A determination of the magnitude and brightness fluctuations of the Pageos satellite

Determination of Pageos satellite magnitude and brightness fluctuation

Technology Education Teacher Supply and Demand in the United States

This research investigated the supply and demand of technology education teachers in each of the United States. The research goals guiding this study were to determine (1) the number of technology education teachers produced in the United States, (2) the number of technology education teachers employed in the United States public schools during the spring of 2009, (3) the number of vacant technology education teacher positions in United States public schools during the spring of 2009, and (4) the projected number of technology education teacher vacancies for the fall semesters of 2009, 2012, and 2014. The 2004-2005, 2005-2006, 2006-2007, and 2007-2008 Industrial Teacher Education (ITE) Directories were reviewed to determine the number of teachers (supply) produced during those years. In 2004-2005, 34 institutions produced 338 technology teachers, in 2005-2006, 32 institutions produced 315 teachers, in 2006-2007, 29 institutions produced 311 teachers, and in 2007-2008, 27 institutions produced 258 technology teachers. State technology education supervisors were surveyed to answer the remaining three goals. Their responses indicated that there were 12,146 middle school and 16,164 high school (a total of 28,310) teachers employed in the United States during the spring of 2009. Supervisors also reported that there were 367 middle school and 549 high school vacancies. Supervisors expected that there will be 823 vacancies during the fall of 2009, 1,152 in 2012, and 1,435 in 2014, for a total of 3,410 vacancies. The survey also asked supervisors questions concerning alternative technology education teacher processes. Forty-three of the 50 states offered alternative technology education teacher licensure processes. Of those 43 states, 34 modified existing state teacher licensure processes. Supervisors were asked if their state had incorporated or were planning to incorporate pre-engineering curriculum into their technology education programs. Forty-nine of the 50 state supervisors responded with a “yes.” Data indicated that there were a total of 1,969 Project Lead The Way ®, 939 Engineering by Design™, and 368 other types of pre-engineering programs in the United States. Forty-seven state supervisors also indicated that their state had or were planning to integrate Science, Technology, Engineering, and Mathematics (STEM) components into their technology education programs

Improve or Perish, Revisited -- Again

The article reviews the articles A Major Problem in Education: Improve or Perish, by M. Ray Karnes and Improve or Perish-Revisited, by John V. Gallagher

Future Critical Issues and Problems Facing Technology and Engineering Education in the Commonwealth of Virginia

The purpose of this research was to determine the future critical issues and problems facing the K-12 technology and engineering education profession in the Commonwealth of Virginia. This study was based on the Wicklein nationwide studies (1993a, 2005). Even though this study did not exactly replicate the Wicklein studies--since it was limited to the Commonwealth of Virginia--the method and questions used were identical. The modified Delphi research design was used to draw consensus among technology and engineering education experts in the Commonwealth of Virginia. Seventy-five percent of the participants agreed with one another concerning the top five critical problems and issues that Virginia leaders should consider when planning future programs. This study identified what Virginia stakeholders felt were the most critical issues and problems facing the future of technology and engineering education programs in the Commonwealth of Virginia. Each of the critical issues and problems identified in this study bears further investigation and possible action to address the crisis (Wicklein, 2005). This research provides opinions of technology and engineering education teachers, administrators, and teacher educators, and it could be considered a starting point for future discussions

Standards for Technological and Engineering Literacy: Addressing Trends and Issues Facing Technology and Engineering Education

The article offers information on addressing trends and issues facing technology and engineering education. It mentions future challenges, students need to have a broad conceptual understanding of technology and its place in society, enabling them to be active participants in the technological world and careful creators and users of technology

The Legacy Project: Rodney L. Custer, DTE

An interview with vice president of Dept. of Technical Education, Rodney Custer is presented. Topics discussed include interest in technology and engineering education; academic qualification; and experience as university department chair administrator and working with the Center for Math, Science, and Technology (CeMast)

Reduced brain mammillary body volumes and memory deficits in adolescents who have undergone the Fontan procedure.

