cet.edu

mistti.cet.edu

MISTTI Crisis Management

http://mistti.cet.edu/crisis-management.html

MINING AND INDUSTRIAL SAFETY. TECHNOLOGY AND TRAINING INNOVATION. Mine Crisis Management Handbook. The Mine Crisis Management Handbook. Gives immediate help to those charged with responding to a mine crisis. The book provides checklists that command center personnel should follow when a mining accident occurs. The book also helps you prepare a response should an emergency ever arise. This section is perfect for planning and training. Will help you do that. Mine Crisis Management Checklists.

mistti.cet.edu

MISTTI Toolbox Training

http://mistti.cet.edu/toolbox-training.html

MINING AND INDUSTRIAL SAFETY. TECHNOLOGY AND TRAINING INNOVATION. The Toolbox Training: Mine Safety. The scenarios are grouped into 11 mine safety topics:. Toolbox Training: Mine Safety. Received first place in the printed materials category of the 2012 Mine Health and Safety Training Materials Competition sponsored by the Mine Safety and Health Administration held in conjunction with its TRAM/National Mine Instructors Seminar. Workbook: Toolbox Training: Mine Safety. Toolbox Training Evaluation Form.

mistti.cet.edu

MISTTI Training

http://mistti.cet.edu/training.html

MINING AND INDUSTRIAL SAFETY. TECHNOLOGY AND TRAINING INNOVATION. The Toolbox Training: Mine Safety. Book features 33 scenarios in general mine safety topics. The Dust Management: Protecting Your Health. Module highlights health hazards and other dangers dust presents in underground and surface mining. It's a Must to Control the Dust Sticker. The Mine Crisis Management Handbook. Provides immediate help to those charged with responding to a mine crisis. Mine Crisis Management Checklists. And Terms of Use.

cotf.edu

Florida Everglades

http://www.cotf.edu/ete/modules/evergaldesSP/FEglossary.html

Drenaje ácido de minas (AMD, por sus siglas en inglés). Agua que drena de minas en la superficie, que tienen un pH extremadamente bajo (una alta concentración de iones de hidrógeno); usualmente contienen una concentración alta de azufre, aluminio, y metales pesados como el hierro. Relacionado al agua; que viven encima o dentro del agua (y no en tierra o en el aire). Área en donde existe aire; esta área contiene todos los gases que rodean el planeta Tierra. Es una materia vegetal o animal que está entre f...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/step2.htm

Step 2: Align Science with Standards for learning. In step 2 you describe how your product/activity/lession will enable learners to meet standards for learning. You will be creating an inquiry-based activity that is structured around a specified dataset or resource and a research question. You will also identify a scientist or an educator with appropriate background experience. Alignment and Design Space. Determining three facets of the Virtual Design Center design space. NASA’s Product Review. Through s...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/entries/lee.htm

Assessment should be designed to examine and foster inquiry, collaboration, and understanding in science learning. Eddy Y.C. Lee, Carol K.K. Chan, and Jan van Aalst. The original paper, entitled “ Students Assessing Their Own Knowledge Advances in a Knowledge-building Environment. Was presented at the 2005 Computer-Supported Collaborative Learning Conference in Taipei, Taiwan. [1]. What Is a Knowledge-building Environment? The Knowledge Forum™ learning environment. Much of the prior research on computer-...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/step6.htm

Step 6. Use Learning Technologies to Support Inquiry. Think about the role of technology within the world of science, engineering, and mathematics. How does technology operate in authentic settings, and what kind of role does it play within professional practice? Alignment and Design Space. The Virtual Design Center scenario design space for inquiry-based learning activities—the six faces of the design space cube. Activities and NASA Review Criteria Matrix. A-1 Quality and Appropriateness. Start the acti...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/step1.htm

Step 1. Identify Learner Needs and Justify Project. In step 1 your team learns more about the key characteristics of inquiry-based classrooms by completing three activities. Through these activities your team identifies a target audience, partners with a school district, identifies the specific learner characteristics to be targeted as you design your investigation, and creates the first deliverable for the Virtual Design Center, your project rationale. Alignment and Design Space. Review a learning envir...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/editorial.htm

The Virtual Design Center advisory board brings together professional organizations and science and learning technologies experts. The board’s diverse perspectives, practices, and methodology help it manage the Virtual Design Center’s design steps and principles. Daniel T. Hickey. Associate Professor, Learning Sciences Program. Association for Educational Communications and Technology. Director, Learning Science Institute; Director, Center for the Study of Problem Solving, University of Missouri. Step 5:...

vdc.cet.edu

Virtual Design Center

http://vdc.cet.edu/entries/owensby.htm

Providing Scaffolding for Complex Cognitive Skills Helps Learners Engage in Expert-like Thinking Process. Jakita N. Owensby and Janet L. Kolodner. The original paper, entitled “Case Application Suite: Scaffolding Use of Expert Cases in Middle-school Project-based Inquiry Classrooms,”. Was presented at the 2004 International Conference of the Learning Sciences in Los Angeles, California. [1]. What Does Scaffolding Complex Cognitive Skills for Inquiry Mean? 2) To what extent would students’ ability t...