4,847 research outputs found
INTRODUZIONE
No full textIl volume raccoglie articoli di vari autori (da Ferenczi a Friedman, da Kaës a Livingston, da Resnik a Marinelli a Pines) sulla tematica del sogno, ponte di collegamento tra la psicoterapia di gruppo ed il modello psicoanalitico freudiano
Personal Papers (MS 80-0002)
No full textLetter from Arthur M. Alpert to Milton Pines informing that he authorized Gregory Rekoff and his friend to the Bay and asks for permission to enter the property
The Other Side of the Coin: the Psychological Implications of Microcredit
No full textMicrocredit is an operational and policy instrument turned into a powerful interpretative device. The path-breaking conception of Muhammad Yunus has radically modified standard approaches to economic and social development, primarily by emphasizing the role of trust-enforcing social arrangements, their roots in reciprocal interactions and their influence upon individual trustworthiness. The success of microcredit experiments calls for a rethinking of the theory of social action in connection with economic patterns of interdependence. In particular, microcredit points to the embedding of economic interactions within social and institutional networks, highlights the role of embedding in promoting the functioning of capabilities, and emphasizes that responsible choices pre-suppose an adequate network of mutual influences and constraints. At the same time, microcredit calls attention to freedom of choice and personal initiative in taking full advantage of relational structures, achieving a satisfactory functioning of human capabilities and realizing trustworthiness through civic and social engagement
Technology Use in the Middle School Mathematics Classroom
No full textThis paper will examine the outcomes of using technology in middle school mathematics. The author will find research on how implementing technology affects students’ ability to learn mathematics. The author will also analyze if teachers are incorporating technology effectively and how teachers can be better equipped to successfully use technology in the middle school mathematics classroom
The Impact of Math Anxiety in the Primary Grades
No full textMath anxiety is an increasingly common occurrence among individuals when working with mathematical concepts. While researching math anxiety the author came across common gender stereotypes implying: women do not perform as well as men in the field of mathematics, women experience a much higher level of math anxiety than men, and most women do not appreciate performing mathematical tasks. Although the concept of math anxiety is an interesting topic to the author, it\u27s important to look deeper than simply the question, “What is math anxiety?” Seeing these stereotypical assumptions that women have higher math anxiety levels, it made this author wonder, when does this math anxiety start? What impact does math anxiety have in the primary grades? Are there trends among girls and boys? What evidence is there? Using this main question and sub-questions as lenses to analyze a variety of case studies, it is important to verify that researched articles are not just those of opinion, but conclusions based on data and documented proof when comparing math anxiety levels between males and females in the primary grades. The author also made a point to examine contradicting resources to keep an open mind when comparing credible resources while creating a high quality research report
How iPads Can be Used in the Math Classroom to Improve Student Learning
No full textThis study explores how iPads can be used to enhance student learning in the math classroom. The author reviews current literature to determine how iPads are being used to facilitate communication, formative assessment, and promising practices in math education such as discovery learning and use of spreadsheets, graphing calculators, and manipulatives. Additionally, challenges and drawbacks to using iPads in the classroom are examined. Research supports the use of iPads to provide students access to digital content including online discussion boards and practice activities with instant feedback. iPads can also be used as student response systems to engage students in instruction and provide feedback to students and the instructor. Research supports the use of iPads for exploring and manipulating digital content. Since iPads are new to education, more research is needed to determine the best ways to utilize iPads in the math classroom. The author describes an instructional model for incorporating promising practices with iPads in the math classroom
Abiotic Factors Effect on Summertime Fish Sampling
No full textFish surveys are vital in understanding various information about a fishery. Surveys lay the groundwork to how an agency views the status of the fishery, are used to set appropriate regulations, and manage stocking. Understanding which areas of a fishery holds the greatest density of fish is key to achieving the most accurate sample that reflects the fishery. The objective of this study was to track fish densities throughout the summer of 2021 and establish if there is a relationship between high fish density locations and specific water column characteristics. Fish density, temperature, and dissolved oxygen were measured bimonthly at various depths on St. Olaf Lake. Fish were most abundant in Late May through early June with 3-13 fishes per 3-m circumference, with highest densities found in 0.5-3 m of water. Densities during mid-July ranged from 2-6 fishes per 3-m circumference with highest densities found in 1-3 m of water. Dissolved oxygen and temperature were stratified from 23 May 2021 until 23 October 2021. Dissolved oxygen was highest in the epilimnion and peaked at 11.90 mg/L on 23 May 2021. Dissolved oxygen was never present above 0.50 mg/L below 5 m after 6 June 2021 until lake turnover. Temperature peaked at 28.0° C on 4 July 2021. Hopefully, these results will help area fishery managers better understand trends in this lake
How Can Summer Camps Influence Children Socially, Emotionally, Physically, and Cognitively?
No full textThe following is a study of the ways in which experiences at summer camps influence children in four different categories: socially, emotionally, physically, and cognitively. There is a lack of interest and dedication to the outdoor experience one gets at an institution that operates any form of nature exploration and teaches skills needed to survive in or to understand the natural world. Though the author collects evidence from across the United States, the primary focus is near the Twin Cities of Minnesota at a camp at which the author was employed. Some of the evidence is her personal experience, some is from the writings of her co-workers, and a majority is taken from the works of professional writers who have reflected on the topic of the outcomes summer camps have to offer. The author’s research leads her to conclude that summer camps are places in where a child grows a closer relationship to nature and becomes more excited to be outdoors
Why are School Districts Abandoning the Core-Plus Mathematics Curriculum
No full textIn this paper, the author establishes that high schools are abandoning the Core-Plus Mathematics curriculum and determines the need for curricular reform and the motivation to develop such standards-based programs. She discovers that although Core- Plus is a nationally recognized, exemplary mathematics curriculum, school districts are deciding to discontinue the curricular option of Core-Plus. The author reviewed literature and interviewed teachers from schools that have recently decided to abandon Core-Plus in attempt to determine factors leading to these decisions. This paper discusses those interviews, provides suggestions for the future adoption of Core-Plus, and concludes with recommendations that further study be done on factors leading to decisions to abandon Core-Plus, in order to facilitate further recommendations for the future adoption of Core- Plus
In the pines, in the pines,
No full textvoice; guitarsLeroy Gardner
Springdale, Ark.
12/29/53
Reel 183
Item 6
In the Pines
In the pines, in the pines,
Where the sun never shines,
And you shiver when the cold wind blows.
I asked my captain for the time of the day,
He said he threw his watch away.
In the pines, etc.
Little, girl, little girl, what have I done
That makes you treat me so?
You caused me to weep, you caused me to mourn,
And you caused me to leave my home.
line
Look up, look down that l o n e s o m e,
Hang down your little head and cry.
In the pines, etc.
Little girl, little girl, where'd you stay last night?
Not even your mother knows.
I stayed in the pines, where the sun never shines,
And you shiver when the cold wind blows.
Coll. by
M.C. ParlerFunding for digitization provided by the Arkansas Humanities Council and the Happy Hollow Foundation
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