Solutions to Calendar

1997 ◽  
Vol 90 (3) ◽  
pp. 218-219
Author(s):  
John Grant McLoughlin
Keyword(s):  
Community College ◽  
Secondary School ◽  
Rhode Island ◽  
Board Of Education ◽  
History Of ◽  
The University ◽  
Math Class ◽  
Memorial University Of Newfoundland

Problems 1–5 were contributed by Michael A. Steuben, 4651 Brentleigh Court, Annandale, VA 22003. Problems 6–11 were prepared by Peter Booth of the Mathematics and Statistics Department of Memorial University of Newfoundland, StJohn's, NF A1C 5S7. Problems 15–12 (working backward) were offered by William H. Kraus, Wittenberg University, Springfield, OH 45501. Problems 16–18 represent the contribution of James E. Beamer and Bikkar S. Randhawa of the University of Saskatchewan. Saskatoon, SK S7N OWO, and Cheuk Ng of Athabaska University, Athebaska. Alberta. Problems 19, 20, and 22 were provided by Barry Scully, York Region Board of Education, Aurora, ON lAG 3H2. Problems 21 and 23–26 were prepared by students in Betty J. Thomson's History of Math class at the Community College of Rhode Island, Warwick, RI 02886. The students were Marg McLellan, Laurie Nayman, Christine Nye, Diane Pardini, Andre Sabo, and Rick Wilson. Problem 27 was taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problems 28–31 were originally prepared for the Hamilton Junior Mathematics Contest by Eileen Shannon, Westmount Secondary School, Hamilton, Ontario, who generously provided them for the Calendar.

Because It's Good for You: An Argument for History of Education in Liberal Education

2014 ◽  
Vol 54 (1) ◽  
pp. 98-102 ◽  
Author(s):  
Karen Graves
Keyword(s):  
Secondary School ◽  
Liberal Education ◽  
History Of Education ◽  
The United States ◽  
University Of Illinois ◽  
First Semester ◽  
Social Foundations ◽  
History Of ◽  
The University ◽  
Educated Person

Whatever we determine a good education to be, and a well-educated person to be, our teachers should be that and no less—not because they are teachers but because they are persons.“This is what college is supposed to be like!” That is what I thought before I was too far along in my EPS 201 course, “Social Foundations of American Education,” at the University of Illinois. I was a transfer student, and it was my first semester at the university. The professor was Paul Violas and my teaching assistant (TA) was Steve Tozer; the course was a survey of the history of education in the United States. I recall one day we had a guest lecture by Professor James Anderson, who drew material from a new book he was working on. What we learned in EPS 201 was substantial. It was, far and away, the most meaningful course in my undergraduate education. It was, also, the most significant preparation I had as a secondary school mathematics teacher.

scholarly journals 125 éve született Bárczi Géza

Magyar Nyelv ◽  
2020 ◽  
Vol 116 (3) ◽  
pp. 351-362
Author(s):  
Klára Korompay
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Professional Life ◽  
Secondary School Teacher ◽  
Language History ◽  
Etymological Dictionary ◽  
History Of ◽  
Hungarian Language ◽  
Almost All ◽  
The University

Géza Bárczi is a prominent figure of Hungarian linguistics; he had an influential role in the history of that discipline both as a professor and as a researcher. The present commemoration was written by one of his former students, someone who knew him closely and finds it important to pass on the memory of her mentor. The paper enumerates the main events of Géza Bárczi’s professional life (from being a secondary school teacher to leading the department of Hungarian linguistics at the University of Debrecen and then at ELTE) and gives a broad picture of the various areas of his work, which covers almost all of the subfields of Hungarian language history (such as phoneme history, historical morphology, lexicology etc.). Géza Bárczi is also considered to be a great synthesis maker, something which particularly shows up in two of his works: he is the author of the first thorough etymological dictionary of the Hungarian language (1941) and of an extensive monograph called A magyar nyelv életrajza (A Biography of the Hungarian Language). He also had an important role in the Society of Hungarian Linguistics, of which he was the president for 17 years. His lectures were unforgettable experiences for his students: he was always seeking for the truth in his research and his way of presentation was always known for its crystal clear logic and elegant style.

The Effects of Two Semesters of Secondary School Calculus on Students' First and Second Quarter Calculus Grades at the University of Utah

1970 ◽  
Vol 1 (1) ◽  
pp. 57-60
Author(s):  
William Baker Robinson
Keyword(s):  
United States ◽  
Secondary School ◽  
Advanced Placement ◽  
The United States ◽  
Board Of Education ◽  
University Of Utah ◽  
Students First ◽  
The University ◽  
State Board Of Education ◽  
State Board

The incidence of the teaching of calculus in the secondary school and participation in the Advanced Placement Program in Mathematics has been increasing. The number of students taking the Advanced Placement Examination in Mathematics increased in the United States from 386 in 1956 to 10,675 in 1967 (CEEB, 1956, L967) and in Utah from l in 1962 to 101 in 1967 (Utah State Board of Education, 1967).

