Telegraphic Reviews

1994 ◽  
Vol 25 (3) ◽  
pp. 310-311
Keyword(s):  
Rhode Island ◽  
Mathematics Departments ◽  
Collegiate Level ◽  
Bachelor's Degrees ◽  
Mathematics Professor ◽  
Teaching Of Mathematics ◽  
The University ◽  
Sabbatical Leave ◽  
Mathematics Department

The National Research Council's Moving Beyond Myths noted that at SUNY Potsdam, an astounding 24% of all bachelor's degrees were in mathematics. Professor Datta, of the University of Rhode Island, spent a sabbatical leave at Potsdam exploring the reasons this mathematics department has been so successful. His report should be of interest not only to other mathematics departments but to researchers interested in the teaching of mathematics at the collegiate level.

scholarly journals Using a Quasi-Experimental Study to Examine Outcomes for Older Adult Intergenerational Program Participants

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Skye Leedahl ◽  
Melanie Brasher ◽  
Erica Estus
Keyword(s):  
Experimental Study ◽  
Rhode Island ◽  
Older Adult ◽  
Online Social Networks ◽  
Intergenerational Learning ◽  
Senior Center ◽  
Public Authorities ◽  
The Social ◽  
Quasi Experimental ◽  
The University

Abstract To more rigorously examine the University of Rhode Island Cyber-Seniors Program, we conducted a quasi-experimental study to examine if older adult senior center participants (n=25) improved scores on social and technological measures compared to a sample of senior center participants (n=25) who did not take part in the program. Findings showed that participants improved on technology measures compared to the non-participants, including searching and finding information about goods & services, obtaining information from public authorities or services, seeking health information, sending or receiving emails, and participating in online social networks (p<.05). However, participants did not change on social measures. There is either a need to identify better social measures to understand the social benefits of taking part, or to bolster the program to aid in helping older adults alleviate isolation and loneliness. Information on best practices and challenges for gathering outcomes from older participants will be discussed. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 56
Author(s):  
Saray Busto ◽  
Michael Dumbser ◽  
Elena Gaburro
Keyword(s):  
Facial Expressions ◽  
Engineering Students ◽  
Video Quality ◽  
Lecture Hall ◽  
Ex Post ◽  
Teaching Of Mathematics ◽  
Online Streaming ◽  
The University ◽  
Blended Teaching

In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

scholarly journals Using an inductive approach for definition making: Monotonicity and boundedness of sequences

Pythagoras ◽  
2009 ◽  
Vol 0 (70) ◽  
Author(s):  
Deonarain Brijlall ◽  
Aneshkumar Maharaj
Keyword(s):  
Mathematical Thinking ◽  
School Curriculum ◽  
Further Education ◽  
Teaching Model ◽  
Advanced Mathematical Thinking ◽  
Structured Design ◽  
Kwazulu Natal ◽  
Teaching Of Mathematics ◽  
The University ◽  
And Training

The study investigated fourth–year students’ construction of the definitions of monotonicity and boundedness of sequences, at the Edgewood Campus of the University of KwaZulu –Natal in South Africa. Structured worksheets based on a guided problem solving teaching model were used to help students to construct the twodefinitions. A group of twenty three undergraduateteacher trainees participated in the project. These students specialised in the teaching of mathematics in the Further Education and Training (FET) (Grades 10 to 12) school curriculum. This paper, specifically, reports on the investigation of students’ definition constructions based on a learnig theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the two definitions. It was found that despite the intervention of a structured design, these definitions were partially or inadequately conceptualised by some students.

scholarly journals Impacto del grado de satisfacción en las expectativas del estudiante universitario. El caso de la Universidad Autónoma de Chiapas (UNACH)

2019 ◽  
pp. 20-27
Author(s):  
Marco Antonio Ovando Díaz ◽  
Octavio Grajales Castillejos
Keyword(s):  
Decision Making ◽  
Human Resources ◽  
Cross Sectional Study ◽  
Academic Training ◽  
Sectional Study ◽  
Cross Sectional ◽  
Institutional Services ◽  
Bachelor's Degrees ◽  
Degree Of Satisfaction ◽  
The University

The general objective of the article is to determine the degree of satisfaction of the students of the Autonomous University of Chiapas, Mexico, through a cross-sectional study to assess the institutional services offered and their impact on their academic training. The specific objectives are: 1) Analyze the opinion of students regarding their curriculum and teachers, 2) Analyze the opinion of students regarding the knowledge of university regulations and 3) Describe the conditions of University infrastructure: physical and technological. The methodology used was the explanatory method of qualitative-quantitative and transverse cutting, for this it was necessary to design and apply a Likert-type survey, which was applied to 3,842 enrolled students of the 5th. to the 8th. semester of 22 Bachelor's degrees from the various UNACH headquarters. The contribution that this research has is: a) Provide academic elements to university authorities for decision making in their accreditation processes, b) Training of human resources through the participation of students in the development of research and c) Sensitize the university community through the publication of research results.

