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This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students, and what constitutes effective computer-enhanced pedagogy and why.
Designing the curriculum We believe that calculus can be for students what it was for Euler and the Bernoullis: a language and a tool for exploring the whole fabric of science. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines. We began our work with a "clean slate," not by asking what parts of the traditional course to include or discard. Our starting points are thus our summary of what calculus is really about. Our curricular goals are what we aim to convey about the subject in the course. Our functional goals describe the attitudes and behaviors we hope our students will adopt in using calculus to approach scientific and mathematical questions. Starting Points Calculus is fundamentally a way of dealing with functional relationships that occur in scientific and mathematical contexts. The techniques of calculus must be subordinate to an overall view of the questions that give rise to these relationships. Technology radically enlarges the range of questions we can explore and the ways we can answer them. Computers and graphing calculators are much more than tools for teaching the traditional calculus. The concept of a dynamical system is central to science. Therefore, differential equations belong at the center of calculus, and technology makes this possible at the introductory level. The process of successive approximation is a key tool of calculus, even when the outcome of the process--the limit--cannot be explicitly given in closed form. Curricular Goals Develop calculus in the context of scientific and mathematical questions. Treat systems of differential equations as fundamental objects of study. Construct and analyze mathematical models. Use the method of successive approximations to define and solve problems. Develop geometric visualization with hand-drawn and computer graphics. Give numerical methods a more central role. Functional Goals Encourage collaborative work. Enable students to use calculus as a language and a tool. Make students comfortable tackling large, messy, ill-defined problems. Foster an experimental attitude towards mathematics. Help students appreciate the value of approximate solutions. Teach students that understanding grows out of working on problems. Impact of Technology Differential equations can now be solved numerically, so they can take their rightful place in the introductory calculus course. The ability to handle data and perform many computations makes exploring messy, real-world problems possible. Since we can now deal with credible models, the role of modelling becomes much more central to the subject. The text illustrates how we have pursued the curricular goals. Each goal is addressed within the first chapter which begins with questions about describing and analyzing the spread of a contagious disease. A model is built: a model which is actually a system of coupled non-linear differential equations. We then begin a numerical exploration on those equations, and the door is opened to a solution by successive approximations. Our implementation of the functional goals is also evident. The text has many more words than the traditional calculus book--it is a book to be read. The exercises make unusual demands on students. Most are not just variants of examples that have been worked in the text. In fact, the text has rather few "template'' examples. Shifts in Emphasis It will also become apparent to you that the text reflects substantial shifts in emphasis in comparison to the traditional course. Here are some of the most striking: How the emphasis shifts: increase: concepts, geometry, graphs, brute force, numerical solutions decrease: techniques, algebra, formulas, elegance, closed-form solutions Since we all value elegance, let us explain what we mean by "brute force." Euler's method is a good example. It is a general method of wide applicability. Of course when we use it to solve a differential equation like y'(t) = t, we are using a sledgehammer to crack a peanut. But at least the sledgehammer works. Moreover, it works with coconuts (like y' = y(1 - y/10)), and it will even knock down a house (like y' = cos2(t)). Students also see the elegant special methods that can be invoked to solve y' = t and y' = y(1 - y/10) (separation of variables and partial fractions are discussed in chapter 11), but they understand that they are fortunate indeed when a real problem will succumb to such methods.
Esta comunidad tiene como fin construir un texto base, que pretende ser la puerta de entrada al mundo de las matemáticas superiores y sus aplicaciones en el campo de las Ciencias de la Ingeniería.
