On the Juno Radio Science Experiment: models, algorithms and sensitivity analysis

Juno is a NASA mission launched in 2011 with the goal of studying Jupiter. The probe will arrive to the planet in 2016 and will be placed for one year in a polar high-eccentric orbit to study the composition of the planet, the gravity and the magnetic field. The Italian Space Agency (ASI) provided the radio science instrument KaT (Ka-Band Translator) used for the gravity experiment, which has the goal of studying the Jupiter's deep structure by mapping the planet's gravity: such instrument takes advantage of synergies with a similar tool in development for BepiColombo, the ESA cornerstone mission to Mercury. The Celestial Mechanics Group of the University of Pisa, being part of the Juno Italian team, is developing an orbit determination and parameters estimation software for processing the real data independently from NASA software ODP. This paper has a twofold goal: first, to tell about the development of this software highlighting the models used, second, to perform a sensitivity analysis on the parameters of interest to the mission.Comment: Accepted for publication in MONTHLY NOTICES of the Royal Astronomical Society 2014 October 31. Received 2014 July 28; in original form 2013 October

The effect of vitamines and hormones on the peripheral circulation

Thesis (M.A.)--Boston University, 1949. This item was digitized by the Internet Archive

A Service Learning Model: Meeting NCATE Standards Through Educational Technology

Service learning can be described as learning experiences that serve the needs of a specific community and enable students to draw meaningful connections between theory and practice. Through service learning, students observe and model the behaviors, attitudes, and emotional reactions of others. It is important that education programs are built upon NCATE standards in order to ensure quality. This service learning model is based on an undergraduate level educational technology course. Through their participation in Introduction to Computers in Education, future teachers gain practical experience in a school-based environment that prepares them in the use of educational technology for teaching and learning

Faculty Development Initiative for Converting F2F Courses into Online Courses

With faculty development changes in practice from traditional face-to-face to online delivery modalities, this paper describes an initiative for faculty at a College of Education whereby pre-existing courses are converted for online delivery. Opportunities and challenges are examined and used in the development of best practices for faculty development that embrace the use of online modalities. What strategies can Online Learning Mentors use to achieve the expected outcomes when mentees differ in technology competencies, pedagogical skills and have minimal online experience? Implications for faculty preparation, professional growth, and considerations for online conversion are discussed

Benchmarks for Assessing the Technological Literacy of a Highly Qualified Paraprofessional

Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal definition of being highly qualified by the end of the 2005-2006 school year. In meeting the NCLB requirements, the capacity to support teaching and learning activities in the content areas must be demonstrated. As school districts incorporate increasing amounts of technology into their classroom curricula, the role of the paraprofessional must keep pace with new pedagogical methods for using technology to support student learning. Through the development of technological literacy, the paraprofessional can create an authentic educational experience that enhances learning for every student. This model framework suggests benchmarks for establishing performance standards in the area of computer technology for paraprofessionals. Core competencies for supporting educational content areas and maintaining home-school relations are also included

Superfici algebriche rigate con massimo numero di nodi

In questa tesi mi propongo di studiare le superfici algebriche nodali rigate non razionali che abbiano il numero massimo di nodi. Il lavoro si articola in tre capitoli. Nel primo, si discute il problema della risoluzione delle superfici normali insieme a quello della contrazione delle curve nodali e, in base a questi risultati, si da la definizione di nodo. Il secondo capitolo serve a preparare il terreno per affrontare il problema centrale: si descrive il codice associato a una famiglia di curve nodali di una superficie liscia e, nel caso di una superficie rigata non razionale, si determina il rivestimento associato a questo codice. Infine, nel terzo ed ultimo capitolo, si risolve il problema centrale del lavoro, determinando il massimo numero di nodi che può avere una superficie nodale rigata non razionale e caratterizzando le superfici nodali rigate non razionali con massimo numero di nodi

Methods for Marine Ecosystems Research through the Use of PDAs with Preservice Teachers

Science teachers are charged with the task of providing students in grades K-12 with opportunities that will enable them to make sense of science and develop habits of mind. One goal of science education is to prepare well-rounded citizens who are scientifically literate. Through inquiry-based learning, students formulate questions, perform investigations, and construct new understandings. It is important for preservice science teachers to be introduced to current techniques, discoveries, and debates in the field of science. The use of personal digital assistants (PDAs) can provide K-12 students with increased opportunities for exploring and learning through scientific investigations. In order for these devices to be successfully integrated into classroom instruction, changes in teaching methodologies must be adopted. This paper presents a model lesson that can be used to guide preservice teachers in the use of PDAs for studying a marine ecosystem. The field experience takes place on the shoreline of Long Island Sound at Stratford Point, in Stratford Connecticut

Integrating Interactive Technology to Promote Learner Autonomy: Challenges and Rewards

In an increasingly complex and interconnected world, students and faculty must understand and harness the power of technology to synthesize, analyze, and communicate ideas and information. A multi-modal, multidisciplinary approach of teaching and learning is critical. This presentation will examine how to best leverage the technological strengths of 21st century learners in an interdisciplinary networked community, utilizing on-line tools such as Twitter and e-portfolios. This will be anchored within a context of a larger discussion of current education theories, including cognitive, social constructivism, and connectivism. Four presenters will address recent research on the impact of technology tools on teaching and learning . Section one will describe the dynamic process in which pedagogy, content, and technologies influence each other when designing online experiences. Section two we will discuss the pedagogical benefits of the University\u27s new on-line, interdisciplinary networked community of learners, the Virtual Public Square project. Section three will show how Twitter has been used in a foreign language course to promote learner autonomy. The final section will discuss the high-impact practice of utilizing e-portfolios for both faculty and student assessment in a freshman course. Each of the four sections will address the wide range of student responses in terms of habits of mind and the gap between faculty and student perceptions in defining the characteristics of 21st century digital illiteracies