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STEM / STEAM / STEMA
STEM
EDUCATION CURRICULUM

WRITTEN BY: Judith Hallinen

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Alternative Titles: science, technology, engineering, and mathematics

STEM, in full sciencetechnologyengineering, and mathematics, field and curriculum centred on education in the disciplines of science, technology, engineering, and mathematics (STEM). The STEM acronym was introduced in 2001 by scientific administrators at the U.S. National Science Foundation (NSF). The organization previously used the acronym SMET when referring to the career fields in those disciplines or a curriculum that integrated knowledge and skills from those fields. In 2001, however, American biologist Judith Ramaley, then assistant director of education and human resources at NSF, rearranged the words to form the STEM acronym. Since then, STEM-focused curriculum has been extended to many countries beyond the United States, with programs developed in places such as AustraliaChinaFranceSouth KoreaTaiwan, and the United Kingdom.
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From Wikipedia, the free encyclopedia

Emotional intelligence (EI), Emotional leadership (EL), Emotional quotient (EQ) and Emotional Intelligence Quotient (EIQ), is the capability of individuals to recognize their own emotions and those of others, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one's goal(s). 
Although the term first appeared in a 1964 paper by Michael Beldoch, it gained popularity in the 1995 book by that title, written by author and science journalist Daniel Goleman. Since this time, EI, and Goleman's 1995 analysis, have been criticized within the scientific community, despite prolific reports of its usefulness in the popular press. 
Empathy is typically associated with EI, because it relates to an individual connecting their personal experiences with those of others. However, a number of models exist that aim to measure levels of (empathy) EI. There are currently several models of EI. Goleman's original model may now be considered a mixed model that combines what has since been modeled separately as ability EI and trait EI. Goleman defined EI as the array of skills and characteristics that drive leadership performance. The trait model was developed by Konstantinos V. Petrides in 2001. It "encompasses behavioral dispositions and self perceived abilities and is measured through self report". The ability model, developed by Peter Salovey and John Mayer in 2004, focuses on the individual's ability to process emotional information and use it to navigate the social environment.
Studies have shown that people with high EI have greater mental health, job performance, and leadership skills although no causal relationships have been shown and such findings are likely to be attributable to general intelligence and specific personality traits rather than emotional intelligence as a construct. For example, Goleman indicated that EI accounted for 67% of the abilities deemed necessary for superior performance in leaders, and mattered twice as much as technical expertise or IQ. Other research finds that the effect of EI on leadership and managerial performance is non-significant when ability and personality are controlled for, and that general intelligence correlates very closely with leadership. Markers of EI and methods of developing it have become more widely coveted in the past decade.[by whom?][when?] In addition, studies have begun to provide evidence to help characterize the neural mechanisms of emotional intelligence. 
Criticisms have centered on whether EI is a real intelligence and whether it has incremental validity over IQ and the Big Five personality traits.
The Foundational Curriculum for Manufacturing Engineering or Production Engineering...This syllabus is closely related to Industrial Engineering and Mechanical Engineering, but it differs by placing more emphasis on Manufacturing Science or Production Science. It involves learning the following areas: 
  • Mathematics (Calculus, Differential Equations, Statistics and Linear Algebra)
  • Mechanics (Statics & Dynamics)
  • Solid Mechanics
  • Fluid Mechanics
  • Materials Science
  • Strength of Materials
  • Fluid Dynamics
  • Hydraulics
  • Pneumatics
  • HVAC (Heating, Ventilation & Air Conditioning)
  • Heat Transfer
  • Applied Thermodynamics
  • Energy Conversion
  • Instrumentation and Measurement
  • Engineering Drawing (Drafting) & Engineering Design
  • Engineering Graphics
  • Mechanism Design including Kinematics and Dynamics
  • Manufacturing Processes
  • Mechatronics
  • Circuit Analysis
  • Lean Manufacturing
  • Automation
  • Reverse Engineering
  • Quality Control
  • CAD(Computer aided Design which includes Solid Modelling) and CAM (Computer aided Manufacturing)

A degree in Manufacturing Engineering typically differs from Mechanical Engineering in only a few specialized classes. Mechanical Engineering degrees focus more on the product design process and on complex products which requires more mathematical expertise.