This article opens up a discussion on the power that teachers have in mathematics curriculum at the Further Education and Training level. It is related to the general question: who holds the power in school mathematics education in South Africa? To what extent is the teacher given an opportunity to exercise their power in mathematics assessment? If the teacher is given power, what does that power allow teachers to do, and under what conditions does this happen? The case of mathematics is presented here to illustrate the above complex questions of teacher power in new forms of assessment in the curriculum.

The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.

This article opens up a discussion on the power that teachers have in mathematics curriculum at the Further Education and Training level. It is related to the general question: who holds the power in school mathematics education in South Africa? To what extent is the teacher given an opportunity to exercise their power in mathematics assessment? If the teacher is given power, what does that power allow teachers to do, and under what conditions does this happen? The case of mathematics is presented here to illustrate the above complex questions of teacher power in new forms of assessment in the curriculum.

The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.

Utilizing smartphone sensor data from crowdsen-sing (CS) campaigns for transportation planning (TP) requires highly reliable transport mode recognition. To address this, we present our RNN-based AI model MovDeep, which works on GPS, accelerometer, magnetometer and gyroscope data. It was trained on 92 hours of labeled data. MovDeep predicts six transportation modes (TM) on one second time windows. A novel postprocessing further improves the prediction results. We present a validation methodology (VM), which simulates unknown context, to get a more realistic estimation of the real-world performance (RWP). We explain why existing work shows overestimated prediction qualities, when they would be used on CS data and why their results are not comparable with each other. With the introduced VM, MovDeep still achieves 99.3 % F1 -Score on six TM. We confirm the very good RWP for our model on unknown context with the Sussex-Huawei Locomotion data set. For future model comparison, both publicly available data sets can be used with our VM. In the end, we compare MovDeep to a deterministic approach as a baseline for an average performing model (82 - 88 % RWP Recall) on a CS data set of 540 k tracks, to show the significant negative impact of even small prediction errors on TP.

Zur Einschätzungen und Bewertung der Nachhaltigkeit der gegenwärtigen Gemüseproduktion im Roten-Fluss-Delta, Vietnam, erfolgten empirische Untersuchungen zur Ermittlung und Bewertung eines Nachhaltigkeitsindex unter Nutzung verschiedener Lösungsansätze. Die Analysen und Einschätzungen wurden aus ökologischer ökonomischer und sozialer Sicht vorgenommen. Die erfassten Daten wurden unter Nutzung von zwei Methoden ausgewertet, der Mehr-Kriterien-Bewertungsmethode Analytic Hierarchy Process (AHP) und der Fuzzy Bewertungsmethode. In Workshops wurden mit den Farmern Präferenzen als Element der AHP, zu den Kriterien die Ausdruck der Nachhaltigkeit sind, erarbeitet. Es wurde herausgearbeitet, dass im ländlichen Raum, die Gemüseproduktion nachhaltig ist, im Peri-urbanen Raum wurde eine geringe Nachhaltigkeit ermittelt und im urbanen Raum keine Nachhaltigkeit. Im Ergebnis der Forschungsarbeit wurde herausgearbeitet, dass für einen nachhaltigen Gemüse-Anbau im Roten-Fluss-Delta, die Farmer ihr Kontrollsystem und System der Nachverfolgbarkeit verbessern müssen. Gleichermaßen ist es erforderlich die sozialen Bedingungen so zu gestalten, das die Prinzipien der‚ Guten Landwirtschaftlichen Praxis‘ greifen. Im Rahmen der Forschungsarbeit konnte gleichfalls eine Bewertung der Nachhaltigkeit unter Nutzung der Fuzzy Methode erfolgreich eingesetzt werden. Diese Ergebnisse sind geeignet, sowohl den Farmern, als auch den politischen Entscheidungsträgern, die geeigneten Werkzeuge für die Entwicklung einer nachhaltigen Gemüse Kultivierung in der Zukunft zu geben. / This study is empirical research by applying different sustainability assessment approaches to evaluate and to compare the sustainability index of the existing vegetable cultivation systems in the Red River Delta - the largest vegetable production land area of Vietnam in terms of environment, economic and social dimensions. In addition, this study also incorporated farmers'' perceptions as well as their preferences into the weight of criteria by using Analytic Hierarchy Process (AHP) in multi-criteria evaluation method, and rules formed in fuzzy evaluation method. The results from the sustainability assessment for the vegetable cultivation systems show that in the rural area, the sustainability are acceptable whereas in the peri-urban area are only conditionally acceptable, and in the urban area are not sustainable. The results from this study indicate that, to achieve sustainable vegetable cultivation systems in the Red River Delta in Vietnam, the farmers need improved internal controls and tracing systems as well as strict social control in order to implement good agricultural practices guidelines. This study result also shows that the sustainability assessment by fuzzy evaluation approach appears to be well suited to provide quantitative answers pertaining to sustainability that can help policy maker in choosing the tool for sustainability assessment in the future.

Die Feststellung der Todesursache und der Todesart ist eine ärztliche Aufgabe, welche medizinisch nicht trivial und gesellschaftlich bzw. rechtlich relevant ist. Dabei spielt die Unterscheidung zwischen einem natürlichen und einem nicht natürlichen Tod eine wichtige Rolle. Im folgenden Aufsatz soll vor dem Hintergrund dreier Fallvignetten aus einem hausärztlichen Versorgungskontext heraus das Themenfeld der Bewertung des Todes durch „freiwilligen Verzicht auf Essen und Trinken“ (im Folgenden: fVET) näher betrachtet werden. Die Autoren plädieren ausdrücklich für die Verwendung des Begriffes „freiwilliger Verzicht auf Essen und Trinken“. Dadurch soll deutlich gemacht werden, dass es eben nicht um den Verzicht auf ggf. über eine Sonde oder über einen venösen Gefäßzugang „künstlich“ zugeführte „Nahrung und Flüssigkeit“ als ärztliche Behandlungsmaßnahme geht 1.

Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.