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STEM Camp Q and A with Dr. Margaret Mohr-Schroeder.
Q: What success have you seen with STEM Camp?
A: Through the research we’ve conducted with STEM Camp, we have found that students have better attitudes toward science, technology, engineering, and mathematics at the end of camp compared to when they came to camp. This is important to us, because we like to reach and attract students who don’t necessarily like STEM or those who have had negative experiences with STEM in the past. We’ve also had a significant number of students become more interested in STEM careers by the end of camp. We realize these students may not end up going into a STEM field, but research indicates that middle school is the pivotal time when career interest is peaked, so we’re excited that students leave camp interested in a STEM career!The See Blue STEM Camp is currently NSF-funded, with a focus on broadening participation of underrepresented populations, especially females and students of color. We’ve been successful in hitting our goals each year because of the relationships we’ve formed with the area school districts and the Family Youth Resource Service Coordinators at the local schools. We were recognized in Fall 2015 by NSF as a Top 5 Model for Broadening Participation. We were excited to share our model and look forward to replicating camp at Morehead State University this summer.
Q: How do activities with students and K-12 schools inform what you do as a professor?
A: Engagement and outreach with the community has always been a big part of what I do as a faculty member and my philosophy and approach to teaching and learning. Doing activities such as STEM Camp and Family Nights keeps me connected to the K-12 community. I love teaching and miss it and so this is a way that I can stay connected to the classroom, inspire and motivate students, and work with their families and teachers to make meaningful connections to STEM. I also think I’m a better professor because of the engagement work I do. I stay connected to the schools and the community. I have a real pulse on what the real issues are, what’s going on in classrooms, what students are grappling with these days, and what teachers are faced with. I think it’s easy as a professor to get lost in our higher ed lives; but what really matters is how we can relate what’s happening in K-12 to the students/preservice teachers we’re preparing. Helping to connect our professors, especially the STEM content professors, to the K-12 community is also really important. Many of the STEM content professors have a strong desire to do more engagement work, but don’t really know how to approach it or want to do it on a smaller scale. Doing informal learning activities such as STEM Camp or Family Math or STEM nights enables them to try out new ideas on a smaller scale, get feedback and tweak it for the next implementation. Many of their graduate students are also involved. Most of these graduate students have never worked in a K-12 setting beyond their own personal experiences with schooling. Showing them the importance of connecting to the K-12 community (we hope) will have a strong and lasting impact on their future as a STEM professor.
Q: On the other side of the coin, in what ways does having research/university-level experts work in partnership with K-12 students/educators benefit students?
A: I think the K-12 students and teachers benefit from the fresh and new ideas that professors and our preservice teachers and graduate students bring to our engagement projects. We share our ideas and research and they get to pilot and try new ideas with lots of support. The K-12 community also gets to experience first-hand STEM content from professors who are top-notch experts in their fields. Sometimes we come to them and sometimes they come to us. There are not a lot of students and teachers across the US that can say they were in a university biology lab conducting experiments on cockroaches or fruit flies. Or touring the latest engineering labs. Or helping to conduct experiments at the Center for Applied Energy Research. Just giving them positive, authentic experiences with STEM content is a huge benefit.
Q: In general, do you see perceptions of mathematics changing? Are fewer students taking the attitude of “I’m not good at math, it’s too hard, etc…” If so, why?
A: In general at a local level, I do think we are seeing a shift in perceptions regarding mathematics, in a positive direction. We are doing a lot of things right in Kentucky. We’re focusing alot on the mathematical (and science and engineering) practices…the work of the mathematics (and STEM) in the classroom. That’s what is going to truly translate into real life. We also have worked hard to put informal learning experiences into place that help in reducing mathematics anxiety. The See Blue Mathematics Clinic specifically targets struggling mathematics learners. The See Blue STEM Camp specifically targets underrepresented students and students who are disinterested in STEM. The Department of STEM Education has several other projects that target giving students and their teachers positive, authentic experiences in STEM. The more of this we can do, the more impact we’re going to have at the classroom and community levels.
