No wonder I was being misunderstood!!! Something needed to be done to change this. It was as if people where viewing and reviewing my maths eBooks through the wrong end of the telescope. I am, by way of education, training , learning and experience a 'doctor of electronics research', an 'engineer, Architect, scientist' with special interests in 'mathematics, research, communications, electronics, signal processing and internet mobility', language, literature, phonics, music and linguistics' as well as 'art, architecture, archaeology, history, geography and humanities' who has designed, developed, produced and published 5 five series of English language mathematics eBooks which are distributed via partnerships including smashwords as well as their distribution partners Apple, Kobo, Barnes and Noble, et al.
Our maths eBooks are of the highest academic quality and suitable as standard as well as supplementary texts for primary and secondary school students of the UK as well as the elementary, middle junior high , high secondary school student market in North America.
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They are suitable for schoolchildren in the age range as well as mature students, particularly those wishing to use SOA state of the art mathematical techniques and principles in the engineering, architectural, scientific, medical, financial, data and statistical fields of commerce and business. At Bristol University I studied for an honours degree in electrical and electronic engineering, obtaining a B.
I consider myself to be among the best electronics architects in Europe, but must acknowledge those learned gentlemen who heralded the birth of the Internet in the 's and earlier, as well as prior exponents of the 'Founding Fathers of Communication Systems', whose work and expertise I have been able to incorporate into my designs. Ta tu failte. About Publish Join Sign In. On request, the provider can supply a DVD that documents the whole play and gives further background information as well. The support and project documentation was compiled in co-operation with teachers, pedagogues and chemists.
The interaction and activities of the children participating were observed and recorded by camera during the Luftikus stage play and the results were shown in a DVD, which is available on request see details on the website. During the two months subsequent to the show, the kindergarten teachers provided reports about the experiments being conducted by the children, and both the children and teachers are interviewed by a PhD student in educational science. The resulting reports are available at the website, and examples and results of the hands-on experiments that follow or have been developed from those demonstrated during the stage play are detailed on the website.
The screenplay together with a list of experiments from the science show including appropriate safety guidelines is available on request. A necessary prerequisite is that there exists a suitable link or connection with an appropriate university department together with appropriate experts in the relevant fields of science and education. In many countries there exist associations that perform science shows for schools.
The experts should also offer further training to teachers, who often feel apprehensive with regard to scientific subjects. These fears could be addressed in this training and replaced by the joy of experimentation. The teachers could then conduct the experiments independently, based on an Experimental Handbook provided by the experts. Christian Cura - Email: ccura t-online. Activities with these tools can be carried out individually or in group work at school and at home.
Application of these tools in Maths classes starts during the first year of secondary school and may continue until the school leaving examination. For example: In grade 5 when students are years old , Roman numbers can be explained by using matches or tree diagrams can be visualized by using building blocks. The tools can still be applied for later grades.
4th grade math pattern rules
For instance, matches can be used to explain vectors, for 2D and 3D figures in geometry, and also for stochastics. Building blocks may serve to visualize terms, but also for visualizing tasks in combinatorics. The tools offer a wide range of applications. Their continuous use over all grades generates recognition of their value and permits a high degree of coherence with respect to the programme contents. At the moment, seven classes from grades 5 to 9 are engaged in this project and each class has performed learning activities using Lego and matches on about ten separate occasions during the school year.
Furthermore, the range of application of these tools is continuously increasing, as the initiative stimulates new ideas. Teacher and students use simple and familiar tools to visualize abstract problems. Examples include: Three matches create a triangle. If one adds two further matches, one gets a second triangle and so on.
Students can derive a mathematical term or equation which describes this special sequence chain built from matches. Students can explore mathematical issues in a self-directed way either individually or in group work. According to experience, the visualization of a mathematical problem by matches or blocks is stimulating to the majority of students, leading to lively class room discussions.
Also students with allegedly less ability can more easily overcome their mathematical inhibition and contribute with good ideas to the resolution of math related problems. The initiative is self-supported and has a local impact and dimension. While a number of projects concerning the use of matches or blocks in Maths lessons were previously tried out on a limited basis, since these tools have been used more systematically and more frequently and in a far wider range of applications.
Even so, the initiative continues to grow in relation to the number of classes involved, the variety of applications and the increased integration of multimedia tools for the enrichment of learning scenarios and documentation. The main benefit of this documentation work is that the ideas can easily be accessed by other teachers who would like to make use of them. At home, they create terms and take photos of their work.
Some of these photos have been used for the PowerPoint presentation to document the initiative. The tools matches, building blocks are simple and easy to obtain. The conduction of the initiative requires teachers with a high level of expertise in their subject. They should be motivated to translate pure, abstract mathematical thinking into concrete tasks and familiar or playful contexts. They should allow their students to explore mathematical issues in an open, self-directed way and support their individual learning processes. This initiative promotes innovation in science teaching and learning through the study of the Laws of Physics applicable to karate techniques.
The school gymnasium has thus become a working Physics Laboratory, where students carry out experiments with quantitative measures, using both simple equipment balances, dynamometers, tapes measure, etc. Gianino and is currently carried out in cooperation with the Dojo Karate-do Shotokan karate club of Scicli Province of Ragusa, Sicily and in particular with the cooperation and involvement of the Karate Instructor A.
