DuraTech Industries customizes decorative and functional labels, or decals for industries such as automotive, industrial, medical, appliance, computer and electronics. With our team's industry knowledge, and continuous development of label design and technology, we will utilize the best and most cost effective printing method and materials for your application, including label constructions that can meet UL and CSA requirements.
Whether you provide us a logo, or rough draft art work, knowing the specifics of how your label will be used is critical; as is the look and feel you are trying to achieve.
Doming: Creates a glossy, domed, bubbled, 3D or lens effect that enhances clarity and color.
Embossing: Creates an image that is raised above the normal level of the material.
In-Mold Decorating (IMD): Graphics are permanently embedded.
Metalphoto™: Photosensitive anodized aluminum with a 20 year-durability guarantee.
Etch and Fill Name Plates: Chemically etched into metal substrate; endures harsh environments.
Metal Name Plates: Made with aluminum in various thicknesses.
Graphic Overlays: Is a decorative user interface that informs or adds functionality to the product.
If your label application process or bill of materials involves multiple labels, consider using our Sets and Kits to save on tooling costs and reduce production. Or, reduce lead time with forecasting through our Supplier Managed Inventory Program.
DuraTech Industries can review your label requirements and offer cost savings options by running your parts as a set or kit – saving on tooling costs and lowering unit prices per label.
Set – A group of parts ordered together and produced on the same material and generally used on the same piece of equipment. Sets are typically supplied on a sheet and shipped under one set part number.
Kit—A group of parts and/or sets, not necessarily printed on the same material, produced together. Kits are typically packaged together and shipped under one kit part number.
For labels that are used on the same piece of equipment, ordering them as a set or kit offers several advantages. By combining like parts (same material and adhesive) together and running them through production on a common sheet, we can reduce production and tooling costs.


Herewith some tips from ELLE HK on best picks for Valentine's Day. We wish you all a lovely Valentine's Day!
Warm reminder: Japanese Strawberry Dessert Series will be served till the end of February so don't miss the chance to enjoy the delicacy!


Finally, camp is here and it could not come any sooner! The campers poured in the gates excited to see their friends and to get their bunks. Running hugs, chest bumps, and high fives were shared as camp friends and families were reunited. Settled in their cabins, the campers played all camp games led by Karl and Mason. Eric taught us the pool rules and we then proceeded to the swim test. A dip in the pool felt nice but afterwards we were hungry and ready for some camp food. We had delicious chopped beef sandwiches down by the river and got to know our cabinmates.
As the sun set and the lightning bugs speckled the air, the campers were indoctrinated to another summer of camp at Spikes Hollow through our wacky rules skit with DJ Kevy Kev and Bear Tribe Initiation. Papa Bear wrapped up the night telling the campers about the summer theme, Press On!!.


Gangs have been a problem in society for hundreds of years. And questions have always arisen as to why so many young males and females join gangs. Of course we point to the need to belong, but is it deeper than that alone? Is there more to joining a gang? But let's first start out by defining what I mean by a gang.
Because any group of young people hanging out with each other is a gang. But we define a gang in society in correlation with criminal behavior. And that is what separates the gang of friends who innocently hang out together from those who break the law. It's the conduct within the group that ultimately determines the character of the group.
In America, we have street gangs that involve themselves in criminal activity on a daily. Because being in a gang alone is not deemed a crime. So why are so many young men and women joining in alliance with gangs in America? One of the obvious reasons like I said before, a reason to belong to something, anything.
But you also have so many that need some form of guidance in their lives. The gang leaders are generally older and provide them the tools of survival they don't get at home. But it's not constructive guidance, but the destruction that ultimately leads to their demise. Sometimes the kid has a stable family life, but an unstable community.
And when you live in an unstable community, you seek to be the guys living around you. Their lives tend to look alluring and much more interesting than your own. But the danger that comes with it is not realized until it's far too late.
So, in order to keep your kid from falling into this lifestyle, a major way is distractions. You keep them as busy and involved in activities as possible. It's close to impossible if your kid is constantly in a sport or some out of school activity. And when they become of age to leave your house then you send them into the world.
The distractions are not really to make sure they stay out of trouble. But the distractions are to give them enough time to fully understand the ramifications of getting into trouble. When they are 12, 13, or 14 years old, they think you're being hard on them. But when they are 20, 21, 22, they can see the downfall so they're less likely to get into trouble at this point in life.


WEST DES MOINES, Iowa – Wednesday, May 28, 2014 – A year ago, Brandon Fricke and the Des Moines Menace experienced the ecstasy of upsetting Minnesota United FC in the Lamar Hunt U.S. Open Cup.
In tonight's rematch at Valley Stadium, they experienced the disappointment of finishing on the losing end. Christian Ramirez's volley goal in the 86th minute was the difference-maker in a 1-0 Minnesota victory. The Loons advance to a fourth-round Open Cup match at defending Major League Soccer Cup champion Sporting Kansas City on June 18.
This latest David vs. Goliath matchup conjured up memories from May 21, 2013, when Fricke's heroic header goal – also in the 86th minute – sent the Menace home with a 1-0 win and a date with Sporting KC. A year ago today, the Menace gave the MLS side all it could handle in a 2-0 win by the defending Open Cup champ.
Ramirez, the leading scorer for the top team in the North American Soccer League, emerged the hero tonight. When Fricke tried to clear a through-ball deep in the Menace's box, the ball caromed off the side of the Menace captain's foot, and Ramirez seized the opportunity. Taking a touch around Menace goalkeeper David Meves, he powered a volley into the back of the net.
Until Ramirez's strike, the Menace had some luck of its own. On three occasions, the pros' shot attempts clanged the goal frame. But nothing got past Meves, who already has three shutouts to his credit – including the Menace's 3-0 win over Real Colorado in the Cup's second round, here on May 14.
With its fifth straight Open Cup appearance in the books, the Menace has an 11-9 all-time mark in the national tournament, including a 6-7 record against professional teams. Des Moines forges ahead with the Premier Development League schedule.
The Menace (2-0-0) sits atop the Heartland Division standings, but won't see its next league play until June 7, when Chicago comes to Valley Stadium.
On Saturday, the Menace hosts the Minnesota United FC Reserves (National Premier Soccer League) for a friendly exhibition.
Minnesota's first team prepares for a critical match in Atlanta on Saturday. With a win by Minnesota and a loss by New York, United (5-1-1) can clinch the title for the NASL's spring season.
MAN of the MATCH: Ralphie Lundy, for his creative plays in the Menace midfield. Lundy graduated from the College of Charleston in 2012 and played professional for Caledonia AIA FC in Trinidad and Tobago, though March.
UP NEXT: On Saturday, the Menace hosts the Minnesota United FC Reserves (National Premier Soccer League) in an exhibition, following the Menace women's team's home opener, against the Chicago Red Stars Reserves (Women's Premier Soccer League). All Menace PDL home matches start at 7:30 p.m.; all Menace WPSL home matches kick off at 4:30.


