142,965 research outputs found
Why Choose Lynn Ad: Joyce Kessler
No full textA winning Why Choose Lynn Advertisement, created by Joyce Kessler, a student in Professor Susan Black Olsen\u27s Introduction to Communication/Media (COM 101), Fall 2022 - Block C & D - classes.https://spiral.lynn.edu/choose-lynn-studentads/1001/thumbnail.jp
Kessler D. et Strauss-Kahn D. — L'épargne et la retraite. L'avenir des retraites préfinancées
No full textB. D. Kessler D. et Strauss-Kahn D. — L'épargne et la retraite. L'avenir des retraites préfinancées. In: Population, 38ᵉ année, n°1, 1983. p. 193
Kessler D. et Strauss-Kahn D. — L'épargne et la retraite. L'avenir des retraites préfinancées
No full textB. D. Kessler D. et Strauss-Kahn D. — L'épargne et la retraite. L'avenir des retraites préfinancées. In: Population, 38ᵉ année, n°1, 1983. p. 193
Lindsea linduensis D. Cicuzza & M. Kessler 2012, sp. nov.
No full textLindsea linduensis D.Cicuzza & M.Kessler, sp. nov. (Fig. 1). Type: — INDONESIA. Sulawesi: Central Sulawesi, at the border of the Lore Lindu National Park, Nokilalaki Mountain, Kulawi valley, 1200 m, 01°14'30.483" S, 120°09'19.828" E, 16 March 2008, Cicuzza 891 (holotype Z!, isotypes UC!, BO!, CEB!, GOET!). Differs from Lindsaea repens var. sessilis by having 2-pinnate fronds (versus 1-pinnate), longer petioles (10–17 cm versus 1–5 cm), and more widely spaced ultimate segments (> 5 mm apart versus 5 mm apart versus <4 mm). Following the keys of Kramer (1971), Lindsaea linduensis falls into group G (subg. Odontoloma Kunth). The specimen of L. linduensis keys out to the couplet containing L. rigida and L. regularis. From these, Lindsaea linduensis differs by having less strongly creeping rhizomes, fewer pinna pairs (1 in L. linduensis, 1–7 in L. rigida, 3–9 in L. regularis), and more sori per pinnule (7–8 in L. linduensis, 1–4 in L. rigida, 3–5 in L. regularis).Published as part of Cicuzza, Daniele & Kessler, Michael, 2012, Lindsaea linduensis (Lindsaeaceae, Polypodiales), a new fern species from Sulawesi, Indonesia, pp. 36-40 in Phytotaxa 65 (1) on pages 37-39, DOI: 10.11646/phytotaxa.65.1.4, http://zenodo.org/record/506209
PRESERVICE SCIENCE TEACHERS’ CAPACITY TO PLAN USING TECHNOLOGY IN AN INTEGRATED TEACHER PREPARATION PROGRAM
Full text linkThe important role of integrating technology in support of engaging instruction is undeniable. It is called for in the Next Generation Science Standards (Achieve, Inc., 2013) and has been promoted in countless publications (Warschauer, 2006; Goethals, Howard, & Sanders, 2004; Mishra & Koehler, 2006; Bell, Gess-Newsome, & Luft, 2008; Koehler & Mishra, 2009; Schmidt et al., 2009; Harris & Hofer, 2009). Despite this rich research base, relatively little is known about how teachers develop the capacity to carry out this work in the early part of their professional trajectory.
This study looked to unpack and understand how a small set (n=6) of preservice secondary science teachers (PSST) developed the capacity to integrate digital technology that supported engaged science learning into their instructional planning. The PSST studied were enrolled in a Master of Arts and Teaching and teacher certification program that focused on the teaching of practices and that had previously been shown to support growth of their pedagogical design capacity (Grossman et. al, 2010; Ross, 2014; Kessler & Cartier 2014). In order to investigate the development of PSST planning with technology the program instructor designed and leveraged a set of intervention lessons integrated in the pedagogy course sequence.
Analysis of PSST planning documents and interviews showed a consistent and positive development of PSST ability to plan engaging science lessons supported with digital technologies after pedagogy course intervention. Further, the results point to the impact PSST internship placement sites and mentor support can have on how this planning process develops. Lastly, in a departure from previous research, the data show that PSST leveraged a set of planning routines in order to manage the overwhelming amount of resources and factors required to plan responsive instruction. The identification of planning routines as a part of PSST developing pedagogical design capacity opens the door to a new line of research and represents a slight shift in how the field has thought about this construct and its development
Yves Mény (Sous la direction d') : Les politiques du mimétisme institutionnel : la greffe et le rejet
No full textKessler Marie-Christine. Yves Mény (Sous la direction d') : Les politiques du mimétisme institutionnel : la greffe et le rejet. In: Politiques et management public, vol. 12, n° 3, 1994. pp. 190-191
J. Dupâquier, D. Kessler et al, La société française au XIXe siècle : tradition, transition, transformations, 1992
No full textPoussou Jean-Pierre. J. Dupâquier, D. Kessler et al, La société française au XIXe siècle : tradition, transition, transformations, 1992. In: Annales de démographie historique, 1994. pp. 385-388
J. Dupâquier, D. Kessler et al, La société française au XIXe siècle : tradition, transition, transformations, 1992
No full textPoussou Jean-Pierre. J. Dupâquier, D. Kessler et al, La société française au XIXe siècle : tradition, transition, transformations, 1992. In: Annales de démographie historique, 1994. pp. 385-388
Kessler Peak and upper part of Mill D. Perfect for avalanches at left
No full textBlack and white photo showing Kessler Peak and the upper part of Mill D (Cardiff) Fork. Ted Major\u27s note: "Perfect for avalanches at left.
Arcy (François d') - Structures administratives et urbanisation, La Société centrale pour l'équipement du territoire (S.C.E.T.). Préface de Georges Lavau
No full textKessler Marie-Christine. Arcy (François d') - Structures administratives et urbanisation, La Société centrale pour l'équipement du territoire (S.C.E.T.). Préface de Georges Lavau. In: Revue française de science politique, 20ᵉ année, n°3, 1970. pp. 569-570
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