This study addresses the issue of home schooling in our state and our nation. Benefits and disadvantages associated with home schooling are discussed. Guidelines for planning a successful home schooling program are outlined for parents. Conclusions were drawn from the literature review, and recommendations were made for the future of home schooling. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/1048
{"title":"Home schooling","authors":"Julie L. Lange","doi":"10.1144/geosci2020-112","DOIUrl":"https://doi.org/10.1144/geosci2020-112","url":null,"abstract":"This study addresses the issue of home schooling in our state and our nation. Benefits and disadvantages associated with home schooling are discussed. Guidelines for planning a successful home schooling program are outlined for parents. Conclusions were drawn from the literature review, and recommendations were made for the future of home schooling. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/1048","PeriodicalId":52647,"journal":{"name":"Mongolian Geoscientist","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72574375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Timothy Brown, J. Becvar, J. Noveron, Geoffrey Saupe
In general chemistry peer-led workshops at the University of Texas at El Paso, we place great emphasis on the establishment of mutual trust between students and the peer leader from the get-go. This generates a positive learning team where students develop a high degree of comfort and are not afraid to ask questions, even questions so basic as to be referred with the ugly expression ‘stupid questions’. Workshops include hands-on, experimental activities called Explorations. These spark curiosity and lead to many questions. Students are generally not comfortable enough to ask questions in lecture; providing PLTL workshops directly addresses this issue. Comfort and trust in Workshop creates a learning environment where students are not afraid to ask questions of any type, where those student-led questions help eliminate the simple memorization of facts, and where students are able to think and act as problem-solvers to comprehend concepts. Background and Introduction Who is brave enough to ask questions in a lecture where there is the always-looming fear of feeling mentally inferior not only to the professor, but also to one’s peers? The answer is: only a select few. Also, more often than not, these students (who do ask questions in class) are the students at the top of the class. Getting the students who are not excelling in collegiate science courses (or really getting students in any course, at any level) to ask questions is an ever-present issue in the educational world that we believe is directly combated through Peer-Led Team Learning (PLTL) (Gosser and Roth, 1998; Gosser, et al, 2001; Cracolice, et al, 2001) workshops. The small class size of workshop enhances openness in the PLTL setting. Better relationship building and a greater level of trust is generated in the small group of 16 students (one of those students being the peer-leader) than in an environment of 150 students and a professor, or what generally is the lecture environment of any moderately-large introductory-level collegiate science course. The pool of learning scholars represented by a functional team in PLTL workshop allows for more one-on-one help not only that of the peer leader to students, but also in regard to the more able-student to the borderline-foundering student type. Curiosity-induced question-asking is the foundation of all