97 results
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52. Mathematics for Elementary Teachers (Math 108a). Adams State College.
- Author
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Adams State Coll. of Colorado, Alamosa. and Evans, Carlton
- Abstract
This document is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. As a result of completion of this module, which is itself a cluster of nine mathematics learning modules, the elementary education student will: a) gain a knowledge and understanding of the concept of elementary school mathematics; b) have a deeper understanding of the specific topics than would be expected of an elementary student; c) realize and appreciate the logical development of material from precise definitions based on intuitive concepts to facts derived from these concepts; d) increase his confidence in his own mathematical ability; e) see mathematics as a body of interdependent knowledge; and f) realize that mathematics proficiency in the mechanical processes of mathematics is not sufficient for the present-day student. Each module contains a statement of the underlying rationale; a statement of the objectives of the module; enabling activities, which are generally taken from other reference works; and procedures for evaluation. The topics of the modules include a) logic; b) set concepts; c) whole numbers and counting; d) operations on sets; e) binary operations; f) addition, subtraction, and inequalities of whole numbers; g) multiplication and division and the distributive properties of operations on the set of whole numbers; h) fractions; and i) geometric concepts. (HMD)
- Published
- 1973
53. Problem Solving: The Link between Social Studies and Mathematics.
- Author
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Rose, Terry D. and Schuncke, George M.
- Abstract
Examines the problem-solving processes of social studies and mathematics and discusses their commonalities. Considers how those processes might be taught so that students will see that there is indeed a relationship between those two seemingly discrete disciplines. (RS)
- Published
- 1997
54. Connections and Confusion: Teaching Perimeter and Area with a Problem-Solving Oriented Unit.
- Author
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Rickard, Anthony
- Abstract
Profiles a middle school mathematics teacher and examines her use of two problems from a pilot version of a 6th grade unit developed by a mathematics curriculum project. Reports that problem-solving-oriented curricula provide opportunities for students to make mathematics connections and leads to student confusion and uncertainty. Contains 35 references. (DDR)
- Published
- 1996
55. Fundamentals of Welding. Teacher Edition.
- Author
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Mid-America Vocational Curriculum Consortium, Stillwater, OK. and Fortney, Clarence
- Abstract
These instructional materials assist teachers in improving instruction on the fundamentals of welding. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and 27 references. Seven units of instruction are provided on the following topics: (1) welding orientation; (2) welding safety and first aid; (3) welding tools and equipment; (4) basic metals and metallurgy; (5) basic math and measuring; (6) welding print reading; and (7) basic welding joints and symbols. Each unit contains some or all of the following sections: objective sheet; suggested activities; assignment and written test answers; written test; unit evaluation form; teacher supplements; transparency masters; information sheet; student supplements; assignment sheets; job sheets; and dissemination materials. (NLA)
- Published
- 1992
56. Waste Reduction Guide for Indiana Schools.
- Author
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Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance.
- Abstract
This guide describes a waste reduction program for Indiana schools, kindergarten through 12th grade. It is designed to be used by any school administrator, teacher, staff person, student and/or parent willing to provide leadership, generate enthusiasm, and publicize the program. By combining traditional lessons with the actual practice of waste reduction and recycling, students can apply their classroom skills to solve real-life problems. In developing this guide, the Indiana Department of Education is responding to a need identified by the General Assembly, communities, and schools to educate children about the waste problem and to provide workable solutions. The guide is divided into 13 sections: (1) "Reasons for Waste Reduction"; (2) "Steps for Starting a School Waste Reduction Program"; (3) "Source Reduction Options"; (4) "Purchasing Recycled Materials"; (5) "Packaging"; (6) "Trash Trivia"; (7) "Paper Trivia"; (8) "Facts" (what the U.S. recycles each year and the energy and money saved); (9) "Activities"; (10) "Award Winning Recycling Programs Currently in Operation"; (11) "1990 NEED Youth Awards for Energy Achievement Involving Recycling"; (12) "Resources for Recycling"; and (13) "Glossary of Recycling Terms." The three activities, which cover social studies, science, and mathematics topics, include a list of needed materials, directions, and questions. (Author/KR)
- Published
- 1991
57. What Your First Grader Needs To Know: Fundamentals of a Good First-Grade Education.
- Author
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Core Knowledge Foundation, Charlottesville, VA. and Hirsch, E. D.
- Abstract
This book argues that parents, by spending 20 minutes each day imparting the wisdom found in its pages, can compensate for the lack of cultural education their children receive in school. Predicated on the idea that there is a certain background "core knowledge" that every American school child should possess, the book can also be used in the classroom to provide cultural enrichment. The book moves from nursery rhymes and Aesop's Fables to language study, history, mathematics, and natural science. The book (extensively illustrated) adopts an engaging, narrative style and includes activities, from recipes to art projects, that help children enjoy and remember what they are learning. Chapters in the book are: (1) Language Arts; (2) Geography, World Civilization, and American Civilization; (3) Fine Arts; (4) Mathematics; and (5) Natural Sciences. (NKA)
- Published
- 1991
58. The Nation's Report Card Mathematics 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools
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National Center for Education Statistics (ED)
- Abstract
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This paper presents the results for South Dakota's student achievement in mathematics. In 2009, the average score of twelfth-grade students in South Dakota was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.]
- Published
- 2010
59. What's Happening in October?
- Author
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Connecticut State Migratory Children's Program, New Haven. and Toro, Leonor
- Abstract
This teachers' booklet focuses primarily on eight short lessons about cultural, historical, or annual events related to October. Information is provided on the following: the month of October; Fire Prevention Day; Columbus Day; United Nations Day; the birthdays of Presidents James E. Carter, Dwight D. Eisenhower, and Theodore Roosevelt; and Halloween. The lessons contain several pages of background information and related creative activities and word games. The lesson on Halloween contains a song, a crossword puzzle, a maze, and detailed instructions for making paper sack masks and puppets. The booklet also contains a section about October events important to Black Americans and includes brief biographical sketches of athlete Jack R. Robinson; abolitionist Frederick Douglass; Brigadier General Benjamin C. Davis, Sr. and his son; scientist Benjamin Banneker; Supreme Court Justice Thurgood Marshall; and singer Mahalia Jackson. Four math activities complete the booklet. (SB)
- Published
- 1983
60. Suggestions for Planning and Providing Programs for the Gifted/Talented/Creative.
- Author
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New York State Education Dept., Albany. and Lacy, Grace
- Abstract
Intended to help educators create defensible, differentiated programs for the gifted, the paper analyzes the rationale for such programs and discusses program planning aspects. The following topics are addressed: the need for conceptualization of different programs for the gifted; suggested program goals; program prototypes; curricula for gifted programs; learning strategy instruction; theoretical models for developing curriculum and teaching strategies; integration of the models; program design models; enrichment and acceleration; topics for curriculum augmentation; career education; goals for language arts and communication skills, social studies, mathematics, and science; desirable program attributes; teacher role; significant teacher behaviors; motivation and guidance; administrative arrangements; administrative problems and suggested solutions; and research data on the gifted. (CL)
- Published
- 1979
61. The Problems of the Adult Learner: A Handbook for Teachers.
- Author
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William Rainey Harper Coll., Palatine, IL. and Best, Gregory C.
