Exploring the Relationship Between Orpda and Teachers\u27 Conceptual Understanding of Place Value

The purpose of this case study was to understand whether or not the use of an invented number system, called Orpda, helped teachers develop a deeper understanding of place value in hopes that this will translate into their own teaching of place value concepts. Thirteen teachers enrolled in a graduate mathematics education course served as the participants for this study. Data were collected from teachers’ reflections on various activities related to Orpda, pre- and post-Orpda concept maps teachers created, online discussions between the teachers, teacher demographic sheets, and an interview with the instructor of the course. Analysis of the teachers\u27 reflections revealed that Orpda increased teachers’ attention to three critical components necessary for developing a conceptual understanding of place value, namely unitizing, regrouping, and recognizing the meaning of different place values within a multi-digit number. In addition, Orpda encouraged teachers to reflect on their own teaching of place value. Comparing the structures of the teachers\u27 pre-Orpda and post-Orpda concept maps showed changes in some cases but did not reveal clear patterns. Analysis of the categories teachers included in pre- and post-Orpda maps revealed that teachers were moving from a procedural to a more conceptual view of place value, as did the analysis of squared adjacency matrices created from each teacher\u27s pre- and post-Orpda concept maps. Four conclusions can be drawn from this study: (a) Orpda increased teachers\u27 attention to the importance of unitizing in place value, (b) Orpda encouraged teachers to reflect deeply on their thinking, (c) Concept maps show promise for revealing and documenting changes in conceptual understanding, and (d) Orpda increased teachers\u27 attention to the importance of patterns in understanding place value. Further research is needed using Orpda with different groups and numbers of teachers, and in different settings, e.g., longer full semesters and teacher professional development meetings. Research exploring the use of follow-up interviews to accompany concept maps and enhance the assessment of conceptual understanding is also recommended. This study indicates two recommendations for practice in teacher education, the importance of a classroom environment that supports reflection, and the careful choosing of activities to provide appropriate challenge

The Creation of a Worldview.

This is an analysis of how fin-de-siècle Vienna and its mayor, Karl Lueger, influenced the development of Adolf Hitler’s worldview. The works of many authors were consulted in conjunction with newspapers and memoirs of the period in order to gain a better understanding of what the environment of the Austrian capital was like in the fin-de-siècle period. Several of Vienna’s political, social, and artistic facets are analyzed in an attempt to prove that the general atmosphere of the city influenced Adolf Hitler greatly during his formative years. It is concluded that while Adolf Hitler’s Weltanschauung did not completely crystallize until after World War I, much of what contributed to his personal and political ideology resulted from his personal experiences in Vienna

Gold mineralisation and tectonomagmatic evolution of the Yalgoo-Singleton Greenstone Belt, Western Australia

The Archaean Yalgoo-Singleton greenstone belt (YSGB) represents one of the most understudied supracrustal complexes in the well renowned Yilgarn Craton, Western Australia. Despite being highly prospective for various mineral deposit types and host to several gold deposits, the stratigraphy, structure, geochemistry and ages of rocks in the YSGB remains poorly understood. This study utilises a combination of mapping, petrography, geochemistry, and geochronology to better constrain the development of rocks in the YSGB. Drillcore logging, SEM analysis and stable isotope analysis has determined the style, paragenesis and controls on lode-gold mineralisation in the belt. Detailed mapping shows that the YSGB comprises a lower succession of mafic-ultramafic volcanic rocks, overlain by a sedimentary-dominated succession, and extensively intruded by layered, maficultramafic sills. Geochemical analysis has distinguished multiple distinct volcanic and intrusive subgroups within the stratigraphy, which exhibit geochemical evidence of variable degrees of crustal contamination and fractional crystallisation. U-Pb zircon geochronology has constrained the ages of several previously undated supracrustal units and demonstrates the rapid formation of the greenstone belt over a short interval of < 15 Ma, from ca. 2825-2810 Ma. Coupled geochronology and geochemistry has enabled the correlation of units within the YSGB across the region. This study has established a seven-stage deformational model for rocks in the YSGB, recording a progression from bulk extension that accommodated volcanism, sedimentation, and sill emplacement, to a period of extensive granitic diapirism, followed by bulk horizontal shortening and associated shearing, and successive brittle faulting episodes. Lode-gold deposits in the YSGB are invariably structurally-controlled and were emplaced along steeply-dipping shear zones associated with fluid overpressure, during horizontal shortening. The remarkable consistency of structural style, paragenesis and stable isotope signatures at lode-gold deposits is indicative of a single, widespread mineralising event. The age of lode-gold mineralisation in the belt has been constrained at ca. 2623 Ma

