Customizing Curriculum with Digital Resources

Science.gov (United States)

Miller, Jeffrey

2011-01-01

To effectively use digital resources in the classroom, teachers must customize the information, merge it with pre-existing curriculum, differentiate it for diverse student populations, and still meet standards-based learning goals. This article describes a solution to these challenges: the Curriculum Customization Service, which provides access to…

Efficacy of the World Wide Web in K-12 environmental education

Science.gov (United States)

York, Kimberly Jane

1998-11-01

Despite support by teachers, students, and the American public in general, environmental education is not a priority in U.S. schools. Teachers face many barriers to integrating environmental education into K--12 curricula. The focus of this research is teachers' lack of access to environmental education resources. New educational reforms combined with emerging mass communication technologies such as the Internet and World Wide Web present new opportunities for the infusion of environmental content into the curriculum. New technologies can connect teachers and students to a wealth of resources previously unavailable to them. However, significant barriers to using technologies exist that must be overcome to make this promise a reality. Web-based environmental education is a new field and research is urgently needed. If teachers are to use the Web meaningfully in their classrooms, it is essential that their attitudes and perceptions about using this new technology be brought to light. Therefore, this exploratory research investigates teachers' attitudes toward using the Web to share environmental education resources. Both qualitative and quantitative methods were used to investigate this problem. Two surveys were conducted---self-administered mail survey and a Web-based online survey---to elicit teachers perceptions and comments about environmental education and the Web. Preliminary statistical procedures including frequencies, percentages and correlational measures were performed to interpret the data. In-depth interviews and participant-observation methods were used during an extended environmental education curriculum development project with two practicing teachers to gain insights into the process of creating curricula and placing it online. Findings from the both the mail survey and the Web-based survey suggest that teachers are interested in environmental education---97% of respondents for each survey agreed that environmental education should be taught in K

Interstellar Molecules in K-12 Education

Science.gov (United States)

Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

2006-12-01

The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

Science.gov (United States)

Foster, J.; Connolly, R.

2017-12-01

WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

Scientists Involved in K-12 Education

Science.gov (United States)

Robigou, V.

2004-12-01

The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

Opinions on Computing Education in Korean K-12 System: Higher Education Perspective

Science.gov (United States)

Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua

2015-01-01

The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In…

K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

Science.gov (United States)

Hunter, Leah J.; Hall, Cristin M.

2018-01-01

Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

A Resource Curriculum in Public Address.

Science.gov (United States)

Bergman, Richard F.

Developed as part of a series of teacher resource curriculum units in communication arts, this resource unit on public speaking includes several components organized for direct teacher use. The seven units that are offered include introduction to public communication, delivery, language, organization, speaking to share information, speaking to…

Soil Science Society of America - K-12 Outreach

Science.gov (United States)

Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

2013-04-01

The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

Science.gov (United States)

2004-01-01

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

Connecting Cultures & Classrooms. K-12 Curriculum Guide: Language Arts, Science, Social Studies. Indian Education for All

Science.gov (United States)

Fox, Sandra J., Ed.

2006-01-01

This curriculum guide is but one of the resources that the Montana Office of Public Instruction is providing to help teachers implement Indian Education for All. The philosophy of this document promotes the use of Indian literature as an instructional tool. There are no textbooks presently for including aspects of Montana Indian cultures into the…

K-12 Mathematics and the Web

Science.gov (United States)

Glazer, Evan

2005-01-01

The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

Science.gov (United States)

Pedemonte, S.; Weiss, E. L.

2016-02-01

Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

Problem-Based Learning in the Physical Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2018-01-01

"Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

The Natural Palette: Hudson River Artists and the Land. Teacher's Guide. Curriculum Resource: Grades 4 through 12.

Science.gov (United States)

Lind, Ted; Sorin, Gretchen Sullivan; Mack, Stevie; Fiore, Jennifer, Ed.

This interdisciplinary curriculum guide resource kit focuses on 19th-century Euro-American painters of the Hudson River School. Lessons are designed to encourage student recognition of the significant impact of North American Indians, the natural environment, and the romantic period writers and philosophers artists and their work. The guide…

Evaluation of a cardiopulmonary resuscitation curriculum in a low resource environment.

Science.gov (United States)

Chang, Mary P; Lyon, Camila B; Janiszewski, David; Aksamit, Deborah; Kateh, Francis; Sampson, John

2015-11-07

To evaluate whether a 2-day International Liaison Committee on Resuscitation (ILCOR) Universal Algorithm-based curriculum taught in a tertiary care hospital in Liberia increases local health care provider knowledge and skill comfort level. A combined basic and advanced cardiopulmonary resuscitation (CPR) curriculum was developed for low-resource settings that included lectures and low-fidelity manikin-based simulations. In March 2014, the curriculum was taught to healthcare providers in a tertiary care hospital in Liberia. In a quality assurance review, participants were evaluated for knowledge and comfort levels with resuscitation before and after the workshop. They were also videotaped during simulation sessions and evaluated on standardized performance metrics. Fifty-two hospital staff completed both pre-and post-curriculum surveys. The median score was 45% pre-curriculum and 82% post-curriculum (presuscitation in this low-resource setting.

Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

Science.gov (United States)

Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

2015-12-01

The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of

Rock Cycle. K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…

GIS in the K-12 Classroom: Research Agenda from EDGIS '96

OpenAIRE

National Center for Geographic Information and Analysis; National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)

1996-01-01

This meeting of education researchers and teachers immediately followed the November 1996 Annual Meeting of the National Council for Geographic Education (NCGE) in Santa Barbara, California. Participants explored the issues facing the use of Geographic Information Systems (GIS) in the K-12 classroom and developed a research agenda related to Pedagogy Issues, Curriculum Issues, Software Issues, and Cognitive Issues.

The Classical Heritage in America: A Curriculum Resource. Tentative Edition.

Science.gov (United States)

Philadelphia School District, PA. Office of Curriculum and Instruction.

This curriculum resource is intended to help make students of Latin, Greek and other subjects more aware of America's classical heritage. It is designed to be used selectively by teachers to enrich the regular curriculum in classical languages in elementary and secondary schools. In providing background information for the teacher and suggestions…

Food Processing Curriculum Material and Resource Guide.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge.

Intended for secondary vocational agriculture teachers, this curriculum guide contains a course outline and a resource manual for a seven-unit food processing course on meats. Within the course outline, units are divided into separate lessons. Materials provided for each lesson include preparation for instruction (student objectives, review of…

Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

Science.gov (United States)

Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

2003-12-01

The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

A K-6 Computational Thinking Curriculum Framework : Implications for Teacher Knowledge

NARCIS (Netherlands)

Angeli, C.; Voogt, J.; Fluck, A.; Webb, M.; Cox, M.; Malyn-Smith, J.; Zagami, J.

2016-01-01

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers

Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education

Science.gov (United States)

Liu, Meredith

2014-01-01

To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…

Role of Public Outreach in the University Science Mission: Publishing K-12 Curriculum, Organizing Tours, and Other Methods of Engagement

Science.gov (United States)

Dittrich, T. M.

2015-12-01

Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C

The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

Science.gov (United States)

Williams, Nicole V.

2015-01-01

The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

Science.gov (United States)

Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

2013-12-01

The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

Science.gov (United States)

Grusenmeyer, Linda Huey

This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few

Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya

Directory of Open Access Journals (Sweden)

Peter Changilwa Kigwilu

2017-12-01

Full Text Available The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.

Refining teacher design capacity: mathematics teachers' interactions with digital curriculum resources

NARCIS (Netherlands)

Pepin, B.; Gueudet, G.; Trouche, L.

2017-01-01

The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers’ design,

Exemplar: A Model for Social Studies Curriculum Development in Delaware, K-12.

Science.gov (United States)

Delaware State Dept. of Public Instruction, Dover.

GRADES OR AGES: Grades K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is divided into the following five themes: 1) Man develops within his physical and cultural environment. 2) Man functions within an interdependent society. 3) Man seeks justice and order. 4) Man experiences conflict and change. 5)…

Science Curriculum Guide, Level 4.

Science.gov (United States)

Newark School District, DE.

The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

Science.gov (United States)

Bakke, Christine K.

2013-01-01

The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

Science.gov (United States)

Wynne, James

2011-03-01

In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

An Invaluable Resource for Supporting Transgender, Transsexual, and Gender-Nonconforming Students in School Communities: A Review of "Supporting Transgender and Transsexual Students in K-12 Schools"

Science.gov (United States)

Martino, Wayne

2013-01-01

This essay provides a review of a resource guide written by Kristopher Wells, Gayle Roberts, and Carol Allan (2012) titled "Supporting Transgender and Transsexual Students in K-12 Schools: A Guide for Educators". The guide is an invaluable resource for educators in schools and teacher education programs.

Digital curriculum resources in mathematics education: foundations for change

NARCIS (Netherlands)

Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.

2017-01-01

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in

A Resource Curriculum in Broadcast Media. Bulletin No. 8025.

Science.gov (United States)

Herian, Roger; Moen, Mary

A resource for teachers who design instructional programs in broadcast media, this curriculum guide consists of eight units which deal with the nature of broadcast media, broadcast programming and public interest, broadcast advertising, broadcast regulation, societal effects of broadcasting, broadcasting and future technology, radio broadcasting,…

K-12 Education

Science.gov (United States)

products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

Science.gov (United States)

Westenberg, David J

2016-03-01

Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

Evolution: Its Treatment in K-12 State Science Curriculum Standards

Science.gov (United States)

Lerner, L. S.

2001-12-01

State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

The Making of a History Standards Wiki: "Covering", "Uncovering", and "Discovering" Curriculum Frameworks Using a Highly Interactive Technology

Science.gov (United States)

Maloy, Robert W.; Poirier, Michelle; Smith, Hilary K.; Edwards, Sharon A.

2010-01-01

This article explores using a wiki, one of the newest forms of interactive computer-based technology, as a resource for teaching the Massachusetts K-12 History and Social Science Curriculum Framework, a set of state-mandated learning standards. Wikis are web pages that can be easily edited by multiple authors. They invite active involvement by…

Resource Pack on Curriculum Design and Assessment to Promote Effective Learning.

OpenAIRE

O'Connor, Christine

2008-01-01

This resource pack is an overview of current considerations for academics designing programmes for third level education. The changing demographic of third level students along with employers’ demands has resulted in programme development with a focus on skills basis (Hyslop-Margison, 2001) to support a knowledge based society. The rationale behind the changes in curriculum design is introduced and further focus is emphasised in the areas of curriculum design models, assessment models and eva...

The Elephant in the (Class)Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts

Science.gov (United States)

Ullman, Jacqueline; Ferfolja, Tania

2016-01-01

While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of…

Teachers' social capital as a resource for curriculum development ...

African Journals Online (AJOL)

This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a ...

Digital Curriculum Resources in Mathematics Education: Foundations for Change

Science.gov (United States)

Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie

2017-01-01

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review…

Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

Science.gov (United States)

Mabingo, Alfdaniels

2015-01-01

Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

The Ocean Acidification Curriculum Collection - sharing ocean science resources for k-12 classrooms

Science.gov (United States)

Williams, P.

2016-02-01

The fish and shellfish provided by ecosystems that abound in the waters of Puget Sound have sustained the Suquamish Tribe for millennia. However, years of development, pollution and over-harvest have reduced some fish and shellfish populations to just a fraction of their former abundance. Now, ocean acidification (OA) and climate change pose additional threats to these essential natural resources. Ocean acidification can't be stopped; however, many of the other human-caused stressors to ocean health can. If human behaviors that harm ocean health can be modified to reduce impacts, fish populations and ecosystems could become more resilient to the changing ocean conditions. School is arguably the best place to convey the ideas and awareness needed for people to adopt new behaviors. Students are open to new ideas and they influence their peers and parents. In addition, they are captive audiences in classrooms for many years.The Suquamish Tribe is helping to foster new generations of ocean stewards by creating an online searchable database (OACurriculumCollection.org). This site is designed to facilitate finding, reviewing and sharing free educational materials on OA. At the same time, the Next Generation Science Standards (NGSS) were released providing a great opportunity to get new materials into classrooms. OA provides highly appropriate context to teach many of the ideas in the new standards making it attractive to teachers looking for interesting and relevant materials. In this presentation, we will demonstrate how teachers can use the site as a place to find and share materials on OA. We will also present a framework developed by teachers for understanding OA, its impacts, and the many ways students can help ease the impacts on ocean ecosystems. We will provide examples of how OA can be used as context and content for the NGSS and finally, we will discuss the failures and successes on our journey to get relevant materials into the classroom.

Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

Science.gov (United States)

Chabalengula, Vivien M.; Mumba, Frackson

2017-01-01

The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

Do We Need a National Standards-Based K-12 Deaf Studies Curriculum? An Analytic History of Trends and Discourse in Development of Deaf Studies Curriculum

Science.gov (United States)

Zernovoj, Alexander

2007-01-01

This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…

Curriculum Integration Using Enterprise Resource Planning: An Integrative Case Approach

Science.gov (United States)

Cannon, David M.; Klein, Helen A; Koste, Lori L.; Magal, Simha R.

2004-01-01

Efforts to achieve greater curriculum integration in schools of business have included team teaching, student group projects, multidisciplinary cases, and, more recently, the use of enterprise resource planning (ERP) systems. Although these approaches are beneficial, they tend to be implemented on an ad hoc basis rather than through curriculum…

Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

Science.gov (United States)

Montana State Office of Public Instruction, Helena.

This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

Science.gov (United States)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2011-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

Sustainable Materials Management (SMM) Web Academy Webinar: Changing How We Think About Our Resources for a Better Tomorrow: How to Donate Surplus Food from K-12 Schools

Science.gov (United States)

This is a webinar page for the Sustainable Management of Materials (SMM) Web Academy webinar titled Changing How We Think About Our Resources for a Better Tomorrow: How to Donate Surplus Food from K-12 Schools

Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

Directory of Open Access Journals (Sweden)

Adolph Delgado

2015-09-01

Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

Integrating Resources into Curriculum with the Systems Connect Planning Guide

Science.gov (United States)

Oshry, A.; Bean, J. R.

2017-12-01

A broadly applicable and guided approach for planning curriculum and instruction around new academic standards or initiatives is critical for implementation success. Curriculum and assessment differs across schools and districts, so built-in adaptability is important for maximal adoption and ease of use by educators. The Systems Connect Planning Guide directs the flow of instruction for building conceptual links between topics in a unit/curriculum through critical vetting and integration of relevant resources. This curricular template is flexible for use in any setting or subject area, and ensures applicability, high impact and responsiveness to academic standards while providing inquiry-based, real-world investigations and action that incorporate authentic research and data. These needs are what informed the creation of the three components of the planning guide:• Curriculum Anchor: alignment with academic standards & learning outcomes and setting the context of the topic• Issues Investigations: informing how students explore topics, and incorporate authentic research and data into learning progressions• Civic Action: development of how students could apply their knowledgeThe Planning Guide also incorporates criteria from transdisciplinary practices, cross-cutting concepts, and organizational charts for outlining guiding questions and conceptual links embedded in the guide. Integration of experiential learning and real-world connections into curricula is important for proficiency and deeper understanding of content, replacing discrete, stand-alone experiences which are not explicitly connected. Rather than information being dispelled through individual activities, relying on students to make the connections, intentionally documenting explicit connections provides opportunities to foster deeper understanding by building conceptual links between topics, which is how fundamental knowledge about earth and living systems is gained. Through the critical vetting

The landscape of PreK-12 engineering online resources for teachers: global trends

OpenAIRE

Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon

2014-01-01

Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and ped...

A Path to Alignment: Connecting K-12 and Higher Education via the Common Core and the Degree Qualifications Profile

Science.gov (United States)

Conley, David T.; Gaston, Paul L.

2013-01-01

The Common Core State Standards (CCSS), which aim to assure competency in English/language arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but…

Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan

Science.gov (United States)

Henry, Paul; Semple, Hugh

2012-01-01

GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12…

How to Launch an Energy Star Energy Efficiency Competition for K-12 Schools

Science.gov (United States)

Utebay Kudret; McArthur, Ashley

2012-01-01

In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…

Digital curriculum resources in mathematics education: foundations for change

OpenAIRE

Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.

2017-01-01

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studi...

Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

Science.gov (United States)

Robeck, E.

2016-12-01

The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

Shifts in funding for science curriculum design and their (unintended) consequences

NARCIS (Netherlands)

Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

2016-01-01

Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

Science.gov (United States)

Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

Teaching with Space: K-6 Aviation, Space and Technology Resource Guide

Science.gov (United States)

1998-01-01

Teaching with Space permits easy and quick identification of resources you will find most beneficial. This guide captures the essence of resources with applicability across the elementary curriculum. Specific product reviews and suggested uses in the classroom are provided to enable informed decision-making. Materials from NASA and the Federal Aviation Administration may be obtained in limited quantities at no cost from public domain sources when available. Pricing in this guide is based on duplication, warehousing, and overhead costs associated with distributing these items. Although this resource guide is a prototype guide distributed on a limited basis, we trust you will find it useful in locating quality instructional resources. Your suggestions and comments are most welcome, and will receive the fullest consideration as we work to expand and validate this guide for national distribution. Based on teacher criteria for quality, educational soundness, compatibility with the curriculum, ease of use, and affordability, the guide will be updated as new resources become available, and in response to teacher feedback. You may provide us with additional items for consideration at any time. We also are planning to develop a resource guide for middle and high school teachers, and your input is welcome for that effort too. This guide is just one way that space can help you in the classroom.

Career Preparation in Agricultural Resources: A Curriculum Guide for High School Vocational Agriculture. Test Edition.

Science.gov (United States)

Householder, Larry

This curriculum guide in agricultural resources is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes eight occupational subgroups: fish, forestry, mining area restoration, outdoor recreation, soil, range, water, and wildlife. It is…

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

Science.gov (United States)

Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty

Improving Surgical Safety and Nontechnical Skills in Variable-Resource Contexts: A Novel Educational Curriculum.

Science.gov (United States)

Lin, Yihan; Scott, John W; Yi, Sojung; Taylor, Kathryn K; Ntakiyiruta, Georges; Ntirenganya, Faustin; Banguti, Paulin; Yule, Steven; Riviello, Robert

2017-10-23

A substantial proportion of adverse intraoperative events are attributed to failures in nontechnical skills. To strengthen these skills and improve surgical safety, the Non-Technical Skills for Surgeons (NOTSS) taxonomy was developed as a common framework. The NOTSS taxonomy was adapted for low- and middle-income countries, where variable resources pose a significant challenge to safe surgery. The NOTSS for variable-resource contexts (VRC) curriculum was developed and implemented in Rwanda, with the aim of enhancing knowledge and attitudes about nontechnical skills and promoting surgical safety. The NOTSS-VRC curriculum was developed through a rigorous process of integrating contextually appropriate values. It was implemented as a 1-day training course for surgical and anesthesia postgraduate trainees. The curriculum comprises lectures, videos, and group discussions. A pretraining and posttraining questionnaire was administered to compare knowledge and attitudes regarding nontechnical skills, and their potential to improve surgical safety. The setting of this study was in the tertiary teaching hospital of Kigali, Rwanda. Participants were residents of the University of Kigali. A total of 55 residents participated from general surgery (31.4%), obstetrics (25.5%), anesthesia (17.6%), and other surgical specialties (25.5%). In a paired analysis, understanding of NOTSS improved significantly (55.6% precourse, 80.9% postcourse, pskills would improve patient outcomes. Nontechnical skills must be highlighted in surgical training in low- and middle-income countries. The NOTSS-VRC curriculum can be implemented without additional technology or significant financial cost. Its deliberate design for resource-constrained settings allows it to be used both as an educational course and a quality improvement strategy. Our research demonstrates it is feasible to improve knowledge and attitudes about NOTSS through a 1-day course, and represents a novel approach to improving global

Linking the watershed to the schoolshed: teaching sustainable development in K-12 with the Chester RIver Watershed Observatory

Science.gov (United States)

Trembanis, A. C.; Levin, D.; Seidel, J.

2012-12-01

The Chester River has been the subject of ongoing scientific studies in response to both the Clean Water Act and the EPA's Chesapeake Bay Program initiatives. The Upper, Middle, and Lower Chester are on the Maryland Department of Environment's list of "impaired waters". The Chester River Watershed (CRW) Observatory is lead by the Center for Environment & Society at Washington College. Eight clusters representing 22 public and private K-12 schools in the CRW provide the sampling sites distributed throughout the watershed. Weather stations will be installed at these sites allowing monitoring of the watershed's microclimate. Each cluster will be assigned a Basic Observation Buoy (BOB), an easy to assemble inexpensive buoy platform for real-time water column and atmospheric condition measurements. The BOBs are fitted with a data sonde to collect similar data parameters (e.g. salinity, temperature) as the main stem Chesapeake Bay buoys do. These assets will be deployed and the data transmitted to the Chester River Geographic Information System site for archival and visual display. Curriculum already developed for the Chesapeake Bay Interpretive Buoy System by the NOAA Chesapeake Bay Office will be adapted to the Chester River Watershed. Social issues of water sustainability will be introduced using the Watershed Game (Northland NEMO ®). During 2011 NOAA's Chesapeake Bay Office completed curriculum projects including Chesapeake Exploration, Build-a-Buoy (BaBs) and Basic Observation Buoys (BOBs). These engaging projects utilize authentic data and hands-on activities to demonstrate the tools scientists use to understand system interactions in the Bay. Chesapeake Exploration is a collection of online activities that provides teachers and students with unprecedented access to Bay data. Students are guided through a series of tasks that explore topics related to the interrelation between watersheds, land-use, weather, water quality, and living resources. The BaBs and BOBs

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

Science.gov (United States)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study

Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators.

Science.gov (United States)

Manitoba Dept. of Education and Training, Winnipeg. School Programs Div.

This document, on social, environmental, and economic sustainability, is a resource for teachers, administrators, and curriculum developers. The increasing human population on the earth directs attention to sustainability, which was not a problem until the industrial revolution. This book uses an interdisciplinary approach and provides assistance…

Y2K Resources for Public Libraries.

Science.gov (United States)

Foster, Janet

1999-01-01

Presents information for public libraries on computer-related vulnerabilities as the century turns from 1999 to 2000. Highlights include: general Y2K information; the Y2K Bug and PCs; Y2K sites for librarians; Online Computer Library Center (OCLC) and USMARC; technological developments in cyberspace; and a list of Web sites and Y2K resources. (AEF)

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

Science.gov (United States)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

Implementation of "social and communicative competencies" in medical education. The importance of curriculum, organisational and human resource development.

Science.gov (United States)

Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin

2015-01-01

With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human

Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

Science.gov (United States)

Grusenmeyer, Linda Huey

2017-01-01

This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials.…

Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools

Science.gov (United States)

Jones, Joseph R.

2015-01-01

This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can…

Evaluation of Experiential Outdoor Research Locations in Asia for a K-12 school in Hong Kong

Science.gov (United States)

Ibarra, D. L.; Joyce, S.

2016-12-01

A team of faculty and administrators from The Independent Schools Foundation Academy spend the 2015 - 2016 academic year identifying possible locations in Asia for a year-round outdoor education center. ISF Academy currently has over 1500 students its K-12 bilingual school in Hong Kong, China. The outdoor education center is an extension of the built campus in Pokfulam and will provide students opportunities to live in a natural setting, participate in outdoor educational activities and study in an environment significantly different than a classroom. Currently ISF Academy students in grades 4 - 12 are off campus twice during the academic year in an experiential learning environment. These current programs include camping, hiking, kayaking, other adventurous activities and service learning opportunities. The purpose of the dedicated site is to have a "home base" for ISF Academy and the experiential learning programs. This past year we looked specifically at programs and locations that could also be used by students for ecology and earth systems based research in the senior school (grades 9 - 12). We have looked at sites in Hong Kong, Indonesia, Malaysia and Taiwan. The ideal site will have marine, terrestrial and mangrove ecosystems and allow students to set up long-term research sites in any of these ecosystems. Creating opportunities for authentic research that allows students spend an extended time in a research setting will help them to gain both skills and independence needed in the future at the tertiary level. The evaluation of these sites included identifying potential research partners, site preparation, logistics in and out of the locations, and the heath/safety management of students living and working in a remote location. In parallel to the site evaluations, the curriculum is being developed for the students that is age and skill appropriate using the frame work of the existing guided discovery curriculum in the primary school, and the MYP and DP

Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering

Science.gov (United States)

Locke, Edward

2009-01-01

This article presents a proposed model for a clear description of K-12 age-possible engineering knowledge content, in terms of the selection of analytic principles and predictive skills for various grades, based on the mastery of mathematics and science pre-requisites, as mandated by national or state performance standards; and a streamlined,…

K-12 Local Network (LAN) Design Guide

National Research Council Canada - National Science Library

Horton, Cody

1998-01-01

...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

The project for an energy-enriched curriculum: Final report

Energy Technology Data Exchange (ETDEWEB)

1984-01-01

The Project for an Energy-Enriched Curriculum (PEEC) reported was a long-running effort at infusing energy/environment/economics (E/E/E) themes into the K-12 curriculum. While it was conducted as a single integrated effort by the National Science Teachers Association (NSTA), it is supported by a series of contracts and grants, during the period 1976 to 1984, from the Energy Research and Development Administration (ERDA) and the US Department of Energy (DOE).

Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

Science.gov (United States)

McAuliffe, C.

2016-12-01

Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

Counseling Group Curriculum for Parents on Bullying

Science.gov (United States)

Lamanna, John; Shillingford, M. Ann; Parrish, Mary-Frances; Sheffield, Rebecca

2010-01-01

This article discusses the impact of bullying on K-12 students and the importance of collaborative partnerships between home and school in decreasing the dramatic effects of student bullying behaviors. The authors present a six-week, research-based, small group curriculum specifically developed for professional school counselors to support parents…

Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

Science.gov (United States)

Sugar, William; van Tryon, Patricia J. Slagter

2014-01-01

In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for…

Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

Science.gov (United States)

Smetana, K; Jirásková, I; Klamová, H

2005-01-01

Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

22 CFR 1104.12 - Custody of archaeological resources.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Custody of archaeological resources. 1104.12 Section 1104.12 Foreign Relations INTERNATIONAL BOUNDARY AND WATER COMMISSION, UNITED STATES AND MEXICO... resources. (a) Archaeological resources excavated or removed from the public lands remain the property of...

Integrating Enterprise Resource Planning (SAP) in the Accounting Curriculum: A Systematic Literature Review and Case Study

Science.gov (United States)

Blount, Yvette; Abedin, Babak; Vatanasakdakul, Savanid; Erfani, Seyedezahra

2016-01-01

This study investigates how an enterprise resource planning (ERP) software package SAP was integrated into the curriculum of an accounting information systems (AIS) course in an Australian university. Furthermore, the paper provides a systematic literature review of articles published between 1990 and 2013 to understand how ERP systems were…

Arkansas Fine Arts Curriculum Framework. Strands: Visual Arts-Revised 2001; Music-Revised 2001; Dance; Theatre.

Science.gov (United States)

Arkansas State Dept. of Education, Little Rock.

This curriculum framework exists to guide the fine arts curriculum in grades K-12 in Arkansas public schools. The framework's student learning expectations are specific to what all students in those grades should know and be able to do in the arts (visual arts, music, dance, theater) during that span of years. The framework's content standards…

UNDERSTANDING IDEA OF CURRICULUM 2013 AND ITS CONSISTENCY ON DEVELOPING CURRICULUM DOCUMENT AT LEVEL OF EDUCATION UNIT (KTSP AT PRIMARY SCHOOL LEVEL

Directory of Open Access Journals (Sweden)

- Prihantini

2018-01-01

Full Text Available Abstract:. This study is based on various issues of Curriculum 2013, both in terms of teacher readiness to accept the Curriculum 2013, an understanding of the idea of Curriculum 2013, as well as in the implementation of teaching and learning. In the curriculum development theory, curriculum ideas are an important component that the curriculum development team needs to understand, so that the development of curriculum documents composed reflects continuity with curriculum ideas. The purpose of this study is to describe and explore the understanding of principals and teachers about the idea of Curriculum 2013 and its consistency on developing Education Unit Level Curriculum (KTSP at elementary school in Sukalarang sub-district, Sukabumi regency. The research method applied is qualitative research with descriptive exploratory approach. The conclusions of the study are: (1 the understanding of principals and teachers about the idea of the  Curriculum 2013 at the know stage, the understanding that curriculum ideas have consistency in the development of the Education Unit Level Curriculum (KTSP document is not yet owned; (2 the development of KTSP document shows no consistency between the idea of Curriculum 2013 with the documents of Book I KTSP, Book II KTSP, and Book III KTSP; (3 the problems faced by school principals and teachers in relation to the Curriculum 2013 is assessment of learning, both with regard to the techniques and types of assessment and techniques of administering the results of the assessment.Recommendations are proposed to policy makers that training strategies need to be changed from "theory oriented" to "practice oriented" and need to be varied in implementation at the Kecamatan or Cluster levels and enhanced effectiveness of curriculum counseling 2013. For principals and teachers expected to disseminate the 2013 Curriculum should be supported by presenting expert resources during the workshop, Principal Working Group (K3S and

Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

Science.gov (United States)

Stegelin, Dolores A.

2003-01-01

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

Quasi-free K+ photo-production in 12C

International Nuclear Information System (INIS)

Maeda, K.; Yamazaki, H.; Asano, S.; Emura, T.; Endo, I.; Endo, S.; Ito, S.; Itoh, H.; Ifuku, K.; Konno, O.; Koike, M.; Maruyama, K.; Niki, K.; Niwa, K.; Okuno, H.; Sakaguchi, A.; Sasaki, T.; Suda, T.; Sumi, Y.; Takeya, M.; Terasawa, T.; Uchida, H.; Yamashita, H.; Yoshida, K.

1994-01-01

Quasi-free K + photo-production in the 12 C(γ,K + ) reaction has been investigated in a photon energy range of 0.7-1.1GeV. Differential cross sections for the quasi-free process of the 12 C(γ,K + ) reaction have been obtained and they are compared with a calculation of a quasi-free K + photo-production. The effective proton number Z eff =4.2±0.6 obtained from the experiment was in good agreement with a calculation of a semi-classical attenuation model. ((orig.))

Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

Science.gov (United States)

Jones, Lester E

2011-03-01

The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered

Experience in the United States with a secondary resource curriculum on ''Science, society and America's nuclear waste''

International Nuclear Information System (INIS)

King, G.P.

1994-01-01

The nuclear power and nuclear waste situation in the Usa, is first reviewed. In order to enhance information concerning these topics among pupils and teachers, a resource curriculum, 'Science, society, and America's Nuclear Waste', was developed by teachers for teachers; it consists of four units: nuclear waste, ionizing radiation, the nuclear waste policy act, and the waste management system. It has been well received by teachers. Within nine months after its national introduction, 350000 teacher and student curriculum documents were requested by teachers from all 50 states. Requests have been also received from 250 foreign colleges and universities

Laboratory Safety Guide for Arkansas K-12 Schools.

Science.gov (United States)

Arkansas State Dept. of Education, Little Rock.

This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

A Guide to Curriculum Planning in Social Studies Education.

Science.gov (United States)

Hartoonian, H. Michael

Designed to provide social studies educators with specific information for the development of local school district K-12 curriculum, this guide is organized into eight sections. Following an introduction, section 1 provides a rationale, goals, and major themes for the social studies and social sciences. Section 2 presents a scope and sequence…

Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme

Directory of Open Access Journals (Sweden)

Michael J. Savage

2017-09-01

Full Text Available An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, “It’s a framework” outlines participants’ understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, “Get on board”, examines participants’ thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, “Their learning journey”, discusses participants’ beliefs around the success of a transdisciplinary curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided.

Keeping Pace with K-12 Online Learning, 2016

Science.gov (United States)

Gemin, Butch; Pape, Larry

2017-01-01

"Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

Science.gov (United States)

Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

2018-01-01

The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

Science.gov (United States)

Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

2018-04-01

The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Equasions for Curriculum Improvement.

Science.gov (United States)

Eckenrod, James S.

1986-01-01

Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

Newborn vitamin K prophylaxis: an analysis of information resources for parents and professionals.

Science.gov (United States)

Miller, Hayleigh; Wheeler, Benjamin; Kerruish, Nikki

2016-12-02

Vitamin K prophylaxis represents one of the first healthcare decisions families make for their newborn. Information resources are an important component of this process. This study aimed to identify and analyse written information about vitamin K. Resources concerning vitamin K prophylaxis for both parents and health professionals were accessed through tertiary hospitals in New Zealand and Australia, midwives associated with Queen Mary Maternity Centre (Dunedin, New Zealand), antenatal class providers in the Dunedin, New Zealand area, and an online search of Australian and New Zealand government and hospital websites, as well as the Centre for Disease Control (CDC) in the US. These materials were assessed with regard to coverage of information relevant to vitamin K prophylaxis, whether a statement of the recommended option was included, and information concerning parental choice. In Australia, the majority of centres use the Australian Government National Health and Medical Research Council (NHMRC) resource. In New Zealand, eight different resources are in use. There was variation between resources in all aspects, including use of different incidence rates for vitamin K deficiency bleeding (VKDB). No New Zealand resources were available in languages other than English. The resources for health professionals also varied, and the two available New Zealand consensus statements (Ministry of Health and College of Midwives) differed in terms of their main recommendation. Many different information resources are available regarding vitamin K prophylaxis in New Zealand. Standardisation of such information would be more equitable and would facilitate easier review of content and translation into multiple languages.

University of Chicago School Mathematics Project 6-12 Curriculum. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2011

2011-01-01

The "University of Chicago School Mathematics Project ("UCSMP") 6-12 Curriculum" is a series of yearlong courses--(1) Transition Mathematics; (2) Algebra; (3) Geometry; (4) Advanced Algebra; (5) Functions, Statistics, and Trigonometry; and (6) Precalculus and Discrete Mathematics--emphasizing problem solving, real-world applications, and the use…

Virtual LEGOs: Incorporating Minecraft into the Art Education Curriculum

Science.gov (United States)

Overby, Alexandra; Jones, Brian L.

2015-01-01

What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…

Alcohol and Drug Abuse Curriculum Guides for Pediatrics Faculty: Health Professions Education Curriculum Resources Series, Medicine 4.

Science.gov (United States)

Milman, Doris H.; And Others

This document provides two separate curriculum guides for pediatrics faculty to use in teaching medical students. The first section contains the alcohol abuse curriculum guide; the second section contains the drug abuse curriculum guide. The drug abuse guide concentrates on cannabis as a paradigm for all nonalcoholic drugs of abuse. Each guide…

Re-sourcing curriculum materials : in search of appropriate frameworks for researching the enacted mathematics curriculum

NARCIS (Netherlands)

Pepin, B.

2014-01-01

This article provides a commentary to the eight papers of this issue of ZDM entitled "Researching the enacted mathematics curriculum." It is structured around three main questions concerning (1) the layers of the curriculum addressed in the eight papers; (2) an identification of the main theoretical

(JASR) Vol. 12, No. 2, 2012 DEPLETING FOREST RESOURCES

African Journals Online (AJOL)

HP

deteriorating forest resources of Nigeria and its impact on climate change. Key words: Forest Resources, ... Mangrove Forest. Sub Total. 905,930 .... South America” Global Biogeographical Cycle vol 9, pp 329-350. Miller, K. R., Reid, W. V., ...

Occupational Stress and Coping Resources of K-12 Probationary Teachers

Science.gov (United States)

Wagner, Lori A.

2009-01-01

The purpose of the study was to measure what factors impact the stress levels of probationary teachers who may or may not be new to the field of education, to determine what demographic characteristics are related to higher levels of stress, to determine what coping resources were successful in reducing stress, and to compare the stress levels and…

The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

Science.gov (United States)

Stringer, Tomeka C.

2014-01-01

The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

Classifying K-12 Blended Learning

Science.gov (United States)

Staker, Heather; Horn, Michael B.

2012-01-01

The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

Interplay between r- and K-strategists leads to phytoplankton underyielding under pulsed resource supply.

Science.gov (United States)

Papanikolopoulou, Lydia A; Smeti, Evangelia; Roelke, Daniel L; Dimitrakopoulos, Panayiotis G; Kokkoris, Giorgos D; Danielidis, Daniel B; Spatharis, Sofie

2018-03-01

Fluctuations in nutrient ratios over seasonal scales in aquatic ecosystems can result in overyielding, a condition arising when complementary life-history traits of coexisting phytoplankton species enables more complete use of resources. However, when nutrient concentrations fluctuate under short-period pulsed resource supply, the role of complementarity is less understood. We explore this using the framework of Resource Saturation Limitation Theory (r-strategists vs. K-strategists) to interpret findings from laboratory experiments. For these experiments, we isolated dominant species from a natural assemblage, stabilized to a state of coexistence in the laboratory and determined life-history traits for each species, important to categorize its competition strategy. Then, using monocultures we determined maximum biomass density under pulsed resource supply. These same conditions of resource supply were used with polycultures comprised of combinations of the isolated species. Our focal species were consistent of either r- or K-strategies and the biomass production achieved in monocultures depended on their efficiency to convert resources to biomass. For these species, the K-strategists were less efficient resource users. This affected biomass production in polycultures, which were characteristic of underyielding. In polycultures, K-strategists sequestered more resources than the r-strategists. This likely occurred because the intermittent periods of nutrient limitation that would have occurred just prior to the next nutrient supply pulse would have favored the K-strategists, leading to overall less efficient use of resources by the polyculture. This study provides evidence that fluctuation in resource concentrations resulting from pulsed resource supplies in aquatic ecosystems can result in phytoplankton assemblages' underyielding.

K-12 Technology Accessibility: The Message from State Governments

Science.gov (United States)

Shaheen, Natalie L.; Lazar, Jonathan

2018-01-01

This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

International Curriculums.

Science.gov (United States)

Neal, Larry L.

This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

Construction of non-viral vector (mPEG5k-PCL1.2k)1.4-g-PEI10k and its gene delivery efficacy in vitro

OpenAIRE

Wei HUANG; Ming LV; Zhong-gao GAO; Ming-ji JIN; Fei-fei YANG; Yu-li WANG

2011-01-01

Objective To construct(mPEG5k-PCL1.2k)1.4-g-PEI10k,a copolymer designed as delivery vector for non-viral gene therapy,and explore its cytotoxicity and efficacy in delivery of plasmid DNA(pDNA).Methods The copolymer,mPEG5k-PCL1.2k-OH,was prepared by ring-opening polymerization and then followed by a conversion of hydroxyl terminal(-OH) into N-hydroxysuccinimide(NHS) to prepare mPEG5k-PCL1.2k-NHS.One of the branches,PEI10k,was then reacted with mPEG5k-PCL1.2k-NHS to synthesize a ternary copolym...

Advanced Texas Studies: Curriculum Guide.

Science.gov (United States)

Harlandale Independent School District, San Antonio, TX. Career Education Center.

The guide is arranged in vertical columns relating curriculum concepts in Texas studies to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and audio-visual and resource materials. Career information is included on 24 related occupations. Space is provided for teachers' notes which…

Explaining Earths Energy Budget: CERES-Based NASA Resources for K-12 Education and Public Outreach

Science.gov (United States)

Chambers, L. H.; Bethea, K.; Marvel, M. T.; Ruhlman, K.; LaPan, J.; Lewis, P.; Madigan, J.; Oostra, D.; Taylor, J.

2014-01-01

Among atmospheric scientists, the importance of the Earth radiation budget concept is well understood. Papers have addressed the topic for over 100 years, and the large Clouds and the Earth's Radiant Energy System (CERES) science team (among others), with its multiple on-orbit instruments, is working hard to quantify the details of its various parts. In education, Earth's energy budget is a concept that generally appears in middle school and Earth science curricula, but its treatment in textbooks leaves much to be desired. Students and the public hold many misconceptions, and very few people have an appreciation for the importance of this energy balance to the conditions on Earth. More importantly, few have a correct mental model that allows them to make predictions and understand the effect of changes such as increasing greenhouse gas concentrations. As an outreach element of the core CERES team at NASA Langley, a multi-disciplinary group of scientists, educators, graphic artists, writers, and web developers has been developing and refining graphics and resources to explain the Earth's Energy budget over the last few decades. Resources have developed through an iterative process involving ongoing use in front of a variety of audiences, including students and teachers from 3rd to 12th grade as well as public audiences.

Effectiveness of a quality improvement curriculum for medical students

Directory of Open Access Journals (Sweden)

Kimberly M. Tartaglia

2015-05-01

Full Text Available Introduction: As health systems find ways to improve quality of care, medical training programs are finding opportunities to prepare learners on principles of quality improvement (QI. The impact of QI curricula for medical students as measured by student learning is not well delineated. The aim of this study is to evaluate the effectiveness of a QI curriculum for senior medical students as measured by student knowledge and skills. Methods: This study was an observational study that involved a self-assessment and post-test Quality Improvement Knowledge Application Tool (QIKAT for intervention and control students. A QI curriculum consisting of online modules, live discussions, independent readings and reflective writing, and participation in a mentored QI project was offered to fourth-year medical students completing an honor's elective (intervention group. Senior medical students who received the standard QI curriculum only were recruited as controls. Results: A total of 22 intervention students and 12 control students completed the self-assessment and QIKAT. At baseline, there was no difference between groups in self-reported prior exposure to QI principles. Students in the intervention group reported more comfort with their skills in QI overall and in 9 of the 12 domains (p<0.05. Additionally, intervention students performed better in each of the three case scenarios (p<0.01. Discussion: A brief QI curriculum for senior medical students results in improved comfort and knowledge with QI principles. The strengths of our curriculum include effective use of classroom time and faculty mentorship with reliance on pre-existing online modules and written resources. Additionally, the curriculum is easily expandable to larger groups of students and transferable to other institutions.

Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

Science.gov (United States)

Chatterji, Aaron; Jones, Benjamin

2012-01-01

Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12…

Perspectives on Economics in the School Curriculum: Coursework, Content, and Research

Science.gov (United States)

Walstad, William B.; Watts, Michael

2015-01-01

This review describes the conditions for teaching economics in the kindergarten through twelfth grade (K-12) curriculum in U.S. schools. The first section presents data on course-taking in economics in high schools and state mandates for economics instruction. It discusses the value of the infusion approach to teaching economics either in place of…

The Metamorphosis by K. (12)

CERN Multimedia

CERN Bulletin

2012-01-01

In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

Science.gov (United States)

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

NASA-OAI HPCCP K-12 Program

Science.gov (United States)

1994-01-01

The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.

How to Get Successfully Involved with K-12 Education

Science.gov (United States)

Duncan, D.; Fraknoi, A.; Bennett, M.

1998-05-01

Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

Preparing for the Flu (Including 2009 H1N1 Flu): A Communication Toolkit for Schools (Grades K-12)

Science.gov (United States)

Centers for Disease Control and Prevention, 2010

2010-01-01

The purpose of "Preparing for the Flu: A Communication Toolkit for Schools" is to provide basic information and communication resources to help school administrators implement recommendations from CDC's (Centers for Disease Control and Prevention) Guidance for State and Local Public Health Officials and School Administrators for School (K-12)…

EnviroAtlas - Average Direct Normal Solar resources kWh/m2/Day by 12-Digit HUC for the Conterminous United States

Data.gov (United States)

U.S. Environmental Protection Agency — The annual average direct normal solar resources by 12-Digit Hydrologic Unit (HUC) was estimated from maps produced by the National Renewable Energy Laboratory for...

Construction of Escherichia coli K-12 in-frame, single-gene knockout mutants: the Keio collection.

Science.gov (United States)

Baba, Tomoya; Ara, Takeshi; Hasegawa, Miki; Takai, Yuki; Okumura, Yoshiko; Baba, Miki; Datsenko, Kirill A; Tomita, Masaru; Wanner, Barry L; Mori, Hirotada

2006-01-01

We have systematically made a set of precisely defined, single-gene deletions of all nonessential genes in Escherichia coli K-12. Open-reading frame coding regions were replaced with a kanamycin cassette flanked by FLP recognition target sites by using a one-step method for inactivation of chromosomal genes and primers designed to create in-frame deletions upon excision of the resistance cassette. Of 4288 genes targeted, mutants were obtained for 3985. To alleviate problems encountered in high-throughput studies, two independent mutants were saved for every deleted gene. These mutants-the 'Keio collection'-provide a new resource not only for systematic analyses of unknown gene functions and gene regulatory networks but also for genome-wide testing of mutational effects in a common strain background, E. coli K-12 BW25113. We were unable to disrupt 303 genes, including 37 of unknown function, which are candidates for essential genes. Distribution is being handled via GenoBase (http://ecoli.aist-nara.ac.jp/).

Characteristics of the process K+p→K+anti ppp at 12 GeV/c

International Nuclear Information System (INIS)

Armstrong, T.A.; Frame, D.; Hughes, I.S.; Kumar, B.R.; Lewis, G.M.; Macallister, J.B.; Stewart, D.T.; Turnbull, R.M.

1979-01-01

Data are presented on the reaction K + p→K + anti ppp at 12 GeV/c from an experiment using the OMEGA spectrometer at CERN. A clear Λ(1520) signal is observed in the process K + p→anti Λ(1520)pp and angular distributions and correlations are presented for this process. The angular distributions for the reaction in which anti Λ(1520) is not produced show an appreciable backward K + peak. (Auth.)

Introducing glacial geomorphology to secondary schools - an edutainment resource targeting the New Zealand curriculum

Science.gov (United States)

Hemmingsen, Maree; Winkler, Stefan

2015-04-01

Outreach has become an important undertaking for many tertiary institutions and government agencies. Quite often universities and other tertiary institutions view outreach solely as a tool for the recruitment of future students or as a cost-effective way of meeting governmental obtruded institutional obligations towards community engagement. But for every serious scientist outreach should have an importance beyond that. Competent scientists value the opportunities that an effective outreach programme brings, to inform others of the significance of their particular discipline within the wider framework of science. In this context, glacial geomorphology and related fields of research constitute no exception. Although outreach activities seem to be becoming increasingly popular among scientists in New Zealand, there is still a lack of understanding of what is actually useful for the end user. Often what scientists assume will be useful for school is not. An effective outreach programme needs to be aligned to and represent the school curriculum, regardless of the fact that this may not always be the main focus of the scientist. The most successful resources are those which are developed in collaboration with teachers, by practitioners with an ability to develop outreach activities appropriate for "real" school life with all its restrictions. Sadly, all too often academics and scientists assume they know what schools want and what is important. We cannot stress highly enough that the resources produced need to be accessible to the teachers, who often lack a deep enough scientific background or do not have an appropriate confidence in their own scientific knowledge as well as meet the needs of their students. Frequently educators report their frustration when they cannot properly access resources or run simulations because of IT incompatibility or limited supportive guidance. Geomorphology and its individual sub-disciplines like e.g. glacial geomorphology has an

Updating and test on 12 kA HTSCL for Russia JINR

International Nuclear Information System (INIS)

Zhou, Tingzhi; Ding, K; Liu, C; Xu, C; Feng, H; Wu, H; Liu, X; Song, Y

2014-01-01

The Joint Institute for Nuclear Research (JINR) started manufacture and test of superconducting magnets for the new accelerator complex Nuclotron-based Ion Collider fAcility (NICA). A pair of current leads rated 12 kA was developed for cold testing of the magnets in 2012. The operation of the facility needs ∼350 leads rated from 100 A to 12 kA to convey current for the magnets. After the test of the pair of 12 kA leads in JINR a contract of supplying 3 pairs of 12 kA high temperature superconducting current leads (HTSCLs) were signed to ASIPP this year. In this paper the design updating and test of the current leads are introduced.

Leading by Design: A Collaborative and Creative Leadership Framework for Dance Integration in P-12 Schools

Science.gov (United States)

Leonard, Alison E.; Hellenbrand, Leah; McShane-Hellenbrand, Karen

2014-01-01

This article presents the Mentorship, Integrated Curriculum, Collaboration, and Scholarship (MICCS) framework as an applicable model for transformative, creative, and curriculum-based K-12 dance education and arts integration. Developed and practiced by the authors--an artist/educator, a classroom teacher, and an arts education scholar and former…

Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

Directory of Open Access Journals (Sweden)

Yang Chao

2015-01-01

Full Text Available Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors Analysis Method, this study make an thorough analysis on the prominent questions of the curriculum resources informationization level, curriculum structure, curriculum practicability, curriculum management and curriculum evaluation mechanism of the primary and secondary school teachers continuing education curriculums construction. Study found that the curriculum construction should also increase the intensity of curriculum resources informatization, develop diversified curriculum resources, complete six modules, carry out a standardized and scientific management and diversified curriculum evaluation mechanism. Research data and conclusions both enrich the theory of the con-struction of the teachers continuing education curriculum, and also provide a practical reference for the admin-istrative department of education and teacher training institutions to formulate measures.

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science.gov (United States)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

Digital Learning in California's K-12 Schools. Just the Facts

Science.gov (United States)

Gao, Niu

2015-01-01

This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

Systematic study of K+ and K- charge exchange at 8.36 and 12.8 GeV/c

International Nuclear Information System (INIS)

Gilchriese, M.G.D.

1977-08-01

The results of a wire chamber spectrometer experiment at the Stanford Linear Accelerator Center to study kaon charge exchange reactions are reported. The salient experimental features include good relative normalization between the K + and K - charge exchange reactions and a large increase, with respect to previous experiments, in the number of events obtained for K + n charge exchange at the higher energy. Approximately 1500 events at 12.8 GeV/c and 250 events at 8.36 GeV/c were obtained for each of the reactions K + n → K 0 p, K - p → anti K 0 n, K + p → K 0 Δ 2+ and K - n → anti K 0 Δ - . The results of the experiment show that the K + charge exchange cross sections are larger than the K - cross sections at both energies. In particular it is found that sigma/sub tot/ (K + n → K 0 p)/sigma/sub tot/ (K - p → anti K 0 n) is 1.37 +- 0.22 at 8.36 GeV/c and 1.38 +- 0.09 at 12.8 GeV/c. The ratio of these two reactions is also consistent with no momentum transfer dependence at either beam energy. Similarly it was determined that sigma/sub tot/ (K + p → K 0 Δ 2+ )/sigma/sub tot/ (K - n → anti K 0 Δ - ) is 1.05 +- 0.16 at 8.36 GeV/c and 1.56 +- 0.08 at 12.8 GeV/c. The ratio of these two reactions is also consistent with momentum transfer independence for both beam energies. These results are in clear conflict with the predictions of exchange degenerate Regge pole models

A school mental health literacy curriculum resource training approach: effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy.

