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Analysis of Incidence Rates
Incidence rates are counts divided by person-time; mortality rates are a well-known example.Analysis of Incidence Rates offers a detailed discussion of the practical aspects of analyzing incidence rates.Important pitfalls and areas of controversy are discussed.The text is aimed at graduate students, researchers, and analysts in the disciplines of epidemiology, biostatistics, social sciences, economics, and psychology. Features: Compares and contrasts incidence rates with risks, odds, and hazards. Shows stratified methods, including standardization, inverse-variance weighting, and Mantel-Haenszel methods Describes Poisson regression methods for adjusted rate ratios and rate differences. Examines linear regression for rate differences with an emphasis on common problems. Gives methods for correcting confidence intervals. Illustrates problems related to collapsibility. Explores extensions of count models for rates, including negative binomial regression, methods for clustered data, and the analysis of longitudinal data.Also, reviews controversies and limitations. Presents matched cohort methods in detail. Gives marginal methods for converting adjusted rate ratios to rate differences, and vice versa. Demonstrates instrumental variable methods. Compares Poisson regression with the Cox proportional hazards model.Also, introduces Royston-Parmar models. All data and analyses are in online Stata files which readers can download. Peter Cummings is Professor Emeritus, Department of Epidemiology, School of Public Health, University of Washington, Seattle WA.His research was primarily in the field of injuries.He used matched cohort methods to estimate how the use of seat belts and presence of airbags were related to death in a traffic crash.He is author or co-author of over 100 peer-reviewed articles.
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Foundations of Incidence Geometry : Projective and Polar Spaces
Incidence geometry is a central part of modern mathematics that has an impressive tradition.The main topics of incidence geometry are projective and affine geometry and, in more recent times, the theory of buildings and polar spaces. Embedded into the modern view of diagram geometry, projective and affine geometry including the fundamental theorems, polar geometry including the Theorem of Buekenhout-Shult and the classification of quadratic sets are presented in this volume.Incidence geometry is developed along the lines of the fascinating work of Jacques Tits and Francis Buekenhout. The book is a clear and comprehensible introduction into a wonderful piece of mathematics.More than 200 figures make even complicated proofs accessible to the reader.
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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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How do you calculate the angle of incidence?
The angle of incidence is calculated by measuring the angle between the incident ray (the incoming light ray) and the normal (a line perpendicular to the surface at the point of incidence). This angle is typically measured in degrees using a protractor or other measuring tool. The angle of incidence is an important parameter in understanding how light interacts with surfaces, such as in the laws of reflection and refraction.
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How do I calculate the angle of incidence?
To calculate the angle of incidence, you need to know the angle at which a ray of light or other electromagnetic wave strikes a surface. This angle is measured between the incident ray and the normal (perpendicular line) to the surface at the point of incidence. You can calculate the angle of incidence using the formula: angle of incidence = angle between incident ray and normal. This angle is typically measured in degrees.
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At what incidence rate do the schools close?
The schools close when the incidence rate of COVID-19 in the community reaches a certain threshold, which is determined by local health authorities and government regulations. This threshold can vary depending on the region and the specific guidelines in place. Generally, schools may close when the incidence rate rises to a level that is considered to pose a significant risk to the health and safety of students, staff, and the community. It is important for schools to closely monitor the incidence rate and follow the guidance of public health officials to make informed decisions about when to close.
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How can the angle of incidence be calculated?
The angle of incidence can be calculated using the formula: angle of incidence = arctan(opposite/adjacent). This formula involves using the arctan function to find the angle whose tangent is equal to the ratio of the length of the side opposite the angle to the length of the side adjacent to the angle. This can be done using a scientific calculator or by using trigonometric tables. Alternatively, if the lengths of the sides of the triangle are known, the angle of incidence can be calculated using the inverse trigonometric functions such as arcsin, arccos, or arctan.
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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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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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What is the angle of incidence of the sun?
The angle of incidence of the sun refers to the angle at which sunlight strikes the Earth's surface. This angle varies depending on the time of day, location, and season. At solar noon, when the sun is at its highest point in the sky, the angle of incidence is 90 degrees, resulting in the most direct and intense sunlight. As the sun moves lower in the sky during sunrise and sunset, the angle of incidence decreases, leading to longer shadows and less intense sunlight.
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What is the relationship between temperatures and angle of incidence?
The relationship between temperatures and angle of incidence is that temperatures tend to be higher when the angle of incidence is more direct. This is because when sunlight hits the Earth's surface at a steeper angle, the energy is concentrated over a smaller area, leading to higher temperatures. On the other hand, when sunlight hits at a more shallow angle, the energy is spread out over a larger area, resulting in lower temperatures. Therefore, the angle of incidence plays a significant role in determining the temperature of a particular location.
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What is the angle of incidence of the sun's rays?
The angle of incidence of the sun's rays is the angle at which the sun's rays strike a surface. It is measured as the angle between the incoming rays of sunlight and a line perpendicular to the surface. The angle of incidence affects the amount of solar energy that is absorbed by the surface, with a higher angle of incidence resulting in more energy being absorbed. This angle changes throughout the day as the position of the sun in the sky changes.
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What does the angle of incidence of the sun mean?
The angle of incidence of the sun refers to the angle at which the sun's rays strike a surface. This angle is measured between the incoming sunlight and a line perpendicular to the surface. The angle of incidence affects the intensity of the sunlight and the amount of energy that is absorbed by the surface. A higher angle of incidence results in more concentrated sunlight, while a lower angle of incidence spreads the sunlight over a larger area. This concept is important in various fields, including solar energy, architecture, and photography.
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