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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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Which rides have a loop-the-loop?
The rides that have a loop-the-loop are typically roller coasters. These roller coasters feature a section of track that curves in a complete circle, allowing the train to go upside down before returning to an upright position. Some popular roller coasters known for their loop-the-loops include the Corkscrew at Cedar Point and the Boomerang at Six Flags. Riders experience a thrilling moment of weightlessness and excitement as they go through the loop.
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What type of loop is it, a while loop or a do-while loop?
It is a while loop.
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How do you disable network loop and loop detection?
To disable network loop and loop detection, you can implement techniques such as Spanning Tree Protocol (STP) or Rapid Spanning Tree Protocol (RSTP) to prevent loops in the network. These protocols help in detecting and blocking redundant paths that can cause loops. Additionally, you can also configure loop prevention mechanisms at the switch level, such as setting up loop guard or root guard to further enhance loop prevention in the network. Regularly monitoring the network and ensuring proper configuration of devices can also help in preventing network loops.
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How can one loop through a for loop again?
To loop through a for loop again, you can simply place the for loop inside another loop, such as a while loop. This will allow the for loop to be executed multiple times. Alternatively, you can use the continue statement within the for loop to skip to the next iteration without completing the current iteration, effectively looping through the for loop again. Additionally, you can use recursion to call the for loop function again from within the function itself, allowing it to loop through again.
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Strap ring Climbing Technology Alp Loop
Sewn ring in 8.3 mm Ø dynamic rope, designed for use on long routes and in general mountaineering.Being dynamic, the ALP LOOP ring is capable of absorbing any stress caused by a possible fall, and can therefore be used to triangulate a belay (long route or trad), as a lanyard for belaying and abseiling, or as a cord for natural anchors.It meets all the requirements of the UIAA 109 BELAY LANYARD standard. UIAA 109 requires that the rope ring withstand three consecutive falls with a fall factor of 2, and that the maximum force of the first fall be less than 10 kN.
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Strap ring Climbing Technology Alp Loop
Sewn ring in 8.3 mm Ø dynamic rope, designed for use on long routes and in general mountaineering.Being dynamic, the ALP LOOP ring is capable of absorbing any stress caused by a possible fall, and can therefore be used to triangulate a belay (long route or trad), as a lanyard for belaying and abseiling, or as a cord for natural anchors.It meets all the requirements of the UIAA 109 BELAY LANYARD standard. UIAA 109 requires that the rope ring withstand three consecutive falls with a fall factor of 2, and that the maximum force of the first fall be less than 10 kN.
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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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How can you convert a for loop into a while loop?
To convert a for loop into a while loop, you can initialize a variable before the while loop that will act as the counter. Then, you can use a while loop with a condition that checks if the counter is less than the desired number of iterations. Inside the while loop, you can perform the same operations that were inside the for loop and increment the counter at the end of each iteration. This way, you can achieve the same functionality as the original for loop using a while loop.
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How can one convert a for loop into a while loop?
To convert a for loop into a while loop, you need to initialize a variable outside the loop that will act as the counter. Then, you can create a while loop with a condition that checks if the counter is less than the desired number of iterations. Inside the while loop, you will need to increment the counter variable manually. This way, you can achieve the same functionality as a for loop using a while loop.
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How can you use a for loop inside another for loop?
You can use a for loop inside another for loop by nesting the inner for loop within the outer for loop. This allows you to iterate over a set of values for each iteration of the outer loop. For example, you can use a nested for loop to iterate over the rows and columns of a 2D array, or to perform a specific action for each combination of values in two different arrays. Just be mindful of the complexity and efficiency of nested loops, as they can lead to longer execution times for large datasets.
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What advantage does a foreach loop have over a for loop?
A foreach loop has the advantage of automatically iterating through each element in a collection, such as an array or a list, without the need for an index variable. This makes the code more concise and easier to read, as it eliminates the need to manually manage the loop counter and access the elements using index notation. Additionally, a foreach loop helps prevent off-by-one errors that can occur in a traditional for loop. Overall, a foreach loop simplifies the process of iterating through a collection and reduces the potential for errors.
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