El incremento de los residuos sólidos plantea desafíos ambientales y económicos, la cadena de valor se enfoca en optimizar su gestión para promover la sostenibilidad desde la generación hasta la disposición final. Esta investigación se desarrolló en la parroquia Velasco Ibarra con el objetivo de evaluar la cadena de valor de los residuos sólidos urbanos en el cantón El Empalme. Para ello se realizaron encuestas con escala de Likert a 368 hogares, 334 empresas y 5 centros de reciclaje, utilizando muestreo probabilístico aleatorio simple. Además, se entrevistó al funcionario municipal responsable del manejo de residuos. En el programa SPSS se analizó la confiabilidad de las encuestas con el coeficiente alfa de Cronbach, obteniendo valores de (0,929) para los hogares, (0,949) empresas y (0,908) recicladoras. También se efectuó un análisis de normalidad utilizando la prueba de Kolmogorov-Smirnov y correlaciones con el coeficiente Rho de Spearman. Se elaboró una matriz FODA para los factores que afectan la gestión de residuos y se diseñó una cadena de valor para mejorar su manejo de manera eficaz. Los resultados revelaron correlaciones significativas entre la frecuencia de recolección de residuos y la satisfacción de la población (0,718), entre el cumplimiento legal de residuos peligrosos y el monitoreo regular en empresas (0,504). Existe una débil correlación (0,395) entre las preferencias de las recicladoras y la eficiencia de las operaciones. Se destacaron fortalezas, debilidades, oportunidades y amenazas en la gestión de residuos, que requieren atención inmediata. La cadena de valor diseñada proporciona actividades para mejorar la problemática. En conclusión, la gestión de residuos sólidos es ineficiente por la descoordinación entre los actores involucrados.
This volume addresses various ways that we interact with, refashion and reuse aspects of ancient Greece and Rome. Its studies range from the political engagement of Italian fascists with ancient Rome, to the use of ancient Greece in video games. The chapters each take on a ‘burning issue’ of identity or ownership, that is, how we identify with ancient Greeks and Romans, as well as drawing (often troubling) elements of our identity from them. In addition, they address the question: which of us feel that we own the past? Does Classics belong to everyone, or has it been coopted by an elite few?
Designed as a core or supplementary text for upper elementary, middle and high school teachers and students, Building Democracy for All offers instructional ideas, interactive resources, multicultural content, and multimodal learning materials for interest-building explorations of United States government as well as students’ roles as citizens in a democratic society. It focuses on the importance of community engagement and social responsibility as understood and acted upon by middle and high school students—core themes in the 2018 Massachusetts 8th Grade Curriculum Framework, and which are found in many state history and social studies curriculum frameworks around the country. Building Democracy for All has been developed by a collaborative writing team of higher education faculty, public school teachers, educational librarians, and college students who are preparing to become history and social studies teachers. The primary editors and curators are from the University of Massachusetts Amherst College of Education. Contributing teachers come from school districts in the Connecticut River valley region of western Massachusetts (Amherst, Gateway, Westfield, Hampshire Regional, and Springfield). As an open resource, the book is being revised constantly by the members of the writing team to ensure timely inclusion of online resources and information.
This first year Geography textbook takes a holistic approach to Geography by incorporating elements of physical, human and regional geography, as well as bringing in methods and perspectives from spatial information science.. This textbook applies a fundamental geographical approach to understanding our globally changing world by looking at local processes which are linked to larger global processes and events. The textbook includes numerous case studies specific to British Columbia as well as a number of suggested service learning activities. Over the course of four days in June, 2014, 5 faculty members from across British Columbia supported by a facilitator, librarian, researcher, illustrator, programmer and instructional designer, created this book. This involved drawing on our own research, teaching and experience and working with the team to put it all together into an online format; one which would be accessible to students and educators alike. Beyond the unique way in which this book was created in a Book Sprint process, there are other elements of this book that make it unique. First, it takes a holistic approach to first year Geography, incorporating elements of Physical, Human, and Regional Geography, as well as bringing in methods and perspectives from Spatial Information Science. Pedagogically, this book incorporates elements of service learning and suggested service learning activities recognizing that the study of Geography is deeply connected to the communities we live in. Many of the suggestions for service learning are illustrated through the use of case studies from across BC. The book is aimed at a a first year or introductory Geography student, and would be suitable for a first year Geography course on BC.