- Abstract
This handbook on the adult learner and adult learning problems or disabilities is designed to serve as a practical tool for the Adult Basic Education instructor. It is divided into two main sections. Section 1 contains information concerning the nature of the adult learner. The first part deals with general characteristics of the adult learner and is followed by discussions on older adult learners, younger adult learners, and English as a Second Language adult learners. Each of these four parts of section 1 includes an introduction followed by a list of implications for the instructor. Section 2 addresses specific learning problems or disabilities that adult learners may exhibit and proposes various compensatory techniques for the instructor to try. Following definition of learning disabilities and discussion of causes are included visual and auditory behavioral checklists (language arts and math) for student identification along with compensatory tactics. For each general or specific behavior teaching strategies are suggested. Reading comprehension is treated separately. Appendixes include a list of teaching materials and tests and a list of agencies rendering diagnostic and remedial services. Listings of annotated references are found at the end of section 1 and the end of the handbook. (YLB)
- Published
- 1977
62. Commissioner's Report to the Board of Regents on the Establishment of Statewide Educational Achievement Standards in Basic Skills and Minimum Competencies.
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Rhode Island State Dept. of Education, Providence.
- Abstract
The Rhode Island Commissioner of Education was authorized to appoint and work with a State Standards Council to develop recommendations on the establishment of measurable statewide educational achievement standards at two levels: basic skills and minimum competency. The purpose of setting standards and measuring achievement is to define minimally acceptable performance in those skills that are generally seen as essential by the community at large, and to track the progress of the educational system towards insuring that all students reach an acceptable level. Two lists of objectives, basic skills and minimum competency, were developed by the council. Both include reading, language arts, mathematics, and cultural arts. Basic skills testing should be in grade 4 and grade 6. Minimum competency testing should be in grade 8 and grade 10. A random sample of students should be tested, plus students nominated by local educators or parents as possibly needing extra educational assistance. Norm-referenced tests are adequate for the basic skills testing; tests are being developed for the minimum competency testing. Standards of performance have not yet been set, but should be based on empirical data currently being collected. The state should assist school districts in providing assistance to those students having the greatest difficulty. (BW)
- Published
- 1979
63. Dance: A Guide for Idaho Public Schools. Grades K-12.
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Idaho State Dept. of Education, Boise. Div. of Instructional Improvement.
- Abstract
The guide presents a rationale, objectives, activities, and resource lists for incorporating dance into elementary and secondary curricula. Dance gives students an opportunity for creativity and self-expression, even if they are physically or mentally handicapped. Types of dance include creative, folk, square, ballet, modern, jazz, tap, and musical comedy. Objectives of a dance program should include development of movement memory, flexibility, and coordination; recognition of styles of dance; understanding of historical and cultural perspectives of dance; attendance at live dance performances; and performance in front of peers. A major portion of the guide suggests specific dance activities in the following subject areas: art, health/science, language arts, math, music, and social studies. For example, in a science class about the solar system, the positions of the sun, planets, and moons may be danced out demonstrating the difference between rotation and revolution. The resource section presents a bibliography of books, records, and films for each type of dance, the history of dance, and dance for handicapped students. The appendix identifies sources of dance wear and records, specifications for facilities (floor construction, air circulation, and storage space), and options for careers in the field of dance. (AV)
- Published
- 1978
64. Winter Outdoor Education Activities: Snowshoes and Exploring the Winter Environment.
- Author
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Cortland-Madison Board of Cooperative Educational Services, Cortland, NY. and Matthews, Bruce E.
- Abstract
Designed as a resource base upon which elementary school educators can build outdoor learning experiences, this resource packet contains a basic, multidisciplinary snowshoeing lesson plan, pre- and post-trip suggestions, and suggestions for further winter outdoor study on snowshoes. Specifically, there are narratives and illustrations addressed at the following: introduction (brief); the history of snowshoes (1 page); pre-trip suggestions including activities in social studies, language arts, art, science, and math; the snowshoe lesson itself (orientation and history; snowshoe construction; snowshoe types and uses; care of snowshoes; how to put on snowshoes, going outside; actually using snowshoes; and snowshoe activities--running, walking, hikes, etc.); post-trip followup activities in social studies, language arts, art, science, math, and physical education; discussion of how body heat is lost; discussion on how to dress; discussion of the types and uses of snowshoes and snowshoe care and maintenance; discussion on how to make snowshoes; additional snowshoe activities; how to preserve snowshoe tracks; how to make paper snowflakes; how to make permanent replicas of snowflakes and other frozen crystal structures; how to construct snow buildings; discussion of winter birds; and special tips for the teacher. (JC)
- Published
- 1976
65. Secretarial Science. Curriculum Guides for Two-Year Postsecondary Programs. Volume II.
- Author
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North Carolina State Dept. of Community Colleges, Raleigh.
- Abstract
The second of three volumes in a postsecondary secretarial science curriculum, this manual contains course syllabi and abstracts of twenty-three courses included in the curriculum. Business and related courses abstracted include Introduction to Business, Business Mathematics, Business Law 1, Economics 1, and Survey of Data Processing Systems. General education courses abstracted include Grammar, Composition, Report Writing, Oral Communication, Business Communication, and Interpersonal Relationships and Communications. Each abstract is comprised of the following parts: course description, course hours per week, quarter hours credit, prerequisites, course content outline, and suggested textbooks. Course syllabi are provided for twelve secretarial science technical courses including Accounting; Office Machines 1, 2, and 3; Office Management; Office Procedures; Personal Development; Principles of Supervision; and Records Management. Each course syllabus is comprised of the following parts: (1) course description; (2) course objectives; (3) major divisions of course content; (4) credits, hours, and prerequisites; (5) evaluation; (6) content outline; and (7) a bibliography. (Volumes 1 and 3 are also available.) (LRA)
- Published
- 1979
66. Calcasieu Parish Spark Program for Primary Gifted/Talented Students: Guidelines and Curriculum. Revised.
- Author
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Calcasieu Parish School System, Lake Charles, LA., Bankens, Barbara, and Hillebrandt, Marlene
- Abstract
Presented is the curriculum guide for primary grade gifted and talented students in Calcasieu Parish, Louisiana. Introductory information includes information on program philosophy, rationale, definition of giftedness, goals of the program, identifying characteristics of giftedness, identification and placement, rationale for curriculum development, B. Bloom's sequential classification of question cues, J. Guilford's structure-of-intellect model, the teaching/learning model, teacher behaviors, pupil behaviors, inquiry processes, teacher questioning techniques, value clarification, field trips, resource persons, and student notebooks. The major portion of the document provides a detailed curriculum guide for both grades 1 and 2 in the curriculum areas of language arts, social science, math, science, music, and art. Specific activities are usually discussed in terms of purpose, suggested time, content, procedure, materials, evaluation, and extended activities. Appendixes provide such information as materials used in the program, inservice training, parental and community involvement, policies, funding, and future plans. (DB)
- Published
- 1977
67. A Preschool Curriculum Guide (Ages 3 and 4 Years).
- Author
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Eisenberg, Joanne
- Abstract
This curriculum guide describes a religiously oriented preschool program for 3- and 4-year-old children. The program reflects a philosophy of Lutheran education and religious ideals. Program objectives focus on the consideration and development of social, emotional, physical, cognitive and religious processes. The role of the church, parents and teachers in the preschool program is described. Characteristics of 3- and 4-year-old children which affect preschool program planning are presented and discussed. Suggestions for the indoor and outdoor learning environments reflect these developmental considerations. Ideas are presented for specific learning centers, scheduling and daily plans, equipment, room arrangement, curricular areas and student observation and evaluation. The guide describes an integrated curriculum in which children are free to choose from a variety of activities and learning situations. The main body of the paper presents numerous ideas, activities, materials and supplementary resources for introducing and integrating religion, language arts, mathematics, social studies, music, art, science and perceptual-motor development into the preschool curriculum. (BD)
