A descriptive and evaluative bibliography of mathematics filmstrips.

Submitted by A.W. Clark and R.W. Allen for the degree of Master of Arts and by C.H. Gardner and R.F. Sweeney for the degree of Master of Education. Thesis (Ed.M.)--Boston UniversityThe purpose of this paper is to present in one volume (1) a bibliography of all mathematics filmstrips from those suitable for the first grade to those suitable for use in senior high school and college, (2) an accurate description of each filmstrip, and (3) unbiased evaluations of each filmstrip by qualified teachers invited to take part in the project. Concomitant problems. The foregoing three parts were the heart of the problem and the portion nearly completely solved. There were, however, concomitant problems which have been partially solved by this work. The first of these concerns the limited use of filmstrips by mathematics teachers. Undoubtedly many do not believe in using filmstrips in mathematics classes. Others have never given serious thought about the advisability of using filmstrips. In later sections of this chapter and throughout this work evidence is cited to support the contention that filmstrips should have serious consideration, and that they are useful in mathematics classes. The second concomitant problem concerns the revision of current filmstrips and production of new ones. The filmstrip producers were supplied, upon their request, with summaries of the evaluations. Summaries were supplied only at the producer's request; for unless they were interested enough to request the summaries, they probably would not be interested in changing or improving their filmstrips. Summary. The problem, then, had three major parts: listing , describing, and evaluating mathematics filmstrips, and two concomitant parts: arousing the mathematics teacher's interest in filmstrips, and encouraging producers to make better productions and necessary revisions in current productions. [TRUNCATED

Proceedings of a Summer Institute in Water Resources: Volume II - The Economics of Water Resource Development and Conservation

Foreward: Recognizing the need for training of individuals to meet the rapidly rising problems connected with water resources development, Utah State University, with National Science Foundation support, organized a Summer Institute in Water Resources for college teachers. it was hoped that participants carefully selected from all regions of the country would receive additional insight and stimulation to improve and enlarge water resources training programs at their own institutions. Thus, the accelerated dissemination of such knowledge on a national scale could be facilitated. Realizing further that the key to a successful institute of this nature lay in the excellence of its staff, efforts were made to obtain instructors with intimate knowledge and broad experience int he subject matter area they were asked to rpesent. In nearly every case those selected willingly accepted the invitation to participate, although this meant considerable monetary sacrifice and major adjustment of busy schedules. The subject matter treated paralleled regular offerings listed in the University catalog and is considered to be central or core to a water resources planning and management training program. one course treated the philosophical, historical, institutional, political, and legal aspects of water development. The responsibility for this course was shared jointly with Cleve H. Milligan, Charles E. Corker, and Wayne D. Criddle. The second course considered the principles of water resources economics and was presented by B. Delworth Gardner. The third course dealt with concepts of water quality management and was under the direction of P. H. McGauhey. The final course was on principles and procedures of regional resources planning and was presented jointly by Aaron Wiener, W. R. Derrick Sewell, and Harvey O. Banks. Having assembled a distinguished and diversified staff to present some of the best current professional thinking in the topics suggested in the preceding paragraph, it was felt most appropriate to attempt to put their lectures into writing. A proceedings of the Institute would have considerable utility beyong the Institute itself. Hence, the instructors were encouraged to prepare written material for the proceedings and were given secretarial and other assistance to aid them. This material has been organized according to the four major courses and is issued in four comanion volumes. Clearly, this has been a prodigious effort which required Institute staff and others to go the extra mile. Special thanks and recognition are due Mrs. Dorothy Riley who not only typed the entire proceedings but also attended to many details necessary for the successfult operations of the Institute. Jay M. Bagley served as director of the Institute and assumed a general coordinating and editing role in the development of these proceedings

Dough Stage Best for Oat Silage

Four years of research at the Experiment Station show that the dough stage is the best time to harvest oats for silage. Oats cut then produced more tons of silage, had a good aroma, and the cows liked it best

A quest for frustration driven distortion in Y2Mo2O7

We investigated the nature of the freezing in the geometrically frustrated Heisenberg spin-glass Y2Mo2O7 by measuring the temperature dependence of the static internal magnetic field distribution above the spin-glass temperature, Tg, using the muSR technique. The evolution of the field distribution cannot be explained by changes in the spin susceptibility alone and suggests a lattice deformation. This possibility is addressed by numerical simulations of the Heisenberg Hamiltonian with magneto-elastic coupling at T>0.Comment: 5 pages 4 figures. Accepted for publication in PR

Body Size Estimation from Early to Middle Childhood: Stability of Underestimation, BMI, and Gender Effects

Individuals who are overweight are more likely to underestimate their body size than those who are normal weight, and overweight underestimators are less likely to engage in weight loss efforts. Underestimation of body size might represent a barrier to prevention and treatment of overweight; thus insight in how underestimation of body size develops and tracks through the childhood years is needed. The aim of the present study was therefore to examine stability in children’s underestimation of body size, exploring predictors of underestimation over time. The prospective path from underestimation to BMI was also tested. In a Norwegian cohort of 6 year olds, followed up at ages 8 and 10 (analysis sample: n = 793) body size estimation was captured by the Children’s Body Image Scale, height and weight were measured and BMI calculated. Overall, children were more likely to underestimate than overestimate their body size. Individual stability in underestimation was modest, but significant. Higher BMI predicted future underestimation, even when previous underestimation was adjusted for, but there was no evidence for the opposite direction of influence. Boys were more likely than girls to underestimate their body size at ages 8 and 10 (age 8: 38.0% vs. 24.1%; Age 10: 57.9% vs. 30.8%) and showed a steeper increase in underestimation with age compared to girls. In conclusion, the majority of 6, 8, and 10-year olds correctly estimate their body size (prevalence ranging from 40 to 70% depending on age and gender), although a substantial portion perceived themselves to be thinner than they actually were. Higher BMI forecasted future underestimation, but underestimation did not increase the risk for excessive weight gain in middle childhood