A Core Curriculum in Geometry

1992 ◽  
Vol 85 (4) ◽  
pp. 300-303
Author(s):  
Martha Tietze
Keyword(s):  
Core Curriculum ◽  
Learning Activities ◽  
Developmental Level ◽  
Evaluation Standards ◽  
The Third ◽  
The Core ◽  
Hands On ◽  
Mathematically Talented

What do a course for mathematically talented geometry students and a course for the non-college-bound have in common? Concepts and learning activities! I teach both courses and have found that many of the same activities can be used to develop concepts. Both the depth and breadth of the activities need to be adjusted to the developmental level of the students—a good example of the core curriculum as described in NCTM's Curriculum and Evaluation Standards (1989). The focus of this article is the use of hands-on activities in the third year of an integrated sequence for the non-college-bound. Reference is made to variations and extensions for an honors geometry course.

scholarly journals HANDS-ON TECHNIQUES TO REINFORCE READING PESTICIDE LABELS THOROUGHLY

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 870a-870
Author(s):  
Mary Lamberts ◽  
Adrian Hunsberger
Keyword(s):  
Product Information ◽  
Resistance Management ◽  
Protective Equipment ◽  
Dade County ◽  
Record Keeping ◽  
The Third ◽  
The Core ◽  
Hands On ◽  
Harvest Intervals ◽  
Additional Product

Many people, including growers and gardeners, fail to carefully read pesticide labels before each use because they assume they know what the label contains. The UF Miami-Dade County Extension pesticide trainer developed several hands-on exercises where participants had to find information on labels chosen for specific features. The first group was people taking the Core/General Standards training. Five pesticide labels were used. Participants were asked to find information from three different categories: 1) basic information used for record keeping and about the product;2) Personal Protective Equipment (PPE) and Precautionary Statements; and 3) additional product information such as irrigation and tank mix warnings. A second group, Private Applicators (growers and their employees), studied 6 labels (1 overlap with Core training). They were asked information that focused on Worker Protection Standard issues, resistance management, limits on number total amount applied, and pre-harvest intervals. For both types of licensed applicator training, participants were divided into groups of 5 to 6. On several occasions, growers and other licensed applicators said they thought labels should have greater uniformity regarding location of key information. Master Gardeners (MGs), the third group, were first given three general publications on labels and 1 on protecting the applicator. They then received labels of four homeowner products and were guided through finding information such as: labeled crops/sites, pests controlled, signal words, mixing instructions, preharvest intervals and replant information. MG knowledge was evaluated with a five-question quiz. All participants commented that they learned a lot about reading labels.

ICT-Enabled Learning Settings

2013 ◽  
Vol 11 (3) ◽  
pp. 32-46 ◽  
Author(s):  
Luigi Colazzo ◽  
Andrea Molinari ◽  
Nicola Vill
Keyword(s):  
Social Networks ◽  
Virtual Communities ◽  
Virtual Community ◽  
Building Blocks ◽  
Learning Activities ◽  
The Third ◽  
The Core ◽  
The Subject ◽  
The Individual ◽  
Different Levels

The paper presents a discussion on the different approaches that the authors have found in learning settings respect to ICT platforms that support the educational activities. The authors discuss three different approaches in pursuing learning activities in real educational contexts. The considered approaches are different in the sense of the metaphor used. The approaches related to LMSs follow the metaphor of “course”, while in the approaches related with web 2.0 technologies (like Facebook™, Twitter™, Flickr™ etc), the founding metaphor is the individual with its social networks. Finally, the third approach has its building blocks in the idea of (virtual) community and virtual communities systems, where the core paradigm of the platform is the (virtual) community that offers specialized services for the purpose of the community to the enrolled members, and where the subject is just a participant that adheres to the rules of the community, with duties, rights, tasks to do and objectives to achieve. The authors will discuss all these three approaches, the different levels of applicability in learning settings, and specifically the potential of the virtual communities-based system that they adopted in the experimentations conducted in the last ten years.

Consent

2018 ◽  
Author(s):  
Martin Krzywdzinski
Keyword(s):  
Production Systems ◽  
Employee Behavior ◽  
Labor Disputes ◽  
Performance Expectations ◽  
The Third ◽  
The Core ◽  
Core Requirements ◽  
High Level

This chapter deals with the dependent variable of the study: consent. It analyses workplace consent in Russia and China using three indicators that refer to the core requirements of the production systems in automotive companies regarding employee behavior: first, standardized work; and second, compliance with expectations in terms of flexibility, cooperation, and a commitment to improving processes. The third indicator of consent (or the lack of it) is the absence or presence of open criticism, resistance, and labor disputes. The chapter reveals significant and unexpected differences between the Chinese and Russian sites on all three indicators. While the Chinese factories exhibit (with some variance between the companies), a relatively high level of consent, the Russian plants have problems with standardized work, the acceptance of performance expectations, and to some extent with labor disputes.

