Finding Aid for the Vice-Chancellor Collection (MUM00651)

Collection contains miscellaneous documents related to vice chancellors at the University of Mississippi. Items were created 1946-1976

Abydos - Woodstock Pastoral Research Station 1946 - 1976

Abydos Pastoral Research Station was situated some 144km south-east from the town of Port Hedland in the Pilbara region of Western Australia. It consisted of the two old leases of Abydos and Woodstock stations of about 200 000 ha total

A formação da COOPERCONLAR: A perspectiva dos cooperados na constituição da cooperativa da construção civil de Laranjeiras do Sul

 O cooperativismo é a união dos trabalhadores, visando o desenvolvimento econômico e social, pautado na participação democrática, na solidariedade, na independência e autonomia. O presente trabalho apresenta os resultados de pesquisa realizada com os membros da Cooperativa dos Profissionais da Construção Civil de Laranjeiras do Sul- COOPERCONLAR que trouxe como objetivo identificar o perfil do associado, e quais as aspirações dos mesmos em relação à formação da cooperativa. Assim como, expor informações que possibilitem uma reflexão se o cooperativismo torna-se uma alternativa viável em um setor que se caracteriza como altamente individualizante (rendimento normalmente é referente a produção por eficiência individual). A metodologia de pesquisa escolhida constituiu-se em uma investigação exploratória, descritiva com levantamento de dados. O instrumento utilizado na coleta de dados foi o questionário estruturado, com questões objetivas e semi-estruturadas, aplicadas com todos os membros da cooperativa, ou seja, os 21 trabalhadores associados. Dessa forma, pode-se perceber que os trabalhadores são, em geral: 1º. jovens; 2º. Casados; 3º. tem um baixo nível de escolaridade; e 4º. dispunham de uma baixa renda. Sendo predominantemente pedreiros, com alguns anos de experiência no setor da construção civil, e normalmente gostam da profissão, estando satisfeitos com a mesma. Observou-se que esses profissionais decidiram participar da cooperativa, pois acreditam no sucesso dessa organização, compreendendo que o cooperativismo consiste na união dos trabalhadores organizados com objetivos comuns. Dessa forma, identificou-se que há uma expectativa de ampliação em seus ganhos financeiros, assim como, objetivam ampliar o grau de formalização de suas atividades profissionais. A cooperativa se encontra em fase inicial e busca se consolidar dentro do segmento no município. Os profissionais esperam, ainda, ter acesso e participar de cursos e treinamentos que ocasionarão em um aprimoramento técnico e uma melhoria nas condições de trabalho

Italomodern 1. Architektur in Oberitalien, 1946-1976 + Italomodern 2. Architektur in Oberitalien, 1946-1976

Etrange et passionnant ouvrage que ce diptyque dont le titre sonne comme un slogan publicitaire et le sous-titre évoque le sérieux d’une recherche universitaire. Jumeaux et complémentaires par leur format, leur mise en page, leur facture, leur couleur, les deux tomes ne sont ni la suite l’un de l’autre ni les deux parties d’un même propos continu mais incarnent plutôt deux stades de croissance du même projet éditorial. Le premier est en réalité la réédition en fac simile d’un livre éponyme qu..

Major Power Interstate Conflict in the Post-World War II Era: An Increase, a Decrease, or No Change?

The second World War is often regarded as a watershed in world history. Observers have pointed to a number of changes in the global system that occurred after its conclusion: the emergence of bipolar system structure, along with new contenders for international leadership; the invention (and subsequent proliferation)of weapons of extreme power; and the explosion of new nation-states has created a truly global system. But have these changes been accompanied by changes in behavior between nation states? This paper will investigate one aspect of interstate behavior--military conflict involving the major powers--and ascertain whether the time period 1946-1976 was marked by a sharp change in the amount of this conflict, as compared to the period 1816-1945

Landspróf miðskóla 1946-1976. Áhrif nýju stærðfræðinnar.