- Published
- 1977
68. Meaningful Mathematics, Level Five. Recording Forms and Worksheets for Pupil Use.
- Author
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Hendrickson, A. Dean
- Abstract
Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Five experiences. Pupils are to complete these as part of their learning experiences. Forms and worksheets are included for all of the concepts and skills of the Level Five program. (YP)
- Published
- 1989
69. Meaningful Mathematics, Level Two. Recording Forms and Worksheets for Pupil Use.
- Author
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Hendrickson, A. Dean
- Abstract
Mathematics and the use of mathematical thinking is much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Two experiences. Pupils are to complete these as part of their learning experiences. Forms and worksheets are included for all of the concepts and skills of the Level Two program. (YP)
- Published
- 1989
70. Meaningful Mathematics, Level One. Recording Forms and Worksheets for Pupil Use.
- Author
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Hendrickson, A. Dean
- Abstract
Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level One experiences. Pupils are to complete these as part of their learning experiences. Forms and worksheets are included for all of the concepts and skills of the Level One program. (YP)
- Published
- 1989
71. Mind Joggers! 5- to 15-Minute Activities That Make Kids Think.
- Author
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Center for Applied Research in Education, Inc., New York, NY. and Petreshene, Susan S.
- Abstract
Designed to help stimulate the development of thinking skills in children of varying abilities and to review basic skills at all elementary grade levels, this book contains 153 "ready-to-go" classroom activities. Included are "total-group,""partner," and "individual" activities. Activities in the book are organized for easy use into four major subject and skill areas: (1) Thinking and Reasoning (classification, logic, decision making, problem solving, developing strategy, and creative thinking); (2) Math (numeration, computation, place value, estimation, fractions, geometry, relationships and patterns); (3) Language and Writing (phonics, compound words, spelling, descriptive words, synonyms and antonyms, vocabulary, prefixes, suffixes, roots, and parts of speech); and (4) Listening and Remembering (critical listening, following oral directions, and memory). Each activity in the book contains a skill review, grade level, group size, step-by-step directions, activity extenders, and answers or possible solutions. Activities are oral or require only pencil and paper, or chalkboard and chalk. To help the teacher, the book includes a special Activity/Skills Index that lists all activities by subject matter, group size, and grade level. (NKA)
- Published
- 1985
72. Strategies, Not Solutions: Involving Students in Problem Solving.
- Author
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Von Kuster, Lee N.
- Abstract
Defines problem solving, discusses the use of problems developed by students that are relevant to their own lives, presents examples of practical mathematics problems that deal with local situations, discusses fringe benefits of this type of problem solving, and addresses teachers' concern that this method consumes too much time. (MBR)
- Published
- 1984
73. Processing speed in children and adolescents
- Author
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Gamman, L., Limond, J., and Smith, A.
- Subjects
150 ,white-matter damage ,intervention ,children ,adolescents ,processing speed ,academic achievement ,typically developing children ,reading ,mathematics - Abstract
Literature Review Background: Mathematical and reading abilities are predictive of academic achievement. To date, limited research has examined the relationship between processing speed and academic achievement in typically developing children. Greater insight into this relationship could help to identify the impact that reduced processing speed may have on long-term academic achievement. This review aimed to explore the relationship between these variables in typically developing children. Method: Studies conducted in the past twenty years measuring mathematics and/or reading abilities and processing speed in typically developing children using a standardised assessment measure were included in the review. In total 1278 studies were screened, which led to the identification of eight eligible studies that were included in the review. Results: No relationship was found between processing speed and reading ability. The findings on mathematics abilities were conflicting, with some studies identifying a relationship and other finding no significant association between these variables. Age appeared to be a moderating factor in studies that reported a significant relationship between mathematics and processing speed. Conclusions: The findings suggest that the relationship between processing speed and academic achievement is complex and the following review was unable to ascertain the direct relationship between these variables. It is recommended that future research examines the relationship between age and academic achievement in further detail. Empirical Paper Processing speed interventions have been found to be acceptable in children; however, there is limited evidence that they are effective in this population. This study investigated whether a processing speed intervention was effective in improving processing speed (PS) in children with suspected white matter disorders. The study hypothesised that children would demonstrate improvement on a daily outcome measure and between pre-baseline and post-intervention measures of PS. A single case experimental design utilising a multiple baseline approach was used to observe the effect of the intervention within and across participants. Three participants were recruited, each completing a choice reaction time (CRT) task three times a week that acted as the outcome measure. The processing speed intervention involved playing single player, multiplayer and iPad/android games. Overall there was no significant change in CRT between phases; however two participants demonstrated a medium effect size. There was no significant change in pre- or post-PS measures but there was evidence of reliable change in overall and cognitive fatigue. These findings suggest that the processing speed intervention was not effective in improving PS abilities. This paper highlights a number of challenges in implementing a processing speed intervention and explores the clinical implications of these findings.
- Published
- 2019
74. Online and Distance Learning during Lockdown Times. COVID-19 Stories (Volume 2)
- Author
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Edirisingha, Palitha and Edirisingha, Palitha
- Subjects
Philosophy ,COVID-19 ,COVID-19 instructional response ,COVID-19 lockdown ,COVID-19 lockdown education ,COVID-19 pandemic ,COVID-19 school closure ,EFL learners ,Facebook ,K-12 education ,Madrasti ,Moore framework ,Rasch analysis ,STEM integration ,Scotland ,Thirdspace ,Twitter ,academic self-perceptions ,accounting education ,adaptation ,architecture-engineering and construction (AEC) ,blended learning ,childhood learning ,children's learning ,civil education approach ,complex systems ,content analysis ,coronavirus disease ,course satisfaction ,digital technology ,distance education ,distance learning ,distanced learning ,e-learning ,e-learning competency ,e-learning readiness ,education ,educational change ,educational technology ,elementary school ,emergency ,emergency remote teaching ,engagement ,engineering education ,entrepreneurship education ,evaluation ,face-to-face learning ,flexible teaching ,flipped classroom ,higher education ,home-learning ,home-school relationships ,in-service teachers ,instructional planning ,instructor readiness ,internship ,learning barriers obstacles ,lifelong learning ,low-resource settings ,mathematics ,mathematics education ,meaningful learning ,n/a ,online education ,online learning ,online teaching ,online teaching materials ,pandemic ,parent attitudes ,parental involvement ,pedagogy ,perceptions ,platform ,preservice teachers ,primary education ,primary teachers ,productive struggle ,professors and students ,public education ,qualitative research ,quality ,questionnaire ,relationship ,remote learning ,rural education ,school ,science teachers ,secondary education ,social media ,special education ,sport science ,stakeholders ,structure in education ,student course engagement questionnaire ,student perception ,students' e-learning preparedness ,survey ,teacher attitudes ,teacher knowledge ,teachers ,teaching and learning in emergencies ,teaching profession ,technical support ,technologies ,technology-mediated learning ,technology-mediated teaching ,transdisciplinary ,undergraduate research ,web-based learning ,workload - Abstract
Summary: This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering Higher Education (post-secondary) sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.
