Dear instructors,You may use the content of this module to help your trainees learn about basics and knobology of PEM POCUS!We hope you enjoy it!Jade Seguin, MCH PEM POCUS team
Combining Kuhn and Jung: half edited long version of a ‘step ladder model’ (SLM) forscientific discovery and paradigm shift researchSam Keenan*Learning Centre, University of New South Wales, Sydney, NSW, Australia(Received 5 December 2014; accepted 7 April 2015)This half edited book provides the outline of a ‘step ladder model’ (SLM) comprising 13 steps ofscientific discovery making. It incorporates both a ‘leap-off point’ from Kuhn’sStructure of Scientific Revolutions, and ideas from Jungian psychology to revealpatterns in the way in which scientific discoveries are made, across 40 examples fromthe history of science. The current consensus is that these discoveries are accidental.This paper aims to provide a model for deliberately making dream-based scientificdiscoveries. The key to this model is intrapsychic patterns in how discoveries of thiskind can be made. As these patterns become gradually clearer, greater understandingof the dream-based scientific discovery-making process can develop. Gradually as acollective endeavour, as the SLM develops, the dream-based scientific discoveryprocess can by degrees become less accidental, and progressively more deliberate. Step 13 is included here as suggestions on how to fail as safely as possible while innovating. This is because success cannot be guaranteed and fails outnumber successes overwhelmingly. A background analysis section is also included. Further editing and writing and re-writing is welcomed. Thank you.Keywords: Kuhn; Jung; paradigm; revolutionary science; inspiration; creativity
This workbook is used for library instruction for first year English courses. The model blends online tutorials, learning activies, and drop-in workshops. The learning objectives are detailed in the workbook.
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In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu
The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB
How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).
Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science.
This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days.
Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.
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In August 2008, the "Mountain Weather Workshop: Bridging the Gap Between Research and Forecasting" was held in Whistler, BC, Canada. It was sponsored by the American Meteorological Society, UCAR/COMET, and the Meteorological Service of Canada. The workshop brought together researchers, faculty, students, and operational forecasters. Its primary goals were to help provide a better understanding of the state of the science of mountain meteorology from both a research and an operational perspective, and to discuss ways of improving interaction between the research and forecasting communities. The workshop consisted of lectures by distinguished speakers covering numerous topics related to weather in complex terrain. This webcast collection contains recordings of the presentations from the workshop.
A strong foundation in science (including this social science) has always been an essential element of post-secondary education. The current White House administration demonstrates that people are much more impressionable when they don't have the critical tools to question so-called experts. Critical analysis of research has always been integral to the sciences, but with so much misinformation coming out of those in power, it is more important than ever to have a strong background in science and research.
Anatomy and Physiology Lab I slide decks created by Steven Lee M.S. Pathology, FTCC. The PowerPoints include labeled body images to assist students in identifying body parts. Nicole Shaw is only responsible for assisting Steven with licensing his work under an open license and uploading content to the Commons.
