80 research outputs found

    Stalin in October

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    Originally published in 1987. In March 1917 young Joseph Stalin, already a high-ranking Bolshevik, returned from Siberian exile in search of greatness and power. But his activities during the months leading up to the October Revolution were full of blunders and misjudgments—failures that in later years Stalin obliterated from the historical record. Stalin in October reassembles the history of 1917 and explains why, on the eve of the revolutionaries' seizure of power, Stalin seemingly dropped out of the picture. "He would always be dogged," Slusser writes, "by a nagging sense of having somehow missed the revolution." The lingering shame was crucial to Stalin's development into a Soviet dictator

    Undergraduate Students’ Conceptions of Multiple Analytic Representations of Systems (of Equations)

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    abstract: The extent of students’ struggles in linear algebra courses is at times surprising to mathematicians and instructors. To gain insight into the challenges, the central question I investigated for this project was: What is the nature of undergraduate students’ conceptions of multiple analytic representations of systems (of equations)? My methodological choices for this study included the use of one-on-one, task-based clinical interviews which were video and audio recorded. Participants were chosen on the basis of selection criteria applied to a pool of volunteers from junior-level applied linear algebra classes. I conducted both generative and convergent analyses in terms of Clement’s (2000) continuum of research purposes. The generative analysis involved an exploration of the data (in transcript form). The convergent analysis involved the analysis of two student interviews through the lenses of Duval’s (1997, 2006, 2017) Theory of Semiotic Representation Registers and a theory I propose, the Theory of Quantitative Systems. All participants concluded that for the four representations in this study, the notation was varying while the solution was invariant. Their descriptions of what was represented by the various representations fell into distinct categories. Further, the students employed visual techniques, heuristics, metaphors, and mathematical computation to account for translations between the various representations. Theoretically, I lay out some constructs that may help with awareness of the complexity in linear algebra. While there are many rich concepts in linear algebra, challenges may stem from less-than-robust communication. Further, mathematics at the level of linear algebra requires a much broader perspective than that of the ordinary algebra of real numbers. Empirically, my results and findings provide important insights into students’ conceptions. The study revealed that students consider and/or can have their interest piqued by such things as changes in register. The lens I propose along with the empirical findings should stimulate conversations that result in linear algebra courses most beneficial to students. This is especially important since students who encounter undue difficulties may alter their intended plans of study, plans which would lead them into careers in STEM (Science, Technology, Engineering, & Mathematics) fields.Dissertation/ThesisDoctoral Dissertation Mathematics 201

    Platforms as Infrastructures for Mathematics Teachers' Work With Resources

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    ‘Fiddlers’ Tunebooks’ - Vernacular Instrumental Manuscript Sources 1860-c1880: Paradigmatic of Folk Music Tradition?

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    Fiddlers’ Tunebooks are handwritten manuscript books preserving remnants of a largely amateur, monophonic, instrumental practice. These sources are vastly under-explored academically, reflecting a wider omission in scholarship of instrumental music participated in by ‘ordinary’ people in nineteenth-century England. The tunebooks generate interest amongst current folk music enthusiasts, and as such can be subject to a “burden of expectation”, in the belief that they represent folk music tradition. Yet both the concepts of tradition and folk music are problematic. By considering folk music from both an inherited perspective and a modern scholarly interpretation, this thesis examines the place of the tunebooks in notions of English folk music tradition. A historical musicological methodology is applied to three post-1850 case-study manuscripts drawing specifically on source studies, archival research and quantitative analysis. The study explores compilers’ demographic traits and examines content, establishing the existence of a heterogeneous repertoire copied from contemporary textual sources directly into the tunebooks. This raises important questions regarding the role played by publishers and the concept of continuous survival in notions of tradition. A significant finding reveals the interaction between aural and literate practices, having important implications in the inward and outward transmission and in wider historical application. The function of both the manuscripts and the musical practice is explored and the compilers’ acquisition of skill and sources is examined. This results in the ‘re-discovery’ of Musical Circulating Libraries, and identifies a binary route to skill acquisition, largely defined by environment. Acknowledging the contention surrounding terms such as folk, popular and tradition, and the subtle interaction of aurality and literacy, this study concludes that the manuscripts contribute to wider historical discourse and do have a place in notions of folk music tradition, moreover that their textual nature provides a unique perspective from which to observe the process

    ContrÎle, preuve et démonstration. Trois régimes de la validation

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    National audienceRaisonner est l'une des six compĂ©tences du socle commun des mathĂ©matiques du cycle 4 (annĂ©es 7, 8 et 9 du cursus français obligatoire). Elle inclut prouver, argumenter, dĂ©montrer et affirme le caractĂšre central de la dĂ©monstration. Les commentaires des programmes reconnaissent la difficultĂ© de cet enseignement. Le texte qui suit interroge les avancĂ©es de la recherche sur l’apprentissage et l’enseignement de la dĂ©monstration et leur capacitĂ© Ă  Ă©clairer la mise en Ɠuvre des programmes actuels. Il revient sur le vocabulaire en insistant notamment sur les diffĂ©rents rĂ©gimes de la validation dans l'activitĂ© de l'Ă©lĂšve. Puis il aborde ces questions dans la problĂ©matique de la validation au sens de la thĂ©orie des situations didactiques. Les principaux thĂšmes sont l’articulation entre preuve et connaissance en Ă©voquant briĂšvement le modĂšle ckÂą, et la relation entre dĂ©monstration et argumentation

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    [Little Rock] Unconditional Union, January 1864-July 1865

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    Selected articles from the Unconditional Union, published in Little Rock, Arkansas, covering January 1864 through July 1865

    'Dispossession': time, motion and depictive regimes.

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    Published by Leuven University Press. © Universitaire Pers Leuven/Leuven University PressA chapter in the edited collection "Transforming Anthony Trollope: 'Dispossession', Victorianism and 19th-century word and image.
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