Musical combinatorics, tonnetz, and the CubeHarmonic

In this paper, we give an overview of some applications of combinatorics and permutations in music through the centuries. The concepts of permutation and tonnetz (spatial representation of voice leading and modulation) can be joined together in a physical device, the CubeHarmonic, a musical version of the Rubik’s cube. We finally describe a prototype of the CubeHarmonic that uses the magnetic tracking technology developed at the Tohoku University

Musical combinatorics, tonnetz, and the CubeHarmonic

In this paper, we give an overview of some applications of combinatorics and permutations in music through the centuries. The concepts of permutation and tonnetz (spatial representation of voice leading and modulation) can be joined together in a physical device, the CubeHarmonic, a musical version of the Rubik's cube. We finally describe a prototype of the CubeHarmonic that uses the magnetic tracking technology developed at the Tohoku University

The Arts: Building A Foundation To Increase Science Literacy Skills For Urban Youth

This study examined issues related to the development of science literacy skills for urban youth, which affected school performance and achievement in science. Examined were historical and societal educational issues, identity and perception of place in society, perceived individual cultural advantages, self-efficacy, and future career interests in science. Strategies used to addrress these issues included culturally responsive approaches using hip-hop art forms, as an infusion into the urban middle school classroom. Middle school teachers and youth in large Midwest urban districts were surveyed to discover their attitudes about science education and to determine the students\u27 level of science literacy. A performance arts-based approach was then established to connect science investigations to science literacy, and to build a foundation for science literacy skills. Students and their teachers were then trained to create spoken-word science poetry, intertwined with science inquiry explorations, to develop culminating hip-hop science performances. An assessment of this performance arts approach to learning science revealed that eighty-six percent of the students thought that they had learned science better through science poetry developed into a poetry song. Seventy-one percent of the students felt that drama, or acting out science concepts, helped them to have a better understanding of concepts. In addition forty-three percent of the students gave advice to the researcher in regards to making science education approachable through the training they had received

Pedagogy of Social Justice: An Inquiry into the Experiences of African American Adolescent Males

Using Critical Race Theory (Crenshaw, Gotanda, Peller, & Thomas, 1995; Ladson-Billing, 1998; Richard Delgado & Jean Stefanic, 2000; Solorzano & Yasso, 2002) as a theoretical framework, and critical narrative inquiry (Clendanin & Connelly, 1999) as research methodology, I explored stories from five eighth grade African American adolescent males in order to identify how home, community, and school experiences contributed to their academic success and social development. My passion for the inquiry was driven for my desire to foster a sense of agency for social justice and positive changes for the African American community. Selection of participants was based upon reading and math scores in the 60th percentile range on the Georgia Criterion Reference Competency Test (CRCT). Social development was based upon the number of discipline reports. Data collection methods included individual and focus interviews. Important qualities of classroom teachers were determined by a ranking of qualities of effective teachers. The literature review included an examination of the educational history of African Americans, adolescents and racial identity, experiences of African American males, and culturally relevant pedagogy. Six findings resulted from this study. (1) A value system, work ethic, and selfdiscipline are noted for students who are academically and socially developed. (2) Parental involvement is directly linked to positive academic outcomes. (3) A positive sense of ethnic/racial identity serves as a cultural motivator. (4) A connection to the community is limited or absent based on participation in community activities. (5) Some African American males are participating in their own educational marginalization by failing to recognize the significance of culturally relevant teaching. (6) An ethic of care and justice demonstrated by school personnel is significant to students. The study will inform policymakers that it is of great importance for them to reconsider policies, such as zero tolerance, which disproportionately affect minority males. There is a demand for administrators to understand that they are the key in encouraging and supporting staff to acknowledge students experiences and to incorporate experiences into culturally relevant teaching. The study informs parents of the importance to prepare their children to live in a society of discrimination, prejudice, and racism

Teaching Matters: Essays by UMF Faculty

Essays by faculty at the University of Maine at Farmington.https://scholarworks.umf.maine.edu/publications/1086/thumbnail.jp

Educational use of video tape and cable to communicate information

As educators, communicating timely, important information to parents and to the community is a challenge. By using video technology, the ability to convey such information is not only possible but rather simple. Taking it one step further, utilizing cable television allows for the transmission of a variety of information to every living room in our community

Bulletin Madison College, January, 1963

Published by Madison College 1938-1977. Includes General catalog, Graduate catalog, summer schedule, etc. Issues for 1967-1977 published without series title

WHEN WE THRIVE: EXPLORING THE IDENTITIES OF BLACK STEM TEACHERS DURING THEIR TEACHER PREPARATION EXPERIENCE

Systemic structures designed to make pursuing a career in science, technology, engineering, and math (STEM) exclusive to dominant culture, typically employ practices of exclusion or isolation of Black people. As such, the demand for more Black people, particularly Black teachers, in STEM has increased the demand for teacher preparation programs (TPP) to recruit and graduate more Black STEM teachers. This research aims to explore the critical reflections of Black STEM teachers during their TPP to understand better how they perceive the role of social identity and how they engage in critical reflection of social identity during their TPP experience. Having a better understanding of how Black STEM teachers use critical reflections about their identities is necessary to improve the Black STEM teacher pipeline. Using Tajfel’s Social Identity Theory from the lens of Freire’s Critical Reflection, this study embraces tenants of Dumas’ anti-Blackness to explore the research participants’ critical reflections about identity, belonging, and agency. The researcher collected data for this qualitative study from focus groups, social identity maps, and interviews with six research participants. Three themes were derived from a thematic analysis of the data: altruism, illusions of hierarchy, identity aligned communities, ownership of agency, and multidimensional cultural identity. These findings highlight the significance of cultural identity during the Black STEM teacher’s TPP experience. Cultural identity influences community and perception of agency. Understanding how cultural identity impacts agency is essential when planning learning outcomes and clinical experiences for Black STEM teacher candidates. The findings support the study’s conceptual framework while demonstrating how community, or sense of belonging, acts as a mediator and influences the Black STEM teacher pipeline. Future research about the critical reflections of Black STEM can use this research as a foundation to take a closer look at cultural identities

Bulletin Madison College, January, 1961

Published by Madison College 1938-1977. Includes General catalog, Graduate catalog, summer schedule, etc. Issues for 1967-1977 published without series title