What does "home" mean for the Amis? Do material infrastructures play a role in defining the meaning and perception of home? What is the role of Amis women in maintaining the household?
https://wcoh.nttu.edu.tw/var/file/31/1031/img/192/198393977.pdf
https://kjmu.org.tw/%E9%98%BF%E7%BE%8E%E6%97%8F%E5%82%B3%E7%B5%B1%E5%BB…
you might want to research on the meaning of home in Amis, and women's role in homekeeping
https://wcoh.nttu.edu.tw/var/file/31/1031/img/192/198393977.pdf
The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways.
I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants?
Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?
A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated.
National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology
National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics
Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students
Newark's air is polutted from the factories and warehouses the most. Also, Newark's port is surrounded by factories and use of toxic gases. I think the air pollution in Newark impacts the residents of Newark and the surrounding cities as well. Air Pollution causes lots of diseases.
First of all I would like to highlight the first source used in the new. The map with the risk on air polution in Newark.
Now I'll point out the two qutes suggested:
"Air quality was analyzed using proximity to 5 factors: major roads, truck routes, rail lines, Newark airport are all nonpoint sources and facilities that have violated their major permit at least once within the last 3 years are point sources. Point sources were buffered 1 miles for the area of high risk, and 1.5 miles for the area of elevated risk."
(at the begging of the last paragraph)
"This project is an attempt to identify those areas of high risk and the people being affected by poor air quality. It can be used to inform the public about their risk and to influence policy makers and developers."
(the fourth paragraph)
In an industrial city like Newark, although prevention of air pollution is hard, but control can be in our hands. By identifying the areas with the higher risks and also the people being affected by the poor air quailty, we can further give the community more clear information regarding the risks and also in turn influencing policy makers and the stakeholders of the community. Being correctly informed on the topic not only helps the community members, but also the people in charge of making decisions for their communities, making this a better way to work together to build a healthier ans safer community in areas like these.
Yes, individual communities should determine the air quality standards for their areas because each area would have a different standard. For example the Newark area air quality standard would be much lower then the other tri-state areas of New Jersey. If Newark's air quality was measured with standards that are kept for the whole state then the results would be much lower and wouldn't be right to compare the two. Having different standards per each area helps in diffrentiating between each one.