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

George Boole and Claude Shannon

2017 ◽  
Author(s):  
Paul J. Nahin
Keyword(s):  
High School ◽  
Formal Education ◽  
Electrical Engineering ◽  
University Of Michigan ◽  
Highly Educated ◽  
The North ◽  
Bachelor's Degrees ◽  
Biographical Sketches ◽  
George Boole ◽  
The University

This chapter presents brief biographical sketches of George Boole and Claude Shannon. George was born in Lincoln, a town in the north of England, on November 2, 1815. His father John, while simple tradesman (a cobbler), taught George geometry and trigonometry, subjects John had found of great aid in his optical studies. Boole was essentially self-taught, with a formal education that stopped at what today would be a junior in high school. Eventually he became a master mathematician (who succeeded in merging algebra with logic), one held in the highest esteem by talented, highly educated men who had graduated from Cambridge and Oxford. Claude was born on April 30, 1916, in Petoskey, Michigan. He enrolled at the University of Michigan, from which he graduated in 1936 with double bachelor's degrees in mathematics and electrical engineering. It was in a class there that he was introduced to Boole's algebra of logic.

Abstract 2381: Socioeconomic Status is Associated with Increased Morbidity in Patients Enrolled in a Dedicated Heart Failure Program

Circulation ◽  
2008 ◽  
Vol 118 (suppl_18) ◽  
Author(s):  
Jane T Luu ◽  
Christopher P Gans ◽  
Paymon Mesgarzadeh ◽  
Thomas Stamos ◽  
John A Kao
Keyword(s):  
Heart Failure ◽  
Household Income ◽  
Census Data ◽  
Education Level ◽  
Socioeconomic Disparities ◽  
Heart Failure Clinic ◽  
Bachelor's Degrees ◽  
Artery Disease ◽  
The University ◽  
Household Incomes

Despite continued advances in medicine, the NIH has reported that differences in the incidence, prevalence, and burden of diseases persist between socioeconomic classes. Heart failure (HF) is the leading cause of hospitalizations in all patients over the age of 65. The effect of socioeconomic disparities on this major cause of morbidity has not been well studied. A retrospective analysis was performed on 500 patients with heart failure followed in the University of Illinois-Chicago heart failure clinic from 1/1/2000 –1/1/2008. Patients were stratified by household income and education level by correlating patient zip codes with the 2000 U.S. Census Data. The primary endpoint was admission for HF exacerbation. In patients with established HF, patients living in areas with lower median household incomes were significantly more likely to have a HF exacerbation (P = 0.006), as well as an increase in total exacerbations (P = 0.005) through an average follow up period of 5.2 years. The same trend was observed when areas were stratified according to the percentage of population with bachelor’s degrees. Overall, baseline characteristics were similar between groups. Significant differences by household income and education level were found in hypertension, presence of coronary artery disease and medication use (Tables 1 and 2 ). Despite uniform treatment according to ACC/AHA guidelines, socioeconomic disparities were associated with increased morbidity in patients established in a dedicated heart failure program. Further studies are needed to address these disparities. Heart Failure Outcomes by Median Household Income Heart Failure Outcomes by Education

Report of the Northeast Modern Language Association

PMLA ◽  
1976 ◽  
Vol 91 (4) ◽  
pp. 533-534
Author(s):  
Ernest H. Hofer
Keyword(s):  
Graduate Students ◽  
Faculty Member ◽  
Rhode Island ◽  
Modern Language Association ◽  
Modern Language ◽  
Language Studies ◽  
Spring Issue ◽  
The University ◽  
University Of Vermont

The Northeast Modern Language Association had a very productive year. Membership now numbers 1,000 (roughly), and although the strike caused obvious difficulties for members located in Canada, even that “blank” seems now to have regained constituency. Modern Language Studies, the periodical sponsored by the Association and published at the University of Rhode Island, appeared with predictable regularity—a fall issue, a spring issue—under the editorship of Edna Steeves (for English manuscripts) and Armand Chartier (for modern language manuscripts). Happily, the arrangement will continue an additional two years, at least, for the agreement between the University of Rhode Island and NEMLA has been extended through 1978, including a partial subsidy by that University. A faculty member of NEMLA, for $6.00 ($3.00 for graduate students), has received two issues of MLS and the chance to attend the conference, scheduled this year at the University of Vermont, Burlington. (Membership dues will rise to $10.00 for faculty and $5.00 for students this September.)

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