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Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education?

The authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites.

The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs.

The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada.

This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline specific and beyond discipline character-building skills. The skills taught included: critical thinking and problem solving; collaboration and communication; and creativity and innovation.

The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills.

In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

This study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.

This project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.

The results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.

The following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.

The results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.

These findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram.

This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known.

With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way.

The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.

This article aims to optimise energy use and consumption by integrating Lean Six Sigma methodology with the ISO 50001 energy management system standard in an Irish dairy plant operation.

This work utilised Lean Six Sigma methodology to identify methods to measure and optimise energy consumption. The authors use a single descriptive case study in an Irish dairy as the methodology to explain how DMAIC was applied to reduce energy consumption.

The replacement of heavy oil with liquid natural gas in combination with the new design of steam boilers led to a CO₂ footprint reduction of almost 50%.

A further longitudinal study would be useful to measure and monitor the energy management system progress and carry out more case studies on LSS integration with energy management systems across the dairy industry.

The novelty of this study is the application of LSS in the dairy sector as an enabler of a greater energy-efficient facility, as well as the testing of the DMAIC approach to meet a key objective for ISO 50001 accreditation.

There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.

The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.

Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.

The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.

This paper aims to identify the interplay of standard Capesize optimal speeds for time charter equivalent (TCE) maximization in the Australia–China iron ore route and the optimal speeds as an operational tool for compliance with the International Maritime Organization (IMO) carbon intensity indicator (CII).

The TCE at different speeds have been calculated for four standard Capesize specifications: (1) standard Capesize with ecoelectronic engine; (2) standard Capesize with non-eco engine (3) standard Capesize vessel with an eco-electronic engine fitted with scrubber and (4) standard Capesize with non-eco engine and no scrubber fitted.

Calculations imply that in a highly inflationary bunker price context, the dollar per ton freight rates equilibrates at levels that may push optimal speeds below the speeds required for minimum CII compliance (C Rating) in the Australia–China trade. The highest deviation of optimal speeds from those required for minimum CII compliance is observed for non-eco standard Capesize vessels without scrubbers. Increased non-eco Capesize deployment would see optimal speeds structurally lower at levels that could offer CII ratings improvements.

While most of the studies have covered the use of speed as a tool to improve efficiency and emissions in the maritime sector, few have been identified in the literature to have examined the interplay between the commercial and operational performance in the dry bulk sector stemming from the freight market equilibrium. The originality of this paper lies in examining the above relation and the resulting optimal speed selection in the Capesize sector against mandatory environmental targets.

The purpose of this paper is to investigate whether the headlined eco-bulkers ordered in 2012 and 2013 are posing a threat to the less-efficient ships ordered at the end of the boom in 2008 and 2009.

This paper will first investigate the drivers for the interest in such low-emission, low-speed bulker as well as the more general history of bulker designs. This is followed by a study on the vessels delivered between 2005 and 2014, based on eight parameters representing fuel efficiency, speed and hydromechanics properties. Within these results, evidence is sought for a significant change in the qualities of the vessels delivered after the last boom.

The data showed that at least till present, no significant changes could be discovered between 2014 and the earlier years. This indicates that either because of the long delivery times at the end of the boom, such vessels are still to be delivered, or that they were not ordered in an amount large enough to change the trend. For the future, this fact and the changes in vessel design resulting from the introduction of the energy efficiency design index (EEDI) in 2017 and the large fluctuations in the fuel prices will be interesting to keep monitoring the developments in the eight studied parameters.

This paper extends (in time) and improves (number of variables studied) a number of earlier studies on average qualities of the world fleet. It studies both the composition and the changes in average properties of the ships produced each year. It allowed the author to discover and explain the trends that would not have been evident when studying ships as single units or as the result of a business opportunity optimisation. Most important of which is the fact that, on average, ships produced are optimised for the current economic conditions and are not taken into consideration for future trends and scenarios.

The purpose of this paper is to investigate the heat and mass transport characteristics in microchannel reactors with non-uniform catalyst distributions.

A two-dimensional model is developed to study the heat and mass transport characteristics in microchannel reactors. The heat and mass transport processes in the microchannel reactors with non-uniform catalyst distribution in the catalytic combustion channel are also studied.

The simulated results are compared in terms of the distributions of species mole fraction, temperature and reaction rate for the conventional and new designed reactors. It is found that the chemical reaction, heat and mass transport processes are significantly affected and the maximum temperature in the reactor is also greatly reduced when a non-uniform catalyst distribution is applied in the combustion catalyst layer.

This study can improve the understanding of the transportation characteristics in microchannel reactors with non-uniform catalyst distributions and provide guidance for the design of microchannel reactors.

The design of microchannel reactors with non-uniform catalyst distributions can be used in methane steam reforming to reduce the maximum temperature inside the reactor.

Emissions produced by oceangoing vessels not only negatively affect the environment but also may deteriorate health of living organisms. Several regulations were released by the International Maritime Organization (IMO) to alleviate negative externalities from maritime transportation. Certain polluted areas were designated as “Emission Control Areas” (ECAs). However, IMO did not enforce any restrictions on the actual quantity of emissions that could be produced within ECAs. This paper aims to perform a comprehensive assessment of advantages and disadvantages from introducing restrictions on the emissions produced within ECAs. Two mixed-integer non-linear mathematical programs are presented to model the existing IMO regulations and an alternative policy, which along with the established IMO requirements also enforces restrictions on the quantity of emissions produced within ECAs. A set of linearization techniques are applied to linearize both models, which are further solved using the dynamic secant approximation procedure. Numerical experiments demonstrate that introduction of emission restrictions within ECAs can significantly reduce pollution levels but may incur increasing route service cost for the liner shipping company.

Two mixed-integer non-linear mathematical programs are presented to model the existing IMO regulations and an alternative policy, which along with the established IMO requirements also enforces restrictions on the quantity of emissions produced within ECAs. A set of linearization techniques are applied to linearize both models, which are further solved using the dynamic secant approximation procedure.

Numerical experiments were conducted for the French Asia Line 3 route, served by CMA CGM liner shipping company and passing through ECAs with sulfur oxide control. It was found that introduction of emission restrictions reduced the quantity of sulfur dioxide emissions produced by 40.4 per cent. In the meantime, emission restrictions required the liner shipping company to decrease the vessel sailing speed not only at voyage legs within ECAs but also at the adjacent voyage legs, which increased the total vessel turnaround time and in turn increased the total route service cost by 7.8 per cent.

This study does not capture uncertainty in liner shipping operations.

The developed mathematical model can serve as an efficient practical tool for liner shipping companies in developing green vessel schedules, enhancing energy efficiency and improving environmental sustainability.

Researchers and practitioners seek for new mathematical models and environmental policies that may alleviate pollution from oceangoing vessels and improve energy efficiency. This study proposes two novel mathematical models for the green vessel scheduling problem in a liner shipping route with ECAs. The first model is based on the existing IMO regulations, whereas the second one along with the established IMO requirements enforces emission restrictions within ECAs. Extensive numerical experiments are performed to assess advantages and disadvantages from introducing emission restrictions within ECAs.