Learning Mathematics without Limits and All-attainment Grouping in Secondary Schools: Pete's story

This article is about Pete’s story. It is a story about introducing all attainment teaching in a secondary school mathematics department and about espousing and enacting a pedagogy and set of practices to enable learning mathematics without limits

Using the Internet of Things to Teach Good Software Engineering Practice to High School Students

This paper describes a course to introduce high school students to software engineering in practice using the Internet Of Things (IoT). IoT devices allow students to get quick, visible results without watering down technical aspects of programming and networking. The course has three broad goals: (1) to make software engineering fun and applicable, with the aim of recruiting traditionally underrepresented groups into computing; (2) to make young students begin to approach problems with a design mindset; and (3) to show students that computer science, generally, and software engineering, specifically, is about much more than programming. The course unfolds in three segments. The first is a whirlwind introduction to a subset of IoT technologies. Students complete a specific task (or set of tasks) using each technology. This segment culminates in a “do-it-yourself” project, in which the students implement a simple IoT application using their basic knowledge of the technologies. The course’s second segment introduces software engineering practices, again primarily via hands-on practical tutorials. In the third segment of the course, the students conceive of, design, and implement a project that uses the technologies introduced in the first segment, all while being attentive to the good software engineering practices acquired in the second segment. In addition to presenting the course curriculum, the paper also discusses a first offering of the course in a threeweek summer intensive program in 2017, including assessments done to evaluate the curriculum.Cockrell School of Engineerin

“Exploring the Basement of Social Justice Issues”: A Graduate Upon Graduation

Photograph of rides building up, taken J. Stevens' Fair, 20 June 1961 whole general view, looking West. See Leeson's notebook 9, pages 92-95 for notes

The Spectator in the Picture

This paper considers whether pictures ever implicitly represent internal spectators of the scenes they depict, and what theoretical construal to offer of their doing so. Richard Wollheim's discussion (Painting as an Art, ch.3) is taken as the most sophisticated attempt to answer these questions. I argue that Wollheim does not provide convincing argument for his claim that some pictures implicitly represent an internal spectator with whom the viewer of the picture is to imaginatively identify. instead, I defend a view on which the external spectator simply imagines herself interacting, psychologically and otherwise, with the depicted scene. I explore some of the consequences of the two positions for pictorial aesthetics, arguing that the view I favour is at least as competent as Wollheim's at accommodating those phenomena we have any reason to think hold

Hesperus and Phosphorus: Sense, Pretense, and Reference

In “On Sense and Reference,” surrounding his discussion of how we describe what people say and think, identity is Frege’s first stop and his last. We will follow Frege’s plan here, but we will stop also in the land of make-believe

Successfully Executing Ambitious Strategies in Government: An Empirical Analysis

How are senior government executives who attempt to execute an ambitious vision requiring significant strategic change in their organizations able to succeed? How do they go about formulating a strategy in the first place? What managerial and leadership techniques do they use to execute their strategy? In this paper, these questions are examined by comparing (so as to avoid the pitfalls of "best practices" research) management and leadership behaviors of a group of agency leaders from the Clinton and Bush administrations identified by independent experts as having been successful at executing an ambitious strategy with a control group consisting of those the experts identified as having tried but failed at significant strategic change, along with counterparts to the successes, who had the same position as they in a different administration. We find a number of differentiators (such as using strategic planning, monitoring performance metrics, reorganizing, and having a smaller number of goals), while other techniques either were not commonly used or failed to differentiate (such as establishing accountability systems or appeals to public service motivation). We find that agencies that the successes led had significantly lower percentages of political appointees than the average agency in the government. One important finding is that failures seem to have used techniques recommended specifically for managing transformation or change as frequently as successes did, so use of such techniques does not differentiate successes from failures. However, failures (and counterparts) used techniques associated with improving general organizational performance less than successes.

Let\u27s Observe!

Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts

Bulletin of the Center for Children's Books 22 (11) 1969

published or submitted for publicatio