5,677 research outputs found
Connecting Research with Communities through Performative Social Science
No full textA pioneer in Performative Social Science, Kip Jones makes a case for the potential of arts-based social science to reach audiences and engage communities. Jones contextualises both the use of the arts in Social Science, as well as the utility of Social Science in the Arts and Humanities. The discussion turns next to examples from his own work and what happens when Art talks to Social Science and Social Science responds to Art. The benefits of such interaction and interdisciplinarity are outlined in relation to a recently completed project using multi-methods, which resulted in the production of a professional short film. In conclusion, Performative Social Science is redefined in terms of synthesis that can break down old boundaries, open up channels of communication and empower communities through engagement
Theoretical frameworks for the learning of geometrical reasoning
No full textWith the growth in interest in geometrical ideas it is important to be clear about the nature of geometrical reasoning and how it develops. This paper provides an overview of three theoretical frameworks for the learning of geometrical reasoning: the van Hiele model of thinking in geometry, Fischbein’s theory of figural concepts, and Duval’s cognitive model of geometrical reasoning. Each of these frameworks provides theoretical resources to support research into the development of geometrical reasoning in students and related aspects of visualisation and construction. This overview concludes that much research about the deep process of the development and the learning of visualisation and reasoning is still needed
The shaping of student knowledge: learning with dynamic geometry software
No full textThe focus of this paper is a software genre usually referred to as ‘dynamic geometry’ because of the ability of the user to dynamically manipulate geometrical figures created with the software tool. Using data from a longitudinal study of 12-13 students’ use of dynamic geometry software, the focus of the analysis is on the interpretations the students make of geometrical objects and relationships when using this form of software. The analysis suggests that the students’ mathematical reasoning is shaped by their interactions with the software in that their ability to explain geometrical facts and relationships evolves from imprecise, ‘everyday’ expressions, through reasoning that is overtly mediated by the software environment, to mathematical explanations of the geometric situation that transcend the particular tool being used. Such findings suggest that curriculum initiatives that encourage the use of dynamic geometry software are appropriate but that the incorporation of such software into classroom practices is unlikely to be straightforward
The Public Papers of Governor Brereton C. Jones, 1991-1995
No full textIn his inaugural address, Governor Brereton C. Jones proclaimed, This administration is committed to having the most positive, progressive, exciting four years in our state\u27s history.
Through speeches and press releases, this volume reflects the principal concerns of Jones’s time in office. Thematically organized, the more than two hundred public statements included here present the public face of the Jones administration on such issues as health care, education, economic development, the environment, and governmental reform. Nowhere else has the full text of these speeches and press releases been printed.
Governor Jones, born in 1939, was elected to the West Virginia legislature in 1964, where he served for four years before retiring from politics. After moving to Kentucky and switching allegiance from the Republican to the Democratic Party, he re-entered politics with a successful campaign to become lieutenant governor in 1987. He was elected the Commonwealth\u27s fifty-fourth governor in 1991 by a record margin of nearly two to one.
Jones initiated a number of reforms once in office. He turned a 300 million surplus in four years, and he passed dramatic ethics reform in both the executive and legislative branches. Health-care issues were also of great importance to Jones, who spent the years before his election working with the Kentucky Health Care Access Foundation in addition to farming. After surviving a helicopter crash in 1992, he turned the main focus of his administration toward health-care reform and initiatives. Though he met with legislative opposition when he proposed universal health care for all Kentuckians, he did help pass legislation in 1994 that would serve as a solid beginning on the issue for future governors.
Penny M. Miller, a professor of political science at the University of Kentucky, is the author of Kentucky Politics and Government: Do We Stand United?, and the co-author of two other books, The Kentucky Legislature: Two Decades of Change and Political Parties and Primaries in Kentucky. Her articles have appeared in leading professional journals such as Journal of Politics, Western Politics Quarterly, Women & Politics, Kentucky Law Journal, and Political Science & Politics. She serves as a board member of the Kentucky Long-Term Policy Research Center and Kids Voting Kentucky. She also served as Chair of the Kentucky Commission on Women, and as a board member of the Kentucky Center for Public Issues and the White House Commission on Presidential Scholars.
A good starting point for those interested in late-twentieth-century Kentucky politics. It deserves a place on every Kentucky bookshelf. —Filson History Quarterly
Reflects the principal concerns of Jones’s administration through speeches and press releases. —Documentary Editing
A useful resource for anyone interested in the main issues during his term as governor. . . . A valuable reference tool. —Northern Kentucky Heritage
Contains the essence of the legacy of Brereton C. Jones. It is indispensable to research libraries and all who would know it, while understanding the art of politics and the power of the spoken word. —Register of the Kentucky Historical Societyhttps://uknowledge.uky.edu/upk_political_science_papers/1010/thumbnail.jp
David Martyn Lloyd-Jones 1899-1981 and twentieth-century evangelicalism.