Monthly salary plays an exceedingly important role within day to day life. Cash is the basic necessity for livelihood. Cash is needed at every step of life. That way reason people work to try to earn money for meeting their needs. But today one must not worry even though he doesn't his pay on time or it falls insufficient at times. During such situation you can take the assistance of 12 Month Payday Homeowner loans. This is the finest cash backing granted to men and women of UK who use their payday for their demands. This advance will help such people in solving their domestic needs till their payday. It's a small term loan that holds quite small cash parcel.
short term cash loans involves no credit score assessment hence individuals with bad credit score can also apply due to these loans. Should take amount up to $15000 for that period of 14 days or nights. However you can extend it for 3-4 weeks. Anyone will have to pay interest to lenders and principle back. Reference point rolling over of the loan you had online.
Amount which you may receive in ranging as of 100 to 1500 in your account within few hours on the same day of find these loan options. This amount is allowed to use until payday arrives. But if you for you to extend reimbursement period youll have to pay slightly extra fee for extension time of year. And then you can easily pay total back within 6 few months. Basically the rate of interest rates are marginally compared to regular financing products.
Consumers, though, do have to do their research before working with a payday loan company. First, they should check that's not a problem Better Business Bureau to see if the lender they are considering has many complaints against it. If ever the lender does, it's far better to move in order to a difference company.
Borrower must fill up a simple form about the internet. After preliminary investigation, lender will sanction mortgage loan within a few hours. Cash will be deposited within 24 hours at the borrowers' bank account. The very online process is the easiest, speedy and paper free. This easy process and the urgency in the cash are popularizing the scheme.
Suppose an individual in critical cash problem and you are not having even single coin! Don't be disturbed! Nonetheless got are willing to deal with any cash emergency by borrowing 6 month loans for bad credit. The outstanding feature of credit are lower is its no appraisal of creditworthiness process. Less costly . brought happiness to thousands of such that are unable to prove good credit score rating. Could get cash with bad credit profile and so, can be no want stay not likely cash support that can you any kind of time cost.
You would make the application for the loan online. The money processing begin almost immediately, and the approval is instant properly. You will just need to get a regular source of income, a working bank account, must be over 18 years of age, and ought to be a citizen of the country. If you qualify, income is deposited to your bank within 24 a number of hours.
3 one month loans are payday advance which one can get for a 3 month period. Thus, one can enjoy usage of this cash much longer. He could repay mortgage loan with no trouble at practically. Although such loans are usually expensive, a person obtain cheap loans by putting on through the web. A number of lenders provide low rate loans which are rather helpful also. One can apply on his own and it will only take a matter of minutes time.
Payday loans, however, are know in their high fees and penalties. This is true that also should enable you to be consider break free . is really your choice. For instance, to obtain a 400-dollar loan, you will probably pay a 60-dollar price tag. But the rate all hangs on the lending company and exactly how allowed domestically. Normally, noisier the loan amount, noisier the pace.
When an easy payday loan defaults, the fees bring together and mortgage loan gets quite large. Obviously collective and legal action can be used in the growth a borrower is delinquent long enough. When weighing both of these loan types, realize actually different they usually offer different risks.
Not everyone at the gym is trying to become the next big thin in the bodybuilding industry. There are now becoming an increasingly larger number of individuals that are showing an interest in bodybuilding. Most of these individuals are extremely dedicated and are committed to reaching their goals. We are now starting to see a huge influx of new bodybuilders hitting the gym. In the past these same individuals that are so called "bodybuilders" would have been considered to elite and extreme athletes that push their bodies to the limits. I have heard that people are blaming reality TV for this massive amount of new individuals that are interested in bodybuilding. The conclusion that I come to is that the supplement companies have done a really good job at persuading the average consumer to purchasing their products.
There have been some really good changes within the supplement industry. We are seeing now a rapidly growing segment of the population getting involved with bodybuilding. For this reason we are now seeing the total number of products in this industry increase at a rate that is hard to measure. These products are giving some very good options for the consumer. There have been huge strides made with the quality of Proteins and Creatine powders over the past decade.
It's unlikely that we will see this growth slow down any time soon. Since the consumer is starting to spend a good deal of money on these products, we are now seeing new products hit the market on a montly basis. We are only seeing the start to these new products. It is no secret that some feel supplements are a waste of time. There are many who understand that they are very important.
It is no secret that building muscles is very tough and can be quite a challenge. You will need to work hard for at least an hour per day in the gym. I am always amazed when I hear that someone thinks that it will be a walk in the park. I know what you are all thinking. Nothing that is worth achieving is ever all that easy. I heard this when I was young and it has stuck with me ever since. This journey will require a huge amount of dedication and hard work.
It is always a good idea to sit down and draw out a plan of action. It is really sad when you see someone fail to meet their goals just form a lack of planning. Those that plan ahead will see far more results than those that don't make a plan. Make sure that you think about what type of supplements that you will need as well as what foods you should at as well.
Make sure you take a little time out for yourself and give yourself some rewards along the way. Keep in mind that you have worked really hard and should make sure you don't allow doubt to creep it's way in. Sometimes this makes us feel unworthy of any reward. Most plans will not be 100% successful. However, any plan that you put in place will be better than no plan at all. It is a great idea to set some small goals and give yourself a reward for achieving that goal. You don't need to make the reward a huge thing. Some people will treat themselves to a really nice dinner after working really hard all month and hitting their goals. The time you spend in the gym will be much easier if you know you have a rewards waiting for you. If you enjoy your journey and allow yourself simple rewards it will also help. There is no reason to make it become something that you hate doing.


