Aligning the Construction Zones of Parents and Teachers for Mathematics Reform

1997 ◽  
Vol 15 (1) ◽  
pp. 41-83 ◽  
Author(s):  
Richard Lehrer ◽  
Lee Shumow
Keyword(s):  
Mathematics Reform ◽  
Construction Zones

scholarly journals Are highway constructions associated with increased transport incidents? A case study of NSW Pacific Highway construction zones 2011-16

2021 ◽  
Vol 32 (1) ◽  
pp. 17-23
Author(s):  
Pooria Sarrami ◽  
Patricia Lemin ◽  
Zsolt Balogh ◽  
Hardeep Singh ◽  
Hassan Assareh ◽  
...  
Keyword(s):  
Injury Severity ◽  
Highway Construction ◽  
P Value ◽  
Traffic Incidents ◽  
Road Users ◽  
South Wales ◽  
Significant Difference ◽  
Construction Zone ◽  
Construction Zones ◽  
Construction Periods

Transport incidents are among the major causes of trauma and injury in Australia and worldwide. While improving infrastructure can decrease the rate of incidents, the required construction imposes challenges regarding simultaneous public use of the relevant road sections. This study focused on construction zones along the New South Wales (NSW) Pacific Highway. We aimed to investigate if the rate of people who had major trauma as a result of a transport incident in a construction zone was higher than the rate of people with similar incidents at other times. This was a retrospective study, conducted by screening the data of patients admitted to the trauma services, or who died due to traffic incidents on the NSW Pacific Highway 2011-2016. We identified 35 causalities who experienced a traffic incident within a construction zone, 19 of these incidents occurred during the construction dates and 16 before or after those dates. The rate of casualty in construction periods was 2.21 per 1000 days, which is significantly higher than the rate in non-construction periods (1.2 per 1000 days, p-value: 0.037). There was no significant difference between the age, injury severity score and mortality rate of casualties who had an incident during the construction dates and those who had an incident in non-construction periods. This study indicated that the rate of incidents increased at NSW Pacific Highway construction zones during construction periods. More investigation is needed to improve the safety of road users during highway road constructions.

Critical Logistics Support Enables Fast Track Construction for High Speed Rail

2010 ◽  
Author(s):  
James R. Blaze ◽  
Jay Gowan ◽  
Stephen Byers
Keyword(s):  
Construction Management ◽  
Construction Projects ◽  
High Speed ◽  
Fast Track ◽  
State Of The Art ◽  
Economic Advantage ◽  
High Speed Rail ◽  
Operational Costs ◽  
Construction Zones ◽  
Made In

Paper and PowerPoint presentation format will describe process for much faster logistics and construction management of new high speed track construction and improvement of existing FRA track from FRA Class 4 to Class 5 and Class 6 standards on existing freight railway lines. This process involves an integration of the long materials supply chain together with rapid process state of the art construction machines. These machines have been used in both European and Chinese high speed construction projects. Huge gains in new track kilometers and miles per day have been made in the last decade on the machinery side of the equation. The authors will show several case studies. The critical key to these production rates has been in the integration of materials ordering and prepositioning. The economic advantage is that track time construction windows that delay other passing trains can be reduced at tremendous savings in service and operational costs to the operators already providing service in these new high speed corridors and construction zones. Examples and calculations are shown.

scholarly journals Identification and Evaluation of Landscape as a Precondition for Planning Revitalization and Development of Mediterranean Rural Settlements—Case Study: Mrkovi Village, Bay of Kotor, Montenegro

2019 ◽  
Vol 11 (7) ◽  
pp. 2039 ◽  
Author(s):  
Željka Čurović ◽  
Milić Čurović ◽  
Velibor Spalević ◽  
Milorad Janic ◽  
Paul Sestras ◽  
...  
Keyword(s):  
Rural Settlements ◽  
Natural Landscape ◽  
Cultural Pattern ◽  
Landscape Value ◽  
Responsible Attitude ◽  
Landscape Types ◽  
The Village ◽  
The Relationship ◽  
Construction Zones

This paper presents a case study of the village of Mrkovi in the Bay of Kotor, Montenegro, showing the importance of landscape identification and assessment in planning the revitalization and development of Mediterranean rural settlements. The research revealed the methods of identification and evaluation of different landscape types. Moreover, it showed how such an approach could considerably contribute to the preservation of the space’s identity and quality by taking into account the existing characteristics of the space or the relationship between cultural and natural heritage. The identification of the landscape types was followed by the evaluation of individual elements and assessment of vulnerability in relation to the space’s natural, cultural, and visual quality. The first step in the process of preserving the elements that contribute to the landscape’s identity was the spatial identification of the cultural pattern of traditional terraces with drystone walls. The results of analysis indicate a high risk of degradation of the basic landscape value. The effects of future interventions in the space, especially the planned construction of a tourist resort, can be mitigated if they comply with the guidelines related to the rational use of the space and delimitation of the construction zones. This paper points out the importance of a responsible attitude and planned approach regarding the cultural and natural landscape of Mediterranean rural settlements.

Students Generating Test Items: A Teaching and Assessment Strategy

1998 ◽  
Vol 91 (3) ◽  
pp. 198-202
Author(s):  
Victor U. Odafe
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Evaluation Standards ◽  
Assessment Strategy ◽  
Test Items

The more students invest in their own learning process, the more they will learn. This widely documented view is supported by publications from the mathematics-reform community. For example, the National Research Council's (NRC) Moving beyond Myths (1991) and Everybody Counts (1989) and NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) have called for changes in the teaching and learning of mathematics.

Soundoff!–Mathematics Reform for K-16

1996 ◽  
Vol 89 (7) ◽  
pp. 546-547
Author(s):  
Kenneth A. Ross
Keyword(s):  
Mathematics Education ◽  
Mathematics Reform ◽  
Math Reform ◽  
The Past

The past ten years have seen a remarkable amount of progress in improving mathematics education at all levels. The goal is to enable all students, including those from all racial and ethnic backgrounds and both sexes, to master and appreciate mathematics. The emphasis is on understanding mathematics instead of thoughtlessly grinding out answers. For various reasons. resistance is increasing to what is usually called “math reform,” which reflects some serious concerns that need to be addressed.

Standards-Based Teaching: Alive and Well in Portugal

2001 ◽  
Vol 6 (9) ◽  
pp. 538-542
Author(s):  
Iris DeLoach Johnson
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Large Scale ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Reform ◽  
Reform Movements ◽  
Mathematics Teaching And Learning ◽  
Principles And Standards

NCTM'S Professional Standards for Teaching Mathematics (1991) emphasizes that teachers are “the key” to changing mathematics teaching and learning. Given that mathematics reform movements have never brought about “large-scale changes in teachers' behavior and teaching practices” (Hitch 1990, p. 2), Willis (1992) lamented that “whether the standards will actually produce sweeping changes in the way mathematics is taught and learned in U.S. classrooms remains to be seen” (p. 1). With Principles and Standards for School Mathematics (NCTM 2000), we continue to ask the vital question, How can we induce teachers to implement the Standards?

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