Duoethnography: A Polytheoretical Approach to (Re)Storing, (Re)Storying the Meanings That One Gives

2020 ◽  
pp. 396-423
Author(s):  
John Joseph Norris ◽  
Richard D. Sawyer
Keyword(s):  
Social Justice ◽  
Critical Theory ◽  
Third Space ◽  
The Third ◽  
The Core ◽  
Wide Range ◽  
Core Elements ◽  
Feminist Inquiry

This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoethnography. A checklist articulates what its cofounders consider the core elements of duoethnographies, additional features that may or may not be employed and how some studies purporting to be duoethnographies may not be so. The chapter indicates connections between duoethnography and a number of methodological concepts including the third space, the problematics of representation, feminist inquiry, and critical theory using published examples by several duoethnographers.

scholarly journals Costa, cancer and coronavirus: contractualism as a guide to the ethics of lockdown

2021 ◽  
pp. medethics-2020-107103
Author(s):  
Stephen David John ◽  
Emma J Curran
Keyword(s):  
Moral Theory ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Benefit Analysis ◽  
Life And Death ◽  
The Third ◽  
The Core ◽  
Key Issues ◽  
Moral Distinction ◽  
Self Defence

Lockdown measures in response to the COVID-19 pandemic involve placing huge burdens on some members of society for the sake of benefiting other members of society. How should we decide when these policies are permissible? Many writers propose we should address this question using cost-benefit analysis (CBA), a broadly consequentialist approach. We argue for an alternative non-consequentialist approach, grounded in contractualist moral theorising. The first section sets up key issues in the ethics of lockdown, and sketches the apparent appeal of addressing these problems in a CBA frame. The second section argues that CBA fundamentally distorts the normative landscape in two ways: first, in principle, it allows very many morally trivial preferences—say, for a coffee—might outweigh morally weighty life-and-death concerns; second, it is insensitive to the core moral distinction between victims and vectors of disease. The third section sketches our non-consequentialist alternative, grounded in Thomas Scanlon’s contractualist moral theory. On this account, the ethics of self-defence implies a strong default presumption in favour of a highly restrictive, universal lockdown policy: we then ask whether there are alternatives to such a policy which are justifiable to all affected parties, paying particular attention to the complaints of those most burdened by policy. In the fourth section, we defend our contractualist approach against the charge that it is impractical or counterintuitive, noting that actual CBAs face similar, or worse, challenges.

Desire for Self-healing

2017 ◽  
Vol 12 (1-2) ◽  
pp. 317-335
Author(s):  
Ngar-sze Lau
Keyword(s):  
Theravada Buddhism ◽  
Self Healing ◽  
Core Knowledge ◽  
The Third ◽  
The Core ◽  
Physical Suffering ◽  
Mind And Body ◽  
Core Practice ◽  
The Relationship ◽  
Contemporary Chinese

Abstract This practice report describes how Chinese meditators understand the “four foundations of mindfulness” (satipaṭṭhāna, sinianzhu 四念住) as a remedy for both mental and physical suffering. In the tradition of Theravāda Buddhism, satipaṭṭhāna is particularly recognized as the core knowledge for understanding the relationship between mind and body, and the core practice leading to liberation from suffering. Based on interviews with Chinese meditation practitioners, this study develops three main themes concerning how they have alleviated afflictions through the practice of satipaṭṭhāna. The first theme highlights how practitioners learn to overcome meditation difficulties with “right attitude.” The second theme is about practicing awareness with “six sense doors” open in order to facilitate the balance of the “five faculties.” The third theme explores how practitioners cultivate daily life practice through an understanding of the nature of mind and body as impermanent and as not-self. This paper details how these themes and embodied practices of satipaṭṭhāna constitute ways of self-healing for urban educated Buddhists in the contemporary Chinese context.

RELIGION AND THE CORE CURRICULUM

1952 ◽  
Vol 47 (1) ◽  
pp. 19-20
Author(s):  
M. L. Story
Keyword(s):  
Core Curriculum ◽  
The Core
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