Science.gov (United States)

Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin

2016-01-01

Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p Teachers' stigma against mental illness decreased significantly following the training (p teacher's overall knowledge (p Teachers also reported high rates (greater than ¾ of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to

Copyright Updates for K-12 Librarians

Science.gov (United States)

Johnson, Wendell G.

2016-01-01

Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

The collision cross sections for excitation energy transfer in Rb*(5P3/2)+K(4S1/2)→Rb(5S1/2)+K*(4PJ) processes

International Nuclear Information System (INIS)

Horvatic, V.; Vadla, C.; Movre, M.

1993-01-01

The collisional excitation transfer for the processes Rb * (5P 3/2 ) + K(4S 1/2 ) → Rb(5S 1/2 ) + K * (4P J ), J = 1/2, 3/2, was investigated using two-photon laser excitation techniques with a thermionic heat-pipe diode as a detector. The population densities of the K 4P J levels induced by collisions with excited Rb atoms as well as those produced by direct laser excitation of the potassium atoms were probed through the measurement of the thermionic signals generated due to the ionization of the potassium atoms emerging from the K(4P J ) → K(7S 1/2 ) excitation channel. (orig./WL)

Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments

Science.gov (United States)

Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William

2015-01-01

The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a…

Problem-Based Learning in the Life Science Classroom, K-12

Science.gov (United States)

McConnell, Tom; Parker, Joyce; Eberhardt, Janet

2016-01-01

"Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

Teaching Sustainability and Resource Management Using NOAA's Voices Of The Bay Community Fisheries Education Curriculum

Science.gov (United States)

Hams, J. E.; Uttal, L.; Hunter-Thomson, K.; Nachbar, S.

2010-12-01

This presentation highlights the implementation of the NOAA VOICES OF THE BAY education curriculum at a two-year college. The VOICES OF THE BAY curriculum provides students with an understanding of the marine ecology, economy, and culture of fisheries through three interdisciplinary modules that use hands-on activities while meeting a wide range of science, math, social science, and communications standards. In the BALANCE IN THE BAY module, students use critical-thinking skills and apply principles of ecosystem-based management to analyze data, debate and discuss their findings, and make decisions that recognize the complex dynamics associated with maintaining a balance in fisheries. Through role-playing, teamwork, and a little fate, the FROM OCEAN TO TABLE module provides students with an opportunity to get an insider’s view of what it takes to be an active stakeholder in a commercial fishery. In the CAPTURING THE VOICES OF THE BAY module, students research, plan, and conduct personal interviews with citizens of the local fishing community and explore the multiple dimensions of fisheries and how they inter-connect through the lives of those who live and work in the region. The VOICES OF THE BAY modules were introduced into the curriculum at Los Angeles Valley College during the Fall 2009 semester and are currently being used in the introductory Oceanography lecture, introductory Oceanography laboratory, and Environmental Science laboratory courses. Examples of curriculum materials being used (power point presentations, module worksheets and simulated fishing activities) will be presented. In addition, samples of completed student worksheets for the three interdisciplinary modules are provided. Students commented that their overall awareness and knowledge of the issues involved in sustainable fishing and managing fishery resources increased following completion of the VOICES OF THE BAY education curriculum. Students enrolled in the laboratory sections commented

Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24.

Science.gov (United States)

Tomlinson, Louise M.

This instructional resource describes ways in which J. A. Banks' typology of the stages of ethnic identity development and related curriculum goals can be applied to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for analyzing materials and developing relevant…

Baking Industry. Grade 2. One in a Series of Career Development Curriculum Units for the Elementary Classroom. (Second Edition).

Science.gov (United States)

Barret, Jennifer; And Others

Focusing on the occupational clusters of natural resources and manufacturing, this unit entitled "Baking Industry" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered…

Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme

Science.gov (United States)

Modipane, Mpho; Themane, Mahlapahlapana

2014-01-01

This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design…

A Vision in Aeronautics: The K-12 Wind Tunnel Project

Science.gov (United States)

1997-01-01

A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

Master Curriculum Guide in Economics. A Framework for Teaching the Basic Concepts. Second Edition.

Science.gov (United States)

Saunders, Phillip; And Others

Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edition. The purpose of teaching economics is to impart a general…

Pasos Adelante (Steps Forward): A Resiliency Enhancement Curriculum for Preschoolers and Their Parents. Volume 1: Preschool Curriculum. Volume 2: Parent Curriculum.

Science.gov (United States)

Peck, Lucy; And Others

This guide presents a curriculum designed to promote resiliency in Hispanic preschool children whose parents are undergoing treatment for substance abuse, and includes a 12-week parent and child component. The curriculum focuses on increasing cultural awareness, motor skills, language skills, early childhood coping strategies, and social…

Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

Science.gov (United States)

Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

2004-12-01

Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

Science.gov (United States)

Alshammari, Ahmad

2013-01-01

The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

World Food Day: Curriculum, Grades 8-12.

Science.gov (United States)

Shiman, David

Over one billion of the world's people are chronically hungry. For them, life is a hunger cycle characterized by vulnerability to disease, stunted physical and mental development, reduced energy and motivation, and low work productivity. This curriculum guide is designed to channel student awareness and concern into effective action. The…

An Examination of Ideology among Selected K12 Christian School Superintendents

Science.gov (United States)

Dolson, Jimmy L.

2013-01-01

This research project focused on explaining the decision making process of K12 Christian school superintendents whose schools belong to the Association of Christian Schools International (ACSI) organization. In spite of their similar religious and philosophical beliefs, ACSI K12 Christian school superintendents differed significantly in…

Hispanic Folk Arts and the Environment: An Interdisciplinary Curriculum Guide. A New Mexican Perspective.

Science.gov (United States)

Lopez, Alejandro

This interdisciplinary, bilingual curriculum resource, contains a 29-minute videotape program, 20 colorplate posters, and a curriculum guide. The resource presents an examination of the folklife and folklore expressions of the Hispanic people of New Mexico. The focus of the curriculum is the relationship of survival-based folk activities to the…

K-n and K-p elastic scattering in K-d collisions from 1.2 to 2.2 GeV/c

International Nuclear Information System (INIS)

Declais, Y.; Duchon, J.; Louvel, M.; Patry, J.-P.; Seguinot, J.; Baillon, P.; Bruman, C.; Ferro-Luzzi, M.; Perreau, J.-M.; Ypsilantis, T.

1977-01-01

This report contains the detailed description of an experiment which has determined the differential cross section of the K - n→K - n elastic scattering reaction. The results are 12 angular distributions spanning the K - n c.m. energy interval from approximately 1.86 to approximately 2.32 GeV. The measurements have been performed at the CERN PS using a beam of negative kaons with momenta from 1.2 to 2.2 GeV/c incident on a liquid deuterium target. By means of electronic apparatus the process K - d→K - n psub(s) was identified and recorded; this process is basically the same as the K - n elastic reaction insofar as the spectator proton psub(s) has low momentum. The elastic reaction was derived from the above process by taking into account the Fermi motion of the target neutron and by introducing the appropriate corrections to compensate for the effects due to the composite nature of the neutron (double-scattering, final state interaction). These results, constituting the first extensive collection of data on the pure isospin 1 anti KN state have been used in conjunction with other data in a preliminary partial wave analysis of the anti KN elastic system over the c.m. energy range from 1.84 to 2.23 GeV. Mainly for testing purposes, a similar amount of data has been collected for the K - p elastic reaction also from K - d collisions (K - d→K - p nsub(s)). (Auth.)

Strategic Uncertainty in Markets for Nonrenewable Resources: A Level-k Approach

Directory of Open Access Journals (Sweden)

Ingmar Vierhaus

2017-01-01

Full Text Available Existing models of nonrenewable resources assume that sophisticated agents compete with other sophisticated agents. This study instead uses a level-k approach to examine cases where the focal agent is uncertain about the strategy of his opponent or predicts that the opponent will act in a nonsophisticated manner. Level-0 players are randomized uniformly across all possible actions, and level-k players best respond to the action of player k-1. We study a dynamic nonrenewable resource game with a large number of actions. We are able to solve for the level-1 strategy by reducing the averaging problem to an optimization problem against a single action. We show that lower levels of strategic reasoning are close to the Walras and collusive benchmark, whereas higher level strategies converge to the Nash-Hotelling equilibrium. These results are then fitted to experimental data, suggesting that the level of sophistication of participants increased over the course of the experiment.

DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

Science.gov (United States)

Mayberry, G. C.; Mattietti, G. K.

2017-12-01

The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by

Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

Science.gov (United States)

Pourreau, Leslie

2015-01-01

The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

Teacher Perception of Barriers and Benefits in K-12 Technology Usage

Science.gov (United States)

Carver, Lin B.

2016-01-01

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

The performance of the K10, K6 and GHQ-12 to screen for present state DSM-IV disorders among disability claimants

Directory of Open Access Journals (Sweden)

Cornelius Bert LR

2013-02-01

Full Text Available Abstract Background Screening for mental disorders among disability claimants is important, since mental disorders seem to be seriously under-recognized in this population. However, performance of potentially suitable scales is unknown. We aimed to evaluate the psychometric properties of three scales, the 10- and 6-item Kessler Psychological Distress Scale (K10, K6 and the 12-item General Health Questionnaire (GHQ-12, to predict present state mental disorders, classified according to the Diagnostic and Statistical Manual of Mental Disorders, 4thEdition (DSM-IV among disability claimants. Methods All scales were completed by a representative sample of persons claiming disability benefit after two years sickness absence (n=293. All diagnoses, both somatic and mental, were included. The gold standard was the Composite International Diagnostic Interview (CIDI 3.0 to diagnose present state DSM-IV disorder. Cronbach’s α, sensitivity, specificity, positive (PPV and negative predictive values (NPV, and the areas under the Receiver Operating Characteristic curve (AUC were calculated. Results Cronbach’s alpha’s were 0.919 (K10, 0.882 (K6 and 0.906 (GHQ-12. The optimal cut-off scores were 24 (K10, 14 ( K6 and 20 (GHQ-12. The PPV and the NPV for the optimal cut point of the K10 was 0.53 and 0.89, for the K6 0.51 and 0.87, and for the GHQ-12 0.50 and 0.82. The AUC’s for 30-day cases were 0.806 (K10; 95% CI 0.749-0.862, 0.796 (K6; 95% CI 0.737-0.854 and 0.695 (GHQ-12; 95% CI 0.626-0.765. Conclusions The K10 and K6 are reliable and valid scales to screen for present state DSM-IV mental disorder. The optimal cut-off scores are 24 (K10 and 14 (K6. The GHQ-12 (optimal cut-off score: 20 is outperformed by the K10 and K6, which are to be preferred above the GHQ-12. The scores on separate items of the K10 and K6 can be used in disability assessment settings as an agenda for an in-depth follow-up clinical interview to ascertain the presence of present state

Energy Retrofit for Aging K-12 Schools.

Science.gov (United States)

3D/International, Houston, TX.

Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

Science.gov (United States)

Lan, Yu-Ling

2012-05-01

To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

The Relationship between per Pupil Expenditure in Maricopa County K-12 Public School Districts and Student Preparedness at the Post-Secondary Level

Science.gov (United States)

Lamperez, Edmond Allen, Jr.; Dereshiwsky, Mary

2016-01-01

Student under preparedness is one of the major challenges facing community colleges in the United States. A contributing factor of student under preparedness at the postsecondary level is an inequitable and inadequate distribution of resources at the K-12 level. Students residing in socio-economically disadvantaged school districts that often…

A Framework for Quality K-12 Engineering Education: Research and Development

Science.gov (United States)

Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

2014-01-01

Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

Core curriculum illustration: rib fractures.

Science.gov (United States)

Dunham, Gregor M; Perez-Girbes, Alexandre; Linnau, Ken F

2017-06-01

This is the 24th installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

Community as Curriculum

Science.gov (United States)

Cummins, Jim; Chow, Patricia; Schechter, Sandra R.

2006-01-01

This article describes a project involving teachers, parents, and university researchers in collaborations to support multilingual children's development and use of language. Strategies for fostering an inclusive climate included building on the interests and resources of the local community, involving community members in curriculum development,…

Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

Science.gov (United States)

Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

2017-06-01

K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

Science.gov (United States)

Marulcu, Ismail

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also

Healthy Choices for Every Body Adult Curriculum Improves Participants' Food Resource Management Skills and Food Safety Practices.

Science.gov (United States)

Adedokun, Omolola A; Plonski, Paula; Jenkins-Howard, Brooke; Cotterill, Debra B; Vail, Ann

2018-04-03

To evaluate the impact of the University of Kentucky's Healthy Choices for Every Body (HCEB) adult nutrition education curriculum on participants' food resource management (FRM) skills and food safety practices. A quasi-experimental design was employed using propensity score matching to pair 8 intervention counties with 8 comparison counties. Independent-samples t tests and ANCOVA models compared gains in FRM skills and food safety practices between the intervention and comparison groups (n = 413 and 113, respectively). Propensity score matching analysis showed a statistical balance and similarities between the comparison and intervention groups. Food resource management and food safety gain scores were statistically significantly higher for the intervention group (P food safety practices of participants. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Enriching K-12 Science and Mathematics Education Using LEGOs

Science.gov (United States)

Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

2012-01-01

This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-07-01

Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: In 2007, there were 12 million adult Emergency Department visits for mental health and substance abuse complaints. This represents 12.5% of all adult emergency department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of psychiatric emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group

Creating a National HIV Curriculum.

Science.gov (United States)

Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John

2016-01-01

In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

Approaching K-12 Online Education in Pennsylvania

Science.gov (United States)

Vadell, Kathryn

2013-01-01

The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

The Curriculum Customization Service: A Tool for Customizing Earth Science Instruction and Supporting Communities of Practice

Science.gov (United States)

Melhado, L. C.; Devaul, H.; Sumner, T.

2010-12-01

Accelerating demographic trends in the United States attest to the critical need to broaden access to customized learning: reports refer to the next decade as the era of “extreme diversity” in K-12 classrooms, particularly in large urban school districts. This diverse student body possesses a wide range of knowledge, skills, and abilities in addition to cultural differences. A single classroom may contain students with different levels of quantitative skills, different levels of English language proficiency, and advanced students preparing for college-level science. A uniform curriculum, no matter how well designed and implemented, cannot possibly serve the needs of such diverse learners equally well. Research has shown positive learning outcomes when pedagogical strategies that customize instruction to address specific learner needs are implemented, with under-achieving students often benefiting most. Supporting teachers in the effective adoption and use of technology to meet these instructional challenges is the underlying goal of the work to be presented here. The Curriculum Customization Service (CCS) is an integrated web-based platform for middle and high school Earth science teachers designed to facilitate teachers’ instructional planning and delivery; enhancing existing curricula with digital library resources and shared teacher-contributed materials in the context of articulated learning goals. The CCS integrates interactive resources from the Digital Library for Earth System Education (DLESE) with an inquiry-based curriculum component developed by the American Geological Institute (EarthComm and Investigating Earth Systems). The digital library resources emphasize visualizations and animations of Earth processes that often challenge students’ understanding, offering multiple representations of phenomena to address different learning styles, reading abilities, and preconceived ideas. Teachers can access these materials, as well as those created or

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

Directory of Open Access Journals (Sweden)

Jane Johnson

2015-05-01

Full Text Available The need for undergraduate teaching of Animal Welfare and Ethics (AWE in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum.

Course Resource Lists.

Science.gov (United States)

England, Robert G.

The Mountain-Plains Course Resource List is presented by job title for 26 curriculum areas. For each area the printed materials, audiovisual aids, and equipment needed for the course are listed. The 26 curriculum areas are: mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution,…

Observation of Λ-hypernuclei in the reaction 12C(π+,K+)/sub Λ/12C

International Nuclear Information System (INIS)

Milner, E.C.

1985-12-01

The observation of Λ-hypernuclear levels in /sub Λ/ 12 C by associated production through the (π + ,K + ) reaction is reported. Spectrometers used in the measurements are discussed. The /sub Λ/ 12 C excitation energy spectra were recorded at laboratory scattering angles of 5.6 0 , 10.3 0 , and 15.2 0 . The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup π/ = 2 + states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (π + ,K + ) reaction, compared to the (K - ,π - ) reaction in which lower spin states are excited. 29 refs., 40 figs

The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

Science.gov (United States)

Geary, E. E.; Barstow, D.

2001-12-01

Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

Cesar Chavez--Grade Seven Model Curriculum and Resources.

Science.gov (United States)

California State Dept. of Education, Sacramento.

In this California state curriculum model for grade 7, "World History and Geography: Medieval Society," students study the life, work, and philosophy of Cesar Chavez. They learn about the ideas and philosophies that have withstood the test of time and emerged in Chavez's work and actions. Students examine Chavez's ancestral heritage link…

K/sup -/n and K/sup -/p elastic scattering in K/sup -/d collisions from 12 to 22 GeV/c

CERN Document Server

Déclais, Y; Bricman, C; Duchon, J; Ferro-Luzzi, M; Louvel, M; Patry, J P; Perreau, J M; Séguinot, Jacques; Ypsilantis, Thomas

1977-01-01

The elastic scattering of negative K-mesons on the proton and on the neutron of the deuterium has been measured at six incident momenta equally spaced between 1.2 and 2.2 GeV/c. Differential cross sections over the almost complete angular range have been obtained for K/sup - /p and K/sup -/n. The aim of the experiment was the measurement of the pure isospin I=1 reaction K/sup -/n to K/sup -/n. The results for the reaction on proton are a by-product and provide a verification of the assumptions necessary for the analysis of the neutron reaction.

K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

Science.gov (United States)

Byrne, Tara Marie

2013-01-01

This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

Lon gene and photoprotection in Escherichia coli K-12

Energy Technology Data Exchange (ETDEWEB)

Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))

1984-03-01

Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA/sup +/ cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA/sup +/ lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv/sup +/ cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle).

Armed To Learn: Aiming At California K 12 School Gun Policy

Science.gov (United States)

2016-03-01

AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY by Catherine Wilson Jones March 2016 Thesis Co-Advisors: Kathleen Kiernan John Rollins...Master’s thesis 4. TITLE AND SUBTITLE ARMED TO LEARN: AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY 5. FUNDING NUMBERS 6. AUTHOR(S) Catherine...gap in viewpoints between gun control advocates who want tighter gun control and constitutionalists who believe as strongly in the Second Amendment

Fostering Positive Deaf Identity Development in a K-2 Deaf Classroom /

OpenAIRE

Hipskind, Courtney

2014-01-01

All Deaf children deserve to have opportunities to openly explore, examine, and affirm their own Deaf identities at school, yet there is a shortage of curricula and resources dedicated to this basic need. The aim of this thesis is to provide Deaf children with such opportunities. The curriculum within- Fostering Deaf Identity Development in a K-2 Deaf Classroom- consists of two units that address positive Deaf identity formation. The first unit focuses on the characterization and affirmation ...

Development of the Advanced Energy Design Guide for K-12 Schools -- 50% Energy Savings

Energy Technology Data Exchange (ETDEWEB)

Bonnema, E.; Leach, M.; Pless, S.; Torcellini, P.

2013-02-01

This Technical Support Document (TSD) describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-K12) (ASHRAE et al. 2011a). The AEDG-K12 provides recommendations for achieving 50% whole-building energy savings in K-12 schools over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE).

[Carcinogenesis and its mechanism of mutant-type[12Asp]K-ras4B gene].

Science.gov (United States)

Gui, Li-ming; Wei, Li-hui; Zhang, Ying-mei; Wang, Jian-liu; Wang, Ying; Chen, Ying; Ma, Da-long

2002-01-01

Ras gene plays an important role in the extra- and intra-cellular signal transduction pathway. It mediates series cascade reactions, and eventually actives transcriptional factors in nucleus. It is unknown on the mechanism of carcinogenesis of Ras gene in endometrial carcinoma, though K-ras mutant is very common in endometrial atypical hyperplasia and carcinoma. On basis of discovering the mutation in 12th codon of K-ras in endometrial carcinoma cell line, HEC-1A, we explored the carcinogenesis and molecular mechanism of mutant-type [12Asp] K-ras4B gene. (1) Full-length [12Asp]K-ras4B cDNA was amplified with RT-PCR, then inserted into pcDI eukaryotic expressive vector. (2) Morphological change, growth kinetics in vitro and tumorigencity in nude mice in vivo after-before transfection were observed. (3) To test the cell growth kinetics by methyl thiazolium tetrazolium (MTT) and [3H]thymidine incorporation method. (1) The authors have successfully constructed eukaryotic expression plasmid pcDI-[12Asp] K-ras4B; (2) To confirm that [12Asp] K-ras4B mutant can trigger the neoplastic transformation of NIH3T3 cells by test in vitro and in vivo. (3) After pMCV-RasN17 plasmid, a Ras mutant were transfected into pcDI-[12Asp] K-ras4B cells, the growth of this cell were restrained significantly in comparison with control group. (4) These findings indicate the expression of RafS621A resulted in remarkable inhibition in proliferation of pcDI-[12Asp]K-ras4B cell (P ras4B cell growth (P ras4B gene alone is able to cause neoplastic transformation in NIH3T3 cells in vitro and in vivo. (2) [12Asp]K-ras4B-induced NIH3T3 cells neoplastic transformation required Raf signaling pathway.

The Green Pages: Environmental Education Activities K-12.

Science.gov (United States)

Clearing, 1990

1990-01-01

Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

Science.gov (United States)

Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

A New Energy-Centered Curriculum for Community College Students

Science.gov (United States)

Johnson, Kevin; Haung, Jingrong; Zwicker, Andrew

2010-11-01

For many years, Princeton Plasma Physics Laboratory's (PPPL) science education program has run ``Energy in the 21^st Century'' workshops for K-12 teachers and students. These workshops have focused on non fossil fuel sources of energy including solar, hydrogen fuel cells, and fusion. A new program was recently started at a local community college focusing on these same topics. In the first year, new labs will be woven into the existing physics curriculum. These labs explore advantages and disadvantages of each energy source. The goals of the program include increasing students' interest in science with the expectation that they will pursue higher education at a four year college and beyond. In future years, this program will be expanded to include other topics throughout the existing curriculum. This is just the start of expanding the level of education offered at the local community college.

國中教育階段核心素養課程之建構The Construction of the Key Competencies-based Curriculum at the Junior High School Level

Directory of Open Access Journals (Sweden)

方德隆Der-Long Fang

2013-03-01

Full Text Available 本研究旨在為將來擬訂「K-12年級一貫課程綱要」與「K-12年級一貫課程體系指引」預作準備。國際教育組織近年來對於「核心素養」（key competencies）的培育相當地重視，本研究依據國內研究已建立的15歲階段國民核心素養內涵，在現有國中教育階段各學習領域的架構下，建構國中教育階段核心素養課程之具體內涵。研究方法主要包括文件分析和德懷術問卷調查兩種。研究結論有三項：一、國中教育階段各學習領域之領域核心課程目標、領域核心素養及領域核心素養指標之建構，有助於進行水平統整課程設計，並有效整合現行課綱能力指標和教材大綱。二、各領域之核心素養除進行橫向統整之外並與其他教育階段進行連貫，宜透過K-12年級一貫課程體系指引的研擬，發展符合核心素養精神之課程方案。三、培育國民核心素養的學校課程，有賴於中央、地方及學校三個層級共同合作。This project is a pilot study for the stipulation of “K-12 Curriculum Syllabus” and “K-12 Curriculum System Guideline”. Since UNESCO, OECD and EU have emphasized the cultivation of key competencies in recent years, this paper is based on the established content of national key competencies for the 15-year-olds and under the curriculum framework of learning areas at the junior high school level, we try to construct the key competencies-based curriculum. The main methods employed in this study were document analysis and Delphi techniques. The conclusions of the study were: 1 The construction of core curriculum objectives of learning areas, key competencies of learning areas and their indicators is conducive to carry out vertical integration of curriculum design, incorporating attainment targets and the outline of teaching materials of current curriculum syllabus. 2 The key competencies of learning areas can integrate

Examining the Effect of Enactment of a Geospatial Curriculum on Students' Geospatial Thinking and Reasoning

Science.gov (United States)

Bodzin, Alec M.; Fu, Qiong; Kulo, Violet; Peffer, Tamara

2014-08-01

A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students' GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students' initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students' geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.

K-12 Online Learning and the Training Needs for School Psychology Practitioners

Science.gov (United States)

Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

2013-01-01

K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

Science.gov (United States)

Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

2018-01-01

Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

Science.gov (United States)

Ward, N. D.; Petrik-Finley, R.