75. Models for dynamic networks with metadata
- Author
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Fitzgerald, John, O'Clery, Neave, and Grindrod, Peter
- Subjects
Graphical modeling (Statistics) ,Graph algorithms ,Mathematics ,Probability learning ,Cluster analysis ,Machine learning ,Open source software - Abstract
There is increasing understanding that many complex systems of interest - everything from the global economy, to social group dynamics, to biochemical processes in the brain - require holistic modelling, rather than the consideration of units of the population in isolation. Network science techniques, which commence by viewing the system as a set of vertices or nodes (the units of the population, e.g. individual people) and edges (the relationships between them, e.g. friendship), are one popular approach to do so. Naturally, such complex systems express a wide array of important properties that we ought to account for when modelling them, beyond simply the presence or absence of a particular relationship. Most pertinently for this work, they evolve over time - i.e. they are 'dynamic' - and the units of the population may have distinct properties, or attributes, which further differentiate them from each other. We define any such extra information we might possess outside of the simple node/edge paradigm to be 'metadata'. Despite the potential utility of such metadata, it is only quite recently that methods have begun to jointly model both network and metadata together. In this thesis, we provide a new class of models that do so - specifically, with the purpose of finding groups in networks that change over time. We describe distinct versions of this class of models that allow the networks to be weighted and directed, as well as avoid the potential issue of placing nodes with similar degrees in the same group. In addition to elaborating such models, we derive novel requirements for the efficient detectability of groups given the presence of metadata - and in the process explain why a recent paper which claims to do the same for a similar static model is flawed. The inference method we leverage to investigate detectability is also highly scalable, and we further accelerate the process by proposing both a 'greedy' scheme, and a recursive procedure that effectively provides a top-down hierarchy of the network groups. We conclude by using our models as one component of a larger method, that provides an entirely novel means of estimating the influence of an author. We use a causal framing of the problem that to our knowledge has not previously been explored in this context, and depends upon recent ideas from the causal inference literature.
- Published
- 2022
76. Intervention evaluation and structural identifiability in compartmental models of infectious disease transmission
- Author
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Dankwa, Emmanuelle and Donnelly, Christl
- Subjects
Public health ,Statistics ,Epidemiology ,Mathematics - Abstract
This thesis concerns the principled use of mathematical models for informing control interventions in the context of an infectious disease outbreak context. We address two main related questions. First, how can interventions be evaluated and compared in a principled manner using a dynamic (time-varying), mathematical model? The second question pertains to structural identifiability, a prerequisite for successful parameter inference in dynamic models: how does the type of model output influence the structural identifiability of dynamic, mathematical models for infectious disease transmission? We address the first question using two outbreaks of infectious disease - hepatitis A and African swine fever (ASF) - as illustrative examples, and the second question by conducting structural identifiability analysis of various ordinary differential equation (ODE) model versions. Links to all code and files needed to reproduce the results in this thesis have been provided. Our contributions are detailed in three papers: a published article and two manuscripts, now summarized. Chapter 3: Dankwa et al. (2021) developed a dynamic, deterministic model to explain transmission in the 2017-2019 hepatitis A virus (HAV) outbreak in Louisville, Kentucky, US, among persons experiencing homelessness or who use drugs, known to be at a high risk of HAV infection. With the model, alternative vaccination scenarios were examined for effectiveness and cost, and an estimate for the critical vaccination threshold required for herd immunity in this population was derived. Prior to this study, no such estimate had been obtained for this population anywhere in the US. Chapter 4: Dankwa et al. (2022b) developed a dynamic, stochastic, spatial model to explain ASF virus (ASFV) transmission among wild boar and domestic pig herds, and to evaluate alternative outbreak management measures. The model was developed such that it could be refined to account for more outbreak data and hence it is suitable for real- time outbreak analysis. This study is relevant, given the ongoing ASF epidemic in Europe, and the scarcity of ASFV transmission models which account for transmission at the wildlife-livestock interface, despite the evidence of such transmission in Europe. Chapter 5: Dankwa et al. (2022a) conducted structural identifiability analysis of unknown parameters, including initial conditions, of 26 ODE model versions to demonstrate the influence of the type of model output(s) on models' structural identifiability. Data types such as incidence and prevalence, typically encountered in disease surveillance, were studied as model outputs. This analysis emphasizes the importance of a careful consideration of model outputs prior to performing inference with transmission models.
- Published
- 2022
77. Constructions in stable commutator length and bounded cohomology
- Author
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Heuer, Nicolaus and Bridson, Martin
- Subjects
514 ,Mathematics - Abstract
The bounded cohomology of a group G with coefficients in a normed G-module V was first systematically studied by Gromov in 1982 in his seminal paper [Gro82] in connection to the minimal volume of manifolds. Since then it has sparked much research in Geometric Group Theory. However, it is notoriously hard to explicitly compute bounded cohomology, even for the most basic groups: There is no finitely generated group G for which the full bounded cohomology with real coefficients is known except where it is known to vanish in all degrees (see [Mon06]). In this thesis we discuss several new constructions for classses in bounded cohomology. There is a well-known interpretation of ordinary group cohomology in degrees 2 and 3 in terms of group extensions. We establish an analogous interpretation in the context of bounded cohomology. This involves certain maps between arbitrary groups called quasihomomorphisms, which were defined and studied by Fujiwara and Kapovich in [FK16]. A key open problem is to compute the full bounded cohomology of a non-abelian free group F with trivial real coefficients. It is known that the bounded cohomology in dimension n is trivial for n = 1 and infinite dimensional for n = 2, 3, but essentially nothing is known about for n ≥ 4. For n = 4, one may construct classes by taking the cup product between two 2-classes, but it is possible that all such cup-products are trivial. We show that all such cup-products do indeed vanish if both classes are induced by the quasimorphisms of Brooks or Rolli.
- Published
- 2019
78. An Energy History of the United States. Grades 8-9. Interdisciplinary Student/Teacher Materials in Energy, the Environment, and the Economy.
- Author
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National Science Teachers Association, Washington, DC.
- Abstract
This instructional unit contains eight classroom lessons dealing with a history of energy in the United States for use in grade eight and nine social studies, science, and mathematics courses. The lessons were developed by teachers. The overall objective is to help students understand the present necessity to reexamine and perhaps alter our present energy patterns. Students study about the impact that the different types of energy used from colonial times to the present have had on U.S. culture and learn about the physical properties of wood, coal, and oil, particularly about the ability of these substances to give heat. The activities in which students are involved include answering questions based on short reading selections; gathering and interpreting materials from a picture; comparing the uses of energy by a colonial farm family and by a family of today; constructing a can calorimeter; learning how to determine the energy content of wood; applying the principles of scientific motivation to energy data; constructing and interpreting graphs; making a model of a steam turbine; and learning how to determine the heat content of oil. The amount of time needed to teach each lesson varies from one to four classroom periods. Each lesson is self-contained, and includes instructions for the teacher and student materials. The eight lessons are organized into three units: (1) America's Wooden Age (1650-1820); (2) The Coming of Coal (1840-1920); and (3) Oil: Bright Promise (1880-present). (Author/RM)
- Published
- 1978
79. Using the computer as a tool for constructivist teaching : a case study of Grade 7 students developing representations and interpretations of mathematical notation when using the software Grid Algebra
- Author
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Borg, Philip
- Subjects
512.0078 ,Constructivist teaching ,Computer ,Mathematics ,Algebra ,Low-attaining students ,Secondary school ,Representations - Abstract
The aim of this research was to investigate how I engaged in constructivist teaching (CT) when helping a group of low-performing Grade 7 students to develop new meanings of notation as they started to learn formal algebra. Data was collected over a period of one scholastic year, in which I explored the teacher-student dynamics during my mathematics lessons, where students learnt new representations and interpretations of notation with the help of the computer software Grid Algebra. Analysing video recordings of my lessons, I observed myself continuously changing my teaching purpose as I negotiated between the mathematics I intended to teach and the mathematics being constructed by my students. These shifts of focus and purpose were used to develop a conceptual framework called Mathematics-Negotiation-Learner (M-N-L). Besides serving as a CT model, the M-N-L framework was found useful to determine the extent to which I managed to engage in CT during the lessons and also to identify moments where I lost my sensitivity to students constructions of knowledge. The effectiveness of my CT was investigated by focusing on students learning, for which reason I developed the analytical framework called CAPS (Concept-Action-Picture-Symbol). The CAPS framework helped me to analyse how students developed notions about properties of operational notation, the structure and order of operations in numerical and algebraic expressions, and the relational property of the equals sign. Grid Algebra was found to be a useful tool in helping students to enrich their repertoire of representations and to develop new interpretations of notation through what I defined as informal- and formal-algebraic activities. All students managed to transfer these representations and interpretations of notation to pen-and-paper problems, where they successfully worked out traditionally set substitution-and-evaluation tasks.
