444 research outputs found
Preview of a reading from A Good Enough Daughter by author Alix Kates Shulman,
No full textPreview of a reading from A Good Enough Daughter by author Alix Kates Shulman, which will be presented at the Maine Festival in Brunswick on Aug. 7, and at Bookland in Souith Portland on Aug. 9. Shulman, a part-time resident of Casco Bay\u27s Long Island, will also present How to Structure a Book, a lecture and workshop, a the Portland Public Library on Aug. 10
"Conocimiento didáctico del contenido" y formación del profesorado: el programa de L. Shulman
No full textThe author make a review of scientific literature on the Research Proyect of Shulman about 'Development of knowledge in teaching', focusing his review on the study of the relationship between 'Subject matter knowledge' and 'Pedagogical content knowledge', in order to analyse the implications on a professional curriculum of teacher educationEl autor hace una revisión de la literatura científica del Programa de insvestigación de Shulman sobre 'Desarrollo del conocimiento en la enseñanza', centrándose en la relación entre 'conocimiento de la materia' y 'conocimiento didáctico del contenido', para analizar las implicaciones en un curriculum profesional de Formación del Profesorado
Cubical Syntax for Reflection-Free Extensional Equality
No full textWe contribute XTT, a cubical reconstruction of Observational Type Theory [Altenkirch et al., 2007] which extends Martin-Löf’s intensional type theory with a dependent equality type that enjoys function extensionality and a judgmental version of the unicity of identity proofs principle (UIP): any two elements of the same equality type are judgmentally equal. Moreover, we conjecture that the typing relation can be decided in a practical way. In this paper, we establish an algebraic canonicity theorem using a novel extension of the logical families or categorical gluing argument inspired by Coquand and Shulman [Coquand, 2018; Shulman, 2015]: every closed element of boolean type is derivably equal to either true or false
Doc Hollywood
No full textIn “Doc Hollywood” (1991), Dr. Benjamin Stone (portrayed by Michael J. Fox in the film) is an emergency room doctor eager to begin a lucrative career as a plastic surgeon in Beverly Hills. Lost during his cross-country drive, Stone crashes into the fence of the local judge in a small town and is sentenced to community service providing medical services to the town. Upon completing his service, will he realize where he truly belongs?
Author, producer and the real “Doc Hollywood,” Dr. Neil Shulman shares scenes from the film and discusses clinical ethics, stereotypes, and the challenges of providing rural health care
sj-pdf-1-aic-10.1177_0310057X221119814 - Supplemental material for Perioperative outcomes in intermediate and high-risk patients after major surgery following introduction of a dedicated perioperative medicine team: A single centre cohort study
No full textSupplemental material, sj-pdf-1-aic-10.1177_0310057X221119814 for Perioperative outcomes in intermediate and high-risk patients after major surgery following introduction of a dedicated perioperative medicine team: A single centre cohort study by Jonathan J Nicholson, Jennifer Reilly, Mark A Shulman, Marissa Ferguson, Justin A Burke, Daragh N Lehane, Chen-Mei Liaw, Adam Mahoney, Peter Stark, Paul S Myles in Anaesthesia and Intensive Care</p
Professionalism of teachers and strategies for strengthening it : interview with Lee Shulman
No full textA entrevista com Lee Shulman, professor emérito da Faculdade de Educação de Stanford, aborda as ideais centrais da carreira desse pesquisador no campo da formação docente. Diante da necessidade de repensar os processos formativos de futuros professores, a entrevista oferece um mergulho nas pesquisas realizadas por Shulman que investigam a necessária centralidade da escola e da prática durante a formação, a relação entre universidade, políticas públicas e a docência, além do profissionalismo docente. O ponto inicial da conversa é definição que o autor faz de docência e os desafios do profissionalismo docente. Outra ideia central explorada é a categoria de conhecimento pedagógico do conteúdo, conceito cunhado pelo autor, em 1984, para definir os saberes específicos da docência, que a diferenciam das outras carreiras, e que até hoje influenciam as pesquisas no campo. Shulman enfatiza em diversos momentos da entrevista que para ensinar é necessário saber mais do que o conteúdo. O professor precisa compreender as diferentes maneiras de representar o conteúdo, as formas pelas quais alunos com diferentes repertórios podem interpretá-lo, bem como as diversas estratégias de ensino que podem ser utilizadas nos vários contextos. Discutem-se, ainda, a responsabilidade da universidade na preparação profissional docente, bem como fundamentos e estratégias para assegurar que essa formação esteja centrada na prática, focada na preparação para o ensino para a equidade e tenha qualidade elevada. Por fim, Shulman apresenta seus conselhos a três grupos de atores: pesquisadores e formadores de professores nas universidades, formuladores de políticas públicas e professores.The interview with Lee Shulman, professor emeritus at the Stanford Graduate School of Education, addresses the fundamental ideals of his career in the field of teacher education. Considering the need to rethink how pre-service teacher education is organized, this interview offers a deep immersion into Shulman’s scholarship, particularly those pieces that tackle the centrality of schools and practice during pre-service