Oxford lecture

Oxford lectur

Exeter College, Oxford lecture

Exeter College, Oxford lectur

Spartan Daily, September 3, 1982

Volume 79, Issue 6https://scholarworks.sjsu.edu/spartandaily/6918/thumbnail.jp

The Value Transformation of Betty Warren in Mona Lisa Smile

This study analyzes a movie entitled Mona Lisa Smile. It is interesting that the movie contains the message about women's liberation movement reflected through the value transformation done by one of the characters, Betty Warren, which is why we decided to emphasize on the transformation as our main focus. We attempt to reveal the process of Betty Warren's value transformation by applying two concepts, which are the concept of Angel in the House and the concept of New Woman. We find out that Warren's experience of value transformation goes through several stages, which are from believing in her old values, going against the new modern values, finding disappointment toward her old values, then having a conflict within herself, and as the result, starting to consider and absorb the new values. The analysis leads to the fact that patriarchal values can be so strong because sometimes, women themselves are subconsciously acting as the agents

Lovelock

Presents a short story about Benjamin Scott, an ex-convict whose life turned a different course after a one-night stand with a retarded woman in Lovelock, Nevada. Promise of a job in San Francisco; Memories of traveling from state to state to get to his destination; Meeting Ana and her sister Lisa; Feelings of guilt for sleeping with Ana; Apologizing to the sisters; Decision to follow Ana to San Diego

Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students

In this study, we explored the relationship between the strength of pre-service teachers’ algebraic thinking and the characteristics of the questions they posed during cognitive interviews that focused on probing the algebraic thinking of middle school students. We developed a performance rubric to evaluate the strength of pre-service teachers’ algebraic thinking across 130 algebra-based tasks. We used an existing coding scheme found in the literature to analyze the characteristics of the questions pre-service teachers posed during clinical interviews. We found that pre-service teachers with higher algebraic thinking abilities were able to pose probing questions that uncovered student thinking through the use of follow up questions. In comparison, pre-service teachers with lower algebraic thinking abilities asked factual questions; moving from one question to the next without posing follow up questions to probe student thinking

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text