- Published
- 2017
80. Recurrence relations, fractals, and chaos : implications for analyzing gene structure
- Author
-
Harmon, Sarah M. and Harmon, Sarah M.
- Subjects
- Chaotic behavior in systems., Mathematics., Fractals., Mathematics, Chaos., Mathématiques., Fractales., fractals., Chaotic behavior in systems., Fractals., Mathematics.
- Abstract
The "chaos game" is a well-known algorithm by which one may construct a pictorial representation of an iterative process. The resulting sets are known as fractals and can be mathematically characterized by measures of dimension as well as by their associated recurrence relations. Using the chaos game algorithm, is it possible to derive meaningful structure out of our own genetic encoding, and that of other organisms? In this paper, I will present one method of applying the chaos game to biological data and subsequently will discuss both the mathematical and biological implications of the results.
- Published
- 2012
81. Isopathic Graphs and Airport Graphs
- Author
-
Illegible, Rawlinson, Kim T., Illegible, and Rawlinson, Kim T.
- Subjects
- Mathematics
- Abstract
This paper explores two kinds of graphs, isopathic graphs and air port graphs. A distance property of graphs in general is also examined. Isopathic graphs are graphs in which every maximal path has the same length. The major theorem of this section characterizes isopathic graphs as extended stars, bipartite or hamiltonian. There is then a discussion of the latter two classes of isopathic graphs. At the end of Section I, there is an introduction to isopathic digraphs, a natural concern after an exposure to isopathic graphs. Airport graphs, more appropriately snob graphs, can be thought of in the following way. It might be advantageous in some milieu that before a person would become friends with another person, A, he would first develop friendships with all people who are stronger than A. If in a graph strength corresponds to degree, and friendship to adjacency, an airport graph is formed when all points have this property. The resulting graph has a special structure which is examined in Section II. The concept of the "distance of a graph" is presented in Section III. Here the degree of a point is seen to be of greater importance than is the condition of being a special point. (Special points correspond to the snobs of Section II.) Notation used in this paper is that given in Frank Harary's book, Graph Theory, unless it is explicitly defined as the need arises.
- Published
- 1972
82. Extremal combinatorics, graph limits and computational complexity
- Author
-
Noel, Jonathan A. and Scott, Alex
- Subjects
511 ,Combinatorial analysis ,Computational complexity ,Graph coloring ,Graph theory ,Combinatorial probabilities ,Percolation (Statistical physics)--Mathematical models ,Extremal problems (Mathematics) ,Mathematics ,Saturation Problems ,Weak Saturation ,Circular Colouring ,Antichains in Random Posets ,Sperner Theory ,Bootstrap Percolation ,Combinatorial Reconfiguration ,Counting Antichains ,Weak Regularity ,Supersaturation in Posets ,Graph Limits - Abstract
This thesis is primarily focused on problems in extremal combinatorics, although we will also consider some questions of analytic and algorithmic nature. The d-dimensional hypercube is the graph with vertex set {0,1}
d where two vertices are adjacent if they differ in exactly one coordinate. In Chapter 2 we obtain an upper bound on the 'saturation number' of Qm in Qd . Specifically, we show that for m ≥ 2 fixed and d large there exists a subgraph G of Qd of bounded average degree such that G does not contain a copy of Qm but, for every G' such that G ⊊ G' ⊆ Qd , the graph G' contains a copy of Qm . This result answers a question of Johnson and Pinto and is best possible up to a factor of O(m). In Chapter 3, we show that there exists ε > 0 such that for all k and for n sufficiently large there is a collection of at most 2(1-ε)k subsets of [n] which does not contain a chain of length k+1 under inclusion and is maximal subject to this property. This disproves a conjecture of Gerbner, Keszegh, Lemons, Palmer, Pálvölgyi and Patkós. We also prove that there exists a constant c ∈ (0,1) such that the smallest such collection is of cardinality 2(1+o(1)) for all k. In Chapter 4, we obtain an exact expression for the 'weak saturation number' of Qck m in Qd . That is, we determine the minimum number of edges in a spanning subgraph G of Qd such that the edges of E(Qd )\E(G) can be added to G, one edge at a time, such that each new edge completes a copy of Qm . This answers another question of Johnson and Pinto. We also obtain a more general result for the weak saturation of 'axis aligned' copies of a multidimensional grid in a larger grid. In the r-neighbour bootstrap process, one begins with a set A0 of 'infected' vertices in a graph G and, at each step, a 'healthy' vertex becomes infected if it has at least r infected neighbours. If every vertex of G is eventually infected, then we say that A0 percolates. In Chapter 5, we apply ideas from weak saturation to prove that, for fixed r ≥ 2, every percolating set in Qd has cardinality at least (1+o(1))(d choose r-1)/r. This confirms a conjecture of Balogh and Bollobás and is asymptotically best possible. In addition, we determine the minimum cardinality exactly in the case r=3 (the minimum cardinality in the case r=2 was already known). In Chapter 6, we provide a framework for proving lower bounds on the number of comparable pairs in a subset S of a partially ordered set (poset) of prescribed size. We apply this framework to obtain an explicit bound of this type for the poset 𝒱(q,n) consisting of all subspaces of 𝔽q n ordered by inclusion which is best possible when S is not too large. In Chapter 7, we apply the result from Chapter 6 along with the recently developed 'container method,' to obtain an upper bound on the number of antichains in 𝒱(q,n) and a bound on the size of the largest antichain in a p-random subset of 𝒱(q,n) which holds with high probability for p in a certain range. In Chapter 8, we construct a 'finitely forcible graphon' W for which there exists a sequence (εi )∞ i=1 tending to zero such that, for all i ≥ 1, every weak εi -regular partition of W has at least exp(εi -2 /25log∗ε ) parts. This result shows that the structure of a finitely forcible graphon can be much more complex than was anticipated in a paper of Lovász and Szegedy. For positive integers p,q with p/q ❘≥ 2, a circular (p,q)-colouring of a graph G is a mapping V(G) → ℤi -2 p such that any two adjacent vertices are mapped to elements of ℤp at distance at least q from one another. The reconfiguration problem for circular colourings asks, given two (p,q)-colourings f and g of G, is it possible to transform f into g by recolouring one vertex at a time so that every intermediate mapping is a p,q-colouring? In Chapter 9, we show that this question can be answered in polynomial time for 2 ≤ p/q < 4 and is PSPACE-complete for p/q ≥ 4.- Published
- 2016
83. Working memory, short-term memory, attentional control and mathematics performance in moderate to late preterm children : implications for intervention
- Author
-
Matthews, Emma and Adlam, Anna
- Subjects
150 ,children ,preterm ,mathematics ,development ,working memory ,short term memory ,attentional control - Abstract