training, the relationship between universities, public policies, and teaching, and also the professionalism involved in teaching. The starting point of this conversation is how this author defines teaching and which are the challenges of professionalism in this trade. Another core idea explored in the interview is the category of pedagogical content knowledge, a concept developed by Shulman in 1984 to define the knowledge grounds of teaching and how they make this profession different from other careers. Such a concept was profoundly influential in the field of teacher education. Throughout the conversation, Professor Shulman emphasizes that teaching requires more than only mastering the contents. A teacher needs to understand different ways of representing the content, a plethora of different interpretations that students can have of such content, as well as discrete teaching strategies that fit a variety of contexts. Besides, Shulman talks about the responsibilities of the universities in preparing professional teachers, as well as the foundations and strategies to make sure that teachers’ learning experience is grounded in practice, focused on developing the novices to teach for equity, ensuring high-quality education. Finally, Shulman provides advices to three groups of core actors in this context: researchers and university-based teacher educators, policymakers, and teachers
Profissionalismo docente e estratégias para o seu fortalecimento: entrevista com Lee Shulman
No full textThe interview with Lee Shulman, professor emeritus at the Stanford Graduate School of
Education, addresses the fundamental ideals of his career in the field of teacher education.
Considering the need to rethink how pre-service teacher education is organized, this interview
offers a deep immersion into Shulman’s scholarship, particularly those pieces that tackle
the centrality of schools and practice during pre-service training, the relationship between
universities, public policies, and teaching, and also the professionalism involved in teaching.
The starting point of this conversation is how this author defines teaching and which are the
challenges of professionalism in this trade. Another core idea explored in the interview is
the category of pedagogical content knowledge, a concept developed by Shulman in 1984 to
define the knowledge grounds of teaching and how they make this profession different from
other careers. Such a concept was profoundly influential in the field of teacher education.
Throughout the conversation, Professor Shulman emphasizes that teaching requires more
than only mastering the contents. A teacher needs to understand different ways of representing
the content, a plethora of different interpretations that students can have of such content,
as well as discrete teaching strategies that fit a variety of contexts. Besides, Shulman talks
about the responsibilities of the universities in preparing professional teachers, as well as
the foundations and strategies to make sure that teachers’ learning experience is grounded
in practice, focused on developing the novices to teach for equity, ensuring high-quality
education. Finally, Shulman provides advices to three groups of core actors in this context:
researchers and university-based teacher educators, policymakers, and teachers.A entrevista com Lee Shulman, professor emérito da Faculdade de Educação de Stanford,
aborda as ideais centrais da carreira desse pesquisador no campo da formação docente.
Diante da necessidade de repensar os processos formativos de futuros professores, a entrevista
oferece um mergulho nas pesquisas realizadas por Shulman que investigam a necessária
centralidade da escola e da prática durante a formação, a relação entre universidade, políticas
públicas e a docência, além do profissionalismo docente. O ponto inicial da conversa é
definição que o autor faz de docência e os desafios do profissionalismo docente. Outra ideia
central explorada é a categoria de conhecimento pedagógico do conteúdo, conceito cunhado
pelo autor, em 1984, para definir os saberes específicos da docência, que a diferenciam
das outras carreiras, e que até hoje influenciam as pesquisas no campo. Shulman enfatiza
em diversos momentos da entrevista que para ensinar é necessário saber mais do que o
conteúdo. O professor precisa compreender as diferentes maneiras de representar o conteúdo,
as formas pelas quais alunos com diferentes repertórios podem interpretá-lo, bem como as
diversas estratégias de ensino que podem ser utilizadas nos vários contextos. Discutem-se,
ainda, a responsabilidade da universidade na preparação profissional docente, bem como
fundamentos e estratégias para assegurar que essa formação esteja centrada na prática,
focada na preparação para o ensino para a equidade e tenha qualidade elevada. Por fim,
Shulman apresenta seus conselhos a três grupos de atores: pesquisadores e formadores de
professores nas universidades, formuladores de políticas públicas e professores
CTD and UBAT data from: Comparisons of underwater light from atmospheric and mechanically stimulated bioluminescence sources in high Arctic Polar Night
No full textThe three .m files, and two .asc files can be used to re-create Figures 2, 3, and 4 in the Shulman et al. manuscript:
Figure 2: "plot.Figure02.m" is a Matlab m file that calls data from two .asc files ("PNC17_v2_R3and NS6.asc" and "PNC17_stopPoints.asc") to re-create the figure. These data are drawn from stations A2017 and D2017 (see full datasets in "Shulman et al_BLtransitionDepth_A2017.csv" and "Shulman et al_BLtransitionDepth_D2017.csv").
