87,031 research outputs found
B71-Combinatorics-Jeff and Brian-T4T-Work view-Grade3-19901011-Clip 5 of 7-Raw footage
No full textThis is the fifth clip in a series of seven of building towers four tall problem using red and blue unifix towers. Jeff shouts to everyone that they have sixteen towers. Brian keeps checking and makes three additional towers, putting two aside, and adding one tower RRRB after he checks it for duplicates. After Brian had done the checking, they revert to their original solution of seventeen towers. Jeff however is against the idea of changing their solution. It is not clear what each is reporting on their paper. Brian is shading the blue cube representations and Jeff is shading the red cube representations
B68-Combinatorics-Jeff and Brian-T4T-Work view-19901011-Grd3-clip 2 of 7-Raw footage
No full textThis is the second clip in a series of seven of building towers four tall problem using red and blue unifix towers. Brian suggests a new tower with two blue and two reds. Jeff said he would build the opposite. Brian then realized he already had that tower, so Jeff eliminated the opposite tower without also checking. This implies that Jeff may have been building the towers in relation to their opposites and assumed all towers in that collection had an opposite tower partner already. The video data is not clear to see the towers they had, so there is no evidence that they were built by opposite arrangements. Brian read part of the problem statement and realizes “using two colors” meant that each tower should have two colors. The researcher came over and asked him to read it again carefully. Brian realizes it stated, “one or two colors.” The researcher praised him for reading it carefully and saying something about it to Jeff. They continue to try to build new towers. Brian finds out the next group have sixteen towers and tells them they have “over eighteen.” They were asked by the researcher how many towers they have but they are not sure towards the end of this clip. BRRRBBRRBRBBBRBBRRRBRRBBBBRRRRRRBRBRBRRRTranscript is not availabl
Author Interview with Brian D. Anderson
No full textBrian D. Anderson was our feature artist of the week, October 19th - 23rd, 2020.https://jagworks.southalabama.edu/vid_presentations/1010/thumbnail.jp
B72-Combinatorics-Jeff and Brian-T4T-Work view-Grade 3-19901011-Clip 6 of 7-Raw footage
No full textThis is the sixth clip in a series of seven of building towers four tall problem using red and blue unifix towers. Another student visited Brian and Jeff’s table and tells them that they got sixteen towers. Brian explained to her that they checked but couldn’t find any duplicates. However, the other students identify a duplicate tower and picks it out. Later the researcher asks them how many towers they have, they are not sure, so Jeff counts on paper to get eighteen. But the researcher asked them to confirm if their physical towers amounted to eighteen. Brian counted sixteen towers.Transcript not availabl
Entrevista a Franko B
No full textCàmara i producció: Tila Rodríguez-PastFinançat per la Comissió Europea de Cultura 2007-13Entrevista a l'artista italià, Franko B, sobre la seva vida i obra. Franko B és entrevistat per Brian Catling, a Londres, el febrer de 20126290.mp4
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B67-Combinatorics-T4T-Jeff and Brian-Work view-19901011-grd 3,clip 1 of 7-Raw footage
No full textThis is the first clip of a series of seven of tower problem focusing on 4-tall tower using unifix cubes of two different colors (red and blue). Researcher Martino began by asking what a tower is and one of the students responds to the question. She then goes ahead to reading out the question as her fellow researchers distribute the problem statement, “Your group has two colors of unifix cubes. Work together and make as many different towers four cube high as is possible when selecting from two colors.” Jeff and Brian are partners. Initially each one is working individually using a “guess and check” strategy to build a random tower and check for possible duplicates. Thereafter a researcher asked the pair if they can work together. They work together by comparing each tower in Jeff’s set to Brian’s set. Jeff told Brian to keep the towers he hands to him that are unique because they are doing this together. Jeff checked each of his towers against Brian’s set one by one. During the check he also would ask if Brian has the color “opposite” of the tower he handed to him. Brian counted 14 and then tried to take some of Jeff’s towers to “put them altogether.” Jeff showed awareness that this one was already checked as a duplicate and disagreed with Brian to put it into their final set.Transcript not available
Early algebra ideas involving two variables: Romina and Brian work on Guess My Rule problems 3 and 4
No full textThis video comes from a 6th grade class session in which the researcher, Robert B. Davis, introduces algebraic equations with two variables, using a square “box” and a “triangle” as symbols to represent the variables. The objective of the activity is to create a “rule” for each problem on the worksheet, where the rule is the equation for a truth set presented in table form with "box" column as input values and "triangle" column as output values. Tables for problems 3 and 4 appear below. In this clip, the Romina and Brian work as partners. At this point they have moved to problem 3 on their worksheets and express to the researcher that they are progressing well. When comparing rules for problem number three, however, Romina says that she thinks “it” (the y-intercept) is 1. When Brian challenges her conjecture, she works to convince Brian. For the next problem, Romina asserts that the slope for the new linear function rule is “ten.” Romina soon leans over and corrects the rule Brian is writing on his paper. She explains her method for identifying the y-intercept for the function rule: “All you have to do, Brian, is take the first number and add it.” Brian then asks her if the rest of the rule is “blank times four” or “times seven.” Romina describes that she finds the slope by looking for “whatever is between seven and seventeen” – two of the entries in the triangle column. Then Brian writes the correct rule for problem number four as a linear function with a slope of ten and y-intercept seven.
Table for Problem 3:
□ ∆
0 1
1 4
2 7
3 10
Table for Problem 4:
□ ∆
0 7
1 17
2 27
3 37
4 47
5 57Transcript is also available.Robert B. Davis Institute for Learning. (1993). Early algebra ideas involving two variables: Romina and Brian work on Guess My Rule problems 3 and 4 [video]. Retrieved fro
[Report to W. P. Gannaway by V. J. Brian and R. W. Westphal, February 18, 1964 #1]
No full textCriminal intelligence report by V. J. Brian and R. W. Westphal regarding an interview with Ruth Dean. Dean, who worked at the Texas School Book Depository, stated that she did not know Lee Harvey Oswald. She was standing outside of the building with Madie B. Reese when President Kennedy was shot. She said she heard three shots
[Report to W. P. Gannaway by V. J. Brian and R. W. Westphal, February 18, 1964 #2]
No full textCriminal intelligence report by V. J. Brian and R. W. Westphal regarding an interview with Ruth Dean. Dean, who worked at the Texas School Book Depository, stated that she did not know Lee Harvey Oswald. She was standing outside of the building with Madie B. Reese when President Kennedy was shot. She said she heard three shots
Kennedy, B (Brian), VX36079
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/396834Surname: KENNEDY. Given Name(s) or Initials: B (BRIAN). Military Service Number or Last Known Location: VX36079. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 34227.233810
Item: [2016.0049.29127] "Kennedy, B (Brian), VX36079
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