Literature review abstract Background: Domain-general processes, such as working memory (WM), short-term memory (STM), and attention, have been found to be related to mathematical performance in children. The relationship between these abilities, however, is not well understood. Objective: This systematic review aimed to evaluate the literature investigating the relationship between mathematical performance and WM, STM, and attention in typically developing primary school aged children. Methods: Three databases were searched for studies published between January 1974 and February 2015 reporting associations between mathematics performance and at least one measure of WM, STM, and attention. Study selection was undertaken by applying inclusion and exclusion criteria and 43 studies were selected for inclusion. The methodological quality of the included studies was assessed using a validated checklist. Results: WM, STM, and attention were all significantly related to mathematics performance. Visuospatial STM and WM were strongly related to mathematics performance in younger children, while verbal STM and WM were more strongly related in older children; although some studies found the opposite pattern. The relationship between attention and mathematics performance increased in strength with age. Conclusions: There are many factors relevant to the relationship between mathematical performance and WM, STM, and attention which can affect the strength of the association, including the types of tasks used to measure the constructs, the confounding variables considered, and the age of the participants. Future research needs to focus on the construction of an integrated model of mathematical development. Empirical paper abstract Background: Moderate to late preterm children (MLPT; born between 32 weeks and 36 weeks and 6 days) are at increased risk of developing cognitive difficulties compared to term children (born between 37 weeks and 41 weeks and 6 days). Mathematical attainment is an important area of academic development. Domain-general cognitive abilities, which constrain all learning, and domain-specific mathematical precursors are both important for mathematical development. Objectives: The current study had two aims: 1) to investigate the relationship between gestational age (GA), mathematical attainment, working memory (WM), short-term memory (STM), and attentional control; and 2) to investigate WM, STM, and attentional control as domain-general predictors of mathematical attainment. It was hypothesised that WM would predict additional variance in mathematical attainment after attentional control, STM, and demographic variables (intellectual ability (IQ) and socioeconomic status) were accounted for. Methods: A cross-sectional and correlational design was used to investigate the study aims. Participants were 34 MLPT children and 25 term children who were between 72 and 107 months at the time of the study. Children who weighed less than 1500 grams at birth, had cerebral palsy, epilepsy, severe hearing or vision loss, or had a diagnosed learning disability were excluded. Each participant completed a cognitive assessment which measured their mathematical attainment and components of WM, STM, and attentional control. Results: GA was only significantly correlated with IQ. In the model of mathematical attainment, GA also significantly moderated the relationship between attentional switching and mathematical attainment. The hypothesis regarding the role of WM in predicting mathematical attainment was partially supported as only verbal WM predicted significant additional variance in mathematical attainment. Attention behaviour and IQ also predicted significant additional variance in mathematical attainment. Conclusion: These findings suggest that birth weight greater than 1500g, higher socioeconomic status, and lower levels of co-morbid medical conditions may serve as protective factors against the potential negative consequences of MLPT birth. Findings regarding the domain-general predictors of mathematical attainment supported some previous findings and highlighted the need for a variety of tasks to be used to measure each domain-general ability. Longitudinal studies in MLPT children would be helpful for further understanding the role of GA and domain-general abilities in the development of mathematical attainment.
- Published
- 2015
84. Braided Hopf algebras, double constructions, and applications
- Author
-
Laugwitz, Robert and Kremnitzer, Kobi
- Subjects
512 ,Mathematics ,Quantum theory (mathematics) ,Group theory and generalizations (mathematics) ,braided Hopf algebras ,monoidal categories ,representation theory ,quantum groups ,rational Cherednik algebras - Abstract
This thesis contains four related papers which study different aspects of double constructions for braided Hopf algebras. The main result is a categorical action of a braided version of the Drinfeld center on a Heisenberg analogue, called the Hopf center. Moreover, an application of this action to the representation theory of rational Cherednik algebras is considered. Chapter 1 : In this chapter, the Drinfeld center of a monoidal category is generalized to a class of mixed Drinfeld centers. This gives a unified picture for the Drinfeld center and a natural Heisenberg analogue. Further, there is an action of the former on the latter. This picture is translated to a description in terms of Yetter-Drinfeld and Hopf modules over quasi-bialgebras in a braided monoidal category. Via braided reconstruction theory, intrinsic definitions of braided Drinfeld and Heisenberg doubles are obtained, together with a generalization of the result of Lu (1994) that the Heisenberg double is a 2-cocycle twist of the Drinfeld double for general braided Hopf algebras. Chapter 2 : In this chapter, we present an approach to the definition of multiparameter quantum groups by studying Hopf algebras with triangular decomposition. Classifying all of these Hopf algebras which are of what we call weakly separable type, we obtain a class of pointed Hopf algebras which can be viewed as natural generalizations of multiparameter deformations of universal enveloping algebras of Lie algebras. These Hopf algebras are instances of a new version of braided Drinfeld doubles, which we call asymmetric braided Drinfeld doubles. This is a generalization of an earlier result by Benkart and Witherspoon (2004) who showed that two-parameter quantum groups are Drinfeld doubles. It is possible to recover a Lie algebra from these doubles in the case where the group is free and the parameters are generic. The Lie algebras arising are generated by Lie subalgebras isomorphic to sl2. Chapter 3 : The universal enveloping algebra U(tr
n ) of a Lie algebra associated to the classical Yang-Baxter equation was introduced in 2006 by Bartholdi-Enriquez-Etingof-Rains where it was shown to be Koszul. This algebra appears as the An-1 case in a general class of braided Hopf algebras in work of Bazlov-Berenstein (2009) for any complex reection group. In this chapter, we show that the algebras corresponding to the series Bn and Dn , which are again universal enveloping algebras, are Koszul. This is done by constructing a PBW-basis for the quadratic dual. We further show how results of Bazlov-Berenstein can be used to produce pairs of adjoint functors between categories of rational Cherednik algebra representations of different rank and type for the classical series of Coxeter groups. Chapter 4 : Quantum groups can be understood as braided Drinfeld doubles over the group algebra of a lattice. The main objects of this chapter are certain braided Drinfeld doubles over the Drinfeld double of an irreducible complex reflection group. We argue that these algebras are analogues of the Drinfeld-Jimbo quantum enveloping algebras in a setting relevant for rational Cherednik algebra. This analogy manifests itself in terms of categorical actions, related to the general Drinfeld-Heisenberg double picture developed in Chapter 2, using embeddings of Bazlov and Berenstein (2009). In particular, this work provides a class of quasitriangular Hopf algebras associated to any complex reflection group which are in some cases finite-dimensional.- Published
- 2015
85. Mathematical modelling, forecasting and telemonitoring of mood in bipolar disorder
- Author
-
Moore, Paul J., Howell, Peter, and Little, Max
- Subjects
616.89 ,Mathematics ,bipolar disorder ,mood variability ,time series analysis ,public healthcare ,psychiatry - Abstract
This study applies statistical models to mood in patients with bipolar disorder. Three analyses of telemonitored mood data are reported, each corresponding to a journal paper by the author. The first analysis reveals that patients whose sleep varies in quality tend to return mood ratings more sporadically than those with less variable sleep quality. The second analysis finds that forecasting depression with weekly data is not feasible using weekly mood ratings. A third analysis shows that depression time series cannot be distinguished from their linear surrogates, and that nonlinear forecasting methods are no more accurate than linear methods in forecasting mood. An additional contribution is the development of a new k-nearest neighbour forecasting algorithm which is evaluated on the mood data and other time series. Further work is proposed on more frequently sampled data and on system identification. Finally, it is suggested that observational data should be combined with models of brain function, and that more work is needed on theoretical explanations for mental illnesses.
