Can Science Methods Really be Taught On-Line?

In this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualified science teachers as defined by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1]

Where to Begin: New Perspectives on Chinese Labor

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.CLW_2010_Report_China_Where_to_begin.pdf: 48 downloads, before Oct. 1, 2020

Maximizing the Impact of Professional Development for Earth Science Teachers

This study examines the extent to which follow-up sessions can provide support for earth science teachers as they apply what they learn from professional development coursework during the academic year with their own students. Data include direct observation of follow-up sessions of courses for teachers; interviews with course co-instructors and teacher participants; and, document analysis of teacher products with a focus on the lesson plans, laboratory/activity sheets for students, and virtual field trips that teacher participants submitted and shared during follow-up sessions. Strategies are recommended to assist earth science content faculty in increasing the impact of their work with teachers and hence, student instruction

A numerical approach to controller design for the ACES facility

In recent years the employment of active control techniques for improving the performance of systems involving highly flexible structures has become a topic of considerable research interest. Most of these systems are quite complicated, using multiple actuators and sensors, and possessing high order models. The majority of analytical controller synthesis procedures capable of handling multivariable systems in a systematic way require considerable insight into the underlying mathematical theory to achieve a successful design. This insight is needed in selecting the proper weighting matrices or weighting functions to cast what is naturally a multiple constraint satisfaction problem into an unconstrained optimization problem. Although designers possessing considerable experience with these techniques have a feel for the proper choice of weights, others may spend a significant amount of time attempting to find an acceptable solution. Another disadvantage of such procedures is that the resulting controller has an order greater than or equal to that of the model used for the design. Of course, the order of these controllers can often be reduced, but again this requires a good understanding of the theory involved

Gardening and Watering 21st Century Soil: Culturally Responsive and Technology Enhanced Instructional Design in K12 Schools

Decades of research have documented the positive impact of culturally responsive teaching on academic outcomes for African American and LatinX students. However, as the field of education has become increasingly embedded with technology as a powerful tool of instruction, more attention is needed to understand how culturally responsive teachers use technology to close achievement gaps. Although national public policy over the last twenty-years has documented the negative impact of the digital divide on low SES, African American and LatinX students, large-scale efforts to close the divide have focused primarily on access to devices only. More recently, the second digital “use” divide has brought attention to examining teachers’ instructional practices after the physical technology infrastructure is in place. This qualitative case study explored how, why, and in what ways culturally responsive teachers used technology. Data from this study revealed that teachers’ pedagogical beliefs, their personal schooling experiences, training, disposition, mentorship, and expectations from school administrators influenced the ways in which they integrated technology with culturally responsive intentionality. This study provides insights for school leaders [post-COVID] tasked with the imperative to provide both access to technology and support for the uses of technology towards closing persistent achievement gaps. This information can also prove valuable for teachers seeking to improve technology-enhanced instructional practices toward providing equitable school experiences and long-term positive outcomes for an increasingly culturally diverse public-school population across the United States

Immunity, inflammation and sepsis: new insights and persistent questions

Sepsis is now understood to affect a variety of changes in the host, chief among them being alterations in immune system function. Proper immune function involves a competent proinflammatory response to stimuli as well as a regulated counteracting force to restore homeostasis and prevent systemic inflammation and organ dysfunction. Broad-spectrum suppression of the inflammatory response has not been shown to be beneficial for patients suffering from septic disease. In fact, sepsis-related immune suppression has become increasingly recognized as an important contributor to late morbidity and mortality in the critically ill. Giamarellos-Bourboulis and colleagues detail the impaired ability of septic patients to produce proinflammatory cytokines upon ex vivo stimulation, and introduce altered caspase-1 activity as potentially contributory to this process. Proper understanding of the cellular and molecular events resulting in immune suppression following sepsis is important in the identification of new strategies for treatment and the ideal timing of therapy

A preliminary review of organic materials single crystal growth by the Czochralski technique

The growth of single crystals of organic compounds by the Czochralski method is reviewed. From the literature it is found that single crystals of benzil, a nonlinear optical material with a d sub 11 value of 11.2 + or - 1.5 x d sub 11 value of alpha quartz, has fewer dislocations than generally contained in Bridgman crystals. More perfect crystals were grown by repeated Czochralski growth. This consists of etching away the defect-containing portion of a Czochralski grown crystal and using it as a seed for further growth. Other compounds used to grow single crystals are benzophenone, 12-tricosanone (laurone), and salol. The physical properties, growth apparatus, and processing conditions presented in the literature are discussed. Moreover, some of the possible advantages of growing single crystals of organic compounds in microgravity to obtain more perfect crystals than on Earth are reviewed