2,114 research outputs found
An essay about the Francis Paudras Collection on Bud Powell by Peter Pullman
No full textThis is an essay about the Francis Paudras Collection on Bud Powell written by Peter Pullman, a jazz scholar and author of Wail: The Life of Bud Powell (Brooklyn: Bop Changes, 2012).One image file (pdf)This project was supported by a Recordings at Risk grant from the Council on Library and Information Resources (CLIR). The grant program is made possible by funding from The Andrew W. Mellon Foundation
Inquiry into the interlocution of students engaged with mathematics: appreciating links between research and practice
No full textFor either to be useful, links between research and practice are critical. Just as important are connections between the practice of students engaged in mathematical activity and research that seeks to understand that practice. This research report explores lessons that researchers and practitioners can learn from an inquiry into the interlocution of students working collaboratively in small groups when engaged in talking and listening to each other. We use the term interlocution to denote discursive practices of learners in conversational exchanges. Questions that motivate this research included the following. What discursive practices do interlocutors employ as they work collaboratively to understand and resolve mathematical tasks? How do these practices influence the growth of their mathematical ideas? In what ways do their discursive practices help them move from a contextualized, situated task to generalize the task or their solution? Do students' discursive practices assist them to connect and generalize ideas from a new problem to others on which they have worked?Powell, A. B., & Maher, C. A. (2002). Inquiry into the interlocution of students engaged with mathematics: Appreciating links between research and practice. In D.S. Mewborn, P. Sztajn, D.Y. White, H.G. Wiegel, R.L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, Georgia) (Vol. 1, pp. 317-329). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education
Mystery author Keenan Powell presents Deadly Solution, with author Stan Jones.
No full textIn Deadly Solution, Maeve Malloy, a public defender in Anchorage, defends an Alaska Native man accused of beating another homeless man to death. With no witnesses to the crime and a client who claims to have no knowledge of the night of the murder, the case seems stacked against her, Keenan Powell is a practicing attorney in Anchorage. She received a Bachelors of Science in Broadcast Communication Arts from San Francisco State University and a Juris doctorate from McGeorge School of Law. Joining Keenan Powell is mystery writer Stan Jones. Stan Jones is author of Tundra Kill; White Sky, Black Ice; Shaman Pass; frozen Sun; Village of the Ghost Bears
Rodney Kite-Powell Oral History Interview
No full textRodney Kite-Powell, Director of the Touchton Map Library at the Tampa Bay History Center and author, provides an overview of downtown Tampa in the 1900s. He discusses the role of landmarks like the Tampa Theatre and the Florida Hotel in shaping downtown Tampa\u27s vibrancy. Kite-Powell highlights the decline experienced in the 1970s and 1980s, and the city leaders\u27 efforts toward redevelopment. He addresses accessibility issues that once limited downtown activity and notes how growing historical awareness spurred preservation efforts. Regarding the Tampa Theatre, Kite-Powell explores its origins as a silent theater and the later installation of air conditioning, underscoring its significance as a symbol of Tampa and a testament to successful preservation endeavors
Jere Nash Interview with Billy Powell
No full textInterview conducted by author Jere Nash with former Mississippi Republican Party chair Billy Powell in the process of writing Mississippi Politics: The Struggle for Power, 1976-2006. Topics covered include Powell\u27s background; Billy Mounger; Mississippi Republican Party; involvement in a bond issue campaign for Rankin County in the early 1970s; working on Larry Swells for Rankin County supervisor; working on Kirk Fordice gubernatorial campaign and Phil Bryant\u27s state legislature campaign; organizing a county Republican precinct; the kitchen cabinet that meets regularly with Governor Fordice; Evelyn Gandy; Haley Barbour; Powell\u27s election as chair of the state Republican Party; getting politicians to switch to the Republican Party; battle over state party leadership; Eddie Briggs; Roger Wicker\u27s first congressional race; Chip Pickering\u27s first congressional race; Mike Parker switching parties; Ronnie Musgrove; various Republican candidates for state offices in the 1990s; and Amy Tuck and others switching parties
Allen Kent Powell
No full textAllen Kent Powell is a historian and author at the Utah State Historical Society
Tony Woodman et Jonathan Powell (Ed.), Author and Audience in Latin Literature
No full textTordeur Pol. Tony Woodman et Jonathan Powell (Ed.), Author and Audience in Latin Literature. In: L'antiquité classique, Tome 63, 1994. pp. 382-383
Empowering Non-Traditional College Students
No full textThis paper briefly examines the social, political, and educational milieu of those who are "outsiders" inside traditional US higher education. We discuss the ideology undergirding various approaches to mathematics education. Here the focus is on responding to the intellectual and affective conditions of non-traditional students and their need to examine critically and act on their milieu. This pedagogical approach aims to prefigure and support transformation of the U.S. society.Revised version of a paper delivered by the authors at Sixth International Congress on Mathematics Education, Budapest, Hungary, July 1988.Originally published in Science and Nature (1989) by Society for Science and Nature
Construção colaborativa do conhecimento tecnológico, pedagógico e do conteúdo de professores de matemática
No full textResumo
As novas tecnologias de informação e comunicação desafiam os educadores em Educação Matemática a responder às mudanças que as mesmas estimulam em nossa sociedade. Assim, baseado em dois desafios instigados pelas novas tecnologias digitais, apresentamos12 uma proposta com o objetivo de avançar na construção colaborativa do conhecimento tecnológico, pedagógico e do conteúdo de professores de Matemática. Nossa proposta é fruto de um projeto colaborativo - eMat - entre pesquisadores de duas universidades que reúne professores de Matemática que desejam evoluir nas suas práticas, aprendendo matemática colaborativa e discursivamente com tecnologias digitais. Usamos um quadro conceitual e teórico que inclui ideias sobre o complexo de corpos de conhecimentos tecnológico, pedagógico e do conteúdo (CTPC), proposto por Mishra e Koehler (2006). Este se constitui quando um professor usa apropriadamente as tecnologias digitais para fornecer oportunidades aos seus alunos para interagirem colaborativamente para fazer Matemática (GATTEGNO, 1987). Apresentamos dados de dois momentos de um curso online que pode contribuir para o desenvolvimento profissional, ilustrando como pequenas equipes de professores constroem seu CTPC em um ambiente virtual de aprendizagem - Virtual Math Teams with GeoGebra. Assim, por meio do nosso projeto, eMat, estamos dando suporte para professores que estão dispostos a usarem novas tecnologias digitais, as quais podem ser úteis para que os seus alunos manipulem objetos matemáticos e percebam relações entre os objetos e relações de relações.
Abstract
The new information and communications technologies challenge educators of mathematics education to meet the changes that it stimulates in our society. On the basis of two challenges instigated by new digital technologies, we present a response addressing the objective to evolve the collaborative construction of mathematics teachers’ technological pedagogical and content knowledge. Our response is a collaborative project—eMath—among researchers from two universities to engage mathematics teachers to develop practices that allow them to learn mathematics collaboratively and discursively with digital technologies. Using a conceptual and theoretical framework that includes ideas on the complex bodies of technological, pedagogical and content knowledge (Mishra and Koehler, 2006) involved when a teacher appropriately uses digital technologies to provide opportunities for students to interact collaboratively and discursively to do the mathematics (GATTEGNO, 1987). We present data from two different moments in an online professional development course to illustrate how small teams of teachers construct their CTPC in a virtual learning environment—Virtual Math Teams with GeoGebra. Through our project, eMath, we are supporting teachers to be willing to adapt to new digital technologies that may be useful for your students to manipulate mathematical objects and perceive relationships between objects and relations of relations.Peer reviewe
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