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A COLLABORATIVE EXPLORATION CONNECTING CREATIVE MOVEMENTS AND MAGNIFYING GRASSROOTS SOLUTIONS Imaginify I, 2000-2005 "Cycles are the heartbeats of understanding. A thing perceived is just an event. Repeated it opens up to the instruments of science
A COLLABORATIVE EXPLORATION CONNECTING CREATIVE MOVEMENTS AND MAGNIFYING GRASSROOTS SOLUTIONS Imaginify I, 2000-2005 "Cycles are the heartbeats of understanding. A thing perceived is just an event. Repeated it opens up to the instruments of science
The millenium seemed to spur a lot of people to compile "Top 100" or "Best 100" lists of many things, including movies (by the American Film Institute) and books (by the Modern Library). Mathematicians were not immune, and at a mathematics conference in July, 1999, Paul and Jack Abad presented their list of "The Hundred Greatest Theorems." Their ranking is based on the following criteria: "the place the theorem holds in the literature, the quality of the proof, and the unexpectedness of the result."
R. Henes. Journal of Engineering Education, 84 (1):
59-67(January 1995)Review of gender issues facing women undergraduate engineering students is followed by an overview and evaluation of climate workshops for engineering facutly conducted at UC-Davis.
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).