338,846 research outputs found
Diversity at Mason: The Pursuit of Transformative Education
No full textThe Diversity at Mason series has been produced by the university's Diversity Research Group, which consists of an interdisciplinary group of faculty, administrators, and students who have been meeting once a semester since Spring 2004. The group has come together not out of any formal directive, but from a shared interest in the topic. And the topic? Each meeting begins with the same reminder: George Mason is a highly diverse institution, and it is diverse in ways that are fluid and multidimensional. Our students represent an extraordinary diversity of geographic origin, religion, age, and disability; they are immigrants and the children of immigrants, refugees and the children of refugees, veterans of American military service and the children of those in the military; they represent traditional American race and ethnic categories as well as those forging new understandings of sexuality and gender. The Diversity Research Group has been founded on the conviction that the breadth of our student diversity merits study. What is the educational impact of such diversity? What does diversity mean in this context? How is this diversity understood by our students, faculty, and staff? Like the other volumes in the Diversity at Mason series, this fifth issue shows us the complexity beneath questions
Application Daniel E. Mason for Springfield College
No full textThis is the application for Daniel E. Mason (Class of 1915) for admission to Springfield College. It is dated August 8, 1912. It contains biographical information, information on education, athletics, and religious experience on Daniel Mason
Brigadier General John Sanford Mason photograph
No full textDated ca. 1861-1865, this is a photograph of American Civil War Brigadier General John Sanford Mason. Mason was born in Steubenville, Ohio, in 1824 and attended Kenyon College in Gambier, Ohio, and Washington College in Pennsylvania before being appointed to the United States Military Academy in West Point, New York, in 1843. After battling illness while serving in the Mexican War, Mason served in the American Civil War and eventually became the colonel of the 4th Ohio Infantry
Collaborating Across Disciplines and the Commonwealth: Engaging Students in Community-Based Learning
No full textThe School Environmental Action Showcase is in its fifth year at George Mason University. This event may be the largest STEM (science, technology, engineering, math) showcase in Virginia. Seven hundred youth, from kindergarten through high school, present their environmentally oriented research at Masonââ¬â¢s Center for the Arts in April.àThe Mason leader, a science professor, has coordinated with a communication faculty member to support SEAS.àSEAS àis funded by the 4VA Wind and Watershed partnership.àIt also includes faculty and students in a James Madison University course, community NGOs, dozens of regional K-12 schools,àstate and federal agencies,àMason admissions and sustainability offices, public officials, and student volunteers.àYouth present projects such as planting radishes to improve the cleanliness of Virginia waters and designing wind turbines to increase energy production.àThis proposed lightning talk will share highlights, Mason studentsââ¬â¢ feedback, and lessons learned about teaming across disciplines
Dispepsia e vomito dopo gastroplastica verticale secondo Mason.
No full textDispepsia e vomito dopo gastroplastica verticale secondo Mason
Letter From William E. Mason to William McKinley, March 29, 1897
No full textIn this copy of a typed letter from William Mason to President William McKinley, Mason expresses his continued desire to see Huntington-Wilson appointed to a diplomatic position in London or Paris.https://digitalcommons.ursinus.edu/fmhw_early_career/1011/thumbnail.jp
Editorial Information
No full text2018 Conference Director:
Laura Lukes, PhD
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Kimberlie Fair
Ayo Otusanya
Sidney Lawrence
Logistical Coordinator:
Ashleen Gayda
10th Anniversary Advisory Committee:
Kimberly Eby
Lynne Scott Constantine
Rebecca Ericson
Robin Ericson
Jo Ann Henson
Andrew Lee
Lindsay Miller
Jill Nelson
Laura Poms
E. Shelley Reid
Katherine Rosenbusch
Kelly Schrum
Dann Sklarew
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Office of Events Management
Events Production
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Conference Proceedings:
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Our sponsors:
George Mason University: Office of Compliance, Diversity, and Ethics; 4-VA; Adam Matthew; Center for the Arts; Hylton Performing Arts Center; George Mason University; University Libraries; Mason Athletics; George Mason University: ODIME-LGBTQ; College of Education and Human Development (CEHD); College of Health and Human Services (CHHS); College of Humanities and Social Sciences (CHSS); College of Science (COS); College of Visual and Performing Arts (CVPA); Schar School of Policy and Government; School for Conflict Analysis and Resolution (S-CAR); School of Business; Volgenau School of Engineering (VSE); University Libraries
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UMUC - European Division - Mason G Daly - Dr. Don E. Totten
No full textEurope;Hoffmann, RosemaryDr. Don E. Totten
First letter to Mr. Don Edward Totten to Chicago, dated 11 July 1950 (in March he had finished his MA at Chicago: in May he had married Christine Schmidt-Rohr)
“I have written to Colonel Schroeder, asking that a request for travel orders be issued for you from Westover Field to Rhein/ Main. All requests must originate Stateside, and upon request of same we shall cable back priority. I should like to point out that at the present time all flights are cancelled over the Atlantic, and at this very moment we are still looking for five professors from our campus who were due to arrive last Friday.”
