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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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What is genetic linkage 2?
Genetic linkage 2 refers to the phenomenon where two genes are located close to each other on the same chromosome, resulting in a higher likelihood of them being inherited together. This means that these genes are less likely to undergo independent assortment during meiosis. Genetic linkage 2 can be measured by the frequency of recombination events between the two genes, with a lower frequency indicating stronger linkage. This concept is important in genetic studies as it can help determine the relative positions of genes on a chromosome and can be used to create genetic maps.
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Can you explain linkage in genetics?
Linkage in genetics refers to the tendency of genes that are located close to each other on a chromosome to be inherited together. This is because these genes are physically linked and are less likely to be separated during the process of genetic recombination. The closer two genes are on a chromosome, the lower the chance that they will be separated by crossing over events during meiosis. Linkage can be used to map the relative positions of genes on a chromosome and is an important concept in understanding inheritance patterns.
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How to draw trehalose in a 2-11 glycosidic linkage?
To draw trehalose in a 2-11 glycosidic linkage, start by drawing two glucose molecules. Connect the first glucose molecule's carbon 2 to the second glucose molecule's carbon 1 with a glycosidic bond. This linkage represents the 2-1 glycosidic bond. Next, add another glucose molecule and connect its carbon 1 to the second glucose molecule's carbon 1 with a glycosidic bond. This linkage represents the 1-1 glycosidic bond. This structure represents trehalose in a 2-1,1 glycosidic linkage.
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How do I recognize gene linkage in a genetic cross diagram?
Gene linkage in a genetic cross diagram can be recognized when two or more genes are inherited together more frequently than what would be expected based on independent assortment. This is because linked genes are located close to each other on the same chromosome and tend to be inherited together. In a genetic cross diagram, you may notice that certain combinations of traits appear more frequently than others, indicating that those genes are linked. Additionally, if the offspring do not show the expected 9:3:3:1 phenotypic ratio, it could suggest gene linkage.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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9 speed linkage KMC
Quick release link KMC MissingLink 9 speed. Bag with 1 unit.1 / 2'' x 11 / 128''.Axle size: 6,60 mm.Silver, EPT rustproof.Compatible KMC, Shimano, Campagnolo and SRAM 9 speed.
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9 speed linkage KMC
Quick release link KMC MissingLink 9 speed. Bag with 1 unit.1 / 2'' x 11 / 128''.Axle size: 6,60 mm.Silver, EPT rustproof.Compatible KMC, Shimano, Campagnolo and SRAM 9 speed.
Price: 4.24 £ | Shipping*: 0.00 £
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How do you draw trehalose in a 2-11 glycosidic linkage?
To draw trehalose in a 2-11 glycosidic linkage, start by drawing two glucose molecules connected by an alpha-1,1 glycosidic bond. Then, draw another glucose molecule connected to the first glucose molecule in the pair by an alpha-1,2 glycosidic bond. This creates the 2-11 glycosidic linkage in trehalose. The resulting structure should show three glucose molecules connected in a linear fashion with the 2-11 glycosidic linkage between the first and third glucose molecules.
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What is the significance of crossing-over and linkage in genetics?
Crossing-over and linkage are important concepts in genetics because they both play a role in genetic diversity and inheritance patterns. Crossing-over during meiosis results in the exchange of genetic material between homologous chromosomes, leading to the creation of new combinations of alleles. This increases genetic variation within a population. Linkage refers to the tendency of genes located close together on the same chromosome to be inherited together. Understanding linkage helps researchers map the location of genes on chromosomes and study how traits are inherited together.
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What is the question about gene linkage and the 3 Mendelian rules?
The question about gene linkage and the 3 Mendelian rules likely pertains to how the principles of segregation, independent assortment, and dominance apply to genes that are physically linked on the same chromosome. Gene linkage can disrupt the principle of independent assortment, as linked genes are inherited together more often than not. This can lead to deviations from the expected Mendelian ratios in offspring. Understanding how gene linkage interacts with the 3 Mendelian rules is important for comprehending patterns of inheritance and genetic variation.
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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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