text:
CITE Journal
Contemporary Issues in Technology and Teacher Education
Current Practice
English/Language Arts Education
Objects to Think With
Submit Commentary
Asim, S., Slykhuis, D., Ellis, J., & Trumble, J. (2022). Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education
Three Domains for Technology Integration in Science Teacher Education
by Sumreen Asim, Indiana University Southeast; Joshua Ellis, Florida International University; David Slykhuis, University of Northern Colorado; & Jason Trumble, University of Central Arkansas
The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-based practices. Integrating appropriate educational technology to enhance and support classroom practices should be embedded in these courses. The recommendations in this paper, specific to science methods, consist of designing the proper use of educational technology using three domains: (a) supporting the process of learning, (b) catalyzing the acquisition of information, and (c) communicating acquired knowledge. The three proposed domains are illustrated at different levels of the PICRAT technology integration model (Kimmons, 2016), with examples that can be quickly adapted to both elementary and secondary science methods courses. The authors aim to help inform science methods instructional practice, the design of related activities, and the application of education technology.
This pedagogical position paper proposes three domains for the integration of technology and science in science teacher education. We argue that science teachers must use technology to (a) support the navigation and process of learning, (b) catalyze the acquisition of information and new understandings, and (c) communicate scientific knowledge and understanding. Ultimately, by demonstrating the vitality of digital technology to science teacher education, we hope to reaffirm the science-technology bond in experiential science learning and teaching practices.
Historically, science and technology have enjoyed a symbiotic relationship. The observation and creativity of science has incited advances in technology that have, in turn, inspired advances in science. Technology involves "the application of knowledge, tools, and skills to solve practical problems and extend human abilities" (Johnson, 1989, p. 1).
The lens, itself a creation of science, led to the development of the microscope and telescope, opening entirely new worlds, cosmic and microscopic, for exploration. The science-technology bond is no different today: The leading edges of science still venture into the study of the very large, such as black holes, and the very small, such as quantum physics. Scientific knowledge is built on the collection and analysis of data and the communication of findings, all of which occur through technology. Science, with its rigorous empiricism and dedication to forward movement, has fed technology's hunger for invention; advances in technology have, in turn, inspired the science responsible for its creation. Scientific examination of phenomena demands hands-on experience, which finds a supportive partner in technology.
This relationship has been articulated in educational policy documents as early as the Benchmarks for Scientific Literacy (American Association for the Advancement of Science, 1993) and the National Science Education Standards (National Research Council, 1996). Interactive models of scientific phenomena — mitosis, electron movement, climate change, orbits of the planets — inspire students to formulate questions, plan and carry out investigations, collect and interpret data, construct explanations, engage in argumentation, and communicate information (Lee, 2017). It is, thus, a disservice to students when the experiential component of science learning does not take advantage of the affordances of technology.
The separation of technology from science learning is especially disadvantageous today amid the climate of proliferating digital technology. For example, virtual experiments via simulation software, modeling with the use of extended reality, and accessible as well as varied formative assessment tools all have the potential to make science education more efficient for the teacher and more engaging for the learner. These examples of technologies that support science learning are distinct from more generic, content-agnostic technologies for learning (such as learning management systems, video conferencing software, and productivity/collaboration tools). While such instructional technologies can support teaching and learning in innovative ways, we direct our focus in this work toward technologies allowing science educators to leverage technology meaningfully in service of science specific learning.
The Role of Technology in Science Education
Science teacher educators around the world have adopted a variety of approaches to integrating technology into their science teacher education programming. A good place to start examining the role of technology in science education is with teacher licensure requirements. These requirements provide some insight into how different countries and regions emphasize the various aspects of teacher preparation, as they place different requirements on the content knowledge, pedagogical knowledge, and the technological knowledge required of teachers of science.
In North America, for the preparation of elementary teachers, the focus leans heavily toward pedagogy (Lewis et al., 2014). A limited amount of science content is required and more often than not, no explicit requirements are established for preparation around the use of technology connected to science pedagogies.
Secondary teacher preparation licensure tends to flip the emphasis to science content knowledge. The content knowledge requirements are high due to the mix of general science and subject-specific science content required for licensure. Emphasis on technological knowledge is limited, however, and it is inconsistently applied across programs (Olson et al., 2015).
In Asia, an area known for high education standards, the role of technology is varied. In Korea, the split is consistent, as two thirds of teacher preparation focuses on content knowledge, and one third focuses on pedagogy. Technology preparation is not a specific requirement (Center on International Education Benchmarking, 2022). Thailand has two accrediting bodies for teacher preparation, both of which are focused on professional knowledge and experience, practice, and ethics. The use of technology in education is one of the nine focus areas of professional knowledge and experience. There are also specific standards for science teachers that include the ethical use of science and technology (Faikhamta et al., 2018). Japan has a consistent requirement for technology, as all teacher preparation programs require a two-credit class on the use of information devices, like tablet computers and smart phones.
The Role of Technology in Science Teacher Education/Preparation
Although educators have pondered the role of technology in science education for decades (e.g., Johnson, 1989; Thornburg, 1999), many preservice science teachers still struggle to integrate technology effectively with their instruction (Hechter et al., 2012; Svihla et al., 2015). A science educator preparation program is an ideal place to support teacher candidates' integration of technology in P-12 science classrooms (Foulger et al., 2017). Teacher preparation programs are highly formative experiences for new teachers that guide inquiry and strengthen both content learning and pedagogical strategies (Darling-Hammond & Bransford, 2005).
Discerning "how teachers learn to engage in practices that successfully support student development and learning" (Darling-Hammond & Bransford, 2005, p. 25) and how to teach science in changing times calls for a new type of innovation to foreground the necessary skills. Fundamentally, science education reforms across the globe always strive to achieve high-quality science teaching (Next Generation Science Standards [NGSS] Lead States, 2013). As educators to the next generation of science teachers and teachers who teach science, teacher educators play a critical role in implementing any of those science education reforms (Bybee, 2014). Teachers today are then expected to leverage these modern technologies into their pedagogical strategies to meet their learners' needs (Kang et al., 2010).
Personal, new, and positive experiences gained during science methods courses help support the self-efficacy of future science teachers (Menon & Sadler, 2016; Palmer, 2006). Teachers' science teaching beliefs influence their (a) instructional decisions and learning (Rubie-Davies et al., 2012), (b) implementation of content and/or curricula in a classroom (Luft, 1999; Roehrig et al., 2007), and (c) reasons for engaging in certain type of science teaching practices, such as inquiry (Subramaniam et al., 2018).
Science teacher educators have supported technology integration initiatives in a variety of ways: They may craft experiences that help their teacher candidates use technology effectively in the classroom (Habowski & Mouza, 2014), understand the affordances and limitations of technology (Kirschner et al., 2004), or create a personal vision for teaching and learning with technology (Hechter, 2012). No matter the approach, it is critically important to understand what view of technology the science teacher education program advances.
Honey et al. (2014) identified three views on technology in the science/STEM (science, technology, engineering, and mathematics) classroom: (a) technology as the product of engineering (i.e., vocational technology and shop class), (b) technology as educational/instructional technology (e.g., clickers, SMARTboards, and internet-capable devices), and (c) technology as the tools of practitioners of science, mathematics, and engineering. This third view was the focus of our work, as this perspective has the greatest potential to impact science learning positively (Ellis et al., 2020).
Technology as the Tools of Practitioners of Science, Mathematics, and Engineering
As technology use and the work of professional scientists is intertwined, science educators can use the same, or analogous, technologies in the classroom to promote learning that "closely emulates how scientists work in the real world. Students can collect and analyze real-time data much like scientists do" (Novak & Krajick, 2006, p. 76). Bell and Bull (2008) also suggested that technology should be used in a science classroom "to facilitate data collection and analysis, to enhance scientific understanding through imagery and visualization, and to extend inquiry through communication and collaboration" (p. 92). In fact, most methodologies of the application of science in the classroom can be categorized into four areas: (a) gathering scientific information, (b) collecting and analyzing data, (c) creating and using models of scientific phenomena, and (d) communicating findings (Ekici & Erdem, 2020; Park & Slykhuis, 2006).
For example, Horjesi (2019) explained the way that using a hand dynamometer increased engagement and allowed students to collect real-time data, visualize the data, make predictions, test variables and form conclusions as a real scientist would. Flick and Bell (2000) proposed five guidelines for the use of technology in science education:
Technology should be introduced in the context of science content.
Technology should address worthwhile science with appropriate pedagogy.
Technology instruction in science should take advantage of the unique features of technology.
Technology should make scientific views more accessible.
Technology instruction should develop students' understanding of the relationship between technology and science.
Technology enhances the science teacher education experience when it is closely tied to the lived realities of scientists and the constructed experiences of the learner. To increase science teacher candidates' efficacy, science teacher educators should employ technology in their classes through three distinct domains: (a) supporting the navigation and process of learning, (b) catalyzing the acquisition of information and new understandings, and (c) communicating scientific knowledge and understanding. Each of these domains will be discussed in the following sections and then explored using the PICRAT framework.
Supporting the Navigation and Process of Learning
The use of learning management systems has become ubiquitous (and is not unique to science classrooms), but the development of technologies that support the navigation of inquiry in various settings is in the interest of the science teacher — and, thus, to the science teacher educator. Technologies, including learning management systems, data collection and analysis software, and communication tools, allow the teacher to promote inquiry throughout the learning process. These technologies support sustained engagement throughout the learning process by increasing both effective communication among learners and instructors and intrinsic motivation for the learners. With forethought and planning, the science teacher educator can utilize technologies that are common in STEM fields as well as in digital-age learning environments, making the learning experience of future science teachers more authentic to real science practices.
Science instruction is best when carried out with intentionality. Science instruction for future science teachers also must be carried out with intention and explicit focus on authentic inquiry and investigation. In designing learning experiences for future teachers, science teacher educators first evaluate the end goals of the learning experience and then align the goals with assessments. Pedagogical strategies are then chosen to develop the knowledge and understandings of science teacher candidates to meet the goals and succeed at the assessments (Wiggins & McTighe, 1998; Wiggins et al., 2005). Pedagogies that include technology and investigatory experiences — in other words, hands-on pedagogies — are inherently engaging for students no matter the grade level and lead to more-successful science learning experiences.
Catalyzing the Acquisition of Information and New Understandings
One way to promote the acquisition of information and new understandings is through the 5E learning cycle (Bybee, 2014; Bybee et al., 2006). In this template, the integral part of the learning cycle is that the students have engaging hands-on-with-minds-on experiences. These hands-on experiences replicate the actions of a scientist as Honey et al. (2014) suggested and can happen on a nonlinear learning path. (Although the 5E learning cycle does not have to be implemented in a linear fashion, it is often communicated that way.)
The first step is the Engage phase, the "hook" to the lesson, wherein the students' prior knowledge is activated. The second step is the Explore phase, where students perform experimentations and collect information. This phase is followed by the Explain phase, in which the learners explain what they discovered in the explore step and the instructor connects the activity to academic science content. Next is the Elaborate phase, which connects in-class learning with the real-world context. Last is the Evaluate phase, where formal assessment takes place.
Technology can easily be infused into any of these steps. For example, technology can demonstrate and model scientific concepts as well as support the collection and analysis of data throughout the learning experience. Teacher educators can use technology to engage future science teachers as they model innovative practices tied to proven pedagogies. Involving teacher candidates in meaningful learning experiences that invite them to use educational technology can help these instructional practices to develop and be refined over time through practice.
Communicating Scientific Knowledge and Understanding
In addition to acquiring and understanding scientific knowledge, communication of understanding and scientific findings is a critical component of the work of a scientist (Baram-Tsabari & Osborne, 2015). Educators can avail themselves of tools that allow them to disseminate and impress scientific knowledge and content in innovative and indelible ways.
