The North Carolina School of Science and Mathematics: a Special Opportunity for Students

1988 ◽  
Vol 72 (509) ◽  
pp. 101-108
Author(s):  
William W. Youngblood
1997 ◽  
Vol 9 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Virginia Wilson ◽  
James Litle ◽  
Mary Ruth Coleman ◽  
James Gallagher

As the role of distance learning within the educational setting expands, it is imperative that potential producers and receivers of these courses examine the prospects and problems of a distance learning initiative prior to embarking on this new educational journey. The authors provide guidance from their own distance learning experiences at the North Carolina School of Science and Mathematics. The article focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan.


1988 ◽  
Vol 81 (7) ◽  
pp. 599-600

In July 1985, the Carnegie Corporation of New York awarded a grant to the North Carolina School of Science and Mathematics to develop a course for fourth-year high school mathematics. This course, called Introduction to College Mathematics, responds to the challenges posed by reports from the College Board, the National Council of Teachers of Mathematics, the Sloan Foundation, and the National Science Foundation to begin preparing students for their lives in the twenty-first century.


1999 ◽  
Vol 92 (8) ◽  
pp. 744-747
Author(s):  
Gloria B. Barrett

Editors note: Contemporary statistics courses at both the secondary and collegiate levels expect students to interact with data and to discover and confirm ideas with simulations. Traditionally this objective has been accomplished with computer programs. However, students can perform many of these simulations on the home screen of a graphing calculator. Such an intimate interaction with the process of simulation may help develop a better understanding of the underlying concepts. Gloria Barrett, a teacher at the North Carolina School of Science and Mathematics and author of Statistics with the TI-83 (Meridian 1997), has convinced many of us of the power of this approach.


1997 ◽  
Vol 9 (2) ◽  
pp. 51-56
Author(s):  
F. Borden Mace

This article provides a brief history of the people and events that came together in the formation of three of the first public residential schools for gifted students: the North Carolina School for Science and Mathematics, the Louisiana School for Mathematics, Science and Technology, and the Illinois Mathematics and Science Academy. These schools were formed through a series of risks and opportunities by people who cared about the future of their state's most able students. Mace offers a first-hand review of how these fine schools came to be.


1999 ◽  
Vol 92 (9) ◽  
pp. 764-812
Author(s):  
Martha H. Lowther

I am always looking for lessons with multiple purposes: problems that can be approached from a variety of perspectives, hands-on experiences for the students, and attention-grabbers that lead to good discussion. When I saw the idea of having students use the graphing calculator to teach a parent mathematics, in the North Carolina School of Science and Mathematics Newsletter (Doyle 1995), I knew that I had found a winner. The article referred to an idea shared by Kent Reigner of Conestoga Valley High School. I did not use the problem suggested in the newsletter, but I updated and extended Jennifer Mayer's variation of a traditional problem and was extremely pleased with the results.


2014 ◽  
Vol 77 (9) ◽  
pp. 1495-1500 ◽  
Author(s):  
ELLEN M. THOMAS ◽  
BENJAMIN CHAPMAN ◽  
LEE-ANN JAYKUS ◽  
TREVOR PHISTER

Contaminated fresh produce has been increasingly identified as a cause of foodborne illnesses. Because of concerns about pathogen growth on these food items at retail, the 2009 U.S. Food and Drug Administration Food Code established that cut leafy greens (lettuce, spinach, spring mix, cabbage, arugula, and kale) must have time and temperature controls for safety and hence should be kept at refrigerated temperatures (5°C or lower). The purpose of this study was to determine the temperature profiles of cut leafy greens in single-serving clamshell containers provided as part of the North Carolina School Lunch Program and to compare the two policies that North Carolina has in place to control the temperature of these products (the 3-day rule and time in lieu of temperature). Temperatures were recorded with data loggers in 24 schools during a 3-day period. In all cases, substantial temperature variability was found for these products, including temperatures above 5°C for at least 1 h on each of the 3 days. In some cases, temperatures reached above 5°C for more than 3 h throughout the serving time. The results demonstrate the importance of developing a protocol for continuous temperature monitoring of leafy greens served in school lunch programs.


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