- Published
- 2014
86. Eigenvalue distributions on a single ring
- Author
-
Fischmann, Jonith Avivith
- Subjects
512 ,Mathematics - Abstract
In 1965 J. Ginibre introduced an ensemble of random matrices with no symmetry conditions imposed as the mathematical counterpart to hermitian random matrix theory. In his original paper he treats the case of matrices with i.i.d. normally distributed real, complex or quaternion entries. Since then, mainly due to interest from applications, the development of non-hermitian random matrix theory has further evolved, though the eigenvalue statistics of non-hermitian random matrices are far from being as thoroughly understood as their hermitian counterpart. A characteristic of non-hermitian random matrices are eigenvalue distributions in the complex plane. Real asymmetric random matrices have the additional caveat of having real and complex eigenvalues and thus are technically more challenging. In the following work a new three-fold family of non-hermitian random matrices is introduced via a quadratization procedure. As a consequence the entries of these matrices are highly dependent. For all three ensembles the joint eigenvalue probability density functions and eigenvalue correlations are derived for β = 1, 2. In the limit of large matrix dimensions a classification of eigenvalue correlation functions for different asymptotic regimes is undertaken. In tune with the title of this work for all three ensembles there exists an asymptotic regime, in which the eigenvalues are supported on an annulus around the origin. Thus the induced family of non-hermitian random matrix ensembles serves as an example, for ensembles of the Feinberg-Zee type with logarithmic potential.
- Published
- 2013
87. Quantum groups and noncommutative complex geometry
- Author
-
Ó Buachalla, Réamonn
- Subjects
516.3 ,Mathematics ,Geometry ,Noncommutative complex geometry ,Quantum geometry - Abstract
Noncommutative Riemannian geometry is an area that has seen intense activity over the past 25 years. Despite this, noncommutative complex geometry is only now beginning to receive serious attention. The theory of quantum groups provides a large family of very interesting potential examples, namely the quantum flag manifolds. Thus far, only the irreducible quantum flag manifolds have been investigated as noncommutative complex spaces. In a series of papers, Heckenberger and Kolb showed that for each of these spaces, there exists a q-deformed Dolbeault double complex. In this thesis a comprehensive framework for noncommutative complex geometry on quantum homogeneous spaces is introduced. The main ingredients used are covariant differential calculi and Takeuchi's categorical equivalence for faithfully at quantum homogeneous spaces. A number of basic results are established, producing a simple set of necessary and sufficient conditions for noncommutative complex structures to exist. It is shown that when applied to the quantum projective spaces, this theory reproduces the q-Dolbeault double complexes of Heckenberger and Kolb. Furthermore, the framework is used to q-deform results from Borel{Bott{ Weil theory, and to produce the beginnings of a theory of noncommutative Kahler geometry.
- Published
- 2013
88. On a new construction in group theory
- Author
-
Gatward, Sally Morrell
- Subjects
510 ,Mathematics - Abstract
My supervisors Ian Chiswell and Thomas M¨uller have found a new class of groups of functions defined on intervals of the real line, with multiplication defined by analogy with multiplication in free groups. I have extended this idea to functions defined on a densely ordered abelian group. This doesn’t give rise to a class of groups straight away, but using the idea of exponentiation from a paper by Myasnikov, Remeslennikov and Serbin, I have formed another class of groups, in which each group contains a subgroup isomorphic to one of Chiswell and M¨uller’s groups. After the introduction, the second chapter defines the set that contains the group and describes the multiplication for elements within the set. In chapter three I define exponentiation, which leads on to chapter four, in which I describe how it is used to find my groups. Then in chapter five I describe the structure of the centralisers of certain elements within the groups.
- Published
- 2011
89. Convolution operators and the discrete Laplacian
- Author
-
Chen, Chung-Chuan
- Subjects
514 ,Mathematics - Abstract
In this thesis, we obtain new results for convolution operators on homogeneous spaces and give applications to the Laplacian on a homogeneous graph. Some of these results have been published in joint papers [13, 14] with my supervisor. Let be a homogeneous space of a locally compact group G and let T : Lp( ) ! Lp( ) be a convolution operator induced by a measure on G, where 1 p < 1. When is symmetric and absolutely continuous, we describe the L2- spectrum of T in terms of the Fourier transform of . An operator T is said to be hypercyclic if there is a vector x 2 Lp( ) such that the orbit fx; Tx; : : : ; Tnx; : : :g is dense in Lp( ). Given a positive weight w on , we consider the weighted convolution operator T ;w(f) = wT (f) on Lp( ) and study hypercyclic properties of T ;w. For a unit point mass , we show that T ;w is hypercyclic under some condition on the weight w. This condition is also necessary in the discrete case, and is equivalent to hereditary hypercyclicity of the operator. The condition can be strengthened to characterise topologically mixing weighted translation operators on discrete spaces. A weighted homogeneous graph is a homogeneous space of a discrete group G and the Laplacian L on can be viewed as a convolution operator. We can therefore apply the above result on L2-spectrum to describe the spectrum of L in terms of irreducible representations of G. We compare the eigenvalues of L with eigenvalues of the Laplacian on a regular tree, and obtain a Dirichlet eigenvalue comparison theorem. We also prove a version of the Harnack inequality for a Schrödinger operator on an invariant homogeneous graph.
- Published
- 2009
90. Teaching with Newspapers (Second Edition).
- Author
-
Province Newspaper, Vancouver (British Columbia).
- Abstract
The guide presents teaching suggestions and resource lists for using newspapers as a learning tool in elementary and middle grade classes and adult education situations. Over 75 activities are listed in art, drama, health, language arts, library skills, math, modern languages, music, science, and social studies. For example, science students can collect a vertical file or display of newspaper pictures and articles about storms and their effects. Students in health classes can study food advertisements to learn about different food groups. To help teachers develop curriculum the guide identifies nine series of articles published in the "Province" newspaper in 1976-77 which focused on Canadian and international affairs. After describing one elementary school's immersion program with newspapers, the guide explains how to create classroom learning stations centering around newspaper projects. Concluding sections examine (1) use of newspapers in teaching English as a second language, (2) ways to study value questions through newspaper analysis, and (3) research findings about newspaper readership and readability. (AV)
- Published
- 1978
91. The Complete Guide to Learning Centers.
- Author
-
Petreshene, Susan S.