Signed Ray Ehrensberger
in November 1962
“The staff joins in asserting that you serve as an inspiration to all of us -an inspiration because of your untiring dedication to the job at hand, to scholarship, and to high standards in every thing involving faculty and staff. We also wish to thank you for our no-so-incidental increase in the awareness of the wonder of Geography.”
***************
He is The Master of the TWX -more TWX mileage than all Marylanders put together. It is rumored that General O'Meara is relieved to see him leave.
The Master of TDY -topped only by the Dean among Marylanders, and you may be sure Don's routes and purposes were more direct and to the point than . . . . . . . . . . . . . . . . . . . . . . . Once he registered 185 days of TDY in a 24 month period.
The Master of house full of women -including Christine Margaret, Margaret Christine, Julia Ruth, and Katherine Claire
The Master of Maps
-by Abraham Ortelius, (?) Dutch engraver. (1527-1598)
-copper engraving done in 1580
-two Significant things. Orteliu was one of the early mapmakers . The AtIas this is from was published in color – the colors are the original old colors, as published. It is asserted that most prints were printed black on white, then hand-colored or painted.
There 's no BOQ in Col-o-rad-doo
Maryland my Maryland
It's just the same in CIarion, too
Maryland my Maryland
You've had it good, you know the facts
You left the ship, you scairdy rats,
And MAN! When you pay that income tax
Oh, Maryland my Marylan
Editorial Information
No full textITL Conference Proceedings
2019 Editor: Laura A. Lukes, Ph.D.
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Comprensione di Testi letti su carta e schermo in Bambini di Classe Prima: Contributi longitudinali di Abilità Cognitive e Digitali.
No full textIntroduzione. I bambini nati nell’era digitale interagiscono fin dall’età prescolare con strumenti tecnologici che li espongono ad una varietà di testi digitali oltre che cartacei. Secondo recenti meta-analisi, la comprensione di testi cartacei è migliore rispetto a quella di testi digitali, sebbene la lettura sullo schermo sia preferita a quella su carta (Clinton, 2019; Delgado et al., 2018). Questi studi, tuttavia, hanno incluso soprattutto studenti di scuola secondaria e universitari. Le ricerche, inoltre, suggeriscono che la comprensione di testi letti su schermo è influenzata sia da abilità cognitive, coinvolte anche nella comprensione di testi cartacei, sia da abilità digitali di base che consentono l’uso del mezzo digitale e si sviluppano dall’età prescolare (Hahnel et al., 2016). Questo studio longitudinale estende le ricerche precedenti a bambini di classe Ia e ha due obiettivi: (1) confrontare la comprensione di testi letti su carta e sullo schermo di un computer, sia di genere narrativo che espositivo, nonché la preferenza per i due mezzi di lettura alla fine della classe Ia (Tempo 2) e (2) analizzare se possibili differenze legate al mezzo e al genere testuale siano predette da memoria di lavoro (ML), abilità inferenziali e digitali di base misurate alla fine della scuola dell’infanzia (Tempo 1). Metodo. Hanno partecipato 63 bambini (35 F; Metà al T1 = 5.8 anni; DS = .03) a cui sono state somministrate: al T1 una prova di ML, una di generazione di inferenze e una check-list per testare l’esecuzione di abilità digitali di base; al T2 due testi, uno narrativo e uno descrittivo, per ognuno dei due mezzi (carta e schermo), presentati in ordine randomizzato, due domande di preferenza per il mezzo di lettura somministrate prima e dopo la lettura dei testi, e una prova standardizzata di decodifica. Risultati. (1) Un modello misto con fattori Mezzo e Genere Testuale ha evidenziato un’interazione significativa, F(1,186) = 12.37, p < .001, indice di una differenza significativa tra comprensione del testo narrativo cartaceo e digitale in favore del primo, t(62) = 2.74, p = .008. Inoltre, da un test binomiale, non è emersa una preferenza per la lettura su schermo prima (48% vs 52%) ma solo dopo la somministrazione dei testi (78% vs 22%; p = .001). (2) Un modello di regressione lineare ha mostrato che la differenza tra comprensione del testo narrativo cartaceo e digitale al T2 era predetta in modo significativo e negativo solo dalle abilità digitali di base al T1, ß = -.42; p < .01, al netto dell’abilità di decodifica. Conclusioni. Dai risultati emerge uno svantaggio nella comprensione di testi narrativi digitali rispetto a testi cartacei in giovani lettori che è relato a basse capacità di utilizzo del mezzo digitale. Queste conoscenze contribuiscono a definire modelli teorici sui diversi fattori implicati nella comprensione dei testi digitali e suggeriscono di supportare le abilità digitali di base come precursori della digital literacy
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