As the Next Generation Science Standards make clear, equity must be a priority in today’s science classrooms. This means ensuring that all students, regardless of race, gender, and economic or linguistic background, develop positive science-linked identities that allow them to access, evaluate, challenge, and even generate scientific knowledge. Yet, developing positive science-linked identities can be problematic for students who perceive science to be in conflict with other aspects of their identities, such as gender, ethnicity, or economic class. Thus prioritizing equity indicates the need to provide experiences that help all students—and especially those who are historically underrepresented in science—forge positive science-linked identities. This article draws on a yearlong case study conducted in collaboration with a middle grade (5-8) science teacher at an all-female school serving primarily students of color from working class families. Analysis of data, including observations of 102 classes and student interviews and surveys, revealed four promising strategies relevant to all middle school science teachers: (a.) Prioritize communication in science, (b.) Position all students as scientists, (c.) Allow students to be science authorities, and (d.) Demonstrate that science actually matters.
This presentation explores Asao Inoue’s 2014 assertion that “students find reasons to learn and
grow as writers when their labor is truly honored” in the contexts of basic writing student
reflection and contract grading.
This research is an ethnographic study of literacy as a socially constructed process, literacy viewed as a part of the acquisition and transmission of culture. The focal population was a group of low SES high school students, most of whom were African American, and their children (ages 7 weeks to 4 years), several of whom were enrolled in a day care center housed within the large, urban high school their parents attended in a midwestern U.S. city. The research was an attempt to understand the kinds of literacy, specifically the types and amounts of reading and writing, that were a part of the home and school lives of the student/parents, and their parents, and a part of the home and day care lives of their children.
Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
A viscometer for liquids of low viscosity was built to be used at temperatures up to ca. 1000°C with the liquid maintained under a vacuum or inert gas atmosphere. The viscometer follows the method first suggested by Helmholz (8) and later successfully developed by Chiong and Andrade (4). In this method, the liquid is enclosed in a sphere; and the sphere is set in rotatory oscillation about a vertical axis. From measurements of the damping of the oscillations and the period and moment of inertia of the rotating pendulum, absolute values of the viscosity are calculated using the equations derived by Chiong and Andrade (4).
In recent years, the spectrum of stress phenomena, ranging from the tragic to the mundane, has received a great deal of attention in the research literature. Research has found that exposure to a broad range of stress phenomena increases the risk for subsequent psychopathology (Kanner, Coyne, Schaefer, & Lazarus, 1981; Lewinsohn, Mermelstein, Alexander & MacPhillamy, 1985). The assumption that stress phenomena vary along a continuum from mild to severe underlies much of this research (Dohrenwend & Dohrenwend, 1978). Trauma has been understood to constitute the class labelled severe, life event stress (LES) the moderate, and daily hassles (DH) the mild. In empirical studies, these classes have thus been assumed to vary in terms of degree (i.e., quantity) rather than in terms of qualitative differences.
Robert Ross brings to light ninety-eight foundational texts of Khoesan political thought and highlights the voices of the Khoesan people and their inspiring history of resistance in the face of colonial oppression.
This dissertation is divided into four parts consisting of (1) an introduction to stagewise processes; (2) a summary of investigations appearing in the literature; (3) the detailed application of finite calculus to the stagewise operations of extraction, gas absorption and fractionation; and (4) an appendix containing the elements of the finite calculus and a few numerical solutions of problems presented in part (3).
"The effects of various technical and economic parameters on LMFBR deployment plans have been studied to assess the best future mix of light water reactors and fast breeder reactors which will result in minimum cumulative nuclear generating costs discounted to the year 1985. Projected growth in domestic nuclear generating capacity was taken from various predictions [19, 20, 21], and the future domestic nuclear generating capacity was assumed to consist only of light water reactors and liquid metal cooled fast breeder reactors. Technical characteristics representing the two reactor types were taken as fixed, typical values for this study. The light water reactor characteristics represent a composite between PWRs and BWRs, whereas the most recent follow-on design was used as the reference for LMFBRs. Annual domestic power generation costs are calculated as a function of the installed capacity of both light water and fast breeder reactors in each particular year, the unit costs of each reactor type, the load factor, plutonium requirements, plutonium price and discount rate, and other factors. The cumulative nuclear generating costs are then computed as the sum of the discounted annual costs."
The purpose of this dissertation were threefold: (1) to develop a taphonomically-based facies (taphofacies) model for a classic, modern carbonate system, the south Florida shelf; (2) to compare and contrast the south Florida taphofacies model to the only other published modern carbonate taphofacies model, that of Parsons (1992) study of the northeastern Caribbean; (3) to compare and contrast a taphofacies model developed from the total mollusc assemblage (pooled sample approach) to models that only evaluate taphonomic changes within a single taxon as it occurs in different environments.
This was the morning keynote for the 4th Annual UC Data Day Conference hosted by UC Libraries.
The keynote presenter was Amanda J. Wilson, Head, National Network Coordinating Office, National Library of Medicine, All of Us Research Program partner