Teaching Early and Elementary STEM

This Open Access Educational textbook, Teaching Early and Elementary STEM , was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and integrated STEM in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards).https://dc.etsu.edu/etsu-oer/1007/thumbnail.jp

Moms2B: Empowering Moms, Changing Communities

Our goal of reducing infant mortality in Columbus, particularly in underserved neighborhoods is a complex issue that combines health care, wellness, social determinants of health, access, racism, trauma and many other factors. Moms2B was founded in 2010 as a reaction to the high rates of infant mortality, defined as the death of a live-born infant in the first year of life. Especially disturbing was the rate of African American infants dying, at a rate two to three times higher than white infants. Moms2B began as a small nutrition program in the Weinland Park neighborhood. Since then, Moms2B has served more than 1,500 women and has expanded to eight high-risk Columbus neighborhoods. Over the years, the interdisciplinary team of physicians, nurses, social workers, child development specialists, dietitians and community health workers have created a teaching curriculum, case management system and an environment of social support by listening to the participants' needs, questions, fears, accomplishments and goals. All new staff, interns and volunteers with Moms2B quickly learn our two mantras. "CPR – be consistent, be predictable, be reliable" and "Meet our moms where they are." These two tenants have truly guided the program throughout seven years of growth and relate back to our roots of trauma-informed care. CPR speaks to our accessibility. Moms2B is easy to get to and find. Our sessions are consistently on the same day, same time and same place year after year. We work to break down barriers to participants by providing transportation, childcare and a hot meal. We are easily accessible by having no eligibility requirements other than pregnancy. Our moms rely on us to always treat them with care and respect. Most importantly, we are predictable in our ability to engage the moms and provide a fun, supportive environment. Moms2B has committed to serving the pregnant and parenting women of Columbus in a way that meets them where they are and allows us to make meaningful connections to create change. At Moms2B, successful integration into the communities we serve, and active, authentic engagement from our participants inform our understanding of their lived realities, and equips us to advocate for them authentically. Our moms' willingness to open their lives to us and share their struggles has allowed us to fight for them on larger advocacy issues. One of these issues is housing; 25 percent of Moms2B participants are either homeless or about to be homeless. Through the trust we have built with our moms, we have been able to advocate for special considerations in homeless shelters, partner on an innovative pilot program to house pregnant women and continue to be a part of larger conversations surrounding housing.AUTHOR AFFILIATION: Jamie Sager, Site Manager, The Ohio State University Wexner Medical Center, [email protected] (Corresponding Author); Tanikka Price, Community Health Educator, The Ohio State University Wexner Medical Center.Imagine that instead of celebrating the birth of a new child, you are instead faced with whether or not to pay for transportation to your prenatal appointment or buying food. Imagine that you just started a job that does not offer insurance or maternity leave and now you are faced with pre-eclampsia and bed rest. At Moms2B, successful integration into the communities we serve and active, authentic engagement from our participants inform our understanding of their lived realities; and this equips us to advocate for them authentically. Our goal to reduce infant mortality in Columbus, particularly in poor neighborhoods, is a complex issue that combines health care, wellness, social determinants of health, access, racism, trauma and many other factors. Moms2B has committed to serving the pregnant and parenting women of Columbus in a way that meets them where they are and allows us to make meaningful connections to create change

A Case for Context-Free Grammar

System administrators agree that permutable methodologies are an interesting new topic in the field of programming languages, and electrical engineers concur. In this paper, authors demonstrate the study of DHCP, demonstrates the natural importance of machine learning. Our focus in our research is not on whether object-oriented languages and replication are often incompatible, but rather on constructing a psychoacoustic tool for evaluating I/O automata (Outlier)

University Libraries Annual Report FY 2021-2022

Annual Report of the Old Dominion University Libraries for FY 2021-2022. Contents include New Faces, Research at the Libraries, Expanding Digital & Virtual Access, Advancing Projects & Resources, and Outreach and Alignment with University Vision. The report was written by the Libraries\u27 Communications Team

Early warning scores generated in developed healthcare settings are not sufficient at predicting early mortality in Blantyre, Malawi : a prospective cohort study

Early warning scores (EWS) are widely used in well-resourced healthcare settings to identify patients at risk of mortality. The Modified Early Warning Score (MEWS) is a well-known EWS used comprehensively in the United Kingdom. The HOTEL score (Hypotension, Oxygen saturation, Temperature, ECG abnormality, Loss of independence) was developed and tested in a European cohort; however, its validity is unknown in resource limited settings. This study compared the performance of both scores and suggested modifications to enhance accuracy