Science for gifted children in grade four.

Thesis (Ed.M.)--Boston Universit

Did trade policy foster Italian industrialization evidences from the effective production rates 1870-1930

Trade policy, and its effects oftariffs on structural change and industrialization, is arguably the 1110st contentious topic in Italian economic history. However, so far the discussion has relied almost exclusively on few scattered data and anecdotal evidence. This article builds on a comprehensive data-base of nominal and effective protection rates to test the main hypotheses put forward in the literature. We show that there is little evidence of a deliberate strategy to foster industrialization, or of any consisted strategy at aH. So we argue that the actual lay-out of Italian duties was the somewhat haphazard outcome of several causes, notably the need for revenue and the lobbying by sectional interests

Shooting with intent

The essay "Shooting with Intent" explores the relationship between the documentary camera and the gun, forging new ground in film studies which has amply covered the terrain of fiction film and warfare, but has done little to address the documentary camera in situations of conflict. The volume includes the best-known names in the field and is already being taught widely

2. Economics

The study of the way in which man makes a living — a short definition of economics — or of how he makes use of limited resources to satisfy unlimited wants -- another definition — has been traced in this work from Aristotle through the Middle Ages and mercantilism to the nineteenth century, when the classicists and their numerous critics, under the influence of industrialization and the intellectual trends of the day, created a large body of economic thought. In Chapter XIV we saw how, at the end of the century, Alfred Marshall (1842-1924) attempted to reformulate classical theory to bring it up to date. He was aware of the criticism that what the classicists had produced was a science of wealth which was not at all a science of welfare. This, many of them had insisted, was their true purpose, to limit themselves to treating what is to the exclusion of what ought to be. [excerpt

ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

Did trade policy foster Italian industrialization evidences from the effective production rates 1870-1930

Trade policy, and its effects oftariffs on structural change and industrialization, is arguably the 1110st contentious topic in Italian economic history. However, so far the discussion has relied almost exclusively on few scattered data and anecdotal evidence. This article builds on a comprehensive data-base of nominal and effective protection rates to test the main hypotheses put forward in the literature. We show that there is little evidence of a deliberate strategy to foster industrialization, or of any consisted strategy at aH. So we argue that the actual lay-out of Italian duties was the somewhat haphazard outcome of several causes, notably the need for revenue and the lobbying by sectional interests.Italy, Protection, Industrialization

The N-Word: Lessons Taught and Lessons Learned

In the fall of 2008, I dared to teach a fifteen-week course that focused on a single word, a word arguably like no other, a word adorned with these emotionally colorful descriptors: “the most explosive of racial epithets,” “our cruelest word,” “the most toxic in the English language,” “the most troubling word in our language,” “almost magical in its negative power,” “six simple letters that convey centuries of pain, evil and contempt,” “an almost universally known word of contempt,” “occupies a place in the soul where logic and reason never go,” and “the filthiest, dirtiest, nastiest word in the English language.” I have since taught the course three more times. Because of the overwhelming success of my multimedia and multi-genre undergraduate course, “The N-word: Lessons Taught and Lessons Learned,” both for my students and for me, and because of the peculiar and alleged post-racial American historical moment in which we now are living with the first African American U.S. President, this reflective pedagogical piece, “The N-Word: Lessons taught and Lessons Learned,” is particularly relevant and timely. Indeed, although the use and history of the “nigger” with its various interracial, intraracial, and intracultural associations have garnered public attention in American classrooms, in the American media, and in American popular culture, deeper implications surrounding this word, the word “nigger” has not had the kind of sustained classroom exploration my semester -long course afforded. Putting this single word under a critical microscope underscored for me and my students the fact that ideas about language and identity, about language and public performance, and about language and American race relations inextricably connect youths and elders, blacks and whites, males and females, children and adults, the international and the domestic, past and present, public and private, and the personal and the political. Specifically, this pedagogical reflection offers a social and political context for the course, an intellectual rationale for the course, specific and detailed course content, students’ responses to the course, students\u27 and teacher\u27s overarching lessons gleaned from the course, and bibliographic suggestions for classroom practitioners and critically curious others navigating the ocean of materials on the word that journalist Farai Chideya has called “the all-American trump card, the nuclear bomb of racial epithets.”

Spartan Daily, October 6, 1959

Volume 47, Issue 10https://scholarworks.sjsu.edu/spartandaily/3926/thumbnail.jp