2015-12-01

Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

Curriculum in radiology for residents: what, why, how, when, and where.

Science.gov (United States)

Collins, J

2000-02-01

Developing a curriculum in chest radiology should follow the same general principles that are used when developing a curriculum in any subspecialty area of radiology. A curriculum is more than a "list of topics" with which a resident should be familiar after 4 years of training. It includes objectives and goals, content, faculty, methods, and evaluation. Numerous resources are available for those who are charged with developing a curriculum in chest radiology. In addition to faculty members in the department, whose input during development can ensure successful implementation of the curriculum, organizations (i.e., ACR, APDR, STR) already have begun to develop "model" curricula. Attending the annual meeting of the Association of American Medical Colleges is a way to meet and hear from professionals who develop and oversee curriculum development at their medical schools, and another important resource available at some medical schools is the Office of Medical Education. The faculty within such offices are uniquely qualified to assist with curriculum and faculty development, especially for those areas in which radiology faculty traditionally are less experienced, such as development of valid and reliable assessment forms and construction of behaviorally based objectives.

K-12 Teachers' Perceptions of School Policy and Fear of School Violence

Science.gov (United States)

Ricketts, Melissa L.

2007-01-01

Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

Tales of sociology and the nursing curriculum: revisiting the debates.

Science.gov (United States)

Aranda, Kay; Law, Kate

2007-08-01

The relationship between nursing and sociology has been extensively debated for more than two decades [Cox, C.A., 1979. Who cares? Nursing and sociology: the development of a symbiotic relationship. Journal of Advanced Nursing 4, 237-252; Cooke, H., 1993. Why teach sociology? Nurse Education Today 13, (3) 210-216; Sharpe, K., 1994. Sociology and the nursing curriculum: a note of caution. Journal of Advanced Nursing 20, (2) 391-395; Sharpe, K., 1995. Why indeed should we teach sociology? A response to Hannah Cooke. Nurse Education Today 15, (1) 52-55; Sharpe, K., 1996. Feedback - sociology and the nursing curriculum: a reply to Sam Porter. Journal of Advanced Nursing 23, (7) 1275-1278; Balsamo, D., Martin, S.I., 1995a. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 1. Andragogy and sociology in Project 2000. Nurse Education Today 15, 427-432; Balsamo, D., Martin, S.I., 1995b. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 2. Linking methodology and epistemology. Nurse Education Today 15, 427-432; Porter, S., 1995. Sociology and the nursing curriculum: a defence. Journal of Advanced Nursing 21, (6) 1130-1135; Porter, S., 1996. Why teach sociology? A contribution to the debate. Nurse Education Today, 16, 170-174; Porter, S., 1997. Sociology and the nursing curriculum: a further comment. Journal of Advanced Nursing 26, (1) 214-218; Porter, S., 1998. Social Theory and Nursing Practice. Macmillan, Basingstoke; Corlett, J., 2000. The perceptions of nurse teacher, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today 20, 499-505; Allen, D., 2001. Review article: nursing and sociology: an uneasy marriage?. Sociology of Health and Illness 23, (3) 386-396; Pinikahana, J., 2003. Role of sociology within the nursing enterprise: some reflections on the unfinished debate. Nursing and health Sciences 5, (2) 175-180; Holland, K., 2004

Solid Waste Management in North Carolina: A Curriculum Resource Guide for Teachers.

Science.gov (United States)

Watauga County Board of Education, Boone, NC.

Renewal is the focus of this curriculum designed for students in kindergarten through Grade 8. The purpose of this guide is to educate students and teachers about the problems faced in managing the amount of solid waste generated by society. Each grade level curriculum is organized into activities that support exploration of the nature of solid…

GABAB receptor phosphorylation regulates KCTD12-induced K+ current desensitization

DEFF Research Database (Denmark)

Adelfinger, L; Turecek, R; Ivankova, K

2014-01-01

released from the G-protein. Receptor-activated K+ currents desensitize in the sustained presence of agonist to avoid excessive effects on neuronal activity. Desensitization of K+ currents integrates distinct mechanistic underpinnings. GABAB receptor activity reduces protein kinase-A activity, which...... reduces phosphorylation of serine-892 in GABAB2 and promotes receptor degradation. This form of desensitization operates on the time scale of several minutes to hours. A faster form of desensitization is induced by the auxiliary subunit KCTD12, which interferes with channel activation by binding to the G......-protein βγ subunits. Here we show that the two mechanisms of desensitization influence each other. Serine-892 phosphorylation in heterologous cells rearranges KCTD12 at the receptor and slows KCTD12-induced desensitization. Likewise, protein kinase-A activation in hippocampal neurons slows fast...

A Future-Oriented, Globally Based Curriculum Model for Industrial Technology.

Science.gov (United States)

Hacker, Michael

1982-01-01

Presents a future-oriented curriculum approach for industrial technology programs. Major global issues provide the basic structure for curriculum development. These issues include energy management, resource management, technological advancement, and international relations. Rationales for industrial technology are discussed and a curriculum…

The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

Science.gov (United States)

Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

2017-12-01

The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

Emergency Medicine Residency Boot Camp Curriculum: A Pilot Study

Directory of Open Access Journals (Sweden)

Ataya, Ramsey

2015-03-01

Full Text Available Introduction: Establishing a boot camp curriculum is pertinent for emergency medicine (EM residents in order to develop proficiency in a large scope of procedures and leadership skills.  In this article, we describe our program’s EM boot camp curriculum as well as measure the confidence levels of resident physicians through a pre- and post-boot camp survey. Methods: We designed a one-month boot camp curriculum with the intention of improving the confidence, procedural performance, leadership, communication and resource management of EM interns. Our curriculum consisted of 12 hours of initial training and culminated in a two-day boot camp. The initial day consisted of clinical skill training and the second day included code drill scenarios followed by interprofessional debriefing.   Results: Twelve EM interns entered residency with an overall confidence score of 3.2 (1-5 scale across all surveyed skills. Interns reported the highest pre-survey confidence scores in suturing (4.3 and genitourinary exams (3.9. The lowest pre-survey confidence score was in thoracostomy (2.4. Following the capstone experience, overall confidence scores increased to 4.0. Confidence increased the most in defibrillation and thoracostomy. Additionally, all interns reported post-survey confidence scores of at least 3.0 in all skills, representing an internal anchor of “moderately confident/need guidance at times to perform procedure.” Conclusion: At the completion of the boot camp curriculum, EM interns had improvement in self-reported confidence across all surveyed skills and procedures. The described EM boot camp curriculum was effective, feasible and provided a foundation to our trainees during their first month of residency. [West J Emerg Med. 2015;16(2:356–361.

Children Hungering for Justice: Curriculum on Hunger and Children's Rights, Grades K-4.

Science.gov (United States)

Gray, Kaaren St. Armour

This curriculum is designed to introduce students to the issues of world hunger and children's rights. The curriculum includes more than enough material for two hour-long lessons. Each lesson can stand on its own; however, the interrelated nature of the topics lends itself to presenting both parts of the packet. If time is limited, suggestions are…

Advanced Marketing Core Curriculum. Test Items and Assessment Techniques.

Science.gov (United States)

Smith, Clifton L.; And Others

This document contains duties and tasks, multiple-choice test items, and other assessment techniques for Missouri's advanced marketing core curriculum. The core curriculum begins with a list of 13 suggested textbook resources. Next, nine duties with their associated tasks are given. Under each task appears one or more citations to appropriate…

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Gastrointestinal Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-01-01

Full Text Available Audience and type of curriculum: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction/Background: Gastrointestinal (GI emergencies comprise approximately 12% of emergency department (ED visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of GI emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. This proposed curriculum utilizes an 18-month curricular cycle. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of GI emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self

Evaluating the Performance of Online K-12 Schools

Science.gov (United States)

Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

2015-01-01

This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

Designing GIS Learning Materials for K-12 Teachers

Science.gov (United States)

Hong, Jung Eun

2017-01-01

Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

Science.gov (United States)

Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

2016-11-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

Dynamics of Clothing I. Curriculum Guide. A Family and Consumer Sciences Education Course of Study for Grades 9-12.

Science.gov (United States)

Hunger, Dean-Ellen, Ed.; Hancey, Helen-Louise; Hendrickson, Diane; Hicks, Camille; Munns, Barbara; Price, Barbara

This document is a six-unit curriculum guide for a high school (grades 9-12) course in clothing instruction. The units contain one to three lessons on the following topics: (1) psychology of clothing and appearance (role of clothing and clothing choices, personal grooming); (2) design principles (line and design, color); (3) construction…

Effects of paraquat on Escherichia coli: Differences between B and K-12 strains

International Nuclear Information System (INIS)

Kitzler, J.W.; Minakami, H.; Fridovich, I.

1990-01-01

Escherichia coli B and K-12 are equally susceptible to the bacteriostatic effects of aerobic paraquat, but they differed strikingly when the lethality of paraquat was evaluated. E. coli B suffered an apparent loss of viability when briefly exposed to paraquat, whereas E. coli K-12 did not. This difference depended on the ability of the B-strain, but not the K-12 strain, to retain internalized paraquat; the B strain was killed on aerobic tryptic soy-yeast extract plates during the incubation which preceded the counting of colonies. This difference in retention of paraquat between strains was demonstrated by delayed loss of viability, by growth inhibition, and by cyanide-resistant respiration after brief exposure to paraquat, washing, and testing in fresh medium. This difference was also shown by using [ 14 C]paraquat. This previously unrecognized difference between E. coli B and K-12 has been the cause of apparently contradictory reports and should lead to some reevaluation of the pertinent literature

A Resource Curriculum in Driver and Traffic Safety Education.

Science.gov (United States)

Automotive Safety Foundation, Washington, DC.

Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers, supervisors, program administrators and teacher…

Theoretical assessment of the electro-optical features of the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and group IV carbides (C{sub 24}, Si{sub 12}C{sub 12} and Ge{sub 12}C{sub 12}) nanoclusters encapsulated with alkali metals (Li, Na and K)

Energy Technology Data Exchange (ETDEWEB)

Tahmasebi, Elham [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of); Shakerzadeh, Ehsan, E-mail: e.shakerzadeh@scu.ac.ir [Chemistry Department, Faculty of Science, Shahid Chamran University, Ahvaz (Iran, Islamic Republic of); Biglari, Zeinab [Chemistry Department, Faculty of Science, Lorestan University, Khorram Abad, Lorestan (Iran, Islamic Republic of)

2016-02-15

Graphical abstract: - Highlights: • Encapsulation of Li, Na and K narrow the HOMO–LUMO gaps of the clusters. • The group III nitrides nanoclusters strongly interacted with the alkali metals. • First hyperpolarizabilities remarkably enhance for B{sub 12}N{sub 12} encapsulated with Na/K. - Abstract: Density functional theory (DFT) calculations have been carried out to study the influence of alkali metals (Li, Na and K) encapsulation within the group III nitrides (B{sub 12}N{sub 12}, Al{sub 12}N{sub 12} and Ga{sub 12}N{sub 12}) and the group IV carbides (C{sub 24}, Si{sub 12}C{sub 12}and Ge{sub 12}C{sub 12}) nanoclusters. The encapsulation of Li, Na and K atoms is found to narrow the HOMO–LUMO gaps of the considered clusters. The electronic properties of these clusters, especially the group III nitrides nanoclusters, are strongly sensitive to interaction with the alkali metals. Moreover it is observed that the encapsulation of alkali metals enhances the first hyperpolarizabilities of B{sub 12}N{sub 12} nanocluster. Surprisingly, due to the alkali metals encapsulation within B{sub 12}N{sub 12} nanocluster, the first hyperpolarizability values are remarkably increased to 8505.49 and 122,503.76 a.u. for Na@B{sub 12}N{sub 12} and K@B{sub 12}N{sub 12}, respectively. Also the TD-DFT calculations at both CAM-B3LYP/6-311+G(d) and PBE0/6-311+G(d) levels of theory are also performed to investigate the origin of first hyperpolarizabilities.

Designer Librarian: Embedded in K12 Online Learning

Science.gov (United States)

Boyer, Brenda

2015-01-01

Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

Online System Adoption and K-12 Academic Outcomes

Science.gov (United States)

Kimmons, R.

2015-01-01

This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these…

Florida's Opinion on K-12 Public Education Spending

Science.gov (United States)

Forster, Greg

2006-01-01

This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

CERN Document Server

International Electrotechnical Commission. Geneva

2005-01-01

Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

OpenAIRE

Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

2013-01-01

Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

California's K-12 Public Schools. How Are They Doing?

National Research Council Canada - National Science Library

Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann

2005-01-01

... are no longer performing as well as they did previously or as well as schools in other states. The primary objective of our study was to look closely at California's public system of kindergarten through twelfth grade (K-12...

Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

Science.gov (United States)

Lan, Yu-Ling

2012-01-01

To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in…

AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum

Science.gov (United States)

Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

2013-12-01

The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive

Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

Science.gov (United States)

Cross, Deborah Iyron

2015-01-01

Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

Can the 'Assessment Drives Learning' effect be detected in clinical skills training? - Implications for curriculum design and resource planning

Science.gov (United States)

Buss, Beate; Krautter, Markus; Möltner, Andreas; Weyrich, Peter; Werner, Anne; Jünger, Jana; Nikendei, Christoph

2012-01-01

Purpose: The acquisition of clinical-technical skills is of particular importance for the doctors of tomorrow. Procedural skills are often trained for the first time in skills laboratories, which provide a sheltered learning environment. However, costs to implement and maintain skills laboratories are considerably high. Therefore, the purpose of the present study was to investigate students’ patterns of attendance of voluntary skills-lab training sessions and thereby answer the following question: Is it possible to measure an effect of the theoretical construct related to motivational psychology described in the literature – ‘Assessment drives learning’ – reflected in patterns of attendance at voluntary skills-lab training sessions? By answering this question, design recommendations for curriculum planning and resource management should be derived. Method: A retrospective, descriptive analysis of student skills-lab attendance related to voluntary basic and voluntary advanced skills-lab sessions was conducted. The attendance patterns of a total of 340 third-year medical students in different successive year groups from the Medical Faculty at the University of Heidelberg were assessed. Results: Students showed a preference for voluntary basic skills-lab training sessions, which were relevant to clinical skills assessment, especially at the beginning and at the end of the term. Voluntary advanced skills-lab training sessions without reference to clinical skills assessment were used especially at the beginning of the term, but declined towards the end of term. Conclusion: The results show a clear influence of assessments on students’ attendance at skills-lab training sessions. First recommendations for curriculum design and resource management will be described. Nevertheless, further prospective research studies will be necessary to gain a more comprehensive understanding of the motivational factors impacting students’ utilisation of voluntary skills

The lon gene and photoprotection in Escherichia coli K-12

International Nuclear Information System (INIS)

Waksman, G.; Thomas, G.; Favre, A.

1984-01-01

Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA + cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA + lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv + cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle). (author)

A Curriculum Guide for Power Technology, Grades 9-12.

Science.gov (United States)

Callahan, J. Thomas

Designed to help the high school industrial arts instructor in teaching power technology, this curriculum guide concentrates on seven subject areas: exploratory power technology, electricity, electronics, small gas engines, automotive repair, transportation, and alternate energy sources. The general course objectives are identified as enabling the…

"Content without Context Is Noise": Looking for Curriculum Harmony in Primary Arts Education in Western Australia

Science.gov (United States)

Chapman, Sian; Wright, Peter; Pascoe, Robin

2018-01-01

Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools' capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy…

Involving Practicing Scientists in K-12 Science Teacher Professional Development

Science.gov (United States)

Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

Science.gov (United States)

Swanson, Zane; Hepner, Michelle

2011-01-01

This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) framework has two components which utilize ERP from a big picture curriculum overview and a ground level…

CP violation and ΔI=1/2 enhancement in K decays

International Nuclear Information System (INIS)

Choudhury, S.R.; Scadron, M.D.

1996-01-01

We study CP-conserving and CP-violating K 0 →ππ and K 0 →ππγ decays, using the same techniques which explain the ΔI=1/2 enhancement of the former to also explore CP violation of the latter transitions. If CP violation is driven by the WWγ vertex, we show that direct CP violation in K L →ππγ is scaled to the s→dγ E1 quark transition and the latter is suppressed by the GIM mechanism (compatible with recent experiments). In the same spirit, the dominant ΔI=1/2 enhancement of CP-conserving kaon weak decays can be scaled to an s→d quark transition which is enhanced by the GIM mechanism. copyright 1996 The American Physical Society

Perspectives on...Special Collections at ARL Libraries and K-12 Outreach: Current Trends

Science.gov (United States)

Visser, Michelle

2006-01-01

This article examines the results of a survey sent to Association of Research Libraries (ARL) Special Collections requesting information on outreach to K-12 students. Over half of the respondents work with K-12 and many of those who currently do not are planning to. New pressures and changing philosophies contribute to this trend.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

Science.gov (United States)

Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

2017-01-01

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

The influence of excess K2O on the electrical properties of (K,Na)1/2Bi1/2TiO3 ceramics

Science.gov (United States)

Li, Linhao; Li, Ming; Sinclair, Derek C.

2018-04-01

The solid solution (KxNa0.50-x)Bi0.50TiO3 (KNBT) between Na1/2Bi1/2TiO3 and K1/2Bi1/2TiO3 (KBT) has been extensively researched as a candidate lead-free piezoelectric material because of its relatively high Curie temperature and good piezoelectric properties, especially near the morphotropic phase boundary (MPB) at x ˜ 0.10 (20 mol. % KBT). Here, we show that low levels of excess K2O in the starting compositions, i.e., (Ky+0.03Na0.50-y)Bi0.50TiO3.015 (y-series), can significantly change the conduction mechanism and electrical properties compared to a nominally stoichiometric KNBT series (KxNa0.50-x)Bi0.50TiO3 (x-series). Impedance spectroscopy measurements reveal significantly higher bulk conductivity (σb) values for y ≥ 0.10 samples [activation energy (Ea) ≤ 0.95 eV] compared to the corresponding x-series samples which possess bandgap type electronic conduction (Ea ˜ 1.26-1.85 eV). The largest difference in electrical properties occurs close to the MPB composition (20 mol. % KBT) where y = 0.10 ceramics possess σb (at 300 °C) that is 4 orders of magnitude higher than that of x = 0.10 and the oxide-ion transport number in the former is ˜0.70-0.75 compared to processing. This demonstrates the electrical properties of KNBT to be sensitive to low levels of A-site nonstoichiometry and indicates that excess K2O in KNBT starting compositions to compensate for volatilisation can lead to undesirable high dielectric loss and leakage currents at elevated temperatures.

Matrix metalloproteinase 12 is induced by heterogeneous nuclear ribonucleoprotein K and promotes migration and invasion in nasopharyngeal carcinoma

International Nuclear Information System (INIS)

Chung, I-Che; Li, Hsin-Pai; Chang, Yu-Sun; Chen, Lih-Chyang; Chung, An-Ko; Chao, Mei; Huang, Hsin-Yi; Hsueh, Chuen; Tsang, Ngan-Ming; Chang, Kai-Ping; Liang, Ying

2014-01-01

Overexpression of heterogeneous nuclear ribonucleoprotein K (hnRNP K), a DNA/RNA binding protein, is associated with metastasis in nasopharyngeal carcinoma (NPC). However, the mechanisms underlying hnRNP K-mediated metastasis is unclear. The aim of the present study was to determine the role of matrix metalloproteinase (MMP) in hnRNP K-mediated metastasis in NPC. We studied hnRNP K-regulated MMPs by analyzing the expression profiles of MMP family genes in NPC tissues and hnRNP K-knockdown NPC cells using Affymetrix microarray analysis and quantitative RT-PCR. The association of hnRNP K and MMP12 expression in 82 clinically proven NPC cases was determined by immunohistochemical analysis. The hnRNP K-mediated MMP12 regulation was determined by zymography and Western blot, as well as by promoter, DNA pull-down and chromatin immunoprecipitation (ChIP) assays. The functional role of MMP12 in cell migration and invasion was demonstrated by MMP12-knockdown and the treatment of MMP12-specific inhibitor, PF-356231. MMP12 was overexpressed in NPC tissues, and this high level of expression was significantly correlated with high-level expression of hnRNP K (P = 0.026). The levels of mRNA, protein and enzyme activity of MMP12 were reduced in hnRNP K-knockdown NPC cells. HnRNP K interacting with the region spanning −42 to −33 bp of the transcription start site triggered transcriptional activation of the MMP12 promoter. Furthermore, inhibiting MMP12 by MMP12 knockdown and MMP12-specific inhibitor, PF-356231, significantly reduced the migration and invasion of NPC cells. Overexpression of MMP12 was significantly correlated with hnRNP K in NPC tissues. HnRNP K can induce MMP12 expression and enzyme activity through activating MMP12 promoter, which promotes cell migration and invasion in NPC cells. In vitro experiments suggest that NPC metastasis with high MMP12 expression may be treated with PF-356231. HnRNP K and MMP12 may be potential therapeutic markers for NPC, but

Neutron inelastic sattering from liquid 3He at 40 mK and at 1.2 K

International Nuclear Information System (INIS)

Skoeld, K.; Pelizzari, C.A.

1978-01-01

In a previous neutron scattering experiment on 3 He at T = 15 mK the present authors observed two peaks in the scattering function which were identified as the zero sound mode and the spin-fluctuation peak respectively. These results are different from those obtained by others at T = 0.63 K in which case no such structure was observed. In order to determine whether this discrepancy is due to the difference in the temperature of the two experiments, measurements have now been made at T = 40 mK and at T = 1.2 K. These results show that the two-peak structure persists at the higher temperature although measurable broadening is observed in the spin-fluctuation part of the spectrum. (author)

Virtual Schools: The Changing Landscape of K-12 Education in the U.S.

Science.gov (United States)

Toppin, Ian N.; Toppin, Sheila M.

2016-01-01

Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions…

Leadership Analysis in K-12 Case Study: "Divided Loyalties"

Science.gov (United States)

Alsubaie, Merfat Ayesh

2016-01-01

This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, "Divided Loyalty" by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.

Information Security Management Practices of K-12 School Districts

Science.gov (United States)

Nyachwaya, Samson

2013-01-01

The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

Alcohol Abuse Curriculum Guide for Nurse Practitioner Faculty. Health Professions Education Curriculum Resources Series. Nursing 3.

Science.gov (United States)

Hasselblad, Judith

The format for this curriculum guide, written for nurse practitioner faculty, consists of learning objectives, content outline, teaching methodology suggestions, references and recommended readings. Part 1 of the guide, Recognition of Early and Chronic Alcoholism, deals with features of alcoholism such as epidemiological data and theories,…

Sustainability Infused Curriculum

Science.gov (United States)

Ibarra, D. L.

2015-12-01

The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays

Investigating the role of educative curriculum materials in supporting teacher enactment of a field-based urban ecology investigation

Science.gov (United States)

Houle, Meredith

2008-10-01

This multiple case study examined how three urban science teachers used curriculum materials designed educatively. Educative curriculum materials have been suggested as one way to support science teacher learning, particularly around new innovations and new pedagogies and to support teachers in evaluating and modifying materials to meet the needs of their students (Davis & Krajcik, 2005). While not a substitute for professional development, educative curriculum materials may provide an opportunity to support teachers' enactment and learning in the classroom context (Davis & Krajcik, 2005; Remillard, 2005; Schneider & Krajcik, 2002). However, little work has examined how science teachers interact with written curriculum materials to design classroom instruction. Grounded in sociocultural analysis, this study takes the theoretical stance that teachers and curriculum materials are engaged in a dynamic and participatory relationship from which the planned and enacted curriculum emerges (Remillard, 2005). Teaching is therefore a design activity where teachers rely on their personal resources and the curricular resources to construct and shape their students' learning experiences (Brown, 2002). Specifically this study examines how teacher beliefs influence their reading and use of curriculum and how educative features in the written curriculum inform teachers' pedagogical decisions. Data sources included classroom observation and video, teacher interviews, and classroom artifacts. To make sense how teachers' make curricular decisions, video were analyzed using Brown's (2002) Pedagogical Design for Enactment Framework. These coded units were examined in light of the teacher interviews, classroom notes and artifacts to examine how teachers' beliefs influenced these decisions. Data sources were then reexamined for evidence of teachers' use of specific educative features. My analyses revealed that teachers' beliefs about curriculum influenced the degree to which teachers

1:12,000 Grid of Louisiana, Geographic NAD83, LGS (2007) [quad12k_losco_2007

Data.gov (United States)

Louisiana Geographic Information Center — This "QUAD12K_LOSCO_2007" ploygon shapefile is a reference index to the polygon footprints of Digital Orthographic Quarter Quadrangles (DOQQs) for Louisiana and a...

Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

Science.gov (United States)

Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

2010-01-01

This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

K-12 STEM Educators and the Inclusive Classroom

OpenAIRE

Li, Songze

2016-01-01

The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

Energy Technology Data Exchange (ETDEWEB)

Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

2017-09-29

Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

A pilot curriculum in international surgery for medical students.