BackgroundAdolescents with single ventricle heart disease (SVHD) who have undergone the Fontan procedure show cognitive/memory deficits. Mammillary bodies are key brain sites that regulate memory; however, their integrity in SVHD is unclear. We evaluated mammillary body (MB) volumes and their associations with cognitive/memory scores in SVHD and controls.MethodsBrain MRI data were collected from 63 adolescents (25 SVHD; 38 controls) using a 3.0-Tesla MRI scanner. Cognition and memory were assessed using Montreal Cognitive Assessment (MoCA) and Wide Range Assessment of Memory and Learning 2. MB volumes were calculated and compared between groups (ANCOVA, covariates: age, sex, and total brain volume [TBV]). Partial correlations and linear regression were performed to examine associations between volumes and cognitive scores (covariates: age, sex, and TBV).ResultsSVHD group showed significantly lower MoCA and WRAML2 scores over controls. MB volumes were significantly reduced in SVHD over controls. After controlling for age, sex, and TBV, MB volumes correlated with MoCA and delayed memory recall scores in SVHD and controls.ConclusionAdolescents with SVHD show reduced MB volumes associated with cognitive/memory deficits. Potential mechanisms of volume losses may include developmental and/or hypoxic/ischemic-induced processes. Providers should screen for cognitive deficits and explore possible interventions to improve memory

Generation of Geochemical Exploration Targets from Regional Stream Sediment Data Using Principal Component and Factor Analysis: A Case Study of Kibaya-Kiteto, Manyara-Tanzania

A regional-scale stream sediment geochemical sampling was carried out with an average sampling density of one sample per nine square-kilometre in Kiteto District, Manyara Region. A total of 358 stream sediment samples were collected and analysed for major and trace elements by X-ray fluorescence (XRF) and fire assay with atomic absorption spectrometry (AAS) finish methods. In this study, Factor and Principal Component Multivariate (FPCM) analyses have been used to the stream geochemical data to delineate potential mineralization zones by plotting correlated factors as geochemical anomaly maps. Four factors that account for 73.7% of the total variance of the stream sediment geochemical data were established. Factor 1: Ni–Ba–Co–Cu–Sr which possibly defines the underlying metamorphosed granitic units with some contribution from mafic and ultramafic rocks. Factor 2: Cr–Zn–Mn which defines crustal forming elements reflecting the mafic rocks. Factor 3 which entails Rb and Pb probably attributed to metamorphosed granitic lithology. Factor 4 is arsenic, a chalcophile element with affinity to sulfide phases. The FPCM analyses have been successfully in delineating potential target areas for gold, nickel and copper exploration in the study area. Keywords:    Stream sediment; principal component; factor analysis; exploration targets; Kibaya-Kiteto, Manyara

Current and Future Trends and Issues Facing Technology and Engineering Education in the United States

Determining trends and issues is important for the health of any profession. The purpose of this research was to determine the current and future trends and issues facing technology and engineering education (TEE) in the United States (U.S.). The researchers used a three-round Modified-Delphi method to solicit information from technology and engineering education stakeholders across the U.S. In the first round, participants listed what they felt were current trends, future trends, current issues, and future issues facing TEE. The second round was designed to prioritize trends and issues. In the third round, participants were presented with one table for each current and future trend and issue and asked to identify if they felt each was essential or non-essential for technology and engineering leaders to address. Two hundred sixty-eight participants responded in the third round, and the resulting trends and issues were categorized into eight themes: 1) teacher shortage; 2) secondary and university TEE programs; 3) funding programs and teachers; 4) curriculum; 5) technology and engineering education identity and relevance; 6) collaborative efforts; 7) teacher certification and development; and 8) student-centered foci

Technology Education in the United States

Technology education has a long history in the United States as manual training in the 1870s, industrial arts through most of the twentieth century, and now as technology and engineering education in most states. Federal legislation has helped define and finance technology programs while organizations such as the International Technology and Engineering Educators Association, National Academies, National Science Foundation, National Assessment Governing Board, and National Aeronautics and Space Administration have shaped content and pedagogy. There are many opportunities in the U.S. such as Integrative STEM Education, growing informal education experiences in makerspaces, and expanding elementary technology education, but there are also challenges such as teacher shortages, the role of engineering, and the dynamic nature of emerging technologies and educational practice