Raleigh Schorling—Teacher

1951 ◽  
Vol 44 (2) ◽  
pp. 76
Author(s):  
James B. Edmonson
Keyword(s):  
High School ◽  
Student Teaching ◽  
Columbia University ◽  
University Of Michigan ◽  
School Of Education ◽  
Educational Work ◽  
Teachers College ◽  
Teaching Research ◽  
The University

While the major contributions of Professor Raleigh Schorling in teaching, research, and writing were largely in the field of mathematics, he made an enviable reputation in other educational work, He had in influential part in the organization of the Lincoln School of Teachers College, Columbia University, and served as the first principal of the school. At the University of Michigan he organized the University High School and served as its first principal. He also planned and directed the first program in student teaching offered by the School of Education of the University of Michigan. In addition to his University duties he served on numerous state and national committees and was an exceedingly valuable member of such committees because of his unusual resourcefulness, marked initiative, and fine professional spirit.

News Notes

1951 ◽  
Vol 44 (2) ◽  
pp. 156
Keyword(s):  
High School ◽  
Panel Discussion ◽  
College Of Education ◽  
Ohio State University ◽  
State University ◽  
University Of Michigan ◽  
School Of Education ◽  
Ann Arbor ◽  
The University

A Geometry Teaching Institute, sponsored by The School of Education with the cooperation of the Department of Mathematics was hold at the University of Michigan on Saturday, January 13, 1951. An audience and panel discussion included brief reports from Josephine Montague of Central Michigan College of Education, Dorothy Noyes of Ann Arbor High School, Clara. Mueller of Cass Technical Iligh School in Detroit, Howard F. Beatty of Saginaw High School and Harold Fawcett of Ohio State University. Discussion and laboratory groups met in the morning and afternoon and were led by Russell Schneider of Lansing Eastern High School, Donald Marshall of Dearborn High School, Norman Anning of the University of Michigan, Gertrude Pratt of Central Michigan College of Education, Kenneth Leisenring of the University of Michigan and Lauren Woodby of the University High School. The principal address was delivered in the afternoon by Professor Fawcett and was entitled “The Interplay of Induction and Deduction in the Teaching of Geometry.”

scholarly journals Human Behaviour Measured !!!

1976 ◽  
Vol 1 (1) ◽  
pp. 73-78
Author(s):  
T.K. Moulik
Keyword(s):  
New York ◽  
Social Research ◽  
Human Behaviour ◽  
Columbia University ◽  
University Of Michigan ◽  
Social Psychological ◽  
Sensitivity Training ◽  
Teachers College ◽  
Ann Arbor ◽  
The University

This article reviews the following books: Dale G. Lake, Matthew B. Miles, & Ralph B. Earle Jr., Measuring Human Behaviour (New York: Teachers College Press, Teachers College, Columbia University, 1973). John P. Robinson & Phillip R. Shaver, Measures of Social Psychological Attitudes (Ann Arbor, Michigan: Survey Research Center, Institute for Social Research, The University of Michigan, 1969). Udai Pareek & T. Venkateswara Rao, Handbook of Psychological and Social Instruments (Baroda: Samashti, 1974). Henry Clay Smith, Sensitivity Training (New York: McGraw-Hill Inc., 1973).

The General Mathematics Movement and Raleigh Schorling's Significant Contribution to It

1951 ◽  
Vol 44 (2) ◽  
pp. 81-82
Author(s):  
William D. Reeve ◽  
John R. Clark
Keyword(s):  
High School ◽  
Significant Contribution ◽  
Secondary Mathematics ◽  
Reform Movement ◽  
University Of Chicago ◽  
School Of Education ◽  
Teachers College ◽  
Chicago Area ◽  
The University ◽  
Integrated Mathematics

The reform movement in the teaching of secondary mathematics, variously known as fused mathematics, correlated mathematics, integrated mathematics, fundamental mathematics and general mathematics, was initiated and promoted by a group of teachers in the Chicago area during the first two decades of the century. Among the group in order of their identification with it, were George Myers of the School of Education of the University of Chicago, Ernst Breslich, R. M. Matthews, William D. Reeve, and Raleigh Schorling, of the University of Chicago High School, Harold Rugg of the School of Education of the University of Chicago, and John R. Clark of the Chicago Teachers College.

