The EUREF Permanent Network Densification is a collaborative effort of 26 European GNSS analysis centers providing series of daily or weekly station position estimates of dense national and regional GNSS networks, in order to combine them into one homogenized set of station positions and velocities. During the combination, the station meta-data, including station names, DOMES numbers, and position offset definitions were carefully homogenized, position outliers were efficiently eliminated, and the results were cross-checked for any remaining inconsistencies. The results cover the period from March 1999 to January 2017 (GPS week 1000-1933) and include 31 networks with positions and velocities for 3192 stations, well covering Europe. The positions and velocities are expressed in ITRF2014 and ETRF2014 reference frames based on the Minimum Constraint approach using a selected set of ITRF2014 reference stations. The position alignment with the ITRF2014 is at the level of 1.5, 1.2, and 3.2 mm RMS for the East, North, Up components, respectively, while the velocity RMS values are 0.17, 0.14, and 0.38 mm/year for the East, North, and Up components, respectively. The high quality of the combined solution is also reflected by the 1.1, 1.1, and 3.5 mm weighted RMS values for the East, North, and Up components, respectively.
Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students' learning. Thanks to the studentcentered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession.
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