Arrival and making ourselves at home in the real world

2019 ◽  
pp. 140-171
Keyword(s):  
The Real ◽  
2019 ◽  
Vol 24 (7) ◽  
pp. 448
Author(s):  
Imani M. Goffney

My name is Naima Goffney, and I am an eleven-year-old seventh grader at Julius West Middle School. I am taking algebra 1 this year. I wanted to write the Math for Real because in math class I do not always think that what we are learning is related to the real world. At home, my mom shows me all the different ways I am mathematically smart, which makes me want to try harder in school during the “rougher” days. We can use math to know more about how to improve our skills and find the math we learn in school more interesting and more related to our real world as middle schoolers.


2015 ◽  
Vol 35 ◽  
pp. 57-80 ◽  
Author(s):  
Patricia A. Duff

ABSTRACTApplied linguistics is a field concerned with issues pertaining to language(s) and literacies in the real world and with the people who learn, speak, write, process, translate, test, teach, use, and lose them in myriad ways. It is also fundamentally concerned withtransnationalism, mobility, andmultilingualism—the movement across cultural, linguistic, and (often) geopolitical or regional borders and boundaries. The field is, furthermore, increasingly concerned withidentityconstruction and expression through particular language and literacy practices across the life span, at home, in diaspora settings, in short-term and long-term sojourns abroad for study or work, and in other contexts and circumstances. In this article, I discuss some recent areas in which applied linguists have investigated the intersections of language (multilingualism), identity, and transnationalism. I then present illustrative studies and some recurring themes and issues.


Author(s):  
Elisabeth Dwyer ◽  
Sivaram Gogineni ◽  
Alexander Smits ◽  
Ron Adrian ◽  
Stavros Tavoularis ◽  
...  

In an introductory fluid mechanics course, it is important for students to realize that the mathematical models they are deriving in class sometimes model the real world well and sometimes not so well. One way to demonstrate this is to have the students model a simple experiment and compare the results of the model to those of the experiment. This exercise teaches the importance of the model assumptions and the applicability of the model. It would be even more effective if the experiments were simple enough so that students could do them at home as a homework assignment, rather than restricting their experience to a “canned” two hour lab course. At eFluids.com, we are building a library of such experiments in an effort to build a community of educators that moves beyond the traditional mathematical exercises for homework. Here, we describe a number of these experiments and how they can be used in classes. We also present some methods of using the eFluids.com Gallery of Images in the classroom to give students the opportunity to see “Fluids in Action.” Finally, we introduce the eFluids Olympiad section where faculty can post effective and “interesting” homework problems.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  

2016 ◽  
Author(s):  
Lawrence A. Cunningham
Keyword(s):  

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