Titlebook: Navigating Place-Based Learning; Mapping for a Better Elizabeth Langran,Janine DeWitt Book 2020 The Editor(s) (if applicable) and The Autho

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Elizabeth Langran,Janine DeWitthe mapping of physical surfaces in superb desert outcrop over a lateral distance of more than 30?km. The Moghra Formation, which is exposed in a series of south-facing escarpments, consists of ~200?m of estuarine and marginal marine sandstone, siltstone, shale, and minor limestone, arranged into a s

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Elizabeth Langran,Janine DeWittors’ alma mater, by a well-known virologist, a scientist of rare creativity, and later a good friend, Anatoly Altstein. The subject of the seminar was a model of the origin of the genetic coding and translation he had developed [23]. The model was a beauty, but it was hard to imagine how one would g

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Elizabeth Langran,Janine DeWittotein sequences. Here, we turn to one of the main subjects of this book, namely how these methods are applied to the task of primary analysis of genomes, which often goes under the name of “genome annotation”. Many researchers still view genome annotation as a notoriously unreliable and inaccurate p

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Place-Based Learning, Geospatial Literacy, and Maps,quire a thoughtful pedagogy that anchors student learning in a specific place and facilitates the connections between conceptual material and geospatial location. In order to make these learning environments meaningful, a clear synergy needs to be created between out-of-classroom and in-classroom or

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How and Why Placed-Based Learning Works,ut the learning process, and the contextual issues associated with inclusion, equity, and empowerment of students from underrepresented or marginalized groups. Keeping this end goal of meaning-making in mind, educators can focus on providing authentic learning experiences, and the skills that are ne

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