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Canadians Through Miracles
A brief overview of the Heinrich Dietrich Neumann story - his ancestral roots, starting in 1735 and extending to the life stories of his children to the present day. A genealogical record from 1735 - 2016 is included.
Hearings
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Becoming American Jews
A compelling history of Boston's Temple Israel and its role in American Reform Judaism
Mathematics and Its Connections to the Arts and Sciences (MACAS)
This book celebrates the 15th anniversary of the bi-annual symposium series Mathematics and its Connections to the Arts and Sciences (MACAS), which was first held in 2005 following the continued collaboration of an international group of researchers from ICME Topic Study Group 21. The MACAS-conferences bring together scientists and educators who are interested in the connection between mathematics, arts and science in educational curriculum, while emphasizing on, as well as researching about, the role of mathematics. By pooling together these different approaches and viewpoints between mathematics, arts and sciences, this book reveals possible synergies and paths for collaborations. In view ...
Classroom Management and its Impact on Lesson Outcomes in Physics
The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies which have placed teachers under considerable pressure to provide an effective working atmosphere in their classrooms including an appropriate use of time for engagement in physics-specific contents. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic ...
Traces of Ink
Traces of Ink. Experiences of Philology and Replication is a collection of original papers exploring the textual and material aspects of inks and ink-making in a number of premodern cultures (Babylonia, the Graeco-Roman world, the Syriac milieu and the Arabo-Islamic tradition). The volume proposes a fresh and interdisciplinary approach to the study of technical traditions, in which new results can be achieved thanks to the close collaboration between philologists and scientists. Replication represents a crucial meeting point between these two parties: a properly edited text informs the experts in the laboratory who, in turn, may shed light on many aspects of the text by recreating the material reality behind it. Contributors are: Miriam Blanco Cesteros, Michele Cammarosano, Claudia Colini, Vincenzo Damiani, Sara Fani, Matteo Martelli, Ira Rabin, Lucia Raggetti, and Katja Weirauch.
Implementing Inquiry-based Learning in a Diverse Classroom
This thesis, an explorative case study, provides insights into the implementation of inquiry-based learning in an authentic classroom. For one year, a teacher was accompanied while implementing inquiry-based learning in a highly diverse class. In doing so, the observations focused on strategies for both scaffolding and dealing with diversity. Additionally, data reflecting students' views of scientific inquiry were gathered. The results show a successive implementation of inquiry-based learning through four phases supported by various scaffolding strategies. The views of scientific inquiry are discussed on both the class and the individual level. Finally, all these findings are brought togeth...
Nature of Science in Science Instruction
This book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.