Mids visiting Santillana del Mar, one of the most well preserved medieval cities
"I originally applied to the Spanish/STEM LREC program last year because I was extremely interested in going abroad during my summer training. After taking two weeks of immersive Spanish classes at USNA, ten other midshipmen and I traveled to the city of Santander on the northern coast of Spain. There we lived with sponsor families for about a month while we participated in Spanish and ocean engineering classes at the University of Cantabria. We tried to do as much as we could in our free time which included hiking in the Picos de Europa, seeing bullfights, exploring the northern coast and different cities such as Bilbao, Madrid, and Barcelona. I learned so much about Spain and its culture during this time that it was easily one of the most rewarding experience in my life."
- MIDN 3/C Jimmy Madigan, Language Regional Expertise and Culture (LREC) Spain
This is neat- the stem hole is countersunk to accommodate the bulge that exists on tubular tires where the valve stem exits the casing.. Never seen this in Zipps...
A UK student oversees a middle-school student as she peers through a microscope during the 2017 Expanding Your Horizons STEM workshop for girls.
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The flowers I bought my wife last week are still going strong. The roses are just lovely.
However, I quite like the stems too
The Jewish Square, Vienna 1, formed in the Middle Ages under the name of "schoolyard" the center of the former Jewish Town, extending next to the Ducal court. It was closed from the rest of the city by four gates. Here there were school, bathhouse, synagogue and the house of the rabbi. The school was one of the most important of German-speaking countries. The community existed from about 1190 to the Vienna Geserah in 1421.
The stemming from the 15th century Jordan House, Nr. 2, bears a late Gothic relief with the representation of Jesus' baptism in the Jordan. This is not only a reference to the name of the house owner, Jörg Jordan, but also to the Vienna Geserah which the accompanying text endorses. On the initiative of Cardinal Christoph Schönborn, the Archdiocese of Vienna donated a plaque which Cardinal Franz König on 29 October 1998 unveiled. Its text reads: "Kiddush HaShem" means "sanctification of God". With this awareness, chose Viennese Jews in the synagogue here on Jewish Square - the center of an important Jewish community - at the time of persecution 1420/21 the suicide to escape a feared by them forced baptism. Others, about 200, were burnt alive in Erdberg (today 3rd district of Vienna) at the stake. Christian preachers of that time spread superstitious anti-Jewish ideas and thus incited against the Jews and their faith. So influenced, Christians in Vienna acquiesced without resistance, approved it and became perpetrators. Thus, the liquidation of the Vienna Jewish Town in 1421 was already a looming omen for what happened in our century throughout europe during the Nazi dictatorship. Medieval popes pronounced unsuccessfully against the anti-Jewish superstition, and individual believers struggled unsuccessfully against the racial hatred of the Nazis. But those were too few. Today Christendom regrets its involvement in the persecution of Jews and recognizes its failures. "Sanctification of God" today for Christians can only mean: asking for forgiveness and hope in God's salvation. October 29, 1998
Already in 1910, consisted the plan here the poet of the Enlightenment, Gotthold Ephraim Lessing (1729-1781), who in his play "Nathan the Wise" the interdenominational tolerance has put up a literary monument, to honor with a statue. In 1935, a sculpture by Siegfried Charoux was unveiled, but only four years later, in 1940, taken off and melted down for armaments. In 1968, the same artist created again a Lessing monument, which came first on the Morzin square and 1981 on the original site.
Since 2000, the place is a unique ensemble of remembering with the memorial by Rachel Whiteread for the 65,000 Austrian victims of the Shoah. 1995 the foundations of the in 1420 destroyed synagogue were excavated which now with finds constitute a part of the branch of the Jewish Museum Vienna. A computer-animated walk leads into one of the largest Jewish communities in Europe which existed here in the early 15th century. Another room is dedicated to the Shoah documentation.
Der Judenplatz, Wien 1, bildete im Mittelalter unter dem Namen „Schulhof“ den Mittelpunkt der einstigen Judenstadt, die sich neben dem Herzogshof erstreckte. Sie war durch vier Tore von der übrigen Stadt abgeschlossen. Hier befanden sich Schule, Badestube, Synagoge und das Haus des Rabbiners. Die Schule war eine der bedeutendsten des deutschen Sprachraums. Die Gemeinde bestand ab etwa 1190 bis zur Wiener Geserah im Jahre 1421.
