A short course in lunar geology for earth science instructors

A four-day short course in lunar geology was developed, leading to the publication of a primer in lunar geology. The course was offered to 22 sponsored participants (community college teachers) and to representatives from the Lunar Science Institute, Houston, Texas, and from the Educational Program Office of NASA-Ames, on April 25-28, 1974. A follow-up survey of the course participants was made in two steps: on the last day of the course, and one year later. In general, the participants felt that the course was well organized and that the speakers were effective. Most of the participants introduced some aspects of what they learned into their own teaching material. Finally, a well-panel display about 7 1/2 feet high and 16 feet long designed to acquaint the viewer with elementary facts of lunar geology was constructed and permanently installed at the Space Science Center of Foothill College

A Qualitative Study of Student-Centered Learning Practices in New England High Schools

In early 2015, the Nellie Mae Education Foundation (NMEF) contracted with the UMass Donahue Institute (UMDI) to conduct a qualitative study examining the implementation of student-centered learning (SCL) practices in select public high schools in New England. This study extends lines of inquiry explored through a prior (2014) project that UMDI conducted for NMEF. The 2014 study employed survey methodology to examine the prevalence of student-centered practices in public high schools across New England. The present study builds upon the investigation, using a variety of qualitative methods to further probe the richness and complexity of SCL approaches in use across the region. Specifically, this study was designed to address what student-centered practices "look like" in an array of contexts. The study also addresses the perceived impacts that SCL approaches have on students, staff, and schools. Additionally, it highlights the broad array of factors within and beyond school walls that reportedly foster and challenge the implementation of SCL practices. This study seeks to help NMEF understand the intricacies of SCL and provides strategic considerations for how Nellie Mae can promote the adoption and development of student-centered practices in the region.Nellie Mae organizes student-centered learning by four tenets: (1) learning is personalized; (2) learning is competency-based; (3) learning takes place anytime, anywhere; and (4) students take ownership.Specifically, the study addresses five research questions:What are the characteristics of student-centered practices in relation to the four SCL tenets? How are SCL approaches implemented?What are the salient contextual factors (e.g., systems, structures, policies, procedures) associated with the implementation of SCL practices? How do they support, impede, and otherwise shape the adoption, development, and implementation of SCL approaches?How are schools with moderate and high levels of SCL implementation organized to foster SCL practices? What mechanisms are in place to promote student-centered learning?What is the role of SCL approaches in schools and classrooms? In what ways, if at all, are they embedded in the goals and practices of schools and classrooms?What is the quality of SCL instructional practices in study schools? What relationships, if any, do administrators and educators perceive between these approaches and student learning

Unique decompositions, faces, and automorphisms of separable states

Let S_k be the set of separable states on B(C^m \otimes C^n) admitting a representation as a convex combination of k pure product states, or fewer. If m>1, n> 1, and k \le max(m,n), we show that S_k admits a subset V_k such that V_k is dense and open in S_k, and such that each state in V_k has a unique decomposition as a convex combination of pure product states, and we describe all possible convex decompositions for a set of separable states that properly contains V_k. In both cases we describe the associated faces of the space of separable states, which in the first case are simplexes, and in the second case are direct convex sums of faces that are isomorphic to state spaces of full matrix algebras. As an application of these results, we characterize all affine automorphisms of the convex set of separable states, and all automorphisms of the state space of B(C^m otimes C^n). that preserve entanglement and separability.Comment: Since original version:Cor. 6 revised and renamed Thm 6, some definitions added before Cor. 11, introduction revised and references added, typos correcte

The Implicit Value of Irrigation Through Parcel Level Hedonic Price Modeling

This paper relies on data associated 2,100 agricultural land sale transactions across two major Nebraska Watersheds (the Republican and Central Platte) over the 2000 to 2008 time period. The sales were spatially referenced (digitized into a GIS) in order to quantify and geo-spatially predict and map the implicit values of irrigation through the use of hedonic price modeling. Marginal implicit prices vary substantially across subwatersheds (natural resource districts), and the contribution of irrigation to sale prices is directly related to the extent to dependency of production agriculture on irrigation. This information is now currently being used to evaluate the economic efficiency of recent irrigation retirement programs and to help ensure that current and future retirement programs are cost-effective through targeting that retires irrigation land with the greatest hydrologic impact on water resources for the lowest cost.Farm Management, Production Economics, Resource /Energy Economics and Policy,