Solutions to Calendar

1996 ◽  
Vol 89 (7) ◽  
pp. 582
Author(s):  
John Grant McLoughlin
Keyword(s):  
Community College ◽  
Rhode Island ◽  
Summer Institute ◽  
State University ◽  
Math Learning ◽  
Woodrow Wilson ◽  
Fort Smith ◽  
Portland State University ◽  
History Of ◽  
Math Problems

Problems 1-4 were submitted by Mike Arcidiacono, Frazer Boergadine, Gene Maier, Ted Nelson. Kathy Pfaendler, and Mike Shaughnessy of the Math Learning Center at Portland State University, Portland, OR 97207. Problem 5 was submitted by Betty J. Thomson, Community College of Rhode Island, Warwick, RI 02886. The problem was provided by Ruth Sperry, a student in Math 1470, History of Math. Problems 6, 7, 19-22 were sent by Corbin P. Smith. 8750 Hunter's Way, Apple Valley, MN 55124. Credit for 20 was given to Duane Hinders, Woodrow Wilson Summer Institute for Statistics. Problems 8, 9, 16-18 were supplied by Susan L. Besancon, 5100 South Ninety-second Street, Fort Smith, AR 72903. Problems 10 and 23 were adapted from The Penguin Dictionary of Curious and Interesting Numbers by David Wells (London: Penguin, 1987). Problems 11-15 were adapted from Let's Solve Some Math Problems by Derek Holton (Waterloo, Ont.: Canadian Mathematics Competition, 1993). Problems 25-27 were adapted from After Math: Puzzles and Brainteasers by Ed Barbeau (Toronto: Wall & Emerson, 1995). Problem 29 was contributed by Gene Zirkel, Nassau Community College, Garden City, NY 11530-6793.

The University of Rhode Island: A History of Landgrant Education in Rhode Island

1967 ◽  
Vol 73 (1) ◽  
pp. 239
Author(s):  
Theodore R. Crane ◽  
Herman F. Eschenbacher
Keyword(s):  
Rhode Island ◽  
History Of ◽  
The University

Critical race ethnography of higher education: Racial risk and counter-storytelling

2013 ◽  
Vol 6 (3) ◽  
pp. 64-78 ◽  
Author(s):  
Teresa Ramos
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Board Of Education ◽  
Critical Race ◽  
Race And Racism ◽  
History Of ◽  
Composition Structure ◽  
Collaborative Ethnography ◽  
The University ◽  
Business As Usual

The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.

For Members Only

PMLA ◽  
1963 ◽  
Vol 78 (3) ◽  
pp. i-ii
Keyword(s):  
Rhode Island ◽  
Middle Ages ◽  
The United States ◽  
Point Of View ◽  
German Language ◽  
Medieval Studies ◽  
Individual Point ◽  
History Of ◽  
The University ◽  
Germanic Languages

VIGNETTE LXXIV. William Thomas Hobdell Jackson, Executive Council member, 1960-63, is a native of Sheffield, England. His B.A. degree (1935) is from Sheffield University with First Class honors in the classics. His M.A. (1938) is from the same university. He was a Captain, Royal Artillery, General Staff, in the British Army 1940-46, and emigrated to the United States in 1948. He taught German at the Univ. of Washington, 1948-50, where he took his Ph.D. in Germanics in 1951. He taught for two years at Coe College, then came to Columbia in 1952, where he has been Chairman of the Department of Germanic Languages since 1961. There he has also been chairman of the University Seminar in Medieval Studies, 1955-62, editor of the Germanic Review since 1954, and editor of the Columbia Records of Civilization since 1962. We first met him dining a Conference of Editors of Learned Journals in 1956 and were impressed with his ability to share his editorial experience with his compeers, yet maintain his individual point of view. He has been a Guggenheim Fellow (1958–59), a recipient of of an ACLS grant (1958), and has been tapped as visiting professor at Chicago, Princeton, and Rutgers. His teaching fields are Comparative Literature of the Middle Ages (for the Columbia English Department), Medieval Latin, Paleography, and the History of the German Language. He drives an English car (surprise, surprise) and is fond of horseback-riding, sailing, and boxing. He relaxes over fine wines (of which he is a connoisseur) and fine cheeses. His summer habitat is his place at Quonochontaug, Rhode Island, perched upon a sandbar between a salt pond and the ocean.

scholarly journals PROLOGUE: HISTORY OF THE TIV

Africa ◽  
2015 ◽  
Vol 85 (4) ◽  
pp. 611-627 ◽  
Author(s):  
Harold M. Bergsma
Keyword(s):  
Secondary School ◽  
School Principal ◽  
Food Preparation ◽  
Secondary School Principal ◽  
History Of ◽  
The Rich ◽  
Animal Names ◽  
Linguistic Challenges ◽  
The University ◽  
University Of Ibadan

ABSTRACTThis article introduces a new translation of Akiga Sai's History of the Tiv, a manuscript completed in Tiv by Akiga in 1935. Portions of Akiga's text, translated and annotated by Rupert East, were first published in English by the International African Institute in 1939 as Akiga's Story. But the new translation, available in the online version of the journal, is the first complete one: no section of the Tiv manuscript has been omitted, and the order of the material has been left as originally written by Akiga. This article tells the story of how Harold Bergsma, when working as a secondary school principal in Nigeria, rescued the Tiv typescript from the rubbish bin and deposited it in the University of Ibadan library; and how, some forty-five years later, he assembled a team of Tiv intellectuals to undertake the task of translation. It reflects on some of the linguistic challenges presented by the Tiv text, and draws attention to the rich and varied information the work contains – on clans, genealogies, plant and animal names, food preparation, marriage customs, the religious practices of the Tiv, and Akiga's own experiences of childhood, family, and encounters with akombo and witchcraft. The article is complemented by selections from Chapters 8 and 9 of the new translation, chosen and annotated by Richard Fardon.

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