Science.gov (United States)

Moren, Alexis; Cook, Mackenzie; McClain, Molly; Doberne, Julie; Kiraly, Laszlo; Perkins, Rosina Serene; Kwong, Karen

2015-01-01

As medical student interest in global surgical care grows, a comprehensive curriculum is necessary to understand surgical care in resource-limited environments. We developed a surgical elective encompassing a multiyear medical student curriculum, with the goal of improving students' understanding of global surgical care, consisting of a junior seminar and a senior clerkship. This student elective focused on the global burden of surgical disease, ethics of care in low-resource settings, and care of marginalized U.S. Students who participated in the fourth year clerkship at a tertiary center in Northern India completed a reflective essay on their experience. Qualitative analysis was conducted using constant comparison and axial coding to establish a grounded theory. Medical students showed a desire to serve the poor, build collaborative relationships, and integrate international health into their future career. This novel curriculum provides students a clinical and public health basis to understand challenges of surgical care in low-resource environments while laying the groundwork for students with a future career in global health. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Nuclear power and the science curriculum

International Nuclear Information System (INIS)

Scott, W.

1980-01-01

The curriculum provision in UK schools for studies of nuclear power, its scientific aspects, its technologies and its effect upon society are examined in the light of present concern for an informed lay opinion. (U.K.)

A Project to Develop an Associate of Science Degree Curriculum in Renewable Energy Resources and Applications in Agriculture. Final Report, July 1, 1980-June 30, 1981.

Science.gov (United States)

Allen, Keith; Fielding, Marvin R.

A project was conducted at State Fair Community College (SFCC) in Sedalia, Missouri, to develop an associate of science degree curriculum in renewable energy resources and their application in agriculture. A pilot study, designed to verify and rate the importance of 138 competencies in fuel alcohol production and to ascertain employment…

The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

Science.gov (United States)

Pierce, Glenn L.; Cleary, Paul F.

2016-01-01

Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

Children Hungering for Justice: Curriculum on Hunger and Children's Rights, Grades 9-12.

Science.gov (United States)

van Berkum, Carla

This curriculum is designed to introduce students to the issues of world hunger and children's rights. The curriculum includes more than enough material for two hour-long lessons. Each lesson can stand on its own; however, the interrelated nature of the topics lends itself to presenting both parts of the packet. If time is limited, suggestions are…

Tablets in K-12 Education: Integrated Experiences and Implications

Science.gov (United States)

An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

2015-01-01

The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit

Directory of Open Access Journals (Sweden)

Emily A. Dare

2017-04-01

Full Text Available As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013, push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to create curricula that meet a multitude of different standards. Additionally, there is a need to engage a more diverse population of students to pursue STEM careers. The 6th grade curriculum presented here focuses on an example of a teacher-created integrated STEM curriculum that combines girl-friendly instructional strategies (Häussler et al., 1998; Newbill & Cennamo, 2008 with an integrated STEM framework (Moore et al., 2014. An engineering design challenge that asks students to create a prototype of a watercraft used by the National Guard to rescue people during floods engages students in learning various physics concepts (forces, buoyancy, volume, and maximum capacity. In this article, we describe the lessons of the unit with respect to the frameworks, as well as key areas that particularly impacted 6th grade girls and boys.

Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

Science.gov (United States)

Starr, John W., 3rd., Ed.

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

Disorder effects in Mn(12)-acetate at 83 K.

Science.gov (United States)

Cornia, Andrea; Fabretti, Antonio Costantino; Sessoli, Roberta; Sorace, Lorenzo; Gatteschi, Dante; Barra, Anne-Laure; Daiguebonne, Carole; Roisnel, Thierry

2002-07-01

The structure of hexadeca-mu-acetato-tetraaquadodeca-mu(3)-oxo-dodecamanganese bis(acetic acid) tetrahydrate, [Mn(12)O(12)(CH(3)COO)(16)(H(2)O)(4)] x 2CH(3)COOH x 4H(2)O, known as Mn(12)-acetate, has been determined at 83 (2) K by X-ray diffraction methods. The fourfold (S(4)) molecular symmetry is disrupted by a strong hydrogen-bonding interaction with the disordered acetic acid molecule of solvation, which displaces one of the acetate ligands in the cluster. Up to six Mn(12) isomers are potentially present in the crystal lattice, which differ in the number and arrangement of hydrogen-bonded acetic acid molecules. These results considerably improve the structural information available on this molecular nanomagnet, which was first synthesized and characterized by Lis [Acta Cryst. (1980), B36, 2042-2046].

Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

Science.gov (United States)

Daum, David N.; Woods, Amelia M.

2015-01-01

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

Teaching about Climate Change in the Business Curriculum: An Introductory Module and Resource List

Science.gov (United States)

Takacs, C. Helen

2013-01-01

Business managers are increasingly engaged with climate change issues, but pedagogy on climate change in the business curriculum is in its infancy. The author addresses the need for greater integration of climate change knowledge in the business curriculum by describing a teaching module for an undergraduate introductory business course and…

The pathology informatics curriculum wiki: Harnessing the power of user-generated content.

Science.gov (United States)

Kim, Ji Yeon; Gudewicz, Thomas M; Dighe, Anand S; Gilbertson, John R

2010-07-13

The need for informatics training as part of pathology training has never been so critical, but pathology informatics is a wide and complex field and very few programs currently have the resources to provide comprehensive educational pathology informatics experiences to their residents. In this article, we present the "pathology informatics curriculum wiki", an open, on-line wiki that indexes the pathology informatics content in a larger public wiki, Wikipedia, (and other online content) and organizes it into educational modules based on the 2003 standard curriculum approved by the Association for Pathology Informatics (API). In addition to implementing the curriculum wiki at http://pathinformatics.wikispaces.com, we have evaluated pathology informatics content in Wikipedia. Of the 199 non-duplicate terms in the API curriculum, 90% have at least one associated Wikipedia article. Furthermore, evaluation of articles on a five-point Likert scale showed high scores for comprehensiveness (4.05), quality (4.08), currency (4.18), and utility for the beginner (3.85) and advanced (3.93) learners. These results are compelling and support the thesis that Wikipedia articles can be used as the foundation for a basic curriculum in pathology informatics. The pathology informatics community now has the infrastructure needed to collaboratively and openly create, maintain and distribute the pathology informatics content worldwide (Wikipedia) and also the environment (the curriculum wiki) to draw upon its own resources to index and organize this content as a sustainable basic pathology informatics educational resource. The remaining challenges are numerous, but largest by far will be to convince the pathologists to take the time and effort required to build pathology informatics content in Wikipedia and to index and organize this content for education in the curriculum wiki.

Ornamental Horticulture Production Occupations. Curriculum Guide.

Science.gov (United States)

Reneau, Fred; And Others

This curriculum guide contains guidesheets for the ornamental horticulture production occupations. Each guidesheet provides a job-relevant task; performance objective, with task, performance standard, source of standard, and conditions for performance of task; enabling objectives; a list of resources; teaching activities; a criterion-referenced…

Engineering the curriculum: Towards an adaptive curriculum

Science.gov (United States)

Johns-Boast, Lynette Frances

The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

K-12 Marketplace Sees Major Flow of Venture Capital

Science.gov (United States)

Ash, Katie

2012-01-01

The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

How Will Access and Reliability of Information Communications Technology Resources Affect the Potential Implementation of the Australian Curriculum?

Science.gov (United States)

Murray, Gemma

2014-01-01

The Australian Government has recently introduced a national based curriculum, known as The Australian Curriculum. This new curriculum is intended to provide quality education for all students (Australian Curriculum, Reporting and Assessment Authority, [ACARA], 2013). This article considers some of the possible implications of the Australian…

CCQM-K11.2 determination of glucose in human serum and CCQM-K12.2 determination of creatinine in human serum

Science.gov (United States)

Wise, Stephen A.; Phinney, Karen W.; Duewer, David L.; Sniegoski, Lorna T.; Welch, Michael J.; Pritchett, Jeanita; Pabello, Guiomar; Avila Calderon, Marco A.; Balderas, Miryan; Qinde, Liu; Kooi, Lee Tong; Rego, Eliane; Garrido, Bruno; Allegri, Gabriella; de La Cruz, Marcia; Barrabin, Juliana; Monteiro, Tânia; Lee, Hwashim; Kim, Byungjoo; Delatour, Vincent; Peignaux, Maryline; Kawaguchi, Migaku; Bei, Xu; Can, Quan; Nammoonnoy, Jintana; Schild, Katrin; Ohlendorf, Rüdiger; Henrion, Andre; Ceyhan Gören, Ahmet; Yılmaz, Hasibe; Bilsel, Mine; Konopelko, L.; Krylov, A.; Lopushanskaya, E.

2018-01-01

Glucose and creatinine are two of the most frequently measured substances in human blood/serum for assessing the health status of individuals. Because of their clinical significance, CCQM-K11 glucose in human serum and CCQM-K12 creatinine in human serum were the fourth and fifth key comparisons (KCs) performed by the Organic Analysis Working Group (OAWG). These KCs were conducted in parallel and were completed in 2001. The initial subsequent KCs for glucose, CCQM-K11.1, and creatinine, CCQM-K12.1, were completed in 2005. Measurements for the next KCs for these two measurands, CCQM-K11.2 and CCQM-K12.2, were completed in 2013. While designed as subsequent KCs, systematic discordances between the participants' and the anchor institution's results in both comparisons lead the OAWG to request reference results from two experienced laboratories that had participated in the 2001 comparisons. Based on the totality of the available information, the OAWG converted both CCQM-K11.2 and CCQM-K12.2 to 'Track C' KCs where the key comparison reference value is estimated by consensus. These comparisons highlighted that carrying out comparisons for complex chemical measurements and expecting to be able to treat them under the approaches used for formal CIPM subsequent comparisons is not an appropriate strategy. The approach used here is a compromise to gain the best value from the comparison; it is not an approach that will be used in the future. Instead, the OAWG will focus on Track A and Track C comparisons that are treated as stand-alone entities. Participation in CCQM-K11.2 demonstrates a laboratory's capabilities to measure a polar (pKow > 2), low molecular mass (100 g/mol to 500 g/mol) metabolite in human serum at relatively high concentrations (0.1 mg/g to 10 mg/g). Participation in CCQM-K12.2 demonstrates capabilities to measure similar classes of metabolites at relatively low concentrations (1 μg/g to 30 μg/g). The capabilities required for the analysis of complex

C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

Science.gov (United States)

Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

2008-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

K-12 Professional Development at the Harvard Forest LTER

Science.gov (United States)

Bennett, K.

2012-12-01

As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

Science.gov (United States)

Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

Active commuting among K-12 educators: a study examining walking and biking to work.

Science.gov (United States)

Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N

2013-01-01

Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. A volunteer sample of K-12 educators (n = 437) was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors). t-tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Participants actively commuted 0.51 ± 1.93 times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

Directory of Open Access Journals (Sweden)

Melissa Bopp

2013-01-01

Full Text Available Background. Walking and biking to work, active commuting (AC is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators ( was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors. -tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Results. Participants actively commuted times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. Conclusions. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

Hydrogen Technology and Energy Curriculum (HyTEC)

Energy Technology Data Exchange (ETDEWEB)

Nagle, Barbara

2013-02-28

The Lawrence Hall of Science of the University of California, Berkeley has collaborated with scientists and engineers, a local transit agency, school districts, and a commercial curriculum publisher to develop, field-test nationally, and publish a two-week curriculum module on hydrogen and fuel cells for high school science. Key partners in this project are the Schatz Energy Research Center (SERC) of Humboldt State University, the Alameda-Contra Costa Transit District (AC Transit), FilmSight Productions, Lab-Aids, Inc., and 32 teachers and 2,370 students in field-test classrooms in California, Connecticut, Ohio, New York, South Carolina, and Washington. Field-test teachers received two to three days of professional development before teaching the curriculum and providing feedback used for revision of the curriculum. The curriculum, titled Investigating Alternative Energy: Hydrogen and Fuel Cells and published by Lab-Aids, Inc., includes a teachers guide (with lesson plans, resources, and student handout pages), two interactive computer animations, a video, a website, and a laboratory materials kit. The project has been disseminated to over 950 teachers through awareness workshops at state, regional, and national science teacher conferences.

Role of alkali carbonate and salt in topochemical synthesis of K1/2Na1/2NbO3 and NaNbO3 templates

Science.gov (United States)

Lee, Jae-Seok; Jeon, Jae-Ho; Choi, Si-Young

2013-11-01

Since the properties of lead-free piezoelectric materials have thus far failed to meet those of lead-based materials, either chemical doping or morphological texturing should be employed to improve the piezoelectric properties of lead-free piezoelectric ceramics. The goal of this study was to synthesize plate-like K1/2Na1/2NbO3 and NaNbO3 particles, which are the most favorable templates for morphological texturing of K1/2Na1/2NbO3 ceramics. To achieve this goal, Bi2.5Na3.5Nb5O18 precursors in a plate-like shape were first synthesized and subsequently converted into K1/2Na1/2NbO3 or NaNbO3 particles that retain the morphology of Bi2.5Na3.5Nb5O18. In this study, we found that sodium or potassium carbonate does not play a major role in converting the Bi2.5Na3.5Nb5O18 precursor to K1/2Na1/2NbO3 or NaNbO3, on the contrary to previous reports; however, the salt contributes to the conversion reaction. All synthesis processes have been performed via a molten salt method, and scanning electron microscopy, scanning probe microscopy, and inductively coupled plasma mass spectroscopy were used to characterize the synthesized K1/2Na1/2NbO3 or NaNbO3 templates.

Neglected Literature: An Experimental Curriculum Resource Bulletin for Secondary Schools.

Science.gov (United States)

District of Columbia Public Schools, Washington, DC.

The materials presented in this teaching guide for Negro literature, prepared under an ESEA Title 3 grant, were collected for inclusion into the traditional English curriculum "to enable students to regard the works of Negro writers as a sharing of diversified human experiences." Sample units on the novel, slave narration, short story, poetry,…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

Science.gov (United States)

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

ASER core curriculum illustration project: aortic intramural hematoma (IMH).

Science.gov (United States)

Perez-Girbes, Alexandre; Dunham, Gregor M; Linnau, Ken F

2017-04-01

This is the 23rd installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

submitter Development of a 100 kW, 12.5 kV, 22 kHz and 30 kV insulated medium frequency transformer for compact and reliable medium voltage power conversion

CERN Document Server

Isler, Stephane; Aguglia, Davide; Bonnin, Xavier Abel

2017-01-01

This paper presents the critical design aspects addressed during the development of a 100 kW, 12.5 kV, 22 kHz, and 30 kV insulated medium frequency transformer used in a power converter. The transformers are used in a resonant multilevel converter topology producing HV DC voltage from a three phase 400 V AC industrial grid. The power converter is used to supply radio frequency systems in particle accelerators. Considerations about material selection, dielectric, magnetic and thermal design are discussed and experimental results on the full scale transformer and power converter are presented.

Implementing Reform: Teachers' Beliefs about Students and the Curriculum

Science.gov (United States)

Bartiromo, Tara; Etkina, Eugenia

2009-11-01

This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

Educating Tomorrow's Workforce: A Report on the Semiconductor Industry's Commitment to Youth in K-12.

Science.gov (United States)

Semiconductor Industry Association, San Jose, CA.

The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12…

Student approaches for learning in medicine: what does it tell us about the informal curriculum?

Science.gov (United States)

Zhang, Jianzhen; Peterson, Raymond F; Ozolins, Ieva Z

2011-10-21

It has long been acknowledged that medical students frequently focus their learning on that which will enable them to pass examinations, and that they use a range of study approaches and resources in preparing for their examinations. A recent qualitative study identified that in addition to the formal curriculum, students are using a range of resources and study strategies which could be attributed to the informal curriculum. What is not clearly established is the extent to which these informal learning resources and strategies are utilized by medical students. The aim of this study was to establish the extent to which students in a graduate-entry medical program use various learning approaches to assist their learning and preparation for examinations, apart from those resources offered as part of the formal curriculum. A validated survey instrument was administered to 522 medical students. Factor analysis and internal consistence, descriptive analysis and comparisons with demographic variables were completed. The factor analysis identified eight scales with acceptable levels of internal consistency with an alpha coefficient between 0.72 and 0.96. Nearly 80% of the students reported that they were overwhelmed by the amount of work that was perceived necessary to complete the formal curriculum, with 74.3% believing that the informal learning approaches helped them pass the examinations. 61.3% believed that they prepared them to be good doctors. A variety of informal learning activities utilized by students included using past student notes (85.8%) and PBL tutor guides (62.7%), and being part of self-organised study groups (62.6%), and peer-led tutorials (60.2%). Almost all students accessed the formal school resources for at least 10% of their study time. Students in the first year of the program were more likely to rely on the formal curriculum resources compared to those of Year 2 (p = 0.008). Curriculum planners should examine the level of use of informal

Training Psychiatry Residents in Quality Improvement: An Integrated, Year-Long Curriculum

Science.gov (United States)

Arbuckle, Melissa R.; Weinberg, Michael; Cabaniss, Deborah L.; Kistler; Susan C.; Isaacs, Abby J.; Sederer, Lloyd I.; Essock, Susan M.

2013-01-01

Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment…

Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

Science.gov (United States)

Ye, Lei

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own

Exploring the Effectiveness of Online Education in K-12 Environments

Science.gov (United States)

Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

2015-01-01

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

Science.gov (United States)

Borders, Kareen; Mendez, B. M.

2010-01-01

K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

Developing A Food Allergy Curriculum for Parents

Science.gov (United States)

Vargas, Perla A.; Sicherer, Scott H.; Christie, Lynn; Keaveny, Maureen; Noone, Sally; Watkins, Debra; Carlisle, Suzanna K; Jones, Stacie M

2014-01-01

Food allergy (FA) is potentially severe and requires intensive education to master allergen avoidance and emergency care. There is evidence suggesting the need for a comprehensive curriculum for food allergic families. This paper describes the results of focus groups conducted to guide the development of a curriculum for parents of food allergic children. The focus groups were conducted using standard methodology with experienced parents of food allergic children. Participants were parents (n=36) with experience managing FA recruited from allergy clinics at two academic centers. Topics identified by parents as key for successful management included as expected: 1) early signs/symptoms, 2) “cross-contamination”, 3) label-reading, 4) self-injectable epinephrine; and 5) becoming a teacher and advocate. Participants also recommended developing a “one pageroad map” to the information, and to provide the information early and be timed according to developmental stages/needs. Suggested first points for curriculum dissemination were emergency rooms, obstetrician and pediatrician offices. Participants also recommended targeting pediatricians, emergency physicians, school personnel, and the community-at-large in educational efforts. Parents often sought FA information from non-medical sources such as the Internet and support groups. These resources were also accessed to find ways to cope with stress. Paradoxically, difficulties gaining access to resources and uncertainty regarding reliability of the information added to the stress experience. Based on reports from experienced parents of food allergic children, newly diagnosed parents could benefit from a comprehensive FA management curriculum. Improving access to clear and concise educational materials would likely reduce stress/anxiety and improve quality of life. PMID:21332804

Engineering Education in K-12 Schools

Science.gov (United States)

Spence, Anne

2013-03-01

Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

Science.gov (United States)

Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

2014-01-01

A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

Observation of. lambda. -hypernuclei in the reaction /sup 12/C(. pi. /sup +/,K/sup +/)/sub. lambda. //sup 12/C

Energy Technology Data Exchange (ETDEWEB)

Milner, E.C.

1985-12-01

The observation of ..lambda..-hypernuclear levels in /sub ..lambda..//sup 12/C by associated production through the (..pi../sup +/,K/sup +/) reaction is reported. Spectrometers used in the measurements are discussed. The /sub ..lambda..//sup 12/C excitation energy spectra were recorded at laboratory scattering angles of 5.6/sup 0/, 10.3/sup 0/, and 15.2/sup 0/. The spectra show two major peaks - one attributed to the ground state, and one about 11 MeV higher in excitation. The peak near 11 MeV excitation energy is believed to be almost entirely composed of a multiplet of three J/sup ..pi../ = 2/sup +/ states. Relativistic DWBA calculations imply support for the expectation that higher spin states are preferentially populated in the (..pi../sup +/,K/sup +/) reaction, compared to the (K/sup -/,..pi../sup -/) reaction in which lower spin states are excited. 29 refs., 40 figs.

An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

Science.gov (United States)

Martin, Florence; Carr, Marsha L.

2015-01-01

21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

Solubilization of Na,K-ATPase from rabbit kidney outer medulla using only C12E8

Directory of Open Access Journals (Sweden)

H.L. Santos

2002-03-01

Full Text Available SDS, C12E8, CHAPS or CHAPSO or a combination of two of these detergents is generally used for the solubilization of Na,K-ATPase and other ATPases. Our method using only C12E8 has the advantage of considerable reduction of the time for enzyme purification, with rapid solubilization and purification in a single chromatographic step. Na,K-ATPase-rich membrane fragments of rabbit kidney outer medulla were obtained without adding SDS. Optimum conditions for solubilization were obtained at 4ºC after rapid mixing of 1 mg of membrane Na,K-ATPase with 1 mg of C12E8/ml, yielding 98% recovery of the activity. The solubilized enzyme was purified by gel filtration on a Sepharose 6B column at 4ºC. Non-denaturing PAGE revealed a single protein band with phosphomonohydrolase activity. The molecular mass of the purified enzyme estimated by gel filtration chromatography was 320 kDa. The optimum apparent pH obtained for the purified enzyme was 7.5 for both PNPP and ATP. The dependence of ATPase activity on ATP concentration showed high (K0.5 = 4.0 µM and low (K0.5 = 1.4 mM affinity sites for ATP, with negative cooperativity. Ouabain (5 mM, oligomycin (1 µg/ml and sodium vanadate (3 µM inhibited the ATPase activity of C12E8-solubilized and purified Na,K-ATPase by 99, 81 and 98.5%, respectively. We have shown that Na,K-ATPase solubilized only with C12E8 can be purified and retains its activity. The activity is consistent with the form of (alphaß2 association.

Examining Student-Adult Relationships during K-12 School Age Years

Science.gov (United States)

Lappi, Shelly J.

2012-01-01

This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

Cloning and expression of the Escherichia coli K-12 sad gene.

OpenAIRE

Marek, L E; Henson, J M

1988-01-01

The Escherichia coli K-12 sad gene, which encodes an NAD-dependent succinic semialdehyde dehydrogenase, was cloned into a high-copy-number vector. Minicells carrying a sad+ plasmid produced a 55,000-dalton peptide, the probable sad gene product.

The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

Science.gov (United States)

Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

2011-12-01

The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

Science.gov (United States)

Abramoff, R. Z.

2012-12-01

Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply

Gender Sorting across K-12 Schools in the United States

Science.gov (United States)

Long, Mark C.; Conger, Dylan

2013-01-01

This article documents evidence of nonrandom gender sorting across K-12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools…

Development, Implementation, and Evaluation of a Curriculum to Prepare Volunteer Navigators to Support Older Persons Living With Serious Illness.

Science.gov (United States)

Duggleby, Wendy; Pesut, Barbara; Cottrell, Laura; Friesen, Lynnelle; Sullivan, Kelli; Warner, Grace

2018-05-01

The purpose of this article is to report the development, implementation, and evaluation of a curriculum designed to prepare volunteer navigators to support community-dwelling older persons with serious chronic illness. The role of the volunteer navigator was to facilitate independence and quality of life through building social connections, improving access to resources, and fostering engagement. A curriculum was constructed from evidence-based competencies, piloted and revised, and then implemented in 7 subsequent workshops. Workshop participants were 51 volunteers and health-care providers recruited through local hospice societies and health regions. Curriculum was evaluated through satisfaction and self-efficacy questionnaires completed at workshop conclusion. Postworkshop evaluation indicated a high degree of satisfaction with the training. One workshop cohort of 7 participants was followed for 1 year to provide longitudinal evaluation data. Participants followed longitudinally reported improved self-efficacy over 12 months and some challenges with role transition. Future improvements will include further structured learning opportunities offered by telephone postworkshop, focusing on advocacy, communication, and conflict management. Overall, volunteers were satisfied with the curriculum and reported good self-perceived efficacy in their new role as navigators.

Medical Education and Curriculum Reform: Putting Reform Proposals in Context

Directory of Open Access Journals (Sweden)

Daniel Kam Yin Chan, MD, MB.BS, MHA

2004-01-01

Full Text Available The purpose of this paper is to elaborate criteria by which the principles of curriculum reform can be judged. To this end, the paper presents an overview of standard critiques of medical education and examines the ways medical curriculum reforms have responded to these critiques. The paper then sets out our assessment of these curriculum reforms along three parameters: pedagogy, educational context, and knowledge status. Following on from this evaluation of recent curriculum reforms, the paper puts forward four criteria with which to gauge the adequacy medical curriculum reform. These criteria enable us to question the extent to which new curricula incorporate methods and approaches for ensuring that its substance: overcomes the traditional opposition between clinical and resource dimensions of care; emphasizes that the clinical work needs to be systematized in so far as that it feasible; promotes multi-disciplinary team work, and balances clinical autonomy with accountability to non-clinical stakeholders.

Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798)

OpenAIRE

Dimitrova, Daniela; Engelbrecht, Kathleen C.; Putonti, Catherine; Koenig, David W.; Wolfe, Alan J.

2017-01-01

ABSTRACT Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E.?coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496?bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid.

Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

Science.gov (United States)

Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

2017-04-01

In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

Animal products and K-ras codon 12 and 13 mutations in colon carcinomas

NARCIS (Netherlands)

Kampman, E.; Voskuil, D.W.; Kraats, A.A. van; Balder, H.F.; Muijen, G.N.P. van; Goldbohm, R.A.; Veer, P. van 't

2000-01-01

K-ras gene mutations (codons 12 and 13) were determined by PCR-based mutant allele-specific amplification (MASA) in tumour tissue of 185 colon cancer patients: 36% harboured mutations, of which 82% were located in codon 12. High intakes of animal protein, calcium and poultry were differently

EXCESS MOLAR ENTHALPIES OF 1-OCTENE + DIMETHYLCARBONATE OR DIETHYLCARBONATE OR 1,2-PROPYLCARBONATE AT 363.15 K AND 413.15 K

Directory of Open Access Journals (Sweden)

M. A. KRÄHENBÜHL

1998-03-01

Full Text Available The excess molar enthalpies of 1-octene + dimethylcarbonate or diethylcarbonate or 1,2-propylcarbonate have been measured at two high temperatures 363.15 K and 413.15 K and for pressures varying from 18 to 20 bar with an isothermal flow-calorimeter. All these mixtures have exhibited positive HEm.

Advanced Technical Drafting (Industrial Arts) Curriculum Guide. Bulletin 1751.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains materials for a 17-unit course in advanced technical drafting, a followup to the basic technical drafting course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A three-page course overview provides…

Escherichia coli K-12 pathogenicity in the pea aphid, Acyrthosiphon pisum, reveals reduced antibacterial defense in aphids.

Science.gov (United States)

Altincicek, Boran; Ter Braak, Bas; Laughton, Alice M; Udekwu, Klas I; Gerardo, Nicole M

2011-10-01

To better understand the molecular basis underlying aphid immune tolerance to beneficial bacteria and immune defense to pathogenic bacteria, we characterized how the pea aphid Acyrthosiphon pisum responds to Escherichia coli K-12 infections. E. coli bacteria, usually cleared in the hemolymph of other insect species, were capable of growing exponentially and killing aphids within a few days. Red fluorescence protein expressing E. coli K-12 laboratory strain multiplied in the aphid hemolymph as well as in the digestive tract, resulting in death of infected aphids. Selected gene deletion mutants of the E. coli K-12 predicted to have reduced virulence during systemic infections showed no difference in either replication or killing rate when compared to the wild type E. coli strain. Of note, however, the XL1-Blue E. coli K-12 strain exhibited a significant lag phase before multiplying and killing aphids. This bacterial strain has recently been shown to be more sensitive to oxidative stress than other E. coli K-12 strains, revealing a potential role for reactive oxygen species-mediated defenses in the otherwise reduced aphid immune system. Copyright © 2011 Elsevier Ltd. All rights reserved.

Structural insight into the rearrangement of the switch I region in GTP-bound G12A K-Ras

Energy Technology Data Exchange (ETDEWEB)

Xu, Shenyuan; Long, Brian N.; Boris, Gabriel H.; Chen, Anqi; Ni, Shuisong; Kennedy, Michael A.

2017-11-10

K-Ras, a molecular switch that regulates cell growth, apoptosis and metabolism, is activated when it undergoes a conformation change upon binding GTP and is deactivated following the hydrolysis of GTP to GDP. Hydrolysis of GTP in water is accelerated by coordination to K-Ras, where GTP adopts a high-energy conformation approaching the transition state. The G12A mutation reduces intrinsic K-Ras GTP hydrolysis by an unexplained mechanism. Here, crystal structures of G12A K-Ras in complex with GDP, GTP, GTPγS and GppNHp, and of Q61A K-Ras in complex with GDP, are reported. In the G12A K-Ras–GTP complex, the switch I region undergoes a significant reorganization such that the Tyr32 side chain points towards the GTP-binding pocket and forms a hydrogen bond to the GTP γ-phosphate, effectively stabilizing GTP in its precatalytic state, increasing the activation energy required to reach the transition state and contributing to the reduced intrinsic GTPase activity of G12A K-Ras mutants.

Technical Feasibility Study for Zero Energy K-12 Schools

Energy Technology Data Exchange (ETDEWEB)

Bonnema, Eric [National Renewable Energy Lab. (NREL), Golden, CO (United States); Goldwasser, David [National Renewable Energy Lab. (NREL), Golden, CO (United States); Torcellini, Paul [National Renewable Energy Lab. (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Lab. (NREL), Golden, CO (United States); Studer, Daniel [National Renewable Energy Lab. (NREL), Golden, CO (United States)

2016-11-01

This technical feasibility study provides documentation and research results supporting a possible set of strategies to achieve source zero energy K-12 school buildings as defined by the U.S. Department of Energy (DOE) zero energy building (ZEB) definition (DOE 2015a). Under this definition, a ZEB is an energy-efficient building in which, on a source energy basis, the actual annual delivered energy is less than or equal to the on-site renewable exported energy.

What does the Development of the European Core Curriculum for Cardiovascular Nurses Mean for Australia?

Science.gov (United States)

Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn

2016-04-01

A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses. Copyright © 2015 Australian and New Zealand Society of Cardiac and Thoracic Surgeons (ANZSCTS) and the Cardiac Society of Australia and New Zealand (CSANZ). Published by Elsevier B.V. All rights reserved.

Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

Science.gov (United States)

Gregory, Margaret R.

This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

Systematic review of the implementation of simulation training in surgical residency curriculum.

Science.gov (United States)

Kurashima, Yo; Hirano, Satoshi

2017-07-01

We reviewed the literature regarding the specific methods and strategies for implementing simulation-based training into the modern surgical residency curriculum. Residency programs are still struggling with how best to implement it into their curricula from a practical viewpoint. A systematic review was performed using Ovid MEDLINE, EMBASE, PubMed, PsycINFO, Web of Science, and other resources for studies involving the use of simulation for technical skills training in the surgical residency curriculum. Studies were selected based on the integration of simulation into the curriculum and/or a description of the details of implementation and the resources required. In total, 2533 unique citations were retrieved based on this search, and 31 articles met the inclusion criteria. Most simulators were focused on laparoscopic procedures, and training occurred most often in a skills lab. The assessment of skills consisted mostly of speed of task completion. Only 4 studies addressed issues of cost, and 6 programs mentioned human resources without any mention of skills center personnel or administrative support. All of the studies described the nature of the simulation training, but very few commented on how it was actually implemented and what was needed from organizational, administrative and logistical perspectives.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

Science.gov (United States)

Seker, Hayati; Guney, Burcu G.

2012-01-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

Science.gov (United States)

Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

2017-01-01

The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

Curriculum

Directory of Open Access Journals (Sweden)

Robi Kroflič

1997-12-01

Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

How Vocational Psychologists Can Make a Difference in K-12 Education

Science.gov (United States)

Perry, Justin C.; Shannon, Lisa

2017-01-01

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K-12 education by embracing an interdisciplinary…

Cell Biology and Cancer. Grades 9-12. NIH Curriculum Supplement Series.

Science.gov (United States)

Biological Sciences Curriculum Study, Colorado Springs.

This curriculum supplement guide brings the latest medical discoveries to classrooms. This module focuses on the objectives of introducing students to major concepts related to the development of cancer and its impacts, and developing an understanding of the relationship between biomedical research and personal and public health. This module…

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

Science.gov (United States)

Watmough, Simon D; O'Sullivan, Helen; Taylor, David C M

2010-09-29

In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

Science.gov (United States)

Petersen, Anne Marie

In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

A Marketing and Distribution Curriculum Guide.

Science.gov (United States)

Freedman, Carol

This curriculum guide in marketing and distribution has been designed for children in grades K-6. It is presented much like a cookbook from which recipes (activities) may be extracted and experimented with depending on the tastes (needs) of the children. It is suggested that objectives be reinforced through teacher-developed activities or through…

Earth, Air, Fire, & Water: Resource Guide 6. The Arts and Learning, Interdisciplinary Resources for Education.

Science.gov (United States)

Lee, Ronald T., Ed.

This resource guide is intended to aid practitioners in the design of new curriculum units or the enrichment of existing units by suggesting activities and resources in the topic areas of earth, air, fire, and water. Special projects and trips relating to these topic areas are proposed. A sample arts networking system used to integrate various…

Nutrition Education Brings Behavior and Knowledge Change in Limited-Resource Older Adults

Science.gov (United States)

McClelland, Jacquelyn W.; Jayaratne, K.S.U.; Bird, Carolyn L.

2013-01-01

A prospective, controlled, randomized, crossover design was used to examine a nutrition education curriculum's effects on knowledge and behavior of 463 limited-resource older adults in 13 counties. Counties were randomized to begin with the treatment or control curriculum and then the remaining curriculum. Participants completed a pre-test…

Crosstalk between Vitamins A, B12, D, K, C, and E Status and Arterial Stiffness

Science.gov (United States)

Luca, Constantin Tudor

2017-01-01

Arterial stiffness is associated with cardiovascular risk, morbidity, and mortality. The present paper reviews the main vitamins related to arterial stiffness and enabling destiffening, their mechanisms of action, providing a brief description of the latest studies in the area, and their implications for primary cardiovascular prevention, clinical practice, and therapy. Despite inconsistent evidence for destiffening induced by vitamin supplementation in several randomized clinical trials, positive results were obtained in specific populations. The main mechanisms are related to antiatherogenic effects, improvement of endothelial function (vitamins A, C, D, and E) and metabolic profile (vitamins A, B12, C, D, and K), inhibition of the renin-angiotensin-aldosterone system (vitamin D), anti-inflammatory (vitamins A, D, E, and K) and antioxidant effects (vitamins A, C, and E), decrease of homocysteine level (vitamin B12), and reversing calcification of arteries (vitamin K). Vitamins A, B12, C, D, E, and K status is important in evaluating cardiovascular risk, and vitamin supplementation may be an effective, individualized, and inexpensive destiffening therapy. PMID:28167849

Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition

Science.gov (United States)

Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren

2014-01-01

"Keeping Pace with K-12 Digital Learning" (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a…

Resources for GCSE.

Science.gov (United States)

Anderton, Alain

1987-01-01

Argues that new resources are needed to help teachers prepare students for the new General Certificate in Secondary Education (GCSE) examination. Compares previous examinations with new examinations to illustrate the problem. Presents textbooks, workbooks, computer programs, and other curriculum materials to demonstrate the gap between resources…

Fashion Merchandising Curriculum Guide.

Science.gov (United States)

Winthrop Coll., Rock Hill, SC. School of Home Economics.

The curriculum guide (developed by the South Carolina Office of Vocational Education, the School of Home Economics of Winthrop College, business leaders, and distributive educators) is designed for the teaching of a one-year distributive education specialty program for 12th grade students interested in pursuing a career in fashion merchandising.…

Makerspaces: The Next Iteration for Educational Technology in K-12 Schools

Science.gov (United States)

Strycker, Jesse

2015-01-01

With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…

Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

Science.gov (United States)

Chen, Senlin; Chen, Ang; Zhu, Xihe

2012-01-01

Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

A web-based resource for the nuclear science/technology high school curriculum - a summary

International Nuclear Information System (INIS)

Ripley, C.

2009-01-01

On November 15, 2008, the CNA launched a new Nuclear Science Technology High School Curriculum Website. Located at www.cna.ca the site was developed over a decade, first with funding from AECL and finally by the CNA, as a tool to explain concepts and issues related to energy and in particular nuclear energy targeting the public, teachers and students in grades 9-12. It draws upon the expertise of leading nuclear scientists and science educators. Full lesson plans for the teacher, videos for discussion, animations, games, electronic publications, laboratory exercises and quick question and answer sheets will give the student greater knowledge, skills and attitudes necessary to solve problems and to critically examine issues in making decisions. Eight modules focus on key areas: Canada's Nuclear History, Atomic Theory, What is Radiation?, Biological Effects of Radiation, World Energy Sources, Nuclear Technology at Work, Safety (includes Waste Disposal) in the Nuclear Industry and Careers. (author)

Anti-ageing effects of a new synthetic sphingolipid (K6EAA-L12) on aged murine skin.

Science.gov (United States)

Jung, Minyoung; Lee, Sanghoon; Park, Hwa-young; Youm, Jong-Kyung; Jeong, Sekyoo; Bae, Jonghwan; Kwon, Mi Jung; Park, Byeong Deog; Lee, Seung Hun; Choi, Eung Ho

2011-04-01

Recently, we reported on the anti-ageing effects of K6PC-5. This compound induced keratinocyte differentiation and fibroblast proliferation by increasing sphingosine-1 phosphate synthesis. We performed this study to confirm the anti-ageing effects of new synthetic products (the K6EAA series) derived from K6PC-5 through an amino group induction. Cellular responses such as differentiation, proliferation and calcium mobilization were investigated using cultured human keratinocytes and fibroblasts. Also, we measured the expressions of collagen mRNA and protein using real time RT-PCR and ELISA, respectively. The K6EAA-L12 product, selected by in vitro screening, was evaluated for anti-ageing effects on intrinsically and extrinsically (photo) aged models of hairless mice. In the intrinsically aged murine skin, K6EAA-L12 showed anti-ageing effects by activating collagen synthesis, eventually causing dermal thickening. Also, in the photo-aged skin, the dermal collagen density and dermal thickness were increased. In photo-aged murine skin, K6EAA-L12 increased stratum corneum integrity by increasing corneodesmosome density and improved the barrier recovery rate. However, there were no changes in the expressions of epidermal differentiation maker proteins. In conclusion, topical K6EAA-L12, a new synthetic K6PC-5 derivative, improves intrinsically and extrinsically (photo) aged skin by increasing the collagen density and improving the skin barrier function. © 2011 John Wiley & Sons A/S.

Technical Support Document: Development of the Advanced Energy Design Guide for K-12 Schools--30% Energy Savings

Energy Technology Data Exchange (ETDEWEB)

Pless, S.; Torcellini, P.; Long, N.

2007-09-01

This Technical Support Document describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings (K-12 AEDG), a design guidance document intended to provide recommendations for achieving 30% energy savings in K-12 Schools over levels contained in ANSI/ASHRAE/IESNA Standard 90.1-1999, Energy Standard for Buildings Except Low-Rise Residential Buildings. The 30% energy savings target is the first step toward achieving net-zero energy schools; schools that, on an annual basis, draw from outside sources less or equal energy than they generate on site from renewable energy sources.

Languages Across the Curriculum. Translation Perspectives VII. 1994. Invited Essays on the Use of Foreign Languages throughout the Postsecondary Curriculum.

Science.gov (United States)

Straight, H. Stephen, Ed.

The papers in this special issue provide both a general overview and detailed discussion of specific examples of the languages across the curriculum (LAC) movement that is currently gaining momentum in colleges and universities in the United States. Papers include: (1) "International Students as Resource Specialists: Binghamton's Languages…

Genotyping of K-ras codons 12 and 13 mutations in colorectal cancer by capillary electrophoresis.

Science.gov (United States)

Chen, Yen-Ling; Chang, Ya-Sian; Chang, Jan-Gowth; Wu, Shou-Mei

2009-06-26

Point mutations of the K-ras gene located in codons 12 and 13 cause poor responses to the anti-epidermal growth factor receptor (anti-EGFR) therapy of colorectal cancer (CRC) patients. Besides, mutations of K-ras gene have also been proven to play an important role in human tumor progression. We established a simple and effective capillary electrophoresis (CE) method for simultaneous point mutation detection in codons 12 and 13 of K-ras gene. We combined one universal fluorescence-based nonhuman-sequence primer and two fragment-oriented primers in one tube, and performed this two-in-one polymerase chain reaction (PCR). PCR fragments included wild type and seven point mutations at codons 12 and 13 of K-ras gene. The amplicons were analyzed by single-strand conformation polymorphism (SSCP)-CE method. The CE analysis was performed by using a 1x Tris-borate-EDTA (TBE) buffer containing 1.5% (w/v) hydroxyethylcellulose (HEC) (MW 250,000) under reverse polarity with 15 degrees C and 30 degrees C. Ninety colorectal cancer patients were blindly genotyped using this developed method. The results showed good agreement with those of DNA sequencing method. The SSCP-CE was feasible for mutation screening of K-ras gene in populations.

Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798).

Science.gov (United States)

Dimitrova, Daniela; Engelbrecht, Kathleen C; Putonti, Catherine; Koenig, David W; Wolfe, Alan J

2017-07-06

Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E. coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496 bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid. Copyright © 2017 Dimitrova et al.

Energy education resources: Kindergarten through 12th grade

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-09-01

Energy Education Resources: Kindergarten Through 12th Grade is published by the National Energy Information Center (NEIC) a service of the Energy Information Administration (EIA), to provide students, educators, and other information users, a list of generally available free or low-cost energy-related educational materials. Each entry includes the address, telephone number, and description of the organization and the energy-related materials available. Most of the entries also include Internet (Web) and electronic mail (E-Mail) addresses. Each entry is followed by a number, which is referenced in the subject index in the back of this book.

Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3

Science.gov (United States)

Castro, Andrene; Germain, Emily; Gooden, Mark

2018-01-01

Principals represent the most "visible" form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity…

Involvement of IGF-1 and MEOX2 in PI3K/Akt1/2 and ERK1/2 pathways mediated proliferation and differentiation of perivascular adipocytes

International Nuclear Information System (INIS)

Liu, Ping; Kong, Feng; Wang, Jue; Lu, Qinghua; Xu, Haijia; Qi, Tonggang; Meng, Juan

2015-01-01

Perivascular adipocyte (PVAC) proliferation and differentiation were closely involved in cardiovascular disease. We aimed to investigate whether phosphatidylinositol 3-kinase (PI3K) and mitogen-activated protein kinase (MAPK) signaling pathways enhance PVAC functions activated by insulin-like growth factor 1(IGF-1) and suppressed by mesenchyme homeobox 2 (MEOX2). In this study, PVACs from primary culture were cultured and induced to differentiate. Cell viability assays demonstrated that IGF-1 promoted PVAC proliferation and differentiation. However MEOX2 counteracted these IGF-1-mediated actions. Flow Cytometry revealed that IGF-1 increased S phase cells and decreased apoptosis; however, MEOX2 decreased S phase cells, increased G0–G1 phase cells, and promoted apoptosis. During PVAC proliferation and differentiation, IGF-1 activated PI3K/Akt1/2 and ERK1/2 signaling pathways, upregulated the expression of these signaling proteins and FAS, and increased PVAC lipid content. In contrast, MEOX2 constrained the phosphorylation of ERK1/2 and Akt1/2 protein, down-regulated these signaling molecules and FAS, and decreased PVAC lipid content. Instead, MEOX2 knockdown enhanced the ERK1/2 and Akt1/2 phosphorylation, augmented the expression of these signaling molecules and FAS, and increased PVAC lipid content. Our findings suggested that PI3K/Akt1/2 and ERK1/2 activation mediated by IGF-1 is essential for PVAC proliferation and differentiation, and MEOX2 is a promising therapeutic gene to intervene in the signaling pathways and inhibit PVAC functions. - Highlights: • IGF-1 activated PI3K/Akt2 and ERK1/2 pathways to mediate PVAC proliferation and differentiation. • The expression of ERK1, ERK 2, PI3K, Akt1 and Akt2 showed different change trends between PVAC proliferation and differentiation. • MEOX2 effectively expressed in PVAC, increased early and late cellular apoptosis, and inhibited its proliferation. • MEOX2 depressed PVAC differentiation and FAS expression

Involvement of IGF-1 and MEOX2 in PI3K/Akt1/2 and ERK1/2 pathways mediated proliferation and differentiation of perivascular adipocytes

Energy Technology Data Exchange (ETDEWEB)

Liu, Ping, E-mail: lping@sdu.edu.cn [Department of Cardiology, The Second Hospital of Shandong University, No. 247, Beiyuan Road, Shandong, Jinan 250033 (China); Kong, Feng; Wang, Jue [Central Laboratory, The Second Hospital of Shandong University, Shandong, Jinan 250033 (China); Lu, Qinghua [Department of Cardiology, The Second Hospital of Shandong University, No. 247, Beiyuan Road, Shandong, Jinan 250033 (China); Xu, Haijia [Department of Cardiology, Wendeng Central Hospital of Weihai City, Shandong, Weihai 264400 (China); Qi, Tonggang [Central Laboratory, The Second Hospital of Shandong University, Shandong, Jinan 250033 (China); Meng, Juan [Department of Cardiology, The Second Hospital of Shandong University, No. 247, Beiyuan Road, Shandong, Jinan 250033 (China)

2015-02-01

Perivascular adipocyte (PVAC) proliferation and differentiation were closely involved in cardiovascular disease. We aimed to investigate whether phosphatidylinositol 3-kinase (PI3K) and mitogen-activated protein kinase (MAPK) signaling pathways enhance PVAC functions activated by insulin-like growth factor 1(IGF-1) and suppressed by mesenchyme homeobox 2 (MEOX2). In this study, PVACs from primary culture were cultured and induced to differentiate. Cell viability assays demonstrated that IGF-1 promoted PVAC proliferation and differentiation. However MEOX2 counteracted these IGF-1-mediated actions. Flow Cytometry revealed that IGF-1 increased S phase cells and decreased apoptosis; however, MEOX2 decreased S phase cells, increased G0–G1 phase cells, and promoted apoptosis. During PVAC proliferation and differentiation, IGF-1 activated PI3K/Akt1/2 and ERK1/2 signaling pathways, upregulated the expression of these signaling proteins and FAS, and increased PVAC lipid content. In contrast, MEOX2 constrained the phosphorylation of ERK1/2 and Akt1/2 protein, down-regulated these signaling molecules and FAS, and decreased PVAC lipid content. Instead, MEOX2 knockdown enhanced the ERK1/2 and Akt1/2 phosphorylation, augmented the expression of these signaling molecules and FAS, and increased PVAC lipid content. Our findings suggested that PI3K/Akt1/2 and ERK1/2 activation mediated by IGF-1 is essential for PVAC proliferation and differentiation, and MEOX2 is a promising therapeutic gene to intervene in the signaling pathways and inhibit PVAC functions. - Highlights: • IGF-1 activated PI3K/Akt2 and ERK1/2 pathways to mediate PVAC proliferation and differentiation. • The expression of ERK1, ERK 2, PI3K, Akt1 and Akt2 showed different change trends between PVAC proliferation and differentiation. • MEOX2 effectively expressed in PVAC, increased early and late cellular apoptosis, and inhibited its proliferation. • MEOX2 depressed PVAC differentiation and FAS expression

Non-stoichiometry in the KMo2P3O12-tunnel structure: The oxide K0.75MoNbP3O12

International Nuclear Information System (INIS)

Leclaire, A.; Borel, M.M.; Grandin, A.; Raveau, B.

1990-01-01

K 0.75 MoNbP 3 O 12 , M r =503.009, orthorhombic, Pbcm, a=8.8518 (5), b=9.1453 (11), c=12.5174 (11) A, V=1013.3 (3) A 3 , Z=4, D x =3.300 Mg m -3 , λ(Mo Kα)=0.71073 A, μ=3.13 mm -1 , F(000)=953, T=294 K, R=0.029, wR=0.033 for 1235 observed reflections. This compound is isostructural with KMo 2 P 3 O 12 -type oxides. Its framework is built up from MoO 6 octahedra and PO 4 tetrahedra which delimit tunnels running along b. Different from KMo 2 P 3 O 12 , the tunnels are partly occupied by the potassium ions which are distributed at random. (orig.)

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

Science.gov (United States)

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

Science.gov (United States)

Rattigan, Peter; Biren, Greg

2007-01-01

Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

Science.gov (United States)

Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

2017-12-01

In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

Fabrication and Piezoelectric Properties of Textured (Bi1/2K1/2)TiO3 Ferroelectric Ceramics

Science.gov (United States)

Nagata, Hajime; Saitoh, Masahiro; Hiruma, Yuji; Takenaka, Tadashi

2010-09-01

Textured (Bi1/2K1/2)TiO3 (BKT) ceramics were prepared by a reactive templated grain growth (RTGG) method to improve their piezoelectric properties. Also, a hot-pressing (HP) method was modified on the basis of RTGG method to obtain dense ceramics and promote the grain orientation. The textured BKT ceramics prepared by the RTGG and HP methods exhibited a relatively high orientation factor F of 0.82 and a high density ratio of 95-99%. Scanning electron microscopy (SEM) micrographs of the textured HP-BKT indicated a textured and poreless microstructure. In addition, the resistivity of the textured HP-BKT was 1.73×1013 Ω·cm. The piezoelectric strain constant d33 determined by means of resonance and antiresonance method was 125 pC/N for the direction parallel to the sheet-stacking direction of the RTGG process. From the measurement of field-induced stain, the normalized d33* (=Smax/Emax) at 80 kV/cm were 127 and 238 pm/V on the randomly oriented and textured samples (F=0.82) for the (∥) direction, respectively.

Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

Science.gov (United States)

Connecticut Univ., Storrs. Dept. of Educational Leadership.

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

OpenAIRE

P. M. Suresh Kumar

2017-01-01

Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...

Adult Functional Literacy Curriculum: Effective Strategy for Human ...

African Journals Online (AJOL)

Adult functional literacy curriculum no doubt, is a panacea to human resource development in Nigeria. Government and non-government organizations have roles to play in providing functional education to adults who drop out of school or have no opportunity of attending the formal school system for all round development.

Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial.

Science.gov (United States)

Milin, Robert; Kutcher, Stanley; Lewis, Stephen P; Walker, Selena; Wei, Yifeng; Ferrill, Natasha; Armstrong, Michael A

2016-05-01

This study evaluated the effectiveness of a school-based mental health literacy intervention for adolescents on knowledge and stigma. A total of 24 high schools and 534 students in the regional area of Ottawa, Ontario, Canada participated in this randomized controlled trial. Schools were randomly assigned to either the curriculum or control condition. The curriculum was integrated into the province's grade 11 and 12 "Healthy Living" courses and was delivered by teachers. Changes in mental health knowledge and stigma were measured using pre- and posttest questionnaires. Descriptive analyses were conducted to provide sample characteristics, and multilevel modeling was used to examine study outcomes. For the curriculum condition, there was a significant change in stigma scores over time (p = .001), with positive attitudes toward mental illness increasing from pre to post. There was also a significant change in knowledge scores over time (p mental health (p mental health literacy of an integrated, manualized mental health educational resource for high school students on knowledge and stigma. Findings also support the applicability by teachers and suggest the potential for broad-based implementation of the educational curriculum in high schools. Replication and further studies are warranted. Clinical trial registration information-Impact of a Mental Health Curriculum for High School Students on Knowledge and Stigma; http://clinicaltrials.gov/; NCT02561780. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Integrating Sustainability into the Curriculum: Crossing Disciplinary Boundaries

Science.gov (United States)

Pushnik, J.

2012-12-01

The next generation will confront an increased number of global issues that interface the complexities of socioeconomic perspectives, environmental stability, poverty and development. Recently California State University Chico undertook a general education reform, providing a unique opportunity to craft a general education pathway to prepare students for these challenges by focusing a curriculum on sustainability. The Sustainability Pathway emphasizes a system thinking approach to help students understand and be able to address a set of problems involving the biosphere processes, human institutions and the economic vitality. The curriculum intentionally integrates courses from across the disciplines of natural sciences, social sciences, agriculture, engineering, economics, arts and humanities into a central focused theme of sustainability. The diverse backgrounds and academic focus of the participating faculty has necessitate the development of a common language and a cohesion within the curriculum. To address these needs a faculty learning community (FLC) was established to build on a common set of case studies. Three regional environmental water related issues were selected that had demonstrable socioeconomic, equity/ethical dimensions and environmental consequences. These case studies are Klamath River basin in northern California, the Bay-Delta project in the central part of the state and the Sultan Sea in southern California. Members of the FLC has contributed a perspective from their academic discipline which includes proposed reading lists, web based resources and PowerPoint presentations which are housed in common web- based resource repository. The pedagogical rational is to create linkages and cohesion among the courses in the curriculum by iteratively examining these case studies as basis for development of a multidisciplinary perspective as students progress through their general education.

High-level radioactive waste curriculum usage, evaluation, and customer focus

International Nuclear Information System (INIS)

King, G.P.

1994-01-01

In August 1992, the U.S. Department of Energy's Office of Civilian Radioactive Waste Management (OCRWM) issued for educator use, a secondary school resource curriculum entitled open-quotes Science, Society, and America's Nuclear Wasteclose quotes. This resource curriculum was developed in response to years and thousands of teacher, student, and general public requests for facts about nuclear waste -- specifically, what the United States was doing and why. The curriculum materials when issued were the result of six years of development and testing by science and social studies teachers as well as multi-state field-testing and international critique. The curriculum is provided only to educators who specifically request it; and in the first one-and-a-half years following its availability more than 500,000 curriculum documents have been requested. Of all the requests for information received by OCRWM for any information or materials, most requests received are from educators or students. So one might consider educators and students to be open-quotes customerclose quotes, that is, as the business world might define customers: anyone expecting a product or a service from us. To determine usefulness and content for future editions of open-quotes Science, Society, and America's Nuclear Wasteclose quotes, the Office of Civilian Radioactive Waste Management has undertaken a usage evaluation to ensure that it focuses on the needs of the open-quotes customerclose quotes; that is, those who need and request it. This paper presents preliminary findings based on a formal evaluation provided to and requested from educators, unsolicited comments received from educator requesters of the material, and comments from others

K-12 Schools: The Effect of Public School Choices on Marine Families’ Co-Location Decisions

Science.gov (United States)

2017-03-01

3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE K-12 SCHOOLS: THE EFFECT OF PUBLIC SCHOOL CHOICES ON MARINE FAMILIES’ CO...be educated ? One theory regarding decision-making in general is the rational choice theory . This approach to explaining the process of making...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release. Distribution is unlimited. K-12 SCHOOLS

The politics of accountability for school curriculum: An Australian case study

Science.gov (United States)

Smithson, Alan

1987-03-01

This normative-descriptive case study of accountability for state school curriculum in South Australia has the following objectives. First, to seek to draw a distinction between accountability and responsibility: terms which have been confused by two South Australian Directors-General of Education (position akin to C.E.O. in the U.K. and Superintendent in the U.S.A.) with important consequences. Second, to present a model of accountability for state school curriculum, by which accountability for such curriculum may be judged democratic or non-democratic, and against which accountability for curriculum in South Australian state schools will be gauged. Third, to show that whilst the South Australian school system exhibits a large measure of bureaucratic or technocratic accountability for curriculum, there is no effective democratic accountability for curriculum, and to indicate a remedy for this situation. Finally, to point out the wider significance of the South Australian case study, and suggest that democracies currently re-structuring their educational systems would do well to keep the need for democratic accountability foremost in mind.

Synthesis, crystal structure and characterizations of a new red phosphor K{sub 3}EuB{sub 6}O{sub 12}

Energy Technology Data Exchange (ETDEWEB)

Zhao, Dan, E-mail: iamzd1996@163.com [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China); State Key Laboratory of Structural Chemistry, Fuzhou, Fujian, 350002 (China); Ma, Fa-Xue; Wu, Zhi-Qiang; Zhang, Lei [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China); Wei, Wei, E-mail: wwei@cnu.edu.cn [Department of Chemistry, Capital Normal University, Beijing, 100048 (China); Yang, Juan; Zhang, Rong-Hua; Chen, Peng-Fei; Wu, Shan-Xuan [College of Chemistry and Chemical Engineering, Henan Polytechnic University, Jiaozuo, Henan, 454000 (China)

2016-10-01

A new potassium europium borate K{sub 3}EuB{sub 6}O{sub 12} has been prepared using a high temperature molten salt method and structurally characterized by single crystal X-ray diffraction (SC-XRD) analyses. Its structure features a three-dimensional (3D) framework composed of isolated [B{sub 5}O{sub 10}]{sup 5−} anions that are bridged by K{sup +} and Eu{sup 3+} ions. In this structure, one crystallographic distinct atom site is mixed occupied by K/Eu at a molar ratio of 1:1. The self-activated photoluminescence (PL) of K{sub 3}EuB{sub 6}O{sub 12} was studied. The excitation spectrum covers a wide range from 322 to 466 nm, which suggests that the K{sub 3}EuB{sub 6}O{sub 12} phosphors can be effectively excited by a near-UV light source. The emission spectrum consists of groups of lines in the red spectral region due to the {sup 5}D{sub 0}→{sup 7}F{sub j} (j = 1, 2, 3, 4) electronic transitions of Eu{sup 3+} ions, with the most intense line at 611 nm. We may expect that K{sub 3}EuB{sub 6}O{sub 12} has the potential to be a red phosphor pumped by near-UV LED chips. - Highlights: • A new red phosphor K{sub 3}EuB{sub 6}O{sub 12} was prepared. • The crystal structure of K{sub 3}EuB{sub 6}O{sub 12} was determined for the first time. • The photoluminescence properties of K{sub 3}EuB{sub 6}O{sub 12} are studied. • K{sub 3}EuB{sub 6}O{sub 12} show intense self-activated red emission under near-UV light excitation.

Ethics curriculum for emergency medicine graduate medical education.

Science.gov (United States)

Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P

2011-05-01

Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews

Directory of Open Access Journals (Sweden)

Taylor David CM

2010-09-01

Full Text Available Abstract Background In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Methods Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. Results The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. Conclusion According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

4-thiouridine and photoprotection in Escherichia coli K12

International Nuclear Information System (INIS)

Thomas, Gilles; Favre, Alain

1977-01-01

A high level of protection is observed in the Escherichia coli K 12 strain AB 1157 rec A 1 nuv + whose transfer RNA contains 4-thiouridine. In contrast, the photoprotection level is low and observed at higher doses in a strain which differs from the former by a single mutation nuv - , (lack of 4-thiouridine). This nucleoside is therefore an important chromophore leading to photoprotection. This conclusion is corroborated by the similarity of the action spectra for 8-13 link formation in tRNA and for photoprotection [fr

Outstanding Science Trade Books for Students K-12: Books Published in 2015

Science.gov (United States)

Science and Children, 2016

2016-01-01

Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

Businesses assisting K--12 science instruction: Four case studies of long-term school partnerships

Science.gov (United States)

van Trieste, Lynne M.

Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools. This series of case studies searched for successful collaborations between the two in four geographic locations: Boise, Idaho; Dallas, Texas; Los Angeles County, California, and Orange County, California. These science education partnerships were investigated to gain an understanding of long-term partnership structure, functioning and evaluation methods. Forty-nine individual interviews with representatives from the groups of stakeholders these programs impact were also conducted. Stakeholder groups included students, teachers, parents, school administrators, business liaisons, and non-profit representatives. Several recurring themes in these partnerships reinforced the existing literature research findings. Collaboration and communication between partners, teacher professional development, the need for more minority and female representation in physical science careers, and self-efficacy in relation to how people come to view their scientific abilities, are among these themes. Topics such as program replication, the importance of role models, programs using "hands-on" activities, reward systems for program participants, and program outcome measurement also emerged from the cases investigated. Third-party assistance by a non-profit entity is occurring within all of these partnerships. This assistance ranges from a service providing material resources such as equipment, lesson plans and meeting space, to managing the partnership fundraising, program development and evaluations. Discussions based upon the findings that support or threaten sustainment of these four partnerships, what a "perfect" partnership might look like, and areas in need of further investigation conclude this study.

Veterinary Specialist, 1-2. Military Curriculum Materials for Vocational and Technical Education.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These military-developed curriculum materials consist of five volumes of text information, student workbooks, and supplements for use in training veterinary specialists. Covered in the individual volumes are the following topics: the veterinary airman, administration, and statistical procedures; veterinary microbiology, consumer-level quality…

Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence.

Science.gov (United States)

Barbarin, Oscar; Bryant, Donna; McCandies, Terry; Burchinal, Margaret; Early, Diane; Clifford, Richard; Pianta, Robert; Howes, Carollee

2006-04-01

This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide data on children's literacy, numeracy, and behavioral problems. A majority of the children served in public pre-K lived in poverty and showed decrements in language but not in other domains. A socioeconomic resource factor consisting of parental education, household income, and material need predicted all domains of children's functioning. Children from households high in socioeconomic resources entered pre-K with more well developed language and math skill but fewer behavioral problems than their disadvantaged peers. Neighborhood quality status was related to language competence and mother's marital status to math competence. Neighborhood quality and income level may have their impact on child competence through their relation to dyadic quality and the health and the psychological well-being of the parents. Copyright 2006 APA, all rights reserved.

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

Science.gov (United States)

Beckford-Smart, Meredith

different teacher stories shaped their teaching practices and enactment of science curriculum. Curriculum developers and policy makers struggle to understand how their messages can be communicated clearly to their readers and users. Many argue that curriculum materials are not used the way they are intended. Others argue the messages read from policy and curriculum materials and artifacts are ambiguous and unclear. This study did not argue that teachers do not use the curriculum materials correctly. This study focused on teachers' sense-making of curriculum materials so we can get a better understanding of the role curriculum resources can play in reform.

How Do K-12 Students' Manage Applications on Their Mobile Devices?

Science.gov (United States)

Aladjem, Ruthi; Hardof, Sharon

2016-01-01

Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on…

One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014

Science.gov (United States)

Harper, Ben; Milman, Natalie B.

2016-01-01

This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K-12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K-12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles.…

Nutrition educator adoption and implementation of an experiential foods curriculum.

Science.gov (United States)

Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

2013-01-01

Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.

Integral Representation of the Pictorial Proof of Sum of [superscript n][subscript k=1]k[superscript 2] = 1/6n(n+1)(2n+1)

Science.gov (United States)

Kobayashi, Yukio

2011-01-01

The pictorial proof of the sum of [superscript n][subscript k=1] k[superscript 2] = 1/6n(n+1)(2n+1) is represented in the form of an integral. The integral representations are also applicable to the sum of [superscript n][subscript k-1] k[superscript m] (m greater than or equal to 3). These representations reveal that the sum of [superscript…

Teacher collaboration and curriculum construction: Political, cultural, and structural contexts

Science.gov (United States)

Esterle, Rochelle Eda Penn

This longitudinal case study is the story of one high school's efforts to implement curriculum reform and the profound effect of local circumstances on reform ideologies. What began as a study of inter- and intradisciplinary collaborative science curriculum integration became the study of a systemic failure to modify cultural practices. Poritical, economic, and structural measures initiated to facilitate reform ultimately represent inherent conflicts of interest which undermine the reform effort. This research exposes obstacles that are deeply embedded within the school's governance, the beliefs and knowledge of teachers, and the culture of schools. The study site is both a new entity and a new concept: a specialized math/science high school located on a state university campus; the school recruits underrepresented students to become acclimated to university coursework and culture. To date, the school has maintained an exceptional record of college and university placements. The school is governed by a partnership representing the university, the corporate sector, and 11 surrounding K-12 school districts. Free from the regularities of a traditional high school, the school appears to be ideally situated for innovation. The principle innovations at this school relate to its organizational structure--heterogeneous student groupings, cooperative group work, curriculum integration, block scheduling, and concurrent university coursework. For teachers, grade level teams replace departments as the dominant unit for professional, curricular, and social interactions. Within teacher teams, collaboration centers around ongoing student problems and policies, subordinating academic content and significant interdisciplinary connections. Without active discipline-based departments and curricular leadership, however, this research finds an absence of academic direction and accountability.

Elastic and inelastic scattering of 800 MeV/c K+- mesons from 12C and 40Ca

International Nuclear Information System (INIS)

Marlow, D.R.

1981-04-01

Methods and results of an experiment to study the scattering of 800 MeV/c K +- mesons from 12 C and 40 Ca are presented. The reactions under study include: the four elastic scattering reactions 12 C(K +- ,K +- ) and 40 Ca(K +- ,K +- ), and the four inelastic scattering reactions, 12 C(K +- .K +- ') to the J/sup P/ = 2 + 4.43 MeV and J/sup P/ = 3 - states. The experimental data were obtained using the Hyper-Nuclear Spectrometer and the Low Energy Separated Beam (LESB I) at the Alternating Gradient Synchrotron (AGS) of Brookhaven Laboratory (BNL). Calculations using the program PIRK, an optical potential code, are compared to the elastic data. The results of a second set of calculations, using Glauber theory are also presented. Both sets of calculations use as input: the results of partial wave analyses of kaon nucleon scattering data, and nuclear shapes as determined from the results of electron nucleus scattering experiments. The agreement between the experimental data and the theoretical predictions is reasonable over the angular range of the data, with the exception of Glauber calculations of the K + elastic scattering. In those cases, the eikonal approximation proves to be a poor approximation. Smaller discrepancies are found in some other cases, indicating the possible need for more sophisticated calculations

PI3K-Akt-mTORC1-S6K1/2 Axis Controls Th17 Differentiation by Regulating Gfi1 Expression and Nuclear Translocation of RORγ

Directory of Open Access Journals (Sweden)

Yutaka Kurebayashi

2012-04-01

Full Text Available The PI3K-Akt-mTORC1 axis contributes to the activation, survival, and proliferation of CD4+ T cells upon stimulation through TCR and CD28. Here, we demonstrate that the suppression of this axis by deletion of p85α or PI3K/mTORC1 inhibitors as well as T cell-specific deletion of raptor, an essential component of mTORC1, impairs Th17 differentiation in vitro and in vivo in a S6K1/2-dependent fashion. Inhibition of PI3K-Akt-mTORC1-S6K1 axis impairs the downregulation of Gfi1, a negative regulator of Th17 differentiation. Furthermore, we demonstrate that S6K2, a nuclear counterpart of S6K1, is induced by the PI3K-Akt-mTORC1 axis, binds RORγ, and carries RORγ to the nucleus. These results point toward a pivotal role of PI3K-Akt-mTORC1-S6K1/2 axis in Th17 differentiation.

Path representation of su-hat (2){sub k} states I: Operators and particles for k=1,2

Energy Technology Data Exchange (ETDEWEB)

Lamy-Poirier, Joel, E-mail: jlamypoirier@perimeterinstitute.c [Departement de physique, de genie physique et d' optique, Universite Laval, Quebec, G1K 7P4 (Canada); Mathieu, Pierre, E-mail: pmathieu@phy.ulaval.c [Departement de physique, de genie physique et d' optique, Universite Laval, Quebec, G1K 7P4 (Canada)

2011-04-11

This is the first of two articles devoted to the analysis of the path description of the states in su-hat (2){sub k} WZW models, a representation well suited for constructive derivations of the fermionic characters. In this first article, the cases k=1,2 are treated in detail, emphasizing a different description in each case (operators vs particles). For k=1, we first prove, as a side result, the equivalence of two known path representations for the finitized su-hat (2){sub 1} states by displaying an explicit bijection. An immediate offshoot is the gain of a new and simple weighting for the (Kyoto) path representation that generalizes to level k. The bijection also suggests two operator constructions for the su-hat (2){sub 1} paths, a local and a nonlocal one, both interrelated. These are formal operators that map a path to another path, so that any path can be obtained by successive applications of these operators on a simple reference (ground-state) path. The nonlocal operator description is the starting point for a direct and elementary derivation of the su-hat (2){sub 1} spinon character. The second part presents an extensive study of the su-hat (2){sub 2} paths from their particle point of view, where the particles are defined as the path building blocks. The resulting generating functions appear to provide new (at least superficially) fermionic forms of the characters. In particular, a nice relationship between the sum of the j=0,1 characters at k=2 and the two ones at k=1 is unraveled.

K-12 educational outcomes of immigrant youth.

Science.gov (United States)

Crosnoe, Robert; Turley, Ruth N López

2011-01-01

The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

Small atomic displacements in the molybdenophosphates AMo2P3O12 (A = K, Rb, Tl)

International Nuclear Information System (INIS)

Leclaire, A.; Raveau, B.

1988-01-01

KMo 2 P 3 O 12 , M r = 515.90, orthorhombic, Pbnm, a = 17.6398(14), b = 9.1761(4), c = 12.3000(8) A, V = 1990.9(4) A 3 , Z=8, D x = 3.44 Mg m -3 , λ(Mo Kα) = 0.71069 A, μ = 3.42 mm -1 , F(000) = 1952. T = 294 K, R = 0.028 for 2123 reflections. RbMo 2 P 3 O 12 , M r = 562.26, orthorhombic, Pbcm, a = 8.8314(8), b = 9.2368(7), c = 12.3051(9) A, V = 1003.8(4) A 3 , Z=4, D x = 3.72 Mg m -3 , λ(Mo Kα) = 0.71069 A, μ = 8.08 mm -1 , F(000) = 1048, T = 294 K, R = 0.044 for 2073 reflections. The Mo 2 P 3 O 12 frameworks of the K, Rb and Tl compounds are almost the same. The main difference is in the position of the alkaline-earth ions in the tunnels, which induces, in the potassium compound, a superstructure along a. The alkaline-earth ions are slightly displaced as their size decreases in order that the A-O distances may agree with the sum of the ionic radii. (orig.)

Enhancing Literacy and Curriculum Using Digitalized Collections and Approaches

Science.gov (United States)

Lukenbill, Bill

2010-01-01

Digitized collections offer a wealth of resources for improving a wide variety of literacies that promote critical thinking skills, instruction and curriculum enhancements. Digitized collections and processes are increasing rapidly in their development and availability and as such introduce issues such as public access, copyright laws, limitations…

Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

Science.gov (United States)

Hill, Lara Gillian C.

2011-01-01

A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

Lung transplant curriculum in pulmonary/critical care fellowship training.

Science.gov (United States)

Hayes, Don; Diaz-Guzman, Enrique; Berger, Rolando; Hoopes, Charles W

2013-01-01

Lung transplantation is an evolving specialty with the number of transplants growing annually. A structured lung transplant curriculum was developed for Pulmonary/Critical Care (Pulm/CC) fellows. Scores on pulmonary in-training examinations (ITE) 2 years prior to and 3 years after implementation were reviewed as well as completion of satisfaction surveys. The mean pulmonary ITE score of 1st-year fellows increased from 54.2 ± 2.5 to 63.6 ± 1.2 (M ± SD), p = .002, whereas mean pulmonary ITE score for 2nd-year fellows increased from 63.0 ± 3.0 to 70.7 ± 1.2, p = .019. The combined mean pulmonary ITE score increased from 58.6 ± 2.3 to 67.1 ± 1.2, p = .001. Satisfaction surveys revealed that fellow perception of the curriculum was that the experience contributed to an overall improvement in their knowledge base and clinical skills while opportunity to perform transbronchial biopsies was available. A structured educational lung transplant curriculum was associated with improved performance on the pulmonary ITE and was perceived by fellows to be beneficial in their education and training while providing opportunities for fellows to perform transbronchial biopsies.

K-12 Students' Perceptions of Scientists: Finding a Valid Measurement and Exploring Whether Exposure to Scientists Makes an Impact

Science.gov (United States)

Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

2014-01-01

This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a…

Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

Science.gov (United States)

Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.

2018-01-01

As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach…

The Use of a Social Media Based Curriculum for Newly Matched Interns Transitioning into Emergency Medicine Residency

Directory of Open Access Journals (Sweden)

Joel C Park, MD

2018-04-01

Full Text Available Audience: This is an online social media curriculum aimed at the incoming Emergency Department (ED intern. This curriculum is designed to foster collaborative learning in preparation for the upcoming intern year. Introduction: Graduating medical students tend to have few clinical experiences at the end of their fourth year. For many students, their last ED rotation is six months or more before the start of their internship. In addition, the transition from being a medical student to an intern can be quite abrupt and jarring, with little time to adjust to the rigorous new clinical demands of internship. To ease this transition, the Slack channels provide an easy medium to share thoughts and ideas regarding clinical cases provided by the Emergency Medicine (EM faculty. After performing a PubMed, Google Scholar, and Medline search, we found that no interventions have been described utilizing social media for helping rising interns to transition from medical school to emergency medicine residency. Medical school curriculum varies widely, and medical students often struggle with this transition.1,2 Multiple authors have evaluated the use of pre-graduation or early internship boot camps as preparation for emergency medicine residencies, but to our knowledge, there is no existing curriculum that is designed specifically for the transition between medical school and internship.3,4,5 We designed a social media based curriculum that addressed several of the competencies targeted by these boot camp programs4 and based on Accreditation Council for Graduate Medical Education (ACGME level 1 milestones in patient care. This curriculum provides an interactive, case-based learning platform for incoming residents prior to the start of residency. Using Slack, learners can post responses in real-time that can be seen by the entire group of incoming interns. The incoming interns will be able to interact with other users, either in a public or private forum, and

Man's Basic Needs. Resource Units, Grade 1. Providence Social Studies Curriculum Project.

Science.gov (United States)

Providence Public Schools, RI.

GRADES OR AGES: Grade 1. SUBJECT MATTER: Social studies; man's basic needs. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 11 chapters, five of which outline the basic curriculum subunits. These five chapters are laid out in three columns, one each for topics, activities, and materials. Other chapters are in list form. The guide…

Teaching a High-Level Contextualized Mathematics Curriculum to Adult Basic Learners

Science.gov (United States)

Showalter, Daniel A.; Wollett, Chelsie; Reynolds, Sharon

2014-01-01

This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

Empowered Intersectionality among Black Female K-12 Leaders: A Transcendental Phenomenological Study

Science.gov (United States)

McNeal, Carla

2017-01-01

Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality…

Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum

Directory of Open Access Journals (Sweden)

Clara Vasconcelos

2015-12-01

Full Text Available Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15. Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.