science, and really all knowledge. Therefore, the thought of “asking a stupid question” should be promoted, not ridiculed. A fear that nearly everyone feels at one point or another in a lifetime can arise with not immediately comprehending something that is being described in the learning environment: the fear of appearing to make a fool of one’s self or that the question on one’s mind will be considered a stupid question. The healthy workshop environment THE PEER-LED TEAM LEARNING INTERNATIONAL SOCIETY PROCEEDINGS OF THE INAUGURAL CONFERENCE MAY 17-19, 2012 NEW YORK CITY COLLEGE OF TECHNOLOGY OF THE CITY UNIVERSITY OF NEW YORK BROOKLYN, NY 1
在德克萨斯大学埃尔帕索分校(University of Texas at El Paso)的普通化学同行领导研讨会上，我们非常强调从一开始就建立学生和同行领导之间的相互信任。这就形成了一个积极向上的学习团队，在这里，学生们会培养出一种高度的舒适感，并且不害怕提问，即使是一些非常基本的问题，甚至会被称为“愚蠢的问题”。工作坊包括被称为探索的动手实验活动。这些激发了人们的好奇心，并引发了许多问题。学生在课堂上提问通常不太自在;提供PLTL研讨会直接解决了这个问题。在工作坊中，舒适和信任创造了一个学习环境，学生们不怕问任何类型的问题，这些学生主导的问题有助于消除对事实的简单记忆，学生们能够思考并作为问题解决者来理解概念。谁有足够的勇气在课堂上提问，在课堂上，你不仅会感到自己在智力上不如教授，也会感到自己在智力上不如同龄人?答案是:只有少数人。而且，通常情况下，这些学生(在课堂上提问的学生)都是班上的尖子生。让那些在大学科学课程中表现不佳的学生(或者真正让学生在任何课程、任何水平上学习)提出问题，是教育界一直存在的问题，我们认为，通过同伴领导的团队学习(PLTL)可以直接解决这个问题(Gosser和Roth, 1998;Gosser等人，2001;Cracolice等人，2001)研讨会。小班制的工作坊提高了PLTL设置的开放性。与150名学生和一名教授的环境，或者任何中等规模的大学科学入门课程的授课环境相比，16名学生的小组(其中一名学生是同龄人的领导者)能产生更好的关系建立和更高水平的信任。在PLTL工作坊中，以功能团队为代表的学习学者群体可以提供更多的一对一帮助，不仅是同伴领导对学生的帮助，而且还可以对能力较强的学生对边缘型学生的帮助。好奇心引发的提问是所有科学的基础，也是所有知识的基础。因此，“问一个愚蠢的问题”的想法应该得到推广，而不是嘲笑。几乎每个人在一生中都有过这样或那样的恐惧，这种恐惧可能是由于不能立即理解学习环境中所描述的东西而产生的:害怕自己看起来像个傻瓜，或者担心自己脑子里的问题会被认为是一个愚蠢的问题。健康的研讨会环境，同伴领导的团队学习国际学会会议记录，2012年5月17-19日，纽约城市大学的纽约城市理工学院布鲁克林，NY 11201-2983，上面描述的直接对抗这种恐惧，使任何问题都相关，并将提问者从尴尬中解放出来:没有愚蠢的问题。在德克萨斯大学埃尔帕索分校(UTEP)，我们强调“同伴领导的团队学习”中的“同伴”，确保所有的同伴领导认识到他们不应该对他们的学生和同伴居高躬下。领导者是学习的向导，而不是学生的智力上级。从一开始就建立相互信任，同伴领导者在车间中发展出高度的舒适感，并创造出积极的学习环境。在UTEP的PLTL车间(Becvar, 2004b;Becvar等人，2008年)有几个例子表明，活动可以激发学生的高水平批判性思维。例如，在普通化学I研讨会的第一天，在通过各种破冰活动创造了一个舒适的学习环境之后，学生们开始了他们的第一次探索(Becvar等，2003;Becvar, 2012;Frederick and Becvar, 2009;Campos-Flores等，2010;Ronquillo等人，2010)，我们称之为“口臭指标”探索。在这次探索中，学生将少量自来水倒入空瓶中，加入一小部分深蓝色液体，溴百里酚蓝指示剂，盖上盖子，摇晃。接下来，学生们被要求打开瓶子，吸气，快速关闭，最后摇动瓶子。震动会产生颜色变化，这种变化会引发一系列问题。一些例子包括:我们为什么要呼吸?这是怎么做到的呢?是什么导致了颜色的变化?颜色的变化是物理反应还是化学反应的结果?如果物理性质受到影响，它们是密集的还是广泛的物理性质?这些深入的问题和这些问题背后的化学反应使得快速而容易的探索成为UTEP同龄人领导的团队学习的缩影。
{"title":"No stupid questions","authors":"Timothy Brown, J. Becvar, J. Noveron, Geoffrey Saupe","doi":"10.1144/geosci2020-108","DOIUrl":"https://doi.org/10.1144/geosci2020-108","url":null,"abstract":"In general chemistry peer-led workshops at the University of Texas at El Paso, we place great emphasis on the establishment of mutual trust between students and the peer leader from the get-go. This generates a positive learning team where students develop a high degree of comfort and are not afraid to ask questions, even questions so basic as to be referred with the ugly expression ‘stupid questions’. Workshops include hands-on, experimental activities called Explorations. These spark curiosity and lead to many questions. Students are generally not comfortable enough to ask questions in lecture; providing PLTL workshops directly addresses this issue. Comfort and trust in Workshop creates a learning environment where students are not afraid to ask questions of any type, where those student-led questions help eliminate the simple memorization of facts, and where students are able to think and act as problem-solvers to comprehend concepts. Background and Introduction Who is brave enough to ask questions in a lecture where there is the always-looming fear of feeling mentally inferior not only to the professor, but