scholarly journals Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses

2020 ◽  
Vol 3 (2) ◽  
pp. 44
Author(s):  
Milica Videnovic
Keyword(s):  
United States ◽  
The United States ◽  
Oral Examination ◽  
The Other ◽  
Teaching Mathematics ◽  
Mathematics Courses ◽  
Post Secondary ◽  
Oral Assessment ◽  
University Level ◽  
The University

<p><span lang="EN-US">In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics</span><span>,</span><span lang="EN-US"> while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results showed that implementing oral assessment in mathematics courses at the university level in Canada and the United States might raise some students</span><span>’</span><span lang="EN-US"> and professors</span><span>’</span><span> <span lang="EN-US">concerns.</span></span></p>

“Between Worlds,” or an Imagined Reminiscence by Oskar Morgenstern about Equilibrium and Mathematics in the 1920s

2004 ◽  
Vol 26 (3) ◽  
pp. 285-310 ◽  
Author(s):  
Robert Leonard
Keyword(s):  
United States ◽  
Business Cycle ◽  
The United States ◽  
The Other ◽  
Doctoral Thesis ◽  
University Of Vienna ◽  
Great City ◽  
And Mathematics ◽  
The University

“Iwas born in 1902 in Görlitz, a small provincial town in Germany, and raised in Vienna, the great city of the multinational Austro-Hungarian empire. On my father's side, my family goes back to about 1530 in Saxony, my Lutheran forebears having been farmers, church wardens, judges, and businessmen. My mother was a natural daughter of Frederick III of Germany …”Yet another account of myself, for yet another encyclopaedia. Italian, this time. Once again, I put pen to paper and collapse the events of fifty years ago to a few familiar milestones. Now what shall I tell these Italians?“I finished the Gymnasium and took my Dr. Rer. Pol. at the University of Vienna in 1925. Awarded a Rockefeller Memorial Fellowship, I spent the next three years in England, the United States, France and Italy. Returning to Vienna, I soon became Docent, later Professor, at the University, and Director of the Austrian Institute for Business Cycle Research …”And then there will be the doctoral thesis, Wirtschaftsprognose, the other Institute, Princeton, and so on. It is remarkable really, the rehearsed inevitability of it all … So often have I gone through exercises of this kind that there are times when I even begin to believe them myself.

Archaeological Explorations in Southern Peru, 1954–1955

1956 ◽  
Vol 22 (2Part1) ◽  
pp. 135-151 ◽  
Author(s):  
John Howland Rowe
Keyword(s):  
United States ◽  
Coastal Area ◽  
Field Work ◽  
The United States ◽  
The Other ◽  
University Of California ◽  
South Coast ◽  
Archaeological Survey ◽  
Southern Peru ◽  
The University

From March, 1954, through the whole of the year 1955 the University of California at Berkeley sponsored a program of archaeological field work in southern Peru and related studies in museums of the United States. In Peru the expedition worked out of 2 bases, one at Cuzco in the highlands and the other at lea on the south coast. It was concerned primarily with archaeological survey and exploration, although excavations were also made at 2 Inca period sites in the coastal area studied. The expedition staff consisted of John H. Rowe, Director, Dorothy Menzel (Mrs. Francis A. Riddell), Francis A. Riddell, Dwight T. Wallace, Lawrence E. Dawson, and David A. Robinson.

scholarly journals Sci-Hub provides access to nearly all scholarly literature

eLife ◽  
2018 ◽  
Vol 7 ◽  
Author(s):  
Daniel S Himmelstein ◽  
Ariel Rodriguez Romero ◽  
Jacob G Levernier ◽  
Thomas Anthony Munro ◽  
Stephen Reid McLaughlin ◽  
...  
Keyword(s):  
United States ◽  
Research University ◽  
The United States ◽  
The Other ◽  
University Of Pennsylvania ◽  
Major Research ◽  
Scholarly Literature ◽  
Internet Connection ◽  
The University ◽  
First Time

The website Sci-Hub enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal’s site. Sci-Hub has grown rapidly since its creation in 2011, but the extent of its coverage has been unclear. Here we report that, as of March 2017, Sci-Hub’s database contains 68.9% of the 81.6 million scholarly articles registered with Crossref and 85.1% of articles published in toll access journals. We find that coverage varies by discipline and publisher, and that Sci-Hub preferentially covers popular, paywalled content. For toll access articles, we find that Sci-Hub provides greater coverage than the University of Pennsylvania, a major research university in the United States. Green open access to toll access articles via licit services, on the other hand, remains quite limited. Our interactive browser at https://greenelab.github.io/scihub allows users to explore these findings in more detail. For the first time, nearly all scholarly literature is available gratis to anyone with an Internet connection, suggesting the toll access business model may become unsustainable.