Blueprints is a concise yet comprehensive coverage of Object-Oriented Analysis and Design concepts, suitable for a second programming course in Computer Science. It introduces and teaches application development in a command-line environment, and assumes basic expertise with the Java programming language.
This book begins not only with public speaking as a skill, but with communication as a human practice. From interpersonal conversations to civic speeches, from face-to-face dialogue to AI-mediated interaction, our ability to communicate with care and clarity has never been more important or more complex.
The book is supported by discussion of relevant theory and research in cultural sociology. Beyond Race: Cultural Influences on Human Social Life has stressed learner-centered teaching with the instructor taking on the role of a facilitator of learning. As such, it is expected the instructor will serve as the mediator between the content of this book and learners’ understanding of material on multiple and higher levels. This book does not offer a set of rules in teaching cultural sociology, but rather suggests content and applications to consider and modify as needed by the ever-changing dynamics of instructors and learners.
When Europeans entered the Pacific they entered a place they thought they knew, and a place that was already peopled. European explorer accounts of Australia and the Pacific are fascinating in what they reveal about the people and places explorers encountered, and about European expectations of what they would find. This book is a guide to European exploration of Australia and the Pacific; to those accounts of contact and how to interpret them in the light of European preconceptions and misunderstanding; and to the actions taken by the people descended from the regions' original explorers.
This free online textbook (e-book in webspeak) is a one semester course in basic analysis. This book started its life as my lecture notes for Math 444 at the University of Illinois at Urbana-Champaign (UIUC) in the fall semester of 2009, and was later enhanced to teach Math 521 at University of Wisconsin-Madison (UW-Madison). A prerequisite for the course is a basic proof course. It should be possible to use the book for both a basic course for students who do not necessarily wish to go to graduate school, but also as a first semester of a more advanced course that also covers topics such as metric spaces.
We intend this work to be less a bestiary of bad ideas about writing than an effort to name bad ideas and suggest better ones. Some of those bad ideas are quite old, such as the archetype of the inspired genius author, the five-paragraph essay, or the abuse of adjunct writing teachers. Others are much newer, such as computerized essay scoring or gamification. Some ideas, such as the supposed demise of literacy brought on by texting, are newer bad ideas but are really instances of older bad ideas about literacy always being in a cycle of decline. Yet the same core questions such as what is good writing, what makes a good writer, how should writing be assessed, and the like persist across contexts, technologies, and eras. The project has its genesis in frustration, but what emerges is hope: hope for leaving aside bad ideas and thinking about writing in more productive, inclusive, and useful ways.
Astronomy for Educators provides new and accomplished K-12 instructors with concepts and projects for low-cost, high-impact STEM classroom instruction that is built around the National Academies National Research Council's K-12 Framework for Science Education.
Comunidad creada para compartir experiencias en torno al uso de Tecnologías de la Información como apoyo a procesos de enseñanza-aprendizaje usando modelos de aprendizaje colaborativo
In writing this book, care was taken to use language and examples that gradually wean students from a simpleminded mechanical approach andmove them toward mathematical maturity. We also recognize that many students who hesitate to ask for help from an instructor need a readable text, and we have tried to anticipate the questions that go unasked. The wide range of examples in the text are meant to augment the "favorite examples" that most instructors have for teaching the topcs in discrete mathematics. To provide diagnostic help and encouragement, we have included solutions and/or hints to the odd-numbered exercises. These solutions include detailed answers whenever warranted and complete proofs, not just terse outlines of proofs. Our use of standard terminology and notation makes Applied Discrete Structures a valuable reference book for future courses. Although many advanced books have a short review of elementary topics, they cannot be complete. The text is divided into lecture-length sections, facilitating the organization of an instructor's presentation.Topics are presented in such a way that students' understanding can be monitored through thought-provoking exercises. The exercises require an understanding of the topics and how they are interrelated, not just a familiarity with the key words. An Instructor's Guide is available to any instructor who uses the text. It includes: Chapter-by-chapter comments on subtopics that emphasize the pitfalls to avoid; Suggested coverage times; Detailed solutions to most even-numbered exercises; Sample quizzes, exams, and final exams. This textbook has been used in classes atCasper College (WY), Grinnell College (IA), Luzurne Community College (PA), University of the Puget Sound (WA).
