Engineering Mathematics 4 Dr Ksc 134
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Recognized while still a child for her intellectual brilliance, Resnik was accepted at Carnegie Institute of Technology after becoming only the sixteenth woman in the history of the United States to have attained a perfect score on the SAT exam. She graduated with a degree in electrical engineering from Carnegie Mellon before attaining a PhD in electrical engineering from the University of Maryland.
Resnik worked for RCA as an engineer on Navy missile and radar projects, as a senior systems engineer for Xerox Corporation, and published research on special-purpose integrated circuitry. She was also a pilot and made research contributions to biomedical engineering as a research fellow at the National Institutes of Health.
Resnik was noticed for her intellectual ability while still in kindergarten, and she entered elementary school a year early. She attended Fairlawn Elementary School, Simon Perkins Junior High School, and Harvey S. Firestone High School. She was an outstanding student, excelling in mathematics, languages and piano. She played classical piano, and at one point considered a career as a concert pianist. Before college, she attained a perfect score on her SAT exam, the only woman in the country to do so that year and only the sixteenth woman in US history. She graduated from Firestone in 1966 as valedictorian and runner-up homecoming queen.
At age 17, Resnik entered Carnegie Institute of Technology, where she joined the Alpha Epsilon Phi sorority. She began college intending to become a math major, but in her second year, after attending electrical engineering lectures with her boyfriend Michael Oldak, she developed a passion for the subject. She was one of three female students in electrical engineering. She was a gourmet cook and a navigator in sports car rallies, in which she took part many times with Oldak in his Triumph TR6. She earned a Bachelor of Science degree in electrical engineering from Carnegie Mellon University (as it now was) in 1970. She became a member of Tau Beta Pi and Eta Kappa Nu honor societies.
While working on her doctorate, Resnik switched jobs in 1974, and went to work as a research fellow in biomedical engineering at the Laboratory of Neurophysiology at the National Institutes of Health. As a biomedical engineer, Resnik researched the physiology of visual systems. In 1977 she earned her PhD in electrical engineering with honors at the University of Maryland, writing her dissertation on "Bleaching kinetics of visual pigments". Her research involved the effects of electrical currents on the retina. An academic paper co-written by her concerning the biomedical engineering of optometry ("A novel rapid scanning microspectrophotometer and its use in measuring rhodopsin photoproduct pathways and kinetics in frog retinas") was published in the Journal of the Optical Society of America in 1978.
A memorial to Resnik and the rest of the crew of Challenger was dedicated in Seabrook, Texas, where she lived while stationed at the Johnson Space Center. She is also commemorated on the Space Mirror Memorial at the Kennedy Space Center. The IEEE Judith A. Resnik Award was established in 1986 by the Institute of Electrical and Electronics Engineers and is presented annually to an individual or team in recognition of outstanding contributions to space engineering in areas of relevance to the IEEE. The Society of Women Engineers (SWE) awards the Resnik Challenger Medal annually to "a woman who has changed the space industry, has personally contributed innovative technology verified by flight experience ... and will be recognized through future decades as having created milestones in the development of space as a resource for all humankind." The Challenger Center was established in 1986 by the families of the Challenger crew, including Resnik's brother, Charles, in honor of the crew members. Its goal is to increase children's interest in science, technology, engineering and mathematics.
In 1950, Dr. Wernher von Braun and approximately 100 of his team members came to Huntsville, Alabama, to begin work with the Army on what would later become America's historic space program. He would later serve as the first director of the Marshall Space Flight Center and led the development of the Saturn V launch vehicle that launched seven crewed American mission to the moon, as well as America s first space station, Skylab. Von Braun is best known for his team s technical achievements. He realized his dream of exploring outer space by helping place humans on the moon. His engineering and managerial talent during the Apollo era had contributed to a technological revolution. He was by all accounts a good engineer, but he was only one among many. What set Von Braun apart were his charisma, his vision, and his leadership skills. He inspired loyalty and dedication in the people around him. He understood the importance of communicating his vision to his team, to political and business leaders and the public. Today, the Marshall Center continues his vision by pursuing engineering and scientific projects that will continue to open space to exploration. This presentation will discuss Von Braun's impact on Huntsville, the Marshall Center, the nation and the world and look at his contributions in context of where world space exploration is today.
Dr. Thomas Paine, Deputy Administrator of the National Aeronautics and Space Administration, examines an ordinary man's shoe outfitted for use in the Saturn I workshop. Pictured from the left in the Saturn I workshop mockup are William Brooksbank, propulsion and vehicle engineering laboratory; Dr. Paine; Dr. Wernher Von Braun, Marshall Center director; Colonel Clare F. Farley, Executive Officer in the Office Of The Administrator; and Charles J. Donlan, Deputy Associate Administrator for Manned Space Flight, Technical. the shoe Dr. Paine is holding has a unique fastener built into the sole to allow an astronaut to move about on the workshop floor and to remain in one position if he desires.
We explore Ernst von Glaserfelds radical constructivism, its criticisms, and our own thoughts on what it promises for the reform of science and mathematics teaching. Our investigation reveals that many criticisms of radical constructivism are unwarranted; nevertheless, in its current cognitivist form radical constructivism may be insufficient to empower teachers to overcome objectivist cultural traditions. Teachers need to be empowered with rich understandings of philosophies of science and mathematics that endorse relativist epistemologies; for without such they are unlikely to be prepared to reconstruct their pedagogical practices. More importantly, however, is a need for a powerful social epistemology to serve as a referent for regenerating the culture of science education. We recommend blending radical constructivism with Habermas theory of communicative action to provide science teachers with a moral imperative for adopting a constructivist epistemology. 2b1af7f3a8