No full textThe purpose of this thesis was to demonstrate the significance of the life and ministry of David Martyn Lloyd-Jones in post-war British evangelicalism and to show that, so far as Protestant churches in England and Wales were concerned, no history of the period can afford to ignore him. It is our contention that despite differences of opinion and self- marginalization Lloyd-Jones was and has remained a major force in evangelical thinking. In order to understand how this developed the thesis has been structured along thematic lines highlighting events, persons and questions. The study begins by setting the stage with a biographical chapter and goes on to examine the kind of impact that Lloyd-Jones's preaching had on Christians of all denominations. He believed preaching to be the greatest need of the day and the position of this thesis is that preaching was Lloyd-Jones's greatest contribution to twentieth- century Christianity. As a preacher he attracted one of London's largest congregations and in chapter three we look at the history and nature of Westminster Chapel comparing it with neighbouring ministries, and establishing the kind of people who went to hear him. Chapters four and five ascertain the factors which shaped Lloyd-Jones's views on the church and show how his Reformed evangelicalism led in a separatist as opposed to an ecumenical direction and finally, to a position which was neither Congregational nor Presbyterian. Our further argument is that while he favoured unity among believers his separatist ecclesiology only exacerbated the situation and left evangelicals more divided than before. Chapters six to eight evaluate Lloyd-Jones's background, the nature of his leadership and the extent of his influence - factors which either shaped or were the outcome of his ministry - and looks at the issues which these questions raise
Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan
No full textDeveloping a good model of the school geometry curriculum continues to be one of the most important tasks in curricular design in mathematics. This paper reports on an initial analysis of current best-selling textbooks used in lower secondary schools in Japan and the UK (specifically England and Scotland). The analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning. The available research suggests that each approach has its own strengths and weaknesses. Finding ways of capitalising on the strengths and mitigating the weaknesses could prove helpful in formulating new curricular models and designing new student textbooks
The mediation of mathematical learning through the use of pedagogical tools: a sociocultural analysis
No full textA sociocultural analysis suggests that pedagogical artifacts employed in the teaching and learning of mathematics both enable and constrain learning. This paper summarises three classroom studies of mathematics learning that have utilised a sociocultural approach. Each of the studies indicates how insight can be gained into the ways in which students attempt to make sense of the mathematics they encounter
The Faster Redder Road The Best UnAmerican Stories of Stephen Graham Jones
No full textEdited by Van Alst, this collection showcases the best writings of Stephen Graham Jones, whose career is developing rapidly from the noir underground to the mainstream. The Faster Redder Roadfeatures excerpts from Jones’s novels—including The Last Final Girl, The Fast Red Road: A Plainsong, Not for Nothing, and The Gospel of Z—and short stories, some never before published in book form. Examining Jones’s contributions to American literature as well as noir, Theodore C. Van Alst Jr.’s introduction puts Jones on the literary map.
Theodore C. Van Alst Jr. is an assistant professor of Native American studies at the University of Montana and the former assistant dean and director of the Native American Cultural Center at Yale University. He is a chapter contributor in the work Seeing Red—Hollywood’s Pixeled Skins: American Indians and Film. Stephen Graham Jones is a professor of English and creative writing at the University of Colorado. He is the author of twenty-one books, including The Fast Red Road: A Plainsong, Ledfeather, The Gospel of Z, and Bleed into Me: A Book of Stories. The honors his work has received include the Texas Institute of Letters Jesse H. Jones Award for Fiction and the Independent Publisher Book Award for Multicultural Fiction. He is the recipient of the Writers’ League of Texas Fellowship in Literature and a National Endowment for the Arts Fellowship in Literature
Visualisation, imagery, and the development of geometrical reasoning
No full textThis report focuses on some aspects of the nature and role of visualisation and imagery in the teaching and learning of mathematics, particularly as a component in the development of geometrical reasoning. Issues briefly addressed include the relationship between imagery and perception, imagery and memory, the nature of dynamic images, and the interaction between imagery and concept development. The report concludes with a series of questions that may provide a suitable programme for research and lays the foundation for further work of the BSRLM geometry working group
Reaction of 3-chloro-3-methyldiazirines with hydrogen atoms
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