- Abstract
Practical, classroom-tested ideas for developing classroom learning centers are presented in this book. The sixteen chapters deal with the following topics: an overview of learning centers and individualization, basic considerations in setting up a learning center, getting started, mechanics of operating learning centers, room arrangement and materials storage, keeping the lines of communication open, recruiting and training teacher aides, individualized spelling, handwriting centers, creative writing centers, computation mathematics centers, discovery centers in manipulative mathematics and science, centers that require minimal teacher supervision, scheduling a reading program in a learning centers environment, adaptations for kindergarten learning centers, and developing a basic lesson plan. Numerous illustrations, examples, and step-by-step instructions are featured throughout the book to aid teachers in developing such materials as organizational charts, instructional games and activities, schedules, lesson plans, and student record forms. (GW)
- Published
- 1978
92. Supplement to a Teacher's Notebook: Alternatives for Children with Learning Problems. Learning Alternatives in the Summer: One Program. Reading Games and Activities.
- Author
-
National Association of Independent Schools, Boston, MA., Migdail, Sherry R., and Vail, Priscilla L.
- Abstract
The first section of this booklet describes a six-week summer workshop designed for children, ages five to thirteen, who have moderate to serious learning problems. In the morning session, teachers worked with the children individually or in small groups. In the afternoon, teachers assessed student abilities and devised individualized instruction that matched the special interests of the teachers with the needs of the students. The booklet lists behaviors and problems that inhibit successful classroom behavior and describes four tests (auditory skills, diagnostic arithmetic, diagnostic reading, and individual achievement) used in the program. The second half of the booklet outlines reading games and activities for children with learning problems. These games have been devised to sharpen student awareness in areas of sense discrimination, language development, and perception of time and space. (MAI)
- Published
- 1978
93. Random Ergodic Sequences and P-occupancy Sets
- Author
-
Robert Francis Cogburn, Unknown, Alfred Samuel Carasso, Reich, Jacob Israel, Robert Francis Cogburn, Unknown, Alfred Samuel Carasso, and Reich, Jacob Israel
- Subjects
- Mathematics
- Abstract
In this paper we study the behavior of random probability measures...
- Published
- 1976
94. Metrical properties of convex sets
- Author
-
Lillington, John Newman
- Subjects
516 ,Mathematics - Abstract
There have been many contributions of work in different fields of convexity giving various metrical properties of convex sets. In this thesis we shall consider some further ideas which seem interesting to study. A standard way of tackling certain types of problems is to prove the existence of an 'extremal' convex set with respect to the property in consideration and by a series of arguments determine its construction. Generally speaking the extremal set turns out to be regular in some sense with a correspondingly easy geometry. In Chapters 1 and 2 we shall concern ourselves entirely with polytopes and we shall give some results on the metric properties of their faces. Following these results, we shall in Chapter 3 consider some continuity properties of the more general class of cell-complexes. In Chapters 4, 5 and 6, we shall confine ourselves to the plane. In Chapter 4, we shall consider sets which incertain senses correspond to the sets of constant width. This leads us in Chapter 5 to give some results concerning the minimal widths of triangles circumscribing convex sets. Finally, in Chapter 6 we consider the areas of certain subsets of a convex set which are determined by partitions of that set by three concurrent lines. Papers which are relevant to the field of study in a particular chapter are mentioned briefly in an introduction to that chapter.
- Published
- 1974
95. Squares in certain recurrent sequences and some Diophantine equations
- Author
-
Stapley, Vivienne M.
- Subjects
512 ,Mathematics - Abstract
The object of this thesis is to solve, in integers X and Y, various equations of the form [equation] where d and N are given square free integers. The work stems from two papers by J.H.E. Cohn in which the equations [equation] are solved for certain values of d. It is well known that the solutions of X2-dY2=4, and those of X2-dY2 = -4 where such solutions exist, may be expressed in terms of the least positive solutions of these equations. Solutions of the equations [equations] may now be sought among those of x2-dY2 = +1,+4. Extensive work in this direction has been done by W. Ljunggren working in the quadratic field R(d2) and other allied algebraic fields. His methods are powerful but deep and complicated. It is possible to show that the solutions of the equations X2 for sequences which satisfy a three-term recurrence relation. By applying the elementary theory of quadratic residues to these equations Cohn has solved the equations and for those d for which either of the equations has solutions (X,Y) for which X and Y are both odd. This thesis extends Cohn's work, Using similar methods, to solve the equations and for the same values of d as above and any given integer N. A few limited results are given for other values of d. L.J. Mordell has given simple conditions under which the equation can have no solutions. A theorem of a similar type concerning the equations x4-dY2 = 1,4 is proved. Finally the results proved in this thesis are compared with those of Cohn, Ljunggren and Mordell.
- Published
- 1971
96. Some properties of polyhedra in Euclidean space
- Author
-
Baston, Victor James Denman
- Subjects
516.2 ,Mathematics - Abstract
The problem we consider here arises quite naturally from Crum's Problem which asks: What is the maximum number of non-overlapping polyhedra such that any pair of them have a common boundary of positive area? In (1) Besicovitch, by constructing a sequence of polyhedra satisfying the required conditions, showed that the answer to Crum's Problem is infinity. In this thesis we ask: What is the answer when the polyhedra of Crum's Problem are restricted to be tetrahedra? As stated in the Abstract, we prove that the answer is either 8 or 9 and the evidence tends to point to the answer in fact being 8. As the difference in answers would suggest, the methods we use to establish these results are completely different from those used by Besicovitch in his paper. In Chapter One we show that an n-con (for definition see the Abstract) can be represented by an n-Towed matrix whose minors satisfy certain conditional we then develop arguments from which we deduce that n is less than 18. Chapter Two shows that the bound may be reduced to n less than 14. The subsequent five chapters are mainly concerned with the conditions under which a 9-con can exist and we eventually show that if an n-con for n > 9 exists then no plane contains six faces of the tetrahedra of the n-con.5.Our analysis of the 9-con continues in Chapter Eight where we show that what one may describe as the most symmetrical case for a 9-con cannot exist and also that the faces of the tetrahedra of the 9-con must be so arranged that they are contained in either nine or ten planes. To demonstrate that the existence or not of a 9-con is critical, we show in Chapter Nine that a 10-con cannot exist and in Chapter Ten that a 8-con does exist. Chapter Eleven discusses the results obtained.
- Published
- 1961
97. On the univalency of certain classes of analytic functions
- Author
-
Basgoze, Turkan
- Subjects
515 ,Mathematics - Abstract
In Chapter I we begin by considering a theorem of J. Dieudonne on the minimum radius of starlikeness of a class of analytic functions. We give a simple new proof of this theorem. By this new proof also we find the minimum radius of univalence of this class and we determine all the cases which give the minimum radius of univalence and the minimum radius of starlikeness. We then use a method similar to that in this new proof to obtain the minimum radius of univalence and the minimum radius of starlikeness of some other classes of analytic functions. For each class we determine all the cases giving the minimum radius of univalence and the minimum radius of starlikeness. Then we give some similar results for the minimum radius of convexity. In Chapter II first we deal with Heawood's Lemma which was established and used by P.J. Heawood to prove the theorem known as the Grace-Heawood Theorem. The same lemma was used by S. Kakeya in the proof of another theorem. We show that Heawood's Lemma is false and we give new proofs of these results. Then for some special cases we improve the value of the radius of univalencegiven by Kakeya's Theorem. In this connection we firstgive L.N. Cakalov's result and then we obtain some improvements of his result. In Appendix I we give some examples related with Chapter I and Chapter II. In Appendix II we give an example which shows that there is an error in a paper by M. Robertson.
- Published
- 1965
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