Teacher Knowledge and Classroom Practice: Examining the Connection

This paper extends existing research regarding content knowledge for teaching (CKT) and role it plays in advancing student learning. Two teachers (with high and low measured CKT) are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher’s CKT and many U.S. schools have begun including CKT measures in teacher hiring and retention decisions. Teaching observed for this study illustrates that content can be taught effectively by teachers across the spectrum of CKT levels, but observable and significant differences in teaching leads to important questions for inservice and preservice teacher educators

ATLAS Data Challenge 1

In 2002 the ATLAS experiment started a series of Data Challenges (DC) of which the goals are the validation of the Computing Model, of the complete software suite, of the data model, and to ensure the correctness of the technical choices to be made. A major feature of the first Data Challenge (DC1) was the preparation and the deployment of the software required for the production of large event samples for the High Level Trigger (HLT) and physics communities, and the production of those samples as a world-wide distributed activity. The first phase of DC1 was run during summer 2002, and involved 39 institutes in 18 countries. More than 10 million physics events and 30 million single particle events were fully simulated. Over a period of about 40 calendar days 71000 CPU-days were used producing 30 Tbytes of data in about 35000 partitions. In the second phase the next processing step was performed with the participation of 56 institutes in 21 countries (~ 4000 processors used in parallel). The basic elements of the ATLAS Monte Carlo production system are described. We also present how the software suite was validated and the participating sites were certified. These productions were already partly performed by using different flavours of Grid middleware at ~ 20 sites.Comment: 10 pages; 3 figures; CHEP03 Conference, San Diego; Reference MOCT00

Two Epistemic Issues for a Narrative Argument Structure

The transcendental approach to understanding narrative argument derives from the idea that for any believable fictional narrative, we can ask—what principles or generalizations would have to be true of human nature in order for the narrative to be believable? I address two key issues: whether only realistic or realist fictional narratives are believable, and how could it be established that we have an intuitive, mostly veridical grasp of human nature that grounds believability