scholarly journals Women's Studies in Ewha Woman's University

1970 ◽  
pp. 3
Author(s):  
Soon Young
Keyword(s):  
United States ◽  
Mass Media ◽  
Women's Studies ◽  
The United States ◽  
Research Centers ◽  
Women’S Studies ◽  
Cultural Activities ◽  
Liberation Movement ◽  
University Level ◽  
The University

Women's liberation movement takes form in various cultural activities: clubs, research centers, conferences, papers, magazines and other mass media. These activities crystallize in what are called "Women's Studies," a series of courses at the university level, given in universities of the United States since the beginning of the 1970's i.e. since the start of woman's lib in America.

Cautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial Power

2020 ◽  
Vol 44 (1) ◽  
pp. 73-96
Author(s):  
Erich Steinman ◽  
Scott Scoggins
Keyword(s):  
United States ◽  
First Nations ◽  
The United States ◽  
Colonial Power ◽  
Indigenous Students ◽  
Institutional Dynamics ◽  
Native Studies ◽  
Post Secondary ◽  
Dual Accountability ◽  
The University

Increasingly, a discourse of indigenizing is being articulated in United States higher education. This article contributes to the limited existing research that examines how indigenization processes, well underway in Canada, are able to transform post-secondary institutions and/or how transformation is resisted and contained. With attention to institutional dynamics, Native studies’ centering of community accountability, and patterns of settler-colonial power, the study centers the perspectives and experiences at one university of Indigenous students, faculty, staff, and community partners. Interviews reveal four tensions or challenges of indigenization. “Hidden contributions” are the result of Indigenous people bearing the burden of rectifying the institution’s default colonial practices. Many individuals attempt to satisfy a challenging “dual accountability” to both First Nations and the university. Contradictions and uneven advances across the university create starkly varying experiences and reveal both promising change and disappointment. Finally, participants envision going beyond indigenization and decolonization by centering Indigenous intellectual autonomy and increasing accountability to First Nations. Interpreting these experiences and perceptions through logics of inclusion, reconciliation, and decolonization, the study suggests strategic approaches to address these tensions in future efforts in Canada and the United States.

Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry

2008 ◽  
Vol 101 (7) ◽  
pp. 534-538
Author(s):  
Maria Lorelei Fernández
Keyword(s):  
Professional Development ◽  
United States ◽  
Lesson Study ◽  
Collaborative Planning ◽  
The United States ◽  
The Other ◽  
Teaching Mathematics ◽  
Study Group ◽  
National Council ◽  
Lesson Observation

Lesson study is a process of professional development highly valued among Japanese teachers (Stigler and Hiebert 1999; Fernandez and Chokshi 2002). In recent years, teachers of mathematics in the United States and other countries have begun to incorporate this process within their own teaching communities; in 2002, the National Council of Teachers of Mathematics published a video guide to Japanese lesson study (Curcio 2002). Lesson study is composed of four phases, each of which brings teachers and other experts together in a process of inquiry into teaching. These phases include collaborative planning, lesson observation by colleagues and other experts, analytic reflection, and ongoing revision. Typically, each lesson may go through these phases multiple times. Each time, a different member of the lesson study group teaches the lesson while the other members observe, collecting data for analysis of and reflection on the lesson.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Thinking About Scots Law

1996 ◽  
Vol 1 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Alan Rodger
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
British Empire ◽  
United States Of America ◽  
Case Law ◽  
The United States ◽  
Memorial Lecture ◽  
University Of Edinburgh ◽  
The University

This article is the revised text of the first W A Wilson Memorial Lecture, given in the Playfair Library, Old College, in the University of Edinburgh, on 17 May 1995. It considers various visions of Scots law as a whole, arguing that it is now a system based as much upon case law and precedent as upon principle, and that its departure from the Civilian tradition in the nineteenth century was part of a general European trend. An additional factor shaping the attitudes of Scots lawyers from the later nineteenth century on was a tendency to see themselves as part of a larger Englishspeaking family of lawyers within the British Empire and the United States of America.

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