Development of a 400 kV 80 mA Cockcroft-Walton power supply and 12 kW isolation transformer systems for neutron generators

Science.gov (United States)

Lu, X.; Chen, S.; Zhang, Y.; Huang, Z.; Ma, Z.; Yao, Z.

2017-06-01

A 400 kV 80 mA Cockcroft-Walton power supply driven by 2.5 kHz frequency, and 12 kW isolation transformer systems are developed for an intense DD/DT neutron generator. The design, construction, and testing of the high voltage (HV) power supply and isolation transformer systems are detailed reported. The structure of step-up transformers can make the potential distribution uniform, and auxiliary coils of the isolation transformers can improve the power transmission efficiency significantly. The testing results show that the HV power supply can reach 400 kV, and the isolation transformer systems can withstand 400 kV voltages and its power transmission efficiency is about 98.1%.

Advancing climate literacy in Idaho K-12 schools using STEM education approaches, open source electronics, and Maker culture as vehicles for teacher training

Science.gov (United States)

Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.

2016-12-01

A climate literate citizenry is essential to the long-term success of climate change adaptation and to enhancing resilience of communities to climate change impacts. In support of a National Science Foundation CAREER award, we developed a teacher training workshop on a project that engages students in creating functioning, low-cost weather stations using open source electronics. The workshop aims to improve climate literacy among K-12 students while providing an authentic opportunity to acquire and hone STEM skills. Each station measures temperature, humidity, barometric pressure, light level, soil moisture, and precipitation occurrence. Our day-long workshop focuses on three elements: (1) providing context on the scientific importance of climate observation, (2) equipping teachers with technical skills needed to assemble and use a station from provided components, and (3) highlighting relevant educational standards met by the weather station activities. The workshop was attended by twelve 4th-9th grade teachers from southwest Idaho, all of whom teach at rural and/or Title I schools. Attendees reported having minimal or no previous experience with open source electronics, but all were able to effectively use their weather station with less than two hours of hands-on training. In written and oral post-workshop reflections teachers expressed a strong desire to integrate these activities into classrooms, but also revealed barriers associated with rigid curricular constraints and risk-averse administrators. Continued evolution of the workshop will focus on: (1) extending the duration and exploratory depth of the workshop, (2) refining pre- and post-assessments and performing longitudinal monitoring of teacher participants to measure short- and long-term efficacy of the workshop, and (3) partnering with colleagues to engage school district administrators in dialog on how to integrate authentic activities like this one into K-12 curriculum.

Impact of Adopt-a-Classroom Partnerships between K-12 and University Faculty

Science.gov (United States)

Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie

2016-01-01

There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…

Measurement Invariance of the "Servant Leadership Questionnaire" across K-12 Principal Gender

Science.gov (United States)

Xu, Lihua; Stewart, Trae; Haber-Curran, Paige

2015-01-01

Measurement invariance of the five-factor "Servant Leadership Questionnaire" between female and male K-12 principals was tested using multi-group confirmatory factor analysis. A sample of 956 principals (56.9% were females and 43.1% were males) was analysed in this study. The hierarchical multi-step measurement invariance test supported…

12 MeV, 4.3 kW electron linear accelerator irradiation application

International Nuclear Information System (INIS)

Hang Desheng; Lai Qiji

2000-01-01

Characteristics of an electron linear accelerator, which has 6-12 MeV energy, 4.2 kW average beam power is introduced. Results show that it has advantages on improving the characteristics of semiconductor devices such as diodes, triodes, SCR, preventing garlic from sprout, preservation of food, and so on

The Influence of Lean on K-12 District Management: A Case Study

Science.gov (United States)

Brown, Beverly

2011-01-01

For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…

After 60 Years, Do the Arguments for K-12 Vouchers Still Hold?

Science.gov (United States)

Laitsch, Dan

2016-01-01

In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman…

Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135.

Science.gov (United States)

Pinar, William F., Ed.

This collection of essays draws upon research in political, feminist, theological, literary, and racial theory to examine research methodologies relating to curriculum studies. The essays are: (1) "Storying the Self: Life Politics and the Study of the Teacher's Life and Work" (Ivor F. Goodson); (2) "Curriculum, Transcendence, and Zen/Taoism:…

Challenges Implementing Work-Integrated Learning in Human Resource Management University Courses

Science.gov (United States)

Rook, Laura

2017-01-01

The examination of work-integrated learning (WIL) programs in the undergraduate Human Resource Management (HRM) curriculum is an area under-represented in the Australian literature. This paper identifies the challenges faced in implementing WIL into the HRM undergraduate curriculum. Qualitative semi-structured interviews were conducted with 38…

Life imitating art: depictions of the hidden curriculum in medical television programs.

Science.gov (United States)

Stanek, Agatha; Clarkin, Chantalle; Bould, M Dylan; Writer, Hilary; Doja, Asif

2015-09-26

The hidden curriculum represents influences occurring within the culture of medicine that indirectly alter medical professionals' interactions, beliefs and clinical practices throughout their training. One approach to increase medical student awareness of the hidden curriculum is to provide them with readily available examples of how it is enacted in medicine; as such the purpose of this study was to examine depictions of the hidden curriculum in popular medical television programs. One full season of ER, Grey's Anatomy and Scrubs were selected for review. A summative content analysis was performed to ascertain the presence of depictions of the hidden curriculum, as well as to record the type, frequency and quality of examples. A second reviewer also viewed a random selection of episodes from each series to establish coding reliability. The most prevalent themes across all television programs were: the hierarchical nature of medicine; challenges during transitional stages in medicine; the importance of role modeling; patient dehumanization; faking or overstating one's capabilities; unprofessionalism; the loss of idealism; and difficulties with work-life balance. The hidden curriculum is frequently depicted in popular medical television shows. These examples of the hidden curriculum could serve as a valuable teaching resource in undergraduate medical programs.

Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

Science.gov (United States)

du Preez, Petro; Simmonds, Shan

2014-01-01

Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

A Multidisciplinary Process Curriculum in Environmental Education, Grade 2.

Science.gov (United States)

Edmonds School District 15, Lynnwood, WA.

This second grade curriculum guide is based on a multidisciplinary approach to environmental education. The guide includes activities, guidelines for field trip planning, and a resource section. The guide deals with the subjects of plants, soil, and litter. Each subject section includes activities based on the physical characteristics, man's use,…

Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

Science.gov (United States)

Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.

2017-01-01

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology…

Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

Science.gov (United States)

Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

2007-01-01

The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

California K-12 Schools and Communities Collaborate to Support Student Mental Health

Science.gov (United States)

Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

2013-01-01

Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…

What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

Science.gov (United States)

McNeill, Katherine L.; Berland, Leema

2017-01-01

Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

Science.gov (United States)

Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

[Design and implementation of a competency-based curriculum for medical education].

Science.gov (United States)

Risco de Domínguez, Graciela

2014-01-01

Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.

Integration of ICTs into the Basic Curriculum in Primary Schools in ...

International Development Research Centre (IDRC) Digital Library (Canada)

Integration of ICTs into the Basic Curriculum in Primary Schools in Sénégal - Phase ... Special journal issue highlights IDRC-supported findings on women's paid work ... A new website and resource library will help improve developing country ...

Wetlands & Wildlife: Alaska Wildlife Curriculum Junior & Senior High Teacher's Guide 7-12.

Science.gov (United States)

Sigman, Marilyn; And Others

This curriculum guide was designed to give students at the secondary level an awareness of Alaska's wetlands and the fish and wildlife that live there. The guide is divided into the following sections which include related learning activities: (1) definition and location of wetlands; (2) wetland functions in energy flow and ecological balance; (3)…

Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

Science.gov (United States)

Ostrom, T.

2017-12-01

This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

Science.gov (United States)

Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

Emergency medicine clerkship curriculum in a high-income developing country: methods for development and application.

Science.gov (United States)

Cevik, Arif Alper; Cakal, Elif Dilek; Abu-Zidan, Fikri M

2018-06-07

The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum. Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles. Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources. The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings.

Participative Teaching with Mobile Devices and Social Networks for K-12 Children

Directory of Open Access Journals (Sweden)

Livia Stefan

2016-08-01

Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

Science.gov (United States)

Harris-Packer, Jerilyn D.; Ségol, Geneviève

2015-01-01

This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

Science.gov (United States)

Goodrich, Andrew

2018-01-01

The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

Science.gov (United States)

Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

Effects of Mobile Devices on K-12 Students' Achievement: A Meta-Analysis

Science.gov (United States)

Tingir, S.; Cavlazoglu, B.; Caliskan, O.; Koklu, O.; Intepe-Tingir, S.

2017-01-01

In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject…

Environmental Education and K-12 Student Outcomes: A Review and Analysis of Research

Science.gov (United States)

Ardoin, Nicole M.; Bowers, Alison W.; Roth, Noelle Wyman; Holthuis, Nicole

2018-01-01

Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental…

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

Science.gov (United States)

Horak, Rachel E A; Merkel, Susan; Chang, Amy

2015-05-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts

Directory of Open Access Journals (Sweden)

Rachel E.A. Horak

2015-03-01

Full Text Available A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities.  In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss results of these surveys (353 responses. We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

Reading Makes Cents Resource Review

Directory of Open Access Journals (Sweden)

Lacie Ashby

2011-12-01

Full Text Available In today’s economy, it is more crucial than ever to focus our educational efforts on increasing financial literacy. Many young people are unskilled in managing their personal finances, yet this critical life skill will greatly affect their future economic well-being. Reading Makes Cents, developed by Penn State University, is an excellent resource to address this need. A reviewed and recommended curriculum by National 4-H, this complete, easy to use curriculum targets youth in grades 3-5 with a combination of financial literacy and reading. The curriculum explores basic money concepts such as spending, saving, and sharing money. Lessons incorporate hands-on activities and children’s literature to reinforce lesson objectives. With evaluation questions and family activities included, Reading Makes Cents is a perfect guide for educators to easily pick up and teach.

K-Shortest-Path-Based Evacuation Routing with Police Resource Allocation in City Transportation Networks.

Directory of Open Access Journals (Sweden)

Yunyue He

Full Text Available Emergency evacuation aims to transport people from dangerous places to safe shelters as quickly as possible. Police play an important role in the evacuation process, as they can handle traffic accidents immediately and help people move smoothly on roads. This paper investigates an evacuation routing problem that involves police resource allocation. We propose a novel k-th-shortest-path-based technique that uses explicit congestion control to optimize evacuation routing and police resource allocation. A nonlinear mixed-integer programming model is presented to formulate the problem. The model's objective is to minimize the overall evacuation clearance time. Two algorithms are given to solve the problem. The first one linearizes the original model and solves the linearized problem with CPLEX. The second one is a heuristic algorithm that uses a police resource utilization efficiency index to directly solve the original model. This police resource utilization efficiency index significantly aids in the evaluation of road links from an evacuation throughput perspective. The proposed algorithms are tested with a number of examples based on real data from cities of different sizes. The computational results show that the police resource utilization efficiency index is very helpful in finding near-optimal solutions. Additionally, comparing the performance of the heuristic algorithm and the linearization method by using randomly generated examples indicates that the efficiency of the heuristic algorithm is superior.

Georgia science curriculum alignment and accountability: A blueprint for student success

Science.gov (United States)

Reining-Gray, Kimberly M.

Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources.

Science.gov (United States)

Peralta, Louisa R; Dudley, Dean A; Cotton, Wayne G

2016-05-01

School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross-curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games-based approaches; and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches. © 2016, American School Health Association.

Phleomycin-induced lethality and DNA degradation in Escherichia coli K12

Energy Technology Data Exchange (ETDEWEB)

Nakayama, H

1975-01-01

The cell lethality and DNA fragmentation caused by phleomycin (PM) were studied in E. coli K12 strains with special reference to the effects of repair or recombination deficiencies and metabolic inhibitors. Unlike excision-defective derivatives of E. coli B, uvrA, uvrB, and uvrC mutants of strain K12 showed no peculiarities compared with wild type in regard to cell survival. Likewise, mutant alleles at uvrD and polA loci had no effect. In contrast, rec mutants were more sensitive to PM-killing than were rec/sup +/ strains. PM-induced strand breakage in DNA was observed in all strains tested including the above-mentioned mutants. There was no significant distinction between the uvr mutants and the wild type strain, indicating that the uvr-endonuclease was not responsible for the strand breaks. Involvement of endonuclease I was also ruled out. At least some of the PM-induced strand breaks were repairable. PM-induced lethality and strand breakage were totally dependent on energy supply. Inhibition of protein synthesis resulted in a partial and parallel suppression of the two effects. Our results suggest that the lethality is due to DNA strand breakage and the repair of such damage is postulated to be controlled by rec genes.

Advanced Energy Retrofit Guide: Practical Ways to Improve Energy Performance, K-12 Schools (Book)

Energy Technology Data Exchange (ETDEWEB)

2013-12-01

The U.S. Department of Energy developed the Advanced Energy Retrofit Guides (AERGs) to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. Detailed technical discussion is fairly limited. Instead, we emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluations of the most promising retrofit energy efficiency measures for each building type. A series of AERGs is under development, addressing key segments of the commercial building stock. K-12 schools were selected as one of the highest priority building sectors, because schools affect the lives of most Americans. They also represent approximately 8% of the energy use and 10% of the floor area in commercial buildings nationwide. U.S. K-12 school districts spend more than $8 billion each year on energy - more than they spend on computers and textbooks combined. Most occupy older buildings that often have poor operational performance - more than 30% of schools were built before 1960. The average age of a school is about 42 years - which is nearly the expected serviceable lifespan of the building. K-12 schools offer unique opportunities for deep, cost-effective energy efficiency improvements, and this guide provides convenient and practical guidance for exploiting these opportunities in the context of public, private, and parochial schools.

Analysis of 3D Modeling Software Usage Patterns for K-12 Students

Science.gov (United States)

Wu, Yi-Chieh; Liao, Wen-Hung; Chi, Ming-Te; Li, Tsai-Yen

2016-01-01

In response to the recent trend in maker movement, teachers are learning 3D techniques actively and bringing 3D printing into the classroom to enhance variety and creativity in designing lectures. This study investigates the usage pattern of a 3D modeling software, Qmodel Creator, which is targeted at K-12 students. User logs containing…

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

Science.gov (United States)

Ertmer, Peggy A.; Simons, Krista D.

2006-01-01

While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

iPads in K-12 Schools: A Grounded Theory Study of Value

Science.gov (United States)

Townsend, Mary Beth

2017-01-01

This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The…

Problem-Based Learning in the Earth and Space Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2017-01-01

If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

Integrating the iPod Touch in K-12 Education: Visions and Vices

Science.gov (United States)

Banister, Savilla

2010-01-01

Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…

The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary

Science.gov (United States)

Center for Research and Reform in Education, 2012

2012-01-01

This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…

Discovery Handbook for Grades K-5.

Science.gov (United States)

Johnson, Terry

This resource packet addresses the need for interpretive materials of the prehistory and early history of the state of Arkansas. These curriculum-focused activities, based on flyers and books created by the Arkansas Archaeology Survey, encourage integration of archaeological and historical study into classroom instruction. The teacher's guide is…

Green and facile synthesis of graphene nanosheets/K{sub 3}PW{sub 12}O{sub 40} nanocomposites with enhanced photocatalytic activities

Energy Technology Data Exchange (ETDEWEB)

Yang, Hongxun, E-mail: yhongxun@126.com [School of Environmental & Chemical Engineering, Jiangsu University of Science and Technology, Zhenjiang 212003 (China); State Key Laboratory of Structural Chemistry, Fujian Institute of Research on the Structure of Matter, Chinese Academy of Sciences, Fujian, Fuzhou 350002 (China); Liu, Xiaoyan; Sun, Shengnan; Nie, Yu; Wu, Huipeng; Yang, Tongyi; Zheng, Shaojun [School of Environmental & Chemical Engineering, Jiangsu University of Science and Technology, Zhenjiang 212003 (China); Lin, Shengling, E-mail: linshl5757@sina.com [School of Environmental & Chemical Engineering, Jiangsu University of Science and Technology, Zhenjiang 212003 (China)

2016-06-15

Highlights: • A new graphene/K{sub 3}PW{sub 12}O{sub 40} (GPW) composite was synthesized via photoreduction method. • Graphene in the GPW could reduce the recombination of electron-hole pairs. • Graphene in the GPW could increase adsorptive property. • GPW hybrid shows an enhancement photocatalytic activity. - Abstract: K{sub 3}PW{sub 12}O{sub 40} is a promising polyoxometalate photocatalyst for the removal of organic pollutants from water. However, two main disadvantages of poor adsorptive performance and high recombination rate of photogenerated electron-hole pair hinder its practical applications. In this paper, a new graphene nanosheets/K{sub 3}PW{sub 12}O{sub 40} nanocomposite has been synthesized via a green photoreduction strategy, being low-cost and scalable production. Characterizations show that K{sub 3}PW{sub 12}O{sub 40} nanoparticles with 60 nm or so have been successfully deposited on the graphene nanosheets. As a kind of photocatalyst, the binary graphene nanosheets/K{sub 3}PW{sub 12}O{sub 40} nanocomposite displays improved photocatalytic activity compared to pure K{sub 3}PW{sub 12}O{sub 40}. This improvement is ascribed to the introduction of graphene nanosheets in the nanocomposite, which could increase adsorptive property and reduce the recombination of electron-hole pairs.

Student teachers' views: what is an interesting life sciences curriculum?

Directory of Open Access Journals (Sweden)

Rian de Villiers

2011-01-01

Full Text Available In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology curriculum which focuses on outcomes-based education (OBE. This paper presents an exploration of what students (as learners considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university responded to a questionnaire in regard to their experiences with the newly implemented FET Life Sciences curricula. The responses to the questions were analysed qualitatively and/or quantitatively. Friedman tests were used to compare the mean rankings of the four different content knowledge areas within each curriculum, and to make cross-curricular comparisons of the mean rankings of the same content knowledge area for all three curricula. All four content areas of Grade 12 were considered as being more interesting than the other two grades. In terms of difficulty, the students found the Grade 10 curriculum themes the most difficult, followed by the Grade 12 and the Grade 11 curricula. Most of the students found the themes under the content area Diversity, change and continuity (Grades 10-12 more difficult to learn than the other three content areas. It is recommended that more emphasis needs to be placed on what learners are interested in, and on having this incorporated into Life Sciences curricula.

Biology Reflective Assessment Curriculum

Science.gov (United States)

Bayley, Cheryl Ann

Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

Advanced Energy Design Guide K-12: Next Generation of School Design and Operation

Energy Technology Data Exchange (ETDEWEB)

Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

2018-01-01

Driven by energy efficiency advances and renewable energy cost reductions, zero energy buildings are popping up all around the country. Although zero energy represents a bold paradigm shift - from buildings that consume energy to buildings that produce enough energy to meet their energy needs on an annual basis - it isn't a sudden shift. Zero energy buildings are the result of steady, incremental progress by researchers and building professionals working together to improve building energy performance. ASHRAE is taking the lead by publishing - in partnership with the American Institute of Architects (AIA), the Illuminating Engineering Society (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE) - a new series of advanced energy design guides (AEDGs) focused on zero energy buildings. The recently completed Advanced Energy Design Guide for K-12 School Buildings: Achieving Zero Energy (K-12 ZE AEDG) is the first in this series.

Envisioning Curriculum as Six Simultaneities

Science.gov (United States)

Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

2014-01-01

This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

A University-Level Curriculum in Climate Change for SE Asia and the Asian Pacific

Science.gov (United States)

Furniss, M. J.; Saah, D. S.; Hines, S. J.; Radel, C. A.; McGroddy, M. E.; Ganz, D. J.

2014-12-01

A university-level curriculum has been developed for the SE Asia and Asia Pacific region and is currently being implemented by 12+ universities; in Vietnam, Cambodia, Laos, Thailand, Malaysia, and Papua New Guinea. The curriculum is supported by USAID (U.S. Agency for International Development) through the LEAF program (Lowering Emissions in Asian Forests), under the technical leadership of the U.S. Forest Service. Four modules have been developed: Basic Climate Change, Low-Emissions Land Use Planning, Social and Environmental Soundness, and Carbon Measurement and Monitoring. This presentation will focus on the Basic Climate Change module. This is a survey course that covers a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the participating countries. The module is designed to be flexible and can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change.

Community-oriented Curriculum Design for Medical Humanities

Directory of Open Access Journals (Sweden)

Duu-Jian Tsai

2008-07-01

Full Text Available Various recent surveys in Taiwan show physicians' decreasing satisfaction and increasing frustration with their working environment. Their major complaints are stress, long hours, salary, management's disrespect, and lack of trust from patients and society. To move towards restoration of social trust, this paper proposes incorporating the concept of “doctor as mediator in the changing relationship with patients” into the medical curriculum, as will be described in detail. This paper argues that structured community service for medical students facilitates self-learning, and will not only motivate them to develop good clinical and communication skills, but will also lead them to realize that the essence of medicine must be social trust. These effects have been seen after several years of an experimental curriculum involving more than 800 students. A program using methodology for community empowerment has been realized in a two-stage curriculum design. Students' self-assessment of achievements in these courses included further improvement in communication skills, courage to express own position, appropriate planning in advance, management of human resources, ability to deal with limited space and time, and experience of a profoundly moving learning process. In conclusion, community-based curriculum designs that facilitate self-learning for medical students should be the key element of reformed humanities education in Taiwan medical schools. Moreover, medical humanities continues to be a key element contributing to ongoing intellectual movements in Taiwan for building civil society and rooting democracy in the community.

Study of the $B^{0}\\rightarrow\\chi_{c1,2} K^{*0}$ decays at the LHCb experiment

CERN Document Server

Polyakov, Ivan

In this research, the ratios of the branching fractions of the $B^{0}\\rightarrow\\chi_{c1} K^{*0}$, $B^{0}\\rightarrow\\chi_{c2} K^{*0}$ and $B^{0}\\rightarrow J/\\psi K^{*0}$ decays are measured: \\begin{equation*} \\begin{array}{lll} \\dfrac{{\\cal B}(B^{0}\\rightarrow \\chi_{c1} K^{*0})}{{\\cal B}(B^{0}\\rightarrow J/\\psi K^{*0})} &=& (19.8~\\pm1.1~(stat)\\pm1.2~(syst)\\pm0.9\\,({\\cal B}_{\\chi_{c1}}))\\times 10^{-2}, \

Addressing the immediate need for emergency providers in resource-limited settings: the model of a six-month emergency medicine curriculum in Haiti.

Science.gov (United States)

Rouhani, Shada A; Israel, Kerling; Leandre, Fernet; Pierre, Sosthène; Bollman, Brennan; Marsh, Regan H

2018-04-06

In many resource-limited settings, emergency medicine (EM) is underdeveloped and formal EM training limited. Residencies and fellowships are an ideal long-term solution but cannot meet immediate needs for emergency providers, while short-term programs are often too limited in content. We describe a third method successfully implemented in Haiti: a medium-duration certificate program to meet the immediate need for emergency specialists. In conjunction with the Haitian Ministry of Health and National Medical School, we developed and implemented a novel, 6-month EM certificate program to build human resources for health and emergency care capacity. The program consisted of didactic and supervised clinical components, covering core content in EM. Didactics included lectures, simulations, hands-on skill-sessions, and journal clubs. Supervised clinical time reinforced concepts and taught an EM approach to patient care. Fourteen physicians from around Haiti successfully completed the program; all improved from their pre-test to post-test. At the end of the program and 9-month post-program evaluations, participants rated the program highly, and most felt they used their new knowledge daily. Participants found clinical supervision and simulation particularly useful. Key components to our program's success included collaboration with the Ministry of Health and National Medical School, supervised clinical time, and the continual presence of a course director. The program could be improved by a more flexible curriculum and by grouping participants by baseline knowledge levels. Medium-duration certificate programs offer a viable option for addressing immediate human resource gaps in emergency care, and our program offers a model for implementation in resource-limited settings. Similar options should be considered for other emerging specialties in resource-limited settings.

Respiration shutoff in Escherichia coli K12 strains is induced by far ultraviolet radiations and by mitomycin C

International Nuclear Information System (INIS)

Swenson, P.A.; Norton, I.L.

1984-01-01

Near ultraviolet radiations (UV) cause respiration to shutoff in Escherichia coli B/r. It has been reported that E. coli K12 strains do not shut off respiration after UV. It is also reported that mitomycin C did not cause this 'SOS' response. In this paper it is reported that higher UV fluences than were previously used will cause respiration shutoff in K12 strain W3110 and that cyclic AMP increases the sensitivity of respiration shutoff of irradiated cell suspensions. Also mitomycin C shuts off respiration in this strain. Neither UV nor mitomycin C causes respiration shutoff in the recA56 derivative of W3110. Thus respiration shutoff is a recA dependent response to UV and mitomycin C in E. coli K12 strains. (Auth.)

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM at four medical faculties. Part I: Conducive resources and structures

Directory of Open Access Journals (Sweden)

Lammerding-Koeppel, Maria

2017-02-01

Full Text Available Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [, retrieved on 22.03.2016], the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process.Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews