2,035 research outputs found

    GK-12: NSF Graduate Teaching Fellows in K-12 Education at the University of Maine

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    Eight districts in central Maine that comprise the Penobscot River Educational Partnership (PREP); four of them, including Maine Indian Education, partners in a current GK-12 project, have joined with the University of Maine to form Fellow-teacher teams to introduce K-12 students to experiments, field trips, and discussions in areas such as chemistry, climate change, marine sciences, molecular biology, geology, food sciences, and ecology. The program is: a) helping teachers and students reach the State of Maine\u27s legislatively-mandated standards for Science & Technology (the Maine Learning Results), b) strengthening Fellows\u27 communication and teaching skills, c) providing professional development for Teachers, d) enriching science for K-12 students, e) providing young male and female role models of SMET professionals to children in grades 3-11, and f) strengthening contacts between GK-12 science faculty and K-12 districts. The K-12 students are monitoring water chemistry and species diversity and abundance in cooperating federal wildlife refuges in areas near them. These shared monitoring activities link classes throughout the entire scope of the project. The spatially and temporally distributed data enables the teams to introduce interesting analyses and discussions across partner classes interacting through videoconferences. Each Fellow works intensively with two teachers in PREP and with a teacher from eastern Maine (Washington & Hancock Counties), western Maine (Madison), or southern Maine (Damariscotta, site of the University of Maine\u27s marine sciences laboratory). The power of Maine\u27s network of ATM classrooms, is being used to expand the Fellows\u27 role modeling and introduce Fellows to a variety of teaching styles. The broader impacts of the project include strengthened backgrounds in science and attendance at the Maine summer Science Camp for the cooperating teachers. The K-12 districts\u27 benefits include the enriched learning of their students and access to the equipment from microscopes to thermal cyclers that is necessary to meet the goals of the Learning Results, but which many districts lack. The University of Maine is benefiting from K-12 students who come to the University better prepared in science and is fulfilling its mission as a Land Grant/Sea Grant institution to serve both the state of Maine and the nation as a whole

    Relating problem solving to financial education

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    In a research project, developed during a master’s degree research in basic education teaching at Escola Superior de Educação of the Polytechnic Institute of Porto, a question relating the problem solving in children’s daily life to the development of financial education in basic education students raised. A suitable methodology was applied to the study, and 5th grade students were challenged to construct mathematical knowledge on the multiplication of non-negative rational numbers, through problem solving, and to activate concepts related to financial education. In this sense, a learning process was carried out, in which the problems created, the differentiated didactic-pedagogical materials used (such as origami, board games, interactive games) and videos were fundamental not only for promoting children's involvement in this project but also to stimulate the learning and the development of an interest for mathematics. Thus, this publication aims to share some of the results achieved and to reflect on the virtues and potentialities of research-action methodology project for the consolidation and strengthening of mathematical and financial contents in a perspective of education for citizenship

    Weekly Kaimin, February 6, 1913

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    Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/1177/thumbnail.jp

    Research on Xiamen port network layout from the perspective of harbors and inland ports linked development

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    Relating problem solving to financial education

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    In a research project, developed during a master’s degree research in basic education teaching at Escola Superior de Educação of the Polytechnic Institute of Porto, a question relating the problem solving in children’s daily life to the development of financial education in basic education students raised. A suitable methodology was applied to the study, and 5th grade students were challenged to construct mathematical knowledge on the multiplication of non negative rational numbers, through problem solving, and to activate concepts related to financial education. In this sense, a learning process was carried out, in which the problems created, the differentiated didactic pedagogical materials used (such as origami, board games, interactive games) and videos were fundamental not only for promoting children's involvement in this project but also to stimulate the learning and the development of an interest for mathematics. Thus, this publication aims to share some of the results achieved and to reflect on the virtues and potentialities of research action methodology project for the consolidation and strengthening of mathematical and financial contents in a perspective of education for citizenship.info:eu-repo/semantics/publishedVersio

    The Examination of the Effects of Land Use Development on the Balance of Mass Transit Ridership

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    The balance of the origin–destination (O-D) ridership distribution is an essential characteristic of a sustainable transit system. However, the existing ridership patterns of transit system in many cities are still off-balance, leading to the inefficient utilization of available capacity. As a result, only one direction is overcrowded whereas the other is not. Many literatures suggest that the transit ridership distribution is generally affected by land use around stations due to the different rates of generated and attracted passengers during each period of time. Therefore, the objective of this study is to verify the effects of land use development according to the Transit Oriented Development (TOD) principle on the balance of the O-D ridership along the transit route, as measured by the discrepancies between the numbers of onboard passengers in stations along a single train line. This study has applied the modified Fluid Analogy Method to reflect the travel behavior of mass transit trip distribution. The results show that, to balance the O-D ridership along a linear and stand-alone transit route, the residential areas should be located near the terminal stations with the sub-residential areas in the interval to shorten the distance of home-based trips. The business areas should be densely situated in the middle of mass transit route, while the retail areas should be located dispersedly all along the route. This study has further applied a proposed model with a case study of MRT Blue Line in Thailand to verify the assumption that the location of the mixed-use project along MRT transit route has impacts on the balance of its ridership. This implication can be a guideline for integrating the mixed-use project development and the land use planning to achieve the sustainable transport in the overall perspective

    Bulletin 135 - Summer Session 1937

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    https://thekeep.eiu.edu/eiu_bulletin/1215/thumbnail.jp
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