103,216 research outputs found
Personal Papers (MS 80-0002)
No full textLetter from Lykes Bros. Steamship Co. and President J. G. Tompkins donating $200.00 to Albertine Yeager Day Nursery with help from Daniel W. Kempner. They request the check be deposited soon so it may clear the bank in December
The Yeager Mystique: The Polymath as Teacher, Scholar and Colleague
No full textFor the historian of contemporary economic thought, the career of Leland B. Yeager has an undeniable fascination. His particular combination of pedagogic charisma, wide-ranging preoccupations and straight-forward scholarly style attracted to him many generations of students during the heyday of the political economy revolution taking place in Charlottesville in the 1960's and 70's, leading to a "Yeager Mystique." Student reminiscences and lecture notes, as well as Yeager's articles and books, provided source material to enable an assessment of Yeager, the polymath, placing him within the unique Virginia School tradition of political economy.Economic Thought
Alice Miel and Democratic Schooling: An Early Curriculum Leader\u27s Ideas on Social Learning and Social Studies
No full textAlice Miel, a nationally prominent curriculum development scholar-practitioner at Teachers College of Columbia University for some three decades (1942-1971), frequently has been overlooked in research on the nature and evolution of the curriculum field and the progressive education movement. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This study addresses this oversight.
Miel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also explores Miel\u27s notions of the elementary school social studies :urriculum and situates those notions within the context of the conventional wisdom of her day regarding a discipline-centered curriculum.
In a broader context, this study contributes to the body of curriculum history scholarship. According to Kliebard (1992), for example, curriculum history often deals with the relationship between social change and changing ideas and contains significant social and cultural artifacts of knowledge that have become embodied in the curriculum of schools. Davis (1976, 1977) characterizes curriculum history as a reflective enterprise for curriculum workers that contributes to their understanding of present courses of study and of the professional field by lending a framework for thoughtful deliberation of what the schools should teach. With these observations in mind, Miel\u27s work may be understood as both artifact of curriculum history and as mindful reflection, situated within a particular social and historical context, on democratic meanings and processes. Biographies of Caswell, Taba, Tyler, Schwab, Kilpatrick, Rugg, Bobbitt, Zirbes, Stratemeyer, and others have yielded significant insights. In addition, Seguel\u27s study of early curriculum leaders (1966) constitutes an important theoretical contribution to the field. The study of Miel\u27s life and work adds to this body of knowledge
Spatial and temporal regulation of signaling pathways in hESCs using microfluidic technologies
No full textRamsey-minimal saturation numbers for matchings
No full textGiven a family of graphs F, a graph G is F-saturated if no element of F is a subgraph of G, but for any edge e in (G) over bar, some element of F is a subgraph of G + e. Let sat (n, F) denote the minimum number of edges in an F-saturated graph of order n, which we refer to as the saturation number or saturation function of F. If F = {F}, then we instead say that G is F-saturated and write sat(n, F). For graphs G, H-1, ... , H-k, we write that G -> (H-1, ... , H-k) if every k-coloring of E(G) contains a monochromatic copy of H-i in color i for some i. A graph G is (H-1, ... , H-k)-Ramsey-minimal if G -> (H-1, ... , H-k) but for any e is an element of G, (G - e) negated right arrow (H-1, ... , H-k). Let R-min (H-1, ... , H-k) denote the family of (H-1, ... , H-k)-Ramsey-minimal graphs. In this paper, motivated in part by a conjecture of Hanson and Toft (1987), we prove that sat(n, R-min(m(1)K(2), ... , m(k)K(2))) = 3(m(1) + ... + m(k) - k) for m(1), ... , m(k) >= 1 and n > 3(m(1) + ... + m(k) - k), and we also characterize the saturated graphs of minimum size. The proof of this result uses a new technique, iterated recoloring, which takes advantage of the structure of H-i-saturated graphs to determine the saturation number of R-min(H-1, ... , H-k). (C) 2014 Elsevier B.V. All rights reserved.
Sweet sweet lilas
No full textGift of Dr. Mary Jane Esplen.Piano vocal [instrumentation]Down in the meadows tinted hue sweet clover [first line]Sweet sweet sweet is my Lilas fair when with the roses [first line of chorus]G major [key]Moderato [tempo]Popular song [form/genre]Woman, flowers [illustration]WA [engraver]Publisher's advertisement on front inside cover & back cover [note
Bibliographie Hilarion G. Petzold 1958 – 2009 mit Anhang als Einführung
No full textDieses Archiv enthält die Gesamtbibliographie der Werke des Autors nebst einiger Texte „Über H. G. Petzold“ im Schlussteil der Bibliographie sowie einen Anhang mit einer Einführung in die Architektur des Werkes in seinem wissenslogischen Aufbau als Ausarbeitung seines „Tree of Science Modells“ (2007).This archive contains the complete bibliography of the author and some texts about H. G. Petzold, moreover an epilogue with an introduction to the architecture of the works in its epistemological structure and composition and as an elaborations of Petzold’s „Tree of Science Modell (2007).https://www.fpi-publikation.de/polyloge/01-2009-petzold-h-g-gesamtbibliographie-h-g-petzold-1958-2009-updating-november2009/peerReviewedpublishedVersio
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Personal Papers (MS 80-0002)
No full textLetter from Daniel W. Kempner to J. G. Tompkins thanking for the contribution to the Albertine Yeager Day Nursery
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