also to one’s peers? The answer is: only a select few. Also, more often than not, these students (who do ask questions in class) are the students at the top of the class. Getting the students who are not excelling in collegiate science courses (or really getting students in any course, at any level) to ask questions is an ever-present issue in the educational world that we believe is directly combated through Peer-Led Team Learning (PLTL) (Gosser and Roth, 1998; Gosser, et al, 2001; Cracolice, et al, 2001) workshops. The small class size of workshop enhances openness in the PLTL setting. Better relationship building and a greater level of trust is generated in the small group of 16 students (one of those students being the peer-leader) than in an environment of 150 students and a professor, or what generally is the lecture environment of any moderately-large introductory-level collegiate science course. The pool of learning scholars represented by a functional team in PLTL workshop allows for more one-on-one help not only that of the peer leader to students, but also in regard to the more able-student to the borderline-foundering student type. Curiosity-induced question-asking is the foundation of all science, and really all knowledge. Therefore, the thought of “asking a stupid question” should be promoted, not ridiculed. A fear that nearly everyone feels at one point or another in a lifetime can arise with not immediately comprehending something that is being described in the learning environment: the fear of appearing to make a fool of one’s self or that the question on one’s mind will be considered a stupid question. The healthy workshop environment THE PEER-LED TEAM LEARNING INTERNATIONAL SOCIETY PROCEEDINGS OF THE INAUGURAL CONFERENCE MAY 17-19, 2012 NEW YORK CITY COLLEGE OF TECHNOLOGY OF THE CITY UNIVERSITY OF NEW YORK BROOKLYN, NY 1","PeriodicalId":52647,"journal":{"name":"Mongolian Geoscientist","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88852163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrating spatial data from different sources results in visualization, which is the last step in the process of digital basic topographic map creation. Digital elevation model and visualization will used for geomorphological mapping, geospatial database, urban planning and etc. Large scale topographic mapping in the world countries is really a prominent challenge in geospatial industries today. The purpose of this work is to integrate laser scanner data with the ones generated by aerial photogrammetry from UAV, to produce detailed maps that can used by geodetic engineers to optimize their analysis. In addition, terrestrial - based LiDAR scans and UAV photogrammetric data were collected in Sharga hill in the north zone of Mongolia. In this paper, different measurement technology and processing software systems combined for topographic mapping in the data processing scheme. UTM (Universal Transverse Mercator) projected coordinate system calculated in WGS84 reference ellipsoid. Feature compilation involving terrestrial laser scanner data and UAV data will integrated to offer Digital Elevation Models (DEM) as the main interest of the topographic mapping activity. Used UAV generate high-resolution orthomosaics and detailed 3D models of areas where no data, are available. That result issued to create topographic maps with a scale of 1:1000 of geodetic measurements. Preliminary results indicate that discontinuity data collection from UAV closely matches the data collected using laser scanner.
