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Astronaut Edgar Mitchell Claims Alien Cover-up

Dr. Edgar Mitchell is a veteran of the Apollo 14 mission and he was the sixth man to walk on the Moon. Dr. Mitchell also insists that aliens have visited Earth and that governments are actively covering it up. "I happen to have been privileged enough to be in on the fact that we've been visited on this planet and the UFO phenomena is real," Dr Mitchell said. "It's been well covered up by all our governments for the last 60 years or so, but slowly it's leaked out and some of us have been privileged to have been briefed on some of it. "I've been in military and intelligence circles, who know that beneath the surface of what has been public knowledge, yes - we have been visited. Reading the papers recently, it's been happening quite a bit." Dr Mitchell, who has a Bachelor of Science degree in aeronautical engineering and a Doctor of Science degree in Aeronautics and Astronautics claimed Roswell was real and similar alien visits continue to be investigated. He told the astonished Kerrang! radio host Nick Margerrison: "This is really starting to open up. I think we're headed for real disclosure and some serious organisations are moving in that direction." NASA issued a quick denial. In a statement, a spokesman said: "NASA does not track UFOs. NASA is not involved in any sort of cover up about alien life on this planet or anywhere in the universe. "Dr Mitchell is a great American, but we do not share his opinions on this issue." If Dr. Mitchell is correct about a cover-up than this is exactly the type of denial one would expect NASA to make. You can listen to the interview with Dr. Mitchell where he discusses the UFO phenomena here. Permalink | Recent Headlines | News Feeds Read more…

Online Journal Combines Teaching Math And Studying How Students Learn

14.12.2006 03:32 Science - Source: ScienceDaily Headlines

When instructors at Bronx-area community colleges applied for a National Science Foundation (NSF) grant to study how students think about fundamental concepts of calculus, they hoped to gain a better understanding of how college students learn mathematics. During the 4-year project, the teacher-researchers integrated ongoing research theories with classroom teaching. As a result, their project has evolved into a tool for helping students reason their way through complex calculus.

An online teaching-research journal provides insight into how students think intuitively about difficult mathematics problems. (Credit: NSF)

The researchers found that when students are actively engaged in the learning process, they are more likely to sort out the logic behind mathematical problems. A give-and-take method allows the students to voice their fears about the subject, express misconceptions, and participate in open discussions to reach a solution. Using an online, peer-reviewed teaching-research journal, the teacher-researchers give updates on their progress and share best practices and procedures. They invite other mathematics teachers and instructors to document their experiences and successes.

"The journal project contributes to NSF's goal to create an online network of learning environments and resources for science, technology, engineering, and mathematics education at all levels," said Lee L. Zia, program director for NSF's Division of Undergraduate Education. "Through a relatively easy mechanism to share best practices with the local community, the journal stimulates and supports research on learning, which is one of NSF's objectives."

"The biggest strength of our project is that it ensures that mathematics is accessible to all students," said Bronislaw Czarnocha, principal investigator at Hostos Community College of the City University of New York. "We focus on understanding how students think intuitively about calculus. We then design a method of instruction that develops their mathematical thinking to their maximum potential. This process offers our students, many of whom juggle families and jobs, the chance to establish fundamentals of mathematical thinking andto excel in a difficult mathematics course."

One example of an online journal entry from a teacher recommends adapting teaching English as a Second Language (ESL) strategies because both math and ESL teachers share the common challenge of teaching students to speak and write using an unfamiliar language. The journal contributor recommends this tactic when English is the math student's second language and suggests that math teachers introduce math vocabulary and definitions, then layer and repeat words and concepts until students grow familiar with them.

Another entry suggests activities to help translate research results into practice.For example, teachers might more effectively adapt their teaching style when trends show differences in how girls and boys learn.

"Our intent with the journal is to create a vibrant, supportive community," said Vrunda Prabhu, co-principal investigator, who teaches mathematics at the Bronx Community College of the City University of New York. "The journal offers teaching-research tools to deal with the complex problems of our multicultural, multilingual classrooms."