In the last two decades, research in various aspects of mobile ad-hoc networks, MANETs, has been very active, motivated mainly by military, disaster relief and law enforcement scenarios. More recently, location information has become increasingly available; partially prompted by the emerging trend to incorporate location or position sensing into personal handheld devices. An evolutionary natural step is to adopt such position-based operation in MANETs. This results in what we call position-based MANETs. In such settings, devices are equipped with position-sensing capabilities and rely on position information in their operation. The main distinguishing feature of the envisaged position-based MANET environment is the communication paradigm based not on permanent or semi-permanent identities, addresses or pseudonyms, but on instantaneous node locations or positions. In some application settings, such as: military, law enforcement and search-and-rescue, node identities are not nearly as important as node positions. Such settings have certain characteristics in common. First, node position is very important: knowledge of the physical, as opposed to logical or relative topology, makes it possible to avoid wasteful communication and focus on nodes located within a specific area. Thus, the emphasis is not on the longterm node identity, but rather on current node position. Second, critical environments face security and privacy attacks. Security attacks aim to distribute false location and network ing control information, e.g., routing control messages, or impede the propagation of genuine information. The goal of privacy attacks is to track nodes as they move. Third, when the operating environment is hostile, as is the case in military and law enforcement settings, node identities must not be revealed. We use the term hostile to mean that communication is being monitored by adversarial entities that are not part of the MANET. The need to hide node identities becomes more pressing if we further assume that MANET nodes do not trust each other, due to a suspicious environment where nodes can be compromised. In such an environment, it is natural for node movements to be obscured, such that tracking a given node is impossible or, at least, very difficult. While we do not claim that such suspicious and hostile location-based MANET environments are commonplace, they do occur and require high security and privacy guarantees. While doing all these;there is a challenge for nodes to maintain anonymity protection from outside observers or malicious attackers. Full anonymity protection can be achieved only when ;sources,destinations and routes all are protected. In this work, to offer better anonymity protection, we propose an Anonymous Position-based Security Aware Routing Protocol (APSAR). Experimental results exhibit consistency with the theoretical analysis, and show that APSAR achieves better route anonymity protection compared to other anonymous routing protocols. Also, APSAR achieves comparable routing efficiency to the GPSR geographical routing protocol. The work in this thesis addresses a number of security and privacy issues arising in position-based MANETs. models. We address the problem of position based security aware routing in consideration with better anonymity protection .
The module examines the 2009 drought in the Greater Horn of Africa (GHA), focusing on conditions in Kenya. The module begins by reviewing drought conditions in the years leading up to 2009. From there, it examines the seasonal climate forecast for the beginning of 2009 and see what it portends. Satellite products are used to study rainfall performance throughout the year and its impact on the drought situation. Finally, the module describes the climate oscillations that can impact drought in the GHA and identifies patterns that were present in 2009 and contributed to its severity. By the end of the module, weather forecasters and students should have a better understanding of drought and the tools available for its early detection and monitoring.
The hazards associated with convective systems present some of the most dangerous conditions encountered by aircraft and pose many challenges to aviation operations. When convection is forecast to develop, aviation forecasters are required to issue a series of warning messages and other meteorological aeronautical products to various members of the aviation community. This lesson teaches these forecasters how to produce the products, doing so in the context of a case study in which learners assume the role of aeronautical forecaster on duty at the airport in Niamey, Niger on a night when convection develops. The lesson is one of three aviation weather case studies developed by the ASMET team to improve aviation forecasting in Africa.
Turbulence is a major concern for the aviation industry. It often goes undetected in cloud-free areas, catching pilots off guard when they fly into it. Turbulence can injure passengers and crew, and cause structural damage to aircraft. This makes it critical for aviation weather forecasters to closely monitor the atmosphere for signs of turbulence and issue special warnings when it is likely to be present. This lesson helps prepare forecasters for these tasks by providing general information about turbulence and showing them how to detect it using satellite imagery, tephigrams, and NWP products. The latter is presented in the form of a case study in which learners assume the role of aviation forecaster at Cape Town International Airport (South Africa), and need to determine if turbulence is likely to be present along a particular flight path. The lesson is intended for aviation weather forecasters, general weather forecasters interested in aviation meteorology, and meteorological instructors and students. Note that the lesson is one of three aviation weather case studies developed by the ASMET team to improve aviation forecasting in Africa.
This lesson aims to improve aviation forecasts of fog in the African airspace by teaching forecasters to make more accurate forecasts using satellite imagery, numerical weather prediction, and other available data. A process for diagnosing and forecasting fog is presented and applied to a case over the Nairobi, Kenya region. Learners assume the role of aviation forecaster, analysing various products to determine whether the current Terminal Aerodrome Forecast (TAF) is valid or needs to be amended. The lesson is intended for aviation forecasters, general weather forecasters interested in aviation meteorology, and meteorological forecasting instructors and students. This lesson is one of three aviation weather case studies developed by the ASMET project to improve aviation forecasting in Africa. They also support COMET's Review of Aeronautical Meteorology – Africa online learning curriculum, which provides training that supports the WMO/ICAO competencies for Aeronautical Meteorological Forecasters.