Landspróf miðskóla sem inntökupróf í menntaskóla og kennaraskóla og síðar fleiri skóla var haldið á árunum 1946–1976. Prófað var í átta námsgreinum þar sem íslenska vó tvöfalt. Landsprófið var upphaflega grundvallað á reglugerð nr. 3/1937 um námsefni til prófs upp úr öðrum bekk Menntaskólans í Reykjavík. Landsprófið í stærðfræði hélst að miklu leyti óbreytt á árunum 1947–1965. Prófað var í lesnum dæmum sem nemendur höfðu lært áður og í ólesnum dæmum. Frá árinu 1966 breyttist prófgerðin: lesin dæmi voru felld niður, prófið var stytt og tekið var að prófa úr svokallaðri nýrri stærðfræði. Þar var lögð aukin áhersla á tölur og eiginleika þeirra en einnig á mengi ásamt tilheyrandi rithætti og aðgerðum samkvæmt Drögum að námsskrá í landsprófsdeildum miðskóla frá árinu 1968. Markmiðið með innleiðingu nýju stærðfræðinnar var að auka skilning nemenda í stærðfræði. Fjögur landsprófsverkefni í stærðfræði frá árunum 1953, 1966, 1971 og 1975 voru greind með tilliti til inntaks og færnikrafna samkvæmt greiningarlykli TIMSS. Greiningin sýnir að inntak prófverkefnanna breyttist í samræmi við Drög að námsskrá en um leið styttust dæmin, orðadæmum fækkaði og jafnframt fjölgaði innbyrðis óskyldum prófatriðum. Færnikröfur færðust frá lausnaleit yfir í aukna beitingu rútínuaðferða en dæmum með flóknum samsettum aðferðum fækkaði. Gögn sýna að meðaleinkunn í stærðfræði, sem áður hafði verið lægri en meðaleinkunn allra átta námsgreinanna á landsprófi, færðist nær heildarmeðaleinkunn og nemendum gekk hlutfallslega betur en áður. Vonir höfðu staðið til þess að innleiðing mengjafræði yki skýrleik og skilning. Vart var þó hægt að búast við því. Nemendur þurftu á sama tíma að kynnast venjulegri algebru sem mörgum hefur reynst torskilin og námsefnið studdi samhengið milli mengjafræði og algebru aðeins að litlu leyti. Eftir sitja spurningar um hvort glíma við sundurlaus atriði stuðli fremur að vélrænum skilningi en lengri samsett dæmi, og hvort lesin dæmi eigi rétt á sér.The goal of new education legislation in Iceland in 1946 was to create a uniform education system, with eight-year compulsory education and equal access to college preparatory education. Previously, the two schools, which may be considered parallel to British grammar schools, had selected their students under strict admission control and their own entrance examinations. As a compromise, regulations for the Reykjavík Grammar School, dating from 1937, were chosen as a basis for a national entrance examination in eight school subjects, to be run in all larger towns and rural boarding schools. The examination was intended to ensure a certain and standardized minimum knowledge in a number of subjects; the selection of the fittest with respect to certain attributes considered necessary for studies in a grammar school and a university or other establishments of higher education; and to offer all students and their relatives a certain assurance of an assessment of the examination papers by impartial persons. In the national examination’s first year it became clear that examining in Euclidian geometry did not work as teachers at lower levels had no such training. The mathematics examination was divided into two parts with equal weight, seen problems and unseen problems, tested two days in a row. The content of the unseen examination became typically 6–8 problems; 4–6 story problems on area, volume and proportions, some to be solved by setting up equations; and two rather complicated fractions with algebraic denominators. The story problems either described situations in contemporary daily life, or were versions of old problems. By the mid-1960s, the examination, originally intended to provide equal opportunities to education, became considered as a hindrance on young people’s path to preparation for life. Initially, a constant rate of 20% of the cohort attempted the examination and 13-14% reached grammar school admission. By 1969 the rate had risen to 34% vs. 21%. The seen problems were dropped, the examination was shortened considerably and the number of problems rose to 50 small and often unrelated items to ease grading but also to help the less able students to show basic competences. In the midst of this demand for education for all, New Math was implemented for the purpose of facilitating understanding. The paper contains an analysis and comparison of typical examination papers before and after the implementation of New Math. The analysis was made according to TIMSS Monograph no. 1: Curriculum framework for mathematics and science by Robitaille et al. (1993). The results of an analysis of examination papers from 1953, 1966, 1971 and 1975 indicate that the content swayed towards using set-theoretical notation and number notation to various number bases and back again. The proportion of simplifying algebraic expressions and solving equations stayed around 50% with a slight increase, while new topics were introduced to statistics and probability. Performance expectations became less oriented towards independent development of notation, vocabulary, and algorithms. The expectations developed away from using complex procedures towards routine procedures, and investigating and problem solving was reduced. In general, the examination developed into a host of incoherent details of diffused focus. However, data show that the average mathematics grade, which had been about 0.5 lower on the 0–10 scale than the average grade in all eight subjects during the 1950s and 1960s, had reached other subjects in 1972 during this process of increased number of simpler problems. Some questions remain as to what kinds of syllabi and examinations enhance mathematical thinking and understanding. Richard Skemp (1978) expressed concerns that the backwash effect of examinations and overburdened syllabi promoted superficial instrumental understanding at the cost of deeper relational understanding. George Polya (1973) suggested that students think of a familiar problem in devising a plan for solving problems. Could the seen problems enhance understanding on that ground? Could multi-step word problems provide opportunities for teachers, together with their students, to delve into mathematical processes and thus create lattices of acts of understanding, as proposed by Anna Sierpinska (1994)?Publishers versio

Arrigo Castellani, Nuovi saggi di linguistica e filologia italiana e romanza (1976-2004)

Questa seconda raccolta dei lavori del grande filologo e linguista Arrigo Castellani, scomparso nel 2004, è la continuazione dei precedenti Saggi di linguistica e filologia italiana e romanza (1946-1976) (Roma, Salerno, 1980). Gli articoli di interesse francesistico presenti sono Precisazioni sulla lingua dei Giuramenti di Strasburgo, del 1989 (pp. 1083-1106), e Joseph Bédier et l’édition critique de textes médiévaux, del 1991 (pp. 1118-1129). Il primo lavoro chiude la ricerca sui Giuramenti ..

'Caught Between a Rock and a Hard Place': Anti-discrimination Legislation in the Liberal State and the Fate of the Australian Disability Discrimination Act

This article offers a critical analysis of some of the practical implications for disabled people of the Disability Discrimination Act of 1992. Specifically, it raises questions about politics and the role of the law as an instrument of social change?taking greater account of the interests of disabled people?on the one hand, and of the reliance of the social model of disability on a strategy based upon legal rights on the other. The article also suggests that the constraining effects of Australia's constitutional protections of rights and its federal system of government hinder the mildly progressive elements of the Disability Discrimination Act. To illustrate this, the paper employs empirical evidence to suggest that these effects have been exacerbated by the passage of the Human Rights Legislation Amendment Act in 1999