Technology tools today allow students to communicate both within and beyond their classroom in ways that were not previously possible. Within a classroom, it is possible for teachers and students to project information onto either a large screen or a variety of devices. In this way, students can display data they have collected to the class, and their peers can examine the data and even add their own data to a larger classroom set. Students can also quickly share information in the classroom digitally through a classroom learning management system (LMS) that may have a discussion feature allowing collaboration across working groups.
Perhaps even more powerfully, teacher educators can engage their students to share outside the classroom. Public posting can be created using a simple blog-style website, video sharing, or podcasting. All of these outlets make the scientific inquiry process more authentic with the publication of data allowing for outside comment and critique.
Connecting Pedagogy, Technology, and Science Teacher Education
When preparing teacher candidates to teach science in P-12 schools, teacher educators embody the practices of science instruction and model best practices for future science teachers (Gess-Newsome, 2002). Teacher educators share both the challenge and the potential of educational technologies used in the learning context, ultimately contextualizing technology and the relevant competencies needed to teach science content. Remillard (2005) argued that teachers' engagement with curriculum materials is shaped by the teachers' own resources and the resources in the curriculum materials, and this participation shapes the planned and, in turn, enacted practice in the classroom.
The teachers' science subject-matter knowledge, including their understanding of science concepts and practices, is a key resource on which they will draw upon in instruction. Therefore, teacher candidates engaged in enacting the lessons with the use of technology will help solidify active instructional practices. An increase in their exposure to and training in educational technology in education preparation programs will foster their confidence in the role of technology to enhance content teaching and instructional practices.
Our proposed three domains of science teacher educator technology application align with models of practice we encourage teacher educators to employ. Modeling effective planning and implementation of technology-enhanced science learning experiences is essential to supporting the navigation and process of learning. The experience of learning science in tandem with technologies allows teacher candidates to engage in their own pedagogical inquiry. Through methods courses and clinical experiences that make relevant science content and science learning, technologies can support the development of, and instill purpose in, preservice science teacher candidates (Lux, 2015).
This work provides an essential starting point in designing the proper use of educational technology, with the specific purpose of responding to the needs of science educators and learners. It will also leverage applicable technology integration frameworks and describe how science teacher educators can integrate technology in their teaching. In particular, the PICRAT model (Kimmons, 2016) will be invoked to examine how this integration can make classroom activities both more student centered and transformative.
Alignment of Domains to the PICRAT Model
Many models for technology integration exist, including TPACK (Mishra & Koehler, 2006), Triple E (Kolb, 2017), RAT (Hughes et al., 2006) and PICRAT (Kimmons et al., 2020). In addition to these models, educators can also look to such frameworks as the International Society for Technology in Education (ISTE) Standards (ISTE, 2020) and the Teacher Educator Technology Competencies (Foulger et al., 2017) for guidance.
Although there is no shortage of standards on, policy documents about, and theoretical frameworks for the role of technology in teacher education, only a small number of them lend themselves well to the context-specific learning that takes place in a science teacher education methods course. The PICRAT model is best suited to guide science teacher educators who wish to develop their teacher candidates' capacities for technology-integrated instruction in their future science classrooms.
PICRAT is "a student-focused, pedagogy-driven model that can be effective for the specific context of teacher education — comprehensible and usable by teachers as it guides the most worthwhile considerations for technology integration" (Kimmons et al., 2020). The letters that comprise the acronym PICRAT encompass both the students' relationship to the technology introduced by the teacher (as passive, interactive, or creative) and the teachers' categorical use of the technology (as replacing, amplifying,or transforming the teaching activity). Figure 1 depicts a matrix that illustrates the various combinations of these attributes that may be used to characterize necessary technology integration within the classroom.
PICRAT Model
Following are examples of technology integration that are specific to the contexts of both elementary and secondary science teacher preparation programs. These examples will represent the three domains for technology integration that comprise our model. Additionally, these examples will be aligned to the PICRAT categories of passive replacement (PR), interactive amplification (IA), and creative transformation (CT) to illustrate how examples from our domains can be mapped to this framework. While creative and transformative approaches to technology integration may hold the greatest potential for innovative science teaching, each of these approaches is capable of improving the teaching and learning that occurs in a science classroom.
Elementary Science Teacher Preparation
Children's literature is often used in inquiry-based lessons (Morgan & Ansberry, 2017; Nesmith et al., 2017). Often at the heart of the Engage phase, books offer myriad benefits, such as inclusive narratives. As science teacher educators engage their candidates, they can model lessons and strategies that incorporate picture books, media-enhanced picture books, and options for replacing or repurposing digital picture books. An example of purposefully using technology to replace a read-aloud is Story Time from Space (https://storytimefromspace.com/), a platform wherein real astronauts perform read-alouds in zero gravity.
Teacher educators can train teacher candidates in how to instill an inquisitive mindset in their students. In one video that the teacher educator may show candidates, the astronaut Kate Rubins reads Rosie Revere, Engineer by Andrea Beaty, and students are then prompted to attempt a short engineering challenge (see Video 1). The teacher educator can use the video to guide candidates to assist students' inquiry-cultivation process. Simply weaving in literature through technology can improve this experience. Moreover, it offers a sound model for how low-stakes technology use can engage students, introduce scientific concepts, and support learning.
Rosie Revere, Engineer
https://www.youtube.com/watch?v=r5yZ8K7pb0Y
This activity is an example of passive replacement, as the students consume the story through the use of technology and do not interact with it, making it passive. It is considered replacement, as the read-aloud online platform replaces having the students or teacher read the passage. In our domains, it is an example of a teacher educator supporting the navigation and process of learning.
Communicating Acquired Scientific Knowledge
Engaging future science teachers in the inquiry process increases the likelihood they will teach using inquiry (Miller & Martin 2016; Seungoh & Fulton; 2017). For example, Nesmith et al. (2014) described a graduate class in which a science teacher educator posed questions about Newton's three laws of motion and asked the candidates to use whatever tools they had to test their ideas, gather data, and form conclusions. Throughout the process, the instructor asked probing questions, supported the learners by increasing their access to technologies, and formatively assessed their process and understanding throughout the activity.
At one point, the learners' wonderings focused on an inquiry of how an object impacting a bowl of water affected the form of the water. To engage in the inquiry, the learners first used a camera that could record the impact and then used software for viewing the video in slow motion and making increasingly detailed observations about the experiment. They then used the video to record data and draw conclusions (Nesmith et al., 2014).
Throughout the inquiry-based project, the candidates made use of personal digital science notebooks to record data and observations and to organize digital artifacts that supported their inquiry. Digital notebooks offer several advantages: (a) drawing, (b) audio-recording, (c) video-recording observations, experimentation or certain phenomenon, (d) adding digital photos to enhance and complement content learning, (e) annotating on a page or even labeling drawings, and (f) dictating alongside data collection with probeware (Martin & Miller, 2016; Seungoh & Fulton; 2017). Furthermore, a digital notebook (Ferguson, 2021) provides several options not only to document phenomena but also to collaborate with peers. Science teacher educators who model the use of such notebooks provide their future science teachers with valuable tools that both facilitate data collection in these hands-on experiential opportunities and afford students novel ways to communicate their findings with the technology.
Digital science notebooks are an example of interactive amplification because the students use them interactively to collect data and information and not just consume information from them (i.e., viewing data that has already been collected). They represent amplification, as they provide an opportunity to leverage resources that a paper science notebook cannot provide (i.e., pictures, video, and sharing with peers). In our model, science teacher educators' use of digital notebooks would be used in the domain of communicating acquired scientific knowledge.
Catalyzing for Information Acquisition and New Understandings
Creatively transforming the learning experience for young science learners is made possible through emerging technologies like augmented reality (AR). AR has been adopted for learning and training situations including medical visualization (Barsom et al, 2016), maintenance and repair (Feiner et al., 1993), robot path planning (Ong et al., 2010), haptic devices (Hite et al., 2019), and entertainment (Donally, 2018). Likewise, AR applications have proliferated on mobile devices. Many of these tools increase accessibility of information and provide learners with powerful visualizations of science content (see Figure 2).
Google AR Screenshot of an Animal Cell
AR can transform learning for science teacher candidates only when teacher educators use AR tools for creation in addition to consumption. In a methods course, AR can be used to project simulations or visualizations of scientific concepts. One example of science teacher candidates learning about teaching astronomy to fourth graders indicates how this would work. The teacher educator introduces the iPad applications Keynote and AR MAKR to the teacher candidates and asks the candidates to design an accurate representation of our solar system to be displayed in the classroom — again, through AR. Candidates are guided in how to create and manipulate objects through AR MAKR. This same process can be replicated in the fourth-grade classroom, as Figure 2 illustrates.
This activity represents creative transformation, as the students are asked to create a model for display in the AR environment. It is transformative, as the final AR product represents a scientific visualization that is entirely different from what is possible in an analogous analog environment. In our model, this application of technology by a teacher educator would be classified in the domain catalyzing for information acquisition and new understandings.
Secondary Science Teacher Preparation
Almost all teacher educators now use a LMS provided by their university. The basic features of this system adopt technology as a passive replacement of traditional classroom functions to support students' navigation and location of relevant information for learning. For example, instead of a teacher educator writing an assignment on a board at the front of the class, the assignment is now posted in the LMS for students to access. Additionally, students may turn in an electronic copy of the assignment within the LMS, eliminating the need for a basket on a classroom table to collect papers. An LMS thus increases convenience and access for both instructors and students.
It is important for science teacher educators to expose teacher candidates to the instructor side of the LMS that students may not normally see. While teacher candidates may not have access to the same LMS when they are in their secondary classroom, they will have access to either a version purchased by their school or some free versions they can find online. While systems such as Canvas and Blackboard are prevalent at the collegiate level, analogous systems such as Schoology and Google Classroom are often available in K-12 schools. Teacher candidates should be ready to use the most basic features of an LMS in their teaching.
The use of an LMS in this case is an example of passive replacement, as the students are not asked to interact with the system but instead use it to consume information about the course. It replaces the traditional methods of sharing course information in the classroom and makes this information accessible at all times. In our domains, this is an example of supporting the navigation and process of learning.
Science teacher educators must also prepare teacher candidates to use the technology that is most available to students. For secondary students, this often comes in the form of a mobile device, such as a tablet or smartphone, that can allow for the interactive amplification of the learning activity. Many secondary schools have now adopted policies that allow students to use personal mobile devices for educational purposes during the school day. Other secondary schools provide students with mobile technology for educational use. Either way, mobile devices are powerful and easy to use and can be cultivated to teach science content.
Today, many of these mobile devices feature an array of data sensors that can collect highly accurate information from the user's environment in real time. The most ubiquitous sensor on these devices is the camera, which can record both still images and video at high resolution. An example of a mobile app that leverages this tool for scientific data collection is Vernier Video Physics (https://www.vernier.com/physics/vernier-video-analysis/), which allows the student to record a video of a moving object and extract position, velocity, and acceleration data from that video. An example is shown in Figure 3.
Example of Vernier in Lab
Science teacher educators must embrace the opportunity to expose teacher candidates to and train them in these applications of mobile technology, ensuring that teacher candidates appreciate both its affordances and the limitations. It will also build their confidence to equip their own future students with the technology to help them learn science.
The use of video analysis is an example of interactive amplification, as the students interact with the device. They upload the video, set the parameters, and enter data points. This amplifies the experience of analyzing an event, as it is difficult to obtain similar information in real time by other means. In our model, this application of technology by a teacher educator would be in the domain of catalyzing the acquisition of information and new understandings.
