Cartoon Corner

1994 ◽  
Vol 1 (3) ◽  
pp. 226
Author(s):  
Barbara Cain
Keyword(s):  
Small Group ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanyin the cartoons can be used as a large- or small-group in class activity, as homework, or as an extra-credit assignment. Students might want to create their own mathematics related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom tested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1997 ◽  
Vol 2 (4) ◽  
pp. 243
Author(s):  
Julie Fisher
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large- or small-group activity, as homework, or as an extra-credit assignment. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to Submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1997 ◽  
Vol 2 (3) ◽  
pp. 161
Author(s):  
Julie Fisher
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large- or small-group activity, as homework, or as an extra-credit assignment. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The Cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1994 ◽  
Vol 1 (1) ◽  
pp. 50
Keyword(s):  
Small Group ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that Can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large- or small-group inclass activity, as homework, or as an extra-credit assignment. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroomtested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1998 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Julie A. Fisher
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The qurstions accompanying the cartoons can be used as a large- or small-group activity, as homework, or as an extra-credit assignment. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1996 ◽  
Vol 1 (8) ◽  
pp. 643
Author(s):  
Ann Lawrence
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large- or small-group activity, as homework, or as an extra credit assignment. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Cartoon Corner

1997 ◽  
Vol 3 (1) ◽  
pp. 44
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Credit Assignment ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large- or small-group activity, as homework, or as an extra credit assignment. Students might want to create their own mathematicsrelated cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The cartoon must include the newspaper syndicate that holds the copyright.

Cartoon Corner

1997 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
Julie Fisher
Keyword(s):  
Small Group ◽  
Group Activity ◽  
Extra Credit

“Cartoon Corner” is designed to include cartoons that can be used to highlight mathematics in an interesting way. The questions accompanying the cartoons can be used as a large-or small-group activity, as homework, or as an extra-credit assigmnent. Students might want to create their own mathematics-related cartoons that demonstrate in a humorous way how mathematics is used and misused. Readers are encouraged to submit three copies of cartoons and classroom-tested questions, double-spaced, for review by the editor of this section. The cartoons must include the date and the newspaper syndicate that holds the copyright.

Empowering the Marginal Student: A Skills-Based Extra-Credit Assignment

1995 ◽  
Vol 22 (3) ◽  
pp. 189-192 ◽  
Author(s):  
Ellen N. Junn
Keyword(s):  
Test Performance ◽  
Study Skills ◽  
Study Strategies ◽  
Drop Out ◽  
Control Group ◽  
Credit Assignment ◽  
Final Exam ◽  
Extra Credit ◽  
Marginal Students ◽  
Credit Points

A simple extra-credit assignment explicitly rewarded marginal or failing students for improving their learning and study strategies. The instructor approached individual students who were at risk for failing the course following the midterm exam and gave them the option of earning extra-credit points for regularly documenting a variety of effective learning and study skills. In contrast to control groups of matched marginal students and of nonfailing students, those attempting the extra-credit assignment improved their test performance from midterm to final exam. They were more likely to earn at least a grade of C and less likely to drop out of the course than the matched control group. They also evaluated the experience quite positively.

Lesson of the Heart: An Extra-Credit Assignment

2012 ◽  
Vol 93 (8) ◽  
pp. 52-53 ◽  
Author(s):  
Linda L. Lehman
Keyword(s):  
Credit Assignment ◽  
Extra Credit

Within-Subject Variability in Ingratiation as a Function of Self-Esteem and Time

2019 ◽  
Vol 18 (4) ◽  
pp. 216-226
Author(s):  
Katharina Schmitte ◽  
Bert Schreurs ◽  
Mien Segers ◽  
I. M. “Jim” Jawahar
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Self Esteem ◽  
Random Coefficient ◽  
Person Perspective ◽  
Authority Figure ◽  
Subject Variability ◽  
Over Time ◽  
Within Subject Variability

Abstract. Adopting a within-person perspective, we theorize why ingratiation use directed toward an authority figure increases over time and for whom. We posit that as the appraisal event draws closer, the salience of achieving good evaluations increases, leading to an increasing use of ingratiation. We further propose that the increase will be stronger for individuals with low relative to high self-esteem. Participants were 349 students enrolled in a small-group, tutor-led management course. Data were collected in three bi-weekly waves and analyzed using random coefficient modeling. Results show that ingratiation use increased as time to the evaluation decreased, and low self-esteem students ingratiated more as time progressed. We conclude that ingratiation use varies as a function of contextual and inter-individual differences.

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