Figure 3: "plot.Figure03.m" is a Matlab m file that contains all necessary data and code to re-create Figure 4.
Figure 4: "plot.Figure04.m" is a Matlab m file that contains all necessary data and code to re-create Figure 4.
The open access research publication featuring this data, "Comparisons of Underwater Light From Atmospheric and Mechanically Stimulated Bioluminescence Sources in High Arctic Polar Night," was published in the Journal of Geophysical Research: Oceans on 4/29/2024. The version of record is available at: https://doi.org/10.1029/2023JC020135. The article is also available in UDSpace at: https://udspace.udel.edu/handle/19716/34403.For each station, we profiled an instrumented cage from the surface to 120 m (bottom depth ≈ 200 m).
The cage was equipped with a bathyphotometer (UBAT–Underwater Bioluminescence Assessment Tool, WetLabs, Philomath, OR) and CTD (SBE 49 FastCAT, Sea-Bird, Bellevue, WA).
For each cast, we held instruments for 4 min at every 20 m depth interval to measure bioluminescence.
Fjord sampling in January 2014 (A2014, B2014, C2014, D2014) was conducted in Kongsfjord, Svalbard (78° 56.16'N, 11° 56.58'E). For more detail on this data collection see: Cronin et al. (2016) Scientific Reports 6:36374, DOI: 10.1038/srep36374
Fjord sampling in January 2017 (A2017) was conducted in Rijpfjorden, Svalbard (80° 18.261'N / 02° 215.705'E). For more detail on this data collection see: Shulman et al. (2020) Ocean Dynamics 70:1211–1223, https://doi.org/10.1007/s10236-020-01392-2
Shelf/slope sampling in January 2017 (B2017, C2017) was conducted offshore from Rijpfjorden, Svalbard (80° 55.364'N / 017°32.469E, 80°35.923'N / 013°40.636'E). For more detail on this data collection see: Shulman et al. (2020) Ocean Dynamics 70:1211–1223, https://doi.org/10.1007/s10236-020-01392-2
Arctic basin sampling in January 2017 (D2017) was conducted further offshore of Rijpfjorden, Svalbard (81°21.285'N / 014°51.079'E). For more detail on this data collection see: Shulman et al. (2020) Ocean Dynamics 70:1211–1223, https://doi.org/10.1007/s10236-020-01392-2
The separate tabs in this spreadsheet correspond to each sampling location described above.
CTD and UBAT data are included, with bioluminescence data provided as both 1 second averages and at 60Hz resolution
Parameters and units for the profile at each station from merged CTD and UBAT records are:
Time (ms)
Record number (NA)
Temp (C)
Depth (m)
Salinity (psu)
Calibration Coeff for HV step (photons/s)
Avg BL (photons/s)
Pump RPM (RPM)
System Voltage (V)
Flow RPM (RPM)
HV step (V)
60Hzdata_n [60 Hz digitized raw A/D counts, n=1-60] (photons
Strict universes for Grothendieck topoi
No full textHofmann and Streicher famously showed how to lift Grothendieck universes into
presheaf topoi, and Streicher has extended their result to the case of sheaf
topoi by sheafification. In parallel, van den Berg and Moerdijk have shown in
the context of algebraic set theory that similar constructions continue to
apply even in weaker metatheories. Unfortunately, sheafification seems not to
preserve an important realignment property enjoyed by the presheaf universes
that plays a critical role in models of univalent type theory as well as
synthetic Tait computability, a recent technique to establish syntactic
properties of type theories and programming languages. In the context of
multiple universes, the realignment property also implies a coherent choice of
codes for connectives at each universe level, thereby interpreting the
cumulativity laws present in popular formulations of Martin-L\"of type theory.
We observe that a slight adjustment to an argument of Shulman constructs a
cumulative universe hierarchy satisfying the realignment property at every
level in any Grothendieck topos. Hence one has direct-style interpretations of
Martin-L\"of type theory with cumulative universes into all Grothendieck topoi.
A further implication is to extend the reach of recent synthetic methods in the
semantics of cubical type theory and the syntactic metatheory of type theory
and programming languages to all Grothendieck topoi.Comment: Integrated feedback from reviewers, fixed typographic error
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