5,078 research outputs found
Continuing to explore fraction comparisons, Clip 1 of 7: Gregory and Danielle compare two thirds and one half
No full textIn the first clip a visitor worked with Danielle and Gregory on the second task of comparing two third and one half. Danielle showed her using the twelve-centimeter long model, that three fourths was larger than two thirds, and began to line up white rods to show the difference between the two.Transcript and student work are also available.Robert B. Davis Institute for Learning. (1993). Continuing to explore fraction comparisons, Clip 1 of 7: Gregory and Danielle compare two thirds and one half [video]. Retrieved fro
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12 Individiual letters from citizens regarding Portsmouth Naval Shipyard
No full textLetters from Gregory Davis, Edward Woods, and John W. McKinnon to the Defense Base Closure and Realignment Commission (BRAC) protesting the suggested closure of Portsmouth Naval Shipyard. Includes a petition with twenty signatures
Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds
No full textIn the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green rod as one and the other using an orange and a brown train, two blue rods, three dark green rods, and eighteen white rods. She showed that two thirds was larger by one half by three eighteenths when using the larger model, and that two thirds was larger than one half by one sixth when using the smaller model. The researcher then questioned Danielle about the two solutions.
Meanwhile, Gregory tried to find another model. With some prompting, he built a model using the orange and red train as one. Danielle concluded from his model that two thirds was still larger than one half by two twelfths. Gregory, as well, concluded that the difference was two twelfths by counting the white rods in his model. Alice then asked Danielle if there was any way that she could show the difference between two thirds and one half in her larger model without using white rods. Danielle used the light green rod to show the difference, and, lining light green rods up against the model, concluded that the number name for the light green rod would be one sixth. Upon questioning by the researcher, she showed that the difference between two thirds and one half in Gregory’s model could be represented using the red rods, and reasoned that the red rod was called one sixth in that model.Transcript and student work are also available.Robert B. Davis Institute for Learning. (1993). Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds [video]. Retrieved fro
Funeral Notice, John B. Davis, October 5, 1938
No full textThis funeral notice announces the funeral services of John B. Davis of Kosciusko, Mississippi on October 5, 1938 with Reverends T. E. Gregory, J. T. McCafferty, A. T. Cinnamond and G. W. Cheek officiating.https://scholarsjunction.msstate.edu/mss-webb-collection/1108/thumbnail.jp
David Gregory
No full textPhotograph - David Gregory, member of the Book Sub-Committee, part of the Town of Athabasca 75th Anniversary Committee, Athabasca, Alberta. The Book Sub Committee produced the book "Athabasca Landing: An Illustrated History
De l’anticolonialisme à la décolonialité: le piège nationaliste
No full textAuthor-produced recording. All rights: Gregory B. LeeConférence inauguraleLundi 26 mai 2025Dans le cadre d'un colloque sur l'Institut franco-chinois (1921-1950) à Lyon, en France, cette conférence inaugurale examine les questions du colonialisme, de la décolonialité et du sauveur blanc dans la France des XXe et XXIe siècles.Colloque international "Autour de l’Institut Franco-Chinois (1921-1950)", Jacqueline ESTRAN; Marie LAUREILLARD; Florent VILLARD, May 2025, Lyon, France. ⟨hal-05215197⟩Higher resolution version available online https://www.youtube.com/watch?v=En2pkUICVB
De l’anticolonialisme à la décolonialité: le piège nationaliste
No full textAuthor-produced recording. All rights: Gregory B. LeeConférence inauguraleLundi 26 mai 2025Dans le cadre d'un colloque sur l'Institut franco-chinois (1921-1950) à Lyon, en France, cette conférence inaugurale examine les questions du colonialisme, de la décolonialité et du sauveur blanc dans la France des XXe et XXIe siècles.Colloque international "Autour de l’Institut Franco-Chinois (1921-1950)", Jacqueline ESTRAN; Marie LAUREILLARD; Florent VILLARD, May 2025, Lyon, France. ⟨hal-05215197⟩Higher resolution version available online https://www.youtube.com/watch?v=En2pkUICVB
Book and Author Luncheon
No full text(Left) Mrs. Ellen Bowie Holland author of Gay as a Grig ; Dr. Charles P. Johnson author of J. Howard Williams: prophet of God and Fiend of man with joint author H. C. Brown Jr. and T. B. Maston; and Mrs. Lowell Gregory autograph copies of their books during the annual Book and Author Luncheon. Fort Worth Star-Telegram Morning April 16, 1964.https://mavmatrix.uta.edu/specialcollections_startelegram1960s/5637/thumbnail.jp
Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor
No full textIn the fourth clip from this classroom session, researcher Carolyn Maher led a whole class discussion. She told the class that she gave each of the two adults who were in the room half a chocolate bar each and that one of the adults said that what she had done was unfair. After asking the class what she might have done that was unfair, she showed the class that she gave one adult half of a large chocolate bar, while giving the other, half of a much smaller chocolate bar. The class then discussed how the Candy Bar Problem related to the problems they had been working on. Audra explained to the class that you cannot mix up what is called one. The researcher asked Jackie to show her how much one half of the three by four scored candy bar would be, and Jackie showed that cutting widthwise could divide the bar in half. The researcher asked the class why she hadn’t shown that it could be cut lengthwise in half. Graham replied that there are only three rows, and that four rows would be needed to cut the bar in half. The researcher then asked Gregory how much one third of the candy bar would be. Gregory replied that one row would be one third of the candy bar which would amount to four pieces of chocolate. The researcher then asked the students which was larger, one half or one third of the chocolate bar. Amy replied that one half was larger and everyone agreed. The researcher asked the students to compare one half of the small bar and one third of the larger one, and they agreed that in that case, one third of the larger bar would be more than one half of the smaller bar. The researcher then told the class that this was an unfair thing that shouldn’t be done in mathematics, and that they should establish a rule that a candy bar, or whatever object is being given the number name, one, cannot be switched within a problem.Transcript is also available.Robert B. Davis Institute for Learning. (1993). Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor [video]. Retrieved fro
Book Review: Andrew Hofer Christ in the Life and Teaching of Gregory of Nazianzus
No full textThis is a pre-copyedited, author-produced version of an article accepted for publication in Journal of Theological Studies following peer review. The version of record Fulford, B. (2016). Review: Christ in the Life and Teaching of Gregory of Nazianzus by Andrew Hofer. Journal of Theological Studies, 67(1), 315–318. is available online at: https://doi.org/10.1093/jts/flw060Review of Andrew Hofer's Christ in the Life and Teaching of Gregory of Nazianzus
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