Technology integration that is transformative in nature provides students unique opportunities for learning that were not previously possible without the technology under consideration. Instead of simply replacing or even amplifying an existing instructional practice, transformative technology integration provides a learning experience that could not have otherwise been possible via alternative or low-tech means (Kimmons et al., 2020).
One example of a science activity that features creative transformation through technology can be found in socio-environmental science investigations (SESIs; http://stelar.edc.org/projects/22423/curricula/socio-environmental-science-investigations). These investigations are conducted by secondary science students and focus on local problems that can be explored through fieldwork, data collection, and collaboration. In one example, students use mobile devices to gather novel georeferenced data from beyond the school (i.e., a neighborhood or other local area), collate the data into a shareable digital data set, and analyze the data using GIS technology (Environmental Literacy and Inquiry Working Group, 2020). Investigations may include the topics of tree identification, zoning areas, and urban heat islands that may be occurring in their own local areas. The information, analysis, and conclusions that students reach are novel, student driven, and otherwise impossible in any other context or without the use of technology.
Science teacher educators can showcase these examples of creative and transformative technology use with their teacher candidates to demonstrate that such activities are both feasible and productive. This kind of technology use is also a natural complement to inquiry-oriented lessons, where students are expected to exercise a high level of agency when conducting the scientific activity. It is crucial for the science teacher educator to demonstrate how technology can afford teacher candidates the opportunity to reach this high level of student inquiry.
SESIs represent a creative transformational use of technology, as the students create the layers of data to overlay on the maps. This activity is transformational, as only through the use of technology can students add and remove layers of data that are georeferenced in a manner that can be created quickly and analyzed efficiently. In our model, a teacher educator's use of SESIs would be in the domain ofcommunicating acquired scientific knowledge and understanding.
Conclusions Regarding Technology Integration in Science Teacher Preparation
Student learning in science can be meaningfully supported by the thoughtful integration of technology, provided that such integration complements an intentional pedagogical approach (Annetta et al., 2007; Weintrop et al., 2016). Educational technology helps teacher educators reimagine how to teach and enhances opportunities in education preparation programs. Teacher educators can reach teacher candidates and promote their effectiveness as future professional educators by modeling how to best use meaningful technology. Technology-infused teaching allows students to develop important skills, practices, and literacies that connect to life outside the classroom (Kljun et al., 2020).
The domains for the use of technology by teacher educators suggested in this work are powerful and can help identify ways to best use educational technology. Science teacher preparation programs should infuse technology throughout science teacher preparation coursework with fidelity toward science as a discipline. This approach will provide teacher candidates with educational experiences and applicable critical thinking skills that support learner development.
Perhaps the most fundamental reason for introducing an integrated approach in teacher preparation programs is to provide teacher candidates the opportunities to learn to apply education technology tools, skills, and abilities in teaching science disciplines that will help them in the future. From an educational stance, an integrated approach presents the opportunity for future educators to broaden their range of pedagogical skills by incorporating technology across all grade levels and science disciplines.
Teacher educators can promote this integrated approach by matching objectives, teaching strategies, and technology to their context to support future science teachers' own scientific inquiry. Using digital technologies also requires explicit articulation of the affordances and limitations of technologies, and we encourage teacher educators to explore these aspects to support future teacher's adoption of digital technologies that fit their context. The explicit illustrations provided in this article of ways chosen technologies support learning and teaching of scientific content in elementary and secondary science methods classes exemplify the essential activities preservice teachers need to experience so they may effectively integrate science in their future practice. Finally, science teacher educators should encourage the enactment and practice of technology-integrated strategies throughout coursework, including methods courses and field experiences.
Successfully integrating science teacher methods and technology will require collaboration and professional development. Technology-infused education preparation programs will require a considerable amount of forethought, planning, allocation of resources, and support during implementation. By definition, a technology-infused approach suggests there could be an increase in instructional strategies in the pedagogical tool box of teacher educators.
Instructional strategies will still incorporate tried and true science pedagogies such as project-based learning, guided inquiry, research investigations, and simulations – but with the addition of technology. This change in mindset is a necessary response to the changing landscape of education and the reform needed for educators to thrive no matter the instructional context. We envision the science teacher preparation field will continuously and cumulatively grow and bring scholarly and relevant ways to engage students in science with technology.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Oxford University Press.
Annetta, L. A., Cook, M., & Schultz, M. (2007). Video games: A vehicle for problem-based learning. E-Journal of Instructional Science and Technology, 10(1), 121-134.
Baram-Tsabari, A., & Osborne, J. (2015). Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2), 135-144.
Barsom, EZ, Graafland, M., & Schijven, M.P (2016) Systematic review on the effectiveness of augmented reality applications in medical training. Surgical Endoscopy, 30, 4174-4183. https://doi.org/10.1007/s00464-016-4800-6
Bell, R. L., & Bull, G. (2008). Technology's greatest value. In R. L. Bell, J. Gess-Newsome, & J. Luft (Eds.), Technology in the secondary science classroom (pp. 91-96). NSTA Press.
Bybee, R. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13.
Bybee, W. Rodger, J. A., Taylor, A. G., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. BSCS.
Center on International Education Benchmarking. (2022, November 26). Top-performing countries: Korea. https://ncee.org/country/korea
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
Donally, J. (2018). Learning transported: Augmented, virtual and mixed reality for all classrooms. International Society for Technology in Education.
Ekici, M., & Erdem, M. (2020). Developing science process skills through mobile scientific inquiry. Thinking Skills and Creativity, 36, 100658.
Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., & Ring-Whalen, E. (2020). Toward a productive definition of technology in science and STEM education. Contemporary Issues in Technology and Teacher Education, 20(3). https://citejournal.org/volume-20/issue-3-20/science/toward-a-productive-definition-of-technology-in-science-and-stem-education
Environmental Literacy and Inquiry Working Group at Lehigh University. (2020, June 18). Tectonics. https://eli.lehigh.edu/tectonics
Faikhamta, C., Ketsing, J., Tanak, A., & Chamrat, S. (2018). Science teacher education in Thailand: A challenging journey. Asia-Pacific Science Education, 4(1), 1-18.
Feiner, S., MacIntyre, B., & Seligmann, D. (1993). Knowledge-based augmented reality. Communications of the ACM, 36(7), 53-62.
Ferguson, L. (2021, May 28). Digital science notebooks showcase student learning. Edutopia. https://www.edutopia.org/article/digital-science-notebooks-showcase-student-learning
Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60. https://citejournal.org/volume-1/issue-1-00/science/preparing-tomorrows-science-teachers-to-use-technology-guidelines-for-science-educators
Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D., & Slykhuis, D.A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448. https://www.learntechlib.org/primary/p/181966/
Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science & Education, 11(1), 55-67. https://doi.org/10.1023/A:1013054823482
Habowski, T., & Mouza, C. (2014). Pre-service teachers' development of technological pedagogical content knowledge (TPACK) in the context of a secondary science teacher education program. Journal of Technology and Teacher Education, 22(4), 471-495.
Hechter, R. P. (2012). Pre-service teachers' maturing perceptions of a TPACK-framed signature pedagogy in science education. Computers in the Schools, 29(1-2), 53-69.
Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating technology in education: Moving the TPCK framework towards practical applications. Education Research and Perspectives, 39(1), 136-152.
Hite, R., Jones, M.G., Childers, G, Chestnutt, K., & Corin, E., (2019). Preservice and inservice science teacher's technological acceptance of #-D, Haptic Enabled Virtual Reality Instructional Technology, Electronic Journal of Research in Science Education, 23(1), 1-34.
Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
Horjesi, M., (2019, May 2). Learning visualized with the Vernier Go Direct Hand Dynamometer. NSTA. https://www.nsta.org/blog/learning-visualized-vernier-go-direct-hand-dynamometer
Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. In Society for Information Technology & Teacher Education
International Conference Proceedings (pp. 1616-1620). Association for the Advancement of Computing in Education.
Johnson, J. R. (1989). Technology: Report of the Project 2061 Phase I technology panel. AAAS Books.
Kang, J., Ni, X., & Li, G. (2010). Preparing foreign language teachers to implement a technology-rich curriculum. In Society for Information Technology & Teacher Education International Conference Proceedings (pp. 3876-3879). Association for the Advancement of Computing in Education.
Kimmons, R. (2016). Effective technology integration. K-12 technology integration. Pressbooks. https://k12techintegration.pressbooks.com/chapter/effective-technology- integration/
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation
Kirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66.
Kljun, M, Geroimenko, V., & Pucihar, K.C. (2020). Augmented reality in education: Current status and advancements of the field. In V. Geroimenko (Ed.), Augmented reality in education: A new technology for teaching and learning (Springer Series on Cultural Computing; pp. 3-21). Springer.
Kolb, L. (2017). Learning first, technology second: The educator's guide to designing authentic lessons. International Society for Technology in Education.
Lee, O. (2017). Common core state standards for ELA/literacy and next generation science standards: Convergences and discrepancies using argument as an example. Educational Researcher, 46(2), 90-102.
Lewis, E., Dema, O., & Harshbarger, D. (2014). Preparation for practice: Elementary preservice teachers learning and using scientific classroom discourse community instructional strategies. School Science and Mathematics, 114, 154–165. doi:10.1111/ssm.12067
Luft, J. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107-121. https://doi.org/10.1023/A:1009471931127
Lux, N., & Lux, C. (2015). The influence of technology-rich early childhood field experiences on preservice teachers. Journal of Technology and Teacher Education, 23(2), 213-240.
https://www.learntechlib.org/primary/p/147428/
Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers' science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649-673.
Miller, B., & Martin, C. (2016). Digital notebooks for digital natives. Science and Children, 53(5), 84. https://www.nsta.org/science-and-children#tab
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.
Morgan, E., & Ansberry, K (2017). Picture-perfect STEM lesson K-2. National Science Teaching Association.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Next Generation Science Standards Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.
Nesmith, S., Ditmore, E., Scott, L., & Zhu, T. (2017). "This is more about a book than about science!" Preservice teachers' perceptions toward using literacy strategies in inquiry-based science lessons. The Electronic Journal for Research in Science & Mathematics Education, 21(5). https://eric.ed.gov/?id=EJ1187998
Nesmith, S. M., Trumble, J. F., Haugh-Villareal, S. J., Porter, K. S., Schaum, M. A., Spencer, E. M., & Stephens, J. N. (2014). Envisioning equitable classrooms that enhance all students' wonderful ideas: A Duckworth perspective. Journal of Latinos & Education, 13(3), 238–239. https://doi-org.ucark.idm.oclc.org/10.1080/15348431.2013.849604
Novak A.M., & Krajcik J.S. (2006). Using technology to support inquiry in middle school science. In L.B. Flick & N.G. Lederman (Eds.), Scientific inquiry and nature of science (Science & Technology Education Library, Vol. 25; pp. 75-100). Springer, Dordrecht.
Olson, J. K., Tippett, C. D., Milford, T. M., Ohana, C., & Clough, M. P. (2015). Science teacher preparation in a North American context. Journal of Science Teacher Education, 26(1), 7-28. https://doi.org/10.1007/s10972-014-9417-9
Ong, S.K., Chong, J.W., & Nee, A.Y. (2010). A novel AR-based robot programming and path planning methodology. Robotics and Computer-integrated Manufacturing, 26, 240-249.
Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
Park, J. C., & Slykhuis, D. A. (2006). Guest editorial: Technology proficiencies in science teacher education. Contemporary Issues in Technology and Teacher Education, 6(2). 218-229. https://citejournal.org/volume-6/issue-2-06/science/guest-editorial-technology-proficiencies-in-science-teacher-education
Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883–907. https://doi.org/10.1002/tea.20180
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270-288. https://doi.org/10.1111/j.2044-8279.2011.02025.x
Seungoh, P., & Fulton, L. (2017). Learning to use digital science notebooks: A teacher's perceptions and classroom use. Journal of Computers in Mathematics and Science Teaching, 36(4), 361-374.
Stelar (n.d). Socio-environmental science investigation. http://stelar.edc.org/projects/22423/curricula/socio-environmental-science-investigations
Subramanium, K., Asim, S., Lee, E.Y., & Koo, Y (2018). Student teachers' images of science instruction in informal setting: Focus on field trip pedagogy. Journal of Science Teacher Education, 29(4), 307-325.
Svihla, V., Reeve, R., Sagy, O., & Kali, Y. (2015). A fingerprint pattern of supports for teachers' designing of technology-enhanced learning. Instructional Science, 43(2), 283307. http://link.springer.com/article/10.1007/s11251-014-9342-5
Thornburg, D. (1999, December). Technology in K-12 education: Envisioning a new future. Paper presented at the Forum on Technology in Education: Envisioning the Future, Washington, DC. (ED452843). ERIC. https://files.eric.ed.gov/fulltext/ED452843.pdf
Vernier Video Physics (n.d). Vernier video analysis. https://www.vernier.com/physics/vernier-video-analysis/
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127-147.
Wiggins, G., & McTighe, J. (1998). What is backward design. Understanding by Design, 1, 7-19.
Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Submit a Formal Commentary
Archive By Section
Editorials and Seminal Articles
©2016 CITE Journal | Articles Licensed under the CC Attribution-Non-commercial License | Published by AACE | Design by: John Rhea Design.