Applied Combinatorics is an open-source textbook for a course covering the fundamental enumeration techniques (permutations, combinations, subsets, pigeon hole principle), recursion and mathematical induction, more advanced enumeration techniques (inclusion-exclusion, generating functions, recurrence relations, Polyá theory), discrete structures (graphs, digraphs, posets, interval orders), and discrete optimization (minimum weight spanning trees, shortest paths, network flows). There are also chapters introducing discrete probability, Ramsey theory, combinatorial applications of network flows, and a few other nuggets of discrete mathematics. Applied Combinatorics began its life as a set of course notes we developed when Mitch was a TA for a larger than usual section of Tom's MATH 3012: Applied Combinatorics course at Georgia Tech in Spring Semester 2006. Since then, the material has been greatly expanded and exercises have been added. The text has been in use for most MATH 3012 sections at Georgia Tech for several years now. Since the text has been available online for free, it has also been adopted at a number of other institutions for a wide variety of courses. In August 2016, we made the first release of Applied Combinatorics in HTML format, thanks to a conversion of the book's source from LaTeX to MathBook XML. An inexpensive print-on-demand version is also available for purchase. Find out all about ways to get the book. Since Fall 2016, Applied Combinatorics has been on the list of approved open textbooks from the American Institute of Mathematics. Applied Combinatorics is open source and licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA).
Welcome to the Applications of Educational Technology eBook. The resource comes alongside the Oklahoma State University Emerging Technologies and Creativity Research Lab, where students in this class will play and help in transforming education through creative habits! The purpose of this online resource is to serve as an interactive open textbook for EDTC 3123 Applications of Educational Technology at Oklahoma State University. We invite you to ask questions, contribute resources, and participate in making this a living, collaborative resource for all educators!
El libro presenta una exploración profunda de la relación entre la alimentación y la evolución humana. Inicia descifrando los cambios dietéticos de los primeros homínidos y cómo estos cambios influenciaron su desarrollo físico y cognitivo, desde la dentición hasta el aumento del tamaño cerebral. Luego analiza la influencia cultural y sociopolítica en la dieta de antiguas civilizaciones como Egipto, Roma y China. Se destaca la alimentación en culturas precolombinas, resaltando la diversidad agrícola, sus prácticas sostenibles y la conexión cósmica con la tierra. Aborda también, la Revolución Industrial y cómo transformó los patrones alimentarios, llevando a problemas de salud en la modernidad. También se discute la "revolución verde" y las tecnologías para mejorar la producción alimentaria. Y finalmente se explica sobre la sostenibilidad en los sistemas alimentarios y las innovaciones para el futuro, como la carne de laboratorio y la nutrición basada en insectos. El libro concluye reconociendo la nutrición como una ciencia multidisciplinaria, que busca garantizar la salud y calidad de vida. Esta obra es el resultado de un esfuerzo colectivo de académicos que buscan entender la alimentación humana desde sus orígenes hasta el presente.
This is the second edition of the open access textbook that arose out of a course at the University of California, San Diego, called HILD 10: East Asia: The Great Tradition. The course covers what have become two Chinas, Japan, and two Koreas from roughly 1200 BC to about AD 1200. As we say every Fall in HILD 10: “2400 years, three countries, ten weeks, no problem.” The book does not stand alone: the teacher should assign primary and secondary sources, study questions, dates to be memorized, etc. The maps mostly use the same template to enable students to compare them one to the next. The 1st edition is in the supplemental material tab.
