Professionalism, golf coaching and a master of science degree

A distinction can be made between 'professionalisation', which is concerned with occupational status and standing, and 'professionalism,' which refers to matters of quality and standards of practice (especially specialized knowledge, ethics and altruism). The purpose of this stimulus article is to present key features of contemporary medical professionalism as a basis for critically reflecting on discourse associated with Tiger Woods' current coach, Sean Foley. It is suggested that that provision of a Master of Science degree in golf teaching/coaching would facilitate the development of 'professionalism' in golf coaches

Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning

BIM in teaching — lessons learned from exploratory study

Building Information Technology bears promise to bring integration into fragmented AEC industry, as well as large potentials for optimization and management of building performance along life cycle. However, the adoption in Central Europe is much slower than in the USA or Scandinavia; the designers and planners are sceptical about BIM benefits. In order to build up capabilities and thus support BIM adoption in the practice, BIM skills have be built up already in university teaching. This endeavour is the central aim of the BIM_sustain project accomplished at the Vienna University of Technology. In winter term 2012/13 and winter term 2013/14 we accomplished interdisciplinary BIM-supported design labs with student participants from architecture, civil engineering and building science. The teams used different modelling and simulation software constellations for building design and analysis. The software-constellations were evaluated in terms of BIMinteroperability, and the design process was documented by means of time and activity assessment, surveys on team performance, process satisfaction and technology acceptance and focus group interviews. In this paper we will present the results of the evaluation of both courses and analyse the differences resulting from the different course design in the two consequent terms. The first course was dominated by the issue of interfaces, whereas the second course, where better functioning software combinations in terms of data transfer were used, was dominated by the issues related to the collaboration and teamwork. Our results are not only informative for the configuration of interdisciplinary BIM-supported university teaching, but can be derived for the practice as well, especially in the areas of project management, software usage, modelling conventions or incentive systems

Increasing Student Engagement in the Secondary Math Classroom

This thesis reports on a professional development package developed by the author to help three teachers increase the level of student engagement in their math classrooms. There were three phases: 1) initial presentation of strategies and sample lessons, 2) classroom implementation, 3) reflection and evaluation. As a result of the professional development, the Louisiana Compass Teacher Evaluation Rubric scores of the teachers improved in the area of student engagement. This thesis can be used as a guide for principals or instructional specialists who wish to provide professional development for small groups of teachers, with a focus on increasing student engagement

Assessing the Risk of 100-year Freshwater Floods in the Lamprey River Watershed of New Hampshire Resulting from Changes in Climate and Land Use

What is the coastal resource issue the project sought to address? Both the magnitude and frequency of freshwater flooding is on the rise in seacoast NH and around much of New England. In the Great Bay watershed, this is the result of two primary causes: 1) increases in impervious surface stemming from a three-to-four fold increase in developed land since 1962; and 2) changing rainfall patterns in part exemplified by a doubling in the frequency of extreme weather events that drop more than 4 inches of precipitation in less than 48 hours (Wake et al., 2011) over the same time period. Moreover, the size of the 100-year precipitation event in this region has increased 26% from 6.3 inches to 8.5 inches from the mid 1950’s to 2010 (NRCC and NRCS, 2012). One consequence is the occurrence of three 100-year floods measured on the Lamprey River at Packers Falls since 1987, and a fourth if the three days of flooding in March of 2010 had occurred instead in two days (Figure 1). Flooding events are expected to continue to increase in magnitude and frequency as land in the watershed is further developed and climate continues to change in response to anthropogenic forcing (e.g., Hayhoe et el., 2007; IPCC, 2007; Karl et al., 2009). Land use management strategies, in particular low impact development (LID) zoning requirements, are one strategy that communities can employ for increased resiliency to flooding with the greatest influence in urban environments

Assessing the Risk of 100-year Freshwater Floods in the Lamprey River Watershed of New Hampshire Resulting from Changes in Climate and Land Use

What is the coastal resource issue the project sought to address? Both the magnitude and frequency of freshwater flooding is on the rise in seacoast NH and around much of New England. In the Great Bay watershed, this is the result of two primary causes: 1) increases in impervious surface stemming from a three-to-four fold increase in developed land since 1962; and 2) changing rainfall patterns in part exemplified by a doubling in the frequency of extreme weather events that drop more than 4 inches of precipitation in less than 48 hours (Wake et al., 2011) over the same time period. Moreover, the size of the 100-year precipitation event in this region has increased 26% from 6.3 inches to 8.5 inches from the mid 1950’s to 2010 (NRCC and NRCS, 2012). One consequence is the occurrence of three 100-year floods measured on the Lamprey River at Packers Falls since 1987, and a fourth if the three days of flooding in March of 2010 had occurred instead in two days (Figure 1). Flooding events are expected to continue to increase in magnitude and frequency as land in the watershed is further developed and climate continues to change in response to anthropogenic forcing (e.g., Hayhoe et el., 2007; IPCC, 2007; Karl et al., 2009). Land use management strategies, in particular low impact development (LID) zoning requirements, are one strategy that communities can employ for increased resiliency to flooding with the greatest influence in urban environments

Touch Screen Avatar English Learning System For University Students Learning Simplicity

This paper discusses on touch screen avatar for an English language learning application system. The system would be a combination of avatar as Animated Pedagogical Agent (APA) and a touch screen application that adapt the up to date gesture-based computing which is found as having potential to change the way how we learn as it could reduce the amount of Information Communication Technology (ICT) devices used during teaching and learning process. The key here is interaction between university students and touch screen avatar intelligent application system as well as learning resources that could be learned anytime anywhere twenty four hours in seven days 24/7 based on their study time preference where they could learn at their own comfort out of the tradition. The students would be provided with a learning tool that could help them learn interactively with the current trend which they might be interested with based on their own personalization. Apart from that, their performance shall be monitored from a distance and evaluated to avoid disturbing their learning process from working smoothly and getting rid of feeling of being controlled. Thus, the students are expected to have lower affective filter level that may enhance the way they learn unconsciously. Keywords: Gesture-Based Computing, Avatar, Portable Learning Tool, Interactivity, Language Learnin

Effective Organizational Practices for Middle and High School Grades

At the request of the Accountability Review Council, Research for Action identified effective organizational practices used by better performing schools serving substantial numbers of low income middle and high school students in the School District of Philadelphia. These practices are organized into three spheres: Conditions for Teaching, Student-Centered School Community, and Instructional Program. For each sphere, the report offers broad strategies and specific practices to enact the strategies. Nuanced school case studies show how the practices can work synergistically and coherently in schools to help students succeed