redpajama_set_name: RedPajamaCommonCrawl


text:
The Truffle Hunters
Stream HERE!
Before he created Downton Abbey, Julian Fellows wrote a movie called THE YOUNG VICTORIA which starred Emily Blunt and Rupert Friend and was directed by Jean-Marc Vallee. THE YOUNG VICTORIA is our next Rialto Recommends. On the eve of her 18th birthday and succession to the English throne, young Princess Victoria is caught in a royal power struggle. But, it is her blossoming relationship with Prince Albert that will determine the strength of her reign. Can she dedicate her life to her country and her heart to the one man she truly loves? Discover the passion and the romance behind one of history's greatest love stories. The Washington Post said "THE YOUNG VICTORIA may impart copious amounts of detail about its fascinating protagonists, but it's not a mere tutorial: It's a heady, thoroughly transporting plunge." While the LA Times raved "What filmmaker Jean-Marc Vallée has done in this delicious historical romance is capture that hot blush of pure emotion that comes before kisses, sex, heartbreak and the rest can dilute it." And Roger Ebert observed "Emily Blunt makes Victoria as irresistible a young woman as Dame Judi Dench made her an older one in Mrs. Brown." THE YOUNG VICTORIA is available to rent for a modest fee from Amazon, Vudu, GooglePlay, YouTube, Apple and others HERE.
Rent/Stream
Jean-Marc Vallée
Rialto Cinemas® Elmwood • 2966 College Avenue at Ashby, Berkeley, CA 94705
This page and all contents ©2021 Rialto Cinemas® Elmwood, except some images under license. Rialto Cinemas is a registered trademark used under license.


Data Analysis and Machine Learning Using Python Training in Edmonton The northernmost North American city, Edmonton is the cultural, educational, and governmental hub of Alberta. It reportedly has the second largest oil sands, oil, gas reserves in the world. As Canada?s premier education and research center, Edmonton has seen major growth in the technology sector. If you are a developer or an IT professional, you will be aware of the growing popularity of Python. With KnowledgeHut?s data analysis using Python course in Edmonton, you will now be able to address machine learning and data analysis scenarios that rely on Python packages. A New Alternative The data analysis training using Python in Edmonton is an online training offered by KnowledgeHut to introduce you to the reason why Python is beneficial for data analysis and different application scenarios of data analysis. The online classes of the data analysis using Python course in Edmonton are delivered by industry experts who will help you understand how you can build analytic applications with the help of Python programming language. At the end of the five-day training, you will receive a course completion certificate from KnowledgeHut. The certification for the machine learning training using Python offered by KnowledgeHut will help you in growing your career in the IT industry. On successfully completing this training, you will have a thorough knowledge of advanced algorithms and various data structures available in different Python packages, such as Numpy, Spicy, and Pandas. You will be able to create classifiers and clusters as well. In this training, you will also learn a variety of strategies that you can use to reduce data dimensions and to select appropriate data models. Keeping Ahead of the Curve This is an ideal training for professional software developers, web masters, programmers, scientists, analysts, entrepreneurs, and any professional who wants a thorough understanding of Python. The combination of hands-on exercises and e-learning in the machine learning using Python course in Edmonton help to reinforce the concepts and topics covered in the training, which is delivered by certified instructors. Once you complete the machine learning using Python course in Edmonton, you will not be able to work on real machine learning situations using Python and integrate Python with Hadoop. KnowledgeHut Empowers You KnowledgeHut includes project work in the course to help you test your knowledge of the topics covered online. Industry experts supervise this training to ensure that you are able to understand and apply the concepts in real-life scenarios. The end-to-end support provided throughout the instructor-led training will make learning simple.


text:
Volume 119 >> Issue 39 : Thursday, September 2, 1999
Russian Officials Say U.S. Media Exaggerate Corruption Scandal
By Maura Reynolds
LOS ANGELES TIMES -- MOSCOW
Top Russian officials acknowledged Wednesday that Russia has serious problems with corruption and other financial crimes but accused U.S. media of exaggerating the problem as part of an anti-Russia smear campaign.
Russian Prime Minister Vladimir V. Putin and Foreign Minister Igor S. Ivanov -- the first high-ranking officials to respond to recent allegations of widespread money laundering -- accused U.S. journalists and politicians of rushing to judgment on the basis of unproven allegations.
"Everything connected with money laundering, everything connected with the criminal side of this kind of activity, all this is in the field of vision of our law enforcement agencies," Putin told reporters. Russian investigators "are constantly in touch" with the FBI and other U.S. authorities, he said.
"If someone moved by political considerations wants to blow some topics out of proportion, let them do it," Putin said. "It will neither hasten or hamper the work of our law enforcement bodies."
In recent weeks, news reports suggesting that billions of dollars originating in Russia were funneled through U.S. banks, including the Bank of New York, have spurred suspicions of money laundering.
While no one has been charged, some observers and politicians in the United States have called for an end to financial aid to Russia, especially assistance provided by the International Monetary Fund.
A separate scandal over whether Kremlin officials and members of President Boris N. Yeltsin's family accepted kickbacks from a Swiss engineering company also have cast a shadow of suspicion over the Russian government.
Ivanov accused some U.S. publications of using unproven allegations against individuals and companies to condemn Russia as a whole.
"Yes, (corruption) exists, and it exists not only in Russia. Yes, this problem must be tackled, and the corresponding bodies in Russia are doing it," Ivanov said.
"But the way it is being done by some mass media in the West, under the pretext of still unconfirmed facts -- they are trying to besmirch our country, to besmirch our society, to besmirch our business community and our entrepreneurs," Ivanov said.


text:
The Indian River Lagoon > Threats > Climate Change
The Indian River Lagoon's abundance of natural fauna and flora is a result of its geographical overlap of both temperate and subtropical biomes. Impacts from sea level rise, the most immediate and emergent threat due to climate change, directly affects the ecology, hydrodynamics, circulation patterns, depth and salinity of the many interconnected habitats of this shallow, marine-connected ecosystem.
Photo credit: NOAA/Wikimedia Commons
Sea level rise in response to global warming is a major concern to all coastal wetlands and tidal flats. Current estimates predict sea levels to rise between 12 inches to 8 feet by 2100. Though estuaries are thought of as ephemeral, most present-day estuaries have been relatively stable for approximately 6,000 years. Past changes in sea level have greatly affected estuarine outlines and could have rapid and significant present-day effects. Rising sea levels could render intertidal flats into subtidal habitat and inundate adjoining mangrove and salt marsh areas, diminishing their protective and ecological benefits.
Left, a standard topographical view of Florida from space. At right, areas of the state most susceptible to inundation during storm surge and other flooding events show the extent to which much of the Florida peninsula is subject to effects of rising seas. Credit: NASA/CalTech/Wikimedia
Much attention has been given to the effects of rising sea level on coastal ecosystems throughout the world. As intertidal communities, salt marshes and mangroves are at risk from both the amplitude and rate of this rise. For the ecosystems to thrive, they must occur at the appropriate elevation and slope. In fact, one of the most common reasons for restoration failure in salt marshes is choosing an improper site based on these parameters (Crewz & Lewis 1991). As sea level rises, it is possible for marshes and mangroves to shift in a landward direction if the rate of rise is slow enough for sediment accretion to occur (Montague & Wiegert 1990). However, coastal development and steep terrain may inhibit plant migration, changing zonation in these habitats or flooding them completely. In addition, compression of the intertidal zone can lead to increased interspecific competition and loss of biodiversity.
Surrounded by the Atlantic Ocean and Gulf of Mexico and also inundated by waters from the Everglades, low-lying Florida is particularly prone to climate change and rising sea levels. Further, most of Florida sits on porous bedrock, which allows for the infiltration of saltwater.
Rising sea levels can also erode beaches, submerge estuaries and low-lying wetlands, enhance coastal flooding and increase the salinity of estuaries.
A flooded street during high tide in Miami in 2016. Credit: Wikimedia Commons
Mangrove communities, occurring along the fringes of intertidal regions throughout most of the IRL, stabilize shorelines and also provide habitat and nursery area for IRL's many ecologically and recreationally important finfish and invertebrates. These mangrove communities have adapted to occupy and maintain their position along the fringes of the lagoon by accreting sediment at a rate in tune with sea level rise when it was occurring at a relatively slow pace. Accelerated sea level rise could pose threat to these vital communities by outpacing their ability to accumulate sediments at appropriate rates.
Seagrass beds are indispensible to the overall health and water quality of the IRL. They also provide sediment stabilization and complex habitat. In addition, seagrasses oxygenate the water column, provide substratum for epiphytes and are a food source utilized by manatees, urchins, conchs, some fish and sea turtles. Deeper waters associated with accelerated sea level rise could diminish sunlight levels and adversely impact the photosynthetic capacities of seagrasses leading to substantial decreases in seagrass acreage.
Larval stages of some estuarine invertebrate organisms have a narrow range of salinity tolerance. Increased salinity in the lagoon accompanying sea level rise could negatively impact their life histories with consequences affecting their abundance and diversity.
Threats to biodiversity: Sea level rise and warmer water temperatures could decrease the number of temperate species that co-occur in the IRL alongside subtropical species; invasive and other opportunistic organisms could more easily establish themselves under stressful conditions resulting from sea level rise, displacing native flora and fauna.
Wetlands and maritime hammocks are at risk of drowning and being inundated by salt water. These habitats have nowhere to retreat due to development along much of the lagoon's shoreline. In the northern sections of the lagoon, losses of mud flats and salt marshes would impact the many bird, mammal and invertebrate species that live and feed there.
The ability of barrier islands and dune communities to buffer storm effects of wind and water would be compromised, directly affecting the region's flora and fauna, but also its many humans and their infrastructure systems.