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.

C–O Ring Construction: The Oger/Lee/Galano Synthesis of 7(RS)-ST-Δ8-11-dihomo-Isofuran

2017 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Ring Expansion ◽  
Radical Mechanism ◽  
Columbia University ◽  
University Of Michigan ◽  
Max Planck ◽  
University Of British Columbia ◽  
University Of Technology ◽  
National University ◽  
Seoul National University ◽  
The University

Shaorong Yang and Huanfeng Jiang of the South China University of Technology assembled (Angew. Chem. Int. Ed. 2014, 53, 7219) the β-lactone 3 by the Pd-catalyzed addition of 2 to the alkyne 1. Jack R. Norton of Columbia University observed (J. Am. Chem. Soc. 2015, 137, 1036) that the vanadium-mediated reduc­tive cyclization of 4 proceeded by a free radical mechanism, leading to the cis 3,4-disubstituted tetrahydrofuran 5. The cyclization of 6 to 7 developed (J. Org. Chem. 2015, 80, 965) by Glenn M. Sammis of the University of British Columbia also involved H atom transfer. Amy R. Howell of the University of Connecticut devised (J. Org. Chem. 2015, 80, 5196) the ring expansion of the β-lactone 8 to the tet­rahydrofuran 9. Dmitri V. Filippov and Jeroen D. C. Codée of Leiden University showed (J. Org. Chem. 2015, 80, 4553) that the net reductive alkylation of the lac­tone 10 led to 11 with high diastereocontrol. A. Stephen K. Hashmi of the Ruprecht-Karls-Universität Heidelberg optimized (Chem. Eur. J. 2015, 21, 427) the gold-mediated rearrangement of the ester 12 to the lactone 13. This reaction apparently proceeded by the coupling of the metalated lac­tone with a propargylic carbocationic species. Benjamin List of the Max-Planck-Institut für Kohlenforschung developed (Angew. Chem. Int. Ed. 2015, 54, 7703) an organocatalyst that mediated the addition of 15 to 14, leading to 16 in high ee. Scott E. Denmark of the University of Illinois published (Nature Chem. 2015, 6, 1056) a detailed study of the enantioselective cyclization of 17 to 18. Shunichi Hashimoto of Hokkaido University established (Tetrahedron Lett. 2015, 56, 1397) that his catalyst was effective for the cycli­zation of 19 to 20. Debendra K. Mohapatra of the Indian Institute of Chemical Technology showed (J. Org. Chem. 2015, 80, 1365) that allyl trimethylsilane could trap the intermediate from the cyclization of 21, leading to 22 with high diastereocontrol. Young-Ger Suh of Seoul National University used (Chem. Commun. 2015, 51, 9026) a Pd catalyst to cyclize 23 to (−)-deguelin 24. John Montgomery of the University of Michigan showed (Org. Lett. 2015, 17, 1493) that the Ni-catalyzed reduc­tive cyclization of 25 to 26 proceeded with high diastereoselectivity.

Overview: Perspectives on the WTO Doha Development Agenda Multilateral Trade Negotiations

2005 ◽  
Vol 5 (4) ◽  
pp. 1850054 ◽  
Author(s):  
Robert M Stern
Keyword(s):  
Public Policy ◽  
International Trade ◽  
Guest Editor ◽  
Economic Research ◽  
Trade Negotiations ◽  
Columbia University ◽  
University Of Michigan ◽  
Special Issue ◽  
Multilateral Trade ◽  
The University

