a peer-reviewed journal. Using a variety of different scientific tools Smith and Mitry (2008) clearly explain the problems, illuminate the solutions, and discuss, imply, and recommend ways to help online education realize its true potential. While there is a lot of information about many different facets of online education, this article shines with the recommendations that the authors...
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...ANATOMY AND PHYSIOLOGY- 2013 Draft v4 7-3-12 1. DESCRIPTION: Understand the anatomy and physiology of the nervous, excretory and digestive system. A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 Minutes 2. EVENT PARAMETERS: Each team may bring only one 8.5" x II" two-sided page of notes that contain information in any form from any source and up to 2 non-programmable, non-graphing calculators. 3. THE COMPETITION: Students should know the basic anatomy and physiology of the nervous, excretory and digestive systems and how aging and specific diseases affect them. Process skills expected may include data collection, making observations, inferences, predictions, calculations, analyses and conclusions. The test may include various formats (e. g., timed stations, written test, PowerPoint slides, anatomical specimens, etc.) for the following topics: a. DIGESTIVE SYSTEM - All levels should know: 1. Functions ofthe digestive system 11. Basic anatomy of the component parts of the alimentary canal and accessory organs of digestion iii. Anatomy of the four layers ofthe wall of the alimentary canal IV. Comparison of the lining of the esophagus, stomach, small intestine and large intestine v. Compare and contrast mechanical and chemical digestion vi. Physiology of chemical digestion of proteins, fats and carbohydrates vii. The effects of exercise on the digestive system viii. The diseases on each level from the cell to the whole person as listed: stomach & duodenal ulcers, cancers of the digestive...
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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the...
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible classroom arrangements, low student/teacher ratios, and opportunities for collaborative work that promote students’ engagement in a range of scientific practices (e.g., asking questions, designing and carrying out experiments...
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...BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS, 77 2. 3. 4. 5. 6. i Research Team Principal Investigators: Martin Carnoy and Linda Chisholm TEAM MEMBERS Human Sciences Research Council...
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...BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS, 77 2. 3. 4. 5. 6. i Research Team Principal Investigators: Martin Carnoy and Linda Chisholm TEAM MEMBERS Human Sciences Research Council...
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...experientially to some extent, an attempt will be made to distinguish those approaches which would be more likely to facilitate experiential learning. While the title of the chapter implies a focus on learning (the student perspective), to a large extent the chapter actually focuses on the structuring of the experience (the teacher perspective). What the student takes away from a particular experience is often idiosyncratic to his/her perceptions of the experience, and is somewhat outside the control of the instructor. The 1 The AACSB Memorandum (Carter et al. 1986) used a slightly different version; Tell me and I’ll forget. Show me and I’ll remember. Involve me and I’ll understand. Guide to Business Gaming and Experiential Learning, 1990 9 10...
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...USED ENGINE OIL AS SIGN PEN INK COMPONENT 1 Potential of Used Engine Oil as an Additive Component for Sign Pen Ink An Investigatory Project Presented to the Faculty of Science and English Area In Partial Fulfillment of the Requirements in Science and Technology 10 and English 10 Benitez, Danielle C. Cartagena, Roland L. Florentino, Mikhael C. Medina, Alexandra Marie P. Peñaflorida, Andrea Raecristine F. G10 – Our Lady of the Assumption December 10, 2014 USED ENGINE OIL AS SIGN PEN INK COMPONENT 2 Abstract This research’s sole purpose is to find an ideal alternative for sign pen ink. Specifically, it aimed to experiment upon the concept of whether or not used engine oil (UEO) can be used as a suitable component for sign pen ink. In doing so, the researchers have conducted a test that makes use of varying amounts of two main ingredients, namely,UEO and pounded charcoal. Throughout the course of the experiment, three types of ink were produced with the compositions of: 70% UEO and 30% powdered charcoal (Ink A), 80% UEO and 20% powdered charcoal (Ink B), and lastly 100% UEO and no charcoal (Ink C). Ink A was recorded to have the highest tone quality and highest viscosity, which was proven through the chromatography test. Ink B was found to be second highest in terms of both tone quality and viscosity, while Ink C exhibited the lowest tone quality and lowest viscosity level. Tone quality was recorded by testing the pens for writing, and viscosity level...
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...2008-2009; 2009-2010 and 2010-2011 are 43.11, 36.57 and 36.60 respectively (Department of Educational Testing and Research Center, 2009; 2010; 2011). Likewise, comprehension related studies conducted locally have verified and supported that the students showed difficulty in reading comprehension (Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate students to generate explanations for things which puzzle them and to propose solutions to problems and trigger the use of deep thinking strategies which may not be invoked if the questions had not been asked, and thus they play an important role in engaging students' minds more actively. In a parallel study, Taboada (2003) found that low and high level...
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...ACKNOWLEDGEMENT This research project would not have been possible without the support of many people. The authors wish to express their gratitude to the following individuals who generously offered help, invaluable assistance, support and guidance: The Almighty God, for giving the researchers the strength, courage and good health to carry out this study. Parents of the researchers, for their never-ending all out support morally and financially, for the encouragement that made the completion of this work possible; Mr. Paul Sherwind Belciña, the adviser, for being there, guiding the researcher and sharing his expertise and knowledge; Dr. Imelda Lagrito, the Chairman for the Social Behavioral Sciences, for assisting and permitting the researchers to conduct this study in the Department’s Psychotherapy Laboratory and for being one of the respectable panelists, for her intellectual advice and support in pursuing this research to its completion; Dr. Arlene Sotelo, the researcher’s thesis coordinator for her patience and understanding towards blemishes. To the panel members; Miss Najie B. Responte, Dr. Virginia P. Mollaneda, Dr. Araceli P. Villacarlos, and Dr. Louise Anne D. Librando for their valuable suggestions and intellectual advice for the refinement of this study; Dr. Leovigildo Manalo, the researcher’s statistician for sharing his knowledge and skills with the statistical procedure needed for the study. Dr. Renita Calago, Principal for the Elementary Department...
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...JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 38, NO. 2, PP. 222 ± 259 (2001) Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes...
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...553623 To lnk to thi arti e: ht p:/ doiorg/ 1080/ i s cl t / dx. . 10. 17439884. 2011. 553623 Publshed onlne:14 Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow.edu.au Dr 0 3000002011 36 ShirleyAgostinho Taylor 2011 & (print)/1743-9892 (online) Original Article 1743-9884Media Learning,Francisand Technology 10.1080/17439884.2011.553623 The literature on digital video in education emphasises the use of prefabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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