The Art of Teaching: Another Study of Prognosis in College Algebra

1943 ◽  
Vol 36 (7) ◽  
pp. 322
Author(s):  
M. V. Marshall
Keyword(s):  
College Algebra ◽  
Academic Interest ◽  
Individual Instruction ◽  
Art Of Teaching

The problem of selecting probable successes and probable failures among the freshmen beginning college algebra is of both academic interest and practical administrative importance. The more accurately it can be done the more effective can such provisions as counselling, differentiated courses, individual instruction, and differentiated time allotments be made.

The Art of Teaching: Individual Instruction in College Algebra

1948 ◽  
Vol 41 (7) ◽  
pp. 323-325
Author(s):  
J. E. Danieley
Keyword(s):  
Physical Environment ◽  
College Algebra ◽  
Learning Situation ◽  
Teaching College ◽  
Individual Instruction ◽  
The Subject ◽  
Art Of Teaching ◽  
Method Of Instruction

There is no method of instruction which is a panacea for all of the ills in teaching college algebra. In any classroom there are four or more variables which enter into the effectiveness of the learning situation: (1) the physical environment, (2) the class, (3) the subject, and (4) the teacher. As any one of these conditions varies, the method must also be varied if the teaching is to be most effective.

The Art of Teaching: Rectangular Coordinates and Signed Numbers in Seventh Grade Mathematics

1949 ◽  
Vol 42 (4) ◽  
pp. 200-201
Author(s):  
Max A. Sobel
Keyword(s):  
High School ◽  
College Algebra ◽  
Columbia University ◽  
Seventh Grade ◽  
Teaching Process ◽  
School Group ◽  
Rectangular Coordinates ◽  
Mathematics Professor ◽  
The Subject ◽  
Art Of Teaching

In discussing modern trends in mathematics, Professor Reeve of Columbia University, has often mentioned the gradual “leveling down” in this field. That is, instead of introducing various phases of the subject at an earlier stage of the teaching process, it is deferred until later. Thus we are now able to find college algebra texts that should provide no challenge to a good high-school group.

The Diagnosis of Viral Disease by Electron Microscopy

1982 ◽  
Vol 40 ◽  
pp. 270-273
Author(s):  
William B. McCombs ◽  
Cameron E. McCoy
Keyword(s):  
Electron Microscopy ◽  
Hospital Stay ◽  
Viral Infections ◽  
Medical Profession ◽  
Bacterial Pathogens ◽  
Viral Disease ◽  
Viral Pathogens ◽  
Academic Interest ◽  
The Past

Recent years have brought a reversal in the attitude of the medical profession toward the diagnosis of viral infections. Identification of bacterial pathogens was formerly thought to be faster than identification of viral pathogens. Viral identification was dismissed as being of academic interest or for confirming the presence of an epidemic, because the patient would recover or die before this could be accomplished. In the past 10 years, the goal of virologists has been to present the clinician with a viral identification in a matter of hours. This fast diagnosis has the potential for shortening the patient's hospital stay and preventing the administering of toxic and/or expensive antibiotics of no benefit to the patient.

The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

1971 ◽  
Vol 36 (3) ◽  
pp. 397-409 ◽  
Author(s):  
Rachel E. Stark
Keyword(s):  
Case Report ◽  
Real Time ◽  
Speech Production ◽  
Behavior Problem ◽  
Deaf Children ◽  
Developmental Sequence ◽  
Visual Displays ◽  
Individual Instruction ◽  
Academic Record ◽  
Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

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