text:
Tag: India-Australia relations
India and Australia can be the strongest friends in the Indo-Pacific region: Australia envoy
July 15, 2019 July 15, 2019 - by India Writes Network
Against the backdrop of ongoing geopolitical realignments and growing economic synergies, India's multi-faceted relations with Australia are poised to move into a higher orbit. Building on their complementary strengths and …
Message to China: France, Australia to thwart 'hegemony' in Indo-Pacific
May 5, 2018 May 7, 2018 - by India Writes Network
Against the backdrop of rising Chinese assertiveness in the Indo-Pacific space, France and Australia have made it clear that no single country can be allowed to dominate the region and sought India's cooperation in this regard.
India, Australia unite against terror, to revive trade deal talks
April 10, 2017 - by India Writes Network
Blending cricket, curry and commerce, India and Australia have imparted an added traction to their growing strategic partnership by signing six pacts, including a crucial agreement to expand counter-terror cooperation, and agreed to revive stalled negotiations on a liberalized bilateral trade deal. The talks between India's Prime Minister Narendra Modi and his Australian counterpart Malcolm Turnbull in New Delhi on April 10 have placed the relations between Australia and the world's fastest growing major economy on a higher footing.
Intensifying counter-terror cooperation topped the agenda. The two leaders said at a joint media appearance that the fight against terrorists, terror organisations and networks should identify, hold accountable and take strong measures against those who encourage, support and finance terror, provide sanctuary to terrorists and terror groups, and falsely extol their virtues.
On the Comprehensive Economic Cooperation Agreement (CECA), Mr Turnbull said that "we had a very good discussion on the issue" but acknowledged that progress has not been as fast as either of us would have liked." Under the circumstances, all that the two PMs could do was to ask negotiators on both sides to resume the talks soon and find a way out and list their priorities soon so that talks can move forward, amidst concerns in India over allowing farm exports from Australia and access to skilled workers to Down Under.
Mr Modi thanked his Australian guest for the passage of a legislation by Australian parliament with bi-partisan support paving way for the country to export uranium to India. Mr Turnbull, on his part, said he was looking forward to starting the supply "as soon as possible".
Bonding with Australia: Modi, Turnbull go on Delhi Metro ride
It was soft diplomacy, choreographed with much panache, as Australian Prime Minister Malcolm Turnbull, accompanied by his Indian counterpart Narendra Modi, travelled on a metro train in the Indian capital. …
India, Australia to boost security ties, focus on education & skills tie-ups
April 9, 2017 - by Shweta Aggarwal
Acting East with renewed zeal, India is set to deepen its strategic and economic ties with Australia, a G20 economy and a strategic partner, during Prime Minister Malcolm Turnbull's maiden visit to New Delhi.
The major takeaways from Mr Turnbull's April 9-12 visit are expected to be in realms of enhanced security cooperation and intensified collaboration in education and skills-building between the two countries.
The strategic importance of India and Australia for each other is growing amid the evolving geo-political landscape in the Asia-Pacific region. The Australian government has identified India among the top five priority relationships and New Delhi sees Canberra as a key strategic partner in the region.
Civil nuclear cooperation is poised to register progress, with both sides looking to finalise commercial negotiations for the first shipment of uranium from Australia to India this year.
With the Indian Ocean emerging as a zone of contention and rivalry between major players in the region, including India and China, New Delhi and Canberra are expected to focus on increased collaboration in the strategically located region. The two countries are also expected to upscale their cooperation in counter-terrorism and counter-radicalisation.
Australia is poised to become an important partner of India in its development agenda, with the two countries expected to sign pacts on education and skill development. The focus on the training partnership is evident in the composition of the Australian leader's delegation, which includes nearly half of Australia's universities.
Australia names Indian-origin diplomat as its envoy to India, upbeat on CECA
February 11, 2016 February 12, 2016 - by Shweta Chand
As India's relations with Australia move to the next high-growth phase, Canberra has announced the appointment of Indian-origin diplomat Harinder Sidhu as the country's next High Commissioner to India. It's fitting that an Indian-origin diplomat is being sent to New Delhi to shepherd burgeoning bilateral ties when the two countries are in the process of implementing an ambitious multi-pronged agenda laid down during Prime Minister Narendra Modi's visit to Australia in November 2014.
Worried about China's slowdown, Australia looks afresh at India opportunity
Amid China's economy plummeting to a 25-year-low and bleak forecasts for global growth, Australia, a major exporter of commodities, is looking at India's rapidly growing economy as a beacon of …
India-Australia social security agreement kicks off
Bringing a much-needed respite to many Indian and Australian citizens residing overseas, the social security agreement signed between India and Australia has finally come into force. The agreement that has …
First India-Australia joint naval exercise concludes
September 22, 2015 September 22, 2015 - by India Writes Network
The Indian Ocean region is a major strategic location and an increasing amount of maritime activity in the region led India and Australia to conduct their first joint naval exercise …
India, Australia, set to bolster Indo-Pacific bonding, defence ties
September 1, 2015 September 1, 2015 - by India Writes Network
The Indo-Pacific bonding between New Delhi and Canberra is set to get stronger amid China's assertive posturing in the region during Defence Minister Kevin Andrews' ongoing visit to India which will focus on bolstering security ties between the two countries.
Mr Andrews' visit to India comes ahead of AUSINDEX, the first-ever joint maritime exercise to be held between India and Australia in mid-September. The joint naval exercise between both countries will be held at the Visakhapatnam port in the Bay of Bengal.
In a column for the Hindu, Mr Andrews spoke about how India is an important player and a key partner in the Indo-Pacific region. Speaking about the relation between the two countries, he said as emerging powers both countries would seek to advance their own interests, while they would cooperate in some areas they would also compete in the other areas.


Potatoes area staple for Thanksgiving, actually they are a staple for just about any time of year. The potato is a versatile food that lends itself well to just about any seasoning you can think of. Garlic or cheese are two incredible additives for a traditional potato dish. Scalloped potatoes can seem somewhat boring, I mean everyone has seen and had them at some point in their life, however there are ways to spice up the traditional scalloped potato for thanksgiving that will have guests begging for more.
One of the greatest inventions in the world for a busy cook is the crockpot. All you have to do is set it up and let it do it's magic. Scalloped potatoes can be created in a crockpot fairly simply. My Happy Love offers up a great potato crockpot recipe. All you have to do is slice the potatoes thinly and layer about half in the crockpot. Add in cheese soup (half the can), some Velveeta and cheddar plus evaporated milk. Once you've done all that add on the second layer of potatoes and add the rest of the ingredients. Set it and let it go, that's all. You don't have to worry about the timing of the dish or continuously check it, although the poster of this recipe suggest checking occasionally to ensure extra milk is not needed.
Okay, okay, so scalloped potatoes may not exactly be on the list of super healthy foods in our current society, however they can be made a bit healthier with a bit of inspiration. Moms Who Think, a website dedicated to parenting and all it's topics, suggests that scalloped potatoes can be healthy if some of the key components are switched out for healthier alternatives. Instead of the butter that would be used margarine will work fine and whole milk and a bit of flour can easily recreate the super creamy texture that is attributed to the cream in more traditional recipes. An added zing of onion adds something complete unexpected. It's also very easy to make and rather quick. The recipe suggests that the prep time is a mere 20 minutes and cook time a short 15 minutes. It's nice to know at least one dish at the table won't be taking hours to complete. Check out the full recipe at the link above.
There is nothing that goes better with potatoes than cheese. For a super cheesy scalloped potato epicurious suggests adding ¾ of a cup of blue cheese, ¾ a cup of extra-sharp cheddar and 1/3 of a cup of Parmesan to a more or less traditional recipe. The outcome is a gooey concoction that combines two great ingredients; potatoes and cheese. Blue cheese is a rather acquired taste so if it's not your personal style it can be subbed for just about any other cheese that is a good melter. Check out the full recipe for detailed instructions. I must warn you though, it is not the easiest recipe I've ever seen, but if you are already turning out thanksgiving food miracles this one is worth a shot.