Overview of the Special Issue prepared under the direction of Guest Editor Robert Stern. Robert M. Stern, the Guest Editor of this special issue of the Global Economy Journal, is Professor of Economics and Public Policy (Emeritus) in the Department of Economics and Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor. He received his Ph.D. in economics from Columbia University in 1958. He was a Fulbright scholar in the Netherlands in 1958-59, taught at Columbia University for two years, and joined the faculty at the University of Michigan in 1961. He has been an active contributor to international economic research and policy for more than four decades. He has published numerous papers and books on a wide variety of topics, including international commodity problems, the determinants of comparative advantage, price behavior in international trade, balance-of-payments policies, the computer modeling of international trade and trade policies, trade and labor standards, and services liberalization. He has collaborated with Alan Deardorff (University of Michigan) since the early 1970s and with Drusilla Brown (Tufts University) since the mid-1980s in developing the Michigan Model of World Production and Trade. He is currently working with Drusilla Brown and Kozo Kiyota (Yokohama National University) on the computational modeling and analysis of preferential and multilateral trade negotiations, and issues relating to the scope of the WTO and concepts of fairness in the global trading system with Andrew Brown.

Pre-Induction Courses in Mathematics

1943 ◽  
Vol 36 (3) ◽  
pp. 114-124
Author(s):  
John W. Studebaker
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Armed Forces ◽  
The United States ◽  
National Council ◽  
Columbia University ◽  
University Of Michigan ◽  
Teachers College ◽  
The Public ◽  
Teaching Of Mathematics

The United States Office of Education has received urgent and repeated requests from individuals and organizations throughout the country to give the secondary schools detailed suggestions for the teaching of mathematics for pre-induction purposes. In December 1942, the Office in cooperation with the President of The National Council of Teachers of Mathematics appointed a committee to make a survey of the mathematical needs of the armed forces and upon this basis to make a report concerning what the schools can do for the emergency. The committee consisted of Virgil S. Mallory, Professor of Mathematics, New Jersey State Teachers College at Montclair; William D. Reeve, Professor of Mathematics, Teachers College, Columbia University; Giles M. Ruch, Chief, Research and Statistical Service, U. S. Office of Education; Raleigh Schorling, Professor of Education, University of Michigan; and Rolland It. Smith, Specialist in Mathematics for the Public Schools of Springfield, Massachusetts, and President of the National Council of Teachers of Mathematics. Dr. Smith served as chairman of the Committee.

“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression

2015 ◽  
Vol 55 (3) ◽  
pp. 319-345 ◽  
Author(s):  
Diana D'Amico
Keyword(s):  
New York ◽  
Public Schools ◽  
Professional Education ◽  
Late Nineteenth Century ◽  
Columbia University ◽  
New York University ◽  
Teachers College ◽  
The Great Depression ◽  
Old Order ◽  
The University

From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.

Research in Political Behavior

1952 ◽  
Vol 46 (4) ◽  
pp. 1003-1045 ◽  
Keyword(s):  
Political Behavior ◽  
Social Science Research ◽  
Science Research ◽  
Political Activity ◽  
Columbia University ◽  
University Of Michigan ◽  
University Of Colorado ◽  
The Social ◽  
Contemporary Development ◽  
The University

The five papers which follow were prepared during the summer of 1951 by the Social Science Research Council's Interuniversity Summer Seminar on Political Behavior. The seminar, which met at the University of Chicago, was attended by seven persons, who accept joint responsibility for the papers: Samuel J. Eldersveld, University of Michigan; Alexander Heard, University of North Carolina; Samuel P. Huntington, Harvard University; Morris Janowitz, University of Michigan; Avery Leiserson, Vanderbilt University; Dayton D. McKean, University of Colorado; and David B. Truman, Columbia University. Ralph M. Goldman met with the seminar as an associate, and later Elizabeth Wirth Marvick assisted in preparing some of the materials.The papers, one product of the seminar's work, were written to define and illustrate what the participants feel to be a significant contemporary development in political research. The first paper, “The Implications of Research in Political Behavior,” outlines some of the requirements, characteristics, and implications of political behavior research. It is followed by plans for three research projects, “Party and Administrative Responsibility: Council-Manager Government,” “Political Participation in a Metropolitan District: A Study of Group Influence on Political Activity,” and “The Roles of Congressional Leaders: National Party vs. Constituency,” drawn up in accordance with these specifications.

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