Das aus dem 15. Jahrhundert stammende Jordanhaus, Nr. 2, trägt ein spätgotisches Relief mit der Darstellung der Taufe Jesu im Jordan. Dieses ist nicht nur eine Anspielung auf den Namen des Hausbesitzers, Jörg Jordan, sondern auch auf die Wiener Geserah, die der beigefügte Text gut heißt. Auf Initiative von Kardinal Christoph Schönborn stiftete die Erzdiözese Wien eine Gedenktafel, die Kardinal Franz König am 29. Oktober 1998 enthüllte. Ihr Text lautet: „Kiddusch HaSchem“ heißt „Heiligung Gottes“ Mit diesem Bewußtsein wählten Juden Wiens in der Synagoge hier am Judenplatz — dem Zentrum einer bedeutenden jüdischen Gemeinde — zur Zeit der Verfolgung 1420/21 den Freitod, um einer von ihnen befürchteten Zwangstaufe zu entgehen. Andere, etwa 200, wurden in Erdberg auf dem Scheiterhaufen lebendig verbrannt. Christliche Prediger dieser Zeit verbreiteten abergläubische judenfeindliche Vorstellungen und hetzten somit gegen die Juden und ihren Glauben. So beeinflusst nahmen Christen in Wien dies widerstandslos hin, billigten es und wurden zu Tätern. Somit war die Auflösung der Wiener Judenstadt 1421 schon ein drohendes Vorzeichen für das, was europaweit in unserem Jahrhundert während der nationalsozialistischen Zwangsherrschaft geschah. Mittelalterliche Päpste wandten sich erfolglos gegen den judenfeindlichen Aberglauben, und einzelne Gläubige kämpften erfolglos gegen den Rassenhaß der Nationalsozialisten. Aber es waren derer zu wenige. Heute bereut die Christenheit ihre Mitschuld an den Judenverfolgungen und erkennt ihr Versagen. „Heiligung Gottes“ kann heute für die Christen nur heißen: Bitte um Vergebung und Hoffnung auf Gottes Heil. 29. Oktober 1998
Schon 1910 bestand der Plan, dem Dichter der Aufklärung Gotthold Ephraim Lessing (1729-1781), der in seinem Stück „Nathan der Weise“hat Lessing der interkonfessionellen Toleranz ein literarisches Denkmal gesetzt hat, hier mit einem Standbild zu ehren. 1935 wurde eine Plastik von Siegfried Charoux enthüllt, doch schon vier Jahre später entfernt und 1940 für Rüstungszwecke eingeschmolzen. 1968 schuf der selbe Künstler wieder ein Lessing-Denkmal, das zunächst auf den Morzinplatz und 1981 an den ursprünglichen Aufstellungsort kam.
Seit 2000 ist der Platz ein einzigartiges Ensemble des Erinnerns mit dem Mahnmal von Rachel Whiteread für die 65.000 österreichischen Opfer der Schoa. 1995 wurden die Fundamente der 1420 zerstörten Synagoge ergraben, die nun mit Funden einen Teil der Außenstelle des Jüdischen Museums Wien ausmachen. Ein computeranimierter Spaziergang führt in eine der größten jüdischen Gemeinden Europas, die Anfang des 15. Jahrhundert hier bestand. Ein weiterer Raum ist der Schoa-Dokumentation gewidmet.
austria-forum.org/af/Wissenssammlungen/Schicksalsorte/Jud...
a single stem of pink forget-me-nots flowering, with a sea of pink and blue flowers behind.
In my garden. April 2017
Shasta-Trinity NF employees participate in Women in STEM (Science, Technology, Engineering and Math) conference at Simpson University in Redding, CA April 2018
The East Midlands STEM (Science Technology Engineering Mathmatics) Partnership held their Student Journalist Awards at the National Space Centre Leicester on Wed evening.
In the picture, Sarah Ahmed of the Nottingham Girls High School is receiving her award.
With her are, Des Coleman, (left) the BBC weatherman, who was the compere for the evening.
Julie Owen of 3M, sponsors of the event and Andrew Morgan, Skills and Communication director of EMDA.
Before presenting the essay contest awards, SDDC's Andrea Green-Orr, a Defense Access Roads program office engineer and a Scott AFB STEM Advisory Group volunteer, explains the purpose of her visit to students at Grant School in Fairview Heights, Ill., Sept. 12. (U.S. Army photo by Mark Diamond, Hq. SDDC Public Affairs)