{"title":"UAV and terrestrial laser scanner data processing for large scale topographic mapping","authors":"G. Ulziisaikhan, D. Oyuntsetseg","doi":"10.5564/mgs.v50i0.1329","DOIUrl":"https://doi.org/10.5564/mgs.v50i0.1329","url":null,"abstract":"Integrating spatial data from different sources results in visualization, which is the last step in the process of digital basic topographic map creation. Digital elevation model and visualization will used for geomorphological mapping, geospatial database, urban planning and etc. Large scale topographic mapping in the world countries is really a prominent challenge in geospatial industries today. The purpose of this work is to integrate laser scanner data with the ones generated by aerial photogrammetry from UAV, to produce detailed maps that can used by geodetic engineers to optimize their analysis. In addition, terrestrial - based LiDAR scans and UAV photogrammetric data were collected in Sharga hill in the north zone of Mongolia. In this paper, different measurement technology and processing software systems combined for topographic mapping in the data processing scheme. UTM (Universal Transverse Mercator) projected coordinate system calculated in WGS84 reference ellipsoid. Feature compilation involving terrestrial laser scanner data and UAV data will integrated to offer Digital Elevation Models (DEM) as the main interest of the topographic mapping activity. Used UAV generate high-resolution orthomosaics and detailed 3D models of areas where no data, are available. That result issued to create topographic maps with a scale of 1:1000 of geodetic measurements. Preliminary results indicate that discontinuity data collection from UAV closely matches the data collected using laser scanner.","PeriodicalId":52647,"journal":{"name":"Mongolian Geoscientist","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41680022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Ulaan Del deposit is located in the Lake Zone, Western Mongolia. In the area, middle-late Devonian alkali dykes of the Khalzan Complex are hosted in the middle-late Cambrian granodiorite-tonalite of the Togthohiinshil Complex. The alkali dykes of the Khalzan complex comprise medium- to fine-grained syenite, microsyenite, syenite-porphyry and trachyte, trachyrhyolite, and trachyandesite. The dykes are replaced to silica, sericite, albite, fluorite and are brecciated. They crosscut by quartz and quartz-carbonate veinlets. The dykes contain zircon (>0.19% Zr) with a total of rare earth elements oxides >0.1%. The host rocks of the Togtokhiinshil complex are mid-K, metaluminous, I- type granite, depleted in HFSE. Based on geochemical and mineralogical data, economic REE mineralization is concentrated in syenite and syenite porphyry of calc-alkaline high K to shoshonite series of A- type granite, emplaced at within a plate setting. Syenite dykes are enriched in REE. Ore minerals are zircon, apatite, sphene, monazite, xenotime, synchysite, parisite, fluorite and REE complex minerals, pyrite, rutile and limonite. Magmatic, metasomatic and hydrothermal processes significantly contributed to the formation of Zr, Nb, REE and Y mineralization at the Ulaan Del deposit.
{"title":"Petrology and mineralogy of the Ulaan Del Zr-Nb-REE deposit, Lake Zone, Western Mongolia","authors":"Sanjsuren Oyunbat","doi":"10.5564/mgs.v50i0.1328","DOIUrl":"https://doi.org/10.5564/mgs.v50i0.1328","url":null,"abstract":"The Ulaan Del deposit is located in the Lake Zone, Western Mongolia. In the area, middle-late Devonian alkali dykes of the Khalzan Complex are hosted in the middle-late Cambrian granodiorite-tonalite of the Togthohiinshil Complex. The alkali dykes of the Khalzan complex comprise medium- to fine-grained syenite, microsyenite, syenite-porphyry and trachyte, trachyrhyolite, and trachyandesite. The dykes are replaced to silica, sericite, albite, fluorite and are brecciated. They crosscut by quartz and quartz-carbonate veinlets. The dykes contain zircon (>0.19% Zr) with a total of rare earth elements oxides >0.1%. The host rocks of the Togtokhiinshil complex are mid-K, metaluminous, I- type granite, depleted in HFSE. Based on geochemical and mineralogical data, economic REE mineralization is concentrated in syenite and syenite porphyry of calc-alkaline high K to shoshonite series of A- type granite, emplaced at within a plate setting. Syenite dykes are enriched in REE. Ore minerals are zircon, apatite, sphene, monazite, xenotime, synchysite, parisite, fluorite and REE complex minerals, pyrite, rutile and limonite. Magmatic, metasomatic and hydrothermal processes significantly contributed to the formation of Zr, Nb, REE and Y mineralization at the Ulaan Del deposit.","PeriodicalId":52647,"journal":{"name":"Mongolian Geoscientist","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71015147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Nature is not your friend","authors":"","doi":"10.1144/geosci2020-085","DOIUrl":"https://doi.org/10.1144/geosci2020-085","url":null,"abstract":"","PeriodicalId":52647,"journal":{"name":"Mongolian Geoscientist","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79654920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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