text:
British Sea Power – Let the Dancers Inherit the Party – QRO Magazine
British Sea Power – Let the Dancers Inherit the Party
British Sea Power have always hovered at a sort of 'cult' status, beloved by their loyal fans, but not pushing through to that many new ones....
by	Ted Chase	April 7, 2017
7.6	Caroline
It's now past a decade since British Sea Power broke through with debut full-length The Decline of British Sea Power, and they've always hovered at a sort of 'cult' status, beloved by their loyal fans, but not pushing through to that many new ones. The knock has been that the band kind of always does the same thing, expansive epics with some swaying, atmospheric pieces. That still holds true on Let the Dancers Inherit the Party, but is still the BSP that you're looking for.
After the sub-minute "Intro", most of Dancers is nicely British Sea Power, but all told, a little expected. Songs like "Bad Bohemian" and "International Space Station" fit into their big sound, but had hoped for more from song titles like those (BSP is a band who has sung about the Czech assassination of Nazi S.S. leader Reinhard Heydrich in "A Lovely Day Tomorrow"). The record does lift up, further in, with strong pieces such as "The Voice of Ivy Lee" and "Saint Jerome", if not meeting the heights of hit Decline single "Remember Me". The back half also has the swaying, resigned BSP in "Electrical Kittens" and "Praise for Whatever", but the standout is the penultimate wistful expanse "Don't Let the Sun Get In the Way".
Click here for all of QRO's coverage of British Sea Power in QRO's 'Spotlight On : British Sea Power' feature
British Sea Power ran a crowd-funding campaign to put out Let the Dancers Inherit the Party, with fans paying in advance for a four-CD deluxe set of outtakes, instrumentals, and more. BSP may always be the kind of act who is better on the likes of Kickstarter than major labels, but hey, that's worked for Mystery Science Theater 3000 (stuck on their own "Space Station"…).
British Sea Power
NME Awards Tour Concert Photo Gallery
by	QRO	- Apr 6, 2017
What To Look For – Spring 2017


text:
require 'stringio'

module AWS
  module Core
    module Signers
      class Version4
        class ChunkSignedStream

          # @api private
          DEFAULT_CHUNK_SIZE = 128 * 1024

          # @api private
          MAX_BUFFER_SIZE = 256 * 1024

          # @api private
          CHUNK_SIGNATURE_HEADER = ";chunk-signature="

          # @api private
          CHUNK_STRING_TO_SIGN_PREFIX = "AWS4-HMAC-SHA256-PAYLOAD"

          # @api private
          SIGNATURE_LENGTH = 64

          # @api private
          CLRF = "\r\n"

          # @param [IO] stream The original http request body stream.
          # @param [Integer] stream_size Size of the original stream in bytes.
          #   This must be greater than 0.
          # @param [String] key The derived sigv4 signing key.
          # @param [String] key_path The scope of the derived key.
          # @param [String] datetime The iso8601 formatted datetime.
          # @param [String] signature The computed signature of the request headers.
          # @return [IO] Returns an IO-like object.
          def initialize stream, stream_size, key, key_path, datetime, signature
            @stream = stream || StringIO.new('')
            @size = self.class.signed_size(stream_size)
            @key = key
            @key_path = key_path
            @datetime = datetime
            @prev_chunk_signature = signature
            reset
          end

          # @return [Integer] the size of the final (signed) stream
          attr_reader :size

          # @param [Integer] bytes (nil)
          # @param [String] output_buffer (nil)
          # @return [String,nil]
          def read bytes = nil, output_buffer = nil
            data = read_bytes(bytes || @size)
            if output_buffer
              output_buffer.replace(data || '')
            else
              (data.nil? and bytes.nil?) ? '' : data
            end
          end

          # @return [Integer]
          def rewind
            @stream.rewind
            reset
          end

          private

          def reset
            @buffer = ''
            @more_chunks = true
          end

          # @param [Integer] num_bytes The maximum number of bytes to return.
          # @return [String,nil] `nil` once the complete stream has been read
          def read_bytes num_bytes
            fill_buffer(num_bytes)
            bytes = @buffer[0,num_bytes]
            @buffer = @buffer[num_bytes..-1] || '' # flatten the buffer
            bytes == '' ? nil : bytes
          end

          # Fills the internal buffer at least +num_bytes+ of data.
          # @param [Integer] num_bytes
          def fill_buffer num_bytes
            while @buffer.bytesize < num_bytes && more_chunks?
              @buffer << next_chunk
            end
          end

          def more_chunks?
            @more_chunks
          end

          def next_chunk
            chunk = @stream.read(DEFAULT_CHUNK_SIZE)
            if chunk.nil?
              chunk = ''
              @more_chunks = false
            end
            sign_chunk(chunk)
          end

          # Given a chunk of the original stream, this method returns a signed
          # chunk with the prefixed header.
          # @param [String] chunk
          # @return [String]
          def sign_chunk chunk
            [
              chunk.bytesize.to_s(16),
              CHUNK_SIGNATURE_HEADER,
              next_chunk_signature(chunk),
              CLRF,
              chunk,
              CLRF,
            ].join
          end

          # @param [String] chunk
          # @return [String]
          def next_chunk_signature chunk
            string_to_sign = [
              "AWS4-HMAC-SHA256-PAYLOAD",
              @datetime,
              @key_path,
              @prev_chunk_signature,
              hash(''),
              hash(chunk),
            ].join("\n")
            signature = sign(string_to_sign)
            @prev_chunk_signature = signature
            signature
          end

          def sign value
            @digest ||= OpenSSL::Digest.new('sha256')
            OpenSSL::HMAC.hexdigest(@digest, @key, value)
          end

          def hash value
            OpenSSL::Digest::SHA256.new.update(value).hexdigest
          end

          class << self

            # Computes the final size of a chunked signed stream.
            # @param [Integer] size Size of the original, unsigned stream.
            # @return [Integer]
            def signed_size size
              full_sized_chunks = size / DEFAULT_CHUNK_SIZE
              trailing_bytes = size % DEFAULT_CHUNK_SIZE
              length = 0
              length += full_sized_chunks * header_length(DEFAULT_CHUNK_SIZE)
              length += trailing_bytes > 0 ? header_length(trailing_bytes) : 0
              length += header_length(0)
              length
            end

            private

            # Computes the size of a header that prefixes a chunk.  The size
            # appears in the header as a string.
            # @param [Integer] size
            # @return [Integer]
            def header_length size
              size.to_s(16).length +
              CHUNK_SIGNATURE_HEADER.length +
              SIGNATURE_LENGTH +
              CLRF.length +
              size +
              CLRF.length
            end

          end
        end
      end
    end
  end
end

redpajama_set_name: RedPajamaGithub


text:
Russian Wildfires Blaze on an Area Larger than Los Angeles
ImaGeoBy Tom YulsmanMay 5, 2014 10:01 PM
The images that comprise this mosaic showing a large portion of Russia were captured on Monday, April 5 by NASA's Terra satellite. Red dots mark areas where a sensor on the spacecraft detected fire. (Source: NASA) With geopolitical fires continuing to smolder between Russia and Ukraine, actual wildfires have erupted across a vast swath of territory to the east. You can spot the Russian wildfires in the mosaic of satellite images above showing a large portion of the country as it looks from space today. Each red dot marks a spot on the ground where a sensor on NASA's Terra satellite has detected fire. More than 100 fires are burning today on 140,471 hectares, which is equal to 542 square miles, according to The Voice of Russia Radio. That's half again as large as the City of Los Angeles. Fires are burning in the Irkutsk region, the Omsk region, near Lake Baikal, and other areas.
Smoke plumes from fires burning in the Irkutsk region are visible in this image captured by NASA's Terra satellite on Monday, May 5, 2014. Areas where a sensor on the spacecraft detected fire are marked with red dots. (Source: NASA) Voice of Russia Radio attributes most of the fires to "negligence of local residents and agricultural burnings."
Global temperature anomalies for March. (Source: NASA/GISS But the risk of wildfire has no doubt been increased by warm temperatures that have gripped much of Russia for many months. March was particularly warm across a vast swath of territory. Click on the thumbnail at right to see how temperatures in March departed from the long-term average around the globe. The big, dark, red blob over Russia stands in stark contrast to the colder-than-average temperatures experienced across a portion of North America. (For the record, March was the fourth warmest on record globally.) Temperatures in the city of Irkutsk continued to run well above average for April as well, according to AccuWeather.
New Eruption from Taal, One of the Most Dangerous Volcanoes in the Philippines
Why is Puerto Rico Being Struck by Earthquakes?
Don't Look Now, But Your Shadow May Be Shrinking
Planet EarthNew Eruption from Taal, One of the Most Dangerous Volcanoes in the Philippines
Planet EarthWhy is Puerto Rico Being Struck by Earthquakes?
EnvironmentAs Bushfires Blaze On, Parts of Australia Broil With the Highest Temperatures on Earth
Planet EarthAs the Himalayas Melt, Thousands of Dangerous Floods Could Sweep Through the Mountain Range
Planet EarthCould a Tragedy Like White Island Happen in the U.S.?
Environment2019 Broke Multiple Records for the Wettest Year Ever