At the end of the school year a public event with a practical demonstration is organised for parents and other students. The workshops include Physics lessons, Karate activities as well as experimental measurements to support the theory. These workshops give both students and teachers an overview of the main content of the project. Analysis also includes experimental graphs of motion diagrams realised in the laboratory. Theoretical lessons alternate between practical activities in the gymnasium on Karate techniques and laboratory activities for the analysis and measurement of the relevant physics and kinesics laws and the actual discernable phenomena that these laws imply.
The students spoke with the Monks and with Shihan Miura and had the occasion to ask questions about monastery lifestyle, Kung Fu techniques and the philosophy and history of karate. The teacher periodically organises an internal evaluation of the project through anonymous assessment questionnaires which are filled in by the students. The list of topics included in the school activities is published and available at the website.
The website documents the events organised during two years of activity and numerous pictures of students at work, can be viewed as a Slideshow or using Piclens.
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They have been really active in the project activities, as the accompanying pictures show. Most of the costs refer to the equipment needed to carry out the measurements and observations. What is most important is effective cooperation with the associated sport club and suitable support and backup from the school itself. Six persons from the school have been involved in this particular initiative: apart from the two teachers those of Physics and Karate , a tutor Prof. Carbone , a school laboratory assistant Mr.
Budello and a gymnasium caretaker Mr. Cottone , was also involved in the initiative.
The success of the initiative among students shows that the idea to study physics laws related to a sport activity is extremely appealing to students and it is readily applicable to other sports, i. The Special Language of Research is a project whose aim is that of improving the relationship between science and society by activating a new channel of communication between the school system and that of scientific research carried out by the Bologna Research Area - CNR National Centre of Research and INAF National Astrophysics Institute.
With this purpose it addresses students of higher secondary schools of all kinds, particularly those who are about to make crucial decisions about their future, including choices regarding uptake of university studies or entry into the work environment and aims to stimulate their interest in the popularisation of current scientific research activities amongst a non expert public society in general.
The original idea was proposed and developed by Carla Ferreri and the project involves all the institutes of the Bologna Research Area, many higher secondary schools from to date, 17 schools in total and a group of scientific popularisers and journalists who this year are members of the International Rotary Club - Felsineo Group. The project foresees two phases.
In phase 1 researchers meet the students in a cycle of presentations and guided visits to the laboratories of the CNR and it also includes exercises on subjects agreed beforehand with the teachers considered capable of providing suitable enrichment of the school curriculum. Phase 2 comprises lectures by journalists and popularisers with regard to how science can be communicated, and includes presentations, articles or other multimedia products video, website, PPT presentations etc.
At the end of the project, a workshop is organised that involves students, teachers, school directors and other regional contributors to the project. During the workshop there is an exhibition of all works received and prizes are awarded to the best works. A very important element of the project is its bilingual character use of Italian and English both during the lecture presentations by the researchers and in the materials produced by students.
English accompanies the Italian mother tongue because it is the main language for the communication of scientific news and because the technical-scientific knowledge generated is relevant to a generation of European citizens who have high levels of mobility within a Pan-European work environment.http://colonnine.eu
A wide range of presentations are made available to interested schools, from which they can choose those they consider most suitable or relevant to their particular school curriculum. The presentations and guided visits available to date, include up-to-date topics like: food and the damage caused by free radicals, air quality, climate change, the global challenge on energy conservation, radioactive pollution, new methods to fight malaria, the connections between art and science, new novel materials and their production, nanotecnologies, microelectronics and the most up to date topics in the area of astrophysics research.
The lectures which focus on science communication techniques deal with the art of science popularisation and the experiences of professional journalists. Particular attention is paid to the use of vocabulary and terminology in both English and Italian. The presentations and guided visits are proposed in an interesting way to catch the attention of the students. The work with students focuses not only on scientific content but also on aspects of communication with the aim of enabling students to initiate direct and appropriate communication with a non specialised public.
This should occur in both an original and creative way, which at the same time is also accurate and complete from a scientific point of view. Quindi, dopo ulgatori su come lezioni di giornalis ti e div cimentano nella si racconta la scienza, si altri elaborati produzione di articoli o ione scientifica , multimediali di divulgaz e. The programme is completely free for those schools involved. It also provides access to the products developed by prize-winning students from over the past three years together with photos from final conferences, etc. There is also a special section where all presentations given by researchers about various topics are made available.
The materials developed include videos, PPT presentations, articles, cartoons, and are all available on this website.
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It is more suitable for secondary schools because it asks students to tackle complex topics and languages, but it is transversal to many scientific topics. In a reduced version, it could be realised by schools in relation to specific topics with the appropriate collaboration of a research institute and local newspaper. On the blog are published daily posts from the teacher, including materials developed by the students as part of their normal class activities, i. This content type is complemented with other contents linked to the world of research and science in general, such as the results of international research, awards, news from research institutes and laboratories around the world, as well as advice, suggestions, proposed learning units and resources for other teachers and colleagues in Italy.