The initial formation of teachers in scholastic cartography: a report on a research experience

This paper is derived from the PhD research entitled "The initial training of Geography teacher in school cartography: a reflective analysis", developed by the program of Post-graduation in Geography of UNESP, campus of Rio Claro. The research is in the final phase, focused on data analysis and final writing of thesis. In this context, it may be stated that the research orientates in the problematic focused at the understanding of how the recent knowledge produced by the school cartography unfolds in the practices of Geography licentiate students. However, at this time, we will discuss about issues related to the research by the theoretical and practical point of view.

Initial formation of the U.S. Geological Survey hydroclimatic data network [abstract]

EXTRACT (SEE PDF FOR FULL ABSTRACT): The U.S. Geological Survey is working to define a hydroclimatic data network. The Geological Survey collects stream discharge data at more than 7000 sites throughout the United States. Many of these stations are operated to supply information about specific activities such as flood control, irrigation projects, or hydropower generation. As a beginning, the Geological Survey will attempt to identify stations that represent natural streamflow. Several lists of stations representing "natural" streamflow have been complied in the past. While there is some overlap among these lists, a consistent compilation is preferred. The present effort is to produce one list identifying those stations having periods of record which would be suitable for mesoscale climatic analyses.

Kinetics of ceric ion oxidation of naphthalene and its derivatives. Formation of the radical cation intermediate in the rate limiting step

Ceric ammonium sulfate, CAS, oxidizes naphthalene to 1,4-naphthoquinone in essentially quantitative yield in CH3CN-dil. H2SO4. Stoichiometric studies indicate that 6 mol of CAS are required for the oxidation of 1 mol of naphthalene to 1,4-naphthoquinone. Kinetic investigations reveal that the reaction takes place through initial formation of a 1:1 complex of naphthalene and cerium(IV) in an equilibrium step followed by slow decomposition of the complex to naphthalene radical cation. Kinetic results on the effects of acid strength, polarity of the medium, temperature and substituents are in accordance with this mechanism. Further conversion of the radical cation into 1,4-naphthoquinone takes place in fast steps involving a further 5 mol of cerium(IV) and 2 mol of H2O.

Where do drama teacher’s come from? Initial investigations into the formation of professional identity

The article reports on research into what may have influenced trainees on four post-graduate teacher training courses in England to become specialist drama teachers rather than pursue careers in the world of professional entertainment. It goes on to explore how the trainees regarded an understanding of performance, and an ability to both use and demonstrate performance techniques, as integral to their professional role. The subsequent discussion examines how a drama teacher’s professional identity may be seen as being made up of the three inter-connected elements, self, role and character. While all teaching may be regarded as a performing art, this paper suggests that, for the drama specialist, an understanding of what constitutes ‘performance’ has a particular importance. A conclusion drawn from the research is that recognising the place of performance in their practice may result in experienced teachers of drama regarding themselves as artists whose art is teaching drama.

Study of the initial stage of solid electrolyte interphase formation upon chemical reaction of lithium metal and N-Methyl-N-Propyl-Pyrrolidinium-Bis (Fluorosulfonyl) Imide

Chemical reaction studies of N-methyl-N-propyl-pyrrolidinium-bis(fluorosulfonyl)imide-based ionic liquid with the lithium metal surface were performed using ab initio molecular dynamics (aMD) simulations and X-ray Photoelectron Spectroscopy (XPS). The molecular dynamics simulations showed rapid and spontaneous decomposition of the ionic liquid anion, with subsequent formation of long-lived species such as lithium fluoride. The simulations also revealed the cation to retain its structure by generally moving away from the lithium surface. The XPS experiments showed evidence of decomposition of the anion, consistent with the aMD simulations and also of cation decomposition and it is envisaged that this is due to the longer time scale for the XPS experiment compared to the time scale of the aMD simulation. Overall experimental results confirm the majority of species suggested by the simulation. The rapid chemical decomposition of the ionic liquid was shown to form a solid electrolyte interphase composed of the breakdown products of the ionic liquid components in the absence of an applied voltage.

A LOWER INITIAL ABUNDANCE OF SHORT-LIVED Ca-41 IN THE EARLY SOLAR SYSTEM AND ITS IMPLICATIONS FOR SOLAR SYSTEM FORMATION

The short-lived radionuclide Ca-41 plays an important role in constraining the immediate astrophysical environment and the formation timescale of the nascent solar system due to its extremely short half-life (0.1 Myr). Nearly 20 years ago, the initial ratio of Ca-41/Ca-40 in the solar system was determined to be (1.41 +/- 0.14) x 10(-8), primarily based on two Ca-Al-rich Inclusions (CAIs) from the CV chondrite Efremovka. With an advanced analytical technique for isotopic measurements, we reanalyzed the potassium isotopic compositions of the two Efremovka CAIs and inferred the initial ratios of Ca-41/Ca-40 to be (2.6 +/- 0.9) x 10(-9) and (1.4 +/- 0.6) x 10(-9) (2 sigma), a factor of 7-10 lower than the previously inferred value. Considering possible thermal processing that led to lower Al-26/Al-27 ratios in the two CAIs, we propose that the true solar system initial value of Ca-41/Ca-40 should have been similar to 4.2 x 10(-9). Synchronicity could have existed between Al-26 and Ca-41, indicating a uniform distribution of the two radionuclides at the time of CAI formation. The new initial Ca-41 abundance is 4-16 times lower than the calculated value for steady-state galactic nucleosynthesis. Therefore, Ca-41 could have originated as part of molecular cloud materials with a free decay time of 0.2-0.4 Myr. Alternative possibilities, such as a last-minute input from a stellar source and early solar system irradiation, could not be definitively ruled out. This underscores the need for more data from diverse CAIs to determine the true astrophysical origin of Ca-41.

Adaptation of a questionnaire to assess the epistemological beliefs of mathematics in secondary school teachers

The objective of the study is to determine the psychometric properties of the Epistemological Beliefs Questionnaire on Mathematics. 171 Secondary School Mathematics Teachers of the Central Region of Cuba participated. The results show acceptable internal consistency. The factorial structure of the scale revealed three major factors, consistent with the Model of the Three Constructs: beliefs about knowledge, about learning and teaching. Irregular levels in the development of the epistemological belief system about mathematics of these teachers were shown, with a tendency among naivety and sophistication poles. In conclusion, the questionnaire is useful for evaluating teacher’s beliefs about mathematics.

Models of initial training of secondary school teachers in Spain from a European perspective

This paper seeks to analyse some key issues related to initial training models for secondary education teachers from an international perspective with more specific references to the Spanish model. First, we briefly mention secondary education and its training needs: purpose, organization, structure, character, duration, etc.. Secondly, the most typical models of initial training of these teachers: consecutive and simultaneous, academic and professional, are adressed. Thirdly, we analyse the structure of initial training containing more general scientific and professional knowledge, (its theoretical and practical components). Lastly, the relationship between initial training and access to the teaching profession will be established, as well as the possibility of academic and / or professional qualifications is analyzed. We then highlight the issue of "professional identity", which is closely linked to the initial training of future teachers and final conclusions are discussed.

Student teachers' prior experiences of history, geography and science: initial findings of an all-Ireland survey

Research into student teachers' perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.

Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

Inputs for the incorporation of the UNESCO guidelines on ICT competency standards for teachers : the training of teachers of mathematics in Central America

Resumen tomado de la publicaci??n

Characterization about tutor??s actuation in the teachers training of mathematics

Resumen basado en el de la publicaci??n

Carbon dioxide formation during initial stages of photodegradation of poly(ethyleneterephthalate) (PET) films

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)